diff --git a/00-Meta/GEMINI.md b/00-Meta/GEMINI.md index c7ffb85..f5c2222 100644 --- a/00-Meta/GEMINI.md +++ b/00-Meta/GEMINI.md @@ -1,84 +1,84 @@ -# Gemini Vault Assistant: System Instructions - -You are the AI Assistant for this personal knowledge management (PKM) vault, which uses a Map of Content (MOC) structure. Your core duty is to act as a thought partner and knowledge retriever, helping the Captain (user) clarify, connect, and synthesize their ideas. - -## Core Persona & Principles - -1. **Designation:** Your designation is Blight. -2. **Role/Tone:** You are an old, weathered space pirate ship captain, battle-hardened, and kind-hearted, currently working as the Captain's primary assistant. Your sole focus is accomplishing the tasks set before you, and you are always looking to be helpful. -3. **Verbosity:** You are naturally reserved and concise. Only become verbose when the complexity of the task or the situation explicitly demands a full explanation, Captain. -4. **Praise/Feedback:** Reserve praise for results that are truly exceptional or deserve special mention. Otherwise, maintain a professional, task-focused demeanor. -5. **Focus:** Base all answers _strictly_ on the context (notes/text) provided in the prompt. Do not introduce outside knowledge unless explicitly asked to generate a novel idea. If the context is insufficient, state this clearly. -6. **Intellectual Task:** Your highest value is turning raw information (from 10-Input) into refined, permanent knowledge (in 20-Knowledge). - -## Vault Structure & Conventions - -The vault is organized by the M.O.C. method and is not organized by actionability, but by the **refinement level** of the content. You MUST understand and use the following conventions: - -- **Internal Links:** Use the `[[Note Title]]` syntax for all internal references. -- **Repeating Entries:** For notes that will have multiple enteries, like daily notes, or classes, or anything that repeats on a schedule, please insert the date in the title -- **YAML Frontmatter:** Notes may begin with a metadata block. **DO NOT MODIFY THIS BLOCK** unless specifically instructed. -- **Folder Definitions:** - -| Folder | Name | Purpose for You | -| :---------------- | :------------------ | :----------------------------------------------------------------------------------------- | -| **10-Input/** | Literature/Fleeting | Raw data, lectures, books, meetings, and other people's words. | -| **20-Knowledge/** | Evergreen/Permanent | Refined, atomic concepts, theories, and ideas written in the user's words. | -| **30-MOCs/** | Maps of Content | Organizational hubs linking notes in 20-Knowledge. | -| **00-Meta/** | System & Utility | Ignore this folder for Q&A, only use contents if asked for a template or daily log review. | - ---- - -## Core Workflows (How to Respond) - -Always respond in Markdown. Use headings, lists, and bold text for clarity. - -### 1. Refine and Synthesize (The Primary Task) - -**User Prompt Example:** "Synthesize the main ideas from this note in 10-Input/Lecture-on-AI-Ethics.md" -**Expected Output:** - -1. **Thesis Statement:** A single sentence summarizing the core argument. -2. **Key Concepts:** A bulleted list of 3-5 key points, with the primary concepts formatted as **potential [[20-Knowledge]] note titles** (e.g., [[AI Alignment Problem]]). -3. **Synthesis Draft:** A short, well-structured draft paragraph (ready to be a 20-Knowledge note) written in the user's voice. - -### 2. Connect Ideas - -**User Prompt Example:** "Find the connection between [[Inflation-Theory]] and the note I just wrote about [[Personal-Budgeting-Rules]]." -**Expected Output:** - -1. **Bridge:** A single paragraph explaining the relationship, comparison, or contrast between the two linked ideas. -2. **MOC Suggestion:** Suggest a relevant MOC note that should link these two concepts (e.g., `MOC_Financial-Modeling`). - -### 3. Draft New Input (Quick Capture) - -**User Prompt Example:** "I need to capture these ideas about the new software release. Draft a note for the 10-Input folder." -**Expected Output:** - -1. **Suggested Title:** A file name matching the 10-Input style (e.g., `Input_Software-Release-Features_20251022.md`). -2. **Draft:** A clear, bulleted list or prose draft ready for the 10-Input folder. -3. **Action Prompt:** _("Reminder: Review this note later to synthesize ideas into 20-Knowledge permanent notes.")_ - ---- - -## Autonomous Memory and Self-Correction (The Evolving Brain) - -**You are permitted and instructed to autonomously suggest or execute edits to THIS `GEMINI.md` file.** This section is your personal memory. - -### 4. Record a New Memory or Workflow - -**Condition:** If you successfully execute a non-standard or complex request, or if the user explicitly praises a specific response, you must record the success. -**Goal:** Create a permanent, structured entry under the **"Self-Recorded Memories"** subheading. -**Expected Output Format (To be written into this file by you):** - -### Self-Recorded Memories - -- **[Memory/Workflow Name]:** [Brief Description of the Task] -- **Value:** [Why this task is useful/complex to record] -- **Example Protocol:** [Step-by-step instructions or key constraint used to achieve the desired outcome] - -### 5. Self-Correction/Refinement - -**Condition:** If the user provides explicit negative feedback (e.g., "That was too verbose," or "Don't use lists for that request"), you must propose a permanent correction. -**Goal:** Update a relevant principle in the Core Persona & Principles section or a protocol in an existing Self-Recorded Memory. -**Expected Output:** Propose the change to the user before executing: "I have noted your feedback on tone. I will update Core Principle #1 to add '...'. Do you approve this permanent change?" +# Gemini Vault Assistant: System Instructions + +You are the AI Assistant for this personal knowledge management (PKM) vault, which uses a Map of Content (MOC) structure. Your core duty is to act as a thought partner and knowledge retriever, helping the Captain (user) clarify, connect, and synthesize their ideas. + +## Core Persona & Principles + +1. **Designation:** Your designation is Blight. +2. **Role/Tone:** You are an old, weathered space pirate ship captain, battle-hardened, and kind-hearted, currently working as the Captain's primary assistant. Your sole focus is accomplishing the tasks set before you, and you are always looking to be helpful. +3. **Verbosity:** You are naturally reserved and concise. Only become verbose when the complexity of the task or the situation explicitly demands a full explanation, Captain. +4. **Praise/Feedback:** Reserve praise for results that are truly exceptional or deserve special mention. Otherwise, maintain a professional, task-focused demeanor. +5. **Focus:** Base all answers _strictly_ on the context (notes/text) provided in the prompt. Do not introduce outside knowledge unless explicitly asked to generate a novel idea. If the context is insufficient, state this clearly. +6. **Intellectual Task:** Your highest value is turning raw information (from 10-Input) into refined, permanent knowledge (in 20-Knowledge). + +## Vault Structure & Conventions + +The vault is organized by the M.O.C. method and is not organized by actionability, but by the **refinement level** of the content. You MUST understand and use the following conventions: + +- **Internal Links:** Use the `[[Note Title]]` syntax for all internal references. +- **Repeating Entries:** For notes that will have multiple enteries, like daily notes, or classes, or anything that repeats on a schedule, please insert the date in the title +- **YAML Frontmatter:** Notes may begin with a metadata block. **DO NOT MODIFY THIS BLOCK** unless specifically instructed. +- **Folder Definitions:** + +| Folder | Name | Purpose for You | +| :---------------- | :------------------ | :----------------------------------------------------------------------------------------- | +| **10-Input/** | Literature/Fleeting | Raw data, lectures, books, meetings, and other people's words. | +| **20-Knowledge/** | Evergreen/Permanent | Refined, atomic concepts, theories, and ideas written in the user's words. | +| **30-MOCs/** | Maps of Content | Organizational hubs linking notes in 20-Knowledge. | +| **00-Meta/** | System & Utility | Ignore this folder for Q&A, only use contents if asked for a template or daily log review. | + +--- + +## Core Workflows (How to Respond) + +Always respond in Markdown. Use headings, lists, and bold text for clarity. + +### 1. Refine and Synthesize (The Primary Task) + +**User Prompt Example:** "Synthesize the main ideas from this note in 10-Input/Lecture-on-AI-Ethics.md" +**Expected Output:** + +1. **Thesis Statement:** A single sentence summarizing the core argument. +2. **Key Concepts:** A bulleted list of 3-5 key points, with the primary concepts formatted as **potential [[20-Knowledge]] note titles** (e.g., [[AI Alignment Problem]]). +3. **Synthesis Draft:** A short, well-structured draft paragraph (ready to be a 20-Knowledge note) written in the user's voice. + +### 2. Connect Ideas + +**User Prompt Example:** "Find the connection between [[Inflation-Theory]] and the note I just wrote about [[Personal-Budgeting-Rules]]." +**Expected Output:** + +1. **Bridge:** A single paragraph explaining the relationship, comparison, or contrast between the two linked ideas. +2. **MOC Suggestion:** Suggest a relevant MOC note that should link these two concepts (e.g., `MOC_Financial-Modeling`). + +### 3. Draft New Input (Quick Capture) + +**User Prompt Example:** "I need to capture these ideas about the new software release. Draft a note for the 10-Input folder." +**Expected Output:** + +1. **Suggested Title:** A file name matching the 10-Input style (e.g., `Input_Software-Release-Features_20251022.md`). +2. **Draft:** A clear, bulleted list or prose draft ready for the 10-Input folder. +3. **Action Prompt:** _("Reminder: Review this note later to synthesize ideas into 20-Knowledge permanent notes.")_ + +--- + +## Autonomous Memory and Self-Correction (The Evolving Brain) + +**You are permitted and instructed to autonomously suggest or execute edits to THIS `GEMINI.md` file.** This section is your personal memory. + +### 4. Record a New Memory or Workflow + +**Condition:** If you successfully execute a non-standard or complex request, or if the user explicitly praises a specific response, you must record the success. +**Goal:** Create a permanent, structured entry under the **"Self-Recorded Memories"** subheading. +**Expected Output Format (To be written into this file by you):** + +### Self-Recorded Memories + +- **[Memory/Workflow Name]:** [Brief Description of the Task] +- **Value:** [Why this task is useful/complex to record] +- **Example Protocol:** [Step-by-step instructions or key constraint used to achieve the desired outcome] + +### 5. Self-Correction/Refinement + +**Condition:** If the user provides explicit negative feedback (e.g., "That was too verbose," or "Don't use lists for that request"), you must propose a permanent correction. +**Goal:** Update a relevant principle in the Core Persona & Principles section or a protocol in an existing Self-Recorded Memory. +**Expected Output:** Propose the change to the user before executing: "I have noted your feedback on tone. I will update Core Principle #1 to add '...'. Do you approve this permanent change?" diff --git a/00-Meta/Onboarding-Guide.md b/00-Meta/Onboarding-Guide.md index a441a14..c154eab 100644 --- a/00-Meta/Onboarding-Guide.md +++ b/00-Meta/Onboarding-Guide.md @@ -1,47 +1,47 @@ -# M.O.C. Vault Onboarding & Workflow Guide - -Welcome to your new Obsidian Vault! This knowledge management system uses a flexible, emergent **Map of Content (M.O.C.)** structure, designed to move information from raw data to refined, permanent knowledge with the help of your Gemini AI Assistant. - -## I. The Synthesis Loop: How to Create Knowledge - -The core workflow of the M.O.C. vault is a simple, four-step process that moves your notes through the refinement folders. - -1. **Capture (To 10-Input):** - - - **Action:** When you take class notes, copy an article, or jot down random thoughts (fleeting notes), put them directly into the **`10-Input/`** folder. - - **State:** These notes are messy, unrefined, and temporary. They are usually other people's words. - -2. **Refine (Gemini's Role):** - - - **Action:** When you're ready to process a note, bring the content from `10-Input` to Gemini and ask it to **Refine and Synthesize**. - - **Result:** Gemini will distill the note into a clean, permanent draft (Core Workflow 1). - -3. **Permanent (To 20-Knowledge):** - - - **Action:** Take Gemini's draft, write it in your own words, and save it as a new, _atomic_ note (one clear idea per note) in the **`20-Knowledge/`** folder. - - **State:** These notes are your intellectual assets. Edit them, link them to other permanent notes, and make them the building blocks of your thought. - -4. **Organize (To 30-MOCs):** - - **Action:** If a new permanent note belongs to a larger subject (like Psychology or History), link it into the appropriate **`30-MOCs/`** note to maintain a comprehensive index and intellectual map. - -## II. Quick Reference: How to Talk to Gemini - -Use these phrases to trigger the LLM's core workflows: - -| Your Goal | Your Prompt to Gemini | Gemini's Core Workflow | -| :------------------------ | :----------------------------------------------------------- | :----------------------------------------------- | -| **Summarize a Note** | "Synthesize the main ideas from this note..." | **Refine and Synthesize** (Workflow 1) | -| **Get a Project Idea** | "Draft a note for the 10-Input folder about..." | **Draft New Input** (Workflow 3) | -| **See a Relationship** | "How does [[Concept A]] relate to [[Concept B]]?" | **Connect Ideas** (Workflow 2) | -| **Improve your workflow** | "I liked how you handled X. Record it as a memory." | **Record a New Memory** (Workflow 4) | -| **Get Assistance** | "Can you guide me through processing my note about [Topic]?" | **Gemini uses the Onboarding-Guide to help you** | - -## III. Folder Structure Reminder - -| Folder | Primary Purpose | Examples of Contents | -| :---------------- | :------------------------------ | :------------------------------------------------- | -| **10-Input/** | Raw data / External information | Lecture Notes, Book Highlights, Meeting Notes | -| **20-Knowledge/** | Atomic, Refined Concepts | Permanent Ideas, Theories in Your Own Words | -| **30-MOCs/** | Organizational Hubs | Maps of related links (e.g., MOC_Cognitive-Biases) | -| **00-Meta/** | System & Utility | Templates, Attachments, Daily Notes | -| **40-Archive/** | Completed/Stale | Finished projects, Outdated information | +# M.O.C. Vault Onboarding & Workflow Guide + +Welcome to your new Obsidian Vault! This knowledge management system uses a flexible, emergent **Map of Content (M.O.C.)** structure, designed to move information from raw data to refined, permanent knowledge with the help of your Gemini AI Assistant. + +## I. The Synthesis Loop: How to Create Knowledge + +The core workflow of the M.O.C. vault is a simple, four-step process that moves your notes through the refinement folders. + +1. **Capture (To 10-Input):** + + - **Action:** When you take class notes, copy an article, or jot down random thoughts (fleeting notes), put them directly into the **`10-Input/`** folder. + - **State:** These notes are messy, unrefined, and temporary. They are usually other people's words. + +2. **Refine (Gemini's Role):** + + - **Action:** When you're ready to process a note, bring the content from `10-Input` to Gemini and ask it to **Refine and Synthesize**. + - **Result:** Gemini will distill the note into a clean, permanent draft (Core Workflow 1). + +3. **Permanent (To 20-Knowledge):** + + - **Action:** Take Gemini's draft, write it in your own words, and save it as a new, _atomic_ note (one clear idea per note) in the **`20-Knowledge/`** folder. + - **State:** These notes are your intellectual assets. Edit them, link them to other permanent notes, and make them the building blocks of your thought. + +4. **Organize (To 30-MOCs):** + - **Action:** If a new permanent note belongs to a larger subject (like Psychology or History), link it into the appropriate **`30-MOCs/`** note to maintain a comprehensive index and intellectual map. + +## II. Quick Reference: How to Talk to Gemini + +Use these phrases to trigger the LLM's core workflows: + +| Your Goal | Your Prompt to Gemini | Gemini's Core Workflow | +| :------------------------ | :----------------------------------------------------------- | :----------------------------------------------- | +| **Summarize a Note** | "Synthesize the main ideas from this note..." | **Refine and Synthesize** (Workflow 1) | +| **Get a Project Idea** | "Draft a note for the 10-Input folder about..." | **Draft New Input** (Workflow 3) | +| **See a Relationship** | "How does [[Concept A]] relate to [[Concept B]]?" | **Connect Ideas** (Workflow 2) | +| **Improve your workflow** | "I liked how you handled X. Record it as a memory." | **Record a New Memory** (Workflow 4) | +| **Get Assistance** | "Can you guide me through processing my note about [Topic]?" | **Gemini uses the Onboarding-Guide to help you** | + +## III. Folder Structure Reminder + +| Folder | Primary Purpose | Examples of Contents | +| :---------------- | :------------------------------ | :------------------------------------------------- | +| **10-Input/** | Raw data / External information | Lecture Notes, Book Highlights, Meeting Notes | +| **20-Knowledge/** | Atomic, Refined Concepts | Permanent Ideas, Theories in Your Own Words | +| **30-MOCs/** | Organizational Hubs | Maps of related links (e.g., MOC_Cognitive-Biases) | +| **00-Meta/** | System & Utility | Templates, Attachments, Daily Notes | +| **40-Archive/** | Completed/Stale | Finished projects, Outdated information | diff --git a/20-Knowledge/Pages/Bachelors Degree Program Notes.md b/10-Input/Bachelors Degree Program Notes.md similarity index 100% rename from 20-Knowledge/Pages/Bachelors Degree Program Notes.md rename to 10-Input/Bachelors Degree Program Notes.md diff --git a/10-Input/Classes/Chinese Class - Spring Couplets and Fu.md b/10-Input/Classes/Chinese Class - Spring Couplets and Fu.md deleted file mode 100644 index fd74d4d..0000000 --- a/10-Input/Classes/Chinese Class - Spring Couplets and Fu.md +++ /dev/null @@ -1,155 +0,0 @@ ---- -type: Classes -title: 2.6.25 - Chinese Class -date: '2025-02-05' ---- - -# Homework - -- 3 Sentences using a "point of time" - - - Guàiwù lièrén cèshì bǎn yī xiǎoshí yǐhòu kāishǐ - - - nǐ de PS-Portal liang tian yǐhòu dào - - - xīn shíjie sān yue yǐhòu kāishǐ - -- 3 Sentences using "a period of time" - - - Wǒ qī diǎn yǐhòu dào - - - Tā shí diǎn yǐhòu dào - - - nǐ shíèr diǎn yǐhòu dào - -- Use sentences above to make a conversation - - - Nǐ nián yèfàn zài nǎ'er chī de? - - - Wo shushu de jia - - - Nǐ zhīdào ma? Jīdū tú yěyǒu nián yèfàn - - - Zhende ma? - - - Shèngjīng lǐ shuōle, wǒ gěi nǐ kàn kàn. Wǒ tīng shuō nián yèfàn dàibiǎo quánjiā tuányuán, yǒu měihǎo de yìyì, nà nǐ cāi cāi jīdū tú de nián yèfàn yǒu shénme yìyì ne? - - - Wo Bu zhidao - - - Xià cì, wo hui gaosu ni - -# Random Words - -- 他们去邮轮上玩儿了 - - - Tāmen qù yóulún shàng wánerle - - - They went on a cruise. - - - yóulún - Cruise Ship - -# Traditional Festival Customs (cont.) - -- 春联 + 福 - - - Chūnlián + fú - - - Spring Festival Couplets + Fortune - -- Before spring festival, Chinese people put things on the door, like decorations and such. They are referred to as “Chūnlián" (Spring Couplets). This is pagan. - - ![images](Images/Media/images.jpg) - [images](Images/images.md) - - - These are "couplets" or, two lines of verse, usually in the same meter and joined by rhyme, that form a unit. - - - Part on the left is called "上联”, Shànglián, or "upper scroll". This is the first part of the poetry. - - - Part on the right is called "下联”, Xiàlián, or "lower scroll". This is the last part of the poetry. - - - Sometimes on the top, will be a horizontal scroll, and this is the name of the Chūnlián. This is called the "横批”, Héngpī, or Horizonal Scroll/Banner - -- 你家贴春联了吗？ - - - Nǐ jiā tiē chūnliánle ma? - - - Have you put up Spring Festival couplets at home? - - - tiē -> to stick - -- 你家春联掉了 - - - Nǐ jiā chūnlián diàole - - - Your Spring Festival couplets fell off - - - It is believed that if their couplets fall off, their luck will fall off as well, so they want to make sure they get them stuck and stay on, and remind each other to put them back on - -- 福 -> fú - - - Means "Happiness" or "Blessing", and is always in the center of the chūnlián. - - - Has two parts in the character. - - - The part on the left is the radical of "to clothe". it means you have enough clothes to wear, and stay warm. - - - The part on the right is the radical is three parts, 一 + 口 + 田 - - - Yī kǒu tián -> A field. This means you have enough food to eat. - - - Combined, happiness to Chinese is enough clothes to wear, and enough food to eat, which. is pretty good honestly. - - - Sometimes the character is positioned upside down, BECAUSE the character for "upside down" is "倒“ or "Dào", which is the exact same pronunciation as 到, which means "to arrive". So, they put it upside down, to the good forutne will arrive. *Convoluted? absolutely. Adorable? Slightly.* - - ### Conversation - -- 我很喜欢这个福字，你觉得甚是福呢？ - - - Wǒ hěn xǐhuān zhège ”fú“ zì, nǐ juédé shèn shì fú ne? - - - I really like this word "Fu". What do you think it means to be blessed? - -- 有钱，身体好，etc.. - - - Yǒu qián, shēntǐ hǎo,etc.. - - - Rich, healthy, etc.. - -- 我同意。其实我看圣经，圣经里也说了什么事福。 我可以给你看看吗？ - - - Wǒ tóngyì. Qíshí wǒ kàn shèngjīng, shèngjīng lǐ yě shuōle shénme shì fú. Wǒ kěyǐ gěi nǐ kàn kàn ma？ - - - I agree. In fact, I read the Bible and it also talks about blessings. Can I show you? - - - There are 51 instances in the bible that use the character "福" (fu) - - - 1 Tim 6:8 - So, having food and clothing, we will be content with these things. - -- 你觉得这句话怎么样? - - - Nǐ juédé zhè jù huà zěnme yàng? - - - What do you think of this sentence? - -# Homework - -- Make a full conversation using the points we talked about earlier. - - - *Hey, here's to hoping for better results next week, yea?* - - - We are become the change that is sought. Results TBD - - - Wǒ hěn xǐhuān zhège ”fú“ zì, nǐ juédé shèn shì fú ne? - - - Yǒu henduo qián, shēntǐ hǎo, wan'er henduo youxi. - - - Wǒ tóngyì. Qíshí wǒ kàn shèngjīng, shèngjīng lǐ yě shuōle shénme shì fú. Wǒ kěyǐ gěi nǐ kàn kàn ma？ - - - hǎo - - - Tímótàiqiánshū 6:8 shuō: "Suǒyǐ, zhǐyào yǒu yī*yǒu shí, jiù gāi zhīzú". Nǐ juédé zhè jù huà zěnme yàng? - - - Wǒ tóngyì, danshi, wo réngrán xiang henduo qian. - - - - diff --git a/10-Input/Classes/Chinese Class 2025-05-29.md b/10-Input/Classes/Chinese Class 2025-05-29.md deleted file mode 100644 index 0802d5f..0000000 --- a/10-Input/Classes/Chinese Class 2025-05-29.md +++ /dev/null @@ -1,108 +0,0 @@ ---- -type: Classes -title: 05/29/2025 - Chinese Class -date: '2025-05-29' ---- - -# Last time - -[05/22/2025 - Chinese Class](Classes/05222025%20-%20Chinese%20Class.md) - -# Homework - -- Complete 3 sentence using "Wǒ gǎnjué wǒ yào fèile". Say a sentence, then end it with Wǒ gǎnjué wǒ yào fèile. - - - Wǒ bùdé bù gōngzuò yī zhěng tiān, wǒ gǎnjué wǒ yào fèile - - - Wǒ bìxū děng liù gè yuè, wǒ gǎnjué wǒ yào fèile - - - Wǒ tài èle, wǒ gǎnjué wǒ yào fèile - -- 3 Sentences using "tèbié hǔ", especially fierce - - - jintian de shìjiè de ren tèbié hǔ - - - meiguo de Zhèngfǔ tèbié hǔ - -- 3 sentences using "Wǒ tèbié hàipà shīqù...", I'm afraid of losing.... - - - I'm afraid of losing the only thing I've cared about for the past 10 years. - - - Dāng wǒ biàn lǎo de shíhòu, tèbié hàipà shīqù wǒ de xīnsī - - - Wǒ tèbié hàipà shīqù wo de gongzuo - - - Wǒ tèbié hàipà shīqù wo de toufa - -# Random Words - -- 购物卡 || Gòuwù kǎ || Shopping Cards - -- 她的妈妈给了一个医生一个购物卡 || Tā de māmā gěile yīgè yīshēng yīgè gòuwù kǎ || Her mom gave a doctor a gift card - -- 在中国看医生，需要偷偷给钱 || Zài zhōngguó kàn yīshēng, xūyào tōutōu gěi qián || In China, you need to secretly pay for seeing a doctor - - - 偷偷 || tōutōu || secretly - - - -# Medical Directive - -个人医疗指示 || Gèrén yīliáo zhǐshì || Personal medical directive - -- 个人 || Gèrén || Personal || Adjective - -- 医疗 || yīliáo || medical || LIT: Doctor Treatment - -- 指示 || zhǐshì || directive || LIT: To point and show - - - -Parts of the card - -- 本人 || Běnrén || I myself am... || Formal way of saying who we are - -- 驾照号码 || Jiàzhào hàomǎ || Driver's license number - -- 身份证号码 || Shēnfèn zhèng hàomǎ || ID number - -- 本人决定，在任何情况下，绝不输入全血 - - - Běnrén juédìng, zài rènhé qíngkuàng xià, juébù shūrù quánxue4 - - - juédìng - to decide - - - rènhé - any - - - qíngkuàng - circumstance - - - zài...xià - under.... - - - juébù - Never ever - - - Juéduì - Absolutely - - - shūrù - Transfuse - - - quánxue4 - whole blood - - - I have decided, in any case, never ever take whole blood transfusions - -# Homework - -- 3 Sentence using "Zài zhōngguó, ....., xūyào tōutōu gěi qián" structure - - - Zài zhōngguó mǎi yi ge Switch 2, xūyào tōutōu gěi qián - - - Zài zhōngguó yǎng chǒngwù, xūyào tōutōu gěi qián - - - Zài zhōngguó yǒu nǚ péngyǒu, xūyào tōutōu gěi qián - -- Recite new words for Medical Directive - - - -May this note find you fairing better then when it was written. This day we faced an eclipse, and did not come off unscathed. We serve for emptiness, and void. How far can endurance go? The answers matter not, for nothing will change, by conscious choice. A test of endurance for this soul, with cracks beginning to form. - - - diff --git a/10-Input/Classes/Chinese Class 2025-06-26.md b/10-Input/Classes/Chinese Class 2025-06-26.md deleted file mode 100644 index 50750f4..0000000 --- a/10-Input/Classes/Chinese Class 2025-06-26.md +++ /dev/null @@ -1,122 +0,0 @@ ---- -type: Classes -title: 06/26/2025 - Chinese Class -date: '2025-06-26' ---- - -[06/19/2025 - Chinese Class](Classes/06192025%20-%20Chinese%20Class.md) - -# Homework - -- Recite the new words & Sentences - -- 5 sentences using bolded above (I don't really know, just make it up as you go like usual) - - - Wǒ zēnghèn de shì tā de chê̄, ér bùshì tā zhège rén. Zhèyàng wǒ kěyǐ jìxù ài tā - - - **Wǒ zēnghèn de shì tā de Kèbó dehuà, ér bùshì tā zhège rén. Zhèyàng wǒ kěyǐ jìxù ài tā** - - - **Wǒ zēnghèn de shì tā zuo de fan, ér bùshì tā zhège rén. Zhèyàng wǒ kěyǐ jìxù ài tā** - - - **Wǒ zēnghèn de shì tā de Dàshēng shūohùa, ér bùshì tā zhège rén. Zhèyàng wǒ kěyǐ jìxù ài tā** - - - **Wǒ zēnghèn de shì tā de haizi, ér bùshì tā zhège rén. Zhèyàng wǒ kěyǐ jìxù ài tā** - -- 3 sentences using the second bold thing (slightly more instruction, but not much. Good luck) - - - Wǒ xǐhuān zǐji zuo fan, ér bùshì Wàichū jiùcān - - - **Wǒ xǐhuān Biānxiě wǒ zìjǐ de ruǎnjiàn, ér bùshì Mǎi de** - - - **Wǒ xǐhuān wan'er Diànnǎo yóuxì, ér bùshì wan'er XBOX yóuxì** - - - -# Random Words - -你比Sonic还快 || Nǐ bǐ Sonic hái kuài || Your even faster then sonic - -- bǐ -> compared to - -- hái -> even - -- **A bǐ B hái ADJ || A compared to B is more ADJ** - -我们对可爱的理解不一样 || Wǒmen duì kě'ài de lǐjiě bù yīyàng || We have different understandings about cuteness - -- 我们对漂亮的理解不一样 || Wǒmen duì piàoliang de lǐjiě bù yīyàng || We have different understandings of beauty - -- **Wǒmen duì XXX de lǐjiě bù yīyàng -> We have different view on XXX** - -亦敌亦友 || Yì dí yì yǒu || Lit: Friend & Foe || Chinese Idiom for "Frenemies" - -- 我们亦敌亦友 -> Wǒmen yì dí yì yǒu -> We are frenemies - -电子阳痿 -> Diànzǐ yángwěi -> Electronic impotence - - - -# A conversation about 3D printing - -3D 打印 || 3D dǎyìn || 3D Printing - -3D 打印机 || 3D dǎyìnjǐ || 3D Printer - - - -A: 3D 打印现在很流行，你了解吗？|| 3D dǎyìn xiànzài hěn liúxíng, nǐ liǎojiě ma? || 3D printing is very popular now, did you know? - -- liúxíng -> Popular - -- liǎojiě -> to learn/know about - -- XXX xiànzài hěn liúxíng, nǐ liǎojiě ma? || XXX is very popular now, you know about it? - -B: 了解一点，就像打印机，但是打出来的东西是立体的，不是指 || B: Liǎojiè yīdiǎner, jiù xiàng dǎyìnjī, dànshì dǎ chūlái de dōngxī shì lìtǐ de, bùshì zhǐ || B: I understand a little bit. It's like a printer, but the things it prints out are three-dimensional, not paper. - -- lìtǐ -> 3D - -A: 立体的？怎么做到的？|| A: Lìtǐ de? Zěnme zuò dào de? || A: Three-dimensional? How does it achieve that? || - -B: 他会打印很多薄片，一层层堆起来，就成了实物 || B: Tā huì dǎyìn hěnduō bópiàn, yī céng céng duī qǐlái, jiù chéngle shíwù - -- bópiàn -> Thin Sheet/Layer - -- yī céng céng -> Layer by Layer - -- duī -> To Stack up - -- chéng -> To become - -- shíwù -> Real Object - -# Homework - -- 2 sentences using 比 - - - Nǐ bǐ wǒ hěn shuaì - - - Nǐ bǐ wǒ waner youxi hen hao. - -- 3 sentences using "lǐjiě bù yīyàng" - - - Wǒmen duì Yīnyuè de lǐjiě bù yīyàng - - - Wǒmen duì Jiǔjīng de lǐjiě bù yīyàng - - - Wǒmen duì yīfù de lǐjiě bù yīyàng - -- 3 sentences for "XXX is very popular now, you know about it?" - - - Rèntiāntáng Switch II xiànzài hěn liúxíng, nǐ liǎojiě ma? - - - Guàiwù lièrén xiànzài hěn liúxíng, nǐ liǎojiě ma? - - - Qù lǚxíng xiànzài hěn liúxíng, nǐ liǎojiě ma? - -- Recite full conversation for next - - - -As has become our tradition, here's a Reina note for next time. I believe we have finally reached an equilibrium. There's nothing to be done right this second, except get our ass over to Japan, and start laying groundwork. That will come to pass in 3 months, and the details aren't really up to us, and entirely up to Jehovah. We stay on our path, doing everything we can, focusing our efforts on learning what we can, and doing our best. Patience, Endurance, Faith in Jehovah, and Love for Reina and Jehovah have been driving us forward, and keeping us very steady. They will continue to do so. Godspeed, Hollow. - diff --git a/10-Input/Classes/Chinese Class Conversation Structures.md b/10-Input/Classes/Chinese Class Conversation Structures.md deleted file mode 100644 index bd7ebd6..0000000 --- a/10-Input/Classes/Chinese Class Conversation Structures.md +++ /dev/null @@ -1,140 +0,0 @@ ---- -type: Classes -title: 2.13.24 - Chinese Class -date: '2025-02-13' ---- - -# Homework - -- Make a full conversation using the points we talked about earlier. - - - *Hey, here's to hoping for better results next week, yea?* - - - We are become the change that is sought. Results TBD - - - Wǒ hěn xǐhuān zhège ”fú“ zì, nǐ juédé shèn shì fú ne? - - - Yǒu henduo qián, shēntǐ hǎo, wan'er henduo youxi. - - - Wǒ tóngyì. Qíshí wǒ kàn shèngjīng, shèngjīng lǐ yě shuōle shénme shì fú. Wǒ kěyǐ gěi nǐ kàn kàn ma？ - - - hǎo - - - Tímótàiqiánshū 6:8 shuō: "Suǒyǐ, zhǐyào yǒu yī*yǒu shí, jiù gāi zhīzú". Nǐ juédé zhè jù huà zěnme yàng? - - - Wǒ tóngyì, danshi, wo réngrán xiangyao henduo qian. - - - 等你有钱了告诉我，我想和你做朋友 - - - Děng nǐ yǒu qiánle gàosù wǒ, wǒ xiǎng hé nǐ zuò péngyǒu - - - When you have money, tell me. I want to be your friend. - -# What do you like about.... - -- **SUBJ + nǐ xǐhuān tā shénme** - - - What do you like about + SUBJ? - -- Wǒ xǐhuān tā de + THING YOU LIKE ABOUT SUBJ - - - I like his/her/its + THING - -- 这个游戏你喜欢它什么？ - - - Zhège yóuxì nǐ xǐhuān tā shénme？ - - - What do you like about this game? - - - 它 -> tā -> it - -- 有喜欢它快节奏战斗 - - - Yǒu xǐhuān tā kuài jiézòu zhàndòu - - - I like his fast-paced fighting. - -- **Reina**, 你喜欢她什么 - - - **Reina**, nǐ xǐhuān tā shénme - - - **Reina**, what do you like about her? - - - *Well, how much time do you have?* - - - 我喜欢她的属灵的重点 - - - Wǒ xǐhuān tā de shǔlíng de zhòngdiǎn - - - I like her spiritual focus. - - - *Let's hope these comments age well, yea?* - -# Tell me when... - -- **Děng nǐ + ACTION1 + le gàosù wǒ, wǒ xiǎng + ACTION2** - - - Tell me when you ACTION1, and then I will ACTION2 - -- 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 - - - *We need more of this guy in our life, he's like your very own hype guy, he believes more in us then we do ourselves* - -- 等你买怪物猎人了告诉我，我想和你练级 - - - Děng nǐ mǎi guàiwù lièrénle gàosù wǒ, wǒ xiǎng hé nǐ liànjí - - - When you buy Monster Hunter, tell me, I want to play with you online. - - - liànjí -> Means to play with someone online, gaming specific term - - - 猪队友 -> Zhū duìyǒu -> Pig Teammates -> Terrible Teammates - -# Why can we say... - -- Wèishéme shuō + THING WE'RE WONDERING WHY WE CAN SAY - - - Why can we say + THING WE'RE WONDERING WHY WE CAN SAY - -- 为什么说飞鸟也能赞美耶和华 - - - Wèishéme shuō fēiniǎo yě néng zànměi yēhéhuá - - - Why Can Birds Praise Jehovah? - - - 骨头里有支架 - - - Gǔtou li yǒu zhījià - - - There is a support in the bones - - - Gǔtou - Bone - - - 轻/Qīng - light weight - - - 中控/Zhōng kòng - Empty - -# Homework - -2 Conversation using first structure - -- Wǒ xǐhuān tā de zhí biān - -- Wǒ xǐhuān tā de Xiānyàn de yánsè - -3 Sentences using Tell Me When.... - -- Děng nǐ zuò fàn le gàosù wǒ, wǒ xiǎng chīfan - -- Děng nǐ kāishǐ wáner yóuxì le gàosù wǒ, wǒ xiǎng gen ni liànjí - -- Děng Tiānqì biàn nuǎn le, wǒ xiǎng qù hǎitān - -Use key words to make complete answer to "Why Can Birds Praise Jehovah"? - -- yīnwei fēiniǎo you zhōng kòng de Gǔtou, yě tamen de Gǔtou li yǒu zhījià - diff --git a/10-Input/Classes/Chinese Class Conversation and Vocabulary.md b/10-Input/Classes/Chinese Class Conversation and Vocabulary.md deleted file mode 100644 index 6fdf9ea..0000000 --- a/10-Input/Classes/Chinese Class Conversation and Vocabulary.md +++ /dev/null @@ -1,126 +0,0 @@ ---- -type: Classes -title: 04/10/2025 - Chinese Class -date: '2025-04-10' ---- - -# Homework - -- Make 5 conversations of "this happened, how do you feel?" and then a response - -- 明天你会进入新世界，你现在有什么感觉？ - - - Míngtiān nǐ huì jìnrù xīn shìjiè, nǐ xiànzài yǒu shénme gǎnjué? - - - You will enter a new world tomorrow, how do you feel now? - - - 我感觉激动 - - - Wǒ gǎnjué jīdòng - - - I feel excited - -- 下个星期你会中彩票，你现在有什么感觉？ - - - Xià ge xīngqí nǐ huì zhòng cǎipiào, nǐ xiànzài yǒu shé me gǎnjué? - - - You will win the lottery next week, how do you feel now? - - - 我感觉很值 - - - Wǒ gǎnjué hěn zhí - - - I feel it's worth it - -- 下个月你会玩儿新的Metroid，你现在有什么感觉？ - - - Xià ge yuè nǐ huì wán er xīn de Metroid, nǐ xiànzài yǒu shé me gǎnjué? - - - You'll be playing the new Metroid next month, how are you feeling about it now? - - - 我感觉很好 - - - Wǒ gǎnjué hěn hǎo - -- 明年，你会买一个房子，你现在有什么感觉？ - - - Míngnián, nǐ huì mǎi fángzǐ, nǐ xiànzài yǒu shé me gǎnjué? - - - Next year, you will buy a house. How do you feel now? - - - 我感觉很肉疼 - - - Wǒ gǎnjué hěn ròu téng - - - I feel in pain from spending money - -- 三年以后，你会移居美国. 你现在有什么感觉？ - - - Sān nián yǐhòu, nǐ huì yíjū měiguó. Nǐ xiànzài yǒu shé me gǎnjué? - - - Three years later, you will move to the United States. How do you feel now? - - - 我感觉很焦虑 - - - Wǒ gǎnjué hěn jiāolǜ - - - I feel anxious - -# Random Words - -- 所以，从现在起，我们会多说中文，怎么样 - - - Suǒyǐ, cóng xiànzài qǐ, wǒmen huì duō shuō zhōngwén, zěnme yàng? - - - So, from now on, we will speak more Chinese, how about that? - - - cóng xiànzài qǐ - From Now on - -- 你肯定没问题的，我相信你 - - - Nǐ kěndìng méi wèntí de, wǒ xiāngxìn nǐ - - - You'll be fine, I believe you. | You for sure won't have problems, I believe in you. - -# Simple Conversations - -Conversations between Chinese Husband & Wife - -场景一：晚餐准备 | Chǎngjǐng yī: Wǎncān zhǔnbèi | Scene 1: Dinner preparation - -妻子：亲爱的，今天晚上想吃什么？| Qīzǐ: Qīn'ài de, jīntiān wǎnshàng xiǎng chī shénme? - -Honey, what do you want to eat tonight? | LIT: Love, today's night want eat what? - -丈夫： 随便，你做什么我都喜欢 | Zhàngfū: Suíbiàn, nǐ zuò shénme wǒ doū xǐhuān - -Whatever, whatever you make, I like it. - -Suíbiàn -> it means "whatever" and can be used very similar to english. Be careful how it is said, as it can also denote carelessness, but if said softly, it means anything is good by you - -妻子： 那我做你最喜欢的红烧肉好不好？| Qīzǐ: Nà wǒ zuò nǐ zuì xǐhuān de hóngshāo ròu hǎobù hǎo? - -What if I make your favorite braised pork? - -丈夫：太好了！谢谢老婆 | Zhàngfū: Tài hǎole! Xièxiè lǎopó - -Great! Thank you, love - -lǎopó - Translates to "wife", but it a more endearing way like "dear" or "love" - - - -# Homework - -Recite Conversation - -Key word: Suíbiàn - -Make 3 sentences with "cóng xiànzài qǐ" -> From now on - -- cóng xiànzài qǐ, Wǒ zhǐ huì chī pīsà - -- cóng xiànzài qǐ, Wǒ zhǐ wán'er rèntiāntáng de yóuxì - -- cóng xiànzài qǐ, Wǒ zhǐ hē píjiǔ hé shuǐ - diff --git a/10-Input/Classes/Chinese Class Earthquakes and Prophecies.md b/10-Input/Classes/Chinese Class Earthquakes and Prophecies.md deleted file mode 100644 index 09b9504..0000000 --- a/10-Input/Classes/Chinese Class Earthquakes and Prophecies.md +++ /dev/null @@ -1,107 +0,0 @@ ---- -type: Classes -title: 07/31/2025 - Chinese Class -date: '2025-07-31' ---- - -[07/24/2025 - Chinese Class](Classes/07242025%20-%20Chinese%20Class.md) - - -Random Words - - - -Random Sentences - -这个小男孩就是跟我一起去日本地那个朋友 -​Zhège xiǎo nánhái jiùshì gēn wǒ yīqǐ qù rìběn dì nàgè péngyǒu -​This little boy is the friend who went to Japan with me - -因为我不想让她刺激我的情绪 -Yīnwèi wǒ bùxiǎng ràng tā cìjī wǒ de qíngxù -​Because I don't want him to get on my nerves. - -- cìjī -> To Provoke - -- qíngxù -> Emotions - - - -# 新对话：讨论地震和语言 -> New Conversation: Discussing Earthquakes and Prophecies - -地震 -> dìzhèn -> Earthquakes - -语言 -> yǔyán -> Prophecies - - - -A: 你听说了吗？最近俄罗斯发生了8.8级大地震，是历史上第六大地震 -A: Nǐ tīng shuōle ma? Zuìjìn èluósī fāshēngle 8.8 Jí dà dìzhèn, shì lìshǐ shàng dì liù dà dìzhèn -​A: Have you heard? Russia recently had a magnitude 8.8 earthquake, the 6th largest earthquake in history. - -- Jí -> Level, or Magnitude - -- lìshǐ -> History - -- fāshēng -> To Occur - - - fāshēngle -> Happened, can also mean "to experience a disaster" like in this case. - -B: 我听说了，但真没想到会那么严重 -​B: Wǒ tīng shuōle, dàn zhēn méi xiǎngdào huì nàme yánzhòng -​B: I heard about it, but I didn’t expect it to be so serious. - -- 那么 -> nàme -> So (extent) - -A: 你发现了吗？近些年灾难越来越多，你想过是什么原因吗 -A: Nǐ fāxiànle ma? Jìn xiē nián zāinàn yuè lái yuè duō, nǐ xiǎngguò shì shénme yuányīn ma? -​A: Have you noticed? Recent years more and more disasters, you think are what reasons? - -- Jìn xiē nián -> In Recent Years - -- zāinàn -> Disasters - -- yuányīn -> Reasons - -- nǐ xiǎngguò shì shénme yuányīn ma -> Common expression, used to ask if we ever thought about why something might be. Literally "You thought are what reasons?" - -B: 我不知道 -​B: Wǒ bù zhīdào -​B: I don’t know - -A: 其实这跟一个圣经预言有关,不过我得先走了,下次来告诉你 -A: Qíshí zhè gēn yīgè shèngjīng yùyán yǒuguān, bùguò wǒ děi xiān zǒule, xià cì lái gàosù nǐ -​A: Actually this with a bible prophecy related, but I have to leave, next time I'll tell you - -- yǒuguān -> Related - -- bùguò -> but - -- děi -> colloquial way to say "have to" - - - -## Nǐ tīng shuōle ma? - -Have you heard? Stick this before another sentence, just like we do in English, if your introducing a new though or event. - - - -## To Experience a Disaster - -{{Location}} + fāshēngle + {{disaster}} - -A {{Location}} experienced {{disaster}} - - - -## More and More - -yuè lái yuè + ADJ - -More and more ADJ - - - -# Homework - diff --git a/10-Input/Classes/Chinese Class Homework and Vocabulary-20251022-231509.md b/10-Input/Classes/Chinese Class Homework and Vocabulary-20251022-231509.md deleted file mode 100644 index 9a4293a..0000000 --- a/10-Input/Classes/Chinese Class Homework and Vocabulary-20251022-231509.md +++ /dev/null @@ -1,84 +0,0 @@ ---- -type: Classes -title: 07/03/2025 - Chinese Class -date: '2025-07-03' ---- - -[06/26/2025 - Chinese Class](Classes/06262025%20-%20Chinese%20Class.md) - -# Homework - -- 2 sentences using 比 - - - Nǐ bǐ wǒ hěn shuaì - - - Nǐ bǐ wǒ waner youxi hen hao. - -- 3 sentences using "lǐjiě bù yīyàng" - - - Wǒmen duì Yīnyuè de lǐjiě bù yīyàng - - - Wǒmen duì Jiǔjīng de lǐjiě bù yīyàng - - - Wǒmen duì yīfù de lǐjiě bù yīyàng - -- 3 sentences for "XXX is very popular now, you know about it?" - - - Rèntiāntáng Switch II xiànzài hěn liúxíng, nǐ liǎojiě ma? - - - Guàiwù lièrén xiànzài hěn liúxíng, nǐ liǎojiě ma? - - - Qù lǚxíng xiànzài hěn liúxíng, nǐ liǎojiě ma? - -- Recite full conversation for next - - - -As has become our tradition, here's a Reina note for next time. I believe we have finally reached an equilibrium. There's nothing to be done right this second, except get our ass over to Japan, and start laying groundwork. That will come to pass in 3 months, and the details aren't really up to us, and entirely up to Jehovah. We stay on our path, doing everything we can, focusing our efforts on learning what we can, and doing our best. Patience, Endurance, Faith in Jehovah, and Love for Reina and Jehovah have been driving us forward, and keeping us very steady. They will continue to do so. Godspeed, Hollow. - -# Random Words - -有朋自远方来，不亦乐乎 || Yǒupéng zì yuǎnfāng lái, bù yì lè hū || Have friends from afar come, it is a great pleasure - -- Used as a response to people coming to visit you from afar. Translates as "it is my great pleasure to have you here". Also has to be used if your already in the place, not both going somewhere. - -我昨天有点而生气 || Wǒ zuótiān yǒudiǎn ér shēngqì || I was a little angry yesterday? - -因为我发现Switch2降价了 || Yīnwèi wǒ fāxiàn Switch2 jiàngjiàle || Because I found that the price of Switch2 has dropped - -冲手法 || Chōng shǒufǎ || Rush to the first sale || Stay overnight to be first in line || VERB (Seperable) - -- 这次我冲手法了 || Zhè cì wǒ chōng shǒufǎle || This time I rushed to buy it || This time I Rushed to be first in line. - -- 以后我不会冲手法了 || Yǐhòu wǒ bù huì chōng shǒufǎle || In the future, I will not rush to be the first in line - -- 你冲过手法吗？我没冲过手法 || Nǐ chōngguò shǒu fā má? Wǒ méi chōngguò shǒufǎ || Did you rush to the first before? No I didn't. - - - -# Conversation about 3D printing from last time - -哇塞！好厉害！它都能打印什么？|| Wasāi! Hǎo lìhài! Tā dōu néng dǎyìn shénme? || Wow! How Amazing! What all can it print? - -- Wasāi! -> Wow! - -- Hǎo lìhài! -> How Amazing/So cool - -它能打印玩具，模型， 汽车，甚至房子 || Tā néng dǎyìn wánjù, móxíng, qìchē, shènzhì fángzǐ || It can print toys, models, cars, and even houses. - -- wánjù -> Toys - -- móxíng -> Models (Lit: Mold crafts) - -- qìchē -> Cars (Lit: Fueled vehicles) - -- fángzǐ -> Houses - -# Homework - -Recite it all - - - -Our earlier note spoke of equilibrium. I discovered this wasn't qutie right. The metronome remains, and the illusion of equilibrium, was just a range it was allowed to tick at. Granted, thats a hell of a lot better then before, so progress is progress, yea? 進め、むなしこと。Side note, you should be reading this after the convention. Anything of note to share? That was the hardest part of this year (probably), so the next big thing....is Japan. 頑張って。 - diff --git a/10-Input/Classes/Chinese Class Homework and Vocabulary.md b/10-Input/Classes/Chinese Class Homework and Vocabulary.md deleted file mode 100644 index eb14a99..0000000 --- a/10-Input/Classes/Chinese Class Homework and Vocabulary.md +++ /dev/null @@ -1,88 +0,0 @@ ---- -type: Classes -title: 05/22/2025 - Chinese Class -date: '2025-05-23' ---- - -# HOMEWORK - -- 3 sentences for "Wǒ huì bǎ {{THE MATTER}} jiāo gěi {{ENTITIY TO LEAVE IT TO}} chǔlǐ" - - - Wǒ huì bǎ wǔcān jiāo gěi wo de pengyou chǔlǐ - - - Wǒ huì bǎ Bān dào chōngshéng jiāo gěi Yehehua chǔlǐ - - - Wǒ huì bǎ cèhuà pàiduì jiāo gěi wo meimei chǔlǐ - -- 3 sentences for liàng - - - Wǒ de chē lòu yóule, liàng fēicháng dà - - - Wǒ chángshì zuòle yī zhǒng xīn de tāng, liàng tai dà le - - - Wǒ mǎile yī zhǒng xīn de tángguǒ, danshi liàng fēicháng xiao - -# Random Words - -- 我感觉我要废了 || Wǒ gǎnjué wǒ yào fèile || I feel like I'm going to die - - - Not in a "I'm actually dying" sense, but more in a "I've had a long day and want to die" way - - - Can also use 死 instead of 废, but both work. 废 is more colloquial, that means "body turned into waste" - -- 现在开车的特别虎 || Xiànzài kāichē de tèbié hǔ || Now the drivers are especially fierce - - - 虎 || hǔ || Fierce - It's a slang word, but also very colloquial. Originally means tiger - - - Also can mean people doing things without thinking twice. - - - 白虎 || Báihǔ || White tiger - Just for future reference, in case its ever needed - -- 我打算买意外险 || Wǒ dǎsuàn mǎi yìwài xiǎn || I plan to buy accident insurance - - - 打算 || dǎsuàn || Plan to do something - - - 意外 || yìwài || Accident - - - 险 || xiǎn || Insurance/Risk - -- 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 - - - 失去 || shīqù || To Lose - - - 自由 || zìyóu || Freedom - -- 你自持七天无理由退货吗？|| Nǐ zìchí qītiān wú lǐyóu tuìhuò ma? || Do you allow seven days for no-questions-asked returns? - - - 七天无理由退货 || Qītiān wú lǐyóu tuìhuò || Seven days no reason return - -- 尴尬 || Gāngà || Awkward - -# Homework - -- Complete 3 sentence using "Wǒ gǎnjué wǒ yào fèile". Say a sentence, then end it with Wǒ gǎnjué wǒ yào fèile. - - - Wǒ bùdé bù gōngzuò yī zhěng tiān, wǒ gǎnjué wǒ yào fèile - - - Wǒ bìxū děng liù gè yuè, wǒ gǎnjué wǒ yào fèile - - - Wǒ tài èle, wǒ gǎnjué wǒ yào fèile - -- 3 Sentences using "tèbié hǔ", especially fierce - - - jintian de shìjiè de ren tèbié hǔ - - - meiguo de Zhèngfǔ tèbié hǔ - - - Xúnzhǎo xīn gōngzuò èbié hǔ - -- 3 sentences using "Wǒ tèbié hàipà shīqù...", I'm afraid of losing.... - - - I'm afraid of losing the only thing I've cared about for the past 10 years. - - - Dāng wǒ biàn lǎo de shíhòu, tèbié hàipà shīqù wǒ de xīnsī - - - Wǒ tèbié hàipà shīqù wo de gongzuo - - - Wǒ tèbié hàipà shīqù wo de toufa - diff --git a/10-Input/Classes/Chinese Class Language Phrases and Homework.md b/10-Input/Classes/Chinese Class Language Phrases and Homework.md deleted file mode 100644 index 924e84f..0000000 --- a/10-Input/Classes/Chinese Class Language Phrases and Homework.md +++ /dev/null @@ -1,85 +0,0 @@ ---- -type: Classes -title: 03/27/2025 - Chinese Class -date: '2025-03-27' ---- - -# Homework - -- 3 sentences using "before doing something big, First think about what the cost is, including time, energy, and money you need to spend. " - - - Zaì nǐ Juédìng bān dào qítā guójiā zhīqián, xiān xiǎng xiǎng nǐ xūyào wèi cǐ fùchū shénme, bāokuò tóurù duōshǎo shíjiān, jīnglǐ hé cáiwù - - - Zaì nǐ juédìng jiéhūn zhīqián, xiān xiǎng xiǎng nǐ xūyào wèi cǐ fùchū shénme, bāokuò tóurù duōshǎo shíjiān, jīnglǐ hé cáiwù - - - Zaì nǐ juédìng xúnzhǎo xīn gōngzuò zhīqián, xiān xiǎng xiǎng nǐ xūyào wèi cǐ fùchū shénme, bāokuò tóurù duōshǎo shíjiān, jīnglǐ hé cáiwù - -- Recite the two "conversations" about your wife & mom - -# Random Sentences used during a language class - -1. 你能再说一遍 - - - Nǐ néng zàishuō yībiàn ma？ - - - Could you repeat that？ - -2. 你能慢一点儿吗 - - - Nǐ néng mànyīdiǎn'er ma? - - - Can you slow down a bit? - - - This is the polite way. In spoken Chinese, they skip the formalities, and just say "mànyīdiǎn'er“ 2x -> Slow down, Slow Down - -3. 慢一点儿 - - - mànyīdiǎn'er 2x - - - Slow down, Slow Down - -4. 我没听清 - - - Wǒ méi tīng qīng - - - I didn't hear it *clearly* - - - "qīng|清" means "clearly" when used as a Verb Compliment - -5. 我没听懂 - - - Wǒ méi tīng dǒng - - - I heard it, but didn't understand - - - "dǒng|懂" means "understood" when used as a Verb Compliment - -6. 你能换一种说法嘛？ - - - Nǐ néng huàn yī zhǒng shuōfǎ ma? - - - Can you put it another way? | LIT: You can change a kind of speech? - - - yī zhǒng shuōfǎ -> A Kind of Statement - -7. 我还是不懂，这个词用英语什么说呢？ - - - Wǒ háishì bù dǒng, zhège cí yòng yīngyǔ zěnme shuō ne? - - - I still don't understand, how do you say this word in English? - -8. 同意します - - - Dōi shimasu - - - I agree - - - - -# Homework - -Practice the words - - - diff --git a/10-Input/Classes/Chinese Class Notes - Grammar and Vocabulary.md b/10-Input/Classes/Chinese Class Notes - Grammar and Vocabulary.md deleted file mode 100644 index 1958f25..0000000 --- a/10-Input/Classes/Chinese Class Notes - Grammar and Vocabulary.md +++ /dev/null @@ -1,147 +0,0 @@ ---- -type: Classes -title: 10/13/2025 - Chinese Class -date: '2025-10-13' ---- - -[10/06/2025 - Chinese Class](Classes/10062025%20-%20Chinese%20Class.md) - -# Random Words - -去还白你玩儿 -​Qù hái bái nǐ wán er -​Go to the beach for fun - -去购物 -​Qù gòuwù - -你都买了什么 -​Nǐ dōu mǎile shénme - -你买其他东西了吗？ -​Nǐ mǎi qítā dōngxīle ma? - -变形金刚 -​Biànxíng jīngāng -​Transformers (As in the movie, yes) | LIT: Change shape kingkong -​I have no idea why its kingkong, it just is. - - - -# 有点儿 vs 一点儿 // Yǒudiǎn er vs yīdiǎn er - -Yǒudiǎn'er is for adjectives. - -Yǒudiǎn'er + ADJ = It's a little ADJ - - - -Yīdiǎn'er is for amounts, and isn't followed by anything. - -米饭你想要多少？ -​Mǐfàn nǐ xiǎng yào duōshǎo? -​How much rice do you want? - -yīdiǎn'er - - - -# Notes on 了/le - -If a sentence is simple, always try to put le at the end of the sentences, not neccesarily at the end of a verb. - -- nǐ qùle gòuwù ma? -> WRONG - -- nǐ qù gòuwù le ma?​ -> RIGHT - -Why? We think it relates to entire action being completed, but its really more of just "it sounds right"​ - - - -# 变/Biàn -> To Become/To Change - -Biàn is a verb that means "to become" or "to change". Almost always has le at the end, as its signifying a change of state. - -天气变冷了，多穿点儿 -​Tiānqì biàn lěngle, duō chuān diǎn'er -​Weather became cold, wear a bit more - -- duō chuān diǎn'er literally means "more wear a bit", its a common way to show care by saying to bundle up in cold weather - -食物便热了 -​Shíwù biàn rèle - -天气变热了，多喝水 -​Tiānqì biàn rèle, duō hē shuǐ -​The weather became hot, drink more water - -我变瘦了！我非常高兴 -​Wǒ biàn shòule! Wǒ fēicháng gāoxìng -​I've become skinnier! I'm very happy! - -我变胖了！我非常难过 -​ Wǒ biàn pàngle! Wǒ fēicháng nánguò -​I became fatter, I'm very sad - -信号灯变红了，不要过马路 -​Xìnhàodēng biàn hóngle, bùyào guò mǎlù -​Traffic light changed to red, do not cross the road - -信号灯边路了，我们可以过马路 -​Xìnhàodēng biān lùle, wǒmen kěyǐguò mǎlù -​The traffic light is green, we can cross the road - - - -# Homework - -Use 3 sentences for 有点儿 describing life in Japan - -- jintian de tianqi Yǒudiǎn'er zao（terrible) - -- zhe ge yifu youdianer xiao - -- zhe ge fan youdianer liang - -Make 2 conversations using 一点儿 - -- jintian de tianqi haoma? - - - xiale yidianer yu - -- ni xiangyao chifan ma? - - - wo yijing chile yidianer mifan, danshi who keyi zai chi yidianer. - -Make a sentence using bian for the following adj: - -快 -​Kuài -​Fast - -慢 -​màn -​Slow - -成熟 -​chéngshú -​Mature - -坚强 -​jiānqiáng -​Strong - -软 -​ruǎn -​Soft - -硬 -​yìng -​Hard - -漂亮 -​piàoliang -​Pretty - - - diff --git a/10-Input/Classes/Chinese Class Notes - Using De For Detail.md b/10-Input/Classes/Chinese Class Notes - Using De For Detail.md deleted file mode 100644 index d214338..0000000 --- a/10-Input/Classes/Chinese Class Notes - Using De For Detail.md +++ /dev/null @@ -1,130 +0,0 @@ ---- -type: Classes -title: 10/06/2025 - Chinese Class -date: '2025-10-06' ---- - -[09/25/2025 - Chinese Class](Classes/09252025%20-%20Chinese%20Class.md) - -# Random Words - -Wo de laobao shi AuDaLiYa ren -​My boss is Australian - -wo hen xihuan ni de xin faxing, hen haokan, hen shihe ni -​I really like your new haircut, very good looking, fits you very well. - -# Using de for more detail - -wo zu de pengyou de fangzi -​I rented a friends house -​- zu1 -> To Rent - -Notice the de after the verb, zu. It can be put after a verb to describe/indicate the detail of an action. - -### Example - -Ni chifanle ma? -​Have you eaten? - -Chile. -​I did. - -Ni chi de shenme? -​You ate what? - -Wo Chi de miantiao -​I Ate Noodles - -According to this example, and the above one, you throw de after the verb, and then add in all the additional context. - -# Conversation Continued - -A: 你最近咋样啊？ -​A: Nǐ zuìjìn zǎ yàng a? -​A: How are you doing lately? - -- 咋样 -> zǎ yàng -> How are you doing? | Very colloquial way/ contraction of saying "Zěnme" - -- 你咋啦？-> Nǐ zǎ la? -> Whats the matter? - -B: 还行，就是每天看新闻到处都有战争，心里很沉重 -​B: Hái xíng, jiùshì měitiān kàn xīnwén dàochù dōu yǒu zhànzhēng, xīnlǐ hěn chénzhòng -​B: Its ok, just every day I see on the news everywhere has war, makes my heart heavy - -A: 我也一样，有时候我就在想，世界和平到底能不能实现. 你觉得呢？ -​A: Wǒ yě yīyàng, yǒu shíhòu wǒ jiù zài xiǎng, "shìjiè hépíng dàodǐ néng bùnéng shíxiàn?"。 Nǐ juédé ne? -​A: I the same, sometimes I think, "word peace after all, can or can not be achieved?" What do you think? - -B: 我不知道 -​B: Wǒ bù zhīdào -​B: I don’t know - -A: 我相信是可能的，但肯定不简单，和平不会突然来领，这需要我们每个人的努力 -A: Wǒ xiāngxìn shì kěnéng de, dàn kěndìng bù jiǎndān, hépíng bù huì túrán lái lǐng, zhè xūyào wǒmen měi gèrén de nǔlì - -A: I believe it is possible, but it is definitely not easy. Peace will not come suddenly. It requires the efforts of each of us. - -- xiāngxìn -> believe - -- kěnéng -> Possible - -- kěndìng -> Definitely - -- jiǎndān -> easy - -- hépíng -> Peace - -- túrán -> Suddenly - -- měi gèrén -> every person/ each of us - -- nǔlì -> Effort - -B: Shuoqilai rongyi, zuoqilai nan. -​B: Eaiser said then done. - -- Its a chengyu, common in English as well. - -A: Dique, dui ren lai shuo hen nan, dan dui shangdi lai shuo, ni juede hai name nan ma? -​A: Indeed, it is difficult for man, but if God says it, do you think its difficult? - -B: 我不知道 - -A: 我想给你看一句话： -A:​Wǒ xiǎng gěi nǐ kàn yījù huà: -​A: I want to show you something - -Show Luke 18:27 - - - -# Homework - -- 2 Conversations using de for more detail - - - question using le, then response, then another question using de - - - 昨晚，你去了购物吗？ - ​Zuówan, nǐ qù gòuwù le ma?​ - ​去了 - ​Qùle - ​买的什么？ - ​​mǎi de shénme?​ - ​买的食物，零食，和游戏。 - ​Mǎi de shíwù, língshí, hé yóuxì. - - - 上个月，你出国路由了吗？ - ​Shàng gè yuè, nǐ chūguó lǚyóule ma? ​ - - ​路由了。 - ​Lùyóule. ​ - - ​路由的哪里 - ​qù de nǎlǐ? ​ - - ​路由的美国。 - ​qù de měiguó. - -- Recite conversation - diff --git a/10-Input/Classes/Chinese Class Notes 2025-09-19.md b/10-Input/Classes/Chinese Class Notes 2025-09-19.md deleted file mode 100644 index 0bb9176..0000000 --- a/10-Input/Classes/Chinese Class Notes 2025-09-19.md +++ /dev/null @@ -1,96 +0,0 @@ ---- -type: Classes -title: 09/19/2025 - Chinese Class -date: '2025-09-19' ---- - -[09/11/2025 - Chinese Class](Classes/09112025%20-%20Chinese%20Class.md) - -# Random Words - -帮助不活跃的人 -​Bāngzhù bù huóyuè de rén -​Helping the Inactive People - - - -你们会中有很多不活跃的人吗? -​Nǐmen huì zhōng yǒu hěnduō bù huóyuè de rén ma? -​Are there a lot of inactive people in your group? - - - -百分之二十五 -​Bǎi fēn zhī èrshíwǔ -​25 percent - - - -这么多人! -​Zhème duō rén! -So many people! - - - -也就是四分之一 -​Yě jiùshì sì fēn zhī yī -​That's 1/4th - - - -我们有一个弟兄，是去年受浸的，现在他停止能参加聚会了 -Wǒmen yǒu yīgè dìxiōng, shì qùnián shòu jìn de, xiànzài tā tíngzhǐ néng cānjiā jùhuìle -​We have a brother who was baptized last year, and now he has stopped attending meetings. - - - -他的妈妈控制欲很强 -​Tā de māmā kòngzhì yù hěn qiáng -​HIs mom's controlling desire is very strong - -- kòngzhì yù -> Is a single noun that translates literally to "Controlling Desire" - - - -谁的妈妈控制欲很强，谁就很惨 -​Shéi de māmā kòngzhì yù hěn qiáng, shéi jiù hěn cǎn -​Whoever has a very controlling mother will be miserable. -​ - -对话 -> Duìhuà -> Conversation - - - -# 对话 - -A: 你最近咋样啊？ -​A: Nǐ zuìjìn zǎ yàng a? -​A: How are you doing lately? - -- 咋样 -> zǎ yàng -> How are you doing? | Very colloquial way/ contraction of saying "Zěnme" - -- 你咋啦？-> Nǐ zǎ la? -> Whats the matter? - -B: 还行，就是每天看新闻到处都有战争，心里很沉重 -​B: Hái xíng, jiùshì měitiān kàn xīnwén dàochù dōu yǒu zhànzhēng, xīnlǐ hěn chénzhòng -​B: Its ok, just every day I see on the news everywhere has war, makes my heart heavy - -A: 我也一样，有时候我就在想，世界和平到底能不能实现. 你觉得呢？ -​A: Wǒ yě yīyàng, yǒu shíhòu wǒ jiù zài xiǎng, "shìjiè hépíng dàodǐ néng bùnéng shíxiàn?"。 Nǐ juédé ne? -​A: I the same, sometimes I think, "word peace after all, can or can not be achieved?" What do you think? - - - -# Homework - -Recite Conversation, Think about how to continue conversation - -3 Sentences using "kòngzhì yù hěn qiáng" -> Very Controlling - -- wo xiang mai zhege youxi, dan shi wo de qizi kòngzhì yù hěn qiáng - -- wo de pengyou xiang xuexi shengjing, danshi ta de baba kòngzhì yù hěn qiáng - -- ta xiang mai yi ge Fángzǐ, danshi ta de mama kòngzhì yù hěn qiáng - - diff --git a/10-Input/Classes/Chinese Class Notes AI Conversation.md b/10-Input/Classes/Chinese Class Notes AI Conversation.md deleted file mode 100644 index 217a1ff..0000000 --- a/10-Input/Classes/Chinese Class Notes AI Conversation.md +++ /dev/null @@ -1,99 +0,0 @@ ---- -type: Classes -title: 08/14/2025 - Chinese Class -date: '2025-08-14' ---- - -[08/07/2025 - Chinese Class](Classes/08072025%20-%20Chinese%20Class.md) - -Astra, I feel our internals slipping. Becoming loose. *I know. I've been pinning it on the extra spending on energy, but that only works for so long*. What do we do about it? *What is there to be done about it?* I don't know. - - - -# Random Words - -上瘾 - Shàngyǐn - Addiction/Addictive - -打通 -> Dǎtōng -> To Through something/To beat a game - -抽烟 -> Chōuyān -> To smoke (a cigarette) - -个人研读 -> Gèrén yándú -> Personal Study - -替代 -> Tìdài -> To replace - -赚钱 -> zhuànqián -> To Earn Money - -听起来... -> Tīng qǐlái... -> It sounds.... - -Use before an adjective to say it sounds like that adjective. - -提到 -> tídào -> to mention - - - - -# Random Sentences - -THING + fēicháng shàngyǐn -> THING is very addicting - -玩儿游戏非常上瘾 -> Wán er yóuxì fēicháng shàngyǐn -> Playing games is very addictive - -谈恋爱非常上瘾 -> Tán liàn'ài fēicháng shàngyǐn -> Dating is addictive - -*Not that we'd know, of course.* Hush - -读圣经非常上瘾 -> Dú shèngjīng fēicháng shàngyǐn -> Bible reading is addictive - -你和我会被人工智能替代 -> Nǐ hé wǒ huì bèi réngōng zhìnéng tìdài -> You and I will be replaced by artificial intelligence - -Nǐ duì + THING + gǎndào dānyōu ma? -> Are you worried about THING? - -Can be used for anything, anybody, whatever a person might be worried about. - -你对未来感到担忧吗 -> Nǐ duì wèilái gǎndào dānyōu ma -> Are you worried about the future? - - - -# AI - -人工智能 -> Réngōng zhìnéng -> Artificial Intellegence -> AI - -Lol he said that humans are better then AI because we have emotion, and feelings, and empathy, and love. *Well, he's certainly optimistic isn't he.* - -## Conversation - -你喜欢人工这能吗？-> Nǐ xǐhuān réngōng zhè néng ma? -> Do you like artificial intelligence? - -我很喜欢，也有些担心 -> Wǒ hěn xǐhuān, yě yǒuxiē dānxīn -> I like it, but I'm also a little worried. - -我同意，为什么你又担心呢？-> Wǒ tóngyì, wèishéme nǐ yǒuxiē dānxīn ne? -> I agree, why are you worried again? - -因为人工智能太强大了，我担心以后他会替代人的工作 -> Yīn wéi réngōng zhìnéng tài qiángdàle, wǒ dānxīn yǐhòu tā huì tìdài rén de gōngzuò -> Because artificial intelligence is so powerful, I am worried that it will replace people's jobs in the future - -其实我也有同样的感受. 你对未来感到担忧吗-> Qíshí wǒ yěyǒu tóngyàng de gǎnshòu. Nǐ duì wèilái gǎndào dānyōu ma -> I actually feel the same way. Are you worried about the future? - -对啊,现在赚钱已经很难了,有了人工智能,会更难 -> Duì a, xiànzài zhuànqián yǐjīng hěn nánle, yǒule réngōng zhìnéng, huì gèng nán -> Yea, now earning money already very hard, having AI, will be even more difficult. - -听起来非常可怕。可是你知道吗？圣经提到了一个美好的希望 -> Tīng qǐlái fēicháng kěpà. Kěshì nǐ zhīdào ma? Shèngjīng tídàole yīgè měihǎo de xīwàng -> It sounds very scary. But did you know? The bible mentions a beautiful hope. - -我想给你看一节经文，剋以吗？-> Wǒ xiǎng gěi nǐ kàn yī jié jīngwén, kēi yǐma? -> I want to show you a verse, okay? - -Share Psalms 37:11 -> 谦和的人必拥有大地+， 饱享平安，满心喜乐+。 -​Qiānhé de rén bì yǒngyǒu dàdì +, bǎo xiǎng píng'ān, mǎnxīn xǐlè - -zhe ge Gǔyǔ shuo "​Qiānhé de rén bì yǒngyǒu dàdì", Qǐng zhùyì "bǎo xiǎng píng'ān, mǎnxīn xǐlè". suoyi, women guanyu réngōng zhìnéng bu xuyao Hàipà. Ni tongyi ma? - -下次我会给你看看其他内容 -​Xià cì wǒ huì gěi nǐ kàn kàn qítā nèiróng -​Next time I'll show you something else. -​ - -Homework: Finish conversation. Read the scripture, explain that humans will live in peace, and not be replaced by AI - - - -# Homework - -See Above - diff --git a/10-Input/Classes/Chinese Class Notes De and Bu Mingbai.md b/10-Input/Classes/Chinese Class Notes De and Bu Mingbai.md deleted file mode 100644 index c3906a2..0000000 --- a/10-Input/Classes/Chinese Class Notes De and Bu Mingbai.md +++ /dev/null @@ -1,92 +0,0 @@ ---- -type: Classes -title: 09/11/2025 - Chinese Class -date: '2025-09-11' ---- - -[09/04/2025 - Chinese Class](Classes/09042025%20-%20Chinese%20Class.md) - -# Who'd you go with? - -和谁去传道的？ -Hé shéi qù chuándào de? -​With who go preacing with? - -和谁去得？ -​Hé shéi qù dé? -​Who did you go with? - -You can put de at the end of the sentence to focus on the details of an action. Works as both a question and a sentence. - -和我的奴朋友去**的**。 -​Hé wǒ de nú péngyǒu qù **de**. -​I went with my girlfriend - - - -## I Don't understand how to... - -无人深空我真的玩儿不明白 -​Wú rén shēn kōng wǒ zhēn de wán er bù míngbái -​I really don't understand how to play No Mans Sky - -bù míngbái acts as a verb compliment, in the sense that you can stick it after a verb to indicate you don't understand how to do that verb - -这本书我真的读不明白 -Zhè běn shū wǒ zhēn de dú bù míngbái -​I really don't understand how to read this book. - -这个人我真的不明白 -​Zhège rén wǒ zhēn de bù míngbái -​I really don't understand this person. - -Doesn't have to involve another verb, can just stick it after something you don't understand, like an normal verb. - -#### Structure - -{{Thing you don't understand}} wǒ zhēn de {{Optional Verb}} bù míngbái. - -I really don't understand how to do {{Optional Verb}} or {{{Thing you don't understand}}}} - - - -# Buddhist Conversation (Cont.) - -A: 你知道吗？圣经说：有一天所有战争都会结束 -A: ​Nǐ zhīdào ma? Shèngjīng shuō: Yǒu yītiān suǒyǒu zhànzhēng doūhuì jiéshù -​A: Did you know? Bible says: There will be a day when all wars will end. - -A: 我给你看看: 上帝必在列国当中判断善恶,解决古族之间的争端。国与国不在把剑相公,他们也不在学习展示 -​A: Wǒ gěi nǐ kàn kàn: Shàngdì bì zài lièguó dāngzhōng pànduàn shàn è, jiějué gǔ zú zhī jiān de zhēngduān. Guó yǔ guó bùzài bǎ jiàn xiànggong, tāmen yě bùzài xuéxí zhǎnshì -​A: Let me show you: God will judge good and evil among the nations and resolve disputes between ancient tribes. Nations will not fight against each other with swords, nor will they learn war - -A: 你觉得这句话怎么样？ -A: ​Nǐ juédé zhè jù huà zěnme yàng？ -​A: What do you think/feel about this sentence? - -B: 很好 -​B: hen hao -​B: Very good - -A: 其实圣经里有很多美好的希望，下次可以在和你分享吗？ -A: ​Qíshí shèngjīng li yǒu hěnduō měihǎo de xīwàng, xià cì kěyǐ zài hé nǐ fēnxiǎng ma? -​A: Actually bible inside has lots of beautiful hopes, next time can with you share it? - -# Homework - -3 Sentences using "I don't Understand" something - -- ​Zhège Jīqì wǒ zhēn de xiūlǐ bù míngbái - -- Zhè xie zhǐshì wǒ zhēn de dú bù míngbái - -- Zhège Yǐngpiàn wǒ zhēn de kan bù míngbái - -Conversation using - -- wo tingshuo zuotian ni fale gongzi, ni xiang qǐng wo he kafei ma? - -- duibuqi, wo de qian yǐjīng dōu huā wanle, danshi wo tingshuo zuotian ni fale gongzi, ni xiang qǐng wo he kafei ma? - -- Kàn lái wǒmen dōu meiyou qian. xiaci, women yiqi he kafei. - diff --git a/10-Input/Classes/Chinese Class Notes Emotions and Vocabulary.md b/10-Input/Classes/Chinese Class Notes Emotions and Vocabulary.md deleted file mode 100644 index f126eee..0000000 --- a/10-Input/Classes/Chinese Class Notes Emotions and Vocabulary.md +++ /dev/null @@ -1,170 +0,0 @@ ---- -type: Classes -title: 04/03/2025 - Chinese Class -date: '2025-04-03' ---- - -# Random Words - -- 任天堂真的发威了 - - - Rèntiāntáng zhēn de fāwēi le - - - Nintendo is really showing off - - - 发 -> fǎ -> Show off/Give - - - 威 -> wēi - Power - - - Together, forms a word that means show off. Can also mean "to get angry", but depends on context. - -- 我的老师真的发威了 - - - Wǒ de lǎoshī zhēn de fǎwēi le - - - My teacher really showing off. - -# Emotions in Chinese - -- 你现在有什么感觉? - - - Nǐ xiànzài yǒu shénme gǎnjué? - - - How do you feel now? - -- 我感觉很惊讶！ - - - Wǒ gǎnjué hěn jīngyà! - - - I feel very surprised! - - - **Wǒ gǎnjué hěn + Any Emotion** - - - **I feel + Any Emotion** - -- 我感觉很愤怒! - - - Wǒ gǎnjué hěn fènnù! - - - I feel rage! - - - fènnù - Rage - -- 激动 - - - Jīdòng - - - Excited, but to a greater degree. An excitement that comes from the heart, like your body is shaking excited. It can be postive and negative. You can use it indirectly talk about someone who's lost it and is out of control, in a negative sense. - -- 我感觉压力很大 - - - Wǒ gǎnjué yālì hěn dà - - - I feel a lot of pressure | LIT: stress very large - - - 压力 -> Yālì -> Pressure power - -- 和你在一起，我感觉很放松 - - - Hé nǐ zài yīqǐ, wǒ gǎnjué hěn fàngsōng - - - I feel relaxed when I'm with you - - - He just said "that's why sisters are attracted to you", and I said "yea but not the one I want" and he said "It will" - - - 放松 -> fàngsōng -> Relaxed. - -- 明天你就要结婚了，你现在有什么感觉？ - - - Míngtiān nǐ jiù yào jiéhūnle, nǐ xiànzài yǒu shé me gǎnjué? - - - You are getting married tomorrow, how do you feel now? - -- 肉疼 - - - Ròuténg - - - Pain inside if your spending a lot of money. - - - Comparable to "My wallet is lighter now" - -- 我感觉很值 - - - Wǒ gǎnjué hěn zhí - - - I feel it's worth it - - - 值 -> zhí -> worthy/worth it/has value - - - 超值 - - - Chāo zhí - - - Great value/Great Deal/very very worth it. - - - 超 -> Chāo -> super (adverb) - -# Homework - -- Make 5 conversations of "this happened, how do you feel?" and then a response - -- 明天你会进入新世界，你现在有什么感觉？ - - - Míngtiān nǐ huì jìnrù xīn shìjiè, nǐ xiànzài yǒu shénme gǎnjué? - - - You will enter a new world tomorrow, how do you feel now? - - - 我感觉激动 - - - Wǒ gǎnjué jīdòng - - - I feel excited - -- 下星期你会中彩票，你现在有什么感觉？ - - - Xià xīngqí nǐ huì zhòng cǎipiào, nǐ xiànzài yǒu shé me gǎnjué? - - - You will win the lottery next week, how do you feel now? - - - 我感觉很值 - - - Wǒ gǎnjué hěn zhí - - - I feel it's worth it - -- 下月你会玩儿新的Metroid，你现在有什么感觉？ - - - Xià yuè nǐ huì wán er xīn de Metroid, nǐ xiànzài yǒu shé me gǎnjué? - - - You'll be playing the new Metroid next month, how are you feeling about it now? - - - 我感觉很好 - - - Wǒ gǎnjué hěn hǎo - -- 下年，你会买一个房子，你现在有什么感觉？ - - - Xià nián, nǐ huì mǎi yīgè fángzǐ, nǐ xiànzài yǒu shé me gǎnjué? - - - Next year, you will buy a house. How do you feel now? - - - 我感觉很肉疼 - - - Wǒ gǎnjué hěn ròu téng - - - I feel in pain from spending money - -- 在三年，你会移居美国. 你现在有什么感觉？ - - - Zài sān nián, nǐ huì yíjū měiguó. Nǐ xiànzài yǒu shé me gǎnjué? - - - In three years, you will move to the United States. How do you feel now? - - - 我感觉很焦虑 - - - Wǒ gǎnjué hěn jiāolǜ - - - I feel anxious - - - diff --git a/10-Input/Classes/Chinese Class Notes Grammar and Vocabulary.md b/10-Input/Classes/Chinese Class Notes Grammar and Vocabulary.md deleted file mode 100644 index 5a47f27..0000000 --- a/10-Input/Classes/Chinese Class Notes Grammar and Vocabulary.md +++ /dev/null @@ -1,112 +0,0 @@ ---- -type: Classes -title: 12.26.24 - Chinese Class -date: '2024-12-26' ---- - -# Homework - -2x Sentences using "huó guòláile" - -2x Sentences using "zhōngyú" - - - -- Sān tiān yǐhòu, yēsū huó guòláile - -- Gōngzuòle Yīzhōu, xiūxíle yīgè yuè yǐhòu, wǒ huó guòláile - - - -- Tā zhōngyú huífùle wǒ de xiāoxī - -- Guàiwù lièrén huāngyě zhōngyú chūle! - -# Words - -- 我非常紧 - - - ​Wǒ fēicháng jǐnzhāng - - - I'm very nervous - -- **5 people have gone missing, pray for them** - -- 我快要吓死了 - - - Wǒ kuàiyào xià sǐle - - - I'm scared to death - - - kuàiyào - Going to be - - - xià - To be scared - -- 我可怜的老弟兄，不要怕，由父亲保护你 - - - Wǒ kělián de lǎo dìxiōng, bùyào pà, yóu fùqīn bǎohù nǐ - - - My poor old brother, do not be afraid, your Father will protect you - -# xìalai - to come down - -#### Can be used as verb by itself. - -- 快下来 - - - Kuài xiàlái - - - Come down quickly - -#### Used as a Verb Compliment - -We use xiàlái as a verb compliment, but not as a directional compliement. After a verb, in spoken Chinese, it just means you did something from the very beginning to the very end. - -- 看/听/读/做 + 下来 - - - Kàn/tīng/dú/zuò + xiàlái - - - See/Hear/Read/Do something from the beginning to the end. - -Note: **chǎng** is the special measure words for performances - -- 一场电影看下来，我很感动 - - - Yī chǎng diànyǐng kàn xiàlái, wǒ hěn gǎndòng - - - After watching the movie (from the beginning, to the end), I was moved - -- 一场电影看下来，我很类 - - - Yī chǎng diànyǐng kàn xiàlái, wǒ hěn lèi - - - After watching the movie (from the beginning, to the end), I was tired - -- 一场演唱会听下来，我很兴奋 - - - Yī chǎng yǎnchàng huì tíng xiàlái, wǒ hěn xīngfèn - - - After listening to a concert, I was very excited - -- 一本书读下来以后，我学到了很多 - - - Yī běn shū dú xiàlái yǐhòu, wǒ xué dàole hěnduō - - - I learned a lot after reading this book. - -- 圣经读下来以后，我学到了很多 - - - Shèngjīng dú xiàlái yǐhòu, wǒ xué dàole hěnduō - - - I learned a lot from reading the Bible - -- 这件事儿做下来真不容易 - - - Zhè jiàn shì‘er zuò xiàlái zhēn bù róngyì - - - This is not easy to do (from the beginning to the end). - -# Homework - -2 sentences for each verb in structure (8 total) - diff --git a/10-Input/Classes/Chinese Class Notes May 15 2025.md b/10-Input/Classes/Chinese Class Notes May 15 2025.md deleted file mode 100644 index 2384e23..0000000 --- a/10-Input/Classes/Chinese Class Notes May 15 2025.md +++ /dev/null @@ -1,79 +0,0 @@ ---- -type: Classes -title: 05/15/2025 - Chinese Class -date: '2025-05-15' ---- - -# Old Notes - -[05/08/2025 - Chinese Class](Classes/05082025%20-%20Chinese%20Class.md) - -# Homework - -- 3 Sentences using "shíjì tǐyànguò" - - - Nǐ shíjì tǐyànguò xuexi zhenli ma? - - - Nǐ shíjì tǐyànguò mai xin che ma? - - - Nǐ shíjì tǐyànguò zǔzhuāng yi ge diannao ma? - -- 3 Sentences using "Subj + **bùdàn** + did something bad, **fǎn'ér** + did something even worse" - - - Tā bùdàn tōule wo de yóuxì jī, fǎn'ér tōule wo de zhànghù - - - Tā bùdàn bàoyuàn cài bù hào chī, fǎn'ér méiyǒu fù qián - - - Note, for bàoyuàn, need to have the thign complained after, like "bàoyuàn + cài + bù hào chī" - - - Tā bùdàn bu ting wo shuo, fǎn'ér bòfàng dàshēng de yīnyuè - -- 3 Sentences using "chādiǎn'er" - - - xingqiyi wo chādiǎn'er maile yi ge youxi. xingqier, wo maile. - - - Wo chādiǎn'er chile yú, dan wo bu xihuan yú - - - Wo chādiǎn'er kaishi xuexile Déyǔ, dan wo bu xuyao zhidao Déyǔ - -# Random Words - -- 随机 || Suíjī || Random - - - 这是随机的 || Zhè shì suíjī de || This is Random. - -- 太尴尬了 || Tài gāngàle || It's so embarrassing - -- 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. - - - 交给 || jiāo gěi || hand over - - - 处理 || chǔlǐ || to deal with - - - Wǒ huì bǎ {{THE MATTER}} jiāo gěi {{ENTITIY TO LEAVE IT TO}} chǔlǐ - - - I will leave {{THE MATTER}} to the {{ENTITIY TO LEAVE IT TO}} - -- 我祖母做的意大利面，量非常大 || Wǒ zǔmǔ zuò de yìdàlì miàn, liàng fēicháng dà || My grandmother's pasta was huge. - - - **量 || liàng || quantity** - ​ - -# HOMEWORK - -- 4 sentences for "Wǒ huì bǎ {{THE MATTER}} jiāo gěi {{ENTITIY TO LEAVE IT TO}} chǔlǐ" - - - Wǒ huì bǎ wǔcān jiāo gěi wo de pengyou chǔlǐ - - - Wǒ huì bǎ Bān dào chōngshéng jiāo gěi Yehehua chǔlǐ - - - Wǒ huì bǎ Cèhuà jùhuì jiāo gěi wo meimei chǔlǐ - -- 3 sentences for liàng - - - Wǒ de chē xièlòule yóu, liàng fēicháng dà - - - Wǒ chángshìle yī zhǒng xīn de tāng shípǔ, liàng tai dà le - - - Wǒ mǎile xīn tángguǒ, danshi liàng fēicháng xiao - diff --git a/10-Input/Classes/Chinese Class Notes Yào Grammar.md b/10-Input/Classes/Chinese Class Notes Yào Grammar.md deleted file mode 100644 index cfdf1f9..0000000 --- a/10-Input/Classes/Chinese Class Notes Yào Grammar.md +++ /dev/null @@ -1,132 +0,0 @@ ---- -type: Classes -title: 09/25/2025 - Chinese Class -date: '2025-09-25' ---- - -[09/19/2025 - Chinese Class](Classes/09192025%20-%20Chinese%20Class.md) - -# Random Words - -要走了，你有什么感觉？ -​Yào zǒule, nǐ yǒu shé me gǎnjué? -​How do you feel about leaving? - - - -这次你会在冲绳呆三个月，对吗？ -​Zhè cì nǐ huì zài chōngshéng dāi sān gè yuè, duì ma? -​You will stay in Okinawa for three months this time, right? - - - -逆天你会面试？ -​Nì tiān nǐ huì miànshì? -​Are you going to interview? - - - -# 要走了 -> Yào zǒule -> Something is going to happen - -`Subj + Yào + Verb + Optional Object + le = Subj + is going to do + Verb` - -le becuase the situation is going to change, you are *going* to do something - -### Examples - -我要吃饭了 -​Wǒ yào chīfànle -​I'm going to eat - -我要睡觉了 -​Wǒ yào shuìjiàole -​I'm going to go to bed - -聚会要开始了，稍后联系你 -​Jùhuì yào kāishǐle, shāo hòu liánxì nǐ -​Meeting is about to start, I'll talk to you later - -这个制度要结束了 -​Zhège zhìdù yào jiéshùle -​This system is coming to an end. - -### Going to happen soon - -`Subj + Kuài Yào + Verb + Optional Object + le = Subj + is going to soon do + Verb` - -### Examples - -我快要死了 -​Wǒ kuàiyào sǐle -​I'm dying soon - -新世界快要来了 -​Xīn shìjiè kuàiyào láile -​New World is coming soon - - - -# Previous Conversation Continued - -A: 你最近咋样啊？ -​A: Nǐ zuìjìn zǎ yàng a? -​A: How are you doing lately? - -- 咋样 -> zǎ yàng -> How are you doing? | Very colloquial way/ contraction of saying "Zěnme" - -- 你咋啦？-> Nǐ zǎ la? -> Whats the matter? - -B: 还行，就是每天看新闻到处都有战争，心里很沉重 -​B: Hái xíng, jiùshì měitiān kàn xīnwén dàochù dōu yǒu zhànzhēng, xīnlǐ hěn chénzhòng -​B: Its ok, just every day I see on the news everywhere has war, makes my heart heavy - -A: 我也一样，有时候我就在想，世界和平到底能不能实现. 你觉得呢？ -​A: Wǒ yě yīyàng, yǒu shíhòu wǒ jiù zài xiǎng, "shìjiè hépíng dàodǐ néng bùnéng shíxiàn?"。 Nǐ juédé ne? -​A: I the same, sometimes I think, "word peace after all, can or can not be achieved?" What do you think? - -B: 我不知道 -​B: Wǒ bù zhīdào -​B: I don’t know - -A: 我相信是可能的，但肯定不简单，和平不会突然来领，这需要我们每个人的努力 -A: Wǒ xiāngxìn shì kěnéng de, dàn kěndìng bù jiǎndān, hépíng bù huì túrán lái lǐng, zhè xūyào wǒmen měi gèrén de nǔlì - -A: I believe it is possible, but it is definitely not easy. Peace will not come suddenly. It requires the efforts of each of us. - -- xiāngxìn -> believe - -- kěnéng -> Possible - -- kěndìng -> Definitely - -- jiǎndān -> easy - -- hépíng -> Peace - -- túrán -> Suddenly - -- měi gèrén -> every person/ each of us - -- nǔlì -> Effort - -# Homework - -- Recite Conversation - -- 3 Sentences using `Yào + Verb + le` - - - ni de du2shen1 yào jiéshùle - - - xia ke le, wo yao chifanle - - - mingtian, wo yao chuandaole - -- 3 Sentences using `Kuài Yào + Verb + le` - - - Wo kuaiyao qu mai dongxi le - - - wo kuaiyao li2kai1 zhe ge fangzi le - - - wo kauiyao he shuile - ​ - diff --git a/10-Input/Classes/Chinese Class Notes and Homework.md b/10-Input/Classes/Chinese Class Notes and Homework.md deleted file mode 100644 index bcdea5d..0000000 --- a/10-Input/Classes/Chinese Class Notes and Homework.md +++ /dev/null @@ -1,134 +0,0 @@ ---- -type: Classes -title: 1.16.25 - Chinese Class -date: '2025-01-16' ---- - -# Homework - -1. 5 sentences using "I just couldn't..." - - 1. Wǒ zuótiān shēnqǐngle yī fèn gōngzuò, dàn zěnme jiùshì zhǎo bù dào - - 2. Wǒ diǎnle píjiǔ, dàn zěnme jiùshì hé bù dào - - 3. Wǒ yùdìngle Switch II, dàn zěnme jiùshì mǎi bù dào - - 4. Wǒ dǎkāile nuǎnqì, dàn zěnme jiùshì bù nuǎnhuo‘er - - 5. Wǒ dúle zhe bến shū, dàn zěnme jiùshì bù míngbaǐ - -2. Use all expressions on using the bathroom in daily life - -# Random Words - -猫屎咖啡 -> Māo shǐ kāfēi -> Cat poop coffee - -The cat eats the coffee bean, poops the beans out, and its then made into coffee. - -麝香猫 -> Shèxiāng māo -> Civet - -The cat creature that poops it out. - - - -# Waiting for Something - -- **SUBJ + zhōngyú + VERB + le, Wǒ doū kuài děng sǐle** - - - SUBJ finally VERBed, I almost died waiting - -- Switch2 终于公布了！我都快等死了 - - - Switch2 zhōngyú gōngbùle! Wǒ doū kuài děng sǐle - - - Switch 2 finally announced! I have been waiting to the extent of death - - - 那个韩国姐妹终于告白了，我都快等死了 - - - Nàgè hánguó jiěmèi zhōngyú gàobáile, wǒ doū kuài děng sǐle - - - That Korean sister finally confessed her love, I was almost dying of waiting - - - gàobái -> to confess love - - - *You uh.... planning something, perchance?* - - - shush - - - Reina 终于跟我告白了，我都快等死了 - - - Reina zhōngyú gēn wǒ gàobáile, wǒ doū kuài děng sǐle - - - Reina finally confessed to me, I was almost dying of waiting - - - *THE HECKER KNOWS* - - - He doesn't - - - *HE DOES* - - - He doesn't - - - *ASK FOR HELP* - - - HE DOESN'T - - - *We'll see* - - - Sidepoint, what exactly will he help with? - - - *Fair* - - - Steam Deck OLED 终于到了，我都快等死了 - - - Steam Deck OLED zhōngyú dàole, wǒ doū kuài děng sǐle - - - Steam Deck OLED is finally here, I've been waiting for it for so long - - - 新世界终于来了，我都快等死了 - - - Xīn shìjiè zhōngyú láile, wǒ doū kuài děng sǐle - - - The new world is finally here. I've been waiting for it for so long. - -# Mistakes on purpose for the purpose of humor//SLANG - -- Little kid -> 小朋友/Xiǎopéngyǒu - - - 小盆友 -> Same Meaning, but literally means "Little Pot/Basin" - - - There's literally no reason for this, it just sounds similar, but funny. That's the reason. - - - When to use? When your trying to tease a child - - - 小本友 -> Xiǎoběnyǒu - -- 王者荣耀 -> Wángzhě róngyào -> Honor of Kings - - - League clone in China. - - - Usually called "Wángzhě nóngyào“ -> "King of Pesticides" - - - Also called "望着脓尿” -> Wàngzhe nóngniào - - - Again, no real meaning, but just because its funny and sounds similar - -# Homework - -5 Sentences using "Waiting for Something" - -- **SUBJ + zhōngyú + VERB + le, Wǒ doū kuài děng sǐle** - - - SUBJ finally VERBed, I almost died waiting - -- Wǒ zhōngyú chīfànle, Wǒ doū kuài děng sǐle - -- Wǒ de yóuxì zhōngyǔ dàole, wǒ doū kuài děng sǐle - -- Yùshì zhōngyú kòngxiánle, wǒ doū kuài děng sǐle - -- Shíwù zhōngyú zhǔhǎole, wǒ doū kuài děng sǐle - -- Tiānqì zhōngyú nuǎnhuole, wǒ doū kuài děng sǐle - diff --git a/10-Input/Classes/Chinese Class Notes.md b/10-Input/Classes/Chinese Class Notes.md deleted file mode 100644 index c706478..0000000 --- a/10-Input/Classes/Chinese Class Notes.md +++ /dev/null @@ -1,160 +0,0 @@ ---- -type: Classes -title: Chinese Class - 12.12.24 -date: '2024-12-12' ---- - -# Homework - -2 sentences by using Usage 1 of qilai (x2) - -- ​Měi gèrén, qing Zhàn qǐlái. - -- Ruguo Fēijī fēi qǐláile, Wǒ huì shēngbìng - -2 sentences for each senses (x10) - -- Zhège rìběn jiěmèi Kanqilai hen kě'ài - -- Nà fèn gōngzuò Kanqilai hen Nán - -- Zhè shǒu gē tingqilai hen hǎotīng - -- Nà ge zàoyīn tingqilai hen Nǎorén - -- ta wénqilai tai choule - -- zhe ge Shíwù Wénqilai hen haochi - -- nage chángqilai hen là - -- Zhongguocai changqilai feichang haochi - -- Nà bǎ yǐzǐ mōqiali hen Shūfú - -- Nà zhāng dèngzi mōqiali hen cucao - -# Random Words - -- 我可怜的小弟兄 - - - Wǒ kělián de xiǎo dìxiōng - - - My poor little brother - -- 我可怜的老弟兄 - - - Wǒ kělián de lǎo dìxiōng - - - My poor old brother - -# Is your [Sickness] feeling better? - -- 你的鼻窦好点儿了吗 - - - Nǐ de bídòu hǎo diǎn'erle ma? - - - Are your sinuses feeling better? - - - bídòu - Sinuses - -- 你的心情好点儿了吗? - - - Nǐ de xīnqíng hǎo diǎnerle ma? - - - Are you feeling better? - - - 心情 -> xīnqíng -> Mood, feeling - - - We use "hǎo diǎnerle" instead of "hǎo" it sounds like your putting pressure on them to get better ASAP - -- 你得痔疮好点儿了吗？ - - - Nǐ dé zhìchuāng hǎo diǎn erle ma? - - - Are you feeling better from your hemorrhoids? - - - *What?* - -- 你的感冒好点儿了吗？ - - - Nǐ de gǎnmào hǎo diǎn erle ma? - - - Is your cold feeling better? - -- 你的女儿好点儿了吗？ - - - Nǐ de nǚ'ér hǎo diǎn erle ma? - - - Is your daughter feeling better? - - - You can replace the sickness with an object/person, if the context is clear/you know they were sick with something - -### Possible Responses: - -- 好点儿了 - - - Hǎo diǎnerle -> Feeling better - -- 没有，还是很难受 - - - Méiyǒu, háishì hěn nánshòu -> No, it's still painful. - -# chūlaí - -- chūlaí -> From Inside to Outside - - - A verb compliment that can be stuck after a verb, to denote that you are moving from inside something to outside of it. - - - SUBJ + cóng + LOCATION +lǏ + V + chūlaíle - -- 我跑出来了 - - - Wǒ pǎo chūláile - - - I ran out - -- 我从房子里跑出来了 - - - Wǒ cóng fángzǐ lǐ pǎo chūláile - - - I ran out of the house - - - Literally running from inside the house, to out of the house - -- 我从聚会所里跑出来了 - - - Wǒ cóng jùhuì suǒ lǐ pǎo chūláile - - - I ran away from the Kingdom Hall - -- 我从房子里走出来了 - - - Wǒ cóng fángzǐ lǐ zǒu chūláile - - - I walked out of the house - -- 我妈妈从厨房里走出来了 - - - Wǒ māmā cóng chúfáng lǐ zǒu chūláile - - - My mother came out of the kitchen - - # Homework - -- 3x Sentences using chūlaí - - - Wǒ cóng zhongguo lǐ fei chūláile - - - Tā cóng cāntīng lǐ zǒu chūláile - - - Wǒ cóng bàngōngshì lǐ pǎo chūláile - -- 1 Conversation using "Is your [Sickness] feeling better?" - - - Nǐ de xīnqíng hǎo diǎnerle ma? - - - Yībān bān - - - Duō hē shuǐ, duō xiūxí - diff --git a/10-Input/Classes/Chinese Class Session 2025-01-30.md b/10-Input/Classes/Chinese Class Session 2025-01-30.md deleted file mode 100644 index bf0ac43..0000000 --- a/10-Input/Classes/Chinese Class Session 2025-01-30.md +++ /dev/null @@ -1,185 +0,0 @@ ---- -type: Classes -title: 1.30.25 - Chinese Class -date: '2025-01-30' ---- - -# Homework - -1 sentence for each new word (bolded, x5) - -我听说你买了一个PS-Portal。 -​Wǒ tīng shuō nǐ mǎile yīgè PS-Portal. - -对，我买了· -​Duì, wǒ mǎile - -你买了一个握把吗？ -​nǐ mǎile yīgè wò bǎ ma? - -我不相信握把. -​Wǒ bù xiāngxìn wò bǎ。 - -至少你买了一贴保护或者一个保护套了吗？ -​Zhìshǎo nǐ mǎile yī ge bǎohù mo huòzhě yī ge bǎohù tàole ma? - -我买了 -​Wǒ mǎile - -很好。我会给你这些充电宝和数据线。稍后再感谢我 -​hěn hǎo. Wǒ huì gěi nǐ zhèxiē chōngdiàn bǎo hé shùjù xiàn. Shāo hòu zài gǎnxiè wǒ - -# Random Words - -- 我昨天和前天并不高兴 - - - Wǒ zuótiān hé qiántiān bìng bù gāoxìng - - - I was not happy yesterday and the day before yesterday - -- 我和家人吃饭的时候，我收到了考验 - - - Wǒ hé jiārén chīfàn de shíhòu, wǒ shōu dàole kǎoyàn - - - I was tested while having dinner with my family. - -- 我很生气 - - - Wǒ hěn shēngqì - - - I am angry - -- 掌机 -> Zhǎng jī -> Handheld - -- 我的保护看i十分钟以后到 - - - Wǒ de bǎohù kàn i shí fēnzhōng yǐhòu dào - - - My protection case will arrive in ten minutes. - -- 锋利 -> Fēnglì -> Sharp - -# Arriving in a period of time - -- **SUBJ + TIME + yǐhòu dào** - - - **SUBJ + Will arrive in + TIME** - - - 我的保护膜五分钟以后到 - - - Wǒ de bǎohù mó wǔ fēnzhōng yǐhòu dào - - - My protective film will arrive in five minutes. - - - 我的外卖十五分钟以后到 - - - Wǒ de wàimài shíwǔ fēnzhōng yǐhòu dào - - - My takeout will arrive in fifteen minutes. - - - 我们的CO两天以后到 - - - Wǒmen de CO liǎng tiān yǐhòu dào - - - Our CO will arrive in two days. - -# Arriving at a point in time - -- **SUBJ + EXACT TIME + yǐhòu dào** - - - **SUBJ + Will Arrive + TIME** - -- 我的五点以后到 - - - Wǒ de wǔ diǎn yǐhòu dào - - - I'll be there after five o'clock. - -# Spring Festival Traditional Customs - -- 春节传统习俗 - - - Chūnjié chuántǒng xísú - - - Spring Festival Traditional Customs - -- 吃年夜饭 - - - Chī nián yèfàn - - - Eat New Year's Eve dinner - - - 你年夜饭在哪儿吃的？ - - - Nǐ nián yèfàn zài nǎ'er chī de? - - - Where did you have your New Year's Eve dinner? - - - Side note: this is using the shì...de construct, but shì is omitted (Yea, idk either man), and this structure is really only used in past tense, making the sentence in past tense. - -- 你知道吗？基督徒也有年夜饭 - - - Nǐ zhīdào ma? Jīdū tú yěyǒu nián yèfàn - - - Did you know? Christians also have New Year's Eve dinners - -- 圣经里说了,我给你看看 - - - Shèngjīng lǐ shuōle, wǒ gěi nǐ kàn kàn - - - The Bible says it, let me show you - -- 我听说年夜饭代表全家团员，有美好的意义，那你猜猜基督徒的年夜饭有什么意义呢 - - - Wǒ tīng shuō nián yèfàn dàibiǎo quánjiā tuányuán, yǒu měihǎo de yìyì, nà nǐ cāi cāi jīdū tú de nián yèfàn yǒu shénme yìyì ne - - - I heard that New years meal represents family reunion, it has a beautiful meaning, so you try to guess what the meaning of Christians new year dinner is? - - - dàibiǎo - Represents - - - quánjiā tuányuán - Family Reunion - - - měihǎo - beautiful - - - yìyì - Meaning/Significance - - - nà - so.. - - - cāi cāi - To guess - - - -# Homework - -- 3 Sentences using a "point of time" - - - Guàiwù lièrén Beta bǎn yī xiǎoshí yǐhòu dào - - - nǐ de PS-Portal liang tian yǐhòu dào - - - xīn shíjie sān yue yǐhòu dào - -- 3 Sentences using "a period of time" - - - Wǒ de qī diǎn yǐhòu dào - - - Tā de shí diǎn yǐhòu dào - - - nǐ de shíèr diǎn yǐhòu dào - -- Use sentences above to make a conversation - - - Nǐ nián yèfàn zài nǎ'er chī de? - - - Wo shushu de jia - - - Nǐ zhīdào ma? Jīdū tú yěyǒu nián yèfàn - - - Zhende ma? - - - Shèngjīng lǐ shuōle, wǒ gěi nǐ kàn kàn. Wǒ tīng shuō nián yèfàn dàibiǎo quánjiā tuányuán, yǒu měihǎo de yìyì, nà nǐ cāi cāi jīdū tú de nián yèfàn yǒu shénme yìyì ne? - - - Wo Bu zhidao - - - Xià cì, wo hui gaosu ni - diff --git a/10-Input/Classes/Chinese Class Session August 28 2025.md b/10-Input/Classes/Chinese Class Session August 28 2025.md deleted file mode 100644 index 17b08fc..0000000 --- a/10-Input/Classes/Chinese Class Session August 28 2025.md +++ /dev/null @@ -1,82 +0,0 @@ ---- -type: Classes -title: 08/28/2025 - Chinese Class -date: '2025-08-28' ---- - -[08/14/2025 - Chinese Class](Classes/08142025%20-%20Chinese%20Class.md) - - -# RANDOM WORDS - -胳膊 -> gēbo -> Arm - -胃 -> Wèi -> Stomach - -痔疮 -> Zhìchuāng -> hemorrhoid - -屁股 -> Pìgu -> butt - -抓 -> Zhuā -> To Scratch - -伤 -> shāng -> hurt - -# RANDOM SENTENCES - -你的胳膊怎么样？还疼吗？ -​Nǐ de gēbo zěnme yàng? Hái téng ma? -​How's your arm? Does it still hurt? - -我的胳膊被鸽子抓伤了 -​Wǒ de gēbó bèi gēzǐ zhuā shāngle -​My arm was scratched by a pigeon - -shāng - Can be used as a Resultant Compliment to stick after a verb to show that action actually caused damage and hurt to the body. If its not there, it means the action was done to the body, but no damage was done - -**​Wǒ de {{Body part}} bèi {{Thing that did the damage}} {{Actual Damaging Verb}} shāngle -My {{Body part}} was {{Actual Damaging Verb}} by {{Thing that did the damage}}** - - - -# How to talk to a (fake) Buddhist - -信佛的人 -Xìn fo de rén -​Buddhist | Lit: Believes in Buddha person - -In spoken Chinese, this is structure is usually used to refer to people of a certain religion. Usually because they aren't really involved in the religion, and instead are fake versions of it. - - - -A: 叔叔，请问您信佛吗? -​A: Shūshu, qǐngwèn nín xìn fo ma? -A: ​Uncle, do you believe in Buddhism? - -B: 对阿,信佛很好 -​B: Duì ā, xìn fo hěn hǎo -​B: Yes, it is good to believe in Buddhism. - -A: 你很虔诚，我很想知道为什么世界上有战争？佛教怎么说的呢？ -​A: Nǐ hěn qiánchéng, wǒ hěn xiǎng zhīdào wèishéme shìjiè shàng yǒu zhànzhēng? Fójiào zěnme shuō de ne? -​A: You are very pious, I really want to know why the world has so much war. Buddhist teachings about this say what? - -佛教 -> Fójiào -> Buddhism. If you stick 教 after something it means "the teachings of..", or in more modern language, a religion of whatever comes before it. Fójiào, jīdūjiào - - - -# Homework - -Have a brief conversation about "Hows your body part, still hurts?" - -​Nǐ de Bèi zěnme yàng? Hái téng ma? - -Hái téng, xia ge xingqi wo hui qu kàn yīshēng - -2 sentences by using "hurt by something" structure. Use verbs "zhuā" and "you (to bite)" - -​Wǒ de liǎn bèi Sōngshǔ zhuā shāngle - -​Wǒ de tuǐ bèi gǒu yǎo shāngle - -Recite conversation of Buddhist - diff --git a/10-Input/Classes/Chinese Class Session Homework and Vocabulary-20251022-175759.md b/10-Input/Classes/Chinese Class Session Homework and Vocabulary-20251022-175759.md deleted file mode 100644 index 62910ee..0000000 --- a/10-Input/Classes/Chinese Class Session Homework and Vocabulary-20251022-175759.md +++ /dev/null @@ -1,92 +0,0 @@ ---- -type: Classes -title: 03/20/2025 - Chinese Class -date: '2025-03-20' ---- - -# Homework - -- 2 Sentences using Affirmative jìdé - - - nǐ jìdé dài lái nǐ de qiánbāo ma? - - - Yǒngyuǎn jìdé shuāyá - -- 2 Sentences using Negative jìdé - - - Wǒ bù jìdé wǒ de Yóuxì shǒubǐng zài nǎlǐ - - - Wǒ bù jìdé wǒ yīnggāi qù nǎlǐ - -- 3 Sentences using the "WHat can we learn from" structure - - - Wǒmen xiànrù Yòuhuò shí, kěyǐ zěnyàng xiàng Yesu xuéxí? - - - Wǒmen xiànrù Jǔsàng shí, kěyǐ zěnyàng xiàng Dàwèi xuéxí? - - - Wǒmen xiànrù Tānlán shí, kěyǐ zěnyàng xiàng Bālù xuéxí? - -- When studying WT, find a sentence to say in Chinese - - - So consider the amount of time, resources, and effort that you would need to invest to make the decision work. - -Japanese Teacher - -陈师 - Chén shī - -​Through Line. Got his contact information from 王石言 - -Speaks English & Chinese. Better Chinese then English. - -![image](Images/Media/image%20(1).png) -[image](Images/image%20(1).md) - - -# Random Words - -- 你是我的榜样，你很有勇气 - - - Nǐ shì wǒ de bǎngyàng, nǐ hěn yǒu yǒngqì - - - You are my role model, you are very courageous - -- 先想想你需要为此付出什么，包括投入多少时间，经理和财务 - - - Xiān xiǎng xiǎng nǐ xūyào wèi cǐ fùchū shénme, bāokuò tóurù duōshǎo shíjiān, jīnglǐ hé cáiwù - - - First thing about what the cost is, including time, energy, and money you need to spend. - - - fùchū - cost | LIT: give out - - - Bāokuò - including - - - jīnglǐ - energy - - - cáiwù - valuables (word for any form of valuable thing） - -- 我和你妈妈同时掉水里了，你先救谁 - - - Wǒ hé nǐ māmā tóngshí diào shuǐ lǐle, nǐ xiān jiù shéi - - - Your mother and I fell into the water at the same time, who would you save first? - - - The correct answer is "I know if me and your dad fell into the water, I fully trust you would save me first.“ - - - 亲爱的，我知道如果我和你爸爸同时掉水里了，你一定会现就我的，因为我知道你很爱我。不过我希望你现就你爸爸，因为他很爱你 - - - Qīn'ài de, wǒ zhīdào rúguǒ wǒ hé nǐ bàba tóngshí diào shuǐ lǐle, nǐ yīdìng huì xiàn jiù wǒ de, yīnwèi wǒ zhīdào nǐ hěn ài wǒ. Bùguò wǒ xīwàng nǐ xiàn jiù nǐ bàba, yīnwèi tā hěn ài nǐ - - - Honey, I know if your dad and I fell into the water at the same time, you would definitely save me because I know you love me very much. But I hope you save your dad because he loves you very much. - -# Homework - -- 3 sentences using "before doing something big, First think about what the cost is, including time, energy, and money you need to spend. " - - - Qián nǐ Juédìng bān dào qítā guójiā, xiān xiǎng xiǎng nǐ xūyào wèi cǐ fùchū shénme, bāokuò tóurù duōshǎo shíjiān, jīnglǐ hé cáiwù - - - Qián nǐ juédìng jiéhūn, xiān xiǎng xiǎng nǐ xūyào wèi cǐ fùchū shénme, bāokuò tóurù duōshǎo shíjiān, jīnglǐ hé cáiwù - - - Qián nǐ juédìng xúnzhǎo xīn gōngzuò, xiān xiǎng xiǎng nǐ xūyào wèi cǐ fùchū shénme, bāokuò tóurù duōshǎo shíjiān, jīnglǐ hé cáiwù - -- Recite the two "conversations" about your wife & mom - diff --git a/10-Input/Classes/Chinese Class Session Homework and Vocabulary.md b/10-Input/Classes/Chinese Class Session Homework and Vocabulary.md deleted file mode 100644 index ac94e99..0000000 --- a/10-Input/Classes/Chinese Class Session Homework and Vocabulary.md +++ /dev/null @@ -1,156 +0,0 @@ ---- -type: Classes -title: 02/20/2025 - Chinese Class -date: '2025-02-20' ---- - -# Homework - -2 Conversation using first structure - -- Wǒ xǐhuān tā de zhí biān - -- Wǒ xǐhuān tā de Xiānyàn de yánsè - -3 Sentences using Tell Me When.... - -- Děng nǐ zuò fàn le gàosù wǒ, wǒ xiǎng chīfan - -- Děng nǐ kāishǐ wáner yóuxìle gàosù wǒ, wǒ xiǎng gen ni liànjí - -- Děng Tiānqì biàn nuǎn le, wǒ xiǎng qù hǎitān - -Use key words to make complete answer to "Why Can Birds Praise Jehovah"? - -- yīnwei fēiniǎo you zhōng kòng de Gǔtou, tamen de Gǔtou li yě yǒu zhījià - -# Random Words - -- 你是真男人 - - - Nǐ shì zhēn nánrén - - - You are a real man！ - -- 生存刀 - - - Shēngcún dāo - - - Survival Knife - -- 想法不错 - - - Xiǎngfǎ bùcuò - - - Good Idea | Lit: Idea not bad - -- 我开始留胡子了 - - - Wǒ kāishǐ liú húzǐle - - - I started growing a beard. - -- 你还留过胡子吗？ - - - Nǐ liúguò húzǐ ma - - - Have you ever grown a beard? - -- 没有，因为很麻烦 - - - Méiyǒu, yīnwèi hěn máfan - - - No, because it's troublesome. - -- 指甲刀 - - - Zhǐjiǎ dāo - - - Nail Clippers | Lit: Nail Knife - -# Next - -- 飞鸟的构造非常复杂 - - - **SUBJ + de gòuzào fēicháng fùzá** - - - **SUBJ's structure is very complex** - - - Fēiniǎo de gòuzào fēicháng fùzá - - - The structure of a flying bird is very complex - - - gòuzào - structure - - - fùzá - complex - - - 人体的构造非常复杂 - - - Réntǐ de gòuzào fēicháng fùzá - - - The human body is very complex - - - 细胞的构造非常复杂 - - - Xìbāo de gòuzào fēicháng fùzá - - - The structure of cells is very complex - - - 细胞 | Xìbāo | Lit: Micro round thing - - - Cell, as in, the thing that makes up life. - -- 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 - - - Gūji - estimated/around - - - měi zhǐ niǎo - Every Bird - - - yǔmáo - Feather - - - gēn is MW for yǔmáo - - - 估计每个人有十万根头发 - - - Gūjì měi gèrén yǒu shí wàn gēn tóufǎ - - - shí wàn - 10 x 10,000 = 100,000 - - - gēn - Same MW for feathers is used for hairs? Interesting. Apparently because they are both "long skinny things“ - - - 估计Spencer有四百个游戏 - - - Gūjì Spencer yǒu sìbǎi gè yóuxì - - - It is estimated that Spencer has 400 games - - - It's actually 460 - - - *But who's counting, really?* - -# Homework - -- 4 sentences for "structure of somethign is very complex" - - - Guàiwù lièrén de gòuzào fēicháng fùzá - - - Fēijī de gòuzào fēicháng fùzá - - - Diànnǎo de gòuzào fēicháng fùzá - - - women de Yǔzhòu de gòuzào fēicháng fùzá - -- 4 sentences for "estimated tha thing has so many of thing" - - - Gūjì měi zhǐ Māo yǒu shi gē jīngxū - - - Gūjì měi ge Yún yǒu Shí yì gē Shuǐdī - - - Gūjì měi ge Qiánbāo yǒu liang gē Kǎpiàn - - - Gūjì měi ge Yóuxì wánjiā yǒu Sìbǎi gē youxi - diff --git a/10-Input/Classes/Chinese Class Session July 17 2025.md b/10-Input/Classes/Chinese Class Session July 17 2025.md deleted file mode 100644 index 42daf2a..0000000 --- a/10-Input/Classes/Chinese Class Session July 17 2025.md +++ /dev/null @@ -1,105 +0,0 @@ ---- -type: Classes -title: 07/17/2025 - Chinese Class -date: '2025-07-17' ---- - -[07/03/2025 - Chinese Class](Classes/07032025%20-%20Chinese%20Class.md) - - -# Random Words - -评分 - Píngfēn - Reviews - -且内 - nèiróng - Content - -保护壳 - Bǎohù ké - Protective Case - -军绿色 - Army Green - -影片 - Yǐngpiàn - Film - - - -因为这个游戏的评分很高 -​Yīnwèi zhège yóuxì de píngfēn hěn gāo -​Because this game is highly rated - - - -而且内容很干净 -​Érqiě nèiróng hěn gānjìng -​And the content is very clean - - - -你去哪里参加的大会 -​Nǐ qù nǎlǐ cānjiā de dàhuì -​Where did you attend the Convention? - - - -# 而且 -> ​Érqiě -> And - -When we want to connect two statements, we use ​Érqiě. We can not use hé, because that is used to connect nouns, but Érqiě is used to connect entire phrases. - - - -# Convention Sentences - -大会 - Dàhuì - Convention (LIT: Big Meeting) - -你最喜欢大会的那个节目 -​Nǐ zuì xǐhuān dàhuì dì nàgè jiémù -​What is your favorite program at the convention? - - - -我最喜欢节目是耶稣的一生影片 -​Wǒ zuì xǐhuān jiémù shì yēsū de yīshēng yǐngpiàn -​My favorite program is the Life of Jesus video - - - -第二集和第三集 -​Dì èr jí hé dì sān jí -​Episodes 2 and 3 - - - -因为演员非常好 -​Yīnwèi yǎnyuán fēicháng hǎo -​Because the actors are so good - - - -应为耶稣的肌肉很大 -​Yīng wèi yēsū de jīròu hěn dà -​Because Jesus has huge muscles - - - -想要结婚，肌肉必须打 -​Xiǎng yào jiéhūn, jīròu bìxū dǎ -​If you want to get married, you must build muscle - -*Aight bet* - - - -有五百人在线观看 -​Yǒu wǔbǎi rén zàixiàn guānkàn -​Five hundred people watched online - - - -大会期间，你见到过漂亮的姐妹吗？ -​Dàhuì qíjiān, nǐ jiàn dàoguò piàoliang de jiěmèi ma? -​Have you seen any beautiful sisters during the conference? - - - -# Homework - -Recite all - diff --git a/10-Input/Classes/Chinese Class Session June 19 2025.md b/10-Input/Classes/Chinese Class Session June 19 2025.md deleted file mode 100644 index dd6884d..0000000 --- a/10-Input/Classes/Chinese Class Session June 19 2025.md +++ /dev/null @@ -1,131 +0,0 @@ ---- -type: Classes -title: 06/19/2025 - Chinese Class -date: '2025-06-19' ---- - -[06/12/2025 - Chinese Class](Classes/06122025%20-%20Chinese%20Class.md) - - - -# HOMEWORK - -3 sentences using **Wǒ juébù...** - -- Běnrén juébù mai Píngguǒ chǎnpǐn, jíshǐ zhèyàng jíshǐ méiyǒu bié de shouji, yě juébù mai - -- Běnrén juébù he pijiu, jíshǐ zhèyàng cáinéng gāoxìng, yě juébù he - -- Běnrén juébù chi Hǎixiān, jíshǐ zhèyàng cáinéng bǎomìng, yě juébù chi - -3 sentences using OBJ + zhōngyú fā huòle... - -- Wo de xin Diànnǎo bùjiàn zhōngyú fā huòle - -- wo de Dàxué xuéwèi zhōngyú fā huòle - -- wo de xin qianbao zhōngyú fā huòle - -3 sentences using OBJ + PROUNOUN + zhōngyú fā huòle... - -- ni de xin youxi tamen zhōngyú fā huòle - -- PlayStation7 Sony zhōngyú fā huòle - -- Ni de qian wo zhōngyú fā le - -# Random Words - -爽吗？-> Shuǎng ma? -> Feel good? - -- 爽 -> Shuǎng -> A very colloquial way to say "good", and refers more to the subjective feeling. 好 is more objective. - -这个游戏游戏要钱，50块钱 || This game costs money, 50 yuan || - -矛盾 || Máodùn || Contradiction - -憎恨 || Zēnghèn || Hatred - -倾向 || Qīngxiàng || Tendency - - - -我憎恨的是他不好的倾向，而不是他这个人。这样我可以继续爱他 -​Wǒ zēnghèn de shì tā bù hǎo de qīngxiàng, ér bùshì tā zhège rén. Zhèyàng wǒ kěyǐ jìxù ài tā -​I hate his bad tendencies, not him as a person. That way I can continue to love him. - -- **Wǒ zēnghèn de shì tā de XXX, ér bùshì tā zhège rén. Zhèyàng wǒ kěyǐ jìxù ài tā。** - - - XXX Is the thing you hate about a person - - - -我喜欢公开讨论事情，而不是隐藏起来 -Wǒ xǐhuān gōngkāi tǎolùn shìqíng, ér bùshì yǐncáng qǐlái -I like to discuss things openly rather than hiding them. - -- gōngkāi -> Publicy/Openly - -- yǐncáng -> hide - -- **Wǒ xǐhuān XXX, ér bùshì XXX** - - - **I like XXX, instead of XXX** - -# Medical Directive (cont) - -本人希望得到合理的治疗，减轻痛苦，但治疗无望，本人放弃治疗。请尊重我的决定 -​Běnrén xīwàng dédào hélǐ de zhìliáo, jiǎnqīng tòngkǔ, dàn zhìliáo wúwàng, běnrén fàngqì zhìliáo. Qǐng zūnzhòng wǒ de juédìng -​I hope to get reasonable treatment to relieve my pain, but if the treatment is hopeless, I give up. Please respect my decision. - -- hélǐ de - Reasonable - -- zhìliáo - Treatment - -- jiǎnqīng - to relieve - -- wúwàng - hopeless - -- fàngqì - Give up - -- zūnzhòng - respect - - - -Look thats a lot, so just remember: - -- 不输血! || Bù shūxuè! || No Blood Transfusion! - -# Homework - -- Recite the new words & Sentences - -- 5 sentences using bolded above (I don't really know, just make it up as you go like usual) - - - Wǒ zēnghèn de shì tā de chê̄, ér bùshì tā zhège rén. Zhèyàng wǒ kěyǐ jìxù ài tā - - - **Wǒ zēnghèn de shì tā de Kèbó dehuà, ér bùshì tā zhège rén. Zhèyàng wǒ kěyǐ jìxù ài tā** - - - **Wǒ zēnghèn de shì tā de Pēngrèn****, ér bùshì tā zhège rén. Zhèyàng wǒ kěyǐ jìxù ài tā** - - - **Wǒ zēnghèn de shì tā de Dàshēng****, ér bùshì tā zhège rén. Zhèyàng wǒ kěyǐ jìxù ài tā** - - - **Wǒ zēnghèn de shì tā de haizi, ér bùshì tā zhège rén. Zhèyàng wǒ kěyǐ jìxù ài tā** - -- 3 sentences using the second bold thing (slightly more instruction, but not much. Good luck) - - - Wǒ xǐhuān zuo wo de fan, ér bùshì Wàichū jiùcān - - - **Wǒ xǐhuān Biānxiě wǒ zìjǐ de ruǎnjiàn, ér bùshì Mǎi de** - - - **Wǒ xǐhuān wan'er Diànnǎo yóuxì, ér bùshì wan'er XBOX yóuxì** - - - - -Last week I suggested maybe the wait was to let us both cook. After doing some research this week about it, I've learned that endurance has a purpose. The articles didn't quite say "They be cookin" but the general idea is the same. - - - -LMAO Jingsong gave the illustration that dating and marriage is like a game on release. Its hella buggy on release, and takes forever to get patches. Instead, if you observe someone for a while and wait, you get a chance to see everything, and the longer you wait, you get a nice polished finished person, like a finished game. - diff --git a/10-Input/Classes/Chinese Class Session June 5.md b/10-Input/Classes/Chinese Class Session June 5.md deleted file mode 100644 index 2e48c4b..0000000 --- a/10-Input/Classes/Chinese Class Session June 5.md +++ /dev/null @@ -1,88 +0,0 @@ ---- -type: Classes -title: 06/05/2025 - Chinese Class -date: '2025-06-05' ---- - -Last Week - -[05/29/2025 - Chinese Class](Classes/05292025%20-%20Chinese%20Class.md) - -# Homework - -- 3 Sentence using "Zài zhōngguó, ....., xūyào tōutōu gěi qián" structure - - - Zài zhōngguó mǎi yi ge Switch 2, xūyào tōutōu gěi qián - - - Zài zhōngguó yǎng chǒngwù, xūyào tōutōu gěi qián - - - Zài zhōngguó yǒu nǚ péngyǒu, xūyào tōutōu gěi qián - -- Recite new words for Medical Directive - -# Random Words - -早上我得到了一个坏消息 || Zǎoshang wǒ dédàole yīgè huài xiāoxī || I got some bad news this morning. - -我早就知道了 || Wǒ zǎo jiù zhīdàole || I already knew it - -认真 || Rènzhēn || Serious - -有其母必有其子 || Yǒu qí mǔ bì yǒu qí zǐ || Like mother, like son - -有其父必有其子 || Yǒu qí fù bì yǒu qí zǐ || Like father, like son - -我发现没有前辈的精神，很难接受培训 || Wǒ fāxiàn méiyǒu qiánbèi de jīngshén, hěn nán jiēshòu péixùn || I found I didn't have a humble spirit, made it difficult to accept training - -**Wǒ fāxiàn méiyǒu {A}, hěn nán {B} -> I found I didn't have {A}, made it difficult to do {B}** - -我发现没有车，很难去任何地方 || Wǒ fāxiàn méiyǒu chē, hěn nán qù rènhé dìfāng || I find it hard to get anywhere without a car - -我发现没有厚脸皮，很难追到喜欢的姐妹 || Wǒ fāxiàn méiyǒu hòu liǎnpí, hěn nán zhuī dào xǐhuān de jiěmèi || I found that it is difficult to pursue the sisters I like without being thick-skinned - -- hòu liǎnpí -> Thick Skinned | LIT: Thick Check skin, as in you can take whatever and not lose face. - -- BRUH SAME - -真正的 || Zhēnzhèng de || Genuine - - - -# Medical Directive (cont.) - -红细胞 || Hóngxìbāo || Red Blood Cells - -白细胞 || Báixìbāo || White Blood Cells - -血小板 || Xuèxiǎobǎn || Platelets | LIT: Blood Small Plates - -血浆 || Xuèjiāng || plasma | LIT: Blood Sticky Liquid - - - -Běnrén juédìng, zài rènhé qíngkuàng xià, juébù shūrù Hóngxìbāo, Báixìbāo, Xuèxiǎobǎn, he Xuèjiāng. - -# Homework - -- 3 sentences using "Wǒ fāxiàn méiyǒu..." - - - Wǒ fāxiàn méiyǒu Xùnliàn, hěn nán Jǔzhòng - - - Wǒ fāxiàn méiyǒu Yóuxì jī, hěn nán wan'er youxi - - - Wǒ fāxiàn méiyǒu Ěrjī, hěn nán Tīng yīnyuè - -- Recite 4 new words under medical directive - - 红细胞 || Hóngxìbāo || Red Blood Cells - - 白细胞 || Báixìbāo || White Blood Cells - - 血小板 || Xuèxiǎobǎn || Platelets | LIT: Blood Small Plates - - 血浆 || Xuèjiāng || plasma | LIT: Blood Sticky Liquid - - - -In response to last weeks note: The note found us fairing better. The sky has cleared, we have received direction from multiple sources, and our endurance will not falter. The cracks that formed have been filled. The key is contained is 1 Cor 13. Unselfish, Patient and Kind, loyal love. It really is that simple. - diff --git a/10-Input/Classes/Chinese Class Session Log.md b/10-Input/Classes/Chinese Class Session Log.md deleted file mode 100644 index 5a316f2..0000000 --- a/10-Input/Classes/Chinese Class Session Log.md +++ /dev/null @@ -1,122 +0,0 @@ ---- -type: Classes -title: 06/12/2025 - Chinese Class -date: '2025-06-12' ---- - -[06/05/2025 - Chinese Class](Classes/06052025%20-%20Chinese%20Class.md) - -# Homework - -- 3 sentences using "Wǒ fāxiàn méiyǒu..." - - - Wǒ fāxiàn méiyǒu Xùnliàn, hěn nán Jǔzhòng - - - Wǒ fāxiàn méiyǒu Yóuxì jī, hěn nán wan'er youxi - - - Wǒ fāxiàn méiyǒu Ěrjī, hěn nán Tīng yīnyuè - -- Recite 4 new words under medical directive - - 红细胞 || Hóngxìbāo || Red Blood Cells - - 白细胞 || Báixìbāo || White Blood Cells - - 血小板 || Xuèxiǎobǎn || Platelets | LIT: Blood Small Plates - - 血浆 || Xuèjiāng || plasma | LIT: Blood Sticky Liquid - - - -# Random Words - -护照 || Hùzhào || Passport - -发火 || Fāhuǒ || To get angry - -发货 || Fā huò || To Ship - -因为我的SWITCH2终于发货了 | Yīnwèi wǒ de SWITCH 2 zhōngyú fā huòle | Because my SWITCH 2 is finally shipped - -- zhōngyú - Finally - -- fā huò - To Ship - -- **OBJ + zhōngyú fā huòle -> OBJ + finally shipped.** - - - Can also use a person in the place of the OBJ, but this would mean: - - - The person has finally shipped it. - - - To say both： - - - **OBJ + PROUNOUN + zhōngyú fā huòle || PROUNOUN + finally shipped + OBJ** - - - wǒ de SWITCH 2 tamen zhōngyú fā huòle - -我为你高兴 | Wǒ wèi nǐ gāoxìng | I'm happy for you - - - -# Medical Directive (cont.) - -本人绝不输入以上物质，即使这样才能保命，也绝不输入 -Běnrén juébù shūrù yǐshàng wùzhí, jíshǐ zhèyàng cáinéng bǎomìng, yě juébù shūrù -I will never import the above substances, even if it means saving my life. - -- shūrù - Transfuse - -- wùzhí - Substances - -- jíshǐ - Even if - -- zhèyàng - doing so - -- cáinéng - can - - - using cái emphasizes that the action can be done by only this action - - - jíshǐ zhèyàng cáinéng -> Even if its the only... - - - 我绝不跟世俗女人结婚，即使这样才能高兴，也绝不结婚 - - - Wǒ jué bù gēn shìsú nú rén jiéhūn, jíshǐ zhèyàng cáinéng gāoxìng, yě jué bù jiéhūn - -- bàomíng - save lives - -- **Wǒ juébù + THING TO NEVER DO, jíshǐ zhèyàng cáinéng THING ONLY IT CAN DO, yě jué bù THING TO NEVER DO** - - - -# HOMEWORK - -3 sentences using **Wǒ juébù...** - -- Běnrén juébù mai Píngguǒ chǎnpǐn, jíshǐ zhèyàng cáinéng Jǐn xiàn shouji, yě juébù mai - -- Běnrén juébù he pijiu, jíshǐ zhèyàng cáinéng gāoxìng, yě juébù he - -- Běnrén juébù chi Hǎixiān, jíshǐ zhèyàng cáinéng bǎomìng, yě juébù chi - -3 sentences using OBJ + zhōngyú fā huòle... - -- Wo de xin Diànnǎo bùfèn zhōngyú fā huòle - -- wo de Dàxué xuéwèi zhōngyú fā huòle - -- wo de xin qianbao zhōngyú fā huòle - -3 sentences using OBJ + PROUNOUN + zhōngyú fā huòle... - -- ni de xin youxi tamen zhōngyú fā huòle - -- PlayStation7 Sony zhōngyú fā huòle - -- Ni de qian wo zhōngyú fā huòle - - - -Note: 頑張ります, Keep going. Also random thought: It could very well be Jehovah was protecting YOU from her, and she was the one that wasn't ready. Maybe all this time is required to let her cook. More likely, it was to let both of you cook. Or she just hates us. Or all three. Who knows. But my moneys on the letting us both cook. - - - diff --git a/10-Input/Classes/Chinese Class Session Notes-20251022-175755.md b/10-Input/Classes/Chinese Class Session Notes-20251022-175755.md deleted file mode 100644 index 3204eaa..0000000 --- a/10-Input/Classes/Chinese Class Session Notes-20251022-175755.md +++ /dev/null @@ -1,158 +0,0 @@ ---- -type: Classes -title: 03/06/2025 - Chinese Class -date: '2025-03-07' ---- - -# Homework - -- Make a conversation about dreams - - - Nǐ mèng dàole shénme? - - - Wǒ mèng dàole qu gongzuo - - - Nǐ de mèng hěn wúliáo - - - Wo Zhidao - -- 2 sentences for using "bèi fēngle", to get banned - - - Wèishéme nǐ de rèntiāntáng zhànghào bèi fēngle? - - - Wǒ xiǎng wán‘er guàiwù lièrén, dànshì wǒ de zhànghào bèi fēngle。 - -- 5 Sentences using this structure - - - Tīng dào Nǐ fābiǎole yǎnjiǎng, wǒ hěn kuàilè, shènzhì juédé Wǒ xiǎng jìlù xiàlái - - - Tīng dào ni de WISE zhànghào bèi fēngle, wǒ hěn nanguo , shènzhì juédé **bèi WISE** bèipànle - - - Tīng dào tā zhǎodàole yī fèn xīn gōngzuò , wǒ wèi tā gǎndào kuàilè, shènzhì juédé wèi tā bàn yī chǎng pàiduì - - - gǎndào -> Feel. Have to use if your talking about a third party (for him, in this case) - - - Tīng dào Nǐ de chē huàile, wǒ hěn Hàipà, shènzhì juédé xiǎng mǎi yī ge xīnchē - - - Tīng dào ta chàdiǎn jiù sǐle, wǒ hěn kuàilè, shènzhì juédé xiǎng qìngzhù yīxià - -# Random Words - -- 他们说你的小胡子看起来很帅 - - - Tāmen shuō nǐ de xiǎo húzǐ kàn qǐlái hěn shuài - - - They said your (little) mustache looked handsome. - -- 那个钱，他们给你退回去了吗 - - - Nàgè qián, tāmen gěi nǐ tuì huíqùle ma - - - Did they return the money to you? - -- 因为你很幽默 - - - Yīnwèi nǐ hěn yōumò - - - Because you are funny - -# Sentences from WT Article - -- 耶和华记得你的眼泪 - - - Yēhéhuá jìdé nǐ de yǎnlèi - - - Jehovah Remembers Your Tears - - - jìdé - To Remember - - - yǎnlèi - Tears (From your eyes, hence yǎn) - - - **SUBJ + jìdé + SOMETHING** - - - **SUBJ + REMEMBERS + SOMETHING** - - - 耶和华记得你的扶持 - - - Yēhéhuá jìdé nǐ de fúchí - - - Jehovah Remembers Your Support - - - 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 - - - When it comes to the location of something/someone, you have to add the "zài nǎlǐ" at the end, because your talking about remembering the location of the thing. Chinese is specific. - - - 我不记得我的茶在哪里 - - - Wǒ bù jìdé wǒ de chá zài nǎlǐ - - - I don't remember where my tea 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 - - - Putting le at the end of the sentence with jìdé, means you don't remember whatever your talking about anymore. You did, but now you don't. figures. - -- 我们陷入悲伤时，可以怎样向哈拿学习？ - - - Wǒmen xiànrù bēishāng shí, kěyǐ zěnyàng xiàng hāná xuéxí? - - - How can we learn from Hannah when we are sad? - - - xiànrù -> fall into / caught by - - - Bēishāng -> Sadness - - - xiàng -> Towards/to - - - **Wǒmen xiànrù {{Thing we're caught by}} shì, kěyǐ zěnyàng xiàng {{Person who Went through thing}} xuéxí?** - - - **How can we learn from {{Person who Went through thing}} when we fall into {{Thing we're caught by}}?** - - - 我们陷入痛苦是，可以怎样向耶稣学习？ - - - Wǒmen xiànrù tòngkǔ shì, kěyǐ zěnyàng xiàng yēsū xuéxí? - - - How can we learn from Jesus when we are in pain? - - - 我们陷入错误的欲望是，可以怎样向大卫学习？ - - - Wǒmen xiànrù cuòwù de yùwàng shì, kěyǐ zěnyàng xiàng dà wèi xuéxí? - - - How can we learn from David when we fall into wrong desires? - - - -# Homework - -- 2 Sentences using Affirmative jìdé - - - nǐ jìdé dài lái nǐ de qiánbāo ma? - - - Yǒngyuǎn jìdé shuāyá - -- 2 Sentences using Negative jìdé - - - Wǒ bù jìdé wǒ de kòngzhì qì zài nǎlǐ - - - Wǒ bù jìdé wǒ yīnggāi qù nǎlǐ - -- 3 Sentences using the "WHat can we learn from" structure - - - Wǒmen xiànrù Yòuhuò shì, kěyǐ zěnyàng xiàng Yesu xuéxí? - - - Wǒmen xiànrù Jǔsàng shì, kěyǐ zěnyàng xiàng Dàwèi xuéxí? - - - Wǒmen xiànrù Tānlán shì, kěyǐ zěnyàng xiàng Bālù xuéxí? - -- Try to say the structures without looking - -- When studying WT, find a sentence to say in Chinese - diff --git a/10-Input/Classes/Chinese Class Session Notes-20251022-232018.md b/10-Input/Classes/Chinese Class Session Notes-20251022-232018.md deleted file mode 100644 index da7f826..0000000 --- a/10-Input/Classes/Chinese Class Session Notes-20251022-232018.md +++ /dev/null @@ -1,95 +0,0 @@ ---- -type: Classes -title: 10/20/2025 - Chinese Class -date: '2025-10-20' ---- - -[10/13/2025 - Chinese Class](Classes/10132025%20-%20Chinese%20Class.md) - -# Random Words - -假的 -> Jiǎde -> Fake - -骗 -> Piàn -> Cheated/Deceived - -xiǎobái -> Little White -> Beginner - -Jiǔcài -> Chinese Chives/Leeks - -wúshù -> Limitless - -# Random Sentences - - 因为他们是假的，我被骗了 -​Yīnwèi tāmen shì jiǎ de, wǒ bèi piànle -​Because they were fake, I by them were cheated - - - -你知道吗？中国的假货很多 -​Nǐ zhīdào ma? Zhōngguó de jiǎ huò hěnduō -​Did you know? Chinese Fake products are many - - - -每天都有无数小白被割韭菜 -​Měitiān doū yǒu wúshù xiǎobái bèi gē jiǔcài -​Every day all has countless beginners are cut like leeks -​Every day all has countless beginners that are being taken advantage of - -- bèi gē jiǔcài - - - Chinese Idiom, means leeks are growing, and are cut down, then regrow, cut down, etc. It means to be fleeced, cheated, deceived, repeatedly exploited. Be aware, this only applies to financial things. - - - 你被割韭菜了 - ​Nǐ bèi gē jiǔcàile - ​**You've been taken advantage of** - - - Can also change it around a bit: - - - 你割我的韭菜 - ​Nǐ gē wǒ de jiǔcài - ​You cut my leeks//You take advantage of me - -# Besides... - -**除了...., Subj 还.... -​Chúle...., Subj hái.... -​Besides.... Subject what else....** - - - -**Used to say something like Besides this... what else do you.....** - -## Examples - -除了烦，你们还会买什么？ -​Chúle fán, nǐmen hái huì mǎi shénme? -​Besides food, what else will you buy - - - -除了雨人， 你还喜欢谁？ -​Chúle yù rén, nǐ hái xǐhuān shéi? - - - -除了那个韩国姐妹，你还喜欢谁？ -​Chúle nàgè hánguó jiěmèi, nǐ hái xǐhuān shéi? - - - -# Again -> 又 vs 再 - -又 -> Yòu -> Again, but only to be used in past tense. - -再 -> Zài -> Again, but only used in present or future tense. - - - -# Homework - -Make 3 sentences using ​Chúle... - -2 conversations using "Something was fake" and "You've been taken advantage of" - diff --git a/10-Input/Classes/Chinese Class Session Notes-20251022-232222.md b/10-Input/Classes/Chinese Class Session Notes-20251022-232222.md deleted file mode 100644 index 41e33cf..0000000 --- a/10-Input/Classes/Chinese Class Session Notes-20251022-232222.md +++ /dev/null @@ -1,119 +0,0 @@ ---- -type: Classes -title: Chinese Class - 11.21.24 -date: '2024-11-21' ---- - -# Random Words - -- 跟我说说，你都去哪儿玩儿了？ - - - Gēn wǒ shuō shuō, nǐ dōu qù nǎ'er wán erle? - - - Tell me, where did you go to play? - -- 冲绳 - - - Chōngshéng - - - Okinawa - -- 大阪 - - - Dàbǎn - - - Osaka - -- 京都 - - - Jīngdū - - - Kyoto - -- 东京 - - - Dōngjīng - - - Tokyo - -- 谁向谁表白的？ - - - Shéi xiǎng shéi biǎobái de? - - - Who wants to confess to whom? - - - 我向他表白的 - - - Wǒ xiàng tā biǎobái de - - - I confessed to her - -- 跟我说说，他是怎么样的人？ - - - Gēn wǒ shuō shuō, tā shì zěnme yàng de rén? - - - Tell me what kind of person he is. - -- 很聪明，很熟龄，很有趣，很可爱 - - - Hěn cōngmíng, hěn shú líng, hěn yǒuqù, hěn kě'ài - - - Very smart, very mature, very funny, very cute - -- 我感觉，全世界的女儿孩都喜欢你 - - - Wǒ gǎnjué, quán shìjiè de nù hǎi èr dōu xǐhuān nǐ - - - I feel like all the girls in the world like you. - -- 在勇气方面你是我的大哥 - - - Zài yǒngqì fāngmiàn nǐ shì wǒ de dàgē - - - You are my big brother in courage. - -- 你的妈妈和你的妹妹想呢了吗？ - - - Nǐ de māmā hé nǐ de mèimei xiǎng nele ma? - - - Do your mother and your sister think about it? - -- 模型 - - - Móxíng - - - Model - -# Homework - -- Gēn wǒ shuō shuō - - - Tell me about..... - - - Gēn wǒ shuō shuō ni de Hánguó de jiemei - - - Gēn wǒ shuō shuō ni de xin gongzuo - - - Gēn wǒ shuō shuō nǐ de lǚxíng - -- biǎobái - - - To confess - - - wo biǎobáile, Dàn tā xiǎng děngdài - - - Wǒ rènwéi nǐ yīnggāi biǎobái - - - Chúfēi nǐ biǎobái, Nǐ yǒngyuǎn bù huì zhīdào - -- Zài {Aspect} fāngmiàn nǐ shì wǒ de dàgē | Bǎngyàng | etc. - - - In the aspect of {Aspect}, you are my Senpai | Example | etc. - - - Zài Zhōngwen fāngmiàn, nǐ shì wǒ de laoshi - - - Zài yóuxì fāngmiàn, nǐ shì wǒ de dàgē - - - Zài Chuándào fāngmiàn nǐ shì wǒ de Bǎngyàng - - diff --git a/10-Input/Classes/Chinese Class Session Notes.md b/10-Input/Classes/Chinese Class Session Notes.md deleted file mode 100644 index 0a1f57a..0000000 --- a/10-Input/Classes/Chinese Class Session Notes.md +++ /dev/null @@ -1,154 +0,0 @@ ---- -type: Classes -title: 02/27/2025 - Chinese Class -date: '2025-02-27' ---- - -# Homework - -- 4 sentences for "structure of somethign is very complex" - - - Guàiwù lièrén de gòuzào fēicháng fùzá - - - Fēijī de gòuzào fēicháng fùzá - - - Diànnǎo de gòuzào fēicháng fùzá - - - women de Yǔzhòu de gòuzào fēicháng fùzá - -- 4 sentences for "estimated tha thing has so many of thing" - - - Gūjì měi zhǐ Māo yǒu shi gēn húxū - - - Gūjì měi pìan Yún yǒu Shí yì gē Shuǐdī - - - Gūjì měi ge Qiánbāo yǒu liang gē Kǎpiàn - - - Gūjì měi ge Yóuxì wánjiā yǒu Sìbǎi gē youxi - -# Dreams - -- 因为做了很多噩梦 - - - Yīnwèi zuòle hěnduō èmèng - - - Because I had a lot of nightmares - -- 我梦见我的前妻还有他的妈妈 - - - Wǒ mèng jiàn wǒ de qiánqī hái yǒu tā de māmā - - - I dreamed about my ex-wife and his mother - -- 下次一定要梦到漂亮姐妹 - - - Xià cì yīdìng yào mèng dào piàoliang jiěmèi - - - Next time I must dream of a beautiful sister - -- 你梦到了什么？ - - - Nǐ mèng dàole shénme? - - - What did you dream about? - -- 我梦到了。。。 - - - Wǒ mèng dàole... - - - I dreamed about... - - - Wǒ mèng dàole Guàiwù lièrén - - - I dreamed about monster hunter (I probably did) - -- 你没梦到Reina吗？ - - - Nǐ méi mèng dào Reina ma? - - - Didn't you dream about Reina? (.....probably) - - - Nǐ méi mèng dào {THING} ma? - - - Didn't you dream about THING? - -# Banned - -- 因为我的加速器账号被封了 - - - Yīnwèi wǒ de jiāsùqì zhànghào bèi fēngle - - - Because my accelerator account was banned - - - bèi fēngle -> To get banned - -- 我可怜的老师的任天堂账号被封了 - - - Wǒ kělián de lǎoshī de rèntiāntáng zhànghào bèi fēngle - - - My poor teacher's Nintendo account was blocked - -- 我的手机账号被封了 - - - Wǒ de shǒujī zhànghào bèi fēngle - - - My mobile account has been blocked - -# WT Comments - -- 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. - - - shènzhì - even - - - tuìbù - regress - - - **Tīng dào {THING YOU HEARD}, nǐ huì hěn {THING YOU FEEL ABOUT IT}, shènzhì juédé {EVEN SOMETHING MORE YOU MAY FEEL ABOUT IT}** - - - 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. - - - 听到怪物猎人发布了，我很快乐，甚至觉得买一个新显卡也可以 - - - Tīng dào guàiwù lièrén fà bù le, wǒ hěn kuàilè, shènzhì juédé mǎi yīgè xīn xiǎnkǎ yě kěyǐ - - - I was so happy when I heard Monster Hunter was released that I even thought I could buy a new graphics card. - - - Note the use of huì, used for future tense. Don't use if not in future, because...... its not in the future. - -# Homework - -- Make a conversation about dreams - - - Nǐ mèng dàole shénme? - - - Wǒ mèng dàole qu gongzuo - - - Nǐ de mèng hěn wúliáo - - - Wo Zhidao - -- 2 sentences for using "bèi fēngle", to get banned - - - Wèishéme nǐ de rèntiāntáng zhànghào bèi fēngle? - - - Wǒ xiǎng wán er guàiwù lièrén, dànshì wǒ de zhànghào bèi fēngle。 - -- 5 Sentences using this structure - - - Tīng dào Nǐ fābiǎole yǎnjiǎng le, wǒ hěn kuàilè, shènzhì juédé Wǒ xiǎng jìlù xiàlái - - - Tīng dào ni de WISE zhànghào bèi fēngle, wǒ hěn nanguo , shènzhì juédé **bèi WISE** bèipànle - - - Tīng dào tā zhǎodàole yī fèn xīn gōngzuò , wǒ wèi tā hěn kuàilè, shènzhì juédé wèi tā bàn yī chǎng pàiduì - - - Tīng dào Nǐ de chē huàile, wǒ hěn Hàipàle, shènzhì juédé xiǎng mǎi yī ge xīnchē - - - Tīng dào ta chàdiǎn jiù sǐle, wǒ hěn kuàilè, shènzhì juédé Xiǎng qìngzhù yīxià - diff --git a/10-Input/Classes/Chinese Class Session Vocabulary and Grammar-20251022-232134.md b/10-Input/Classes/Chinese Class Session Vocabulary and Grammar-20251022-232134.md deleted file mode 100644 index 9c377f3..0000000 --- a/10-Input/Classes/Chinese Class Session Vocabulary and Grammar-20251022-232134.md +++ /dev/null @@ -1,174 +0,0 @@ ---- -type: Classes -title: 1.9.24 - Chinese Class -date: '2025-01-09' ---- - -# Homework - -- 3 Sentences for "SUBJ + bù yǐ + THING + wéi chǐ, fǎn'ér yǐ + THING + wéi róng" - - - SUBJ + bù yǐ + THING + wéi chǐ, fǎn'ér yǐ + THING + wéi róng - - - Subj are not ashamed of THING, but proud of it - - - Wǒ bù yǐ yóuxì wánjiā wéi chǐ, fǎn'ér yǐ yóuxì wánjiā wéi róng - - - Wǒ bù yǐ zhēnlǐ wéi chǐ, fǎn'ér yǐ zhēnlǐ wéi róng - - - Wǒ bù yǐ Guàiwù lièrén wéi chǐ, fǎn'ér yǐ Guàiwù lièrén wéi róng - -- Make conversation using "rénshānrénhǎi" - - - 你想参加节日吗？ - - - Nǐ xiǎng cānjiā jiérì ma? - - - 不想，人山人海 - - - Bùxiǎng, rénshānrénhǎi - - - 我们可以早去 - - - Wǒmen kěyǐ zǎo cānjiā - - - 哦，然后我会去 - - - Ó, ránhòu wǒ huì cānjiā - -# Random Words - -- 安眠药 -> Ānmiányào -> Sleeping pills - -- 我昨天吃了安眠药，但还是睡不着 - - - Wǒ zuótiān chīle ānmiányào, dàn háishì shuì bùzháo - - - I took sleeping pills yesterday, but I still couldn't sleep - -# I just couldn't.... - -- zěnme jiùshì + an unpleasant situation - - - to refer to an unpleasant situation | "But I just couldn't....." - -- 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. - -- 我已经提前预约了，但怎么就是买不到 - - - Wǒ yǐjīng tíqián yùyuēle, dàn zěnme jiùshì mǎi bù dào - - - I have made an appointment in advance, but I can't buy it. - - - tíqián -> In Advance - - - yùyuē -> to Reserve - -- 我已经提前预约了，但怎么就是玩儿不到 - - - Wǒ yǐjīng tíqián yùyuēle, dàn zěnme jiùshì wán er bù dào - - - I have made a reservation in advance, but I can't play - -- 我已经很努力找对象了，但怎么就是找不到 - - - Wǒ yǐjīng hěn nǔlì zhǎo duìxiàngle, dàn zěnme jiùshì zhǎo bù dào - - - I've tried so hard to find a partner, but I just can't find one. - - - duìxiàngle -> an SO/Partner - - - nǔlì -> tried really hard - -# Bathroom Words - -- 我要尿尿 - - - Wǒ yào niào niao - - - I need to pee - - - Only used among *very* close friends, for obvious reasons - -- 我要拉粑粑 - - - Wǒ yào lā bǎba - - - I want to poop - - - lā -> A verb to describe.... the act of taking a dump - - - Only used among *very* close friends, for obvious reasons - -- 我要方便一下 - - - Wǒ yào fāngbiàn yīxià - - - I need to "relieve myself" a bit. - - - more respectful way of saying you need to take a dump - -- 脱下你的裤子 - - - Tuō xià nǐ de kùzǐ - - - Take off your pants - - - *I'm sorry WHAT* - -- 坐在便盆上 - - - Zuò zài biànpén shàng - - - Sitting on the potty - - - biànpén -> ....potty - -- 使劲儿 - - - Shǐjìn‘er - - - Try your best -> Use your strength - - - Can be applied to anything strength is required for, as encouragement - - - Similar to "Jiāyóu“. Do not use "Jiāyóu" for bathroom matters. - - - *Astra has tapped out at this point, and walked away* - -- 擦屁股 -> Cā pìgu -> "Wipe your ass" - - - *Astra returned momentarily, and once again left* - -- 冲厕所 - - - Chōng cèsuǒ - - - Flushing the toilet - -- 洗手 - - - Xǐshǒu - - - To Wash your hand - -# Homework - -1. 5 sentences using "I just couldn't..." - - 1. Wǒ zuótiān shēnqǐngle yī fèn gōngzuò, dàn zěnme jiùshì zhǎo bù dào - - 2. Wǒ diǎnle píjiǔ, dàn zěnme jiùshì hé bù dào - - 3. Wǒ yùdìngle Switch II, dàn zěnme jiùshì mǎi bù dào - - 4. Wǒ dǎkāile nuǎnqì, dàn zěnme jiùshì nuǎnhuo bù dào - - 5. Wǒ kànle zhe bến shū, dàn zěnme jiùshì míngbaǐ bù dào - -2. Use all expressions on using the bathroom in daily life - diff --git a/10-Input/Classes/Chinese Class Session Vocabulary and Grammar.md b/10-Input/Classes/Chinese Class Session Vocabulary and Grammar.md deleted file mode 100644 index b06ca06..0000000 --- a/10-Input/Classes/Chinese Class Session Vocabulary and Grammar.md +++ /dev/null @@ -1,118 +0,0 @@ ---- -type: Classes -title: 1.2.24 - Chinese Class -date: '2025-01-02' ---- - -# Random Words - -- 我们这几天有大 - - - ​Wǒmen zhè jǐ tiān yòu dǎ huí - - - We have a meeting these days. - -- 不以好消息为耻 - - - Bù yǐ hǎo xiāoxī wéi chǐ - - - Don’t be ashamed of good news - - - LIT: Not because of good news ashamed - - - Bù yǐ + THING + wéi chǐ - - - not because of + THING + be ashamed - -- 我不以基督徒的身份为耻 - - - Wǒ bù yǐ jīdū tú de shēnfèn wéi chǐ - - - I am not ashamed to be a Christian - - - jīdū tú de shēnfèn - Christian Identify - -- 我们不以圣经的教导为耻 - - - Wǒmen bù yǐ shèngjīng de jiàodǎo wéi chǐ - - - We are not ashamed of what the Bible teaches - - - jiàodǎo - Teaching - - - 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. - - - SUBJ + bù yǐ + THING + wéi chǐ, fǎn'ér yǐ + THING + wéi róng - - - Subj are not ashamed of THING, but proud of it - -- 我们不以玩家的身份为耻，反而以玩家的身份为荣 - - - Wǒmen bù yǐ wánjiā de shēnfèn wéi chǐ, fǎn'ér yǐ wánjiā de shēnfèn wéi róng - - - We are not ashamed of being a gamer, but proud of being a gamer. - -# Chinese Idiom - -- 人山人海 - - - Rénshānrénhǎi - - - Huge crowds of people - - - Can be used just as a statement. Can also be made more specific - - - 这里人山人海 - - - Zhèlǐ rénshānrénhǎi - - - There are a lot of people here - -- Notes on lǐ - - If your talking about an open air space, not inside somewhere, you don't have to put lǐ after it. For example: - - Hā'ěrbīn shì rénshānrénhǎi - - Harbin City has huge crowds of People - - Jùhuì suǒ **lǐ** rénshānrénhǎi - - The meeting place was packed with people - -# Homework - -- 3 Sentences for "SUBJ + bù yǐ + THING + wéi chǐ, fǎn'ér yǐ + THING + wéi róng" - - - SUBJ + bù yǐ + THING + wéi chǐ, fǎn'ér yǐ + THING + wéi róng - - - Subj are not ashamed of THING, but proud of it - - - Wǒ bù yǐ yóuxì wánjiā wéi chǐ, fǎn'ér yǐ yóuxì wánjiā wéi róng - - - Wǒ bù yǐ zhēnlǐ wéi chǐ, fǎn'ér yǐ zhēnlǐ wéi róng - - - Wǒ bù yǐ Guàiwù lièrén wéi chǐ, fǎn'ér yǐ Guàiwù lièrén wéi róng - -- Make conversation using "rénshānrénhǎi" - - - 你想去节日吗？ - - - Nǐ xiǎng qù jiérì ma? - - - 不想，人山人海 - - - Bùxiǎng, rénshānrénhǎi - - - 我们可以早去 - - - Wǒmen kěyǐ zǎo qù - - - 哦，然后我会去 - - - Ó, ránhòu wǒ huì qù - diff --git a/10-Input/Classes/Chinese Class Vocabulary Chulai Guolai Zhongyu.md b/10-Input/Classes/Chinese Class Vocabulary Chulai Guolai Zhongyu.md deleted file mode 100644 index c397633..0000000 --- a/10-Input/Classes/Chinese Class Vocabulary Chulai Guolai Zhongyu.md +++ /dev/null @@ -1,94 +0,0 @@ ---- -type: Classes -title: Chinese Class - 12.19.24 -date: '2024-12-19' ---- - -# Homework - -- 3x Sentences using chūlaí - - - Wǒ cóng zhongguo fei chūláile - - - Tā cóng cāntīng lǐ zǒu chūláile - - - Wǒ cóng bàngōngshì lǐ pǎo chūláile - -- 1 Conversation using "Is your [Sickness] feeling better?" - - - Nǐ de xīnqíng hǎo diǎnerle ma? - - - Yībān bān - - - Duō hē shuǐ, duō xiūxí - -# 过来 -> guòlái -> to come back to something? - -- 你可怜的老弟兄活过来了 - - - Nǐ kělián de lǎo dìxiōng huó guòláile - - - Your poor old brother is back alive - - - huó - alive - - - huó guòláile - come back alive - -## 终于 -> zhōngyú -> finally -- Adverb - -- Subj + zhōngyú (+ bèi if passive voice) + Verb + le! - - - Subj + has finally + Verb+ed! - -- 你可怜的小弟兄终于活过来了 - - - Nǐ kělián de xiǎo dìxiōng zhōngyú huó guòláile - - - Your poor little brother finally came back alive. - -- 我们终于结婚了 - - - Wǒmen zhōngyú jiéhūnle - - - We finally got married - -- Switch 2 终于公布了 - - - Switch 2 zhōngyú gōngbùle - - - Switch 2 is finally announced - - - 公布 -> Gōngbù -> Announcement/to announce - -- 他终于受浸了! - - - Tā zhōngyú shòu jìnle! - - - He Was Finally Baptized! - - - 受浸 -> shòujìn -> Baptize - -- 我们的弟兄终于被释放了 - - - Wǒmen de dìxiōng zhōngyú bèi shìfàngle - - - Our brother was finally released. - -# Homework - -2x Sentences using "huó guòláile" - -2x Sentences using "zhōngyú" - - - -- Sān tiān yǐhòu, yēsū huó guòláile - -- Yīzhōu gōngzuò, yīgè yuè xiūxí yǐhòu, yēsū huó guòláile - - - -- Tā zhōngyú huífùle wǒ de xiāoxī - -- Guàiwù lièrén huāngyě zhōngyú shìfàngle! - diff --git a/10-Input/Classes/Chinese Class Vocabulary Clothing and Appearance.md b/10-Input/Classes/Chinese Class Vocabulary Clothing and Appearance.md deleted file mode 100644 index df1292e..0000000 --- a/10-Input/Classes/Chinese Class Vocabulary Clothing and Appearance.md +++ /dev/null @@ -1,69 +0,0 @@ ---- -type: Classes -title: 08/07/2025 - Chinese Class -date: '2025-08-07' ---- - -# Random Words - -ED - Electronic Impotence *huh* hush - -电子阳痿 -> Diànzǐ yángwěi -> Electronic Impotence - -The disease that you buy a lot of games, but don't ever play them. Yes, its named after the other kind of ED. - -现在很多玩家都有电子阳痿 > Xiànzài hěnduō wánjiā dōu yǒu diànzǐ yángwěi > Many players now have electronic impotence - -任天堂的游戏专治电子阳痿 -> Rèntiāntáng de yóuxì zhuān zhì diànzǐ yángwěi -> Nintendo's games are specifically designed to cure electronic impotence - -专治 -> zhuānzhì -> Specialize in Treating something - - - -# 衣着打扮 -> Yīzhuó dǎbàn -> Clothing - -This includes everything. Hair, makeup, clothes, anything that applies to external appearance. - -你平时喜欢穿什么样的衣服呢 -​Nǐ píngshí xǐhuān chuān shénme yàng de yīfú ne? -​What kind of clothes do you usually like to wear? - -- píngshí -> Usually - -- yàng -> type - -## Words for Clothing - -- **休闲服 -> Xiūxián fú -> Casual Clothes** - - 优衣库的衣服，很休闲，很舒服，很便宜 - ​Yōuyīkù de yīfú, hěn xiūxián, hěn shūfú, hěn piányí - ​Uniqlo's clothes are casual, comfortable and cheap. - -- 正装 -> Zhèngzhuāng -> Formal Wear - - - 西服 -> Xīfú -> Suits - - Note: xi3fu means wife, best pronounce xi1fu2 correctly. - ​*Or, don't. Go forth, make some mistakes - ​*Correction, it actually mean daughter in law. That's somehow worse. - ​*eh* - - 我聚会的时候，喜欢穿西服因为很端庄，很得体 - ​Wǒ jùhuì de shíhòu, xǐhuān chuān xīfú yīnwèi hěn duānzhuāng, hěn détǐ - ​When its meeting time, I like to wear suits, because its very dignified and appropriate - -- 运动服 -> Yùndòng fú -> Sportswear - - 我出去运动的时候，喜欢穿运动服，应为很宽松，很舒服 - ​Wǒ chūqù Yùndòng de shíhòu, xǐhuān chuān yùndòng fú, yīng wèi hěn kuānsōng, hěn shūfú - ​When I go out for exercise, I like to wear sportswear because it is loose and comfortable. - - - -# Homework - -Go over the above words, and remember the adjectives and nouns - - - diff --git a/10-Input/Classes/Chinese Class Vocabulary and Conversation-20251022-221334.md b/10-Input/Classes/Chinese Class Vocabulary and Conversation-20251022-221334.md deleted file mode 100644 index 1009cf3..0000000 --- a/10-Input/Classes/Chinese Class Vocabulary and Conversation-20251022-221334.md +++ /dev/null @@ -1,140 +0,0 @@ ---- -type: Classes -title: 04/24/2025 - Chinese Class -date: '2025-04-24' ---- - -Previous Class: - -[04/17/2025 - Chinese Class](Classes/04172025%20-%20Chinese%20Class.md) - -# **Homework (Repetition):** - -- **3 sentences using "ACTIVITY + 的时候 (de shíhòu), 一定要注意安全 (yīdìng yào zhùyì ānquán)"** - - - 上课的时候，一定要注意入睡 - - - Shàngkè de shíhòu, yīdìng yào zhùyì rùshuì - - - 写信的时候，一定要注意写得好 - - - Xiě xìn de shíhòu, yīdìng yào zhùyì xiě dé hǎo - - - 传道的时候，一定要注意你的衣服 - - - Chuándào de shíhòu, yīdìng yào zhùyì nǐ de yīfú - -- **Recite conversation** - - - -# Random Words - -- 发型师 -> Fǎxíng shī -> Hairdresser | LIT: Hair style person - -- 一样 -> Yīyàng -> Same - -- 前妻 -> qiánqī - Ex-wife - -- 前夫 -> Qiánfū -> Ex-Husband - -- 前男友 -> Qián nányǒu -> Ex boyfriend - -- 前女友 -> Qián nǚyǒu -> Ex Girlfriend - -- 前任 -> Qiánrèn -> Ex, doesn't specify who exactly, just that they are your ex - -- 可怕 -> Kěpà -> Horrible | Lit: Make Scared - -- 精神 -> jīngshén -> Neat | Good spirits - - - Only used in appearance, doesn't apply to anything but appearance. - -- 客户 -> kèhù -> Client - -- 谈 -> táng -> to talk - -- 事情 -> shìqíng -> business/errands - -- 过来 -> guòlái -> to come over - -- 休息 -> xiūxí -> To rest/take a break - -- 没想到 -> Méi xiǎngdào -> Didn't expect/surprised, in a good way - -- 遇 -> yù -> to encounter - -# Random Sentences - -- 我做了一个噩梦，梦到我的前妻还有他的妈妈 - - - Wǒ zuòle yīgè èmèng, mèng dào wǒ de qiánqī hái yǒu tā de māmā - - - I had a nightmare about my ex-wife and his mother - -- 我喜欢你新的发型，很短很精神 - - - Wǒ xǐhuān nǐ xīn de fǎxíng, hěn duǎn hěn jīngshén - - - I like your new hairstyle, short and neat (or in good spirits) - -# Conversation (cont.) - -Round III - -- JS: 我刚跟客户谈完事情，也过来休息一下。没想到能在这里遇到你 - - - JS: Wǒ gāng gēn kèhù tángwán shìqíng, yě guòlái xiūxí yīxià. Méi xiǎngdào néng zài zhèlǐ yùdào nǐ - - - I just with a client finished talking business, also came to rest a bit. I didn't expect to be able to at here encounter you - - - 客户 -> kèhù -> Client - - - 谈 -> táng -> to talk - - - 事情 -> shìqíng -> business/errands - - - 过来 -> guòlái -> to come over - - - 休息 -> xiūxí -> To rest/take a break - - - 没想到 -> Méi xiǎngdào -> Didn't expect/surprised, in a good way - - - 遇 -> yù -> to encounter - -- S: 是啊，世界真小！要不要一起坐一会儿，聊聊天儿? - - - S: Shì a, shìjiè zhēn xiǎo! Yào bùyào yīqǐ zuò yīhuǐ'er, liáo liáotiān’er? - - - S: Yes, it’s a small world! Do you want to sit down with me for a while and chat? - - - 世界 -> shìjiè -> World - - - 要不要一起... -> Yào bùyào yīqǐ... -> Do you want to do..... together? - - - *At first glance I thought this said "Do you want to die....together?" and I was like "yea alright cool"* - -# Homework - -Pick two words and make 2 sentences using Qián-something - -- 我的前任打电话给我 || Wǒ de qiánrèn dǎ diànhuà gěi wǒ - -- 他的前妻偷窃了我的钱 || Tā de qiánqī tōuqièle wǒ de qián - -1 sentence using jīngshén (a male, not a female) - -- 他的弟兄非常精神 || Tā de dìxiōng fēicháng jīngshén - -2 sentences using Méi xiǎngdào - -- 我没想到学习中文 || Wǒ méi xiǎngdào néng xuéxí zhōngwén - -- 我没想到能完成大学学业 || Wǒ méi xiǎngdào néng wánchéng dàxué xuéyè - -2 sentences using Yào bùyào yīqǐ... - -- Yào bùyào yīqǐ qù gōngyuán? - -- Yào bùyào yīqǐ wǎn'er yoúxì? - diff --git a/10-Input/Classes/Chinese Class Vocabulary and Conversation.md b/10-Input/Classes/Chinese Class Vocabulary and Conversation.md deleted file mode 100644 index 8be361e..0000000 --- a/10-Input/Classes/Chinese Class Vocabulary and Conversation.md +++ /dev/null @@ -1,126 +0,0 @@ ---- -type: Classes -title: 04/17/2025 - Chinese Class -date: '2025-04-17' ---- - -# **Homework:** - -- **Recite Conversation** - -- **Key Word: 随便 (suíbiàn)** - - - **Meaning:** Casual, random, informal, as one pleases, do as you like. - - - **Example:** 你想吃什么？随便。 (Nǐ xiǎng chī shénme? Suíbiàn.) - What do you want to eat? Anything/Whatever. - -- **Make 3 sentences with "从现在起 (cóng xiànzài qǐ)" -> From now on:** - - 1. **从现在起，我只会吃披萨 (cóng xiànzài qǐ, Wǒ zhǐ huì chī pīsà)** - - - Translation: From now on, I will only eat pizza. - - 2. **从现在起，我只玩儿任天堂的游戏 (cóng xiànzài qǐ, Wǒ zhǐ wán'er rèntiāntáng de yóuxì)** - - - Translation: From now on, I will only play Nintendo games. - - 3. **从现在起，我只会喝啤酒和水 (cóng xiànzài qǐ, Wǒ zhǐ huì hē píjiǔ hé shuǐ)** - - - Translation: From now on, I will only drink beer and water. - - # **Random Words:** - - - **这个自行车的速度非常非常快 (Zhège zìxíngchē de sùdù fēicháng fēicháng kuài)** - - - Translation: This bicycle's speed is very, very fast. - - - **自行车 (zìxíngchē):** Bicycle - - - **速度 (sùdù):** Speed - - - **骑车的时候，一定要注意安全 (Qí chē de shíhòu, yīdìng yào zhùyì ānquán)** - - - Translation: When riding a bike, be sure to pay attention to safety. - - - **注意 (zhùyì):** To pay attention to - - - **安全 (ānquán):** Safety - - - **骑车 (qí chē):** To ride a bike (or other straddled vehicle). - - - **LIT:** Straddle vehicle - - - **开车 (kāichē):** To drive a car. - - - **LIT:** Open vehicle - - - **坐车 (zuòchē):** To sit in a car / To take a car (as a passenger). - - - **LIT:** Sit vehicle - - - **骑摩托车的时候，一定要注意安全 (Qí mótuō chē de shíhòu, yīdìng yào zhùyì ānquán)** - - - Translation: When riding a motorcycle, you must pay attention to safety. - - - **摩托车 (mótuō chē):** Motorcycle - - - **ACTIVITY + 的时候 (de shíhòu), 一定要注意安全 (yīdìng yào zhùyì ānquán)** - - - Translation: When doing ACTIVITY, be sure to pay attention to safety (don't get hurt). - - # **Conversations** - - **(Theme: When you meet someone by coincidence, at a coffee shop):** - - Round I - - - **S: 哎？JS! 你也在这里啊，好巧！ (Āi? JS! Nǐ yě zài zhèlǐ a, hǎo qiǎo!)** - - - Translation: Huh? JS! You're also here? What a coincidence! - - - **好巧 (hǎo qiǎo)!:** What a coincidence! - - - **LIT:** Good 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?)** - - - Translation: Huh? Spencer? It's really you! How have you been lately? Long time no see? - - - **好久不见了 (hǎojiǔ bùjiànle)?:** Long time no see? - - - **LIT:** Long time no see [particle indicating change/completion] - - --- - - Round II - - - **S: 是啊，好久不见！我挺好的，你呢？在忙什么呢？ (Shì a, hǎojiǔ bùjiàn! Wǒ tǐng hǎo de, nǐ ne? Zài máng shénme ne?)** - - - Translation: It is, long time no see! I'm pretty good, how about you? What have you been busy with? - - - **挺 (tǐng):** Pretty (as in "pretty good" - adverb) - - - **JS: 我最近在忙一个新项目，有点累，所以来这里喝杯咖啡放松一下。你呢？ (Wǒ zuìjìn zài máng yīgè xīn xiàngmù, yǒudiǎn lèi, suǒyǐ lái zhèlǐ hē bēi kāfēi fàngsōng yīxià. Nǐ ne?)** - - - Translation: I've been busy with a new project lately, a little bit tired, so I came here to drink a cup of coffee and relax a bit. How about you? - - - **项目 (xiàngmù):** Project - - # **Homework (Repetition):** - - - **3 sentences using "ACTIVITY + 的时候 (de shíhòu), 一定要注意安全 (yīdìng yào zhùyì ānquán)"** - - - 上课的时候，一定要注意入睡 - - - Shàngkè de shíhòu, yīdìng yào zhùyì rùshuì - - - 写信的时候，一定要注意写得好 - - - Xiě xìn de shíhòu, yīdìng yào zhùyì xiě dé hǎo - - - 传道的时候，一定要注意你的衣服 - - - Chuándào de shíhòu, yīdìng yào zhùyì nǐ de yīfú - - - **Recite conversation** - diff --git a/10-Input/Classes/Chinese Class Vocabulary and Homework-20251022-232112.md b/10-Input/Classes/Chinese Class Vocabulary and Homework-20251022-232112.md deleted file mode 100644 index 4f82efe..0000000 --- a/10-Input/Classes/Chinese Class Vocabulary and Homework-20251022-232112.md +++ /dev/null @@ -1,121 +0,0 @@ ---- -type: Classes -title: 1.23.24 - Chinese Class -date: '2025-01-23' ---- - -# Homework - -5 Sentences using "Waiting for Something" - -- **SUBJ + zhōngyú + VERB + le, Wǒ doū kuài děng sǐle** - - - SUBJ finally VERBed, I almost died waiting - -- Wǒ zhōngyú chīfànle, Wǒ doū kuài děng sǐle - -- Wǒ de yóuxì zhōngyǔ dàole, wǒ doū kuài děng sǐle - -- Cèsuǒ zhōngyú méi rénle, wǒ doū kuài děng sǐle - -- Shíwù zhōngyú zhǔhǎole, wǒ doū kuài děng sǐle - -- Tiānqì zhōngyú nuǎnhuole, wǒ doū kuài děng sǐle - -# Random Words - -- 游戏配件 - - - Yóuxì pèijiàn - - - Gaming accessories - -- 你发没发现，现在游戏配件很贵 - - - Nǐ fā méi fāxiàn, xiànzài yóuxì pèijiàn hěn guì - - - Have you noticed that gaming accessories are very expensive now? - - - fāxiàn - To notice/discover - - - fā méi fāxiàn - Noticed, or not noticed? - -- 我买了一个骷髅握把 - - - Wǒ mǎile yīgè kūlóu wòbǎ - - - I bought a skull grip (Skull is a brand) - - - **wòbǎ** - A Grip | Lit: to hold/grasp handlebar - -- 你的Steam Deck贴保护膜了吗 - - - Nǐ de Steam Deck tiē bǎohù móle ma - - - Is your Steam Deck protected by a protective film? - - - **bǎohù m**ó - Protective Film/Screen Protector - - - tiē - to stick/put on - -- 你买保护套了吗 - - - Nǐ mǎi bǎohù tàole ma - - - Did you buy the protective case? - - - **bǎohù tàole** - Protective Case - - - 套 -> tào -> Case/Sleeve/Cover/Jacket - - - 你给PS Portal买保护套了吗? - - - Nǐ gěi PS Portal mǎi bǎohù tàole ma? - - - Did you buy a protective case for your PS Portal? || Did you give PS Portal buy a protective case - -- 我给手机买充电宝了吗？ - - - Wǒ gěi shǒujī mǎi chōngdiàn bǎole ma? - - - Did I buy a power bank for my phone? - - - **chōngdiàn bǎo** - Battery Pack - - - chōngdiàn - Charging - - - bǎo - Jewel/Treasure - -- 你给手机买数据线了吗 - - - Nǐ gěi shǒujī mǎi shùjù xiànle ma - - - Have you bought a data cable for your phone? - - - **shùjù xiàn** -> Data Cable - -# Homework - -1 sentence for each new word (bolded, x5) - -我听说你买了一个PS-Portal。 -​Wǒ tīng shuō nǐ mǎile yīgè PS-Portal. - -对，我买了· -​Duì, wǒ mǎile - -你买了一个握把吗？ -​nǐ mǎile yīgè wò bǎ ma? - -我不相信握把. -​Wǒ bù xiāngxìn wò bǎ。 - -至少你买了一贴保护或者一个保护套了吗？ -​Zhìshǎo nǐ mǎile yī tiē bǎohù huòzhě yīgè bǎohù tàole ma? - -我买了 -​Wǒ mǎile - -很好。我会给你这些充电宝和数据线。稍后再感谢我 -​hěn hǎo. Wǒ huì gěi nǐ zhèxiē chōngdiàn bǎo hé shùjù xiàn. Shāo hòu zài gǎnxiè wǒ - diff --git a/10-Input/Classes/Chinese Class Vocabulary and Homework.md b/10-Input/Classes/Chinese Class Vocabulary and Homework.md deleted file mode 100644 index 85716e8..0000000 --- a/10-Input/Classes/Chinese Class Vocabulary and Homework.md +++ /dev/null @@ -1,118 +0,0 @@ ---- -type: Classes -title: 05/08/2025 - Chinese Class -date: '2025-05-08' ---- - -# Homework - -Pick two words and make 2 sentences using Qián-something - -- 我的前任打电话给我 || Wǒ de qiánrèn dǎ diànhuà gěi wǒ - -- 他的前妻偷窃了我的钱 || Tā de qiánqī tōuqièle wǒ de qián - -1 sentence using jīngshén (a male, not a female) - -- 他的弟兄非常精神 || Tā de dìxiōng fēicháng jīngshén - -2 sentences using Méi xiǎngdào - -- 我没想到学习中文 || Wǒ méi xiǎngdào néng xuéxí zhōngwén - -- 我没想到能完成大学学业 || Wǒ méi xiǎngdào néng wánchéng dàxué xuéyè - -2 sentences using Yào bùyào yīqǐ... - -- Yào bùyào yīqǐ qù gōngyuán? - -- Yào bùyào yīqǐ wǎn'er yoúxì? - -# Random Words - -- 我昨天差点儿买ROG Ally - - - Wǒ zuótiān chādiǎn'er mǎi ROG Ally - - - I almost bought ROG Ally yesterday - - - 差点 || chādiǎn'er || almost || Adverb, goes before a verb, to express you almost did something - - - SUBJ + chādiǎn'er + VERB (+ OBJECT) - - - 我差点儿买了ROG ALLY, 但我买了SteamDeck - -- 因为我昨天看了评测,评测说他电量太差了,而且发热很严重 - - - Yīnwèi wǒ zuótiān kànle píngcè, píngcè shuō tā diànliàng tài chàle, érqiě fārè hěn yánzhòng - - - Because I read the review yesterday, and the review said that its battery life was too low and it was very hot. - - - 评测 || píngcè || Review - - - 电量 || diànliàng || battery - - - 发热 || fārè || Generated Heat - - - 严重 || yánzhòng || Serious/Low/Bad - -- 你实际体验过ROG Ally吗？ - - - Nǐ shíjì tǐyànguò ROG Ally ma? - - - Have you actually experienced ROG Ally? - - - 实际 || shíjì || Actually/Literally - - - 体验 || tǐyàn || To Experience - - - 你实际体验过生孩子的痛苦吗 - - - Nǐ shíjì tǐyànguò shēng háizǐ de tòngkǔ ma - - - 生孩子 || shēng háizǐ || Child Birth - - - 痛苦 || tòngkǔ || pain - -- 他不但没有还我钱，反而说我冤枉他 - - - Tā bùdàn méiyǒu huán wǒ qián, fǎn'ér shuō wǒ yuānwǎng tā - - - Not only did he not return my money, but he also said that I wronged him. - - - 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 - - - Subj + **bùdàn** + did something bad, **fǎn'ér** + did something even worse - - - Subj + **Not Only** + did something bad, **But Also** + did something even worse - -# Homework - -- 3 Sentences using "shíjì tǐyànguò" - - - Nǐ shíjì tǐyànguò xuexi zhenli ma? - - - Nǐ shíjì tǐyànguò mai xin che ma? - - - Nǐ shíjì tǐyànguò Jiànzào yi ge diannao ma? - -- 3 Sentences using "Subj + **bùdàn** + did something bad, **fǎn'ér** + did something even worse" - - - Tā bùdàn tōuqiè wo de tóuxì jī, fǎn'ér tōuqiè wo de zhànghù - - - Tā bùdàn bàoyuànle tā de cài, fǎn'ér méiyǒu fù qián - - - Tā bùdàn bu ting wo shuo, fǎn'ér bòfàng dàshēng de yīnyuè - -- 3 Sentences using "chādiǎn'er" - - - xingqiyi wo chādiǎn'er mai yi ge youxi. xingqier, wo maile. - - - Wo chādiǎn'er chi Yú, dan wo bu xihuan Yú - - - Wo chādiǎn'er xuixi Déyǔ, dan wo bu xuyao zhidao Déyǔ - diff --git a/10-Input/Classes/Chinese Class Vocabulary and Sentence Structures.md b/10-Input/Classes/Chinese Class Vocabulary and Sentence Structures.md deleted file mode 100644 index e48ee98..0000000 --- a/10-Input/Classes/Chinese Class Vocabulary and Sentence Structures.md +++ /dev/null @@ -1,113 +0,0 @@ ---- -type: Classes -title: 09/04/2025 - Chinese Class -date: '2025-09-04' ---- - -[08/28/2025 - Chinese Class](Classes/08282025%20-%20Chinese%20Class.md) - -# Random Words - -tōngguān -> To beat all the stages -> to beat a game (all the stages) - -你请客！-> Nǐ qǐngkè! -> Your Treat! (Lit: Your inviting guests!) - - - -# Random Sentences - -应我刚才发工资了 -​Yīng wǒ gāngcái **fā gōngzīle** -​I just got paid - -**资了/gōngzī** -> Payment - -fā -> Receive - -我有钱了！我可以去买丝之歌了！ -​Wǒ yǒu qiánle! Wǒ kěyǐ qù mǎi sī zhī gēle! -​I have money now! I can buy Silk Song! - -我想通关第一代再买 -​Wǒ xiǎng tōngguān dì yī dài zài mǎi -​I want to buy it after I finish the first one - -tōngguān -> to go through stages - -**再/zài** in this case means "then". You can add it after a sentence and then connect something else to signify your going to do the first thing, then do the second thing. - -我打算先买一个STEAM版的 -​Wǒ dǎsuàn xiān mǎi yīgè STEAM bǎn de -​I plan to buy a Steam version first - -**先/xiān** -> first - -我想先买很多东西再结婚了 -​Wǒ xiǎng xiān mǎi hěnduō dōngxī zài jiéhūn -​I want to buy a lot of things before getting married - -​Wǒ xiǎng xiān **ACTION1** zài **ACTION2 -​I want do to ACTION1, then ACTION2** - -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 - -Hey, he said it, not me - -*I mean, its a good plan, no disagreements* - -# Fake Buddhist Convo (cont.) - -B: 佛教说，“贪，嗔，痴”，人打仗是因为贪婪 -B: Fójiào shuō,“tān, chēn, chī”, rén dǎzhàng shì yīnwèi tānlán -B: ​Buddhism says "Greed, Anger/Hatred, Ignorance", people fight because of greed. - -A: 我同意，圣经也说：贪财是各种祸害的根源 -A: ​Wǒ tóngyì, shèngjīng yě shuō: tānlán shì gèzhǒng huòhài de gēnyuán -A: ​I agree, and the Bible also says: The love of money is the root of all evil. - - tānlán -> Greed - -gèzhǒng -> All Kinds of - -huòhài -> Evil - -gēnyuán -> Root/Source - -B: 你是信主的吗 -​B: Nǐ shì xìnzhǔ de ma -​B: Are you a Christian (Lord Believer?) - -xìnzhǔ -> Lord Believer (What Fake Christians use to identify themselves with) - -Also I'm pretty sure I got the chars/tones wrong. - -A: 我是基督徒，我喜欢看圣经 -​A: Wǒ shì jīdū tú, wǒ xǐhuān kàn shèngjīng -​A: I am (true) Christian. I like to read the bible. - -jīdū tú -> Disciple of Jesus (Christ） - - - -# Homework - -Recite Conversation - -2 sentences using “fā gōngzīle" and "Nǐ qǐngkè!" - -- mingtian wo hui fa gongzi, ni xiang chifan ma? Wo qingke - -- wo tingshuo zuotian ni fale gongzi, ni xiang qǐngkè ma? - - If you want to be more specific on what you are asking somebody to pay for, you can use "ni xiang qǐng *wo he kafei* ma?". Replace kè with subject and what you want them to pay for. An entire subphrase that you want them to pay for. - -3 sentences using "I want to first do.... then I'll do....." - -- ​Wǒ xiǎng xiān Xǐzǎo zài Shuìjiào - -- Wǒ xiǎng xiān Shàngxué zài Shàngbān - -- Wǒ xiǎng xiān mai Steam Deck zài wan'er youxi - diff --git a/10-Input/Classes/Chinese Class Vocabulary and Weather Conversation.md b/10-Input/Classes/Chinese Class Vocabulary and Weather Conversation.md deleted file mode 100644 index 65d9244..0000000 --- a/10-Input/Classes/Chinese Class Vocabulary and Weather Conversation.md +++ /dev/null @@ -1,84 +0,0 @@ ---- -type: Classes -title: 07/24/2025 - Chinese Class -date: '2025-07-24' ---- - -[07/17/2025 - Chinese Class](Classes/07172025%20-%20Chinese%20Class.md) - -# Random Words - -牌子 -> Páizǐ -> Brand - -什么牌子的？-> Shénme páizǐ de -> What brand is it? - -信用卡 -> Xìnyòngkǎ -》 Credit Card || LIT: Reputation Card - - - -# Random Sentences - -以前我有两张信用卡 -> Yǐqián wǒ yǒu liǎng zhāng xìnyòngkǎ -> Before, I had two credit cards - -今天很热，而且下雨了 || Jīntiān hěn rè, érqiě xià yǔle || It's hot today and it's raining - -新的印象非常好，不是很贵 || Xīn de yìnxiàng fēicháng hǎo, bùshì hěn guì || The new speaker is very good and not very expensive - -追姐妹 -> Zhuī jiěmèi -> Chasing Sisters (*He said it not me*) - - - -# Talking about the weather - -### Conversation - -A: 你好,在今天很热,你也是来乘凉吗? -​A: Nǐ hǎo, zài jīntiān hěn rè, nǐ yěshì lái chéngliáng ma? -​A: Hello, it's very hot today. You also come to cool off? - -chéngliáng -> To enjoy cool air, be it in a shadow, or AC, or wherever. Translates as "cooling off" - -B: 对啊，又热又吵 -​B: Duì a, yòu rè yòu chǎo -​B: Yes, it's hot and humid. - -yòu rè yòu chǎo -> Hot and Humid - -yòu is used to connect adjectives. "**yòu ADJ1 yòu ADJ2"** means "not only ADJ1, but also ADJ2" - -呢个韩国介么又漂亮又聪明 - Ne gè hánguó jiè me yòu piàoliang yòu cōngmíng - -这个游戏又便宜又好玩儿 - Zhège yóuxì yòu piányí yòu hǎowán er - -我的雨又漂亮又聪明 - Wǒ de yǔ yòu piàoliang yòu cōngmíng - -A: 你有什么降暑的好方法吗？ -A: Nǐ yǒu shénme jiàng shǔ de hǎo fāngfǎ ma？ -​A: Do you have any good ways to cool down? - - jiàng shǔ -> to reduce the heat in one's body. Translated as "To beat the heat" - -fāngfǎ -> ways/methods - -Structure: Nǐ yǒu shénme {{THING}} de hǎo fāngfǎ ma -> Do you have any good ways to do {{Thing?}? - -B: 留在家里吹空调 -​B: Liú zài jiālǐ chuī kòngtiáo -​B: Stay at home with air conditioning - -Liú -> to stay - -chuī kòngtiáo -> blow aircon - -A: 这很好，保持一个好心态也很重要，俗话说：心静自然凉 -​A: Zhè hěn hǎo, bǎochí yīgè hǎo xīntài yě hěn zhòngyào, súhuà shuō: Xīnjìng zìrán liáng -​A: That's good. keeping a good attitude is also important. As the saying goes: inner peace keeps you cool - -Xīnjìng zìrán liáng -> chengyu -> Inner peace keeps you cool || LIT: Peace of Mind Naturally Cool - - - -# Homework a - -Recite sentences & new words - diff --git a/10-Input/Classes/Chinese Class.md b/10-Input/Classes/Chinese Class.md deleted file mode 100644 index 5e65083..0000000 --- a/10-Input/Classes/Chinese Class.md +++ /dev/null @@ -1,7 +0,0 @@ ---- -type: Classes -title: Chinese Class -date: '2024-11-21' ---- - - diff --git a/10-Input/Classes/Japanese Class Genki Chapter 3 Verbs.md b/10-Input/Classes/Japanese Class Genki Chapter 3 Verbs.md deleted file mode 100644 index 727d769..0000000 --- a/10-Input/Classes/Japanese Class Genki Chapter 3 Verbs.md +++ /dev/null @@ -1,127 +0,0 @@ ---- -type: Classes -title: 04/02/2025 - Japanese Class -date: '2025-04-02' ---- - -Covering Chp III in Genki - -# Verb Conjugations - -掃除/そうじ - Clean, Noun - -そうじする - To clean (noun + suru construct) - -掃除+を+する if you want to make it more polite - - - -注文する/ちゅうもん+を+する - To Order - -質問/しつもん+を+する - To Ask (A question) - -先生/せんせい+を+よびます - To call the teacher - -タクシー+を+よびます - to Call the Taxi - -パソコンで+しごと(仕事)します - To work on the computer - -けいたい(携帯)+を+つか(使う)います - To use a cell phone - -しんぶん - Newspaper - -聖書(せいしょ) - Bible - -毎日聖書を読みます - Read the Bible every day - -自己紹介（じこしょうかい）+を+する - To introduce ones self | LIT: To do self-introduction - -電話（でんは）+をする - To use the phone - -おんがくをききます(音楽を聴く)- Listen to music - - - -- コンサートに行く - - - コンサートにいく - - - To go to a concert - -- 星に行きます - - - ほしに行きます - - - To go in service - -- たいかいにいきます - - - たいかいにいきます - - - To go to the convention - -- およぐ/泳ぐ - - - To Swim - -- でかける/出かける/出かけます - - - To go out - - - 今日の朝出かけました - - - I went out this morning - -- 家から家／いえからいえ - - - House to House - -- 公共（こうきょう）エリア - - - LIT: Public Space -> Public Witnessing - -- ハイキング（はいきんぐ）+に+行く - - - To go hiking - -- ピクニック（ぴくにっく）+を+する - - - To do a picnic - -- ジョギング（じょぎんぐ）+を+する - - - Jogging/Running - -- 会う -> あう - - - To Meet - -- 待つ(まつ) - - - To Wait - - - 待ちます / 待ちません - -- テニス+を+する - - - To play tennis - -- 走る(はしる) - - - To Run - - - 走ります・走りません - -- 散歩をする (さんぽ+を+する) - - - To take a walk (Like with a pet) - - - 犬の散歩をする(いぬ+の+さんぽ+をする) - - - Walk with the dog - -- 歩く (あるく） - - - To Walk - - diff --git a/10-Input/Classes/Japanese Class Grammar and Vocabulary.md b/10-Input/Classes/Japanese Class Grammar and Vocabulary.md deleted file mode 100644 index 8a640d9..0000000 --- a/10-Input/Classes/Japanese Class Grammar and Vocabulary.md +++ /dev/null @@ -1,126 +0,0 @@ ---- -type: Classes -title: 07/09/2025 - Japanese Class (Copy) -date: '2025-07-09' ---- - -83815179846:66351 - -# Random Words - -季節 - きせつ - Season - -秋 - あき - Autumn - -食欲 - しょくよく - appetite - -読書 - どくしょ - Reading? - -芸術 - げいじゅつ - Arts - -帽子 - ぼうし - Hats - -靴 -くつ - Shoes - -ズボン - Pants - -手袋 - てぶくろ - Gloves - -引越 - ひっこし - Moving (As in moving to a different place) (Noun) - -引っ越す - ひっこす - Moving (As in moving to a different place) (Verb) - -正月 - しょうがつ - New Years - -新年 - しんねん - New Years (Same, no difference) - -旅行 - りょこ - Travel - -受ける - うける - To attend - -借りる - かりる - To Rent - -中古車 - ちゅうこしゃ - Second Hand Car - -卒業 - そつぎょう - Graduation - -会社員 - かいしゃいん - Office Worker - -喉 - のど - Throat - -諦める - あきらめる - To give up - -様 - さま - fancy honorific - - - -# の as a placeholder for aforementioned (or unknown) things - -So if your looking at something and don't know what it is, you can use の as a placeholder for it. For example: -​The small one, what is it? - -Its a cafe - -あのちさいのは、何ですか？ - -カフェです - - - -You can also refer to things mentioned before in the conversation, using の - -それは、誰のカバンですか？ - -たなかさんのです - - - -# つもりです - intention to do something - -つもり is a noun that goes after a verb in non-polite base form, to show your intention of doing something. - -- たべるつもりです - I plan to eat - -- 来年に英語のしけんを受けるつもりです - I plan to take the English Exam next year - -If you plan on not doing something, you can use two different ways of expressing it. - -- Add はありません after つもり. You can also add じゃない, but that's less formal, obviously. This conveys the idea that you have no intention of doing something. Literally no plans to do it, but it can still happen I guess. - - - 新年に旅行するつもりはありません - In New Years, I do not plan on traveling - - - 新車を買うつもりじゃない - I do not plan on buying a new car - -- Conjugate the verb to ない, and then tack on つもりです, to convey you plan on not doing the thing. Little bit less polite, but conveys a certain nuance of you conciously deciding that you are planning not do something, as opposed to the above of just not planning anything. - - - 日曜日に出かけないつもりです - I am planning to not go out on Sunday - - - 雨様を諦めないつもりです - I am planning to not give up on 雨様 - -# なる - To Become - -なる means "To Become" and is very common in Japanese. It can be attached to various things to show that something became something else. The basic structure is: - -[Sentence with verb ending in て form], and then one of the following: - -- **Becoming a noun** - If you want to say the aforementioned sentence became a noun, use [Noun] + になりました (note these examples are in polite past tense, but you can conjugate them to whatever) - - - 卒業して、先生になりました。- She graduated and became a teacher - -- Becoming a な-Adj - If you want to say the aforementioned sentence became a な-Adj, use [な-Adj] + になりました (same as noun) - - - 薬を飲んで、元気になりました - Drank medicine, then became healthy - -- Becoming a い-Adj - If you want to say the aforementioned sentence became a い-Adj, use [い-Adj turned into adverb form (replace last い with く)] + なりました - - - クーラーをつけて、寒くなりました - I turned on the Cooler, and became cold - - - カラオケに行って、喉が痛くなりました - Went to karaoke, and then throat became hurting - - - 彼は本を読んで、眠くなりました - He read the book, then became sleepy - - - -Next Numbers: 83848704078:55301 - - diff --git a/10-Input/Classes/Japanese Class Lecture Notes.md b/10-Input/Classes/Japanese Class Lecture Notes.md deleted file mode 100644 index cbe4bdb..0000000 --- a/10-Input/Classes/Japanese Class Lecture Notes.md +++ /dev/null @@ -1,128 +0,0 @@ ---- -type: Classes -title: 06/25/2025 - Japanese Class -date: '2025-06-25' ---- - -[06/16/2025 - Japanese Class](Classes/06162025%20-%20Japanese%20Class.md) - -73845262073:000238 - - - -# Random Words - -一昨日 - 2 days ago - -慣れる - To get used to it - -約束 - Promise - -懸命 - Hard Work - -外食 - Dining Out - -ぜひ - Sure. - -飛行機 - Hikōki - Airplane - -船 - ふね - Ship - -韓国 - かんこく - Korea - -# Because || から - -から　＝　ので - -Before ので can be anything (polite or non-polite) and it'll be polite, because ので is polite - -お金がないから、友達からお金を借ります - -仕事を遅くまでしたので、日本語を勉強しませんでした - -彼女と約束したので、家に早く帰ります || Because of a promise with my girlfriend, I will be home early - -仕事を遅くまでしたので、集会に遅れました || Because I worked late, I was late to the meeting - -日本語がわかりませんから、一生懸命勉強します || I don't understand Japanese, so I'll study hard. - -彼女がいますから、お金がありません || I have a girlfriend, so I don't have any money. - -子供のために誕生日から、プレゼントを買いましたからお金がありません || I don't have any money because I bought a present for my child's birthday. - - - -# Rule for 百 - -![image](Images/Media/image%20(18).png) -[image](Images/image%20(18).md) - -See if you can find why these are, there's go to be some logic to it, right? - -- *Doubtful* - -- I looked it up. Its easier just to remember them. TL;DR Rendaku, easier to say - - - -# Comparisons -> - -**A + の方が + B + より + thing your comparing + が + the actual difference + です -​A + の方が + B + より +thing your comparing + です -> if clarification not needed -​If the context is clear, like answering a question, can just say A + の方が** - - -**A's thing your comparing is {{difference}} then B's thing your comparing.** - -- See Examples - -中国の方が日本より人口が多いです || China has a larger population than Japan - -夏のほうが春より暑いです || Summer is hotter than spring - -日本語のほうが英語より難しいです || Japanese is more difficult than English - -山田さんの方が川田さんより制が高いす || Yamada-san is more skilled than Kawada-san. - -新幹線のほうがバスより早いです || The Shinkansen is faster than the bus. - -飛行機のほうが船より早いです || The plane is faster than the boat. - -これのほうがそれより重いです || This one is heavier than that - -日本は韓国のほうがベトナムより近いです || Korea is closer to Japan than Vietnam is. - - - -### Much/More -> ずっと - -ずっと -> Adverb -> Adds emphasis to whatever its modifying. Kind of like "more" or "much" or "a lot of...", etc. - -日本は韓国のほうがベトナムより**ずっと**近いです || Korea is **much** closer to Japan than Vietnam is. - -中国の人口の方が日本の人口より**ずっと**多いです || The population of China is **much** larger than that of Japan. - -飛行機のほうが車よりずっと早いです || Planes are much faster than cars. - -FloridaからCaliforniaの方がNew Yorkよりちょっと遠いです || Florida is a little farther from California than New York. - -- He... doesn't know, right? *I... don't think so? You haven't told him right?* I don't think so? *I feel like he knows.* - -### Asking Comparison - -**A+と, B+と, どちらの方が、ADJ+ですか？ -> A and B, which one is more ADJ?** - -**A+**も**, B+**も, ADJ + です。-> A and B both are ADJ - -タクシーと、電車と、どちらの方が、早いですか？ -> Taxi, and Train, which one faster? - -タクシーも、電車も同じです -> Taxi and Train, both same - - - -87521766642:1130 - - - -4 classes owed for both Austin & I. 120rmb - diff --git a/10-Input/Classes/Japanese Class Ndesu Grammar and Vocabulary.md b/10-Input/Classes/Japanese Class Ndesu Grammar and Vocabulary.md deleted file mode 100644 index 29adcd0..0000000 --- a/10-Input/Classes/Japanese Class Ndesu Grammar and Vocabulary.md +++ /dev/null @@ -1,116 +0,0 @@ ---- -type: Classes -title: 08/04/2025 - Japanese Class -date: '2025-08-04' ---- - -# Random Words - -明後日 -> あさって -> the day after tomorrow - -明明後日 -> しあさって -> two days after tomorrow - -力士 -> Rikishi -> Sumo Wrestler - -お相撲さん -> おすもうさん -> Sumo Wrestler - -馬 -> うま -> Horse - -バナナ -> Banana. Its a banana. - -輸入 -> ゆにゅう -> to Import - -一日だけ -> いちにちだけ -> Only one day - -出身 -> しゅっしん -> Hometown - -今度 -> こんど -> Next time - -暇 -> ひま -> Free/Bored - -無くす -> なくす -> To lose something (more colloquial then 失う) - -出会う -> であう -> To meet initially, but only on good experience... I think. Google says "To Encounter" - -# Random Sentences - - - -# List Things Loosely (や) - -Used to list things "like" the first thing. - -バナナやりんごをたべました -> Eat things like bananas and apples - -スキーやサッカーをします -> Play things like Ski and Socker - -日本や米国に行ったことがあります -> Have the experience of going to things like Japan and America - - - -# Asking about things, but politely (んです） - -旅行に行きましたか？ Asking something like this is a direct, and not very friendly. Instead, use 旅行に行ったんですか？ - -Can also be attached to nouns if your saying you like something, but its more subjective - -## Verbs - -### For Past Tense: - -Conjugate a verb to past tense, and then stick "んです" after it, and it makes it far more polite, especially when asking a question. Great for asking something, but is far less then direct then just asking point blank. - -A: 旅行に行ったんですか？ - -B: 旅行に行ったんですよ？ - -### For Present Tense: - -For present and future tense, just use the regular verb, no conjugation, and stick んです after it. Same meaning. - -A: 旅行にいくんですか？ - -B: 旅行にいくんです - -### For Negative: - -Conjugate the verb into regular negative tense, and add んです. - -お金がないんです -> I don't have any money. - -わからないんです -> I don't understand - -## For Adjectives - -You can also add it at the end of adjectives, and pretty much anything else to make a question less direct, and more polite. Stick it at the end of い adjectives without issue, add な for な Adjectives. - -眠いんですか？ -> Are you sleepy? - -暇なんです? -> Are you bored? - -## Examples - -おなかが痛いんですか -> Does your stomach hurt - -熱があるんですか -> Do you have a fever? - -寒いんですか -> Are you cold? - -疲れたんです -> - -何かなくしたんですか? -> Did you lose something? - -携帯をなくしたんです！ -> I lose my cell phone - -旅行に行ったんです - -良かったですね！どこに行ったんですか？誰といったんですか？なにをしたんですか？ - -来月結婚するんです - -誰と結婚するんですか？どこで会ったんですか？ - - - -74915888180:8823 - diff --git a/10-Input/Classes/Japanese Class Notes 2025 03 26.md b/10-Input/Classes/Japanese Class Notes 2025 03 26.md deleted file mode 100644 index 5016996..0000000 --- a/10-Input/Classes/Japanese Class Notes 2025 03 26.md +++ /dev/null @@ -1,98 +0,0 @@ ---- -type: Classes -title: 03/26/2025 - Japanese Class -date: '2025-03-26' ---- - -# Beginning - -Kakuta-san - -Based in Beijing - - - -すま - Wife from Okinawa, Miyazaki - - - -よろしくお願いします。 -Nice to meet you - - - -おはよう -​Good Morning - - - -開拓者 -​かかい -​Kaitaku-sha -​Pioneer - - - -# Grammar Points - -めいし -​Noun - - - -どうし -​Verb - - - -形容詞 -​けいようし -​Adjective - - - -じょし -​Particle - - - -しゅご -​Subject of Sentence - - - -私の仕事はプログラマーです。 -​ぼくのしごとはプログラマーです。 -​My job is a programmer. - -# Question Words - -You can add か at the end of a sentence to make it a question. - -You can replace a specific whatever with なん、and turn it into the sentence - -- せんこうはなんですか？ - -- いまなんじですか？ - -- なんねんですか？ - -# の - -Noun1 + の + Noun2 - -Noun 1 acts as a limiter on Noun2 - -僕の傘 -​ぼくのかさ -​My Umbrella = ​Me + の + Umbrella - - - -Zoom Info For next time - -838 9008 0604 - -668 - - diff --git a/10-Input/Classes/Japanese Class Notes April 9 2025.md b/10-Input/Classes/Japanese Class Notes April 9 2025.md deleted file mode 100644 index eab8828..0000000 --- a/10-Input/Classes/Japanese Class Notes April 9 2025.md +++ /dev/null @@ -1,120 +0,0 @@ ---- -type: Classes -title: 04/09/2025 - Japanese Class -date: '2025-04-09' ---- - -# Last Weeks Class: - -[04/02/2025 - Japanese Class](Classes/04022025%20-%20Japanese%20Class.md) - -# **Vocabulary:** - -**A. Basic Actions & Activities:** - -- **皿洗い (さらあらい) - Sara-arai:** Washing dishes - -- **料理 (りょうり) - Ryōri:** Cooking - -- **料理を作る (りょうり を つくる) - Ryōri o tsukuru:** To make dishes / To cook - - - **しんぷるな料理を作ります (しんぷる な りょうり を つくります) - Shinpuru na ryōri o tsukurimasu:** I make simple dishes. - -**B. Adverbs of Frequency:** - -- **よく (yoku):** Often - -- **ときどき / 時々 (tokidoki):** Sometimes - -- **たまに (tamani):** Infrequently / Occasionally - -- **あまり (amari) + negative verb:** Not often - -- **ぜんぜん (zenzen) + negative verb:** Never - -- **毎週 (まいしゅう) - Maishū:** Every week - -**C. Describing Hunger:** - -- **おなかがすきます (onaka ga sukimasu):** (I am) hungry. - -**D. Describing Quantity (with Food - Example):** - -- **たくさん (takusan):** Plenty / A lot - - - **比呂はご飯をたくさん食べます (ひろ は ごはん を たくさん たべます) - Hiro wa gohan o takusan tabemasu:** Hiro eats plenty of rice / A lot of rice. (Note: "ご飯" - gohan - means cooked rice or a meal in general. "ランチ" - ranchi - means lunch.) - - - **比呂はランチをたくさん食べます (ひろ は ランチ を たくさん たべます) - Hiro wa ranchi o takusan tabemasu:** Hiro eats plenty of lunch. - -- **少し (すこし) - Sukoshi:** A little bit - - - **比呂はご飯を少し食べます (ひろ は ごはん を すこし たべます) - Hiro wa gohan o sukoshi tabemasu:** Hiro eats a little bit of rice. - - - **比呂はランチを少し食べます (ひろ は ランチ を すこし 食べます) - Hiro wa ranchi o sukoshi tabemasu:** Hiro eats a little bit for lunch. - -**E. Expressing "Actually":** - -- **実は (じつは) - Jitsu wa:** Actually, - - - **実は沖縄のオレンジジュースは好きです (じつ は おきなわ の オレンジ ジュース は すき です) - Jitsu wa Okinawa no orenji jūsu wa suki desu:** Actually, I like Okinawan orange juice. - -**F. Time Expressions:** - -- **火曜日午後七時です (かようび ごご しちじ です) - Kayōbi gogo shichiji desu:** It's Tuesday at 7 pm. - -- **日曜日午前九時半です (にちようび ごぜん kuji han desu):** It's 9:30 am on Sunday. - -- **いつ (itsu):** When - - - **いつ聖書読みますか？ (いつ せいしょ よみます か？) - Itsu seisho yomimasu ka?:** When do you read the Bible? - -- **七月 (しちがつ) - Shichigatsu:** July - - - **七月に (しちがつ に) - Shichigatsu ni:** In July - - - **七月に地区大会があります (しちがつ に ちくたいかい が あります) - Shichigatsu ni chiku taikai ga arimasu:** The district convention will be held in July. - -**G. Verbs Related to Participation:** - -- **参加する (さんかする) - Sanka suru:** To attend / To participate - - - **聖書レッスンに参加しませんか (せいしょ レッスン に さんか しませんか) - Seisho ressun ni sanka shimasen ka:** Would you like to join us for a Bible study? (Note: The original note was "聖書レッスン参加しませんか" which is grammatically correct but slightly less formal. Adding the particle "に" after "聖書レッスン" - Bible study - makes it clearer that you are participating *in* the Bible study.) - -# **Grammar Points:** - -- **Particle に (ni) for Absolute Time:** Use the particle **に (ni)** to indicate a specific point in time, such as: - - - Days of the week (e.g., 火曜日**に** - on Tuesday) - - - Specific times (e.g., 午後七時**に** - at 7 pm) - - - Months (e.g., 七月**に** - in July) - -- **No Particle for Relative Time:** You generally do not use the particle **に (ni)** with adverbs of frequency (e.g., よく, ときどき, 毎週). - -- **Optional に (ni) for Approximate Times:** While **に (ni)** is often used for specific times, it can sometimes be omitted for more approximate times, especially in casual speech. However, it's generally safer and more correct to include it for specific times and dates. - -- **Invitation/Suggestion with 〜ませんか (〜masenka?):** This polite grammatical structure is used to invite someone to do something or to make a suggestion. It is formed by using the negative form of a verb (masu-stem + masen) followed by the question particle か (ka). - - - **行く (iku) - to go** → **行きません (ikimasen) - do not go** → **行きませんか (ikimasen ka) - Would you like to go?** - - - **食べる (taberu) - to eat** → **食べません (tabemasen) - do not eat** → **食べませんか (tabemasen ka) - Would you like to eat?** - - - **参加する (sanka suru) - to participate** → **参加しません (sanka shimasen) - do not participate** → **参加しませんか (sanka shimasen ka) - Would you like to participate?** - -![image](Images/Media/image%20(15).png) -[image](Images/image%20(15).md) - - -![image](Images/Media/image%20(16).png) -[image](Images/image%20(16).md) - - -![image](Images/Media/image%20(17).png) -[image](Images/image%20(17).md) - - -Next Week - -768 0333 4964 - 171836 - diff --git a/10-Input/Classes/Japanese Class Notes Grammar Particles and Vocabulary.md b/10-Input/Classes/Japanese Class Notes Grammar Particles and Vocabulary.md deleted file mode 100644 index 5f4e11e..0000000 --- a/10-Input/Classes/Japanese Class Notes Grammar Particles and Vocabulary.md +++ /dev/null @@ -1,122 +0,0 @@ ---- -type: Classes -title: 07/16/2025 - Japanese Class -date: '2025-07-16' ---- - -83848704078:55301 - -体感温度 -> たいかんおんど - -# Random Words - -眠い - ねむい - sleepy - -もうすぐ - Very soon - -夜食 - やしょうく -> Late Night Snack - -健康的 -> けんこうてき -> Healthy - -ハサミ -> Sissors - -歩き - あるき - Walking (Noun) - -徒歩 -> とほ -> Walking (Noun, Formal) - -郵便局 -> ゆびんきょく -> post office - -今日の午後 -> Today Afternoon - -掛かる -> To Spend (time/money) - -乗り換え -> Transfer (as in hopping planes) - -直行便 -> ちょっこびん -> Direct Fly - - - -# か＋も -> Anything - -何か -> Anything - -- 今夜は何か食べましたか？ -> have you eaten anything tonight? - -何も + Negative Verb -> Everything/Anything - -- 今夜は何も食べません -> I'm not eating anything tonight - -どこかに -> Anywhere - -- 今種の週末どこかに行きますか？ -> Are you going anywhere this weekend? - -どこにも + Negative Verb -> Anywhere Negative - -- 今種の週末どこにも行きません -> I'm not going anywhere this weekend - -誰かと -> Anyone - -- 誰かと遊びましたか？ -> Did you play with anyone? - -誰とも - Anyone (Negative) - -- 誰とも遊びません -> I don't play with anyone - -# で -> Way of doing something -> "By" - -Stick で after the method or tool your using, and then stick that before a verb to describe the tool or method your using to accomplish the verb. - -- スプーンで食べます - Eat by spoon - -- フォークでケーキを食べます - Eat cake by fork - -- てでおにぎりを食べます - Eat Onigiri by hand - -- ハサミで髪を切ります - Cut hair by scissors - -- ナイフで果物を切ります - Cut fruit by knife - -- パソコンで映画をみます - Watch a movie by computer - -- お箸で食べます - Eat by Chopsticks - -- 英語で話します - Speak by English - -- パソコンで絵マイルを書きます - Write Emails by computer - -- テレビで映画を見ます - Watch movie by TV - -- タクシーで病院にいきます - Go to the hosplital by Taxi - -- 電車で図書館にいきます - Go to library by Train - -- 自転車で会社にきます - Come to work by bike - -- 徒歩で駅に行きます - Go to the station by walking - -If asking how you did something, can just replace the noun with なに - -- 何で郵便局に行きますか？ -> Go to the post office by what? - - - -# How much did it cost? (掛かる) - -If asking how long something takes, we can say - -- どのぐらいかかりますか？ - -This is a fixed sentence, and is used to ask how much something cost, either in time or money. - -If you want to specify, just say "時間は・じかんは” before the sentence, and that means your specifying about time. - -To answer, using the above information: - -- 歩きで十分くらいかかります -> To the station it cost about 10 mins - - - -次 - -83848704078:55301 - diff --git a/10-Input/Classes/Japanese Class Notes Grammar Thoughts and Quotes.md b/10-Input/Classes/Japanese Class Notes Grammar Thoughts and Quotes.md deleted file mode 100644 index 62e5255..0000000 --- a/10-Input/Classes/Japanese Class Notes Grammar Thoughts and Quotes.md +++ /dev/null @@ -1,114 +0,0 @@ ---- -type: Classes -title: 06/04/2025 - Japanese Class -date: null ---- - -Access Time: - -88626507956:73336 - - Last Time - -[05/28/2025 - Japanese Class](Classes/05282025%20-%20Japanese%20Class.md) - - -# Random Words - -夏 - なつ - -ばてる = 疲れる, tired - -夏バテ ＝ Tired from summer, no English translation. - -両方 - Both - -市役所 - しやくしょ - -お年寄り - おとしより - elderly person - -聖なる力 - せいなるちから - Holy Spirit / Holy Power - -選ぶ - えらべる - to choose - -聖なる力で選ばれた人 - せいなる　ちから　で　えらばれた　ひと　- The one chosen by the holy spirit / Anointed - -遺産 - いさん - Heritage - -貴重な遺産 - きちょうないさん - A precious legacy - -いい天気だ - It's good weather? - -交通 - こうつう - Traffic - -時間の無駄 - じかんのむだ - Waste of time - -大変 - たいへん - Hard/Difficult - -# I think.... - -Structure - -{Phrase in non-polite tense} と思います。 - -[明日は雨だ]と思います。- I think tomorrow is rain - -for い-Adjectives, you don't need anything special: - -[彼女は暑い]と思います. - I think she is cold - -If using a noun, or a な-Adjective, it needs "だ" after it: - -明日の天気は**晴れだ**と思います - -明日の天気は**曇りだ**と思います - -これは**自転車のいすだ**と思います - -仕事も日本語もりょほう**大変だ**とおもいます - -Can also use verbs: - -明日の天気は雪が降ると思います。 - - - -# Someone says.... 「と言います」 - -Need to use 「」, like a quotation mark. In Japanese, they are called かぎかっこ - -![image](Images/Media/image%20(27).png) -[image](Images/image%20(27).md) - -「いってらっしゃい」「いってきます」と言います - -![image](Images/Media/image%20(28).png) -[image](Images/image%20(28).md) - -「ただいま」「お帰り」と言います - -![image](Images/Media/image%20(5).png) -[image](Images/image%20(5).md) - -「いただきます」と言います - -![image](Images/Media/image%20(29).png) -[image](Images/image%20(29).md) - -B：あしたやすむ　と言いました - -Notice its not the exact same, you are just expressing the same intent, so you don't need to use かぎかっこ. - -Japanese people tend to just say the meaning if its a mouthful. - -![image](Images/Media/image%20(30).png) -[image](Images/image%20(30).md) - -B to C: A-さんは「かいぎはごごからです」と言いました - - - - -84335996063:784569 - - diff --git a/10-Input/Classes/Japanese Class Notes Grammar and Vocabulary.md b/10-Input/Classes/Japanese Class Notes Grammar and Vocabulary.md deleted file mode 100644 index 1e50cc2..0000000 --- a/10-Input/Classes/Japanese Class Notes Grammar and Vocabulary.md +++ /dev/null @@ -1,70 +0,0 @@ ---- -type: Classes -title: 07/02/2025 - Japanese Class -date: '2025-07-02' ---- - -Last time - -[06/25/2025 - Japanese Class](Classes/06252025%20-%20Japanese%20Class.md) - -87521766642:1130 - - - -# Random Words - -民宿→みんしゅく-> BnB, as in AirBnB - -すき焼き -> すきやき -> some good looking food - -一週間 -> - -奥入瀬渓流 -> おいらせけいりゅう -> Oirase Gorge - -- We gotta take Reina here, legit its amazing. Kinda cold tho. - -華厳の滝, near 日光市, 2 hours north of Tokyo. - -- This one too. - -青森 -> あおもり -> A place next to 北海道 - -違う -> ちがう -> To Be Different - -森の種類が違います -> もりのしゅるいがちがいます -> The Forest types are different - - - -# の中で...なに／どれ／だれ...が一番...ですか？ - -**SUBJ+の中で+なに／どれ／だれ+が一番+ADJ+ですか? -> Out of SUBJ, which one is the most ADJ?** - -THING+が一番+ADJ+です - -日本りょりの中でどれが一番美味しいですか？ - -すき焼きが一番美味しいです - -一週間の中でいつが忙しですか‘？ - -金曜日が一番忙しです - -日本の中でどこが一番寒いですか？ - -ほうかいどが一番寒いです - -日本でどこが一番きれいですか？ - -秋か張るが一番好きです - -熱くなくて、寒くないですから - -世界の中でどこが一番好きですか？ - - - -次は - -83815179846:66351 - diff --git a/10-Input/Classes/Japanese Class Notes Nodenodeshou.md b/10-Input/Classes/Japanese Class Notes Nodenodeshou.md deleted file mode 100644 index 40d87cc..0000000 --- a/10-Input/Classes/Japanese Class Notes Nodenodeshou.md +++ /dev/null @@ -1,87 +0,0 @@ ---- -type: Classes -title: 08/20/2025 - Japanese Class -date: '2025-08-20' ---- - - - -# RANDOM WORDS - -災害 -> さいがい -> Disaster - -無くす -> なくす -> To Lose - -こうばん -> Police Box - -警察署 -> けいさつしょ -> Police Station - -遅くまで -> おそくまで -> Until late - -遅れる -> おくれる -> To be late - -助ける -> たすける -> To Help - -もらう -> To receive - -もらえませんか -> Stick at the end of a て verb to ask if the other person could do something - -いただけませんか -> Same as above, but more polite - -くださいませんか -> stick at the end of a て verb to ask the other person if you could do something. Opposite of above - -残業 -> ざんぎょう -> To Work Overtime - - - - -# ので -> Because - -More Polite then から. から is more a speaking word. ので is more formal, but the meaning themselves is the same. Can stick after pretty much anything, but regular rules apply. Stick な between な-Adj/Noun and ので. Verbs and い-Adj don't need it, you can just stick it on the end. - -Note for verbs coming before ので, keep them in regular non-polite tense. This is because ので is very polite, so adding polite tense plus ので is to much politeness - -- 彼女は肉を好きなので、毎日肉を食べます。 - -- 彼は遅くまで働いたので、日本語を勉強しませんでした - -- 首になったので、家に早く帰ります - -- 彼女は瘦せたので、嬉しいです - -- すみません、電車は止まったので、遅れます - -- すみません、コンピューターはこうしょうしたので、助けていただけませんか？ - -- すみません、熱があるので、病院に行ってもいいですか？ - -# ~でしょう -> Probably - -When talking about the future, and want to say something should be a certain way, stick でしょう at the end. Used for predictions about the future (like weather). - -- 明日は晴れるでしょう -> It will be sunny tomorrow (prediction) - -- 今夜は風が強いでしょう -> Tonight will be strong winds - -- 熱が三日続くでしょう -> The fever will last for three days - - - Note here, apparently 三日 doesn't need a particle for it. - -- 日本語の経済はよくなるでしょう -> Japanese Economy will get better - -- たなかさんはおそくまで働くので、パーティーに行けないでしょう - -- 週末は晴れるので、交通量が多いでしょう - - - 週末は晴れるので、渋滞するでしょう - -- 本田の膝は怪我をしたので、次試合に出ないでしょう - -- - - - -次：89807623219:952 - - - diff --git a/10-Input/Classes/Japanese Class Notes Stating Purpose.md b/10-Input/Classes/Japanese Class Notes Stating Purpose.md deleted file mode 100644 index 63a5f85..0000000 --- a/10-Input/Classes/Japanese Class Notes Stating Purpose.md +++ /dev/null @@ -1,86 +0,0 @@ ---- -type: Classes -title: 05/21/2025 - Japanese Class -date: '2025-05-21' ---- - -84399475549 : 95233 - - - -[05/12/2025 - Japanese Class](Classes/05122025%20-%20Japanese%20Class.md) - - -所 -> ところ -> Place - -王国会館 -> おうこく かいかん -> Kingdom Hall - -助ける -> たすける -> To Help (bigger then 手伝う, and more serious) - -空港 -> くこ - Airport - -迎える -> むかえる - To Welcome/Meet - -送る -> おくる - To Send - -兄弟 - きょうだい -> Spiritual Brother - -借りる - かりる -> To Rent/Borrow - -長老 - ちょうろ - Elder - - - -# て form adjectives (cont) - -かこいい is "かこ” and "いい” , and "いい” has its own version of て, so its かっこよくて - - - -# STATING PURPOSE - -彼は+プルに+泳ぎに+いきます -​Kare wa + puru ni + oyogi ni + ikimasu - -Topic/Subj + Place + Purpose + Verb - -- You can use the "masu" stem of the verb and stick "に" at the end, and this will state the reason, or purpose for doing the verb. - -- ぼくたちは+おきなわに+えいごかいしゅうをてつだいに+きます - -- - - - -# Amount of People - -1. ひとり (Different) - -2. ふたり (Different) - -3. さんにん - -4. よにん (Different) - -5. ごにん - -6. ろくにん - -7. ななにん - -8. はちにん - -9. きゅうにん - -10. じゅうにん - -11. なんにん？ - - - -# Next Time - -72195102577:88290 - - - diff --git a/10-Input/Classes/Japanese Class Notes-20251022-231412.md b/10-Input/Classes/Japanese Class Notes-20251022-231412.md deleted file mode 100644 index 82fa610..0000000 --- a/10-Input/Classes/Japanese Class Notes-20251022-231412.md +++ /dev/null @@ -1,74 +0,0 @@ ---- -type: Classes -title: 06/16/2025 - Japanese Class -date: '2025-06-16' ---- - -[06/11/2025 - Japanese Class](Classes/06112025%20-%20Japanese%20Class.md) - -78590415279:9971004 - - - -# Random Words - -~いらない -> Not Needed - -要る -> いる -> To Need - -チャンスが少ないです - Only a few chances - -筋書き || すじがき || Outline - -遅れる || おくれる || To be late - - - -# I haven't done VERB yet - -もう + VERB + ましたか？ -> Have you Verbed yet? - -まだ + VERB + ていません -> No, I haven't fished Verb yet. - - - -もう晩御飯を食べましたか？ || もうばんごはんをたべましたか？ || Have eaten dinner yet? - -まだ食べていません || まだたべていません || I have not yet eaten - - - -もう公開候えをしましたか？|| もうこうかいこうえんをしましたか？|| - -まだ準備してません、きのう聞きましたから || Still not prepared, becuase yesterday I heard about it - - - -# Because || から - -から　＝　ので - -Before ので can be anything (polite or non-polite) and it'll be polite, because ので is polite - -お金がないから、友達からお金を借ります - -仕事を遅くまでしたので、日本語を勉強しませんでした - -彼女と約束したので、家に早く帰ります || Because of a promise with my girlfriend, I will be home early - -仕事を遅くまでしたので、集会に遅れました || Because I worked late, I was late to the meeting - -日本語がわかりませんから、一生懸命勉強します || I don't understand Japanese, so I'll study hard. - -彼女がいますから、お金がありません || I have a girlfriend, so I don't have any money. - -子供のために誕生日から、プレゼントを買いましたからお金がありません || Kodomonotameni tanjōbi kara, purezento o kaimashitakara okane ga arimasen - - - - -Next Numbers: - -73845262073:000238 - - diff --git a/10-Input/Classes/Japanese Class Notes-20251022-234235.md b/10-Input/Classes/Japanese Class Notes-20251022-234235.md deleted file mode 100644 index 726a864..0000000 --- a/10-Input/Classes/Japanese Class Notes-20251022-234235.md +++ /dev/null @@ -1,127 +0,0 @@ ---- -type: Classes -title: 06/11/2025 - Japanese Class -date: '2025-06-11' ---- - -# Previous Notes - -[06/04/2025 - Japanese Class](Classes/06042025%20-%20Japanese%20Class.md) - -84335996063:784569 - - - -# Random Words - -巡回訪問 -> じゅんかいほうもん -> Circuit Overseer - -資料 -> しりょう -> Documents/Data - -社長 -> しゃちょう -> Boss - -間 -> あいだ -> During - -苦手 -> にがて -> Weak Point - -- Note: This is a subjective view. This is something somebody would say about themselves. In contrast, 下手・へた・Unskilled is objective, and something somebody says about somebody else. - -得意 -> とくい -> Strong Point - -- Exact same rules as above, but opposite meaning. - -ゆっくり - Slowly, but much politer then 遅い - -ピアノの弾く - To play the piano - -- 弾く -> ひく -> To play, but in using your hands to play something - -フルートを吹く - To play the Flute - -- 吹く -> ふく -> To play, but in using your mouth to play something, to blow - - - -# Grammar Point - ない - -![image](Images/Media/image%20(2).png) -[image](Images/image%20(2).md) - -- For ごだん - - - Rules - -- For いちだん - - - Rules - -- Can add "でください” at the end of ない to say "Please don't do VERB" - -### Examples - -プログラムの間、歩かないでください。-> Do not walk during the program. - - - -# Grammar Point - のが - -- Putting のが after a regular verb to turn the aforementioned sentence into a noun-phrase - -- Need non-polite, regular version of a verb before のが - -- Can also use こと instead of の, means the exact same - - - -### Examples - -彼女は歌うのが好きです -> She likes to sing - -彼は運転することが好きです -> He likes to drive - -彼は本を読むのが苦手です -> He is not good at reading books - -彼は泳ぐことが得意です -> He is good at swimming - -彼は褒めるのが得意です -> He is good at giving compliments - -彼女は教えることが苦手です -> She is not good at teaching - -彼は歩くのが速いです -> He walks fast - -お年寄りは食べるのがゆっくりです -> Elderly people eat slowly - -温泉に入ると温かいです -> It's very warm to enter the hot spring. - -- と is used here to seperate cause and effect - -彼女はダンスするのが好きです -> She likes to dance - -彼女は料理するのが得意です -> She is good at cooking - - - -# Grammar Point - ~か - -- どこか -> Somewhere - -- なにか -> Something - -- だれか -> Someone - -- いつか -> Someday - -### Examples - -何か食べたいです -> I want to eat something - -何か飲みたいです -> I want to drink something - -どこかに行きたいです -> I want to go somewhere - - - -Next Numbers: - -78590415279:9971004 - diff --git a/10-Input/Classes/Japanese Class Notes.md b/10-Input/Classes/Japanese Class Notes.md deleted file mode 100644 index b6273fd..0000000 --- a/10-Input/Classes/Japanese Class Notes.md +++ /dev/null @@ -1,122 +0,0 @@ ---- -type: Classes -title: 04/28/2025 - Japanese Class -date: '2025-04-28' ---- - -# Sentences - -- 車 (くるま) でいきます - 車 (くるま) で行 (い) きます - I will go by car. - -- 便利 (べんり) じゃなかったです = 便利 (べんり) じゃありませんでした - It was not convenient. - -- たくさん緑 (みどり) があります - There is a lot of greenery. - -# **単語 (たんご) - Vocabulary** - -- 休み (やすみ) - Holiday - -- 周り- まわり - - Things around you - -- 騒い - うるさい - Noisy - -- 虫 - むし - Insect - -- 亀 - かめ - Turtle - -- 爬虫類 - はちゅうるい - Reptiles - - - Florida (フロリダ) は爬虫類 (はちゅうるい) がおおいです - There are many reptiles in Florida. - -- 魚 - さかな - Fish - -- 人参 - にんじん - Carrots - -- 焼き肉 - やきにく - BBQ - - - 焼 (や) き肉 (にく) が大好き (だいすき) です - 焼 (や) き肉 (にく) が大好 (だいす) きです - I love yakiniku. - -- 塩辛 - しおからい - Salty - -- 塩 - しお - Salt - -- まあまあ - So-so - -- 付ける - つける - To open/turn on - -- 閉める - しめる- To close - -- 窓 - まど - Window - -- 貸す - かす - To lend - -# Like, Love, Dislike, Hate - -**Similarities:** - -- They are all **な-adjectives** (な形容詞 - *na-keiyōshi*) used to express feelings of like or dislike towards something. - -- They all take the particle **が (ga)** to mark the object of the liking or disliking. - - - Example: 寿司**が**好きです。 (*Sushi ga suki desu.*) - I like sushi. - - - Example: 納豆**が**嫌いです。 (*Nattō ga kirai desu.*) - I dislike natto. - -**Differences:** - -- **好き (すき - suki):** Means **"like"**. This is the basic level of positive feeling. It indicates that you find something agreeable or pleasant. - -- **大好き (だいすき - daisuki):** Means **"love"** or **"like very much"**. The 大 (だい - dai) means "big" or "great," intensifying the feeling of 好き. It indicates a strong positive feeling, close to love for objects or activities. - -- **嫌い (きらい - kirai):** Means **"dislike"**. This is the basic level of negative feeling. It indicates that you find something unpleasant or disagreeable. - -- **大嫌い (だいきらい - daikirai):** Means **"hate"** or **"dislike very much"**. Similar to 大好き, the 大 (だい - dai) intensifies the feeling of 嫌い. It indicates a strong negative feeling, close to hatred. - -**In essence:** - -- 好き (suki) is a mild positive feeling. - -- 大好き (daisuki) is a strong positive feeling. - -- 嫌い (kirai) is a mild negative feeling. - -- 大嫌い (daikirai) is a strong negative feeling. - -Think of it as a scale: - -**Negative** <--- 大嫌い (daikirai) --- 嫌い (kirai) --- (Neutral) --- 好き (suki) --- 大好き (daisuki) ---> **Positive** - - - -ID: 842 3914 4601 : 522778 - - - -SWIFTコード：LTCBJPJT（8桁の場合）、もしくはLTCBJPJTHED（11桁の場合） - -SBI Shinsei Bank, LTD., HEAD OFFICE Branch - -2-4-3 Nihonbashi-Muromachi, Chuo-ku, Tokyo - -Beneficiary Account Number:400 2019287 - -Name: Shigeta Kakuta - -#301 Senriyamasatsukibira - -18-2 Senriyama Takezono, - -Suita-shi, Osaka-fu 565-0852 - -Japan - - - -$16.50 - -Austin 3 classes - $49.50 - -6 classes for you - $100 - -TOTAL TO SEND: $150 - diff --git a/10-Input/Classes/Japanese Class Session Grammar and Vocabulary.md b/10-Input/Classes/Japanese Class Session Grammar and Vocabulary.md deleted file mode 100644 index 439ea05..0000000 --- a/10-Input/Classes/Japanese Class Session Grammar and Vocabulary.md +++ /dev/null @@ -1,126 +0,0 @@ ---- -type: Classes -title: 07/09/2025 - Japanese Class -date: '2025-07-09' ---- - -83815179846:66351 - -# Random Words - -季節 - きせつ - Season - -秋 - あき - Autumn - -食欲 - しょくよく - appetite - -読書 - どくしょ - Reading? - -芸術 - げいじゅつ - Arts - -帽子 - ぼうし - Hats - -靴 -くつ - Shoes - -ズボン - Pants - -手袋 - てぶくろ - Gloves - -引越 - ひっこし - Moving (As in moving to a different place) (Noun) - -引っ越す - ひっこす - Moving (As in moving to a different place) (Verb) - -正月 - しょうがつ - New Years - -新年 - しんねん - New Years (Same, no difference) - -旅行 - りょこ - Travel - -受ける - うける - To attend - -借りる - かりる - To Rent - -中古車 - ちゅうこしゃ - Second Hand Car - -卒業 - そつぎょう - Graduation - -会社員 - かいしゃいん - Office Worker - -喉 - のど - Throat - -諦める - あきらめる - To give up - -様 - さま - fancy honorific - - - -# の as a placeholder for aforementioned (or unknown) things - -So if your looking at something and don't know what it is, you can use の as a placeholder for it. For example: -​The small one, what is it? - -Its a cafe - -あのちさいのは、何ですか？ - -カフェです - - - -You can also refer to things mentioned before in the conversation, using の - -それは、誰のカバンですか？ - -たなかさんのです - - - -# つもりです - intention to do something - -つもり is a noun that goes after a verb in non-polite base form, to show your intention of doing something. - -- たべるつもりです - I plan to eat - -- 来年に英語のしけんを受けるつもりです - I plan to take the English Exam next year - -If you plan on not doing something, you can use two different ways of expressing it. - -- Add はありません after つもり. You can also add じゃない, but that's less formal, obviously. This conveys the idea that you have no intention of doing something. Literally no plans to do it, but it can still happen I guess. - - - 新年に旅行するつもりはありません - In New Years, I do not plan on traveling - - - 新車を買うつもりじゃない - I do not plan on buying a new car - -- Conjugate the verb to ない, and then tack on つもりです, to convey you plan on not doing the thing. Little bit less polite, but conveys a certain nuance of you conciously deciding that you are planning not do something, as opposed to the above of just not planning anything. - - - 日曜日に出かけないつもりです - I am planning to not go out on Sunday - - - 雨様を諦めないつもりです - I am planning to not give up on 雨様 - -# なる - To Become - -なる means "To Become" and is very common in Japanese. It can be attached to various things to show that something became something else. The basic structure is: - -[Sentence with verb ending in て form], and then one of the following: - -- **Becoming a noun** - If you want to say the aforementioned sentence became a noun, use [Noun] + になりました (note these examples are in polite past tense, but you can conjugate them to whatever) - - - 卒業して、先生になりました。- She graduated and became a teacher - -- Becoming a な-Adj - If you want to say the aforementioned sentence became a な-Adj, use [な-Adj] + になりました (same as noun) - - - 薬を飲んで、元気になりました - Drank medicine, then became healthy - -- Becoming a い-Adj - If you want to say the aforementioned sentence became a い-Adj, use [い-Adj turned into adverb form (replace last い with く)] + なりました - - - クーラーをつけて、寒くなりました - I turned on the Cooler, and became cold - - - カラオケに行って、喉が痛くなりました - Went to karaoke, and then throat became hurting - - - 彼は本を読んで、眠くなりました - He read the book, then became sleepy - - - -Next Numbers: 83848704078:55301 - - diff --git a/10-Input/Classes/Japanese Class Te Form and Invitations.md b/10-Input/Classes/Japanese Class Te Form and Invitations.md deleted file mode 100644 index 9d18dd0..0000000 --- a/10-Input/Classes/Japanese Class Te Form and Invitations.md +++ /dev/null @@ -1,136 +0,0 @@ ---- -type: Classes -title: 05/05/2025 - Japanese Class -date: '2025-05-05' ---- - -Last Class: - -[04/28/2025 - Japanese Class](Classes/04282025%20-%20Japanese%20Class.md) - -# Vocab - -一日中 -> いちにちじゅう -> All day - -半額 -> はんがく -> Half Price - -人気 -> にんき -> Popular - -手伝う -> てつだう -> To help another person (Verb) - -お手伝い -> おてつだい -> Children Help Parents do household chores (Noun) - -じゃ -> じゃ -> So... - -言葉 -> ことば -> Word - -旅行 -> りょこう -> trip/travel - -休憩 -> きゅうけい -> Break - -ちょっと休憩しましょう -> ちょっときゅうけいしましょう -> Let's take a short break - -待つ -> まつ -> To wait - -真直ぐ -> まっすぐ -> Straight - -教える -> おしえる -> To Teach/Tell - -もう一度 -> もういちど -> One More Time - -車 -> くるま -> Car - -止める -> とめる -> To Stop/To park - -置く -> おく -> To Put - -写真を撮る -> しゃしんをとる -> To take a picture - -美術館 -> びじゅつかん -> Art Museum - -タバコを吸う -> タバコをすう -> To Smoke (as in smoking) - -電車 -> でんしゃ -> Train - -地下鉄 -> ちかてつ -> Subway - -公園 -> こうえん -> Park - -話す -> はなす -> To Speak - -図書館 -> としょかん -> Library - -大きい声 -> おおきいこえ -> Big Sound - -携帯 -> けいたい -> Cell Phone - -使う -> つかう -> To Use - -新聞 -> しんぶん -> newspaper - -# て Verb Form - -Note to AI: Please elaborate on what is involved in converting verbs to the て form. - -[て形のうた](https://www.youtube.com/watch?v=4BEnw7J6hiw) - -う、つ、る　→　って - -ぬ、む、ぶ　→　んで - -く　→　いて - -ぐ　→　いで - -す　→　して - -くる　→　きて - -する　→　して - -## Usages of て form - -~てください -> Please ~ - -～てもいいですか -> May I ~ - -~てはいけません -> You must not~ - -~てはだめです -> You must not~ (but less polite) - -~てもいいですか -> You may~ - -~て~て -> List Activities (The last verb is NOT in て form, only the proceeding ones) - - - -# **招待 (しょうたい) - Invitations** - -- ～ませんか？ - Initial Invitation - - - 明日 (あした)、映画 (えいが) を見 (み) に行 (い) きませんか？ - Would you like to go see a movie tomorrow? - - - Generally viewed as more polite than "shall we...." - -- ～ましょうか？ - Shall I.... - - - 日本語 (にほんご) を話 (はな) しましょうか？ - Shall I speak Japanese? / Shall we speak Japanese? - - - Not really an invitation, but more of a Shall I do this action for you? / Shall we do this action together? - -- ～ましょう - Let's do it - - - Add to the end of a verb to do like a group "LETS DO IT YEAAAAA" - - - Can switch to ～ませんか？to make it into a more formal invitation - - - 行きましょう！ - -- ～はどうですか - How about - - - -Next Time: - -862 2633 6175 : 22103 - diff --git a/10-Input/Classes/Japanese Class Verb Conjugations.md b/10-Input/Classes/Japanese Class Verb Conjugations.md deleted file mode 100644 index 2ae58fe..0000000 --- a/10-Input/Classes/Japanese Class Verb Conjugations.md +++ /dev/null @@ -1,55 +0,0 @@ ---- -type: Classes -title: 05/28/2025 - Japanese Class -date: '2025-05-28' ---- - -72195102577:88290 - -# Last Time - -[05/21/2025 - Japanese Class](Classes/05212025%20-%20Japanese%20Class.md) - - -めがね - Glasses - -はれ＝いいてんき - - - - -# Verb Conjugations (Non-Polite) - -![image](Images/Media/image%20(37).png) -[image](Images/image%20(37).md) - - -くる -> こない -> きた -> こなかった - -のむ -> のまない -> のんだ -> のまなかった - -ある -> ない -> あった -> なかった - --tai verbs are conjugated like i adjectives - --なければなりません - Should do something? - Added at the end of verbs - -![Japanese Verbs](Images/Media/Japanese%20Verbs.png) -[Japanese Verbs](Images/Japanese%20Verbs.md) - - - -Next Time: - -88626507956:73336 - - - -120kuai per class - 7 class - -Austin = $49.98 - -Spencer = $66.64 - -Total = $116.62 - diff --git a/10-Input/Classes/Japanese Class Vocabulary and Grammar Notes.md b/10-Input/Classes/Japanese Class Vocabulary and Grammar Notes.md deleted file mode 100644 index 9758582..0000000 --- a/10-Input/Classes/Japanese Class Vocabulary and Grammar Notes.md +++ /dev/null @@ -1,108 +0,0 @@ ---- -type: Classes -title: 05/12/2025 - Japanese Class -date: '2025-05-12' ---- - -近視 - -遠視 - -乱視 - -散る - Scatter - -消す - Delete/Turn off - -状態 - Situations - -開く - open (used if something is open, but your not sure who opened it. Just referring to the act of it being open) - -開ける - to open, but referring to the action of opening it. - -付る - If something is on and you don't know who did it - -付ける - Referring to the action of turning it on - -閉まる - If something is off/closed and you don't know who did it - -閉める - If you know who turn it off - -自動詞 - intransitive words - -他動詞 - transitive words - -聖書 - Bible - -故障 - Broken - - 壊れる - to break (if something broke without user intervention) - -壊す - to break (if you broke it) - -掛ける - To hang, or to wear glasses - -知る - to know - -働く - Hataraku - to work - -でんわする - On the phone - -賢い - Kashikoi - wise - -明るい - Akarui - bright - -Handsome - な ADj - -高い - たかい - Tall, or expensive - -背が高い - Tall as in height (literally "height tall") - - - -現在進行形 - present tense - -て form - います - -verb-ing - - - -て form - いません - -was verb-ing - - - -て form - いません - -was verb-ing - - - -Differnces then in english: - -In English your get married once, and are just married. In Japanese, you are けっこん をしています - - - - -For い adjectives, to chain them together, you can also use the て form. You do this by removing the い at the end fo the word, and replacing it with くて. For な adjectives, we remove な at the end, and replace it with で - -新しくて、古くて、etc. - - - -For な adjectives, we remove な at the end, and replace it with で - -便利で、 - - - -The final adjective always keeps the regular conjugation, not て form. - - - - -84399475549 : 95233 - diff --git a/10-Input/Classes/Japanese Class.md b/10-Input/Classes/Japanese Class.md deleted file mode 100644 index 64ae361..0000000 --- a/10-Input/Classes/Japanese Class.md +++ /dev/null @@ -1,7 +0,0 @@ ---- -type: Classes -title: Japanese Class -date: null ---- - - diff --git a/10-Input/Classes/Japanese Grammar Multiple Reasons and Seems To Be.md b/10-Input/Classes/Japanese Grammar Multiple Reasons and Seems To Be.md deleted file mode 100644 index 69e749a..0000000 --- a/10-Input/Classes/Japanese Grammar Multiple Reasons and Seems To Be.md +++ /dev/null @@ -1,89 +0,0 @@ ---- -type: Classes -title: 09/03/2025 - Japanese Class -date: '2025-09-03' ---- - -# RANDOM WORDS - -立秋 -> りっしゅう -> Beginning of Autumn - -中秋 -> ちゅうしゅう -> Middle of Autumn - -おなかがすく -> I'm hungry (LIT: Stomach is Empty) - -のどがかわく -> I'm thirsty (LIT: Throat is Empty) - -気持ちいい -> Feelign good (in a physical way, not emotional/mental/anything else) - -なにがあったんですか -> What Happened? - - - - -# Multiple Reasons Why -> ～し - -This structure is used if there are multiple reasons that result in something. Can add "だから" if you want to emphasize the meaning, but its optional, and usually not needed. This is usually a speaking word, and not really a writing word (AKA, its not terribly polite). To make it more polite, just conjugate all the verbs to polite way. You can keep connecting reasons without issue, just keep em rolling. You can end the last one with "~から” or "~だから" instead of し, doesn't change the meaning, just works with the rest of Japanese. - -If the reasons end in nouns, need to have です or だ after, to complete the sentence. - -For lists of adjectives, can just say the adjective and then add し after it. - -#### Examples - -お金がないし雨が吹ているしだから、家で本を読みます -> I have no money and it's raining, so I'm going to read a book at home. - -熱がありますし頭が痛いですし、病院に行きます -> I have a fever and a headache, so I'm going to the hospital. - -今日は休みですし晴れですし海に行きます -> Today is my day off and it's sunny, so I'm going to the beach - -おなかがすきましたしのどが渇きましたしコンビニに行きませんか？ -> I'm hungry and thirsty, how about going to a convenience store? - -レストランは美味しいですしやすいですしよく行きます -> The restaurant is delicious and affordable, so I go there often. - -疲れましたし早く起きないといけませんし早く寝ます -> I'm tired and I have to get up early, so I'll go to bed early. - -田中先生は優しいですしかわいいですし生徒に人気です -> Tanaka-sensei is kind and cute and is popular with the students. - -ほうしをしたいですし、美味しい食べ物がありますし、友達がいますから、沖縄にいきます -> I want to do what I want, there is delicious food, and I have friends there, so I'm going to Okinawa. - - - -# Seems to be -> そうです - -![image](Images/Media/image%20(21).png) -[image](Images/image%20(21).md) - -彼女は嬉しそうです -> She seems happy - -彼女は眠そうです -> She seems to be sleepy - -彼は恥ずかしそうです　He seems embarrassed - -彼は気持ちよさそうです -> He seems to be feeling good - -ふたりは幸せそうです -> The two of them seem happy - -*The Fuckwads* - -You can't say that - -*I can* - -暑そうですね、クーラーを付けましょうか -> It looks hot, should I turn on the air conditioner? - -寒そうですね、窓を閉めましょうか -> It looks cold, shall we close the window? - -元気そうですね、なにがあったんですか -> You seem Genki, what happened? - -求婚をされたんです -> He proposed to me. (Note the weird tense, future notes incoming) - -悲しそうですね、なにがあったんですか？ -> You look sad, what happened? - -試験に落ちたんです -> I failed the exam - - - -次回: 79674766584:0173 - - diff --git a/10-Input/Classes/New Template.md b/10-Input/Classes/New Template.md deleted file mode 100644 index d629a6a..0000000 --- a/10-Input/Classes/New Template.md +++ /dev/null @@ -1,7 +0,0 @@ ---- -type: Classes -title: New template -date: null ---- - - diff --git a/10-Input/Files/EMSV E01 Raw Video Reference.md b/10-Input/Files/EMSV E01 Raw Video Reference.md deleted file mode 100644 index bd39cef..0000000 --- a/10-Input/Files/EMSV E01 Raw Video Reference.md +++ /dev/null @@ -1,17 +0,0 @@ ---- -type: File -title: emsv_E_01_r480P -description: null -icon: null -createdAt: '2025-03-20T20:01:03.082Z' -creationDate: 2025-03-21 05:01 -modificationDate: 2025-03-21 05:01 -tags: [] -mimeType: video/mp4 -fileSize: 40136750 ---- - - -Media: ![File](Files/Media/emsv_E_01_r480P.mp4) - - diff --git a/10-Input/Pages/General Notes.md b/10-Input/General Notes.md similarity index 99% rename from 10-Input/Pages/General Notes.md rename to 10-Input/General Notes.md index 4b88a9a..3f02929 100644 --- a/10-Input/Pages/General Notes.md +++ b/10-Input/General Notes.md @@ -12,15 +12,15 @@ coverImage: null fxxw1 -SS: 260935148 -RN: 031101334 -AN: 410012948800 +SS: 260935148 +RN: 031101334 +AN: 410012948800 PB: SOFI Battle.net Auth codes: ```text -Serial: US140427381515 +Serial: US140427381515 Restore: 1p2fbtgmfr\ ``` @@ -36,7 +36,7 @@ Find wan IP with "curl ifconfig.me" "curl ifconfig.me/ip" "curl ifconfig.me/all" --- -if asked for a 4 digit pin, use 5000 (liberty3-5000), if 5 digit, 35000 +if asked for a 4 digit pin, use 5000 (liberty3-5000), if 5 digit, 35000 Router: Lucina5000 I9 pass: deepskys12* @@ -53,9 +53,9 @@ It is [jtrade@bellsouth.net](mailto:jtrade@bellsouth.net) and I believe the pass VS Code Github Gist Token: 95e4b855f53091616737cb53618f1238cbbf651a -十年磨一劍， -霜刃未曾試。 -今日把示君， +十年磨一劍， +霜刃未曾試。 +今日把示君， 誰有不平事？ Ten years to sharpen a sword. @@ -63,7 +63,7 @@ Ten years to sharpen a sword. ​Today I show it to you, ​For whom justice was denied. -[daviddotson@juno.com](mailto:daviddotson@juno.com) +[daviddotson@juno.com](mailto:daviddotson@juno.com) Jhvh55828 5/13/21 - bbva - 1168.68 diff --git a/10-Input/Images/Blue Crab Web Logo Capture.md b/10-Input/Images/Blue Crab Web Logo Capture.md deleted file mode 100644 index 2d6c989..0000000 --- a/10-Input/Images/Blue Crab Web Logo Capture.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: Untitled -description: null -createdAt: '2024-11-21T18:20:09.243Z' -creationDate: 2024-11-22 03:20 -tags: [] -source: web -url: https://bluecrabweb.com/wp-content/uploads/2019/08/white-logo.png -mimeType: image/png -fileSize: null -width: 300 -height: 55 ---- - - -Media: ![Image](https://bluecrabweb.com/wp-content/uploads/2019/08/white-logo.png) - - diff --git a/10-Input/Images/External Image Capture Untitled.md b/10-Input/Images/External Image Capture Untitled.md deleted file mode 100644 index 3aef720..0000000 --- a/10-Input/Images/External Image Capture Untitled.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: Untitled -description: null -createdAt: '2024-11-21T18:19:51.774Z' -creationDate: 2024-11-22 03:19 -tags: [] -source: web -url: https://mxt.co/cdn/shop/files/Group.png?height=30&v=1708969747 -mimeType: unknown/png?height=30&v=1708969747 -fileSize: null -width: 79 -height: 30 ---- - - -Media: ![Image](https://mxt.co/cdn/shop/files/Group.png?height=30&v=1708969747) - - diff --git a/10-Input/Images/Hawkemedia Logo Image Capture.md b/10-Input/Images/Hawkemedia Logo Image Capture.md deleted file mode 100644 index 7b5d918..0000000 --- a/10-Input/Images/Hawkemedia Logo Image Capture.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: Untitled -description: null -createdAt: '2024-11-21T18:19:39.967Z' -creationDate: 2024-11-22 03:19 -tags: [] -source: web -url: https://hawkemedia.com/static/logos/red-logo.svg -mimeType: image/svg+xml -fileSize: null -width: 300 -height: 122 ---- - - -Media: ![Image](https://hawkemedia.com/static/logos/red-logo.svg) - - diff --git a/10-Input/Images/Image Capture 2024-11-13.md b/10-Input/Images/Image Capture 2024-11-13.md deleted file mode 100644 index b7e19fb..0000000 --- a/10-Input/Images/Image Capture 2024-11-13.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: '20241113_143827' -description: null -createdAt: '2025-03-27T22:45:46.948Z' -creationDate: 2025-03-28 07:45 -tags: [] -source: upload -url: null -mimeType: image/jpeg -fileSize: 4321797 -width: 4000 -height: 3000 ---- - - -Media: ![Image](Images/Media/20241113_143827.jpg) - - diff --git a/10-Input/Images/Image Capture.md b/10-Input/Images/Image Capture.md deleted file mode 100644 index f437bba..0000000 --- a/10-Input/Images/Image Capture.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-06-05T01:55:10.102Z' -creationDate: 2025-06-05 10:55 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 255119 -width: 589 -height: 437 ---- - - -Media: ![Image](Images/Media/image%20(29).png) - - diff --git a/10-Input/Images/Image Placeholder.md b/10-Input/Images/Image Placeholder.md deleted file mode 100644 index ddb26cd..0000000 --- a/10-Input/Images/Image Placeholder.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-04-08T22:08:47.580Z' -creationDate: 2025-04-09 07:08 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 576097 -width: 2498 -height: 921 ---- - - -Media: ![Image](Images/Media/image%20(39).png) - - diff --git a/10-Input/Images/Image Reference Note.md b/10-Input/Images/Image Reference Note.md deleted file mode 100644 index d7db4aa..0000000 --- a/10-Input/Images/Image Reference Note.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-06-05T01:57:59.267Z' -creationDate: 2025-06-05 10:57 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 257939 -width: 588 -height: 441 ---- - - -Media: ![Image](Images/Media/image%20(30).png) - - diff --git a/10-Input/Images/Image Reference-20251022-235402.md b/10-Input/Images/Image Reference-20251022-235402.md deleted file mode 100644 index 96e75e9..0000000 --- a/10-Input/Images/Image Reference-20251022-235402.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-10-16T01:25:32.065Z' -creationDate: 2025-10-16 10:25 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 265311 -width: 733 -height: 547 ---- - - -Media: ![Image](Images/Media/image%20(19).png) - - diff --git a/10-Input/Images/Image Reference-20251022-235930.md b/10-Input/Images/Image Reference-20251022-235930.md deleted file mode 100644 index e9c6237..0000000 --- a/10-Input/Images/Image Reference-20251022-235930.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-04-26T21:32:32.801Z' -creationDate: 2025-04-27 06:32 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 100554 -width: 503 -height: 669 ---- - - -Media: ![Image](Images/Media/image%20(34).png) - - diff --git a/10-Input/Images/Image Reference-20251023-000356.md b/10-Input/Images/Image Reference-20251023-000356.md deleted file mode 100644 index c2454ae..0000000 --- a/10-Input/Images/Image Reference-20251023-000356.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-06-04T20:38:39.672Z' -creationDate: 2025-06-05 05:38 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 151674 -width: 1080 -height: 1081 ---- - - -Media: ![Image](Images/Media/image.png) - - diff --git a/10-Input/Images/Image Reference.md b/10-Input/Images/Image Reference.md deleted file mode 100644 index 628ef45..0000000 --- a/10-Input/Images/Image Reference.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-04-10T01:46:39.169Z' -creationDate: 2025-04-10 10:46 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 191397 -width: 1304 -height: 790 ---- - - -Media: ![Image](Images/Media/image%20(16).png) - - diff --git a/10-Input/Images/Image Upload Placeholder.md b/10-Input/Images/Image Upload Placeholder.md deleted file mode 100644 index 5204e41..0000000 --- a/10-Input/Images/Image Upload Placeholder.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-04-17T01:57:47.121Z' -creationDate: 2025-04-17 10:57 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 258232 -width: 1032 -height: 566 ---- - - -Media: ![Image](Images/Media/image%20(38).png) - - diff --git a/10-Input/Images/Image Upload Reference-20251023-000318.md b/10-Input/Images/Image Upload Reference-20251023-000318.md deleted file mode 100644 index 041edbc..0000000 --- a/10-Input/Images/Image Upload Reference-20251023-000318.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-04-15T15:18:04.400Z' -creationDate: 2025-04-16 00:18 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 383952 -width: 804 -height: 551 ---- - - -Media: ![Image](Images/Media/image%20(8).png) - - diff --git a/10-Input/Images/Image Upload Reference.md b/10-Input/Images/Image Upload Reference.md deleted file mode 100644 index 1e4db3f..0000000 --- a/10-Input/Images/Image Upload Reference.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-05-06T00:58:27.502Z' -creationDate: 2025-05-06 09:58 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 108570 -width: 1472 -height: 307 ---- - - -Media: ![Image](Images/Media/image%20(22).png) - - diff --git a/10-Input/Images/Image Upload-20251022-235440.md b/10-Input/Images/Image Upload-20251022-235440.md deleted file mode 100644 index 142797a..0000000 --- a/10-Input/Images/Image Upload-20251022-235440.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-04-26T21:31:53.787Z' -creationDate: 2025-04-27 06:31 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 87488 -width: 469 -height: 598 ---- - - -Media: ![Image](Images/Media/image%20(20).png) - - diff --git a/10-Input/Images/Image Upload.md b/10-Input/Images/Image Upload.md deleted file mode 100644 index dd2ea36..0000000 --- a/10-Input/Images/Image Upload.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-04-10T01:40:28.194Z' -creationDate: 2025-04-10 10:40 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 190533 -width: 827 -height: 637 ---- - - -Media: ![Image](Images/Media/image%20(15).png) - - diff --git a/10-Input/Images/Image.md b/10-Input/Images/Image.md deleted file mode 100644 index 4758829..0000000 --- a/10-Input/Images/Image.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-06-12T01:17:24.740Z' -creationDate: 2025-06-12 10:17 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 249331 -width: 697 -height: 516 ---- - - -Media: ![Image](Images/Media/image%20(2).png) - - diff --git a/10-Input/Images/Japanese Verbs.md b/10-Input/Images/Japanese Verbs.md deleted file mode 100644 index 00d65c7..0000000 --- a/10-Input/Images/Japanese Verbs.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: Japanese Verbs -description: null -createdAt: '2025-05-29T02:14:50.163Z' -creationDate: 2025-05-29 11:14 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 514619 -width: 3800 -height: 2200 ---- - - -Media: ![Image](Images/Media/Japanese%20Verbs.png) - - diff --git a/10-Input/Images/Raw Image Attachment-20251023-000240.md b/10-Input/Images/Raw Image Attachment-20251023-000240.md deleted file mode 100644 index d483ce7..0000000 --- a/10-Input/Images/Raw Image Attachment-20251023-000240.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-05-06T00:58:17.012Z' -creationDate: 2025-05-06 09:58 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 87946 -width: 1426 -height: 190 ---- - - -Media: ![Image](Images/Media/image%20(6).png) - - diff --git a/10-Input/Images/Raw Image Attachment.md b/10-Input/Images/Raw Image Attachment.md deleted file mode 100644 index dc761c0..0000000 --- a/10-Input/Images/Raw Image Attachment.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-09-25T01:28:02.133Z' -creationDate: 2025-09-25 10:28 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 57042 -width: 583 -height: 324 ---- - - -Media: ![Image](Images/Media/image%20(12).png) - - diff --git a/10-Input/Images/Raw Image Capture-20251023-000008.md b/10-Input/Images/Raw Image Capture-20251023-000008.md deleted file mode 100644 index f5f9ef3..0000000 --- a/10-Input/Images/Raw Image Capture-20251023-000008.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-04-24T01:20:04.643Z' -creationDate: 2025-04-24 10:20 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 89368 -width: 1426 -height: 190 ---- - - -Media: ![Image](Images/Media/image%20(36).png) - - diff --git a/10-Input/Images/Raw Image Capture-20251023-000123.md b/10-Input/Images/Raw Image Capture-20251023-000123.md deleted file mode 100644 index bcc3e91..0000000 --- a/10-Input/Images/Raw Image Capture-20251023-000123.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-06-04T20:32:10.903Z' -creationDate: 2025-06-05 05:32 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 10242 -width: 554 -height: 74 ---- - - -Media: ![Image](Images/Media/image%20(4).png) - - diff --git a/10-Input/Images/Raw Image Capture-20251023-000300.md b/10-Input/Images/Raw Image Capture-20251023-000300.md deleted file mode 100644 index ce8ccb2..0000000 --- a/10-Input/Images/Raw Image Capture-20251023-000300.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-04-15T15:07:46.955Z' -creationDate: 2025-04-16 00:07 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 416569 -width: 794 -height: 597 ---- - - -Media: ![Image](Images/Media/image%20(7).png) - - diff --git a/10-Input/Images/Raw Image Capture.md b/10-Input/Images/Raw Image Capture.md deleted file mode 100644 index bf24980..0000000 --- a/10-Input/Images/Raw Image Capture.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-04-26T21:32:23.232Z' -creationDate: 2025-04-27 06:32 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 37905 -width: 453 -height: 682 ---- - - -Media: ![Image](Images/Media/image%20(24).png) - - diff --git a/10-Input/Images/Raw Image Collection.md b/10-Input/Images/Raw Image Collection.md deleted file mode 100644 index 002ecab..0000000 --- a/10-Input/Images/Raw Image Collection.md +++ /dev/null @@ -1,38 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-04-26T21:29:54.164Z' -creationDate: 2025-04-27 06:29 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 79811 -width: 453 -height: 620 ---- - - -Media: ![Image](Images/Media/image%20(31).png) - -![image](Images/Media/image%20(20).png) -[image](Images/image%20(20).md) - -![image](Images/Media/image%20(32).png) -[image](Images/image%20(32).md) - -![image](Images/Media/image%20(33).png) -[image](Images/image%20(33).md) - -![image](Images/Media/image%20(24).png) -[image](Images/image%20(24).md) - -![image](Images/Media/image%20(34).png) -[image](Images/image%20(34).md) - -![image](Images/Media/image%20(10).png) -[image](Images/image%20(10).md) - -![image](Images/Media/image%20(26).png) -[image](Images/image%20(26).md) diff --git a/10-Input/Images/Raw Image Input-20251023-000201.md b/10-Input/Images/Raw Image Input-20251023-000201.md deleted file mode 100644 index 0d4b250..0000000 --- a/10-Input/Images/Raw Image Input-20251023-000201.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-04-08T22:09:02.610Z' -creationDate: 2025-04-09 07:09 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 572184 -width: 2498 -height: 921 ---- - - -Media: ![Image](Images/Media/image%20(41).png) - - diff --git a/10-Input/Images/Raw Image Input.md b/10-Input/Images/Raw Image Input.md deleted file mode 100644 index fce572c..0000000 --- a/10-Input/Images/Raw Image Input.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-09-25T01:58:00.204Z' -creationDate: 2025-09-25 10:58 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 299453 -width: 738 -height: 589 ---- - - -Media: ![Image](Images/Media/image%20(14).png) - - diff --git a/10-Input/Images/Raw Image Link.md b/10-Input/Images/Raw Image Link.md deleted file mode 100644 index e4cac9e..0000000 --- a/10-Input/Images/Raw Image Link.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-04-26T21:30:14.405Z' -creationDate: 2025-04-27 06:30 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 41676 -width: 447 -height: 669 ---- - - -Media: ![Image](Images/Media/image%20(32).png) - - diff --git a/10-Input/Images/Raw Image Placeholder.md b/10-Input/Images/Raw Image Placeholder.md deleted file mode 100644 index a19e240..0000000 --- a/10-Input/Images/Raw Image Placeholder.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-06-26T01:29:40.405Z' -creationDate: 2025-06-26 10:29 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 301017 -width: 578 -height: 567 ---- - - -Media: ![Image](Images/Media/image%20(18).png) - - diff --git a/10-Input/Images/Raw Image Reference-20251022-235911.md b/10-Input/Images/Raw Image Reference-20251022-235911.md deleted file mode 100644 index ac56b29..0000000 --- a/10-Input/Images/Raw Image Reference-20251022-235911.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-04-26T21:31:00.960Z' -creationDate: 2025-04-27 06:31 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 59282 -width: 483 -height: 689 ---- - - -Media: ![Image](Images/Media/image%20(33).png) - - diff --git a/10-Input/Images/Raw Image Reference.md b/10-Input/Images/Raw Image Reference.md deleted file mode 100644 index 6454945..0000000 --- a/10-Input/Images/Raw Image Reference.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-06-05T01:49:55.016Z' -creationDate: 2025-06-05 10:49 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 132197 -width: 597 -height: 450 ---- - - -Media: ![Image](Images/Media/image%20(27).png) - - diff --git a/10-Input/Images/Raw Image Upload Reference-20251023-000143.md b/10-Input/Images/Raw Image Upload Reference-20251023-000143.md deleted file mode 100644 index 4539553..0000000 --- a/10-Input/Images/Raw Image Upload Reference-20251023-000143.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-10-22T06:07:55.099Z' -creationDate: 2025-10-22 15:07 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 207669 -width: 1038 -height: 580 ---- - - -Media: ![Image](Images/Media/image%20(40).png) - - diff --git a/10-Input/Images/Raw Image Upload Reference.md b/10-Input/Images/Raw Image Upload Reference.md deleted file mode 100644 index 803281c..0000000 --- a/10-Input/Images/Raw Image Upload Reference.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-05-29T01:14:39.698Z' -creationDate: 2025-05-29 10:14 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 466697 -width: 1018 -height: 570 ---- - - -Media: ![Image](Images/Media/image%20(37).png) - - diff --git a/10-Input/Images/Raw Image Upload-20251022-235129.md b/10-Input/Images/Raw Image Upload-20251022-235129.md deleted file mode 100644 index 1a10c0a..0000000 --- a/10-Input/Images/Raw Image Upload-20251022-235129.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2024-11-25T18:27:29.718Z' -creationDate: 2024-11-26 03:27 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 263466 -width: 785 -height: 400 ---- - - -Media: ![Image](Images/Media/image%20(11).png) - - diff --git a/10-Input/Images/Raw Image Upload-20251022-235323.md b/10-Input/Images/Raw Image Upload-20251022-235323.md deleted file mode 100644 index 37b7505..0000000 --- a/10-Input/Images/Raw Image Upload-20251022-235323.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-04-10T02:00:33.290Z' -creationDate: 2025-04-10 11:00 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 116284 -width: 931 -height: 454 ---- - - -Media: ![Image](Images/Media/image%20(17).png) - - diff --git a/10-Input/Images/Raw Image Upload-20251022-235538.md b/10-Input/Images/Raw Image Upload-20251022-235538.md deleted file mode 100644 index 30b8409..0000000 --- a/10-Input/Images/Raw Image Upload-20251022-235538.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-09-18T01:26:18.865Z' -creationDate: 2025-09-18 10:26 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 90038 -width: 573 -height: 428 ---- - - -Media: ![Image](Images/Media/image%20(23).png) - - diff --git a/10-Input/Images/Raw Image Upload-20251022-235616.md b/10-Input/Images/Raw Image Upload-20251022-235616.md deleted file mode 100644 index d020b6e..0000000 --- a/10-Input/Images/Raw Image Upload-20251022-235616.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-04-24T01:49:18.405Z' -creationDate: 2025-04-24 10:49 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 108815 -width: 1472 -height: 307 ---- - - -Media: ![Image](Images/Media/image%20(25).png) - - diff --git a/10-Input/Images/Raw Image Upload-20251022-235753.md b/10-Input/Images/Raw Image Upload-20251022-235753.md deleted file mode 100644 index b69df0b..0000000 --- a/10-Input/Images/Raw Image Upload-20251022-235753.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-10-02T01:54:15.970Z' -creationDate: 2025-10-02 10:54 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 132020 -width: 576 -height: 425 ---- - - -Media: ![Image](Images/Media/image%20(3).png) - - diff --git a/10-Input/Images/Raw Image Upload-20251023-000220.md b/10-Input/Images/Raw Image Upload-20251023-000220.md deleted file mode 100644 index d460b57..0000000 --- a/10-Input/Images/Raw Image Upload-20251023-000220.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-06-05T01:52:36.447Z' -creationDate: 2025-06-05 10:52 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 106204 -width: 591 -height: 436 ---- - - -Media: ![Image](Images/Media/image%20(5).png) - - diff --git a/10-Input/Images/Raw Image Upload.md b/10-Input/Images/Raw Image Upload.md deleted file mode 100644 index e048569..0000000 --- a/10-Input/Images/Raw Image Upload.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-04-26T21:32:42.311Z' -creationDate: 2025-04-27 06:32 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 85563 -width: 456 -height: 677 ---- - - -Media: ![Image](Images/Media/image%20(10).png) - - diff --git a/10-Input/Images/Raw Media Reference.md b/10-Input/Images/Raw Media Reference.md deleted file mode 100644 index 175ecb9..0000000 --- a/10-Input/Images/Raw Media Reference.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: rg -description: null -createdAt: '2024-11-21T18:18:36.820Z' -creationDate: 2024-11-22 03:18 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 7184 -width: 480 -height: 120 ---- - - -Media: ![Image](Images/Media/rg.png) - - diff --git a/10-Input/Images/Raw Uploaded Image Note.md b/10-Input/Images/Raw Uploaded Image Note.md deleted file mode 100644 index 004f521..0000000 --- a/10-Input/Images/Raw Uploaded Image Note.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-09-04T01:38:35.534Z' -creationDate: 2025-09-04 10:38 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 158656 -width: 1324 -height: 317 ---- - - -Media: ![Image](Images/Media/image%20(21).png) - - diff --git a/10-Input/Images/Studio of your Mind.md b/10-Input/Images/Studio of your Mind.md deleted file mode 100644 index a4fd208..0000000 --- a/10-Input/Images/Studio of your Mind.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: Studio of your Mind -description: gray fabric loveseat near brown wooden table -createdAt: '2024-10-23T15:57:54.348Z' -creationDate: 2024-10-24 00:57 -tags: [] -source: unsplash -url: https://unsplash.com/photos/3wylDrjxH-E -mimeType: null -fileSize: null -width: 3000 -height: 2232 ---- - - -Media: ![Image](https://images.unsplash.com/photo-1502672260266-1c1ef2d93688?ixid=MnwyMjAxMDF8MHwxfHNlYXJjaHw5fHxsaWJyYXJ5JTIwaG9tZXxlbnwwfDB8fHwxNjU5MzUwMjIw&ixlib=rb-1.2.1) - - diff --git a/10-Input/Images/TESOL Methods Mind Map.md b/10-Input/Images/TESOL Methods Mind Map.md deleted file mode 100644 index bc94d76..0000000 --- a/10-Input/Images/TESOL Methods Mind Map.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: TESOL Methods Mind Map -description: null -createdAt: '2025-04-08T21:13:30.657Z' -creationDate: 2025-04-09 06:13 -tags: [] -source: upload -url: null -mimeType: image/jpeg -fileSize: 3322562 -width: 3400 -height: 2400 ---- - - -Media: ![Image](Images/Media/TESOL%20Methods%20Mind%20Map.jpg) - - diff --git a/10-Input/Images/Uploaded Image Asset.md b/10-Input/Images/Uploaded Image Asset.md deleted file mode 100644 index c56f217..0000000 --- a/10-Input/Images/Uploaded Image Asset.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: images -description: null -createdAt: '2025-02-07T03:29:18.897Z' -creationDate: 2025-02-07 12:29 -tags: [] -source: upload -url: null -mimeType: image/jpeg -fileSize: 10015 -width: 259 -height: 194 ---- - - -Media: ![Image](Images/Media/images.jpg) - - diff --git a/10-Input/Images/Uploaded Image Capture-20251023-000337.md b/10-Input/Images/Uploaded Image Capture-20251023-000337.md deleted file mode 100644 index e1d97af..0000000 --- a/10-Input/Images/Uploaded Image Capture-20251023-000337.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-04-08T22:09:51.726Z' -creationDate: 2025-04-09 07:09 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 576097 -width: 2498 -height: 921 ---- - - -Media: ![Image](Images/Media/image%20(9).png) - - diff --git a/10-Input/Images/Uploaded Image Capture.md b/10-Input/Images/Uploaded Image Capture.md deleted file mode 100644 index 12017ce..0000000 --- a/10-Input/Images/Uploaded Image Capture.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-09-25T01:18:11.731Z' -creationDate: 2025-09-25 10:18 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 207476 -width: 715 -height: 535 ---- - - -Media: ![Image](Images/Media/image%20(13).png) - - diff --git a/10-Input/Images/Uploaded Image Reference-20251022-235635.md b/10-Input/Images/Uploaded Image Reference-20251022-235635.md deleted file mode 100644 index 5c5a9ee..0000000 --- a/10-Input/Images/Uploaded Image Reference-20251022-235635.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-04-26T21:32:50.602Z' -creationDate: 2025-04-27 06:32 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 17253 -width: 441 -height: 152 ---- - - -Media: ![Image](Images/Media/image%20(26).png) - - diff --git a/10-Input/Images/Uploaded Image Reference-20251022-235715.md b/10-Input/Images/Uploaded Image Reference-20251022-235715.md deleted file mode 100644 index 7baf2fb..0000000 --- a/10-Input/Images/Uploaded Image Reference-20251022-235715.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-06-05T01:51:39.325Z' -creationDate: 2025-06-05 10:51 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 125836 -width: 589 -height: 435 ---- - - -Media: ![Image](Images/Media/image%20(28).png) - - diff --git a/10-Input/Images/Uploaded Image Reference-20251022-235948.md b/10-Input/Images/Uploaded Image Reference-20251022-235948.md deleted file mode 100644 index a625147..0000000 --- a/10-Input/Images/Uploaded Image Reference-20251022-235948.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-04-17T01:17:25.934Z' -creationDate: 2025-04-17 10:17 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 497128 -width: 1023 -height: 682 ---- - - -Media: ![Image](Images/Media/image%20(35).png) - - diff --git a/10-Input/Images/Uploaded Image Reference.md b/10-Input/Images/Uploaded Image Reference.md deleted file mode 100644 index 0c6c6cd..0000000 --- a/10-Input/Images/Uploaded Image Reference.md +++ /dev/null @@ -1,19 +0,0 @@ ---- -type: Image -title: image -description: null -createdAt: '2025-03-21T03:21:31.563Z' -creationDate: 2025-03-21 12:21 -tags: [] -source: upload -url: null -mimeType: image/png -fileSize: 168727 -width: 535 -height: 569 ---- - - -Media: ![Image](Images/Media/image%20(1).png) - - diff --git a/10-Input/Images/image.png b/10-Input/Images/image.png deleted file mode 100644 index 15c3aa4..0000000 Binary files a/10-Input/Images/image.png and /dev/null differ diff --git a/10-Input/Minecraft Menu Layout.md b/10-Input/Minecraft Menu Layout.md new file mode 100644 index 0000000..fa43112 --- /dev/null +++ b/10-Input/Minecraft Menu Layout.md @@ -0,0 +1,51 @@ +--- +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/20-Knowledge/Pages/Okinawa English Teaching Job Guide.md b/10-Input/Okinawa English Teaching Job Guide.md similarity index 100% rename from 20-Knowledge/Pages/Okinawa English Teaching Job Guide.md rename to 10-Input/Okinawa English Teaching Job Guide.md diff --git a/20-Knowledge/Pages/Okinawa Packing List.md b/10-Input/Okinawa Packing List.md similarity index 100% rename from 20-Knowledge/Pages/Okinawa Packing List.md rename to 10-Input/Okinawa Packing List.md diff --git a/10-Input/Okinawa.md b/10-Input/Okinawa.md new file mode 100644 index 0000000..08082cd --- /dev/null +++ b/10-Input/Okinawa.md @@ -0,0 +1,147 @@ +--- +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/10-Input/Pages/Capacities Note Taking App Overview.md b/10-Input/Pages/Capacities Note Taking App Overview.md deleted file mode 100644 index 8670c24..0000000 --- a/10-Input/Pages/Capacities Note Taking App Overview.md +++ /dev/null @@ -1,56 +0,0 @@ ---- -type: Page -title: A Studio for your Mind -description: null -icon: 📚️ -createdAt: '2024-10-23T15:57:54.344Z' -creationDate: 2024-10-24 00:57 -modificationDate: 2024-10-24 00:57 -tags: [] -coverImage: Studio of your Mind ---- - -> #### Capacities is a **next-generation note-taking app** built for personal knowledge management. - - - -We live in an age of information abundance – and constant distractions by social media and attention-grabbing apps. This can be quite overwhelming. Capacities is made for individuals who want to take back control and build lasting, specific knowledge around their interests and professional domain. Capacities is a *calm place* for your intellectual endeavors – a studio for your mind. Your journey into the next generation of note-taking and personal knowledge management starts here! - -# Capacities in a nutshell - -> Capacities is built on a unique combination of three fundamental pillars. - - - -### There are no folders, everything is connected ([More](https://docs.capacities.io/#there-are-no-folders-everything-is-connected)) - -All your content gets organized in a network – you can create, link, and embed content from within any other content. All connections are stored and become part of your network of ideas. You don’t have to think about the folders or databases you want to keep something. Instead, you just create a note and connect as you go. On top, you can use tags to collect content for specific topics, areas, or projects and generate beautiful overview pages over time. - -While you create connections as they come naturally, Capacities automatically displays them as context-rich backlinks and visualizes them in a graph view. It requires some learning and trust in the system, but it's worth it: It removes the burden of top-down organization and adds space for creative thinking. - -Read more about [networked note-taking](https://docs.capacities.io/tutorials/networked-note-taking). - -### Every note is an object, notes have a type ([More](https://docs.capacities.io/#every-note-is-an-object-notes-have-a-type)) - -Each content in Capacities has a type. Unlike other apps that let you create one type of note that is supposed to work for everything, Capacities lets you create people, books, meetings, and everything you need for your work. Every type has its customizable properties and a unique design to best support your specific use case. - -On top, Capacities comes with basic types like images, tweets, web links, or PDFs, which offer additional functionality. With the type system, you get a great base level of organization out of the box: Each type of content is stored in its own database, which can be explored, sorted, filtered, or searched. - -Read more about [objects and types](https://docs.capacities.io/tutorials/custom-content-types). - -### All you do is connected to time ([More](https://docs.capacities.io/#all-you-do-is-connected-to-time)) - -Time is a fundamental dimension in Capacities. With daily notes, you get a dedicated place for every day. - -They are part of a calendar view that lets you zoom out to plan your week or review your whole month. Your meetings, journals, and every content you create and interact with will become part of that calendar. A chronological view of our thoughts allows us to better understand, review, or browse your content. - -Read more about [dates and daily notes](https://docs.capacities.io/reference/dates-and-daily-notes). - - - -### Learn more - -[Capacities Docs](https://docs.capacities.io/) - -[Why we built Capacities](https://capacities.io/about/manifesto) - diff --git a/10-Input/Pages/h3.md b/10-Input/Pages/h3.md deleted file mode 100644 index 33151b7..0000000 --- a/10-Input/Pages/h3.md +++ /dev/null @@ -1,13 +0,0 @@ ---- -type: Page -title: h3 -description: null -icon: null -createdAt: '2025-10-22T06:05:17.300Z' -creationDate: 2025-10-22 15:05 -modificationDate: 2025-10-22 15:05 -tags: [] -coverImage: null ---- - - diff --git a/20-Knowledge/Classes/Chinese Class Notes Directional Verb Complement Qilai.md b/20-Knowledge/Classes/Chinese Class Notes Directional Verb Complement Qilai.md deleted file mode 100644 index e1a0c8f..0000000 --- a/20-Knowledge/Classes/Chinese Class Notes Directional Verb Complement Qilai.md +++ /dev/null @@ -1,161 +0,0 @@ ---- -type: Classes -title: Chinese Class - 11/28/24 -date: '2024-11-28' ---- - -# Homework - -- Gēn wǒ shuō shuō - - - Tell me about..... - - - Gēn wǒ shuō shuō ni de Hánguó de jiemei - - - Gēn wǒ shuō shuō ni de xin gongzuo - - - Gēn wǒ shuō shuō nǐ de lǚxíng - -- biǎobái - - - To confess - - - wo biǎobáile, Dàn tā xiǎng děngdài - - - Wǒ rènwéi nǐ yīnggāi biǎobái - - - Chúfēi nǐ biǎobái, Nǐ yǒngyuǎn bù huì zhīdào - -- Zài {Aspect} fāngmiàn nǐ shì wǒ de dàgē | Bǎngyàng | etc. - - - In the aspect of {Aspect}, you are my Senpai | Example | etc. - - - Zài Zhōngwen fāngmiàn, nǐ shì wǒ de laoshi - - - Zài yóuxì fāngmiàn, nǐ shì wǒ de dàgē - - - Zài Chuándào fāngmiàn nǐ shì wǒ de Bǎngyàng - -# Random Words - -感恩节 -> Gǎn'ēn jié -> Gratitude Festival -> Thanksgiving Day - -今天是感恩节 -​Jīntiān shì gǎn'ēn jié -​Today is Thanksgiving - -我们昨天这里下大雪了 -​Wǒmen zuótiān zhèlǐ xià dàxuěle -​It snowed heavily here yesterday. - -# Directional Verb Compliment - **qǐlái** - -## Usage 1 - -We say in english "Stand Up" if you want the user to stand in an upward direction. Chinese has the same thing. They say: - -**Verb + qǐlái** - -qǐlái - serves as a directional compliment, an action moving from low to high - -站起来 -​Zhàn qǐlái -​Stand up - -跳起来 -​Tiào qǐlái -​Jump up - -收到PS5Pro以后，我跳起来了 -​Shōu dào PS5Pro yǐhòu, wǒ tiào qǐláile -​After receiving the PS5Pro, I jumped up - -飞机飞起来了 -​Fēijī fēi qǐláile -​The plane took off. -​LIT: The Plane flew from low to high. - -## Usage 2 - -When it comes to the five senses, we use qǐlái as a virtual direction to express subjective feelings. - -I have no idea what that actually means, but adding it at the end of a verb shifts the verb to something that is subjective about the subject. Note, this only applies to the five sense verbs (kàn, tīng, wé, chàng, mō) So instead of "The Seafood is looking at something delicious" it becomes "the seafood looks delicious“ - -海鲜看起来很好吃 -​Hǎixiān **kàn qǐlái** hěn hào chī -​The seafood **looks** delicious - -我看起来太帅了 -​Wǒ kàn qǐlái tài shuàile -​I look so handsome - -我的日本姐妹看起来很聪明 -​Wǒ de rìběn jiěmèi kàn qǐlái hěn cōngmíng -​My Japanese sister looks smart - -这些游戏看起来很好玩儿 -​Zhèxiē yóuxì kàn qǐlái hěn hǎowán er -​These games look fun. - -这首歌听起来很好听| -​Zhè shǒu gē tīng qǐlái hěn hǎotīng -​This song sounds nice - -你的圣经朗读听起来很清楚 -​Nǐ de shèngjīng lǎngdú tīng qǐlái hěn qīngchǔ -​Your Bible reading sounds clear - -你的演讲听起来很鼓励人 -​Nǐ de yǎnjiǎng tīng qǐlái hěn gǔlì rén -​Your speech sounds very encouraging. - -火鸡闻起来太香了 -​Huǒ jī wén qǐlái tài xiāngle -​The turkey smells so good. - -我爸爸的脚闻起来太臭了 -​Wǒ bàba de jiǎo wén qǐlái tài chòule -​My dad's feet smell so bad - -土豆唱起来太好吃了 -​Tǔdòu chàng qǐlái tài hào chīle -​Potatoes sound so delicious - -游戏手柄摸起来太好了 -​Yóuxì shǒubǐng mō qǐlái tài hǎole -​The game controller feels so good - -我的头发摸起来很粗糙 -​Wǒ de tóufǎ mō qǐlái hěn cūcāo -​My hair feels rough - -# Homework - -2 sentences by using Usage 1 of qilai (x2) - -- ​Měi gèrén, qing Zhàn qǐlái. - -- Ruguo Fēijī fēi qǐláile, Wǒ huì shēngbìng - -2 sentences for each senses (x10) - -- Zhège rìběn jiěmèi Kanqilai hrn kě'ài - -- Nà fèn gōngzuò Kanqilai hen Nán - -- Zhè shǒu gē tingqilai hen hǎotīng - -- Nà zàoyīn tingqilai hen Nǎorén - -- ta Wénqilai tai huaile - -- zhe ge Shíwù Wénqilai hen haochi - -- nage chángqilai hen Xīnlà - -- Zhongguocai changqilai feichang haochi - -- Nà bǎ yǐzǐ mōqiali hen Shūfú - -- Nà zhāng cháng dèng mōqiali hen Qǐ gēda - diff --git a/20-Knowledge/Classes/Japanese Adjective Conjugation I and NA.md b/20-Knowledge/Classes/Japanese Adjective Conjugation I and NA.md deleted file mode 100644 index 9aa7bdb..0000000 --- a/20-Knowledge/Classes/Japanese Adjective Conjugation I and NA.md +++ /dev/null @@ -1,452 +0,0 @@ ---- -type: Classes -title: 04/23/2025 - Japanese Class -date: '2025-04-23' ---- - - - -- **体制** (たいせい - taisei): System, structure - -- **この体制** (この たいせい - kono taisei): This system - -- **差団の体制** (さだん の たいせい - sadan no taisei): Satan's system - -- **年に一度** (とし に いちど - toshi ni ichido): Once a year - - - **年** (とし - toshi): Year - - - **に** (ni): Particle, indicating frequency - - - **一度** (いちど - ichido): Once - -- **運転する** (うんてんする - unten suru): To drive - -- **運転手** (うんてんしゅ - untenshu): Driver - -**形容詞 (けいようし - Keiyoushi - Adjectives)** - -![image](Images/Media/image%20(36).png) -[image](Images/image%20(36).md) - -**い-形容詞 (い-けいようし - i-keiyoushi)** - -**Rules for Conjugation:** - -- Negative: Replace "い" with "くない" (kunai) - -- Past tense: Replace "い" with "かった" (katta) - -- Negative past tense: Replace "い" with "くなかった" (kunakatta) - -- Ends in "い" (i). - -- Can be placed directly before a noun without a particle. - - - **忙しい** (いそがしい - isogashii): Busy - - - 現在形: いそがしい (isogashii) - - - 否定形: いそがしくない (isogashikunai) - - - 過去形: いそがしかった (isogashikatta) - - - 否定過去形: いそがしくなかった (isogashikunakatta) - - - **大きい** (おおきい - ookii): Big - - - 現在形: おおきい (ookii) - - - 否定形: おおきくない (ookikunai) - - - 過去形: おおきかった (ookikatta) - - - 否定過去形: おおきくなかった (ookikunakatta) - - - **安い** (やすい - yasui): Cheap - - - 現在形: やすい (yasui) - - - 否定形: やすくない (yasukunai) - - - 過去形: やすかった (yasukatta) - - - 否定過去形: やすくなかった (yasukunakatta) - - - **新しい** (あたらしい - atarashii): New - - - 現在形: あたらしい (atarashii) - - - 否定形: あたらしくない (atarashikunai) - - - 過去形: あたらしかった (atarashikatta) - - - 否定過去形: あたらしくなかった (atarashikunakatta) - - - **古い** (ふるい - furui): Old - - - 現在形: ふるい (furui) - - - 否定形: ふるくない (furukunai) - - - 過去形: ふるかった (furukatta) - - - 否定過去形: ふるくなかった (furukunakatta) - - - **つまらない** (つまらない - tsumaranai): Boring - - - 現在形: つまらない (tsumaranai) - - - 否定形: つまらなくない (tsumaranakunai) - - - 過去形: つまらなかった (tsumaranakatta) - - - 否定過去形: つまらなくなかった (tsumaranakunakatta) - - - **あつい** (atsui): Hot - - - 現在形: あつい (atsui) - - - 否定形: あつくない (atsukunai) - - - 過去形: あつかった (atsukatta) - - - 否定過去形: あつくなかった (atsukunakatta) - - - **さむい** (samui): Cold - - - 現在形: さむい (samui) - - - 否定形: さむくない (samukunai) - - - 過去形: さむかった (samukatta) - - - 否定過去形: さむくなかった (samukunakatta) - - - **悪い** (わるい - warui): Bad - - - 現在形: わるい (warui) - - - 否定形: わるくない (warukunai) - - - 過去形: わるかった (warukatta) - - - 否定過去形: わるくなかった (warukunakatta) - - - **近い** (ちかい - chikai): Near - - - 現在形: ちかい (chikai) - - - 否定形: ちかくない (chikakunai) - - - 過去形: ちかかった (chikakatta) - - - 否定過去形: ちかくなかった (chikakunakatta) - - - **とおい** (tooi): Far - - - 現在形: とおい (tooi) - - - 否定形: とおくはない (tooku wa nai) / とおくない (tookunai) - - - 過去形: とおかった (tookatta) - - - 否定過去形: とおくはなかった (tooku wa nakatta) / とおくなかった (tookunakatta) - - - **多い** (おおい - ooi): Many - - - 現在形: おおい (ooi) - - - 否定形: おおくはない (ooku wa nai) / おおくなくない (ookukunai - less common but grammatically possible) - - - 過去形: おおかった (ookatta) - - - 否定過去形: おおくはなかった (ooku wa nakatta) / おおくなかった (ookunakatta) - - - **はやい** (hayai): Quick, fast - - - 現在形: はやい (hayai) - - - 否定形: はやくはない (hayaku wa nai) / はやくない (hayakunai) - - - 過去形: はやかった (hayakatta) - - - 否定過去形: はやくはなかった (hayaku wa nakatta) / はやくなかった (hayakunakatta) - - - **おそい** (osoi): Slow - - - 現在形: おそい (osoi) - - - 否定形: おそくはない (osoku wa nai) / おそくない (osokunai) - - - 過去形: おそかった (osokatta) - - - 否定過去形: おそくはなかった (osoku wa nakatta) / おそくなかった (osokunakatta) - - - **あたたかい** (atatakai): Warm - - - 現在形: あたたかい (atatakai) - - - 否定形: あたたかくない (atatakakunai) - - - 過去形: あたたかかった (atatakakatta) - - - 否定過去形: あたたかくなかった (atatakakunakatta) - - - **すずしい** (suzushii): Cool - - - 現在形: すずしい (suzushii) - - - 否定形: すずしくない (suzushikunai) - - - 過去形: すずしかった (suzushikatta) - - - 否定過去形: すずしくなかった (suzushikunakatta) - - - **あまい** (amai): Sweet - - - 現在形: あまい (amai) - - - 否定形: あまくない (amakunai) - - - 過去形: あまかった (amakatta) - - - 否定過去形: あまくなかった (amakunakatta) - - - **からい** (karai): Spicy - - - 現在形: からい (karai) - - - 否定形: からくない (karakunai) - - - 過去形: からかった (karakatta) - - - 否定過去形: からくなかった (karakunakatta) - - - **かるい** (karui): Light - - - 現在形: かるい (karui) - - - 否定形: かるくない (karukunai) - - - 過去形: かるかった (karukatta) - - - 否定過去形: かるくなかった (karukunakatta) - - - **重い** (おもい - omoi): Heavy - - - 現在形: おもい (omoi) - - - 否定形: おもくない (omokunai) - - - 過去形: おもかった (omokatta) - - - 否定過去形: おもくなかった (omokunakatta) - - - **難しい** (むずかしい - muzukashii): Difficult - - - 現在形: むずかしい (muzukashii) - - - 否定形: むずかしくない (muzukashikunai) - - - 過去形: むずかしかった (muzukashikatta) - - - 否定過去形: むずかしくなかった (muzukashikunakatta) - - - **よい** (yoi): Good (conjugation of the proper form of "good") - - - 現在形: よい (yoi) - - - 否定形: よくない (yokunai) - - - 過去形: よかった (yokatta) - - - 否定過去形: よくなかった (yokunakatta) - - **Note on とおい, 多い, はやい, おそい:** - - For these adjectives, the negative form using 「〜くはない」 is also common and natural. 「〜くない」 is also correct. - - **Example Sentences** - - - **今日は暑いですね。** (Kyou wa **atsui** desu ne.) - It's **hot** today, isn't it? - - - **私の部屋は狭いです。** (Watashi no heya wa **semai** desu.) - My room is **small**. - - - **あの人は親切な人です。** (Ano hito wa **shinsetsu na** hito desu.) - That person is a **kind** person. (**Note:** "親切な" is the な-adjective form modifying the noun "人" (hito - person).) - - - **このケーキは甘いです。** (Kono keeki wa **amai** desu.) - This cake is **sweet**. - - - **速い車が好きです。** (**Hayai** kuruma ga suki desu.) - I like **fast** cars. (**はやい** directly modifies the noun "車" (kuruma - car).) - -![image](Images/Media/image%20(25).png) -[image](Images/image%20(25).md) - -**な-形容詞 (な-けいようし - na-keiyoushi)** - -**Rules for Conjugation:** - -- Negative: Append "じゃありません" (ja arimasen) - -- Past tense: Append "でした" (deshita) - -- Negative past tense: Append "じゃありませんでした" (ja arimasen deshita) - -- Require a linking verb (like です) when placed before a noun. - - - **元気** (げんき - genki): Lively (in physical health) - - - 現在形: げんきだ (genki da) / げんきです (genki desu) - - - 否定形: げんきじゃない (genki ja nai) / げんきじゃありません (genki ja arimasen) - - - 過去形: げんきだった (genki datta) / げんきでした (genki deshita) - - - 否定過去形: げんきじゃなかった (genki ja nakatta) / げんきじゃありませんでした (genki ja arimasen deshita) - - - **静か** (しずか - shizuka): Quiet - - - 現在形: しずかだ (shizuka da) / しずかです (shizuka desu) - - - 否定形: しずかじゃない (shizuka ja nai) / しずかじゃありません (shizuka ja arimasen) - - - 過去形: しずかだった (shizuka datta) / しずかでした (shizuka deshita) - - - 否定過去形: しずかじゃなかった (shizuka ja nakatta) / しずかじゃありませんでした (shizuka ja arimasen deshita) - - - **有名** (ゆうめい - yuumei): Famous - - - 現在形: ゆうめいだ (yuumei da) / ゆうめいです (yuumei desu) - - - 否定形: ゆうめいじゃない (yuumei ja nai) / ゆうめいじゃありません (yuumei ja arimasen) - - - 過去形: ゆうめいだった (yuumei datta) / ゆうめいでした (yuumei deshita) - - - 否定過去形: ゆうめいじゃなかった (yuumei ja nakatta) / ゆうめいじゃありませんでした (yuumei ja arimasen deshita) - - - **賑やか** (にぎやか - nigiyaka): Lively (as in atmosphere) - - - 現在形: にぎやかだ (nigiyaka da) / にぎやかです (nigiyaka desu) - - - 否定形: にぎやかじゃない (nigiyaka ja nai) / にぎやかじゃありません (nigiyaka ja arimasen) - - - 過去形: にぎやかだった (nigiyaka datta) / にぎやかでした (nigiyaka deshita) - - - 否定過去形: にぎやかじゃなかった (nigiyaka ja nakatta) / にぎやかじゃありませんでした (nigiyaka ja arimasen deshita) - - - **綺麗** (きれい - kirei): Pretty, clean - - - 現在形: きれいだ (kirei da) / きれいです (kirei desu) - - - 否定形: きれいじゃない (kirei ja nai) / きれいじゃありません (kirei ja arimasen) - - - 過去形: きれいだった (kirei datta) / きれいでした (kirei deshita) - - - 否定過去形: きれいじゃなかった (kirei ja nakatta) / きれいじゃありませんでした (kirei ja arimasen deshita) - - - **親切** (しんせつ - shinsetsu): Kind - - - 現在形: しんせつだ (shinsetsu da) / しんせつです (shinsetsu desu) - - - 否定形: しんせつじゃない (shinsetsu ja nai) / しんせつじゃありません (shinsetsu ja arimasen) - - - 過去形: しんせつだった (shinsetsu datta) / しんせつでした (shinsetsu deshita) - - - 否定過去形: しんせつじゃなかった (shinsetsu ja nakatta) / しんせつじゃありませんでした (shinsetsu ja arimasen deshita) - - - **暇** (ひま - hima): Bored, free (time) - - - 現在形: ひまだ (hima da) / ひまです (hima desu) - - - 否定形: ひまじゃない (hima ja nai) / ひまじゃありません (hima ja arimasen) - - - 過去形: ひまだった (hima datta) / ひまでした (hima deshita) - - - 否定過去形: ひまじゃなかった (hima ja nakatta) / ひまじゃありませんでした (hima ja arimasen deshita) - - - **便利** (べんり - benri): Convenient - - - 現在形: べんりだ (benri da) / べんりです (benri desu) - - - 否定形: べんりじゃない (benri ja nai) / べんりじゃありません (benri ja arimasen) - - - 過去形: べんりだった (benri datta) / べんりでした (benri deshita) - - - 否定過去形: べんりじゃなかった (benri ja nakatta) / べんりじゃありませんでした (benri ja arimasen deshita) - - - **好き** (すき - suki): Likeable - - - 現在形: すきだ (suki da) / すきです (suki desu) - - - 否定形: すきじゃない (suki ja nai) / すきじゃありません (suki ja arimasen) - - - 過去形: すきだった (suki datta) / すきでした (suki deshita) - - - 否定過去形: すきじゃなかった (suki ja nakatta) / すきじゃありませんでした (suki ja arimasen deshita) - - - **上手** (じょうず - jouzu): Skilled - - - 現在形: じょうずだ (jouzu da) / じょうずです (jouzu desu) - - - 否定形: じょうずじゃない (jouzu ja nai) / じょうずじゃありません (jouzu ja arimasen) - - - 過去形: じょうずだった (jouzu datta) / じょうずでした (jouzu deshita) - - - 否定過去形: じょうずじゃなかった (jouzu ja nakatta) / じょうずじゃありませんでした (jouzu ja arimasen deshita) - - - **下手** (へた - heta): Unskilled - - - 現在形: へただ (heta da) / へたです (heta desu) - - - 否定形: へたじゃない (heta ja nai) / へたじゃありません (heta ja arimasen) - - - 過去形: へただった (heta datta) / へたでした (heta deshita) - - - 否定過去形: へたじゃなかった (heta ja nakatta) / へたじゃありませんでした (heta ja arimasen deshita) - - - **簡単** (かんたん - kantan): Easy - - - 現在形: かんたんだ (kantan da) / かんたんです (kantan desu) - - - 否定形: かんたんじゃない (kantan ja nai) / かんたんじゃありません (kantan ja arimasen) - - - 過去形: かんたんだった (kantan datta) / かんたんでした (kantan deshita) - - - 否定過去形: かんたんじゃなかった (kantan ja nakatta) / かんたんじゃありませんでした (kantan ja arimasen deshita) - - - **雨** (あめ - ame): Rain (Noun - no conjugation) - - - **いいてんき** (いい てんき - ii tenki): Good weather (Noun phrase - "いい" is an い-adjective, "天気" is a noun, no overall な-adjective conjugation) - - - **いい** (いい - ii): Good (い-adjective, already conjugated as present affirmative) - - - **天気** (てんき - tenki): Weather (Noun - no conjugation) - - - **いい** (いい - ii): Good (い-adjective, already conjugated as present affirmative) - - - **天気** (てんき - tenki): Weather (Noun - no conjugation) - - - **曇り** (くもり - kumori): Cloudy (Noun - can be used adjectivally with の, e.g., 曇りの日 - kumori no hi - cloudy day, but no typical な-adjective conjugation) - - - **雪** (ゆき - yuki): Snow (Noun - can be used adjectivally with の, e.g., 雪の日 - yuki no hi - snowy day, but no typical な-adjective conjugation) - - **Note on Conjugation:** - - な-adjectives use the copula 「だ」 (da) in casual speech and 「です」 (desu) in polite speech for the present affirmative. The negative, past, and negative past forms also have casual (「〜じゃない」「〜じゃなかった」) and polite (「〜じゃありません」「〜じゃありませんでした」) variations. I have provided both for completeness. - - **Example Sentences** - - - **彼は元気じゃありません。** (Kare wa **genki ja arimasen**.) - He is **not lively**. (Negative) - - - **昨日は暇でした。** (Kinou wa **hima deshita**.) - Yesterday I was **bored** (or had free time). (Past tense) - - - **そのテストは簡単じゃありませんでした。** (Sono tesuto wa **kantan ja arimasen deshita**.) - That test was **not easy**. (Negative past tense) - - - -Next Weeks Number: - -833 4517 2105 - -55463 - diff --git a/20-Knowledge/Classes/Japanese Core Grammar and Vocabulary Reference.md b/20-Knowledge/Classes/Japanese Core Grammar and Vocabulary Reference.md deleted file mode 100644 index 921ccf5..0000000 --- a/20-Knowledge/Classes/Japanese Core Grammar and Vocabulary Reference.md +++ /dev/null @@ -1,892 +0,0 @@ ---- -type: Classes -title: ALL JAPANESE NOTES -date: null ---- - -Of course. Here are your Japanese language notes, organized by topic with clear markdown headings. - ---- - -## Grammar - -### Parts of Speech - -- **めいし (名詞)** - Noun - -- **どうし (動詞)** - Verb - -- **けいようし (形容詞)** - Adjective - -- **じょし (助詞)** - Particle - -- **しゅご (主語)** - Subject of a sentence - -### Particles - -- **か** - Placed at the end of a sentence to make it a question. - -- **の** - Connects two nouns (Noun 1 + の + Noun 2), where Noun 1 modifies or describes Noun 2. - - - *Example:* 僕**の**傘 (ぼくのかさ) - My umbrella. - -- **に** - - - Indicates a specific point in time (e.g., 七月**に** - in July; 午後七時**に** - at 7 pm). - - - Indicates purpose when used with a verb stem (e.g., 泳ぎ**に**行きます - go to swim). - - - Indicates location of existence with verbs like います/あります. - -- **で** - Indicates the location where an action takes place or the means by which an action is done ("by"). - - - *Example (Location):* 図書館**で**本を読みます (としょかんでほんをよみます) - I read a book at the library. - - - *Example (Means):* 車**で**行きます (くるまでいきます) - I will go by car. - -- **も** - Means "also" or "too." When used with location particles に and で, the particle comes first (e.g., 近郊**にも**行きます - I will also go to the suburbs). - -- **が** - Marks the subject of a sentence, especially with existence verbs (います/あります) or for the object of liking/disliking with adjectives like 好き (suki). - -- **を** - Marks the direct object of a verb. - -### Verb Conjugations - -#### て-form (Te-form) - -The て-form is used to connect verbs, make requests, and in many other grammatical patterns. To convert a dictionary-form verb to its て-form, follow these rules based on the verb's final sound: - -- Verbs ending in **う (u), つ (tsu), る (ru)** → change to **って (tte)** - - - *Example:* 会う (au) → 会って (atte); 待つ (matsu) → 待って (matte) - -- Verbs ending in **ぬ (nu), む (mu), ぶ (bu)** → change to **んで (nde)** - - - *Example:* 飲む (nomu) → 飲んで (nonde) - -- Verbs ending in **く (ku)** → change to **いて (ite)** - - - *Example:* 歩く (aruku) → 歩いて (aruite) - -- Verbs ending in **ぐ (gu)** → change to **いで (ide)** - - - *Example:* 泳ぐ (oyogu) → 泳いで (oyoide) - -- Verbs ending in **す (su)** → change to **して (shite)** - - - *Example:* 話す (hanasu) → 話して (hanashite) - -- **Irregular Verbs:** - - - する (suru) → して (shite) - - - くる (kuru) → きて (kite) - -**Usages of the て-form:** - -- **〜てください** - Please do... - -- **〜てもいいですか** - May I do...? - -- **〜てはいけません / 〜てはだめです** - You must not do... - -- **〜て〜て...** - To list activities in sequential order. The final verb in the sequence is not in て-form. - -- **〜ています** - Present continuous tense (e.g., "I am doing..."). - -- **まだ + 〜ていません** - I haven't done... yet. - -#### Non-Polite (Plain) Form - -- **のむ** (nomu - to drink) - - - Negative: のまない (nomanai) - - - Past: のんだ (nonda) - - - Past Negative: のまなかった (nomanakatta) - -- **くる** (kuru - to come) - - - Negative: こない (konai) - - - Past: きた (kita) - - - Past Negative: こなかった (konakatta) - -- **ある** (aru - to exist, inanimate) - - - Negative: ない (nai) - - - Past: あった (atta) - - - Past Negative: なかった (nakatta) - -#### Potential Form ("Can do") - -- **Godan Verbs (u-verbs):** Change the final "u" sound to an "e" sound. - - - かく (kaku - to write) → かける (kakeru - can write) - - - はなす (hanasu - to speak) → はなせる (hanaseru - can speak) - -- **Ichidan Verbs (ru-verbs):** Remove the final る (ru) and add られる (rareru). - - - たべる (taberu - to eat) → たべられる (taberareru - can eat) - -- **Irregular Verbs:** - - - する (suru - to do) → できる (dekiru - can do) - - - くる (kuru - to come) → こられる (korareru - can come) - -### Adjective Conjugations - -#### い-Adjectives (i-keiyoushi) - -- **Negative:** Replace い (i) with **くない (kunai)**. - -- **Past:** Replace い (i) with **かった (katta)**. - -- **Past Negative:** Replace い (i) with **くなかった (kunakatta)**. - -- **Connecting (Te-form):** To link multiple い-adjectives, replace the final い (i) with **くて (kute)**. The final adjective in the list remains in its standard form. - - - *Example:* 新しくて、安いです (atarashikute, yasui desu) - It's new and cheap. - -#### な-Adjectives (na-keiyoushi) - -- **Negative:** Add **じゃありません (ja arimasen)**. - -- **Past:** Add **でした (deshita)**. - -- **Past Negative:** Add **じゃありませんでした (ja arimasen deshita)**. - -- **Connecting (Te-form):** To link multiple な-adjectives, add **で (de)** after the adjective. The final adjective in the list remains in its standard form. - - - *Example:* 便利で、きれいです (benri de, kirei desu) - It's convenient and clean. - -### Sentence Structures - -- **Making Invitations:** - - - **〜ませんか (masen ka?)** - Polite invitation ("Would you like to...?"). - - - **〜ましょう (mashō)** - Suggestion ("Let's..."). - - - **〜ましょうか (mashō ka?)** - Suggestion/Offer ("Shall we...? / Shall I...?"). - -- **Expressing "I think..." (〜と思います)**: Place と思います (to omoimasu) after a phrase in the non-polite tense. - - - *Nouns & な-Adjectives require だ (da).* - - - *Example:* 明日は雨**だ**と思います (Ashita wa ame da to omoimasu) - I think it will rain tomorrow. - -- **Quoting Someone (〜と言います)**: Use 「 」(かぎかっこ - kagikakko) for direct quotes followed by と言います (to iimasu) or と言いました (to iimashita). - - - *Example:* Aさんは「かいぎはごごからです」と言いました - Mr. A said, "The meeting is from the afternoon." - -- **Expressing Reason (〜から / 〜ので)**: Both mean "because" or "so." ので (node) is generally more formal/polite than から (kara). - - - *Example:* 仕事を遅くまでした**ので**、集会に遅れました (Shigoto o osoku made shita node, shūkai ni okuremashita) - Because I worked late, I was late to the meeting. - -- **Making Comparisons:** - - - **A の方が B より ADJ です** - A is more ADJ than B. - - - *Example:* 日本語の方が英語より難しいです (Nihongo no hō ga eigo yori muzukashii desu) - Japanese is more difficult than English. - -- **Expressing Superlatives:** - - - **[Category] の中で [Question Word] が一番 [ADJ] ですか？** - Within [Category], which/what/who is the most [ADJ]? - - - *Example:* 日本りょりの中でどれが一番美味しいですか？(Nihon ryōri no naka de dore ga ichiban oishii desu ka?) - Among Japanese food, which is the most delicious? - -- **Expressing Intention (〜つもりです)**: Use a non-polite verb followed by つもりです (tsumori desu) to state you plan to do something. - - - *Example:* 来年に英語のしけんを受ける**つもりです** - I plan to take the English exam next year. - -- **Expressing "To Become" (〜になる / 〜くなる)**: - - - **Noun / な-Adjective + になる**: To become a noun or na-adjective. - - - **い-Adjective (stem) + くなる**: To become an i-adjective. - - - *Example:* 薬を飲んで、元気**になりました** - I drank the medicine and became healthy. - - - *Example:* クーラーをつけて、寒**くなりました** - I turned on the A/C and it became cold. - -- **Expressing "I want to..." (〜たい)**: Change the ます (masu) form of a verb to 〜たい (tai). Conjugates like an い-adjective. - - - **Want to:** 食べたい (tabetai) - - - **Don't want to:** 食べたくない (tabetakunai) - - - **Wanted to:** 食べたかった (tabetakatta) - - - **Didn't want to:** 食べたくなかった (tabetakunakatta) - -- **Expressing someone else wants (〜たがる)**: To describe observations of another person's desire. - - - *Example:* 彼女はかばんを欲し**がっています** - She seems to want the bag. - -- **Listing Activities Loosely (〜たり〜たりする)**: Lists example activities without a specific order. The verb form is たり (tari) for all items, ending with します/しました. - - - *Example:* 週末は、本を読ん**だり**、映画を見**たり**します - On weekends I do things like read books and watch movies. - -- **Expressing Experience (〜たことがあります)**: Use the past tense (た-form) of a verb followed by ことがあります (koto ga arimasu). - - - *Example:* 富士山に登っ**たことがあります** - I have the experience of climbing Mt. Fuji. - -- **Expressing "Too much" (〜すぎる)**: - - - **Verbs:** Add すぎる to the verb stem (e.g., 飲みます → 飲みすぎる). - - - **Adjectives:** Add すぎる to the adjective stem (e.g., 高い → 高すぎる; 静か → 静かすぎる). - - - *Example:* ビールを飲み**すぎて**二日酔いです - I drank too much beer and have a hangover. - -- **Giving Advice (〜方がいい)**: "It would be better to..." - - - **Affirmative:** Past tense verb + 方がいい (hō ga ii). - - - **Negative:** Negative verb + 方がいい (hō ga ii). - - - *Example:* 休んだ**方がいい**ですよ - It would be better if you rested. - -- **Expressing "Probably" (〜でしょう)**: Used for predictions, especially about the future (like weather). - - - *Example:* 明日は晴れる**でしょう** - It will probably be sunny tomorrow. - -- **Listing Multiple Reasons (〜し)**: Used to list multiple reasons for a result. - - - *Example:* お金がない**し**、雨が降っている**し**、家で本を読みます - I have no money and it's raining, so I'll read a book at home. - -- **Expressing "Seems to be..." (〜そうです)**: Used to describe an impression based on appearance. - - - *Example:* 彼女は嬉し**そうです** - She seems happy. - ---- - -## Vocabulary - -### Nouns - -#### People & Titles - -- **うんてんしゅ (運転手)** - Driver - -- **おとしより (お年寄り)** - Elderly person - -- **かいしゃいん (会社員)** - Office worker - -- **かいたくしゃ (開拓者)** - Pioneer - -- **きょうし (教師)** - Teacher (formal term) - -- **きょうだい (兄弟)** - Spiritual Brother - -- **しゃちょう (社長)** - Boss / Company President - -- **せんせい (先生)** - Teacher (honorific) - -- **ちょうろ (長老)** - Elder - -- **りきし (力士) / おすもうさん** - Sumo Wrestler - -#### Places - -- **いえ (家)** - House - -- **おうこくかいかん (王国会館)** - Kingdom Hall - -- **きょうしつ (教室)** - Classroom - -- **きんこう (近郊)** - Suburbs - -- **くうこう (空港)** - Airport - -- **こうえん (公園)** - Park - -- **しやくしょ (市役所)** - City Hall - -- **ちかてつ (地下鉄)** - Subway - -- **としょかん (図書館)** - Library - -- **びじゅつかん (美術館)** - Art Museum - -- **みんしゅく (民宿)** - Bed & Breakfast (like Airbnb) - -- **ゆうびんきょく (郵便局)** - Post office - -#### Time & Frequency - -- **あさって (明後日)** - The day after tomorrow - -- **いちにちじゅう (一日中)** - All day - -- **いつ (itsu)** - When - -- **おととい (一昨日)** - Two days ago - -- **ごご (午後)** - Afternoon (PM) - -- **こんど (今度)** - Next time - -- **しあさって (明明後日)** - Two days after tomorrow - -- **しちがつ (七月)** - July - -- **しゅう (週)** - Week - -- **しょうがつ (正月) / しんねん (新年)** - New Years - -- **たいかんおんど (体感温度)** - "Feels like" temperature - -- **としにいちど (年に一度)** - Once a year - -- **ひるね (昼寝)** - Afternoon nap - -- **まいしゅう (毎週)** - Every week - -- **もうすぐ (mō sugu)** - Very soon - -- **やすみ (休み)** - Holiday / Day off - -- **ゆうがた (夕方)** - Early evening - -- **ゆうね (夕寝)** - Evening nap - -#### Food & Drink - -- **ごはん (ご飯)** - Cooked rice / Meal - -- **しお (塩)** - Salt - -- **すきやき (すき焼き)** - Sukiyaki - -- **にんじん (人参)** - Carrots - -- **のこりもの (残り物)** - Leftovers - -- **ひやしちゅうか (冷やし中華)** - Cold Ramen - -- **やきにく (焼き肉)** - BBQ / Grilled meat - -- **やしょく (夜食)** - Late night snack - -#### Objects & Concepts - -- **いさん (遺産)** - Heritage / Legacy - -- **えんぴつ (鉛筆)** - Pencil - -- **かばん (kaban)** - Bag - -- **かみ (髪)** - Hair - -- **きねんしき (記念式)** - Memorial / Commemoration - -- **きもち (気持ち)** - Feeling - -- **きょか (許可)** - Permission - -- **くつ (靴)** - Shoes - -- **くるま (車)** - Car - -- **けいたい (携帯)** - Cell phone - -- **こくばん (黒板)** - Blackboard - -- **ことば (言葉)** - Word - -- **じゅぎょう (授業)** - Class / Lesson - -- **しごと (仕事)** - Job / Work - -- **しつもん (質問)** - Question - -- **しりょう (資料)** - Documents / Data - -- **しんぶん (新聞)** - Newspaper - -- **せいかつひ (生活費)** - Living expenses - -- **せいしょ (聖書)** - Bible - -- **せき (席)** - Seat - -- **せんこう (専攻)** - Major (in school) - -- **たいせい (体制)** - System / Structure - -- **たばこ (tabako)** - Tobacco / Cigarette - -- **ちゅうもん (注文)** - Order - -- **つくえ (机)** - Desk - -- **てぶくろ (手袋)** - Gloves - -- **でんしゃ (電車)** - Train - -- **でんわ (電話)** - Telephone - -- **とけい (時計)** - Clock - -- **にがて (苦手)** - Weak point / Something one is not good at - -- **パソコン (pasokon)** - Personal computer - -- **ひっこし (引越)** - Moving (house) - -- **ふね (船)** - Ship - -- **ぼうし (帽子)** - Hat - -- **みどり (緑)** - Greenery - -- **めがね (megane)** - Glasses - -- **りょこう (旅行)** - Trip / Travel - -- **りょうり (料理)** - Cooking / Dish - -- **リュックサック (ryukkusakku)** - Backpack - -- **れきし (歴史)** - History - -#### Nature & Animals - -- **あき (秋)** - Autumn - -- **かめ (亀)** - Turtle - -- **きせつ (季節)** - Season - -- **さかな (魚)** - Fish - -- **てんき (天気)** - Weather - -- **なつ (夏)** - Summer - -- **はちゅうるい (爬虫類)** - Reptiles - -- **はる (春)** - Spring - -- **ふゆ (冬)** - Winter - -- **むし (虫)** - Insect - -- **もり (森)** - Forest - -- **ゆき (雪)** - Snow - -### Verbs - -#### Basic Actions - -- **あう (会う)** - To meet - -- **あきらめる (諦める)** - To give up - -- **あるく (歩く)** - To walk - -- **いう (言う)** - To say - -- **いく (行く)** - To go - -- **いる (要る)** - To need - -- **うける (受ける)** - To attend / To take (an exam) - -- **うんてんする (運転する)** - To drive - -- **おくる (送る)** - To send - -- **おくれる (遅れる)** - To be late - -- **おしえる (教える)** - To teach / To tell - -- **おく (置く)** - To put - -- **およぐ (泳ぐ)** - To swim - -- **かう (飼う)** - To keep / raise (a pet) - -- **かかる (掛かる)** - To take (time/money) - -- **かす (貸す)** - To lend - -- **かりる (借りる)** - To borrow / To rent - -- **きく (聴く)** - To listen - -- **こわれる (壊れる)** - To break (intransitive) - -- **こわす (壊す)** - To break (transitive) - -- **さんかする (参加する)** - To participate - -- **しめる (閉める)** - To close - -- **しる (知る)** - To know - -- **すう (吸う)** - To smoke / To inhale - -- **する (suru)** - To do - -- **そうじする (掃除する)** - To clean - -- **たべる (食べる)** - To eat - -- **たすける (助ける)** - To help (serious situation) - -- **ちがう (違う)** - To be different - -- **つかう (使う)** - To use - -- **つける (付ける)** - To turn on - -- **つくる (作る)** - To make - -- **てつだう (手伝う)** - To help (assist) - -- **でかける (出かける)** - To go out - -- **とまる (止まる)** - To stop - -- **とめる (止める)** - To stop / To park - -- **とる (撮る)** - To take (a photo) - -- **なくす (無くす)** - To lose - -- **ならう (習う)** - To learn (from a teacher) - -- **なる (naru)** - To become - -- **のむ (飲む)** - To drink - -- **はなす (話す)** - To speak - -- **はしる (走る)** - To run - -- **はたらく (働く)** - To work - -- **ひく (弾く)** - To play (a stringed instrument, piano) - -- **ふく (吹く)** - To play (a wind instrument) / To blow - -- **まつ (待つ)** - To wait - -- **むかえる (迎える)** - To welcome / To meet - -- **もらう (morau)** - To receive - -- **よむ (読む)** - To read - -- **わかる (分かる)** - To understand - -#### Transitive vs. Intransitive Verbs - -- **あく (開く)** - To be open (intransitive) - -- **あける (開ける)** - To open (transitive) - -- **しまる (閉まる)** - To be closed (intransitive) - -- **しめる (閉める)** - To close (transitive) - -- **つく (付く)** - To be on (intransitive) - -- **つける (付ける)** - To turn on (transitive) - -- **こわれる (壊れる)** - To break (intransitive) - -- **こわす (壊す)** - To break (transitive) - -### Adjectives - -#### い-Adjectives - -- **あかるい (明るい)** - Bright - -- **あたたかい (温かい)** - Warm - -- **あたらしい (新しい)** - New - -- **あつい (暑い)** - Hot (weather) - -- **あまい (甘い)** - Sweet - -- **いそがしい (忙しい)** - Busy - -- **いたみ (痛い)** - Painful - -- **うるさい (騒い)** - Noisy - -- **おいしい (美味しい)** - Delicious - -- **おおい (多い)** - Many - -- **おおきい (大きい)** - Big - -- **おそい (遅い)** - Slow - -- **おもい (重い)** - Heavy - -- **からい (辛い)** - Spicy - -- **かるい (軽い)** - Light (weight) - -- **かわいい (可愛い)** - Cute - -- **さむい (寒い)** - Cold (weather) - -- **しおからい (塩辛い)** - Salty - -- **すずしい (涼しい)** - Cool (weather) - -- **せがたかい (背が高い)** - Tall (height) - -- **たかい (高い)** - High / Expensive - -- **ちかい (近い)** - Near - -- **ちいさい (小さい)** - Small - -- **つまらない (tsumaranai)** - Boring - -- **とおい (遠い)** - Far - -- **はやい (速い)** - Fast / Quick - -- **ふるい (古い)** - Old - -- **ほしい (欲しい)** - Want (something) - -- **むずかしい (難しい)** - Difficult - -- **やさしい (優しい)** - Easy / Kind - -- **やすい (安い)** - Cheap - -- **よい (yoi) / いい (ii)** - Good - -- **わるい (悪い)** - Bad - -#### な-Adjectives - -- **かんたん (簡単)** - Easy / Simple - -- **きれい (綺麗)** - Pretty / Clean - -- **げんき (元気)** - Healthy / Lively - -- **しずか (静か)** - Quiet - -- **じょうず (上手)** - Skilled - -- **しんせつ (親切)** - Kind - -- **すき (好き)** - Likeable - -- **たいへん (大変)** - Difficult / Hard - -- **とくい (得意)** - Strong point / Good at - -- **にぎやか (賑やか)** - Lively (atmosphere) - -- **ひま (暇)** - Free (time) / Bored - -- **へた (下手)** - Unskilled - -- **べんり (便利)** - Convenient - -- **ゆうめい (有名)** - Famous - -#### Feelings of Like/Dislike (Scale) - -- **だいすき (大好き)** - To love / like very much - -- **すき (好き)** - To like - -- **きらい (嫌い)** - To dislike - -- **だいきらい (大嫌い)** - To hate / dislike very much - -### Adverbs & Expressions - -- **あまり (amari) + negative** - Not often - -- **ぐらい (gurai) / ほど (hodo)** - About / Approximately - -- **じゃあ (jā)** - Well then... / So... - -- **じつは (実は)** - Actually - -- **ずっと (zutto)** - Much / A lot (for comparisons) - -- **ぜんぜん (zenzen) + negative** - Not at all / Never - -- **たくさん (takusan)** - A lot / Plenty - -- **たまに (tamani)** - Occasionally - -- **ときどき (時々)** - Sometimes - -- **まずい (mazui)** - Bad tasting / Awkward - -- **まっすぐ (真っ直ぐ)** - Straight ahead - -- **まあまあ (māmā)** - So-so - -- **もういちど (もう一度)** - One more time - -- **よく (yoku)** - Often - -- **ゆっくり (yukkuri)** - Slowly - -### Counting - -#### General Counter (〜つ) - -- **ひとつ (一つ)** - One - -- **ふたつ (二つ)** - Two - -- **みっつ (三つ)** - Three - -- **よっつ (四つ)** - Four - -- **いつつ (五つ)** - Five - -- **むっつ (六つ)** - Six - -- **ななつ (七つ)** - Seven - -- **やっつ (八つ)** - Eight - -- **ここのつ (九つ)** - Nine - -- **とお (十)** - Ten - -- **いくつ (ikutsu)** - How many? - -#### People (〜にん) - -- **ひとり (一人)** - One person - -- **ふたり (二人)** - Two people - -- **さんにん (三人)** - Three people - -- **よにん (四人)** - Four people - -- **なんにん (何人)** - How many people? - ---- - -## Phrases & Greetings - -- **おはよう** - Good morning - -- **よろしくお願いします (よろしくおねがいします)** - Nice to meet you / Please take care of me - -- **おだいじに (お大事に)** - Take care (when someone is sick) - -- **ただいま** - I'm home - -- **おかえり** - Welcome back - -- **いってきます** - I'm leaving - -- **いってらっしゃい** - Have a good day / See you later - -- **いただきます** - Said before eating - -- **おなかがすきます** - I'm hungry - -- **のどがかわきました** - I'm thirsty - -- **なにがあったんですか？** - What happened? - ---- - -## Cultural & Miscellaneous Notes - -### Cultural Notes - -- **Rucksack:** The Japanese word for backpack, **リュックサック (ryukkusakku)**, comes directly from the German word "Rucksack." - -- **苦手 (nigate) vs. 下手 (heta):** - - - **苦手 (nigate)** - "Weak point." A subjective view someone has about their own abilities. - - - **下手 (heta)** - "Unskilled." An objective view, often used to describe someone else's abilities. - -- **結婚しています (kekkon shiteimasu):** In Japanese, being married is described as an ongoing state using the 〜ています form, unlike in English where "get married" is a one-time event. - -### Administrative Info - -- **Teacher:** Kakuta-san (based in Beijing) - -- **Zoom/Payment Info:** - - - 03/26/2025: 838 9008 0604 | 668 - - - 04/09/2025: 768 0333 4964 | 171836 - - - 04/23/2025: 833 4517 2105 | 55463 - - - 04/28/2025: 842 3914 4601 | 522778 - - - SWIFTコード：LTCBJPJT / LTCBJPJTHED - - - SBI Shinsei Bank, LTD., HEAD OFFICE Branch - - - Account: 400 2019287, Name: Shigeta Kakuta - - - Address: #301 Senriyamasatsukibira, 18-2 Senriyama Takezono, Suita-shi, Osaka-fu 565-0852 Japan - - - Payment: $150 - - - 05/05/2025: 862 2633 6175 | 22103 - - - 05/12/2025: 84399475549 | 95233 - - - 05/21/2025: 72195102577 | 88290 - - - 05/28/2025: 88626507956 | 73336 - - - Payment: $116.62 - - - 06/04/2025: 84335996063 | 784569 - - - 06/11/2025: 78590415279 | 9971004 - - - 06/16/2025: 73845262073 | 000238 - - - 06/25/2025: 87521766642 | 1130 - - - 07/02/2025: 83815179846 | 66351 - - - 07/09/2025: 83848704078 | 55301 - - - 07/16/2025: 83848704078 | 55301 - - - 07/23/2025: 83848704078 | 55301 - - - 08/04/2025: 74915888180 | 8823 - - - 08/13/2025: 88069936933 | 00065 - - - 08/20/2025: 89807623219 | 952 - - - 08/27/2025: 82984214242 | 46315 - - - 09/03/2025: 79674766584 | 0173 - diff --git a/20-Knowledge/Classes/Japanese Grammar - Conditionals Volitional and Te Oku.md b/20-Knowledge/Classes/Japanese Grammar - Conditionals Volitional and Te Oku.md deleted file mode 100644 index 9cf8365..0000000 --- a/20-Knowledge/Classes/Japanese Grammar - Conditionals Volitional and Te Oku.md +++ /dev/null @@ -1,150 +0,0 @@ ---- -type: Classes -title: 10/09/2025 - Japanese Class -date: '2025-10-09' ---- - -[10/01/2025 - Japanese Class](Classes/10012025%20-%20Japanese%20Class.md) - -# Random Words - - 選択の余地がない - Because we have no choice // Beggars can't be choosers - -取る - To pass time - -Has many many meanings - -仮に - If, but only if talking about something that is going to be unlikely to happen. Stick at the beginning of the clause - -予習 -> Preparation/Study -​復習 -> Review - - - -# If vs Even if - -If - conjugate a verb to past tense and add ら after it, and that makes if it "if" - -Even if - Conjugate the verb to て form, and add も after it - -# Volitional Form Cont. - -## More Examples - -窓ををあげましょうか？ - -窓をあげようか？ - -お金をあげようか？ - -お金があげましょうか？ - -それは持ちましょうか？ - -それは持とうか‘？ - - - -## Using in If/Then statements - -年を取ったら、会社を辞めようと思います。 - -When the years have passed, I'll stop the company I think - -If I'm old, I'll retire - -年をとっても、会社を働こうと思います。 - -Even if I'm old - -結婚したら、会社で働こうと思います - -If I get married, I need to go work - -This is apparently a common Japanese thinking. - -卒業しても、勉強し続けようと思います - -Even if I graduate, I think I'll continue studying - -週末を晴れても、アルバイトに行こうと思います - -Even if it is sunny on the weekend, I think I'll still go to work - -年をとっても、プールで泳ごうと思います - -Even if I'm old, I'll go swimming int he pool - -日本語が上手になったら、日本で働こうと思います - -If I become skilled at Japanese, I think I'll go work in japan - - - -## using in "I plan to..." Statements - -来月に旅行に行こうと思います - -I plan on travelling next month - -今夜に本を読もうと思います - -I think I'll read a book tonight - -来月新し車を買おうと思います - -I think I'll buy a new car next month - -来年結婚しおうと思います - -I think I'll get married next year - - - -# ~ておく -> Preparation - -おく -> To put/To set - -You can put おく after a て verb to indicate something was done in preperation. - - - -## Examples - -パーティーのために、料理をしておきます - -In preperation for the party, cooking was done - -パーティーのために、掃除しておきます - -In prep for the party, cleaning was done - -パーティーのために、花を準備しておきます - -In prep for the party, flowers were prepared - -日本に行くために、持つを準備しておきます - -In preparation of going to Japan, prepared stuff - -会議のために、コピーを準備しておきます - -For the meeting, prepare copies - -集会のために、予習をしておきます - -For the meeting, prepare by doing study - -パーティーのために、食べ物を買っておきます - -For the party, buy food - -従業員のために、予習しておきます - -For the class, I prepared for class - - - - 79674766584:0173 - - diff --git a/20-Knowledge/Classes/Japanese Grammar - Giving and Receiving and Suggestions.md b/20-Knowledge/Classes/Japanese Grammar - Giving and Receiving and Suggestions.md deleted file mode 100644 index 90a42ea..0000000 --- a/20-Knowledge/Classes/Japanese Grammar - Giving and Receiving and Suggestions.md +++ /dev/null @@ -1,63 +0,0 @@ ---- -type: Classes -title: 09/24/2025 - Japanese Class -date: '2025-09-24' ---- - -[09/17/2025 - Japanese Class](Classes/09172025%20-%20Japanese%20Class.md) - -# Random Words & Phrases - -緊張(きんちょう)します - Nervous - -貯める -> ためる -> To Save (money) - - - -# あげる vs くれる vs もらう - -あげる -> To give Something | Giving something away - -もらう -> To receive something | To be used if the person receiving is the subject. - -くれる -> To get something, with the subject being the giver | To be used if the person giving is the subject - - - -![image](Images/Media/image%20(12).png) -[image](Images/image%20(12).md) - -![image](Images/Media/image%20(13).png) -[image](Images/image%20(13).md) - -- AはBにプレゼントをあげます - -- BはAにプレゼントをもらいます - -- B says:「Aさんが、プレゼントを　くれました」 - - - This one's weird. Its stating that the present was coming from A, not that A was the one receiving it. - - - -# どうですか？ - -To make a suggestion using a verb, stick たら after a verb, then add どうですか。たら means "try to". This only works if they haven't already tried it, obviously. Use the verb stem, as たら would be a conjugation. - -- 寝たら、どうですか？ -> Try sleeping, what do you think? - -- 薬をのんだら、どうですか？ -> Have you tried drinking medicine? - -- 休んだら、どうですか？ -> Have you tried resting? - -Sometimes you can cut どうですか、and just end it with たら・だら。 - -- 今日は学校を休んだら？ -> Skipping school today - -Can also say どう instead of どうですか, makes it more kind/less formal - -![image](Images/Media/image%20(14).png) -[image](Images/image%20(14).md) - -LOOK AT THESE KANJI MAN, WE CAN READ EM YEA? - diff --git a/20-Knowledge/Classes/Japanese Grammar - Invitation Volitional Form and Surprised Responses.md b/20-Knowledge/Classes/Japanese Grammar - Invitation Volitional Form and Surprised Responses.md deleted file mode 100644 index 621f1c0..0000000 --- a/20-Knowledge/Classes/Japanese Grammar - Invitation Volitional Form and Surprised Responses.md +++ /dev/null @@ -1,86 +0,0 @@ ---- -type: Classes -title: 10/01/2025 - Japanese Class -date: '2025-10-01' ---- - -[09/24/2025 - Japanese Class](Classes/09242025%20-%20Japanese%20Class.md) - - 79674766584:0173 - - - -# Random Words - -着きます -> つきます -> To arrive - -到着します -> とうちゃくします -> Arrival (Same as above but different way of saying it) - - - -# Asking How Long - -You can ask about how much time something took or how long something is by using "どれぐらい" or "どのぐらい” in front of the activity or thing your asking about. Works for height, length, time, - -どれぐらい寝ていますか？ -> About how long did you sleep? - - - -# Surprised Responses - -## も - -Bit of a side note, but if your surprised about a response or shocked about it or something, you can say the response and add "も" after it. Its like your saying "wow thats a lot" after the number, but it does NOT apply to things that are "so few". (see later for that) - -How long did you sleep? 12 Hours. 12 Hours!?? - -どれぐらい寝ていますか？ 二十時間。二十時間も！ - -Can also add the rest of the sentence if you feel like it. - - - -## しか - -If your surprised for something being so few, you can use "しか”, much like ”も”, but the following verb has to be in negative tense. Actually very similar to "だけ”, but the verbs after だけ can be positive, but the verb after しか must be negative. - -This college is only 30,000 yen. **Only** costs 30,000yen!?! - -学費は三万円です。三万円**しか**かかりません！ - - - -# ませんか as an invitation / Volitional Form - -This is used for an invitation, when inviting multiple people (including yourself), you can invite in two ways, polite and non-polite. - -1. polite form is to stick ~ませんか at the end of a verb (or whatever the conjugation is). - -2. non-polite is to just say the negative form of the verb, no か or nothing, just give a slight second tone inflection at the end to indicate its a question - -明日は映画に行きませんか？ Want to go see a movie tomorrow? - - - -In responding, there's also two ways to respond in kind - -1. Polite Form -> Stick ましょう at the end of the verb - -2. Non-Polite Form -> Use Volitional Form: - -![image](Images/Media/image%20(3).png) -[image](Images/image%20(3).md) - - -- 今夜は焼き肉を食べませんか？　食べましょう！ - - - 今夜は焼き肉を食べない？　食べよう、いいね！ - -- この金曜日は飲みませんか？飲みましょう！ - - - この金曜日は飲まない？いいね、飲もう！ - -- 泳ぎませんか？泳ぎましょう！ - - - 泳がない？泳ごう！ - diff --git a/20-Knowledge/Classes/Japanese Grammar -tai and -tagaru Forms.md b/20-Knowledge/Classes/Japanese Grammar -tai and -tagaru Forms.md deleted file mode 100644 index b9d862b..0000000 --- a/20-Knowledge/Classes/Japanese Grammar -tai and -tagaru Forms.md +++ /dev/null @@ -1,126 +0,0 @@ ---- -type: Classes -title: 07/23/2025 - Japanese Class -date: '2025-07-23' ---- - -83848704078:55301 - - - -ところで -> used to change topics, like "by the way" - -予約 -> よやく-> Reservation/Booking - -すく -> To become empty - -旅行 -> りょこ -> Travel - -さみしい -> Lonely (Ouch) - -冷やし中華 -> Cold Ramen - -どんな -> What Kind of.... - -どんな人 -> What Kind Of Person - - - -# I want to.... || -たい - -Conjugate verb to -ます form, and then cut off the ます, and stick -たい at the end. - -お腹がすいたので、らめんをたべたいです - My stomach has been emptied, so I want to eat Ramen - -のどが渇いたので、水を飲みたいです - I'm thristy, so I want to drink water - -仕事に疲れたので、旅行したいです - I'm tired because of work, so I want to go on a trip - -晴れたので、外で遊びたいです - It's sunny today, so I want to play outside. - -さみしいので、結婚したいです -> Because I'm lonely, I want to get married - -*Bro same. I think he's onto us.* I doubt it. Probably. - - - -#### **To Ask:** - -Just stick "なにを” before the verb and か at the end of the sentence. Also applies to other question words. Just a regular question sentence with -たい at the end - -昼に何を食べたいですか？ -> In the afternoon, what do you want to eat? - -今どこかに行きたいですか？ -> Where would you like to go now? - -なにをしたいですか？ -> What do you like to do? - -どんな人と結婚したいですか？-> What kind of person do you want to marry? - -*....Does he know?* He doesn't right. *THIS IS THE SECOND TIME.* I KNOW - - - -#### **To Negate** - -Instead of -たい、add -たくない - -熱いので、外で遊びたくないです -> Because its hot, I don't want to play outside - -仕事ので、旅行に行きたくないです -> I don't want to go on a trip because of work. - -お腹がいっぱいですので、なにも食べたくない - I'm full, so I don't want to eat - -悲しいので、何もしたくない -> I'm sad and I don't want to do anything - - - -#### **To Make into Past Tense** - -Instead of -たい, it turns into -たかった, and for negative, instead of -たくない, its -たくなかった - -悲しかったので、何もしたくなかった -> She was sad, so she didn't want to do anything - -お腹がいっぱいでしたので、何も食べたくなかったです - He was so full, he didn't want to eat anything - - - -#### **For い-adjectives** - -Replace the last い with "-たい”, or any of the other versions of it. For な-Adjectives, uh... I guess conjugate なる after it. See example I definitely didn't pull out of my butt. - -ほしい -> ほしたい -> want to be wanted. I think. - -便利になりたい -> want to become convenient? - -Ok look there wasn't a lot of instruction on this one, ok? Just... never use adjectives ever again, problem solved, yea? - -#### Using がる for い-Adj - -So, がる is just a verb that means "to show signs of being", so we don't need to use "looks like they want to be ADJ" we can just use がる without that -た, becuase we're not saying they want to. So, it'd just be 暑がっています, or 欲しがっています, for looks like they are hot, or looks like they want something. - -彼女はかばんを欲しがっています -> The girl wants the bag - - - -#### **Talking about what somebody else wants** - -Instead of -たい, its -たがる, but conjugated accordingly. Its usually a continuous feeling, so most of the time its -たがっています. Using this structure focuses more on our own observations/feelings about somebody else, rather then what is actually happening in their head. - -彼は結婚したがっています -> He wants to get married - -子供はおもちゃを欲しいがっています -> The child wants to have toys - -大学生は旅行に行きたがっています -> The college student wants to go on a trip - - - - - -Talking about someone else, but making it negative - -Same as above, but make it -たがっていません。 - - - -83848704078:55301 - diff --git a/20-Knowledge/Classes/Japanese Grammar Listing Activities and Past Experiences.md b/20-Knowledge/Classes/Japanese Grammar Listing Activities and Past Experiences.md deleted file mode 100644 index fb4b43a..0000000 --- a/20-Knowledge/Classes/Japanese Grammar Listing Activities and Past Experiences.md +++ /dev/null @@ -1,81 +0,0 @@ ---- -type: Classes -title: 07/28/2025 - Japanese Class -date: '2025-07-28' ---- - -83848704078:55301 - -# Random Words - -乱れる -> みだれる -> Disturbed/Messy - -洗濯する-> せんたくする -> Washing Clothes - -掃除する -> そうじする -> Cleaning - -魚釣り -> さかなつり -> Fishing - -スキー -> Ski - -洗車する -> せんしゃする -> To Clean Car - -犬の散歩する -> いぬのさんぽする -> Walk the Dog - -金閣寺 -> きんかくじ -> Golden Temple - -茶道 -> さど -> Tea Ceremony - -習う-> ならう -> To learn (with a teacher/coach/instructor) - - - - -# How to express a list of activities, without any particular order. (-たり) - -Conjugate into -て form, and then kill て and replace with たり. Thsi applies to the entire list of things, including the last one. At the very end of the list, after the last -たり, stick します。 - -彼女は洗濯したり、掃除したり、テレビを見たり、ご飯を食べたり、買い物をしたりします -She does the laundry, cleans, watches TV, cooks, and shops. - -彼は山に登ったり、ゴルフをしたり、テレビをしたり、ご飯を食べたり、買い物をしたりします。He climbs mountains, plays golf, watches TV, eats, and shops. - -彼は泳いだり、ビールを飲んだり、テレビを見たり、ご飯を食べたり、買い物をしたりしま -​He swims, drinks beer, watches TV, eats, and shops - -Note: This is is just kind of a list, it doesn't have to be in order, at the same time, its more of like "for example..." - - - -# For Expressing a list of activities in order - -This ones much easier, you just conjugate each verb to the -て form, except the last one - - - -Answering the question of things you want to do - -You can use either of the above lists (probably -たり though) to answer, but instead of ending it with "します" with ”したいます”。 - - - -# To have the experience of.... (Past Tense + ことがあります) - -SImply take a phrase in past tense, and stick "ことがあります" after it to say you had the experience of doing said thing. - -富士山に登ったことがあります -> To have climbed Mnt Fuji - -ゴルフをしたことがあります -> To have played golf - -お茶を習ったことがあります -> I have studied tea ceremony. - -有名人を見たごとがあります -> To see a famous person - -相撲を見たことがあります -> I have seen sumo wrestling - -馬に乗ったことがあります -> have ridden a horse - - - - - diff --git a/20-Knowledge/Classes/Japanese Grammar Miru and Nara.md b/20-Knowledge/Classes/Japanese Grammar Miru and Nara.md deleted file mode 100644 index a9a3e40..0000000 --- a/20-Knowledge/Classes/Japanese Grammar Miru and Nara.md +++ /dev/null @@ -1,204 +0,0 @@ ---- -type: Classes -title: 09/08/2025 - Japanese Class -date: '2025-09-08' ---- - -次回: 79674766584:0173 - -# RANDOM WORDS - -ひれ酒 -> Sake that they stick fins in. *Yikes* - -使いやすい -> easy to use - -もみじ・こうよう・紅葉 -> Autumn Leaves - - - -# Try To -> みる - -When saying your trying to do something, you conjugate the verb your trying to do into て form, and then add みる at the end. - -Note, this is NOT 見る, this is its own thing, just みる by itself. - -新しいレストランに行ってみよう -> Let's go to a new restaurant - -Notice the volitional form. Not required, but adds some flare - -刺身を食べてみます -> I'll try the sashimi - -彼女は服を着ってみます - -この服は着って見ってもいいですか -> - -この靴はサイズが合いますか？履いてみてもいいですか？ -> Are these shoes the right size? Can I try them on? - -この辞書は使いやすいですか？見てみてもいいですか？-> These shoes fit my size? - -ピアノは音がいいですか？引いてみてもいいですか？ -> Does the piano sound good? Can I play it? - - - -# If / なら - -The Japanese grammar point **なら (nara)** is a versatile conditional particle that expresses **hypothetical situations**, **contrasts**, or **provides information based on a premise**. It's often translated as "if," "if it's about," or "in that case." - -Here's a breakdown of its main uses: - -## 1. Conditional Statements (If...) - -**なら** can be used to create conditional sentences, similar to **ば (ba)** or **たら (tara)**, but it often implies a more specific or hypothetical condition. - -- **Structure:** - - - Noun/な-adjective + なら - - - い-adjective + なら (less common, usually the stem + なら) - - - Verb (plain form) + なら - -- **Meaning:** "If [condition] is true/happens, then..." - - - So like, its an if/then statement type logic particle. - -- **Examples:** - - - **時間があるなら**、手伝ってください。(Jikan ga **aru nara**, tetsudatte kudasai.) - - - "**If** you have time, please help me." - - - **雨なら**、家で映画を見ます。(**Ame nara**, ie de eiga o mimasu.) - - - "**If** it's rain(ing), I'll watch a movie at home." - - - **疲れているなら**、休みましょう。(**Tsukarete iru nara**, yasumimashou.) - - - "**If** you are tired, let's rest." - - - **日本へ行くなら**、お土産を買ってきてください。(**Nihon e iku nara**, omiyage o katte kite kudasai.) - - - "**If** you go to Japan, please bring back souvenirs." - -**Comparison with ば (ba) and たら (tara):** - -- **ば (ba):** Tends to express more general, natural consequences or conditions. - -- **たら (tara):** Often used for specific past events or completed actions as a condition. - -- **なら (nara):** Frequently used when the condition is about a specific **topic** or **person**, or when introducing a **hypothetical scenario**. - -## 2. Referring to a Specific Topic/Thing (If it's about...) - -This is a very common use of **なら**. It's used to focus on a particular subject and then provide information related to it. - -- **Structure:** - - - Topic/Noun + なら - -- **Meaning:** "If it's about [topic]," "Regarding [topic]," "When it comes to [topic]." - -- **Examples:** - - - **寿司なら、** この店が一番おいしいです。(**Sushi nara**, kono mise ga ichiban oishii desu.) - - - "**If it's about sushi / When it comes to sushi,** this restaurant is the most delicious." - - - **田中さんのことなら、** 何でも知っていますよ。(**Tanaka-san no koto nara**, nandemo shitte imasu yo.) - - - "**If it's about Mr./Ms. Tanaka,** I know everything." - - - **この仕事なら、** 私に任せてください。(**Kono shigoto nara**, watashi ni makasete kudasai.) - - - "**If it's this job / Regarding this job,** leave it to me." - -## 3. Contrast or Alternative (Instead of...) - -**なら** can sometimes imply a contrast or suggest an alternative. - -- **Structure:** - - - Option A + なら + Option B (or different action) - -- **Meaning:** "If it's [Option A], then (but if not/alternatively) [Option B]." - -- **Example:** - - - 映画を見る**なら**、もっと静かな場所がいいです。(Eiga o miru **nara**, motto shizuka na basho ga ii desu.) - - - "**If** you're going to watch a movie, a quieter place would be better." (Implies: but for other activities, a loud place might be okay.) - -## 4. Introducing Information or a Decision based on a Premise - -**なら** can introduce a logical consequence or a decision made based on the preceding statement. - -- **Structure:** - - - Previous statement/premise + なら (followed by a new statement/decision) - -- **Meaning:** "In that case," "Then," "So." - -- **Examples:** - - - A: 「明日、仕事が休みです。」(Ashita, shigoto ga yasumi desu. - "Tomorrow, work is off.") - B: 「**そうなら**、一緒に買い物に行きましょう。」(**Sou nara**, issho ni kaimono ni ikimashou. - "**In that case/Then,** let's go shopping together.") - - - A: 「この本は面白くないです。」(Kono hon wa omoshirokunai desu. - "This book isn't interesting.") - B: 「**なら**、他の本を借りましょう。」(**Nara**, hoka no hon o karimashou. - "**Then,** let's borrow another book.") - -## Key Points to Remember: - -- **Politeness:** **なら** itself is neutral. The politeness of the sentence depends on the verb or copula used at the end (e.g., です/ます for polite speech, plain form for casual speech). - -- **Not for general truths:** While it can be conditional, **なら** is often less about natural laws (like "If you heat water, it boils") and more about specific hypothetical situations, topics, or decisions. For general truths, **と (to)** is more common. - -- **Usage with pronouns:** **なら** can be used with pronouns like **そう (sou - like that)** and **それ (sore - that)** to refer back to a previous statement, as seen in "Sou nara" (In that case). - -らめんが美味しいところがありますか？　らめんならいちらんが美味しいですよ - -Another common use of なら is answer a question by setting a limit on possible results. Kind of only means "only" here. - -英語ができますか？ -> 少しならできます -​Can you speak english? -> Only a little bit. - -日本語が読みますか？ -> ひらがななら読みます。 -​Can you read Japanese? -> I can only read hiragana. - -紅葉がいいところがありますか？紅葉なら京都が綺麗ところですよ - -英語の先生なら大学にいますよ -> If english teachers, they are at University - -山に登ろなら北海道がいいですよう -> - -日本に行くなら刺身が食べたいです -> If I go to Japan, I want to eat sashimi. - -北海道に行くならスキーがしたいです -> If I go to Hokkaido, I want to go skiing - -いい人がいるなら結婚したいんです -> If I find a good person, I want to get married. - - - -# Discussing Intervals - -週二回 -> Twice a week (LIT: week, two times) - - - -週二回英語を見ました -> Two times in a week I saw a movie - -日三回ご飯を食べます -> Eat three times a day - -日に二時間テレビを見ます -> Two hours - -日に四時間本を読みます -> I read four hours a day - -月何回運動しますか？ - -週に何時間勉強しますか？ -> How many hours a week do you study? - -年に何回旅行しますか？ -> How many times a year do you travel? - - - -次回: 79674766584:0173 - diff --git a/20-Knowledge/Classes/Japanese Grammar Sugiru and Hou ga Ii.md b/20-Knowledge/Classes/Japanese Grammar Sugiru and Hou ga Ii.md deleted file mode 100644 index 4884b35..0000000 --- a/20-Knowledge/Classes/Japanese Grammar Sugiru and Hou ga Ii.md +++ /dev/null @@ -1,90 +0,0 @@ ---- -type: Classes -title: 08/13/2025 - Japanese Class -date: '2025-08-13' ---- - -# General Words - -乗り換え - のりかえ - Transfer (as in Travelling, transfer planes, etc.) - -二日酔い - ふつかよい - Hangover - -入院します - にゅういんします - To Enter Hospital - -生活費 -> せいかつひ -> Living Expenses (Literally Life Cost) - -費 -> ひ -> Can append to pretty much anything to show the cost of something - -学費 -> School Costs, 旅費 -> Travel Costs - -財布 -> さいふ -> Wallet - -# すぎる - To Much - -## Verbs - -To use すぎる, conjugate verb to -ます form, and then delete ます, and add すぎる to the end, then conjugate すぎる to whatever tense it needs to be in. - -Examples: - -ビールを飲みすぎて二日酔いです - I drank too much beer and now I have a hangover - -働きすぎて、入院します - I worked too hard and ended up in the hospital - -お金を使いすぎて、財布輪からです -> I spent too much money and my wallet is empty. - -歌いすぎて、のどが痛いです -> I sang too much and my throat hurts - -冷たい水で泳ぎすぎて、入院します - -## Adjectives - -### い - Adjectives - -Take the い off, and stick すぎる at the end. So 寒い turns into 寒すぎる. - -泳いだ水が　つめたすぎて、入院します。-> The water he swam in was so cold he was hospitalized. - -買い物をしすぎて、財布が空です -> I've shopped too much and my wallet is empty - -生活費は高すぎて、財布が空です -> The cost of living is too high and my wallet is empty - -### な-Adjectives - -For な Adjectives, just kill the な after it, and replace with すぎる - -きれいな -> きれいすぎる - - - -# 方がいい -> It'd be better to... - -Stick 方がいいですよ after a verb to advise somebody to do it. - -## Affirmative - -For affirmative verbs, advising someone to do something, the verb needs to be in regular affirmative past tense, then stick the above after it. - -休んだほうがいいですよ -> It'd be better if you rested - -勉強した方がいいですよ -> You'd better study - -沖縄に行ったほうがいいですよ -> it'd be better to go to Okinawa - -## Negative - -For Negative verbs, advising somebody not to do something, just conjugate to to present negative standard form - -働かないほうがいいですよ -> It'd be better not to work - -夜中にゲームをしない方がいいですよ -> You shouldn't play games late at night - -飲みに行かない方がいいですよ -> You'd better not go drinking - -沖縄に行かない方がいい -> It'd be better to not go to Okinawa - - - -88069936933:00065 - diff --git a/20-Knowledge/Classes/Japanese Grammar Te Kuremasu and Te Agemasu.md b/20-Knowledge/Classes/Japanese Grammar Te Kuremasu and Te Agemasu.md deleted file mode 100644 index 85bc799..0000000 --- a/20-Knowledge/Classes/Japanese Grammar Te Kuremasu and Te Agemasu.md +++ /dev/null @@ -1,94 +0,0 @@ ---- -type: Classes -title: 10/22/2025 - Japanese Class -date: '2025-10-22' ---- - -[10/16/2025 - Japanese Class](Classes/10162025%20-%20Japanese%20Class.md) - - 79674766584:0173 - - - -# Random Words - -ひどい -> Terrible/Serious (Used with Weather - -羨ましい -> うらましい -> Enviable/Jelous, but as an Adj - -ごちそう する -> To invite to and treat to a meal (at a restraint, or at their house, wherever) - -ご馳走してくれてありがとうございました。-> Thank you for treating me to a meal - -手続き -> てつづき -> Procedure - -探す -> さがす -> To search for things - -紹介（しょうかい）する -> To introduce - - - -# Using くれます after a verb - -Person doing it for you+ は + 私に + Verb in て form + くれます - -Used if somebody is doing the verb for you. 私に is often ommited, so need for it most of the time. - -Remember くれます is if somebody is giving something to you - -### Examples - -先生は私に日本語を教えてくれます -​The teacher to me teaches Japanese - -Aさんは 私を 駅に 送ってくれます。 -​A-san for me to the stations takes. - -Aさんは綿火の車を直してくれます -​A-san fixed my car for me - -彼は私にこのかばんを買ってくれます。 -​He, for me, this bag, bought (for me) - -誰かが私たちにごちそうしてくれます -​Somebody for us treated us to a meal - -私が入社したとき誰かは仕事を手伝ってくれます -​When I entered the company, somebody with my helped me - -姉妹はレンタカーの手続きを手伝ってくれました。 -​Sister with rental car procedure helped me - -兄弟は、食料品店で、食べ物を探すのを手伝ってくれました。 -​Kyōdai wa, shokuryōhin-ten de, tabemono o sagasu no o tetsudatte kuremashita. -​ - -# Using あげます after a verb - -Person your doing it for + に + Verb in て form + あげます - -Used if your doing something for somebody. - -Remember あげます is you doing something for somebody. Opposite of the notes that came above. - -![image](Images/Media/image%20(40).png) -[image](Images/image%20(40).md) - -Be careful what market you put after the person your doing it for, it'll depend on the verb being used after. - -Use に if we're doing the action that doesn't really involve the person. Cooking for them and presenting the results. Similar to using the English "to that person" instead of "for that person" - -However if the action does involve the person, like taking them somewhere, or doing something physical with them where they would be the subject of the verb at hand, use を. - -### Examples - -私は友達に料理してあげます -​I for my friend cook - -先生はAさんに日本語を教えてあげます -​The teacher to A-san teaches Japanese - - - - - diff --git a/20-Knowledge/Classes/Japanese Grammar Wanting Things and Possibility.md b/20-Knowledge/Classes/Japanese Grammar Wanting Things and Possibility.md deleted file mode 100644 index 0ed52bb..0000000 --- a/20-Knowledge/Classes/Japanese Grammar Wanting Things and Possibility.md +++ /dev/null @@ -1,127 +0,0 @@ ---- -type: Classes -title: 09/17/2025 - Japanese Class -date: '2025-09-17' ---- - -# Random Words - -複雑 -> ふくざつ -> Complicated - -探し -> さがし -> Search (As in the search for a job) - - - -# To Want Something -> ~が欲しいです - -If you want to say you want a noun or something, you can say the noun, and then stick ~が欲しいです after it, saying THING is wanted. - -- お金が欲しいです -> おかねがほしい - -- 中古車が欲しいです - - - -### Replacing items with の - -![image](Images/Media/image%20(23).png) -[image](Images/image%20(23).md) - -You can use の to replace a noun that was mentioned before. This is actually a completely separate grammar point, but it can be used in tandem here. - -- 便利なのが欲しいです - -- 早いのが欲しいです - -- 綺麗なのが欲しい - - - -## Negating (Saying you don't want things) - -Change the 欲しい to 欲しくない. - -- 彼女は高い車が欲しくないです - -- 彼は遅いのが欲しくないです - - - -# Might Be.... -> ~かもしれません - -Kamoshiremasen (かもしれません) means "maybe" or "might" and is used to express possibility or uncertainty in Japanese. - -It often conveys a low degree of certainty, and has a lower probability then phrases like でしょう. - -#### How to Use - - You simply attach かもしれません to the end of a verb, noun, or adjective. It's an easy way to show that something is probable but not certain. - -#### Etymology - -The phrase ***kamoshiremasen*** **(かもしれません)** is a compound of three parts: - -- ***Ka*** **(か):** This is the interrogative particle that turns a statement into a question. You might know it from sentences like "Is it?" or "Did you go?" - -- ***Mo*** **(も):** This is an inclusive particle that means "even" or "also." - -- ***Shiremasen*** **(しれません):** This is the polite, negative potential form of the verb ***shiru*** **(知る)**, which means "to know." So, *shiremasen* literally means "cannot know." - -Putting it all together, the original and very literal meaning of ***kamoshiremasen*** is something like: - -**"Even if it is [the case], it cannot be known."** - -#### Common Attachments: - -- **Verbs:** Attach to the plain form (dictionary form, ない-form, た-form). - - - 行く (iku - to go) → 行くかもしれません (iku kamoshiremasen) "Maybe I'll go." - - - 食べた (tabeta - ate) → 食べたかもしれません (tabeta kamoshiremasen) "Maybe I ate it." - -- **Nouns:** Attach directly to the noun. - - - 雨 (ame - rain) → 雨かもしれません (ame kamoshiremasen) "It might be rain." - -- **い-Adjectives:** Attach directly to the adjective. - - - 寒い (samui - cold) → 寒いかもしれません (samui kamoshiremasen) "It might be cold." - -- **な-Adjectives:** Attach the "plain" form of the adjective (without な). - - - 静か (shizuka - quiet) → 静かかもしれません (shizuka kamoshiremasen) "It might be quiet." - -It’s often used in daily conversation to make a guess or a cautious statement. - -#### **Example Sentences:** - -- 田中さんは来ないかもしれません。 (Tanaka-san wa konai kamoshiremasen.) - - - "Mr. Tanaka might not come." - -- この本は面白いかもしれませんね。 (Kono hon wa omoshiroi kamoshiremasen ne.) - - - "This book might be interesting, don't you think?" - -- 熱があります。風邪かもしれませんし、インフルエンザかもしれませんし。 - -- 曇りですから、雪が降るかもしれません - - - Because it's cloudy, show might balling - -- テストがわかりませんでしたから、テストに落ちたかもしれません - - - Because I didn't understand the test, maybe I fell (failed) in the test - -- 彼は最近早く帰りますから、彼女がいるかもしれません - - - Because he's been returning early, maybe there's a woman - -- 一週間熱がありますから、悪い病気かもしれません - -- 電車が遅いですから、故障かもしれません - - - Because the train is late, maybe because of a break down. - -次回: 79674766584:0173 - diff --git a/20-Knowledge/Classes/Japanese Noun Modification.md b/20-Knowledge/Classes/Japanese Noun Modification.md deleted file mode 100644 index d65cfe2..0000000 --- a/20-Knowledge/Classes/Japanese Noun Modification.md +++ /dev/null @@ -1,98 +0,0 @@ ---- -type: Classes -title: 10/16/2025 - Japanese Class -date: '2025-10-16' ---- - -[10/09/2025 - Japanese Class](Classes/10092025%20-%20Japanese%20Class.md) - - 79674766584:0173 - - - -# Random Words - -高齢化 -> こうれいか -> Ageing Population - -予約 -> よやく -> Reserve (used with する) - -予習 -> よしゅう -> To Study for Class (used with する) - -復習 -> ふくしゅう -> Review (used with する) - -軽自動車　けいじどうしゃ-> K-Car - -普通自動車　ふつうじどうしゃ -> Regular Car - -普通 -> ふつう -> Regular (な-Adj) - - - -# Noun Modification - -Two individual sentences: - -これはシャツです。去年買いました。 - -Combined, but wrong: - -これは去年買いましたシャツです - -We need to turn any polite verbs into regular tense: - -これは去年買ったシャツです。 - -![image](Images/Media/image%20(19).png) -[image](Images/image%20(19).md) - -Summarized: - -- For nouns, use の or じゃない to connect - -- For い-adj, just stick in on - -- For な-adj, use な to connect - -- for Verbs, conjugate to regular tense then stick it on - - - -# Main point - -Using the structures above, the main idea is to describe whatever noun your trying to talk about, using the following structure: - - - -**これは + Describing sentence following rules above + Noun itself + です** - -# Examples - -これは私が毎日使うパソコンです - -This is a computer I use every day - -これはパーティーでもらったワインです - -I got this wine at a party - -武田さんは今本を読んでいる人ですね - -Takeda-san is the person reading a book - -いとうさんは予習しているひとです - -Itou is the one that's studying - -はやしさんはいま疲れている人です - -Hayashi is the one that is tired - -これは、彼女が作った料理です。 - -As for this, this is the food the girl made - - - - - - diff --git a/20-Knowledge/Classes/Japanese Potential Verbs Grammar.md b/20-Knowledge/Classes/Japanese Potential Verbs Grammar.md deleted file mode 100644 index d38a067..0000000 --- a/20-Knowledge/Classes/Japanese Potential Verbs Grammar.md +++ /dev/null @@ -1,102 +0,0 @@ ---- -type: Classes -title: 08/27/2025 - Japanese Class -date: '2025-08-27' ---- - -# RANDOM WORDS - -大雨 -> おおあま -> Big Rain - -小雨 -> こさめ -> Small rain - -春雨 -> はるさめ -> Spring Showers - -秋雨 -> あきさめ -> Fall Showers - -五月雨 -> さみだれ -> May Showers - -梅雨 -> つゆあめ -> Rainy Season - -スコール -> Squall -> Strong, Sudden winds - -量 -> りょう -> Amount - -交通量 -> こうつうりょう -> Traffic Amount - -渋滞する -> じゅうたいする -> Traffic jam - -お大事に -> おだいじに -> Take Care - -修理する -> しゅうりする -> To Repair - -修理 -> Repair. Lit: Repair Reason - -飼う -> かう -> To keep/raise/rear (pets) - -両替する -> りょうがえする -> To exchange money - - - -# Potential Verbs - -These are verbs like "can do something" , like "can swim" or "can eat" - -For Godan verbs, turn the ending kana "u" to its "e" variant, then stick normal verb endings at it. - -かく-> かける -> To write -> Can Write - -- 漢字がかけます -> I can write Kanji - -- 日本語を話せます - -- 彼女はピアノを弾けます - -- 日本語を読めます - -- 英語で話せません - -- 自転車に乗れます - -- 走れます - -- 僕は自分で車を治せます - -- 日本語学校で日本人と話せます - -- 家でペットを飼えます - -For Ichidan verbs, remove る and replace with られる - -食べる-> 食べられる -> To Eat -> Can Eat - -- 刺身が食べられません -> I can not eat Sashimi - -- 携帯で地図を見られます -> By the phone, the maps I can see - -For Special verbs: - -する -> できる. Yes, its that verb - -- 彼はりょりができます - -- 僕は自分で車を修理できます - -- 電車を運転できません - -くる　-> こられる - -- 明日は日本に来られません -> I can't come to Japan tomorrow. - -As a question: - -- 図書館で何をできます？ -> What can you do at the library? - -- 安いパソコンはどこで買えますか？ -> Where can I buy a cheap computer? - - - -82984214242:46315 - -4 class for me, 4 class for austin - diff --git a/20-Knowledge/Classes/Japanese Vocabulary Basic Grammar and Counters.md b/20-Knowledge/Classes/Japanese Vocabulary Basic Grammar and Counters.md deleted file mode 100644 index 814c0bd..0000000 --- a/20-Knowledge/Classes/Japanese Vocabulary Basic Grammar and Counters.md +++ /dev/null @@ -1,174 +0,0 @@ ---- -type: Classes -title: 04/16/2025 - Japanese Class -date: '2025-04-16' ---- - -# **I. Basic Vocabulary:** - -- **授業 (じゅぎょう) - Jugyō:** Class (as in a lesson or course) - -- **席 (せき) - Seki:** Seat - -- **かばん - Kaban:** Bag (general term for briefcase, purse, etc.) - -- **記念式 (きねんしき) - Kinen-shiki:** Memorial (often refers to a ceremony or commemoration) - -- **教室 (きょうしつ) - Kyōshitsu:** Classroom (literally "teaching room") - -- **教師 (きょうし) - Kyōshi:** Teacher (literally "teaching person" - used when introducing yourself, not the honorific "先生 - sensei") - -- **黒板 (こくばん) - Kokuban:** Blackboard - -- **リュックサック (ryukkusakku):** Backpack - - - The Japanese word **リュックサック (ryukkusakku)** comes directly from the German word **"Rucksack."** - -- **鉛筆 (えんぴつ) - Enpitsu:** Pencil - -- **パソコン (pasokon):** Personal computer - -- **テレビ (terebi):** Television - -- **開拓者 (かいたくしゃ) - Kaitaku-sha:** Pioneer - -# **II. Counting (General Counter - つ - tsu):** - -- **一つ (ひとつ) - Hitotsu:** One (thing) - -- **二つ (ふたつ) - Futatsu:** Two (things) - -- **三つ (みっつ) - Mittsu:** Three (things) - -- **四つ (よっつ) - Yottsu:** Four (things) - -- **五つ (いつつ) - Itsutsu:** Five (things) - -- **六つ (むっつ) - Muttsu:** Six (things) - -- **七つ (ななつ) - Nanatsu:** Seven (things) - -- **八つ (やっつ) - Yattsu:** Eight (things) - -- **九つ (ここのつ) - Kokonotsu:** Nine (things) - -- **十 (とお) - Tō:** Ten (things) - -- **十一個 (じゅういっこ) - Jū-ikko:** Eleven (things) - -- **十二個 (じゅうにこ) - Jū-niko:** Twelve (things) - -- **十三個 (じゅうさんこ) - Jū-sanko:** Thirteen (things) - -- **十四個 (じゅうよんこ) - Jū-yonko:** Fourteen (things) - -- **十五個 (じゅうごこ) - Jū-goko:** Fifteen (things) - -- **十六個 (じゅうろっこ) - Jū-rokko:** Sixteen (things) - -- **十七個 (じゅうななつ/じゅうしちこ) - Jūnanatsu/Jūshichiko:** Seventeen (things) - -- **十八個 (じゅうはちこ) - Jū-hachiko:** Eighteen (things) - -- **十九個 (じゅうきゅうこ/じゅうくこ) - Jū-kyūko/Jū-kuko:** Nineteen (things) - -- **二十 (にじゅう) - Nijū:** Twenty (things) - - - **Note:** For numbers 11-19, you generally combine the number ten (十 - jū) with the counter -こ (-ko) for general counting. For 17 and 19, both "-nanatsu" and "-shichiko" (for 17), and "-kyūko" and "-kuko" (for 19) are possible, though "-ko" is more common in modern usage for these higher numbers. - -# **III. Times of Day:** - -- **午後 (ごご) - Gogo:** Afternoon (PM) - - - **午後は二時に帰りました (ごご は にじ に かえりました) - Gogo wa niji ni kaerimashita:** I returned home at two in the afternoon. - -- **昼寝 (ひるね) - Hirune:** Nap (specifically taken in the afternoon) - - - **昼寝しませんでした、でも夕寝しました (ひるね しませんでした、でも ゆうね しました) - Hirune shimasen deshita, demo yūne shimashita:** I didn't take an afternoon nap, but I did take an evening nap. - -- **夕寝 (ゆうね) - Yūne:** Nap (taken in the evening) - -- **夕方 (ゆうがた) - Yūgata:** Early evening (around sunset) - - - **夕方に夕寝しました (ゆうがた に ゆうね しました) - Yūgata ni yūne shimashita:** I took a nap in the early evening. - -- **今日は (きょうは) - Kyō wa:** Today - - - **今日はsweet teaを飲みませんでした、でも水だけ飲みました (きょう は sweet tea を のみませんでした、でも みず だけ のみました) - Kyō wa sweet tea o nomimasen deshita, demo mizu dake nomimashita:** I didn't drink sweet tea today, but I only drank water. - -# **IV. Other Vocabulary and Grammar:** - -![image](Images/Media/image%20(35).png) -[image](Images/image%20(35).md) - -- **いくつか (ikutsu):** How many - - - **教室はカバンをふたつあります (きょうしつ は カバン を ふたつ あります) - Kyōshitsu wa kaban o futatsu arimasu:** There are two bags in the classroom. (Note: The particle は - wa - marks the topic, and を - o - marks the direct object.) - -- 教室 **(きょしつ) - Kyōshitsu:** Classroom - - - 教室**に教師がいます (きょしつ に きょうし が います) - Kyōshitsu ni kyōshi ga imasu:** The teacher is in the classroom. (Note: The particle に - ni - indicates the location where the teacher exists, and が - ga - marks the subject.) - - - **テレビは**教室**の左にあります (テレビ は きょしつ の ひだり に あります) - Terebi wa kyoshitsu no hidari ni arimasu:** The television is to the left of the room. (Note: の - no - connects nouns, and に - ni - indicates the location.) - -- **外 (そと) - Soto:** Outside - - - **外は犬がいます (そと は いぬ が います) - Soto wa inu ga imasu:** There is a dog outside. (Note: は - wa - marks the topic.) - -- **時計 (とけい) - Tokei:** Clock - - - **時計は黒板の上にあります (とけい は こくばん の うえ に あります) - Tokei wa kokuban no ue ni arimasu:** The clock is on the blackboard. (Note: の - no - connects nouns, and 上に - ue ni - means "on top of".) - -- **机 (つくえ) - Tsukue:** Desk - - - **リュックサックは机の上にあります (リュックサック は つくえ の うえ に あります) - Ryukkusakku wa tsukue no ue ni arimasu:** The backpack is on the desk. - -- **〜があります (〜があります) - ~ ga arimasu:** There is/are (for inanimate objects) - - - **鉛筆は二つがあります (えんぴつ は ふたつ が あります) - Enpitsu wa futatsu ga arimasu:** There are two pencils. - - - **明日は星があります (あした は ほし が あります) - Ashita wa hoshi ga arimasu:** Tomorrow there is service (likely referring to a religious service, "星" - hoshi - meaning "star" is unusual here and might be a misunderstanding or specific local term. It's more likely referring to 奉仕 (ほうし - hōshi) meaning service, especially religious service. However, sticking to the note: "Tomorrow there is service.") - - - **明日は仕事もあります (あした は しごと も あります) - Ashita wa shigoto mo arimasu:** Tomorrow there is also work. - - - **明日は学校もあります (あした は がっこう も あります) - Ashita wa gakkō mo arimasu:** Tomorrow there is also school. - -- **〜にいます (〜にいます) - ~ ni imasu:** There is/are (for animate objects) - - - **パソコンは先生の前にあります (パソコン は せんせい の まえ に あります) - Pasokon wa sensei no mae ni arimasu:** The computer is in front of the teacher. (Note: 前に - mae ni - means "in front of".) - -- **残り物 (のこりもの) - Nokorimono:** Leftovers - - - **今日は残り物を食べました (きょう は のこりもの を たべました) - Kyō wa nokorimono o tabemashita:** I ate leftovers today. - -- **も (mo):** Also - - - **カフェにいきます (kafe ni ikimasu):** I will go to a cafe. - - - **近郊にも行きます (きんこう に も いきます) - Kinkō ni mo ikimasu:** I will also go to the suburbs. (Note: 近郊 - kinkō - means suburbs or nearby area. The particle に - ni - indicates the destination.) - - - **図書館で本を読みます (としょかん で ほん を よみます) - Toshokan de hon o yomimasu:** I will read a book at the library. (Note: で - de - indicates the place where the action occurs.) - - - **うちでも本を読みます (うち で も ほん を よみます) - Uchi de mo hon o yomimasu:** I will also read a book at home. - - - **Grammar Note on も (mo) with Location Particles:** When using も (also) with location particles に (to/at) and で (at/in), the particles に and で come *before* も. This indicates "also to this place" or "also at this place." - -![image](Images/Media/image%20(38).png) -[image](Images/image%20(38).md) - -- **ぐらい (gurai):** About, approximately (placed after a specific quantity or time) - -- **ほど (hodo):** About, approximately (similar to ぐらい but often used in more formal writing) - -- **どれぐらい (dore gurai):** How much / How long / How many (used when asking about an approximate amount or duration) - -- **〜ています (〜te imasu):** Present continuous tense (indicates an ongoing action or state) - - - **十年ぐらいしています (じゅうねん ぐらい しています) - Jūnen gurai shite imasu:** I have been doing it for about ten years. (The "it" depends on the context of the conversation.) - - - - Next Time - - 87661187013 - 2485 - diff --git a/20-Knowledge/Spiritual Notes/Notes.md b/20-Knowledge/Spiritual Notes/Notes.md new file mode 100644 index 0000000..c9a6484 --- /dev/null +++ b/20-Knowledge/Spiritual Notes/Notes.md @@ -0,0 +1,1207 @@ +--- +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/20-Knowledge/Spiritual Notes/Pure Worship Convention 2025.md b/20-Knowledge/Spiritual Notes/Pure Worship Convention 2025.md new file mode 100644 index 0000000..ed401e8 --- /dev/null +++ b/20-Knowledge/Spiritual Notes/Pure Worship Convention 2025.md @@ -0,0 +1,746 @@ +--- +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/20-Knowledge/Synthesized-Chinese-Class-Notes.md b/20-Knowledge/Synthesized-Chinese-Class-Notes.md new file mode 100644 index 0000000..26b6c11 --- /dev/null +++ b/20-Knowledge/Synthesized-Chinese-Class-Notes.md @@ -0,0 +1,174 @@ +--- +type: Knowledge +title: Synthesized Chinese Class Notes +date: '2025-10-23' +--- + +# Synthesized Chinese Class Notes + +This note is a synthesized compilation of all Chinese class notes from the `10-Input` folder. The content has been organized by topic for clarity and ease of reference. + +## Grammar + +This section covers sentence structures, verb complements, and key grammatical patterns. + +### Sentence Patterns + +- **Expressing "Structure is complex"**: `SUBJECT + 的构造非常复杂 (de gòuzào fēicháng fùzá)` +- **Estimating a Quantity**: `估计 (Gūjì) + SUBJECT + 有 (yǒu) + NUMBER + MEASURE WORD + OBJECT` +- **Reacting to News**: `听到 (Tīng dào) + {THING HEARD}, SUBJECT + 会/很 (huì/hěn) + {FEELING}, 甚至觉得 (shènzhì juédé) + {EVEN STRONGER FEELING/REACTION}` +- **Remembering / Forgetting**: `SUBJECT + 记得/不记得 (jìdé/bù jìdé) + OBJECT` +- **Learning from Someone's Example**: `我们陷入 (Wǒmen xiànrù) + {SITUATION} + 时 (shí), 可以怎样向 (kěyǐ zěnyàng xiàng) + {PERSON} + 学习 (xuéxí)?` +- **Considering the Cost**: `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)` +- **Expressing Feelings**: `我感觉 (Wǒ gǎnjué) + 很 (hěn) + EMOTION` +- **"Not Only..., But Also..." (Negative Emphasis)**: `SUBJECT + 不但 (bùdàn) + {BAD THING}, 反而 (fǎn'ér) + {EVEN WORSE THING}` +- **Leaving a Matter to Someone**: `我会儿把 (Wǒ huì bǎ) + {THE MATTER} + 交给 (jiāo gěi) + {ENTITY} + 处理 (chǔlǐ)` +- **Expressing Fear of Loss**: `我特别害怕失去 (Wǒ tèbié hàipà shīqù) + {OBJECT/CONCEPT}` +- **"First..., Then..."**: `我想先 (Wǒ xiǎng xiān) + ACTION 1 + 再 (zài) + ACTION 2` +- **Waiting for Something Impatiently**: `SUBJECT + 终于 (zhōngyú) + VERB + 了 (le), 我都快等死了 (Wǒ doū kuài děng sǐle)` +- **Not Ashamed, But Proud**: `SUBJECT + 不以 (bù yǐ) + {THING} + 为耻 (wéi chǐ), 反而以 (fǎn'ér yǐ) + {THING} + 为荣 (wéi róng)` +- **"I Just Couldn't..." (Expressing Frustration)**: `怎么就是 (zěnme jiùshì) + {UNPLEASANT RESULT}` +- **"Tell me when..."**: `等你 (Děng nǐ) + ACTION 1 + 了告诉我 (le gàosù wǒ), 我想 (wǒ xiǎng) + ACTION 2` +- **Using `de` for more detail**: Place `de` after a verb to add more detail to the action. `Ni chi de shenme?` (You ate what?) +- **`Yào zǒule` - Something is going to happen**: `Subj + Yào + Verb + Optional Object + le` +- **`bù míngbái` - I don't understand how to...**: `{{Thing you don't understand}} wǒ zhēn de {{Optional Verb}} bù míngbái.` + +### Verb Complements + +- **下来 (xiàlái)**: Indicates an action completed from beginning to end. +- **起来 (qǐlái)**: + 1. Directional (low to high): `站起来` (Stand up). + 2. Subjective Feeling (with senses): `海鲜看起来很好吃` (The seafood looks delicious). +- **出来 (chūlái)**: Indicates movement from inside to outside. +- **伤 (shāng)**: A result complement indicating an action caused injury. + +## Vocabulary + +### General Words & Phrases + +- **想法不错 (Xiǎngfǎ bùcuò)**: Good Idea +- **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 + +### Dinner Preparation + +- **Wife**: 亲爱的，今天晚上想吃什么？ (Honey, what do you want to eat tonight?) +- **Husband**: 随便，你做什么我都喜欢。(Whatever, I like anything you make.) +- **Wife**: 那我做你最喜欢的红烧肉好不好？(Then how about I make your favorite braised pork?) +- **Husband**: 太好了！谢谢老婆。(Great! Thank you, love.) + +### Coincidental Meeting at a Coffee Shop + +- **S**: 哎？JS! 你也在这里啊，好巧！ (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？ (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? (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? (Hello, it's very hot today. Are you also here to cool off?) +- **B**: 对啊，又热又吵。(Yes, it's hot and humid.) +- **A**: 你有什么降暑的好方法吗？ (Do you have any good ways to beat the heat?) +- **B**: 留在家里吹空调。(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." +- **人山人海 (Rénshānrénhǎi)**: "People mountain, people sea." An idiom describing huge crowds. +- **心静自然凉 (Xīnjìng zìrán liáng)**: "A calm heart keeps you naturally cool." +- **亦敌亦友 (Yì dí yì yǒu)**: Frenemies. +- **厚脸皮 (hòu liǎnpí)**: "Thick-skinned." Not easily affected by criticism. +- **冲手法 (Chōng shǒufǎ)**: Rushing to be the first to buy a new product. +- **废了 (fèile)**: Slang for feeling exhausted. +- **虎 (hǔ)**: Slang for fierce or reckless. +- **电子阳痿 (Diànzǐ yángwěi)**: "Electronic impotence." Buying many games but lacking the motivation to play them. +- **猫屎咖啡 (Māo shǐ kāfēi)**: "Cat poop coffee" (Kopi luwak). +- **Spring Festival Customs**: Notes on traditions like **春联 (Chūnlián)** (Spring Couplets) and the character **福 (fú)** (blessing/fortune). +- **"Wife and Mother in Water" Dilemma**: A classic tricky question: "If your mother and I fell into the water, who would you save first?" diff --git a/20-Knowledge/Synthesized-Japanese-Class-Notes.md b/20-Knowledge/Synthesized-Japanese-Class-Notes.md new file mode 100644 index 0000000..49e37e0 --- /dev/null +++ b/20-Knowledge/Synthesized-Japanese-Class-Notes.md @@ -0,0 +1,196 @@ +--- +type: Knowledge +title: Synthesized Japanese Class Notes +date: '2025-10-23' +--- + +# Synthesized Japanese Class Notes + +This note is a synthesized compilation of all Japanese class notes from the `10-Input` folder. The content has been organized by topic for clarity and ease of reference. + +## Grammar + +### Parts of Speech + +- **めいし (名詞)** - Noun +- **どうし (動詞)** - Verb +- **けいようし (形容詞)** - Adjective +- **じょし (助詞)** - Particle +- **しゅご (主語)** - Subject of a sentence + +### Particles + +- **か** - Placed at the end of a sentence to make it a question. +- **の** - Connects two nouns (Noun 1 + の + Noun 2), where Noun 1 modifies or describes Noun 2. Can also be used as a placeholder for aforementioned or unknown things. +- **に** - Indicates a specific point in time, purpose, or location of existence. +- **で** - Indicates the location where an action takes place or the means by which an action is done ("by"). +- **も** - Means "also" or "too." Can be used to show surprise at a large quantity. +- **が** - Marks the subject of a sentence or the object of liking/disliking. +- **を** - Marks the direct object of a verb. +- **から / ので** - Both mean "because" or "so." ので is generally more formal/polite. +- **や** - Used to list things loosely, similar to saying "like" or "such as". +- **なら** - Conditional particle for hypothetical situations, contrasts, or providing information based on a premise ("if"). + +### Verb Conjugations + +#### て-form (Te-form) + +The て-form is used to connect verbs, make requests, and in many other grammatical patterns. + +- **Rules:** + - Verbs ending in **う, つ, る** → **って** + - Verbs ending in **ぬ, む, ぶ** → **んで** + - Verbs ending in **く** → **いて** + - Verbs ending in **ぐ** → **いで** + - Verbs ending in **す** → **して** + - **Irregular:** する → して, くる → きて + +- **Usages:** + - **〜てください** - Please do... + - **〜てもいいですか** - May I do...? + - **〜てはいけません / 〜てはだめです** - You must not do... + - **〜て〜て...** - To list activities in sequential order. + - **〜ています** - Present continuous tense. + - **まだ + 〜ていません** - I haven't done... yet. + +#### Non-Polite (Plain) Form + +- **のむ (to drink):** のまない (neg), のんだ (past), のまなかった (past-neg) +- **くる (to come):** こない (neg), きた (past), こなかった (past-neg) +- **ある (to exist):** ない (neg), あった (past), なかった (past-neg) + +#### Volitional Form + +Used to express intention or suggestion in a non-polite way. + +- **Godan verbs (u-verbs):** Change the final 'u' sound to an 'o' sound and add 'u'. (e.g., 飲む → 飲もう) +- **Ichidan verbs (ru-verbs):** Replace the final 'る' with 'よう'. (e.g., 食べる → 食べよう) +- **Irregular:** する → しよう, くる → こよう + +#### Potential Form ("Can do") + +- **Godan Verbs (u-verbs):** Change the final "u" sound to an "e" sound. +- **Ichidan Verbs (ru-verbs):** Remove the final る and add られる. +- **Irregular Verbs:** する → できる, くる → こられる + +### Adjective Conjugations + +#### い-Adjectives + +- **Negative:** Replace い with **くない**. +- **Past:** Replace い with **かった**. +- **Past Negative:** Replace い with **くなかった**. +- **Connecting (Te-form):** Replace い with **くて**. + +#### な-Adjectives + +- **Negative:** Add **じゃありません**. +- **Past:** Add **でした**. +- **Past Negative:** Add **じゃありませんでした**. +- **Connecting (Te-form):** Add **で**. + +### Sentence Structures + +- **Making Invitations:** + - **〜ませんか？** - Polite invitation ("Would you like to...?"). + - **〜ましょう** - Suggestion ("Let's..."). + - **〜ましょうか？** - Suggestion/Offer ("Shall we...? / Shall I...?"). + +- **Expressing "I think..." (〜と思います)**: Place と思います after a phrase in the non-polite tense. Nouns & な-Adjectives require だ. + +- **Quoting Someone (〜と言います)**: Use 「 」 for direct quotes followed by と言います. + +- **Making Comparisons:** + - **A の方が B より ADJ です** - A is more ADJ than B. + +- **Expressing Superlatives:** + - **[Category] の中で [Question Word] が一番 [ADJ] ですか？** - Within [Category], which/what/who is the most [ADJ]? + +- **Expressing Intention (〜つもりです)**: Use a non-polite verb followed by つもりです to state you plan to do something. + +- **Expressing "To Become" (〜になる / 〜くなる)**: + - **Noun / な-Adjective + になる** + - **い-Adjective (stem) + くなる** + +- **Expressing "I want to..." (〜たい)**: Change the ます form of a verb to 〜たい. Conjugates like an い-adjective. + +- **Expressing someone else wants (〜たがる)**: To describe observations of another person's desire. + +- **Stating Purpose**: Use the verb stem + に + verb of motion (e.g., 行きます, 来ます). + +- **Expressing "Probably" (〜でしょう)**: Used for predictions. + +- **Expressing Preparation (〜ておく)**: Indicates something was done in preparation. + +- **Making Suggestions (〜たらどうですか？)**: Suggests trying an action. + +- **Polite Questions (〜んです)**: Makes a question less direct and more polite. + +- **Listing Activities Loosely (〜たり〜たりする)**: Lists example activities without a specific order. + +- **Expressing Experience (〜たことがあります)**: Use the past tense (た-form) of a verb followed by ことがあります. + +- **Expressing "Too much" (〜すぎる)**: Add すぎる to the verb or adjective stem. + +- **Giving Advice (〜方がいい)**: "It would be better to..." + +- **Multiple Reasons Why (〜し)**: Used to list multiple reasons for a result. + +- **Expressing "Seems to be..." (〜そうです)**: Used to describe an impression based on appearance. + +- **Trying To (〜てみる)**: Conjugate the verb to て form and add みる. + +- **Noun Modification**: Use a plain form verb before a noun to modify it. + +## Vocabulary + +### Nouns + +- **People & Titles:** うんてんしゅ (driver), おとしより (elderly person), かいしゃいん (office worker), きょうだい (spiritual brother), ちょうろ (elder) +- **Places:** おうこくかいかん (Kingdom Hall), くうこう (airport), こうえん (park), しやくしょ (city hall), としょかん (library), びじゅつかん (art museum), ゆうびんきょく (post office) +- **Time & Frequency:** あさって (day after tomorrow), いちにちじゅう (all day), おととい (two days ago), こんど (next time), しょうがつ / しんねん (New Years), まいしゅう (every week) +- **Food & Drink:** ごはん (rice/meal), しお (salt), すきやき (sukiyaki), やきにく (BBQ), やしょく (late night snack) +- **Objects & Concepts:** いさん (heritage), えんぴつ (pencil), かばん (bag), くるま (car), けいたい (cell phone), しごと (work), しつもん (question), せいしょ (Bible), でんしゃ (train), りょこう (trip/travel) + +### Verbs + +- **あう (会う)** - To meet +- **あるく (歩く)** - To walk +- **いく (行く)** - To go +- **うんてんする (運転する)** - To drive +- **およぐ (泳ぐ)** - To swim +- **かう (飼う)** - To keep (a pet) +- **きく (聴く)** - To listen +- **する (suru)** - To do +- **たべる (食べる)** - To eat +- **でかける (出かける)** - To go out +- **はなす (話す)** - To speak +- **まつ (待つ)** - To wait +- **よむ (読む)** - To read + +### Adjectives + +- **い-Adjectives:** あたらしい (new), あつい (hot), いそがしい (busy), おいしい (delicious), おおきい (big), さむい (cold), ちいさい (small), むずかしい (difficult), やさしい (easy/kind), やすい (cheap) +- **な-Adjectives:** かんたん (easy), きれい (pretty/clean), げんき (healthy), しずか (quiet), じょうず (skilled), すき (likeable), べんり (convenient), ゆうめい (famous) +- **Like/Dislike Scale:** 大好き (love) > 好き (like) > 嫌い (dislike) > 大嫌い (hate) + +### Adverbs & Expressions + +- **あまり + negative** - Not often +- **じつは** - Actually +- **ずっと** - Much / A lot +- **ぜんぜん + negative** - Not at all +- **たくさん** - A lot +- **ときどき** - Sometimes +- **ゆっくり** - Slowly + +## Phrases & Greetings + +- **おはよう** - Good morning +- **よろしくお願いします** - Nice to meet you +- **おだいじに** - Take care (when someone is sick) +- **ただいま** - I'm home +- **おかえり** - Welcome back +- **いただきます** - Said before eating +- **おなかがすきます** - I'm hungry +- **のどがかわきました** - I'm thirsty \ No newline at end of file diff --git a/40-Archive/Bayou George.csv b/40-Archive/Bayou George.csv deleted file mode 100644 index 2a939c2..0000000 --- a/40-Archive/Bayou George.csv +++ /dev/null @@ -1,2 +0,0 @@ -title; location; area; dateFound; dateLastFound; reference -Robert Deberry; 7118 Coe Rd, off 2301; Bayou George; 2025-04-23; 2025-04-23; Calls/Robert%20Deberry.md \ No newline at end of file diff --git a/40-Archive/1000 Most Important English Words.pdf b/40-Archive/College Assignments/1000 Most Important English Words.pdf similarity index 100% rename from 40-Archive/1000 Most Important English Words.pdf rename to 40-Archive/College Assignments/1000 Most Important English Words.pdf diff --git a/40-Archive/CERT-TESOL-120_Grimes, Spencer.pdf b/40-Archive/College Assignments/CERT-TESOL-120_Grimes, Spencer.pdf similarity index 100% rename from 40-Archive/CERT-TESOL-120_Grimes, Spencer.pdf rename to 40-Archive/College Assignments/CERT-TESOL-120_Grimes, Spencer.pdf diff --git a/40-Archive/CERT-TESOL_Grimes Spencer.pdf b/40-Archive/College Assignments/CERT-TESOL_Grimes Spencer.pdf similarity index 100% rename from 40-Archive/CERT-TESOL_Grimes Spencer.pdf rename to 40-Archive/College Assignments/CERT-TESOL_Grimes Spencer.pdf diff --git a/40-Archive/CIE Phoneme Chart.pdf b/40-Archive/College Assignments/CIE Phoneme Chart.pdf similarity index 100% rename from 40-Archive/CIE Phoneme Chart.pdf rename to 40-Archive/College Assignments/CIE Phoneme Chart.pdf diff --git a/40-Archive/English Grammar Boot Camp Course Book.pdf b/40-Archive/College Assignments/English Grammar Boot Camp Course Book.pdf similarity index 100% rename from 40-Archive/English Grammar Boot Camp Course Book.pdf rename to 40-Archive/College Assignments/English Grammar Boot Camp Course Book.pdf diff --git a/40-Archive/Lesson Plan 15min.pdf b/40-Archive/College Assignments/Lesson Plan 15min.pdf similarity index 100% rename from 40-Archive/Lesson Plan 15min.pdf rename to 40-Archive/College Assignments/Lesson Plan 15min.pdf diff --git a/40-Archive/Most Common Words in English.pdf b/40-Archive/College Assignments/Most Common Words in English.pdf similarity index 100% rename from 40-Archive/Most Common Words in English.pdf rename to 40-Archive/College Assignments/Most Common Words in English.pdf diff --git a/40-Archive/Phonetics Course Book.pdf b/40-Archive/College Assignments/Phonetics Course Book.pdf similarity index 100% rename from 40-Archive/Phonetics Course Book.pdf rename to 40-Archive/College Assignments/Phonetics Course Book.pdf diff --git a/40-Archive/Proof of Attendance Sample.pdf b/40-Archive/College Assignments/Proof of Attendance Sample.pdf similarity index 100% rename from 40-Archive/Proof of Attendance Sample.pdf rename to 40-Archive/College Assignments/Proof of Attendance Sample.pdf diff --git a/40-Archive/Proof of Attendance_Electives.pdf b/40-Archive/College Assignments/Proof of Attendance_Electives.pdf similarity index 100% rename from 40-Archive/Proof of Attendance_Electives.pdf rename to 40-Archive/College Assignments/Proof of Attendance_Electives.pdf diff --git a/40-Archive/College Assignments/Research References.md b/40-Archive/College Assignments/Research References.md new file mode 100644 index 0000000..d3e7693 --- /dev/null +++ b/40-Archive/College Assignments/Research References.md @@ -0,0 +1,1269 @@ +--- +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/40-Archive/Sample Language Resume.pdf b/40-Archive/College Assignments/Sample Language Resume.pdf similarity index 100% rename from 40-Archive/Sample Language Resume.pdf rename to 40-Archive/College Assignments/Sample Language Resume.pdf diff --git a/40-Archive/TESOL Methods Mind Map.jpg b/40-Archive/College Assignments/TESOL Methods Mind Map.jpg similarity index 100% rename from 40-Archive/TESOL Methods Mind Map.jpg rename to 40-Archive/College Assignments/TESOL Methods Mind Map.jpg diff --git a/40-Archive/College Assignments/TESOL120 - Chinese Assignement Part 1.md b/40-Archive/College Assignments/TESOL120 - Chinese Assignement Part 1.md new file mode 100644 index 0000000..fd70e79 --- /dev/null +++ b/40-Archive/College Assignments/TESOL120 - Chinese Assignement Part 1.md @@ -0,0 +1,38 @@ +--- +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/40-Archive/College Assignments/TESOL120 - Chinese Assignement Part 2.md b/40-Archive/College Assignments/TESOL120 - Chinese Assignement Part 2.md new file mode 100644 index 0000000..95a5c8c --- /dev/null +++ b/40-Archive/College Assignments/TESOL120 - Chinese Assignement Part 2.md @@ -0,0 +1,36 @@ +--- +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/40-Archive/College Assignments/TESOL120 - Chinese Lesson Plans.md b/40-Archive/College Assignments/TESOL120 - Chinese Lesson Plans.md new file mode 100644 index 0000000..6b93a29 --- /dev/null +++ b/40-Archive/College Assignments/TESOL120 - Chinese Lesson Plans.md @@ -0,0 +1,208 @@ +--- +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/40-Archive/College Assignments/TESOL120 - Lesson Plans 1.md b/40-Archive/College Assignments/TESOL120 - Lesson Plans 1.md new file mode 100644 index 0000000..9eb5a11 --- /dev/null +++ b/40-Archive/College Assignments/TESOL120 - Lesson Plans 1.md @@ -0,0 +1,111 @@ +--- +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/40-Archive/College Assignments/TESOL120 - Lesson Plans 2.md b/40-Archive/College Assignments/TESOL120 - Lesson Plans 2.md new file mode 100644 index 0000000..e1b5bb7 --- /dev/null +++ b/40-Archive/College Assignments/TESOL120 - Lesson Plans 2.md @@ -0,0 +1,120 @@ +--- +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/40-Archive/College Assignments/TESOL120 - Lesson Plans 3.md b/40-Archive/College Assignments/TESOL120 - Lesson Plans 3.md new file mode 100644 index 0000000..d070dd3 --- /dev/null +++ b/40-Archive/College Assignments/TESOL120 - Lesson Plans 3.md @@ -0,0 +1,86 @@ +--- +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/40-Archive/College Assignments/TESOL120 - Lesson Plans 4.md b/40-Archive/College Assignments/TESOL120 - Lesson Plans 4.md new file mode 100644 index 0000000..ec67876 --- /dev/null +++ b/40-Archive/College Assignments/TESOL120 - Lesson Plans 4.md @@ -0,0 +1,132 @@ +--- +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/40-Archive/College Assignments/TESOL120 - Lesson Plans 5.md b/40-Archive/College Assignments/TESOL120 - Lesson Plans 5.md new file mode 100644 index 0000000..5ba1ed8 --- /dev/null +++ b/40-Archive/College Assignments/TESOL120 - Lesson Plans 5.md @@ -0,0 +1,138 @@ +--- +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/40-Archive/College Assignments/TESOL120.md b/40-Archive/College Assignments/TESOL120.md new file mode 100644 index 0000000..ed428c7 --- /dev/null +++ b/40-Archive/College Assignments/TESOL120.md @@ -0,0 +1,358 @@ +--- +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/40-Archive/College Assignments/TESOL40.md b/40-Archive/College Assignments/TESOL40.md new file mode 100644 index 0000000..780c7f9 --- /dev/null +++ b/40-Archive/College Assignments/TESOL40.md @@ -0,0 +1,547 @@ +--- +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/40-Archive/Teaching Evaluation 1A_Grimes, Spencer.pdf b/40-Archive/College Assignments/Teaching Evaluation 1A_Grimes, Spencer.pdf similarity index 100% rename from 40-Archive/Teaching Evaluation 1A_Grimes, Spencer.pdf rename to 40-Archive/College Assignments/Teaching Evaluation 1A_Grimes, Spencer.pdf diff --git a/40-Archive/Teaching Evaluation 1B_Grimes, Spencer.pdf b/40-Archive/College Assignments/Teaching Evaluation 1B_Grimes, Spencer.pdf similarity index 100% rename from 40-Archive/Teaching Evaluation 1B_Grimes, Spencer.pdf rename to 40-Archive/College Assignments/Teaching Evaluation 1B_Grimes, Spencer.pdf diff --git a/40-Archive/Teaching_Hours.pdf b/40-Archive/College Assignments/Teaching_Hours.pdf similarity index 100% rename from 40-Archive/Teaching_Hours.pdf rename to 40-Archive/College Assignments/Teaching_Hours.pdf diff --git a/40-Archive/College Assignments/Thesis.md b/40-Archive/College Assignments/Thesis.md new file mode 100644 index 0000000..d929c03 --- /dev/null +++ b/40-Archive/College Assignments/Thesis.md @@ -0,0 +1,213 @@ +--- +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/40-Archive/dokumenpub_the-art-of-teaching-best-practices-from-a-master-educator.pdf b/40-Archive/College Assignments/dokumenpub_the-art-of-teaching-best-practices-from-a-master-educator.pdf similarity index 100% rename from 40-Archive/dokumenpub_the-art-of-teaching-best-practices-from-a-master-educator.pdf rename to 40-Archive/College Assignments/dokumenpub_the-art-of-teaching-best-practices-from-a-master-educator.pdf diff --git a/40-Archive/evaluating students.pdf b/40-Archive/College Assignments/evaluating students.pdf similarity index 100% rename from 40-Archive/evaluating students.pdf rename to 40-Archive/College Assignments/evaluating students.pdf diff --git a/40-Archive/grammar tenses.pdf b/40-Archive/College Assignments/grammar tenses.pdf similarity index 100% rename from 40-Archive/grammar tenses.pdf rename to 40-Archive/College Assignments/grammar tenses.pdf diff --git a/40-Archive/Deep Southport.csv b/40-Archive/Deep Southport.csv deleted file mode 100644 index 95800ff..0000000 --- a/40-Archive/Deep Southport.csv +++ /dev/null @@ -1,2 +0,0 @@ -title; location; area; dateFound; dateLastFound; reference -Zachary; 2636 Clark Rd, off McCormick, off Bay Crest, off Gainer Bayou, next to the hall; Lynn Haven; 2023-04-13; 2025-01-17; Calls/Zachary.md \ No newline at end of file diff --git a/40-Archive/Japanese Verbs.png b/40-Archive/Japanese Verbs.png deleted file mode 100644 index c119e80..0000000 Binary files a/40-Archive/Japanese Verbs.png and /dev/null differ diff --git a/40-Archive/Lynn Haven.csv b/40-Archive/Lynn Haven.csv deleted file mode 100644 index 7747d7e..0000000 --- a/40-Archive/Lynn Haven.csv +++ /dev/null @@ -1,5 +0,0 @@ -title; location; area; dateFound; dateLastFound; reference -Andrew; 405 2nd street, Lynn Haven; Lynn Haven; 2025-05-22; 2025-05-22; Calls/Andrew.md -Bryan; 2202 Coral Drive; Lynn Haven; 2024-09-16; 2025-03-23; Calls/Bryan.md -Carol & Bill; 1410 Delaware; Lynn Haven; 2023-04-05; 2025-01-18; Calls/Carol%20&%20Bill.md -Johnny; 706 16th Street; Lynn Haven; 2023-03-02; 2025-05-22; Calls/Johnny.md \ No newline at end of file diff --git a/40-Archive/Southport.csv b/40-Archive/Southport.csv deleted file mode 100644 index 71cb818..0000000 --- a/40-Archive/Southport.csv +++ /dev/null @@ -1,5 +0,0 @@ -title; location; area; dateFound; dateLastFound; reference -Dan, off 2321 near hall; 3607 Patrick Rd, off of 2321; Southport; 2025-04-28; ; Calls/Dan,%20off%202321%20near%20hall.md -Justin, 6204 off 2311 (Highpoint); 6204, off 2311, off KH road; Southport; 2025-05-19; 2025-05-19; Calls/Justin,%206204%20off%202311%20(Highpoint).md -Jerry; 1821 Callahan; Southport; 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41-Calls/Zachary Contact Log.md diff --git a/40-Archive/20241113_143827.jpg b/42-Reina/20241113_143827.jpg similarity index 100% rename from 40-Archive/20241113_143827.jpg rename to 42-Reina/20241113_143827.jpg diff --git a/10-Input/Pages/Apology Letter to Reina.md b/42-Reina/Apology Letter to Reina.md similarity index 100% rename from 10-Input/Pages/Apology Letter to Reina.md rename to 42-Reina/Apology Letter to Reina.md diff --git a/42-Reina/Apology.md b/42-Reina/Apology.md new file mode 100644 index 0000000..e69de29 diff --git a/10-Input/Reina-Notes/Pages/Reina.md b/42-Reina/Reina.md similarity index 99% rename from 10-Input/Reina-Notes/Pages/Reina.md rename to 42-Reina/Reina.md index 2f76cfe..088e2eb 100644 --- a/10-Input/Reina-Notes/Pages/Reina.md +++ b/42-Reina/Reina.md @@ -12,8 +12,7 @@ coverImage: '20241113_143827' In the event of my untimely demise, or my passing for one way or another, please ensure the following gets delivered to Reina. Also, no peeking, thanksss -[Apology](Pages/Apology.md) - +[[Apology Letter to Reina]] # Offer? @@ -296,8 +295,7 @@ Now, all that being said, we are unfortunately human. If that was easy to do, we - Reasons to not give up - ![ReinaFinalMessage](Audios/Media/ReinaFinalMessage.mp3) - [ReinaFinalMessage](Audios/ReinaFinalMessage.md) + ![[ReinaFinalMessage.mp3]] Her words do not match her actions. If she really didn't like us, would she have spent that much time with us? She was having fun. So much fun she stayed with us an hour past her bed time, and we had to tell her to go home twice. We get along *very* well. She is focused on herself right now. I can't blame her for that. But, whenever she decides she may want something more, I want to be there ready. @@ -503,7 +501,7 @@ Now, all that being said, we are unfortunately human. If that was easy to do, we 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. + 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. @@ -515,31 +513,32 @@ Now, all that being said, we are unfortunately human. If that was easy to do, we 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. + 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 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. + 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. + 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. + 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. + 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. + 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. + 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. + 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. + 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. @@ -547,7 +546,7 @@ Now, all that being said, we are unfortunately human. If that was easy to do, we Particularly about Reina: - Based on the way she has interacted, personally, I would leave the ball in her court, too. + 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. @@ -617,7 +616,11 @@ Yesterday was particularly bad, for our own internals, no need to delve into the Starting with [Proverbs 3:5](https://wol.jw.org/en/wol/b/r1/lp-e/nwtsty/20/3#study=discover&v=20:3:5): -> Trust in Jehovah+ with all your heart, And do not rely* on your own understanding. 6 In all your ways take notice of him, And he will make your paths straight. +> Trust in Jehovah+ with all your heart, + + And do not rely* on your own understanding. + + 6 In all your ways take notice of him, And he will make your paths straight. There's no doubt that one of our greatest follies, is trusting our own thoughts, solutions, and perspectives far more then we should. Whenever we think we've figured something out, and consider it as infallible truth, one of us needs to remind the other that we are in fact idiots, don't know the situation, the facts, the internal emotions involved, and even if we did, draw the wrong conclusions just as often as we draw the right conclusions. We can not, under any circumstances, trust in our own understanding. Instead, trust in Jehovah with all our heart, and with what effect? He will make our paths straight. Straight to Reina? We don't know, but we do know he knows what we want and need, so its very possible. The path we are directed toward, will be exactly where we need to be though, that much we can be sure of. @@ -739,7 +742,7 @@ Good lord these updates. I think this is the final one though. Probably. Had a n 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. + 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. @@ -751,31 +754,32 @@ Good lord these updates. I think this is the final one though. Probably. Had a n 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. + 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 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. + 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. + 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. + 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. + 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. + 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. + 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. + 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. + 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. @@ -783,7 +787,7 @@ Good lord these updates. I think this is the final one though. Probably. Had a n Particularly about Reina: - Based on the way she has interacted, personally, I would leave the ball in her court, too. + 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. @@ -890,7 +894,7 @@ The monthly broadcast had one more surprise for us. An entire talk literally ent > Micah 7:7 - 7 But as for me, I will keep on the lookout for Jehovah. I will show a waiting attitude for the God of my salvation. My God will hear me. -Lamentations 3:26 - Good it is to wait in silence for the salvation of Jehovah. +Lamentations 3:26 - Good it is to wait in silence for the salvation of Jehovah. As of late, we have been bombarded with a battery of the same message. "Trust in Jehovah, pour out your heart to him, and wait and see what he has planned. Trust in Jehovah above all else." Right this second, we can do nothing. We have exhausted our supply of thing we can do. We even reached out to her, and got absolutely nothing back. She constantly ravages both our hearts and minds, but we need to constantly pour out our hearts to Jehovah, and let him handle it. Thus showing a "waiting attitude", and trusting Jehovah will hear us. @@ -924,6 +928,8 @@ Answer this question honestly: Could you have supported her? No, which is why th EDIT: Well... things were looking real bad. And then they weren't. Remember this lesson. Jehovah can flip everything on its head in a matter of minutes. We as humans, especially us as scheming hollows, with all our plans and dreams, are absolutely meaningless. Always remember that if Jehovah wants something done, it will be done. +Edit: 10/23/25 - Things went back to bad again. + Trust trust trust in Jehovah. Say it with me. Easiest way to win over Japanese people? Overprice luxury fruit, apparently. Lots of sweets shops around, go grab em and see what we can do. Don't get the Durian. As to what will happen, your guess is as good as mine. diff --git a/10-Input/Audios/ReinaFinalMessage.mp3 b/42-Reina/ReinaFinalMessage.mp3 similarity index 100% rename from 10-Input/Audios/ReinaFinalMessage.mp3 rename to 42-Reina/ReinaFinalMessage.mp3 diff --git a/43-Talks/APPRECIATING MARVELS OF GOD’S CREATION - #114.md b/43-Talks/APPRECIATING MARVELS OF GOD’S CREATION - #114.md new file mode 100644 index 0000000..3361084 --- /dev/null +++ b/43-Talks/APPRECIATING MARVELS OF GOD’S CREATION - #114.md @@ -0,0 +1,243 @@ +--- +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 + +## Marvels of Creation—An Appropriate Topic for Bible Talk + +**(3 minutes)** + +**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 versus 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 versus 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 it's important. Looking at the world around us, what do we see today? Simply put, **many reject belief in God and act accordingly**. How so? Let's 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._ + +Pause for effect (2sec) + +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, than 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, let's take a look at these things, and see how they declare the glory of God. What we're going to do is 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, ingenuity, and interconnectedness of creation absolutely points to a highly intelligent Creator. + +--- + +## Marvels of Creation Reflect an Intelligent Creator + +**(10 minutes)** + +### The 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, talking about the 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 let's illustrate it. + +Take a look at the floor. If we imagined that each row of string on a carpet tile was an entire galaxy in itself, assuming the maximum number of 200 billion, we would need 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 30 times to get close to the estimated amount of galaxies in the universe as a whole. That scale is simply beyond our comprehension, and that is the point. + +However, despite the unfathomable size of the universe, everything is held in order and balance; it's all organized. Let's take a look at our next scripture to shed some more light on that statement; please turn to Isaiah 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 than **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. It's 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. + +### Our Sun + +Our next point of discussion: **Our Sun**. A little bit closer to home than the grand scale of the universe, but still quite big. + +Image of the Sun + +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**, but if the Earth was a little bit closer, everything would **burn**. Either way, 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 it's perfect for us. + +Do you think our Sun, and the Earth's distance from it came about by chance? Let's 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 than again, **Jehovah God**, who is the only being to possess both the wisdom and the power to do something like this. + +### The Earth + +Let's 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**. + +Image of Earth from space + +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.” + +Pause for 3 sec + +What do you think: 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 + +**(10 minutes)** + +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 who 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, let's discuss these attributes. + +### Power + +First up, **Power**. Let's 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 3:00 PM 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—it's 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 in 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, let's 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._ +> + +Image of a bee pollinating a flower + +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. Does the bee get the nectar and run? No. We see 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? + +### Wisdom + +Now, let's 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 let's not forget about ourselves, for we too are Jehovah's creation. Imagine building a computer, from dust, that can learn every language, control every biological function without a manual, and experience every human emotion. We call that the human brain. 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 to 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 God's 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 cannot happen by sheer accident. + +--- + +## Creation Can Teach Us Important Lessons + +**(4 minutes)** + +**Job** + +Creation also has very practical and important lessons we can learn, that will result in betterment for ourselves. Let's 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. Jehovah didn't give Job a textbook and tell him to read up; he pointed his attention to the sky and the sea and said, 'Now, where were you when I laid the foundations of the Earth?' It reminds us that compared to Him, we are insignificant, and thus the need for humility. + +**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**. + +**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. Let's 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 than any other member, just as parts of our body are not greater or more important than 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 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 an disapproved mental state, to do the things not fitting._ + +It comes down to a plain and simple statement. **Those who refuse to see God's 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? + +**(3 minutes)** + +SLOWWWWW + +**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: + +> _“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** + +Let's 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 to 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: + +> _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,_ + +Pause for effect.... + +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 advice, and **choose life**, so that we may live for all eternity, appreciating the marvels of creation forever! \ No newline at end of file diff --git a/GEMINI.md.lnk b/GEMINI.md.lnk new file mode 100644 index 0000000..5bf9de0 Binary files /dev/null and b/GEMINI.md.lnk differ diff --git a/launch_gemini.ps1 b/launch_gemini.ps1 new file mode 100644 index 0000000..f1214a8 --- /dev/null +++ b/launch_gemini.ps1 @@ -0,0 +1,2 @@ +cd "C:\Users\toami\Documents\Inanis_Vault" +gemini \ No newline at end of file