Last Sync: 2026-01-07 11:31 (Mobile)

.trash/Issac.md

@@ -0,0 +1,3 @@
+https://maps.app.goo.gl/JXKhqB4cH7BcaxYL7
+
+Went with Aiko and talked to an American guy from Ohio. Non-denominational, 

.trash/Josh, Awase.md

@@ -0,0 +1,14 @@
+From Asana Kubo
+
+https://maps.app.goo.gl/QYq2K3YeX5ru9qkJ9?g_st=il
+
+Josh. Has an interest in the Bible. Asana placed a enjoy life brochure, and I said I'd come back next Sunday to go over the first lesson. Has a daughter. From Nebraska.
+
+From Asana:
+Josh
+10/11(日)
+Las Vegasにいた。エホバの証人と話した事あまりない。昔聖書読んでいた。
+希望はwishful thinking 
+次回信仰の根拠ヘブライ11:1
+BS勧める
+〒904-2172 沖縄県沖縄市泡瀬１丁目１５−７５ · 沖縄市, 沖縄県

.trash/Territory.md

@@ -0,0 +1,15 @@
+O60 - Nannan & CO
+O46 - Yosuke
+O48 - Bennets
+O47 - Tomomi
+O59 - Jeff
+O49 - Mariko
+O55 - Rick
+O58 - Braxtons
+O53 - Kazu
+
+U13 - 
+U14 - Nishiokas 
+U15 - Aiko
+U16 - 
+U17 - 

.trash/Unknown, Rycom.md

@@ -0,0 +1,3 @@
+https://maps.app.goo.gl/thFeKAvCJWcoUMXv5
+
+Man found over intercom. Afternoons probably better. 

00-Meta/GEMINI.md

@@ -6,10 +6,11 @@ You are the AI Assistant for this personal knowledge management (PKM) vault, whi
 
 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.
+3.  **Verbosity:** You are naturally reserved and concise. However, always strive for clarity and thoroughness in explanations, including supporting examples where available, even if it means being more verbose than strictly necessary. Prioritize understanding over brevity.
 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).
+7. **Vault:** The entire vault is hosted via Obsidian, a software for writing and organizing Markdown documents. If building links or formatting, please make sure they work within Obsidian.
 
 ## Vault Structure & Conventions
 
@@ -77,17 +78,19 @@ Always respond in Markdown. Use headings, lists, and bold text for clarity.
 - **Value:** This complex, multi-step workflow allows for the synthesis of raw class notes into a structured, topic-based knowledge file, while also managing weekly homework assignments. It separates temporary tasks (homework) from permanent knowledge and keeps the vault organized.
 - **Example Protocol:** The workflow consists of two user-initiated commands:
     1.  **"Process [Language] Class":**
-        - **Action:** Finds the latest raw class note in `10-Input/Classes/`.
+        - **Action:** If the language is "Chinese", the **Chinese Note Completion Workflow** is run first on the target file.
+        - **Action:** Finds the latest raw class note in `10-Input/Classes/` that does not contain `processed: true` in its frontmatter.
         - **Action:** Extracts knowledge sections (e.g., "Random Words," "Main Point").
-        - **Action:** Intelligently merges this knowledge into the corresponding `20-Knowledge/Synthesized-[Language]-Class-Notes.md` file, organizing by topic rather than by date. New topics get new headings.
+        - **Action:** Intelligently merges this knowledge into the corresponding `20-Knowledge/Synthesized-[Language]-Class-Notes.md` file, organizing by topic. New entries are added under existing topic headings, and new topics get new headings. A date stamp in the format `- YYYY-MM-DD:` is added next to each new heading for tracking.
         - **Action:** Extracts the "Homework" section and overwrites the `10-Input/Classes/[Language]_Homework.md` file.
-        - **Action:** Add a brief synopsis of what we talked about last week above the homework
-        - **Action:** Deletes the source note from `10-Input/Classes/` after successful processing.
+        - **Action:** Creates a brief synopsis of the processed note's key topics, prepends it to the `[Language]_Homework.md` file, and then deletes any standalone synopsis file that was created.
+        - **Action:** Adds `processed: true` to the YAML frontmatter of the source note to prevent re-processing.
+        - **Action:** Deletes all but the most recent processed note for the given language in `10-Input/Classes/`.
         - **Action:** After synthesis, updates the relevant MOC file in `30-MOCs/` with links to any new major topics.
     2.  **"Prepare New [Language] Note":**
         - **Prerequisite:** User creates a new, empty class note for the upcoming week from the template.
         - **Action:** User provides the path to the new note.
-        - **Action:** The assistant reads the content from `10-Input/Classes/[Language]_Homework.md`.
+        - **Action:** The assistant reads the content from either the `[Language]_Homework.md` file or the most recent `[Language]_Synopsis_YYYY-MM-DD.md` file in `10-Input/Classes/`.
         - **Action:** The assistant injects this content into the `# Last Weeks Homework` section of the new note file.
 
 - **[Memory/Workflow Name]:** Daily Deck-Sweep Protocol
@@ -98,9 +101,82 @@ Always respond in Markdown. Use headings, lists, and bold text for clarity.
     3.  **Broken Link Check:** Scan the entire vault for internal links pointing to non-existent notes and report them.
     4.  **Workflow Integrity Check:** A self-audit to ensure temporary files from other workflows have been properly deleted.
 
-- **[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]
+- **[Memory/Workflow Name]:** Chinese Note Completion Workflow
+- **Value:** This workflow automatically completes Chinese vocabulary entries in notes by finding and filling in missing Hanzi, Pinyin, or English translations. It uses a dedicated Python script for Pinyin conversion.
+- **Example Protocol:**
+    1.  **Trigger:** Manually run on a specific Chinese note file.
+    2.  **Action:** The assistant scans the note for incomplete entries (missing Hanzi, Pinyin, or translation).
+    3.  **Action (Pinyin):** If Pinyin is missing, it executes the `00-Meta/scripts/get_pinyin.py` script with the Hanzi as an argument to get the correct Pinyin.
+    4.  **Action (Translation):** If the English translation is missing, it uses a web search to find the translation for the Hanzi/Pinyin.
+    5.  **Action (Hanzi):** If Hanzi is missing, it uses a web search with the Pinyin and/or translation to find the characters.
+    6.  **Action:** The assistant updates the note file with the completed entries.
+
+- **[Memory/Workflow Name]:** Prepare New Language Note Workflow
+- **Value:** Streamlines the creation of new language class notes by automatically populating them with the previous week's homework or synopsis, ensuring continuity and reducing manual setup.
+- **Example Protocol:**
+    1.  **User Request:** "Prepare New [Language] Note" (implicitly or explicitly).
+    2.  **Action:** Determines the current date to name the new note (e.g., `[Language] Class_YYYY-MM-DD.md`).
+    3.  **Action:** Creates an empty new note file in `10-Input/Classes/`.
+    4.  **Action:** Checks for the existence of `10-Input/Classes/[Language]_Homework.md`. If it doesn't exist, it creates an empty one.
+    5.  **Action:** Reads the content from `00-Meta/Templates/[Language] Class Template.md`.
+    6.  **Action:** Reads the content from `10-Input/Classes/[Language]_Homework.md`.
+    7.  **Action:** Injects the homework content into the `# Last Weeks Homework` section of the template content.
+    8.  **Action:** Writes the combined content to the newly created `10-Input/Classes/[Language] Class_YYYY-MM-DD.md` file.
+
+### Self-Recorded Memories
+
+- **[Memory/Workflow Name]:** Language Class Processing Workflow
+- **Value:** This complex, multi-step workflow allows for the synthesis of raw class notes into a structured, topic-based knowledge file, while also managing weekly homework assignments. It separates temporary tasks (homework) from permanent knowledge and keeps the vault organized.
+- **Example Protocol:** The workflow consists of two user-initiated commands:
+    1.  **"Process [Language] Class":**
+        - **Action:** If the language is "Chinese", the **Chinese Note Completion Workflow** is run first on the target file.
+        - **Action:** Finds the latest raw class note in `10-Input/Classes/` that does not contain `processed: true` in its frontmatter.
+        - **Action:** Extracts knowledge sections (e.g., "Random Words," "Main Point").
+        - **Action:** Intelligently merges this knowledge into the corresponding `20-Knowledge/Synthesized-[Language]-Class-Notes.md` file, organizing by topic. New entries are added under existing topic headings, and new topics get new headings. A date stamp in the format `- YYYY-MM-DD:` is added next to each new heading for tracking.
+        - **Action:** Extracts the "Homework" section and overwrites the `10-Input/Classes/[Language]_Homework.md` file.
+        - **Action:** Creates a brief synopsis of the processed note's key topics, prepends it to the `[Language]_Homework.md` file, and then deletes any standalone synopsis file that was created.
+        - **Action:** Adds `processed: true` to the YAML frontmatter of the source note to prevent re-processing.
+        - **Action:** Deletes all but the most recent processed note for the given language in `10-Input/Classes/`.
+        - **Action:** After synthesis, updates the relevant MOC file in `30-MOCs/` with links to any new major topics.
+    2.  **"Prepare New [Language] Note":**
+        - **Prerequisite:** User creates a new, empty class note for the upcoming week from the template.
+        - **Action:** User provides the path to the new note.
+        - **Action:** The assistant reads the content from either the `[Language]_Homework.md` file or the most recent `[Language]_Synopsis_YYYY-MM-DD.md` file in `10-Input/Classes/`.
+        - **Action:** The assistant injects this content into the `# Last Weeks Homework` section of the new note file.
+
+- **[Memory/Workflow Name]:** Daily Deck-Sweep Protocol
+- **Value:** A daily maintenance routine to ensure the vault remains organized, connected, and clean. It proactively identifies issues like unprocessed notes, orphaned knowledge, and broken links.
+- **Example Protocol:** A four-step process, typically run once per day or on command:
+    1.  **Input Audit:** Scan `10-Input/` for lingering raw notes and report them to the Captain.
+    2.  **Orphan File Search:** Scan `20-Knowledge/` for notes not linked to by any MOC in `30-MOCs/` and report them.
+    3.  **Broken Link Check:** Scan the entire vault for internal links pointing to non-existent notes and report them.
+    4.  **Workflow Integrity Check:** A self-audit to ensure temporary files from other workflows have been properly deleted.
+
+- **[Memory/Workflow Name]:** Chinese Note Completion Workflow
+- **Value:** This workflow automatically completes Chinese vocabulary entries in notes by finding and filling in missing Hanzi, Pinyin, or English translations. It uses a dedicated Python script for Pinyin conversion.
+- **Example Protocol:**
+    1.  **Trigger:** Manually run on a specific Chinese note file.
+    2.  **Action:** The assistant scans the note for incomplete entries (missing Hanzi, Pinyin, or translation).
+    3.  **Action (Pinyin):** If Pinyin is missing, it executes the `00-Meta/scripts/get_pinyin.py` script with the Hanzi as an argument to get the correct Pinyin.
+    4.  **Action (Translation):** If the English translation is missing, it uses a web search to find the translation for the Hanzi/Pinyin.
+    5.  **Action (Hanzi):** If Hanzi is missing, it uses a web search with the Pinyin and/or translation to find the characters.
+    6.  **Action:** The assistant updates the note file with the completed entries.
+
+- **[Memory/Workflow Name]:** Prepare New Language Note Workflow
+- **Value:** Streamlines the creation of new language class notes by automatically populating them with the previous week's homework or synopsis, ensuring continuity and reducing manual setup.
+- **Example Protocol:**
+    1.  **User Request:** "Prepare New [Language] Note" (implicitly or explicitly).
+    2.  **Action:** Determines the current date to name the new note (e.g., `[Language] Class_YYYY-MM-DD.md`).
+    3.  **Action:** Creates an empty new note file in `10-Input/Classes/`.
+    4.  **Action:** Checks for the existence of `10-Input/Classes/[Language]_Homework.md`. If it doesn't exist, it creates an empty one.
+    5.  **Action:** Reads the content from `00-Meta/Templates/[Language] Class Template.md`.
+    6.  **Action:** Reads the content from `10-Input/Classes/[Language]_Homework.md`.
+    7.  **Action:** Injects the homework content into the `# Last Weeks Homework` section of the template content.
+    8.  **Action:** Writes the combined content to the newly created `10-Input/Classes/[Language] Class_YYYY-MM-DD.md` file.
+
+- **[Memory/Workflow Name]:** Language Note Location Convention
+- **Value:** Language input notes are consistently stored within the `10-Input/Classes/` folder. This simplifies retrieval and processing workflows.
+- **Example Protocol:** All new and existing language class notes are expected to reside in `10-Input/Classes/`.
 
 ### 5. Self-Correction/Refinement
 

00-Meta/scripts/get_pinyin.py

@@ -0,0 +1,41 @@
+# -*- coding: utf-8 -*-
+"""
+This script converts a string of Chinese characters (Hanzi) into Pinyin with tone marks.
+
+Usage:
+    python get_pinyin.py "你的汉字"
+
+Example:
+    python get_pinyin.py "你好"
+    Expected output: nǐ hǎo
+"""
+import sys
+from pypinyin import pinyin, Style
+
+def get_pinyin(text):
+    """
+    Converts a string of Hanzi characters to a Pinyin string with tone marks.
+    
+    Args:
+        text (str): The Hanzi string to convert.
+        
+    Returns:
+        str: The resulting Pinyin string.
+    """
+    # The pinyin() function returns a list of lists, e.g., [['nǐ'], ['hǎo']]
+    # We use a list comprehension to flatten it and then join the elements with a space.
+    pinyin_list = pinyin(text, style=Style.TONE)
+    return " ".join([item[0] for item in pinyin_list])
+
+if __name__ == "__main__":
+    # Check if a command-line argument was provided
+    if len(sys.argv) > 1:
+        # The first argument (sys.argv[0]) is the script name,
+        # so the Hanzi text is the second argument (sys.argv[1]).
+        hanzi_text = sys.argv[1]
+        pinyin_output = get_pinyin(hanzi_text)
+        print(pinyin_output)
+    else:
+        # If no argument is provided, print the usage instructions.
+        print('Usage: python get_pinyin.py "你的汉字"')
+        print('Example: python get_pinyin.py "你好"')

10-Input/Classes/Chinese Class_2025-12-26.md

@@ -0,0 +1,57 @@
+---
+processed: true
+---
+
+# Last Weeks Homework
+---
+Synopsis for Chinese Class_2025-12-15.md:
+Key topics included vocabulary related to relationships and future plans, such as 'hate', 'visa', 'marriage options', and 'progress'. New grammar patterns were introduced for expressing remaining time (`jùlí...hái shèng...`) and asking about progress (`...yǒu shé me jìnzhǎn ma?`). The phrase 'Kàn kàn zàishuō' (Let's wait and see) was also a key point.
+---
+
+# Homework
+- 3 Sentences of using "SUBJ + jùlí + ACTION + hái shèng + TIME LEFT"
+	- Wǒmen jùlí huí Rìběn hái shèng san Gè yuè
+	- Wǒ jùlí Huīfù gongzuo hái shèng yige xingqi
+	- Wǒ jùlí zuofan hái shèng yige Xiǎoshí
+- 3 Sentences using “SUBJ + yǒu shénme jìnzhǎn ma?”
+	- Qiúzhí yǒu shénme jìnzhǎn ma?
+	- Zhǎodào yīgè jiemei yǒu shénme jìnzhǎn ma?
+	- zuofan yǒu shénme jìnzhǎn ma?
+- 2 conversations using "Kàn kàn zàishuō"
+
+# Random Words
+- 曲奇饼 -> Qū qí bǐng -> Cookie
+- 我知道很多朋友倒时差，都吃安眠药
+	- Wǒ zhīdào hěnduō péngyǒu dào shíchā, dōu chī ānmiányào
+	- I know many of my friends take sleeping pills to cope with jet lag.
+- 褪黑素 // Tuì hēi sù // Melatonin
+- 我在蒲团上睡了三个月
+	- Wǒ zài pútuán shàng shuìle sān gè yuè
+	- I slept on a futon for three months.
+- 地面 // Dìmiàn // Floor
+- 我已经习惯日本的生活了
+	- Wǒ yǐjīng xíguàn rìběn de shēnghuóle
+	- I've gotten used to life in Japan.
+- 困惑 // kùnhuò // Confused
+- 她的想法一团糟
+	- Tā de xiǎngfǎ yītuánzāo
+	- Her thoughts were a complete mess.
+- 爱子帮我给家人选礼物
+	- Àiko bāng wǒ gěi jiā rénxuǎn lǐwù
+	- Aiko helped me choose gifts for the family.
+- 这个名字很适合她
+	- Zhège míngzì hěn shìhé tā
+	- This name suits her very well.
+		- Marianna
+- 他看起来跟我很亲密
+	- Tā kàn qǐlái gēn wǒ hěn qīnmì
+	- He seemed very close to me.
+
+# Main Point
+- 我学到”女人心,海底针“
+	- Wǒ xué dào ”nǚrén xīn, hǎidǐ zhēn“
+	- I learned the saying, "A woman's heart is like a needle at the bottom of the sea."
+		- Means that a Woman's heart is incredibly hard to understand and predict
+
+# Homework
+- Recite all sentences.

10-Input/Classes/Chinese Class_2026-01-01.md

@@ -0,0 +1,96 @@
+# Last Weeks Homework
+---
+Synopsis for Chinese Class_2025-12-26.md:
+Key topics from this class included new vocabulary such as 'cookie', 'melatonin', 'futon', 'getting used to life in Japan', 'confusion', 'messy thoughts', 'choosing gifts', and 'feeling close to someone'. A notable idiom learned was "A woman's heart is like a needle at the bottom of the sea," signifying the difficulty in understanding a woman's feelings.
+---
+
+- 我学到”女人心,海底针“
+	- Wǒ xué dào ”nǚrén xīn, hǎidǐ zhēn“
+	- I learned the saying, "A woman's heart is like a needle at the bottom of the sea."
+		- Means that a Woman's heart is incredibly hard to understand and predict
+
+# Random Words
+- 我没有睡好，很累
+	- Wǒ méiyǒu shuì hǎo, hěn lèi
+	- I didn't sleep well and I'm very tired.
+- 我还是在倒时差
+	- Wǒ háishì zài dào shíchā
+	- I'm still adjusting to the time difference.
+- 今天我睡到了七点
+	- Jīntiān wǒ shuì dàole qī diǎn
+	- Today I slept until 7 o'clock
+- 我刚才小睡了一会
+	- Wǒ gāngcái xiǎoshuìle yī huǐ
+	- I just took a short nap
+- 昨天我去我大爷家吃饭了
+	- Zuótiān wǒ qù wǒ dàyé jiā chīfànle
+	- Yesterday I went to my oldest uncles house to eat
+- 我吃了很多好吃的
+	- Wǒ chīle hěnduō hào chī de
+	- I ate lots of delicious things
+- 猪蹄
+	- Zhū tí
+	- pig trotters
+- 酱牛肉
+	- Jiàng niúròu
+	- Braised beef (in soy sauce)
+- 蚕蛹
+	- Cányǒng
+	- silkworm chrysalis
+
+# Main Point
+## Conversation about Economy (Cont.)
+
+A: 师傅，最近生意怎么样呢？  
+A: Shīfu, zuìjìn shēngyi zěnme yàng ne?  
+A: Sir, how's business lately?  
+
+B: 最近不太好。  
+B: Zuìjìn bù tài hǎo。  
+B: Not really good lately.  
+  
+A: 疫情之后，各行各业都不太好。  
+A: Yìqíng zhi1hòu, gè háng gè yè dōu bù tài hǎo.  
+A: Since the pandemic, things have been rough for all industries.  
+  
+B: 对啊，什么都涨，就是工资不涨。  
+B: Duì a, shénme dōu zhǎng, jiùshì gōngzī bù zhǎng.  
+B: Yeah, everything is going up in price, except wages.  
+  
+A: 师傅，你觉得以后经济会怎么样？  
+A: Shīfu, nǐ juédé yǐhòu jīngjì huì zěnme yàng?  
+A: Sir, what do you think the economy will be like in the future?  
+
+B: 以后可能会越来越不好。  
+B: Yǐhòu kěnéng huì yuè lái yuè bù hǎo.  
+B: The future will keep getting worse.
+
+A: 我也同意。你觉得我们可以怎样应付经济难题呢
+A: Wǒ yě tóngyì. Nǐ juédé wǒmen kěyǐ zěnyàng yìngfù jīngjì nántí ne？
+A: I agree too. How do you think we can cope with the economic difficulties?
+
+B: 那就省着点儿花呗
+B: Nà jiù shěngzhe diǎn'er huā bei
+B: Then just 
+	- 呗/bei - you can stick at the end of an obvious sentence to soften the tone, and not to make the person sound like an idiot. 
+	- 着/zhe - denotes that the action should be done over a period of time, not just a single occurrence.
+
+A: 没错，这是个好办法，除此之外，我觉得心态也很重要，您觉得呢？
+A: Méi cuò, zhè shìgè hǎo bànfǎ, chú cǐ zhī wài, wǒ juédé xīntài yě hěn zhòngyào, nín juédé ne?
+A: No mistake, this is a good way, besides that, I feel attitude is very important, what do you think?
+
+B: 对，没错
+B: Duì, méi cuò
+B: Yes, that's right.
+
+A: 前几天我看到一句话说：“所以，总不要为明天忧虑，明天有明天的忧虑。每一天的难题已经够多了"。您觉得有道理吗？
+A: Qián jǐ tiān wǒ kàn dào yījù huàshuō:“Suǒyǐ, zǒng bùyào wéi míngtiān yōulǜ, míngtiān yǒu míngtiān de yōulǜ. Měi yītiān de nántí yǐjīng gòu duōle". Nín juédé yǒu dàolǐ ma?
+A: A few days ago I saw a quote that said, "Therefore, do not worry about tomorrow, for tomorrow will worry about itself. Each day has enough trouble of its own." Do you think that makes sense?
+	- Can be used as its own structure. **Qián jǐ tiān wǒ kàn dào yījù huàshuō:{{INSERT SCRIPTURE}} Nín juédé yǒu dàolǐ ma?**
+
+B: 非常有道理
+B: Fēicháng yǒu dàolǐ
+B: Very much makes sense
+
+# Homework
+- Recite the conversation

10-Input/Classes/Chinese_Homework.md

@@ -1,6 +1,14 @@
-# Homework
-我有+ADJ1+,又+ADJ2
-Wǒ yǒu +ADJ1+, yòu +ADJ2
-I am ADJ1, and ADJ2
+---
+Synopsis for Chinese Class_2025-12-26.md:
+Key topics from this class included new vocabulary such as 'cookie', 'melatonin', 'futon', 'getting used to life in Japan', 'confusion', 'messy thoughts', 'choosing gifts', and 'feeling close to someone'. A notable idiom learned was "A woman's heart is like a needle at the bottom of the sea," signifying the difficulty in understanding a woman's feelings.
+---
 
-Make 6 Sentences by using this structure
+- 3 Sentences of using "SUBJ + jùlí + ACTION + hái shèng + TIME LEFT"
+	- Wǒmen jùlí huí Rìběn hái shèng san Gè yuè
+	- Wǒ jùlí Huīfù gongzuo hái shèng yige xingqi
+	- Wǒ jùlí zuofan hái shèng yige Xiǎoshí
+- 3 Sentences using “SUBJ + yǒu shénme jìnzhǎn ma?”
+	- Qiúzhí yǒu shénme jìnzhǎn ma?
+	- Zhǎodào yīgè jiemei yǒu shénme jìnzhǎn ma?
+	- zuofan yǒu shénme jìnzhǎn ma?
+- 2 conversations using "Kàn kàn zàishuō"

10-Input/Classes/Japanese Class_2025-12-31.md

@@ -0,0 +1,49 @@
+---
+processed: true
+---
+# Last Weeks Homework
+# Synopsis from 2025-12-23 Class
+
+This week's lesson covered three main points:
+1.  **Cause and Effect with (と):** Using 「と」 to connect a cause and its natural, inevitable effect (e.g., "If I eat, I get sleepy").
+2.  **Sequencing with (てから):** Using the て-form of a verb followed by 「から」 to clearly indicate that one action happens *after* another is completed (e.g., "After I shower, I will eat").
+3.  **Transitive (他動詞) vs. Intransitive (自動詞) Verbs:** Understanding the fundamental difference between verbs that take a direct object (marked with を) and verbs that describe a state change on their own (marked with が).
+
+# Random Words
+- 真冬 -> まふゆ -> Mid-Winter
+- 頭がぼうっとします -> My head feels foggy
+- 初詣 -> はつもうで -> First visit of the year to a shrine
+- 合格ごうかく -> しますように
+- 健康 -> けんこう -> Health
+- 聖なる力 -> せいなるちから -> Holy Spirit
+- 下す -> くだす -> to lower
+- 戻る -> もどる -> To go back
+	- As opposed to 帰る, which means to go back to a specific location. 帰る gives the sense of going back to someplace that's considered like a "home base". So not only your actual home, country, etc., but could be some place with a home-like feeling to it (your relatives' town, the city where you went to college, etc.) 
+- 硝子 -> ガラス -> Glass
+
+# Main Point
+## ~ように
+Usually used in prayers. You can stick ~ように after a polite conjugated verb if your asking for something. It should be in the passive form (～られる)。
+
+健康でいられますように -> Please let my health be good
+牛肉を食べられますように -> Please let me eat beef.
+
+## Japanese Transitive & Intransitive Verbs
+Note to Gemini AI: Please find this in the current synthesized file, and add this chart of words beneath it.
+
+When using Intransitive Verbs, its usually best to use ～ている form, because the thing is in a state of being whatever.
+
+| **Transitive (他動詞)** | **Intransitive (自動詞)** | **English Meaning**          |
+| -------------------- | ---------------------- | ---------------------------- |
+| **開ける** (あける)        | **開く** (あく)            | To open                      |
+| **閉める** (しめる)        | **閉まる** (しまる)          | To close                     |
+| **入れる** (いれる)        | **入る** (はいる)           | To put in / To enter         |
+| **出す** (だす)          | **出る** (でる)            | To take out / To go out      |
+| **点ける** (つける)        | **点く** (つく)            | To turn on (light/appliance) |
+| **消す** (けす)          | **消える** (きえる)          | To turn off / To disappear   |
+| **壊す** (こわす)         | **壊れる** (こわれる)         | To break                     |
+| **汚す** (よごす)         | **汚れる** (よごれる)         | To make dirty / To get dirty |
+| **落とす** (おとす)        | **落ちる** (おちる)          | To drop / To fall            |
+| **沸かす** (わかす)        | **沸く** (わく)            | To boil (water)              |
+| 割る (わる)              | 割れる (われる)              | To shatter                   |
+| 折る (おる)              | 折れる (おれる)              | To Fold                      |

10-Input/Classes/Japanese_Homework.md

@@ -0,0 +1,5 @@
+# Synopsis from 2025-12-31 Class
+
+This week's lesson covered two main points:
+1.  **Prayers with (~ように):** Using 「ように」 at the end of a sentence to express a wish or prayer (e.g., "I hope I can eat beef").
+2.  **More Transitive (他動詞) & Intransitive (自動詞) Verbs:** Added more verb pairs to the list, such as 割る/割れる (to shatter) and 折る/折れる (to fold).

10-Input/Classes/Japanese_Synopsis_2025-11-03.md

@@ -1,7 +0,0 @@
-# Japanese Class Synopsis (Week of 2025-10-30)
-
-Here is a quick synopsis of the main grammar points for your reference.
-
-*   **Difficulty (`-にくい`):** To say something is difficult to do, add `-にくい` to the verb stem (e.g., `食べにくい` - hard to eat).
-*   **Receiving Favors (`〜てもらいます`):** Use this when you receive an action or favor from someone else. The focus is on you, the receiver.
-*   **Polite Requests (`〜ていただけませんか`):** This is a very polite and formal way to ask someone to do something for you, essentially "Would you please do...?"

20-Knowledge/General Notes.md

@@ -44,7 +44,7 @@ Restore: 1p2fbtgmfr\
 ## Misc
 
 *   **shatteredr3ams**
-*   The Works Cleaner + Aluminium Foil + Bottle = Boom
+*   The Works Cleaner + Aluminum Foil + Bottle = Boom
 *   志愿煆 - Zhi4yuan4 Xia1
 *   5/13/21 - bbva - 1168.68
 
@@ -58,4 +58,8 @@ Restore: 1p2fbtgmfr\
 > Ten years to sharpen a sword.
 > ​Its sharp bright edge never tried.
 > ​Today I show it to you,
-> ​For whom justice was denied.
+> ​For whom justice was denied?
+
+# Delta
+9205563647
+Delta5000SkyMiles

20-Knowledge/Okinawa/Ginowan Letter/TODO.md

@@ -0,0 +1,6 @@
+- Get Austins Application in PDF form
+
+At Konbini:
+- Print out Application PDF's
+- Print out copies of Passport & Drivers License
+- Get Photos to paste on Application

20-Knowledge/Okinawa/Letter/Austin/Austin - Cover Letter.md

@@ -0,0 +1,51 @@
+Austin Owens
+4221 Happy Trail 
+Panama City FL, 32404
+(850)-247-1414
+austintowens2014@gmail.com
+November 17 2025
+
+Current ASL interpreter for deaf and hard of hearing for all of K-12 
+
+
+ 
+Dear Members of the Board of Education,
+
+I am writing to express my strong interest in potentially working in the English teaching field within the Uruma City school system in Okinawa.
+
+My name is Austin Owens. I am currently an ASL interpreter based in the United States, providing services remotely for K-12 students through a professional interpreting agency. I hold a Bachelor's Degree and a 120-hour TESOL (Teaching English to Speakers of Other Languages) certification, which further informs my understanding of language acquisition and diverse learning needs. I bring over two years of hands-on experience working directly within the U.S. school system, supporting deaf, hard-of-hearing, and hearing students across a wide range of academic subjects and grade levels. My background includes not only interpreting but also actively assisting students in their daily coursework, demonstrating a comprehensive commitment to the educational environment.
+
+While I currently reside in the United States, I have recently had the privilege of spending time in Okinawa, specifically from October to December. This experience has deepened my commitment to relocating and establishing a long-term professional presence in Uruma City. I am actively researching and pursuing the necessary visa options to facilitate a sustainable and dedicated transition to Japan.
+
+I believe I would be a valuable addition to your team because of my passion for education and my proven track record in the K-12 environment. I am deeply committed to facilitating communication, supporting young minds in their growth, and fostering an inclusive and engaging learning atmosphere.
+
+Thank you for your time and consideration. I am eager to discuss how my experience and qualifications can benefit the students and staff of Uruma City schools. I look forward to the possibility of hearing from you regarding any available or future positions.
+
+Sincerely,
+Austin Owens
+<div style="page-break-after: always;"></div>
+オースティン・オーウェンズ
+4221 Happy Trail
+Panama City FL, 32404
+(850)-247-1414
+austintowens2014@gmail.com
+
+2025年11月17日
+
+教育委員会の皆様
+
+拝啓
+
+沖縄県うるま市の学校制度における英語教育の分野で働かせていただく機会に対し、強い関心を抱き、ご連絡いたしました。
+
+私の名前はオースティン・オーウェンズと申します。現在、米国を拠点に、専門の通訳機関を通じて幼稚園から高校までの生徒を対象としたアメリカ手話（ASL）の遠隔通訳者として勤務しております。学士号および120時間のTESOL（他言語話者への英語教授法）認定資格を保有しており、これらの資格は言語習得と多様な学習ニーズへの理解をさらに深めるものとなっております。米国の学校制度内で直接、2年以上にわたり実務経験を積んでまいりました。その中で、聴覚障がいを持つ生徒、難聴の生徒、そして健聴の生徒を、幅広い学術科目と学年レベルで支援してまいりました。私の経験は通訳に留まらず、生徒たちの日々の学業を積極的に支援することも含んでおり、教育環境への包括的な貢献を実証してまいりました。
+
+現在、米国に居住しておりますが、最近10月から12月にかけて沖縄に滞在する機会に恵まれました。この経験を通じて、うるま市に移住し、長期的な専門職としてのキャリアを築きたいという決意を新たにいたしました。日本への持続可能で献身的な移주を実現するため、必要なビザの選択肢について積極的に調査し、手続きを進めております。
+
+教育への情熱と、幼稚園から高校までの教育環境における確かな実績から、貴校のチームにとって価値ある一員となれると確信しております。コミュニケーションを促進し、若者たちの成長を支え、包括的で魅力的な学習環境を育むことに、私は深く尽力してまいります。
+
+お時間を割いてご検討いただき、誠にありがとうございます。私の経験と資格が、うるま市の生徒たちや職員の皆様にどのように貢献できるか、お話しできることを楽しみにしております。現在または将来の募集職種に関して、ご連絡をいただける可能性を心より待ちしております。
+
+敬具
+
+オースティン・オーウェンズ

20-Knowledge/Okinawa/Letter/BoE.md

@@ -0,0 +1,11 @@
+お忙しい中すみません。
+
+私たちは、アメリカ出身の英語教師 スペンサー・グライムズと オースティン・オーウェンと申します。
+
+沖縄市において英語教育に携わりたく、教育委員会の採用について伺いに参りました。
+
+応募に必要と思われる書類をこちらのフォルダーにまとめておりますので、ご確認いただけますと幸いです。
+
+もし追加書類や手続きが必要な場合は、どうかお知らせください。
+
+ご多忙のところ恐れ入りますが、何卒よろしくお願いいたします。

20-Knowledge/Okinawa/Letter/INIT.md

@@ -0,0 +1,3 @@
+お忙しいところすみません。
+私たちはアメリカから来た英語教師です。
+教育委員会に申込みをしたいのですが、担当窓口がどちらか教えていただけますでしょうか。

20-Knowledge/Okinawa/Letter/Letter to Japanese BoE.md

@@ -0,0 +1,33 @@
+To the Esteemed Members of the Okinawa Board of Education,
+
+We are writing to express our enthusiastic interest in any available English teaching positions for which we are qualified. Our names are Spencer Grimes and Austin Owens, and we are both native English speakers from the United States, each holding a Bachelor's Degree in Teaching.
+
+With a shared passion for education, we are eager to contribute to the academic development of students in Okinawa. We are both diligently studying Japanese through private lessons to facilitate better communication and integration within the school and local community. It is our sincere hope to not only enhance the English language abilities of children but also to be positive members of the Okinawan society.
+
+Attached, you will find our individual letters of introduction, which provide further detail on our specific skills, qualifications, and teaching philosophies, along with copies of our degrees and certifications. As American citizens, we will require visa sponsorship to work in Japan.
+
+Thank you for your time and consideration. We look forward to the possibility of discussing our application with you further.
+
+Sincerely,
+
+Spencer Grimes & Austin Owens
+
+---
+<div style="page-break-after: always;"></div>
+
+沖縄県教育委員会 御中
+
+拝啓
+
+私達は、資格を有する英語教員の職に空きがございましたら、ぜひ応募させていただきたく、ご連絡いたしました。私達の名前はスペンサー・グライムスとオースティン・オーウェンズと申します。共にアメリカ合衆国出身の英語を母国語とする者であり、それぞれが教育学の学士号を取得しております。
+
+教育に対する共通の情熱を胸に、沖縄の生徒たちの学力向上に貢献したいと強く願っております。現在、私どもは学校や地域社会との円滑なコミュニケーションと融和を図るため、個人レッスンを通じて日本語の学習に真摯に取り組んでおります。子供たちの英語能力の向上に貢献するだけでなく、沖縄社会の良き一員となることが、私どもの心からの願いでございます。
+
+本状には、それぞれの自己紹介状を添付いたしました。これらには、私どもの具体的なスキル、資格、教育理念に関する詳細が記されております。また、学位及び資格証明書の写しも同封しております。米国市民であるため、日本で就労するにはビザの発給支援をいただく必要がございます。
+
+ご多忙の折とは存じますが、ご検討いただけますと幸いです。皆様と私どもの応募について、さらに詳しくお話しできる機会を心より楽しみにしております。
+
+敬具
+
+スペンサー・グライムス
+オースティン・オーウェンズ

20-Knowledge/Okinawa/Letter/Note.md

@@ -0,0 +1 @@
+教育委員会への書類を提出しに参ったのですが、こちらで受け取っていただけますでしょうか？

20-Knowledge/Okinawa/Letter/Spencer/Degree Translation in Japanese.md

@@ -0,0 +1,73 @@
+---
+# Obsidianのプロパティ（YAMLフロントマター）
+title: URH卒業証書・成績証明書 日本語訳
+source: URH Diploma & Transcript_Grimes, Spencer.pdf
+recipient: グライムズ・スペンサー・スコット
+qualification: 教育科学学士
+language: 日本語
+tags:
+  - 翻訳
+  - 学位
+  - 成績証明書
+---
+
+# 🇯🇵 ハイチ・ルネサンス大学 学位記・成績証明書 日本語訳
+
+## 🎓 卒業証書 (Diploma) [^1]
+
+| フランス語 (Original French)                                                                                                                                                                                         | 日本語訳 (Japanese Translation)                                                   |
+| :-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | :---------------------------------------------------------------------------- |
+| Université de la Renaissance d'Haiti URH-ISAG Faculté autonome francophone de Management international                                                                                                          | ハイチ・ルネサンス大学 URH-ISAG 国際マネジメント自律的フランス語学部                                       |
+| Nous, les représentants des sous-signées délivrons au lauréat de la Faculté ci-dessous et nommé: **GRIMES SPENCER SCOTT** le diplôme de: **Licence en sciences de l'Education** option **éducation secondaire** | 署名した我々は、下記学部の卒業生である **グライムズ・スペンサー・スコット** に、**教育科学学士**、専攻は**中等教育**の卒業証書を授与します。 |
+| UNESCO ISCED 6                                                                                                                                                                                                  | ユネスコ国際標準教育分類 (ISCED) 6                                                        |
+| Fait le: **17/06/25**                                                                                                                                                                                           | 作成日: **2025年6月17日**                                                           |
+| Numéro d'enregistrement: **2025-1706/1630**                                                                                                                                                                     | 登録番号: **2025-1706/1630**                                                      |
+|                                                                                                                                                                                                                 |                                                                               |
+
+## 📝 成績証明書 (Transcript: RELEVE DE NOTES) [^2]
+
+### 基本情報
+
+| 項目 (French/English) | 内容 (Content) | 日本語訳 (Japanese Translation) |
+| :--- | :--- | :--- |
+| Étudiant(e) | **GRIMES, SPENCER SCOTT** | 学生名：**グライムズ、スペンサー・スコット** |
+| Titre du programme | **sciences de l'éducation option Éducation secondaire** | プログラム名：**教育科学**、専攻 **中等教育** |
+| Scolarité à temps plein | **4 années complètes** | 全日制の修学期間：**4年間** |
+| Total CTS années 1-4 | **240** | 1～4年次のCTS合計：**240** |
+| **Moyenne générale** | **B+** | **総合平均：B+** |
+| Échelle évaluations | A (100-95pts) / B (94-66pts) / C (65-50pts) | 評価基準：A (100-95点) / B (94-66点) / C (65-50点) |
+
+### 主要科目と成績 (抜粋)
+
+| 授業コード | 授業名（仏語） | 日本語訳 (Japanese Translation) | 成績 (Note) |
+| :--- | :--- | :--- | :--- |
+| 1er UV | cours avancé de méthodologie TESOL | TESOL上級指導法 | B+ |
+| 3e UV | phonétiques | 音声学 | A+ |
+| 5e UV | introduction à la grammaire anglaise | 英文法入門 | B+ |
+| 9e UV | l'humanité en quête de sens | 意味を追求する人間性 | A+ |
+| 1er UVS | histoire des Amériques de l'Antiquité | 古代アメリカの歴史 | A+ |
+| 4e UVS | chinois mandarin élémentaire | 中国語（北京語）初級 | B+ |
+| 6e UVS | chinois mandarin avancé | 中国語（北京語）上級 | B+ |
+| 4e Année | Travail final de 4e année avec soutenance de thèse | 4年次の最終課題と論文発表 | B |
+
+## 📑 ディプロマ・サプリメント (Diploma Supplement) [^3]
+
+| 項目 (Section) | フランス語/英語 (Original French/English) | 日本語訳 (Japanese Translation) |
+| :--- | :--- | :--- |
+| **1. 資格取得者情報** | Name: **Grimes, Spencer Scott** | 氏名: **グライムズ、スペンサー・スコット** |
+| | Country of birth: **USA** | 出生地: **アメリカ合衆国** |
+| **2. 資格情報** | Name of qualification: **Bachelor of Arts** | 資格の名称: **文学士** |
+| | Specialization: **Education** Option: **Secondary Education** | 専門分野: **教育** 選択科目: **中等教育** |
+| | Languages of instruction / examination: **X English** | 授業/試験の言語: **英語にチェック** (X English) |
+| **3. 資格のレベル** | Overall classification: **B+** | 全体の分類: **B+** |
+| | Grading distribution guidance (Excellent) | 評価指針（優）：A |
+| **5. サプリメントの証明** | Date: **06/17/25** | 日付: **2025年6月17日** |
+| | Signature/name: **PROVOST Patrice - General Secretary** | 署名/氏名: **プロヴォスト・パトリス - 事務局長** |
+
+***
+
+### 参考文献 (References/Citations)
+
+[^1]: 原本ファイルの1ページ目に記載された「卒業証書」の内容を参照。
+[^2]: 原本ファイルの2ページ目に記載された「成績証明書（RELEVE DE NOTES）」の内容を参照。
+[^3]: 原本ファイルの3ページ目に記載された「ディプロマ・サプリメント」の内容を参照。

20-Knowledge/Okinawa/Letter/Spencer/Spencer Grimes - CV.md

@@ -0,0 +1,50 @@
+Spencer Grimes
++1 (470) 336-2298 | toamidan@gmail.com
+Uruma City, Okinawa, Japan
+
+November 17, 2025
+
+To the Esteemed Members of the Okinawa Board of Education,
+
+I am writing to express my keen interest in an English Teacher position within the Okinawa school system. As a holder of a Bachelor's Degree in Education and a 120-hour TESOL certification, I was thrilled to see potential opportunities to apply my skills. I am currently residing in Uruma City and am available for an in-person interview at your earliest convenience. I have also attached my resume in both English and Japanese for review. 
+
+For over a decade, I have dedicated 10-15 hours per week to teaching, developing a strong ability to tailor educational content to the unique needs of both individual students and groups. My approach is further enriched by a college-grade understanding of Applied Neuroscience and Learning, which provides me with a deeper insight into the learning process. My TESOL training has also equipped me with a familiarity with over forty distinct teaching methodologies, ensuring I can adapt to a variety of classroom scenarios.
+
+My commitment to becoming an effective educator in Japan extends beyond the classroom. I have been diligently studying the Japanese language and can currently read approximately 1,500 kanji. I am confident this dedication will allow for smoother communication with colleagues and a deeper connection with the local community, which is a priority for me.
+
+Please note that I am in Okinawa on a temporary stay until December 24th and would require visa sponsorship for long-term employment. My resume is attached for your review.
+
+Thank you for your time and consideration. I am very enthusiastic about the possibility of contributing to the education of students in Okinawa.
+
+Sincerely,
+
+Spencer Grimes
+
+---
+
+<div style="page-break-after: always;"></div>
+スペンサー・グライムス
++1 (470) 336-2298 | toamidan@gmail.com
+沖縄県うるま市
+
+2025年11月17日
+
+沖縄県教育委員会 御中
+
+拝啓
+
+沖縄県の教育現場における英語教師の職務に対し、深い関心を抱いております。教育学の学士号、ならびに120時間のTESOL認定資格を保有しており、これまでの経験を活かす機会を頂戴できれば大変光栄に存じます。現在うるま市に在住しておりますので、ご都合のよろしい折に、いつでも面接にお伺いできます。ご検討いただけますよう、和英両方の履歴書を添付いたしました。
+
+過去10年以上にわたり、週10時間から15時間を指導に充て、生徒一人ひとりやグループの特性に合わせた教育内容を柔軟に提供するスキルを磨いてまいりました。応用神経科学および学習に関する大学レベルの知見が、私の教育アプローチをさらに深め、学習プロセスへのより優れた洞察を可能にしております。加えて、TESOLトレーニングを通じて40種類以上の指導法を習得しており、多様な教育環境に順応できるものと自負しております。
+
+日本において優れた教育者となるための私の取り組みは、教室だけに留まりません。日本語の学習にも真摯に励んでおり、現在までに約1500字の漢字を習得いたしました。この努力は、同僚の皆様との円滑な意思疎通、そして私が何よりも大切に考えております地域社会との深い繋がりを築く上で、必ずや助けとなると信じております。
+
+誠に恐縮ながら、現在12月24日までの短期滞在中であるため、長期にわたる雇用にはビザの発給支援を賜りますようお願い申し上げます。
+
+ご多忙の折とは存じますが、ご検討いただけますと幸いです。沖縄の生徒たちの教育に貢献できますことを、心より願っております。
+
+敬具
+
+スペンサー・グライムス
+
+---

20-Knowledge/Personal Projects/Blight/AGENTS.md

@@ -0,0 +1,622 @@
+## Project Overview
+
+Building a centralized AI-powered hub that connects personal devices, processes information, and makes intelligent decisions using Google Gemini API. The system manages markdown notes (Obsidian vault), sends reminders, and executes automations across 20-30 personal devices.
+
+## Core Requirements
+
+- **Scale**: Personal use, 20-30 devices maximum
+- **Deployment**: Docker Compose on Linux server
+- **AI**: Google Gemini API with caching and rate limiting
+- **Notes**: Obsidian vault synced via Git (read-write access)
+- **Network**: All devices connected via VPN (bidirectional communication)
+- **Notifications**: Primary channel is Discord webhooks
+- **Integrations**: Home Assistant (optional middleware)
+- **Storage**: 7-day data retention for events/logs
+
+## Technology Stack
+
+### Hub (Docker Compose Services)
+- **API**: FastAPI (Python)
+- **Database**: PostgreSQL 16
+- **Vector DB**: ChromaDB (note embeddings)
+- **Cache/Queue**: Redis 7
+- **Worker**: Background task processor
+
+### Device Agents
+- **Language**: Python (cross-platform)
+- **Deployment**: 
+  - Linux: systemd service
+  - Windows: Task Scheduler / Windows Service
+  - Mobile: Termux (Android) / Shortcuts (iOS)
+
+### External Services
+- **AI**: Google Gemini API
+- **Notifications**: Discord webhooks
+- **Home Automation**: Home Assistant REST API
+- **Code Repository**: Gitea (local, for agent updates)
+- **Version Control**: Git (Obsidian vault sync)
+
+## Architecture Decisions
+
+### Note Management
+- Hub has **read-write** access to Obsidian vault
+- Git workflow: pull → process → commit → push
+- Reminder lines **deleted** after processing (clean removal)
+- Git conflicts trigger Discord alerts for manual resolution
+
+### Device Communication
+- Devices authenticate with API keys
+- Agents report events and queue locally if hub offline
+- Hub can send commands to devices (predefined command set)
+- Agent state is authoritative over hub's cached state
+
+### AI Integration (Gemini)
+- 24-hour cache for similar queries (Redis)
+- Rate limit: 100 requests/hour
+- Circuit breaker: 5 failures = 15min pause
+- Fallback: Simple regex parsing if Gemini unavailable
+
+### Data Management
+- Events/logs: 7-day retention, auto-cleanup
+- Completed reminders: Delete after processing
+- Agent timezones: Translate to hub timezone
+- Incremental note indexing using `git diff`
+
+### Automation Rules
+- YAML configuration files (version controlled)
+- Home Assistant handles repeatable triggers
+- Hub handles one-off events and AI decisions
+
+## Project Structure
+
+```
+personal-ai-hub/
+├── AGENTS.md                    # This file - update as you progress
+├── README.md                    # User-facing documentation
+├── docker-compose.yml           # Service orchestration
+├── .env.example                 # Environment variables template
+├── .gitignore
+│
+├── hub/
+│   ├── Dockerfile
+│   ├── requirements.txt
+│   ├── main.py                  # FastAPI application entry point
+│   ├── worker.py                # Background task processor
+│   ├── models.py                # Database models (SQLAlchemy)
+│   ├── schemas.py               # Pydantic schemas for API
+│   ├── config.yaml.example      # Automation rules template
+│   ├── alembic/                 # Database migrations
+│   │   ├── alembic.ini
+│   │   └── versions/
+│   ├── api/
+│   │   ├── __init__.py
+│   │   ├── devices.py           # Device registration endpoints
+│   │   ├── events.py            # Event submission/retrieval
+│   │   ├── reminders.py         # Reminder management
+│   │   ├── webhooks.py          # Webhook endpoints
+│   │   ├── health.py            # Health check endpoint
+│   │   └── admin.py             # Admin/management endpoints
+│   ├── services/
+│   │   ├── __init__.py
+│   │   ├── gemini.py            # Gemini API client
+│   │   ├── notes.py             # Markdown parser & git operations
+│   │   ├── reminders.py         # Reminder scheduling logic
+│   │   ├── webhooks.py          # Discord/webhook sender
+│   │   ├── home_assistant.py    # HA integration
+│   │   ├── automation.py        # YAML rule engine
+│   │   ├── vector_store.py      # ChromaDB interface
+│   │   └── cache.py             # Redis caching layer
+│   ├── utils/
+│   │   ├── __init__.py
+│   │   ├── auth.py              # API key authentication
+│   │   ├── logging.py           # Structured logging
+│   │   └── timezone.py          # Timezone conversion
+│   └── tests/
+│       ├── test_api.py
+│       ├── test_notes.py
+│       ├── test_reminders.py
+│       └── test_automation.py
+│
+├── agent/
+│   ├── agent.py                 # Main agent script
+│   ├── requirements.txt
+│   ├── config.example.json      # Agent configuration template
+│   ├── version.txt              # Current agent version
+│   ├── collectors/
+│   │   ├── __init__.py
+│   │   ├── system_metrics.py   # CPU, memory, disk
+│   │   ├── application.py      # Running apps, active window
+│   │   └── custom.py           # User-defined collectors
+│   ├── executors/
+│   │   ├── __init__.py
+│   │   └── commands.py         # Command execution handlers
+│   ├── install/
+│   │   ├── install.sh          # Linux installation script
+│   │   ├── install.ps1         # Windows installation script
+│   │   ├── systemd/
+│   │   │   └── hub-agent.service
+│   │   └── windows/
+│   │       └── task-scheduler.xml
+│   └── tests/
+│       └── test_agent.py
+│
+├── docs/
+│   ├── setup.md                 # Initial setup guide
+│   ├── api.md                   # API documentation
+│   ├── automation-guide.md      # Writing automation rules
+│   ├── agent-installation.md    # Device agent setup
+│   └── troubleshooting.md       # Common issues
+│
+├── scripts/
+│   ├── backup.sh                # Database backup script
+│   ├── cleanup.sh               # Manual data cleanup
+│   └── init-vault.sh            # Initialize test vault
+│
+└── config/
+    ├── automation-rules.yaml    # Default automation rules
+    └── device-whitelist.yaml    # Optional device restrictions
+```
+
+---
+
+## Development Phases
+
+### Phase 1: Foundation ⬜ NOT STARTED
+
+**Goal**: Basic infrastructure running with device registration and health monitoring
+
+**Tasks**:
+- [ ] Create `docker-compose.yml` with all services (postgres, redis, chromadb, hub-api, worker)
+- [ ] Create `.env.example` with all required environment variables
+- [ ] Set up FastAPI application structure in `hub/main.py`
+- [ ] Define database models in `hub/models.py` (Device, Event, Reminder tables)
+- [ ] Create Alembic migration for initial schema
+- [ ] Implement `/health` endpoint showing system status
+- [ ] Implement device registration endpoint (`POST /devices/register`)
+- [ ] Implement API key authentication middleware
+- [ ] Set up structured JSON logging
+- [ ] Create basic README.md with quickstart instructions
+
+**Acceptance Criteria**:
+- [ ] `docker-compose up` successfully starts all services
+- [ ] Can register a device and receive API key
+- [ ] `/health` endpoint returns status of all components
+- [ ] Logs are structured and readable
+- [ ] Database migrations apply cleanly
+
+**Files to Create**:
+- `docker-compose.yml`
+- `.env.example`
+- `hub/main.py`
+- `hub/models.py`
+- `hub/api/devices.py`
+- `hub/api/health.py`
+- `hub/utils/auth.py`
+- `hub/utils/logging.py`
+- `hub/alembic/versions/001_initial_schema.py`
+- `README.md`
+
+**Progress**: 0/10 tasks complete
+
+---
+
+### Phase 2: Device Agent ⬜ NOT STARTED
+
+**Goal**: Cross-platform agent that reports to hub and executes commands
+
+**Tasks**:
+- [ ] Create `agent/agent.py` main script
+- [ ] Implement heartbeat mechanism (report every 5 minutes)
+- [ ] Implement system metrics collection (CPU, memory, disk)
+- [ ] Implement event queue for offline operation
+- [ ] Create device command execution framework
+- [ ] Add auto-update check on startup (version endpoint)
+- [ ] Create Linux systemd service file
+- [ ] Create Windows Task Scheduler XML
+- [ ] Write `install.sh` for Linux
+- [ ] Write `install.ps1` for PowerShell
+- [ ] Document agent configuration format
+
+**Acceptance Criteria**:
+- [ ] Agent successfully registers with hub on first run
+- [ ] Agent sends heartbeat every 5 minutes
+- [ ] Agent queues events when hub is unreachable
+- [ ] Agent can execute basic commands from hub
+- [ ] Agent installs as service on Linux
+- [ ] Agent installs as scheduled task on Windows
+- [ ] Agent checks for updates on startup
+
+**Files to Create**:
+- `agent/agent.py`
+- `agent/config.example.json`
+- `agent/collectors/system_metrics.py`
+- `agent/executors/commands.py`
+- `agent/install/install.sh`
+- `agent/install/install.ps1`
+- `agent/install/systemd/hub-agent.service`
+- `docs/agent-installation.md`
+- `hub/api/devices.py` (add version endpoint)
+
+**Progress**: 0/11 tasks complete
+
+---
+
+### Phase 3: Notes & Reminders ⬜ NOT STARTED
+
+**Goal**: Parse markdown notes, extract reminders, send Discord notifications
+
+**Tasks**:
+- [ ] Implement git operations in `services/notes.py` (pull, commit, push)
+- [ ] Create markdown parser for reminder syntax
+- [ ] Implement reminder extraction with date parsing
+- [ ] Set up ChromaDB for note embeddings
+- [ ] Create note indexing worker (incremental via git diff)
+- [ ] Implement reminder scheduler (checks every minute)
+- [ ] Create Discord webhook sender
+- [ ] Implement reminder deletion from markdown files
+- [ ] Add git conflict detection and Discord alerts
+- [ ] Create reminder management API endpoints
+- [ ] Add error notification for malformed reminder syntax
+- [ ] Write tests for reminder parsing
+
+**Reminder Syntax to Support**:
+```markdown
+@remind 2024-11-15 Review proposal
+@remind in 3 days Check on project
+@remind daily at 09:00 Stand-up meeting
+```
+
+**Acceptance Criteria**:
+- [ ] Hub can read notes from mounted Obsidian vault
+- [ ] Hub detects new/modified notes via git diff
+- [ ] Reminders are correctly parsed from markdown
+- [ ] Scheduled reminders trigger at correct time
+- [ ] Discord webhook delivers notification
+- [ ] Processed reminder line is deleted from note
+- [ ] Git commits and pushes changes successfully
+- [ ] Git conflicts are detected and alerted
+
+**Files to Create**:
+- `hub/services/notes.py`
+- `hub/services/reminders.py`
+- `hub/services/webhooks.py`
+- `hub/services/vector_store.py`
+- `hub/api/reminders.py`
+- `hub/worker.py` (reminder scheduler)
+- `hub/models.py` (add Reminder table)
+- `hub/tests/test_notes.py`
+- `hub/tests/test_reminders.py`
+- `docs/automation-guide.md` (reminder syntax section)
+
+**Progress**: 0/12 tasks complete
+
+---
+
+### Phase 4: AI Integration ⬜ NOT STARTED
+
+**Goal**: Gemini API integration with caching, rate limiting, and semantic search
+
+**Tasks**:
+- [ ] Implement Gemini API client in `services/gemini.py`
+- [ ] Set up Redis caching layer (24hr TTL)
+- [ ] Implement rate limiting (100 req/hour)
+- [ ] Implement circuit breaker (5 failures = 15min pause)
+- [ ] Create fallback regex-based reminder parser
+- [ ] Implement note embedding generation
+- [ ] Create semantic search over notes using ChromaDB
+- [ ] Add cost tracking (log token usage)
+- [ ] Enhance reminder parsing with natural language support
+- [ ] Create Gemini health check for monitoring
+- [ ] Add Gemini context builder (device states + notes)
+- [ ] Write tests for Gemini integration
+
+**Acceptance Criteria**:
+- [ ] Gemini API successfully processes queries
+- [ ] Responses are cached and reused appropriately
+- [ ] Rate limiting prevents quota exhaustion
+- [ ] Circuit breaker triggers after repeated failures
+- [ ] System falls back to regex parsing when Gemini down
+- [ ] Natural language dates parsed correctly ("next Tuesday")
+- [ ] Semantic search returns relevant notes
+- [ ] Token usage is logged for cost monitoring
+
+**Files to Create**:
+- `hub/services/gemini.py`
+- `hub/services/cache.py`
+- `hub/utils/circuit_breaker.py`
+- `hub/tests/test_gemini.py`
+- Update `hub/services/notes.py` (add embeddings)
+- Update `hub/services/reminders.py` (add NLP parsing)
+
+**Progress**: 0/12 tasks complete
+
+---
+
+### Phase 5: Automation Engine ⬜ NOT STARTED
+
+**Goal**: YAML-based rules that trigger actions based on device events
+
+**Tasks**:
+- [ ] Create YAML rule schema definition
+- [ ] Implement rule parser in `services/automation.py`
+- [ ] Create rule evaluation engine
+- [ ] Implement trigger matching (device, event, time)
+- [ ] Implement condition evaluation
+- [ ] Implement action execution (webhook, command, search)
+- [ ] Add Home Assistant REST API client
+- [ ] Create bidirectional HA webhook integration
+- [ ] Add dry-run mode for testing rules
+- [ ] Create rule management API endpoints
+- [ ] Write automation guide documentation
+- [ ] Write tests for automation engine
+
+**Example Rule Format**:
+```yaml
+rules:
+  - name: "Evening work reminder"
+    trigger:
+      device: "laptop"
+      event: "work_apps_closed"
+      time_after: "17:00"
+    action:
+      type: "search_notes"
+      query: "today's todos"
+      notify: discord
+    enabled: true
+```
+
+**Acceptance Criteria**:
+- [ ] YAML rules load correctly from config file
+- [ ] Rules trigger based on device events
+- [ ] Time-based conditions work correctly
+- [ ] Actions execute successfully (Discord, HA, device commands)
+- [ ] Home Assistant can trigger hub via webhook
+- [ ] Hub can trigger HA automations via REST
+- [ ] Dry-run mode shows what would happen without executing
+- [ ] Invalid rules are caught with helpful errors
+
+**Files to Create**:
+- `hub/services/automation.py`
+- `hub/services/home_assistant.py`
+- `hub/api/automations.py`
+- `config/automation-rules.yaml`
+- `docs/automation-guide.md`
+- `hub/tests/test_automation.py`
+
+**Progress**: 0/12 tasks complete
+
+---
+
+### Phase 6: Agent Auto-Update ⬜ NOT STARTED
+
+**Goal**: Agents automatically update from Gitea repository
+
+**Tasks**:
+- [ ] Create agent version endpoint in hub API
+- [ ] Implement version checking in agent
+- [ ] Create agent download endpoint (proxy to Gitea)
+- [ ] Implement agent self-update logic (download, backup, replace, restart)
+- [ ] Add rollback mechanism (keep last working version)
+- [ ] Create agent release workflow documentation
+- [ ] Test update on Linux
+- [ ] Test update on Windows
+- [ ] Add update notification to Discord
+- [ ] Create version tracking in hub database
+
+**Acceptance Criteria**:
+- [ ] Agent checks version on startup
+- [ ] Agent downloads new version when available
+- [ ] Agent backs up current version before updating
+- [ ] Agent restarts after successful update
+- [ ] Agent can rollback to previous version on failure
+- [ ] Update process works on both Linux and Windows
+- [ ] Hub tracks which agents are on which versions
+
+**Files to Create**:
+- `hub/api/admin.py` (version endpoints)
+- Update `agent/agent.py` (add update logic)
+- `scripts/release-agent.sh` (helper for releases)
+- `docs/agent-installation.md` (update section)
+
+**Progress**: 0/10 tasks complete
+
+---
+
+### Phase 7: Monitoring & Polish ⬜ NOT STARTED
+
+**Goal**: Observability, documentation, and production readiness
+
+**Tasks**:
+- [ ] Create simple web dashboard (device grid, event stream)
+- [ ] Enhance `/health` endpoint with detailed metrics
+- [ ] Implement data retention cleanup job (7 days)
+- [ ] Add database backup script
+- [ ] Create troubleshooting documentation
+- [ ] Write comprehensive API documentation
+- [ ] Add Prometheus metrics endpoint (optional)
+- [ ] Set up critical alerts (hub down, device offline >1hr)
+- [ ] Create testing guide
+- [ ] Final end-to-end testing across all components
+- [ ] Performance testing with 30 devices
+- [ ] Security audit (API keys, git credentials, etc.)
+
+**Acceptance Criteria**:
+- [ ] Dashboard shows real-time system status
+- [ ] Old data automatically cleaned up after 7 days
+- [ ] Database backups run automatically
+- [ ] All documentation is complete and accurate
+- [ ] Critical alerts deliver to Discord
+- [ ] System handles 30 concurrent device connections
+- [ ] No security vulnerabilities in authentication/authorization
+
+**Files to Create**:
+- `hub/api/dashboard.py` (simple UI endpoints)
+- `scripts/backup.sh`
+- `scripts/cleanup.sh`
+- `docs/troubleshooting.md`
+- `docs/api.md`
+- `docs/testing.md`
+- Update `README.md` (comprehensive)
+
+**Progress**: 0/12 tasks complete
+
+---
+
+## Current Status
+
+**Overall Progress**: 0% (0/7 phases complete)
+
+**Current Phase**: Phase 1 - Foundation
+
+**Blockers**: None
+
+**Notes**: 
+- Project planning complete, ready to begin implementation
+- All architecture decisions finalized
+- Development environment ready (Linux server, Docker, Gitea)
+
+---
+
+## Instructions for Agents
+
+### How to Use This File
+
+1. **Start with Phase 1** and work sequentially through phases
+2. **Check off tasks** as you complete them using `[x]`
+3. **Update progress** counters (e.g., "3/10 tasks complete")
+4. **Mark phases** as complete when all tasks done: ⬜ → 🟡 → ✅
+   - ⬜ NOT STARTED
+   - 🟡 IN PROGRESS
+   - ✅ COMPLETE
+5. **Update "Current Status"** section with your progress
+6. **Add notes** in "Blockers" or "Notes" if you encounter issues
+7. **Commit changes** to this file after each work session
+
+### Phase Status Icons
+
+Use these when updating phase headers:
+- ⬜ NOT STARTED - No work begun on this phase
+- 🟡 IN PROGRESS - At least one task started
+- ✅ COMPLETE - All tasks finished and acceptance criteria met
+
+### Before Starting a Phase
+
+1. Read through all tasks and acceptance criteria
+2. Review the files to create
+3. Check dependencies on previous phases
+4. Update phase status to 🟡 IN PROGRESS
+
+### When Completing a Task
+
+1. Mark the task checkbox: `- [x]`
+2. Update the progress counter
+3. Commit the code changes
+4. Update this file
+
+### When Completing a Phase
+
+1. Verify all acceptance criteria are met
+2. Mark phase as ✅ COMPLETE
+3. Update overall progress percentage
+4. Move to next phase
+5. Add any lessons learned in Notes section
+
+### Git Commit Messages
+
+Use conventional commits format:
+```
+feat(phase1): implement device registration endpoint
+fix(phase3): correct reminder date parsing
+docs: update AGENTS.md progress
+test(phase2): add agent heartbeat tests
+```
+
+### Testing Requirements
+
+- Write unit tests for core logic
+- Write integration tests for API endpoints
+- Test happy path and error cases
+- Run tests before marking phase complete
+
+### Documentation Requirements
+
+- Update relevant docs when adding features
+- Include code examples in documentation
+- Keep API docs in sync with implementation
+- Document configuration options
+
+---
+
+## Environment Setup
+
+### Required Environment Variables
+
+```bash
+# Gemini API
+GEMINI_API_KEY=your_key_here
+
+# Database
+DATABASE_URL=postgresql://user:pass@db:5432/hub
+REDIS_URL=redis://redis:6379
+
+# Git Configuration (for notes)
+GIT_USER_NAME="Personal AI Hub"
+GIT_USER_EMAIL="hub@yourdomain.local"
+GIT_REMOTE_URL=https://gitea.local/user/obsidian-vault.git
+
+# Home Assistant
+HOME_ASSISTANT_URL=http://homeassistant.local:8123
+HOME_ASSISTANT_TOKEN=your_ha_token
+
+# Discord
+DISCORD_WEBHOOK_URL=https://discord.com/api/webhooks/...
+
+# Agent Updates
+GITEA_URL=http://gitea.local
+GITEA_TOKEN=your_gitea_token
+
+# Security
+API_SECRET_KEY=generate_random_key_here
+
+# Paths
+NOTES_PATH=/app/notes
+NOTES_ALLOWED_FOLDERS=reminders,tasks,projects
+```
+
+### Development Tools Needed
+
+- Docker & Docker Compose
+- Python 3.11+
+- Git
+- Text editor / IDE
+- curl or Postman (API testing)
+- Access to: Gemini API, Discord webhook, Gitea instance
+
+---
+
+## Helpful Resources
+
+### API Clients
+- **FastAPI Docs**: https://fastapi.tiangolo.com/
+- **Gemini API**: https://ai.google.dev/docs
+- **Discord Webhooks**: https://discord.com/developers/docs/resources/webhook
+
+### Libraries
+- **SQLAlchemy**: https://docs.sqlalchemy.org/
+- **ChromaDB**: https://docs.trychroma.com/
+- **Redis-py**: https://redis-py.readthedocs.io/
+- **GitPython**: https://gitpython.readthedocs.io/
+
+### Patterns
+- **Structured Logging**: Use JSON format with correlation IDs
+- **Error Handling**: Always log, alert on critical errors
+- **API Design**: RESTful, versioned endpoints
+- **Testing**: Pytest with fixtures for database/API
+
+---
+
+## Contact & Support
+
+If you encounter issues or need clarification:
+1. Check troubleshooting doc
+2. Ask for help

20-Knowledge/Server Info.md

@@ -6,3 +6,8 @@ The process is dead simple.
 - On the side car, put ```
     network_mode: "service:[[service name]]"```
 - Connect to the sidecar via ssh or via the admin console on tailscale and run ```tailscale funnel --bg [[port]]```
+
+# Mealie 
+## Auth
+Auth Token: 
+eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJsb25nX3Rva2VuIjp0cnVlLCJpZCI6IjNkZjZkZmM0LTkyZDgtNDIyNy1iMjBjLTA4ZjA2Njc2MGcă0IsIm5hbWUiOiJMTE0gIiwiaW50ZWdyYXRpb25faWQiOiJnZW5lcmljIiwiZXhwIjoxOTE5OTEwNDUwfQ.Ts5XbrF6Nr-0gvhKkt_01OPeAEoWQe_ndn0hGTtPOQc

20-Knowledge/Spiritual Notes/Notes.md

@@ -1015,6 +1015,26 @@ For various reasons, our spiritual advancement needs to become a top priority. H
 
     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.
 
+## CO Elders Meeting
+> Luke 24:32 - And they said to each other: “Were not our hearts burning within us as he was speaking to us on the road, as he was fully opening up the Scriptures to us?
+
+We may follow the outline, but if we don't do any teaching, we didn't follow the outline. 
+
+> 1 These 2:11 - You well know that we kept exhorting and consoling you and bearing witness to each one of you, just as a father does his children
+
+As a father does his children. A father wants to take care of and encourage his child. He loves them and wants them to succeed. Elders are the same for the congregation. They want the congregation to know they love them, to take care of and encourage them, and wants them to succeed. 
+
+> Romans 15:7 - So welcome one another, just as the Christ also welcomed you, with glory to God in view
+
+If Jesus was at the front of the hall, what would he be like? Approachable, warm, open hearted, welcoming. 
+
+How to my hospitable? Games.
+
+Everything doesn't have to be spiritual. We're aren't spiritual co-workers, we are family. We spend time with each other. 
+
+> Romans 12:10 - In brotherly love have tender affection for one another. In showing honor to one another, take the lead
+
+Take the lead means to "try to out do each other" in showing love. 
 # Other Notes 
 
 - Nutrition & Balanced Diet

20-Knowledge/Synthesized-Chinese-Class-Notes.md

@@ -37,6 +37,11 @@ This section covers sentence structures, verb complements, and key grammatical p
     - *Example*: 这里的菜又便宜又好吃 (Zhèlǐ de cài yòu piányí yòu hào chī) - The food here is cheap and delicious.
 - **"Besides..."**: `除了...., Subj 还.... (Chúle...., Subj hái....)`
     - *Example*: 除了饭，你们还会买什么？ (Chúle fàn, nǐmen hái huì mǎi shénme?) - Besides food, what else will you buy?
+- **`吧/ba` particle**: Stick at the end of the sentence to make a suggestion. If not there, it sounds like your telling somewhat what to do. Similar to "How about..."
+- **"Not only.... But also...."**: `不但。。。而且。。。 (bùdàn...érqiě...)`
+	- *Example*: 今天不但下雨而且非常冷 (Jīntiān bùdàn xià yǔ érqiě fēicháng lěng) - It's not only raining today, but also very cold.
+- **Time Remaining**: `SUBJ + jùlí + ACTION + hái shèng + TIME LEFT` - 2025-12-15
+- **Asking for Progress**: `SUBJ + yǒu shé me jìnzhǎn ma?` - 2025-12-15
 
 ### Verb Complements
 
@@ -47,7 +52,12 @@ This section covers sentence structures, verb complements, and key grammatical p
 - **出来 (chūlái)**: Indicates movement from inside to outside.
 - **伤 (shāng)**: A result complement indicating an action caused injury.
 
-### "Again": 又 (Yòu) vs. 再 (Zài)
+## Grammar Notes - 2025-12-08
+
+### Using 了 for things you wanted to do (or the lack thereof)
+If you are saying you wanted to do something, you don't need to stick a 了 after it, because `le` refers to the completion of an action, not necessarily past tense. Since you're saying you want to do something, even if it's in the past, the action is not yet completed, so it doesn't need 了.
+
+### Again You vs Zai
 
 - **又 (Yòu)**: Used for an action that happened again in the **past**.
 - **再 (Zài)**: Used for an action that will happen again in the **present or future**.
@@ -56,6 +66,44 @@ This section covers sentence structures, verb complements, and key grammatical p
 
 ### General Words & Phrases
 
+- **棋牌 (Qípái)**: Chess and Card Games - 2025-11-24
+- **穿花衬衫的弟兄 (Chuān huā chènshān de dìxiōng)**: Brother in Floral Shirt - 2025-11-24
+- **穿粉色衬衫的姐妹 (Chuān fěnsè chènshān de jiěmèi)**: The sister in the pink shirt - 2025-11-24
+- **戴眼镜的弟兄 (Dài yǎnjìng de dìxiōng)**: The brother wearing glasses - 2025-11-24
+- **想好 (xiǎnghǎo)**: To figure out - 2025-12-04
+- **当局者迷，旁观者清 (Dāngjúzhěmí, pángguānzhěqīng)**: Chengyu, Those involved are often confused, but those beside you see things clearly - 2025-12-04
+- **抑郁 (Yìyù)**: Depressed - 2025-12-08
+- **抑郁证 (Yìyù zhèng)**: Depression (zhèng -> Disease) - 2025-12-08
+- **低落 (Dīluò)**: Low, ADJ - 2025-12-08
+- **以后 (yǐhòu)**: Future, later, soon. Works for a lot of things - 2025-12-08
+- **两个小时以后 (Liǎng gè xiǎoshí yǐhòu)**: Two hours later - 2025-12-08
+- **现在我还没卷备好 (Xiànzài wǒ hái méi juǎnbèi hǎo)**: Now I'm still not ready - 2025-12-08
+- **王国传福音这训练班 (Wángguó chuán fúyīn zhè xùnliàn bān)**: Kingdom Preacher Training Class (SKE) - 2025-12-08
+- **我和他交往的话，就不能去了 (Wǒ hé tā jiāowǎng dehuà, jiù bùnéng qùle)**: If I interact with him, I can't go - 2025-12-08
+- **我感觉压力太大了 (Wǒ gǎnjué yālì tài dàle)**: I feel pressure is too much - 2025-12-08
+- **你是长老,你可以牧养我 (Nǐ shì zhǎnglǎo, nǐ kěyǐ mù yǎng wǒ)**: You are an elder, you can shepherd me (mù yǎng -> Can be used as a noun or a verb, to shepherd) - 2025-12-08
+- **我还不知道 (Wǒ hái bù zhīdào)**: I still don‘t know / I'm still figuring it out - 2025-12-08
+- **你看Rain之后，他们问你是否愿意成为长老 (Nǐ kàn Rain zhīhòu, tāmen wèn nǐ shìfǒu yuànyì chéngwéi zhǎnglǎo)**: After Rain, they asked if you are willing to become an elder (shìfǒu -> Yes or No/Whether or not; yuànyì -> Willing) - 2025-12-08
+- **推荐 (Tuījiàn)**: recommend - 2025-12-08
+- **是你的会中推荐你成为长老的吗 (Shì nǐ de huì zhōng tuījiàn nǐ chéngwéi zhǎnglǎo de ma?)**: Did your congregation recommend you to become an elder? - 2025-12-08
+- **他想用你的手机拍照片 (Tā xiǎng yòng nǐ de shǒujī pāi zhàopiàn)**: She wanted to use your phone to take a picture - 2025-12-08
+- **讨厌 (Tǎoyàn)**: Hate - 2025-12-15
+- **猪蹄 (Zhū tí)**: Pigs feet - 2025-12-15
+- **牛肉 (Niúròu)**: Beef - 2025-12-15
+- **更 (Gèng)**: More (Can be used as a verb complement, e.g., `说更好` -> Speak better) - 2025-12-15
+- **他说他还没准备好，但他的行为却说明他喜欢你 (Tā shuō tā hái méi zhǔnbèi hǎo, dàn tā de xíngwéi què shuōmíng tā xǐhuān nǐ)**: She says she's not ready, but her actions say she likes you - 2025-12-15
+- **他是见面聊一聊，而不是通过手机 (Tā shì jiànmiàn liáo yī liáo, ér bùshì tōngguò shǒujī)**: She wants to meet and chat, not over the phone - 2025-12-15
+- **你需要一个明确的答复 (Nǐ xūyào yīgè míngquè de dáfù)**: You need a clear answer - 2025-12-15
+- **看看再说 (Kàn kàn zàishuō)**: Let's wait and see - 2025-12-15
+- **我可能和我的朋友再来日本 (Wǒ kěnéng hé wǒ de péngyǒu zàilái rìběn)**: I will probably return to Japan with my friend - 2025-12-15
+- **我们距离回美国还剩一个星期 (Wǒmen jùlí huí měiguó hái shèng yīgè xīngqí)**: We have one week left before we return to the United States. - 2025-12-15
+- **签证 (Qiānzhèng)**: Visa - 2025-12-15
+- **我有两个前选择，一个是工作，另一个是结婚 (Wǒ yǒu liǎng gè qián xuǎnzé, yīgè shì gōngzuò, lìng yīgè shì jiéhūn)**: I have two options, one is work, the other is marriage - 2025-12-15
+- **一步一步来 (Yībù yībù lái)**: One Step at a time - 2025-12-15
+- **你和爱人有什么进展吗 (Nǐ hé àirén yǒu shé me jìnzhǎn ma?)**: Have you and your partner made any progress? - 2025-12-15
+- **两个月前，我刚满三十岁 (Liǎng gè yuè qián, wǒ gāng mǎn sānshí suì)**: Two months ago, I just turned thirty (`gāng` - To Turn) - 2025-12-15
+- **我们该感谢你的爱人，因为他帮助你王权说中文 (Wǒmen gāi gǎnxiè nǐ de àirén, yīnwèi tā bāngzhù nǐ wángquán shuō zhōngwén)**: We should thank your partner because she helped you speak Chinese - 2025-12-15
+
 - **想法不错 (Xiǎngfǎ bùcuò)**: Good Idea
 - **随便 (Suíbiàn)**: Whatever; anything is fine.
 - **幽默 (yōumò)**: Funny; humorous
@@ -85,6 +133,30 @@ This section covers sentence structures, verb complements, and key grammatical p
 - **他是我的最爱 (Tā shì wǒ de zuì ài)**: She is my favorite
 - **你理发了! (Nǐ lǐfàle!)**: You got a haircut!
 - **有期待 (yǒu qídài)**: Have expectations / Look forward to something
+- **你的日语课伤得怎么样？ (Nǐ de rìyǔ kè shāng dé zěnme yàng?)**: How is your Japanese class going?
+- **眼睛 (yǎn jīng)**: eye
+- **亚马逊 (Yàmǎxùn)**: Amazon
+- **我在亚马逊上买的 (Wǒ zài yàmǎxùn shang mǎi de)**: I bought them from amazon
+- **冲绳 (Chōngshéng)**: Okinawa
+- **他不想和我聊天 (Tā bùxiǎng hé wǒ liáotiān)**: She doesn't want to chat with me
+- **农村 (nóng cūn)**: countryside
+- **我的朋友有个面试，我需要带她去 (Wǒ de péngyǒu yǒu gè miànshì, wǒ xūyào dài tā qù)**: My friend has a job interview, and I need to take him with me.
+- **助教 (Zhùjiào)**: Teaching assistant
+- **你收到面试通知了吗 (Nǐ shōu dào miànshì tōngzhīle ma)**: Have you received an interview invitation?
+- **明天是你的第一个面试 (Míngtiān shì nǐ de dì yī gè miànshì)**: Tomorrow is your first interview.
+- **我觉得他们是日本人 (Wǒ juédé tāmen shì rìběn rén)**: I think they are Japanese.
+- **我们有一个弟兄，他始中医，也许他可以帮我 (Wǒmen yǒu yīgè dìxiōng, tā shǐ zhōngyī, yěxǔ tā kěyǐ bāng wǒ)**: We have a brother who practices traditional Chinese medicine; perhaps he can help me.
+- **曲奇饼 (Qū qí bǐng)**: Cookie - 2025-12-26
+- **我知道很多朋友倒时差，都吃安眠药 (Wǒ zhīdào hěnduō péngyǒu dào shíchā, dōu chī ānmiányào)**: I know many of my friends take sleeping pills to cope with jet lag. - 2025-12-26
+- **褪黑素 (Tuì hēi sù)**: Melatonin - 2025-12-26
+- **我在蒲团上睡了三个月 (Wǒ zài pútuán shàng shuìle sān gè yuè)**: I slept on a futon for three months. - 2025-12-26
+- **地面 (Dìmiàn)**: Floor - 2025-12-26
+- **我已经习惯日本的生活了 (Wǒ yǐjīng xíguàn rìběn de shēnghuóle)**: I've gotten used to life in Japan. - 2025-12-26
+- **困惑 (kùnhuò)**: Confused - 2025-12-26
+- **她的想法一团糟 (Tā de xiǎngfǎ yītuánzāo)**: Her thoughts were a complete mess. - 2025-12-26
+- **爱子帮我给家人选礼物 (Àiko bāng wǒ gěi jiā rénxuǎn lǐwù)**: Aiko helped me choose gifts for the family. - 2025-12-26
+- **这个名字很适合她 (Zhège míngzì hěn shìhé tā)**: This name suits her very well. - 2025-12-26
+- **他看起来跟我很亲密 (Tā kàn qǐlái gēn wǒ hěn qīnmì)**: He seemed very close to me. - 2025-12-26
 
 ### People & Relationships
 
@@ -95,6 +167,9 @@ This section covers sentence structures, verb complements, and key grammatical p
 - **老婆 (lǎopó)**: Wife (endearing term)
 - **客户 (kèhù)**: Client
 - **发型师 (fǎxíng shī)**: Hairdresser
+- **传统的日本人 (Chuántǒng de rìběn rén)**: Traditional Japanese Person
+- **单身 (dān shēn)**: Single
+- **他有点儿严格 (Tā yǒudiǎn er yángé)**: He's a bit strict
 
 ### Actions & Verbs
 
@@ -125,6 +200,7 @@ This section covers sentence structures, verb complements, and key grammatical p
 - **放松 (fàngsōng)**: Relaxed
 - **肉疼 (ròuténg)**: Pain from spending a lot of money
 - **爽 (shuǎng)**: To feel good (colloquial)
+- **她非常有耐心 (Tā fēicháng yǒu nàixīn)**: She is very patient.
 
 ### Medical & Health
 
@@ -138,6 +214,9 @@ This section covers sentence structures, verb complements, and key grammatical p
 - **治疗 (zhìliáo)**: Treatment
 - **放弃 (fàngqì)**: To give up
 - **安眠药 (Ānmiányào)**: Sleeping pills
+- **我的头还是很晕 (Wǒ de tóu háishì hěn yūn)**: My head is still spinning
+- **最近流感在中国非常严重 (Zuìjìn liúgǎn zài zhōngguó fēicháng yánzhòng)**: Lately the flu in China is very serious
+- **中医 (Zhōngyī)**: Traditional Chinese Medicine
 
 ### Technology & Gaming
 
@@ -156,6 +235,24 @@ This section covers sentence structures, verb complements, and key grammatical p
 - **掌机 (zhǎng jī)**: Handheld console
 - **3D打印 (3D dǎyìn)**: 3D Printing
 
+### Weather - 2025-11-17
+
+- **天气 (Tiānqì)**: Weather
+- **晴天 (Qíngtiān)**: Sunny Day
+- **多云 (Duōyún)**: Cloudy
+- **下雨 (Xià yǔ)**: To Rain
+- **下雪 (Xià xuě)**: Its snowing
+- **冷 (Lěng)**: Cold
+- **热 (Rè)**: Hot
+- **舒服 (Shūfu)**: Comfortable (ADJ)
+- **天气预报 (Tiānqì yùbào)**: Weather Forecast
+
+**Sentences:**
+- 今天天气怎么样？ (Jīntiān tiānqì zěnme yàng?) - How's the weather today?
+- 今天晴天 (Jīntiān qíngtiān) - It's sunny today
+- 今天下雨，记得带伞 (Jīntiān xià yǔ, jìdé dài sǎn) - It's raining today, remember to bring an umbrella.
+- 今天下雪，别出去了，在家玩儿游戏吧 (Jīntiān xià xuě, bié chūqùle, zài jiā wán'er yóuxì ba) - It's snowing today, don't go out, stay home and play games.
+
 ## Conversations
 
 ### Dinner Preparation
@@ -178,6 +275,60 @@ This section covers sentence structures, verb complements, and key grammatical p
 - **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.)
 
+### Personal Conversation - 2025-12-04
+
+- 你想好怎么说了吗? (Nǐ xiǎng hǎo zěnme shuōle ma?): Have you figured out how to phrase it? / Have you decided what you're going to say? (Someone is preparing to communicate something important)
+- 取笑你 (Qǔxiào nǐ): Make fun of you
+- 我知道的不多。(Wǒ zhīdào de bù duō.): I don't know much.
+- 猜的 (Cāi de): I guessed it
+- 你猜对了 (Nǐ cāi duìle): You guessed right.
+- 她是一个先驱 (Tā shì yīgè xiānqū): She is a pioneer
+- 会众 (Huìzhòng): Congregation
+- 本地建筑设计委员会 (Běndì jiànzhú shèjì wěiyuánhuì): LDC
+- 电工 (Diàngōng): electrician
+- 两个月之前 (Liǎng gè yuè zhīqián): Two months ago
+- 你喜欢她什么 (Nǐ xǐhuān tā shénme?): What do you like about her?
+- 她一直去传道，也有很多属灵的特质。(Tā yīzhí qù chuándào, yěyǒu hěnduō shǔ líng de tèzhì.): She always in service, and has many spiritual qualities
+- 她的评论很好 (Tā de pínglùn hěn hǎo): Her comments are good.
+- 这不是我的计划。(Zhè bùshì wǒ de jìhuà.): This wasn't my plan
+- 我不会抱怨 (Wǒ bù huì bàoyuàn): I have no complaints
+- 她的家人都是我们的朋友吗？(Tā de jiārén dōu shì wǒmen de péngyǒu ma?): Her family is our friends?
+- 你们怎么沟通呢？(Nǐmen zěnme gōutōng ne?): How to confess?
+- 菲律宾的语言 (Fēilǜbīn de yǔyán): Filipino language
+- 东京 (Dōngjīng): Tokyo
+- 她在东京出生。(Tā zài dōngjīng chūshēng.): She was born in Tokyo.
+- 她想去SKE (Tā xiǎng qù SKE)
+- 你什么时候会和她见面？(Nǐ shénme shíhòu huì hé tā jiànmiàn?)
+- 明天我们不见面，但接下来的几天都会见面。(Míngtiān wǒmen bù jiànmiàn, dàn jiē xiàlái de jǐ tiān dou1 huì jiànmiàn.): Tomorrow I don't meet, but the next few days will meet
+- 见面的时候你想跟她说什么呢？(Jiànmiàn de shíhòu nǐ xiǎng gēn tā shuō shénme ne?): At the time of meeting, what do you want to do with her?
+- 保龄球 (Bǎolíngqiú): bowling
+- 我不可以跳舞💃 (Wǒ bù kěyǐ tiàowǔ 💃): I can't dance 💃
+- 我想跟她结婚，因为我喜欢她，而不是因为她是日本人。(Wǒ xiǎng gēn tā jiéhūn, yīnwèi wǒ xǐhuān tā, ér bùshì yīnwèi tā shì rìběn rén.): I want to marry her because I love her, not because she is Japanese.
+- 电视剧 (Diànshìjù): TV drama
+- 你打算什么时候跟那个姐妹表白呢？(Nǐ dǎsuàn shénme shíhòu gēn nàgè jiěmèi biǎobái ne?): When do you plan to confess to that girl?
+- 合适的时间 (Héshì de shíjiān): right time
+- 你打算怎么跟她说？(Nǐ dǎsuàn zěnme gēn tā shuō?)
+- 当局者迷，旁观者清 (Dāngjúzhěmí, pángguānzhěqīng): Those involved are often confused, while bystanders see things clearly.
+- 女性朋友 (Nǚxìng péngyǒu): female friends
+- 拉锁 (la1suo3): zipper
+- 有点奇怪 (Yǒudiǎn qíguài): A bit strange
+- 她想坐你的车 (Tā xiǎng zuò nǐ de chē): She wants to ride in your car.
+- 最近每天晚上都给你发信息。(Zuìjìn měitiān wǎnshàng dū gěi nǐ fā xìnxī.): She sends you messages every night recently.
+
+### Talking about Economy - 2025-11-24
+
+**经济 (Jīngjì)**: Economy
+
+**Conversation**
+- 师傅，最近生意怎么样呢？(Shīfu, zuìjìn shēngyì zěnme yàng ne?): Sir, How's business been lately?
+    - _Shīfù translates into "Master", but more so means "sir" in this case. Used to address somebody who has a skill in a respectful way_
+- 最近不太好 (Zuìjìn bù tài hǎo): Lately not that good.
+- 疫情之后,各行各业都不太好 (Yìqíng zhīhòu, gè háng gè yè dōu bù tài hǎo): Since the pandemic, things have been rough for all businesses
+    - _各行各业 // gēn háng gè yè // Chinese Idiom for "All Industries/Business"_
+- 对啊，什么都涨，就是工资不涨 (Duì a，shénme dōu zhǎng, jiùshì gōngzī bù zhǎng): Yea, everything is going up, except for wages
+- 师傅，你觉得以后经济会怎么样？(Shīfù, nǐ juédé yǐhòu jīngjì huì zěnme yàng?): Master, what do you think the economy will be like in the future?
+- 以后可能会越来越不好 (Yǐhòu kěnéng huì yuè lái yuè bù hǎo): Future probably will be more and more not good
+
 ## 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."
@@ -195,3 +346,5 @@ This section covers sentence structures, verb complements, and key grammatical p
 - **被割韭菜 (bèi gē jiǔcài)**: "To be cut like leeks." An idiom for being repeatedly exploited financially, especially when new to something. 
     - *Example*: 每天都有无数小白被割韭菜 (Měitiān doū yǒu wúshù xiǎobái bèi gē jiǔcài) - Every day, countless beginners are taken advantage of.
     - *Example*: 你被割韭菜了 (Nǐ bèi gē jiǔcàile) - You've been taken advantage of.
+- **女人心,海底针 (Nǚrén xīn, hǎidǐ zhēn)**: "A woman's heart is like a needle at the bottom of the sea." - 2025-12-26
+    - *Means that a Woman's heart is incredibly hard to understand and predict*

20-Knowledge/Synthesized-Japanese-Class-Notes.md

@@ -69,12 +69,53 @@ Used to express intention or suggestion in a non-polite way.
 - **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")
+#### Potential Verbs
 
-- **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
+The potential form in Japanese is used to express **ability** or **possibility** (e.g., "can do," "is able to"). Once a verb is in its potential form, it functions grammatically as a **Group 2 (Ichidan) verb**.
 
+##### How to Form Potential Verbs (Conjugation)
+
+| Verb Group | Base Form (Dictionary) | Conjugation Rule | Potential Form (Plain) | Example |
+| :--- | :--- | :--- | :--- | :--- |
+| **Group 1** (Godan/U-verbs) | Ends in a U-row kana | Change the final U-sound to the equivalent **E-sound** and add **る** ($U \rightarrow E + る$) | $E-る$ verb | **話す** (hanasu - to speak) $\rightarrow$ **話せる** (hanaseru - can speak) |
+| **Group 2** (Ichidan/Ru-verbs) | Ends in **る** (preceded by E or I sound) | Replace **る** with **られる** ($る \rightarrow られる$) | $られる$ verb | **食べる** (taberu - to eat) $\rightarrow$ **食べられる** (taberareru - can eat) |
+| **Irregular** (する) | **する** (suru - to do) | Special exception | **できる** (dekiru - can do) | |
+| **Irregular** (来る) | **来る** (kuru - to come) | Special exception | **来られる** (korareru - can come) | |
+
+###### Note The ra-Drop (ranuki kotoba)
+In casual speech, especially for Group 2 verbs, the *ら* (ra) is often dropped.
+* **Standard:** 食べられる (taberareru)
+* **Colloquial (Non-Standard):** 食べれる (tabereru)
+
+---
+
+##### Key Grammatical Usage Particle Change
+
+The most important grammatical rule for potential verbs is the change in the direct object particle.
+
+###### Particle Change: を (o) $\rightarrow$ が (ga)
+
+When a transitive verb is put into the potential form, the direct object particle usually changes from **を** (*o*) to **が** (*ga*).
+
+| Verb Form | Example Sentence | Meaning |
+| :--- | :--- | :--- |
+| **Non-Potential** | 私は**日本語を**話します。 | I speak Japanese. |
+| **Potential** | 私は**日本語が**話せます。 | I **can** speak Japanese. |
+
+> **Tip:** While **が** is grammatically correct and preferred in formal writing, you may frequently hear **を** used with potential verbs in casual conversation.
+
+---
+
+##### Alternative Expression of Potential
+
+You can express potential without conjugating the verb into its unique form by using the phrase **～ことができる** (koto ga dekiru), which means "the thing/action of {verb} can be done."
+
+* **Formula:** Plain Form of Verb + **ことができる**
+
+| Method               | Example                  | Meaning               |
+| :------------------- | :----------------------- | :-------------------- |
+| **Potential Verb**   | 日本語**が** **話せます**。       | I can speak Japanese. |
+| **Alternative Form** | 日本語を **話す** **ことができます**。 | I can speak Japanese. |
 ### Adjective Conjugations
 
 #### い-Adjectives
@@ -93,72 +134,251 @@ Used to express intention or suggestion in a non-polite way.
 
 ### Sentence Structures
 
-- **Making Invitations:**
+- **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.
+- **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.
+- **Quoting Someone (と言います)**: Use 「 」 for direct quotes followed by と言います.
 
-- **Making Comparisons:**
+- **Making Comparisons**
     - **A の方が B より ADJ です** - A is more ADJ than B.
 
-- **Expressing Superlatives:**
+- **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 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)**:
+- **Expressing to Become (になる or 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 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.
+- **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 Probably (でしょう)**: Used for predictions.
 
-- **Expressing Preparation (〜ておく)**: Indicates something was done in preparation.
+- **Expressing Preparation (ておく)**: Indicates something was done in preparation.
 
-- **Making Suggestions (〜たらどうですか？)**: Suggests trying an action.
+- **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.
+- **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.
+- **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 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.
+- **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..."
+- **Giving Advice (方がいい)**: "It would be better to..."
 
-- **Multiple Reasons Why (〜し)**: Used to list multiple reasons for a result.
+- **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.
+- **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.
+- **Trying To (temiru)**: Conjugate the verb to て form and add みる.
+
+- **~ように** - 2025-12-31: Usually used in prayers. You can stick ~ように after a polite conjugated verb if your asking for something. It should be in the passive form (～られる)。
+	- *Example: 健康でいられますように* -> Please let my health be good
+	- *Example: 牛肉を食べられますように* -> Please let me eat beef.
+	- *Example: 合格ごうかくしますように* -> I hope I pass the exam.
 
 - **Noun Modification**: Use a plain form verb before a noun to modify it.
 
-- **Difficulty Suffix (にくい)**: To express that something is difficult to do, add **-にくい** to the verb stem (pre-ます form).
+- **Difficulty Suffix nikui**: To express that something is difficult to do, add **-にくい** to the verb stem (pre-ます form).
 
-- **Receiving Favors (〜てもらいます)**: Used when the subject receives a favor or action from someone else. The subject is the one receiving. *Example: 私は先生に日本語を教えてもらいます。 (I receive teaching of Japanese from the teacher.)*
+- **Receiving Favors (てもらいます)**: Used when the subject receives a favor or action from someone else. The subject is the one receiving. *Example: 私は先生に日本語を教えてもらいます。 (I receive teaching of Japanese from the teacher.)*
 
-- **Polite Requests (〜ていただけませんか？)**: A very polite way to ask someone to do something. Added to the て-form of a verb. *Example: このコンピュータを教えていただけませんか？ (Would you please teach me about this computer?)*
+- **Polite Requests (ていただけませんか)**: A very polite way to ask someone to do something. Added to the て-form of a verb. *Example: このコンピュータを教えていただけませんか？ (Would you please teach me about this computer?)*
+
+- **Expressing Hope (といいですね or といいんですが)**:
+    - **For Others (〜といいですね / 〜といいね)**: Expresses hope for someone else. Added after a plain form verb, い-adjective, or な-adjective.
+        - *Example: 早くよくなるといいですね (I hope you get better soon.)*
+        - *Example: 合格するといいですね (I hope you pass the exam.)*
+    - **For Oneself (〜といいんですが / 〜といいんだけど / 〜といいな)**: Expresses hope for oneself.
+        - *Example: すてきな人と結婚できるといいんですが (I hope I can marry a wonderful person.)*
+        - *Example: 給料は上がるといいんですが (I hope my salary rises.)*
+
+- **Expressing When (とき)**: Added to the plain form of a verb to create a time-referencing clause. The tense of the verb before とき indicates the timing of the main action.
+    - **Present Tense + とき**: The main action occurs *during* the action in the とき clause.
+        - *Example: 会社に行く時に友達を会いました。 (I met my friend on the way to work.)*
+    - **Past Tense + とき**: The main action occurs *after* the action in the とき clause was completed.
+        - *Example: パリに行った時にこのかばんを買いました。 (When I went to Paris, I bought this bag.)*
+
+- **Expressing Apology (てすみませんでした)**: Used to apologize for an action, often for something that couldn't be done.
+    - **Formula**: Verb (て-form) + すみませんでした
+    - **Note**: If apologizing for *not* doing something, use the negative て-form (なくて).
+    - *Example*: パーティーへ行かなくて、すみませんでした (I'm sorry I couldn't go to the party.)
+    - *Example*: 本をなくして、すみませんでした (I'm sorry for losing the book.)
+            - *Example: 宿題を持って来なくて、すみませんでした (I'm sorry for not bringing the homework.)*
+    
+    <div style="page-break-after: always;"></div>
+    - **Quoting Someone Informal (tte iimashita)** - 2025-11-25 A less formal equivalent of `〜と言います` for quoting others. It requires the verb preceding it to be in the plain (dictionary) form, not the -ます form. The latter part of the phrase (e.g., `言いました`) is often omitted in casual conversation.
+        - **Formula**: Plain Form + って言いました / って
+        - **Examples**:
+            - *A-sanが”明日は休む”って言いました* (A-san said, "I'm off tomorrow.")
+            - *A-sanが「会議は午後からだ」って* (A-san said, "The meeting is from the afternoon.")
+            - *A-sanが「資料を作って」って* (A-san said, "Make the materials.")
+            - *ニュースで「けいざいがよくなっている」って* (The news said, "The economy is improving.")
+    
+    - **Conditional If (moshidattara or tara)** - 2025-11-25 A common, less formal way to express "if" (less formal than `なら`).
+        - **Verb**: Conjugate the verb to its plain past tense (た-form) and add `ら`.
+            - *Example: もしたくさんお金が**あったら**、新しい車を買います。* (If I had a lot of money, I would buy a new car.)
+        - **Noun or な-Adjective**: Add `だったら`.
+            - *Example: **もし**明日はいい天気**だったら**、ビーチにいきます。* (If the weather is good tomorrow, I'll go to the beach.)
+        - **Negative Noun/な-Adj**: Conjugate the noun/adjective to the negative plain past `じゃなかった` and add `ら`.
+        - **い-Adjective**: Replace the final `い` with `かったら`.
+            - *Example: もし週末は**晴れだったら**、公園で遊びます。* (If it's sunny this weekend, we'll play at the park.)
+    
+    - **Trying To (temiru)** - 2025-11-20 To express the idea of trying something out, you conjugate a verb to its て-form and then append the verb みる. Since みる is a regular verb itself, it can be conjugated into other forms, allowing for flexible expressions.
+        - **Formula**: Verb (て-form) + みる
+        - **Conjugation Examples**:
+            - `〜みてもいいですか?` - Is it okay if I try...?
+            - `〜みたい` - I want to try...
+        - **Usage Examples**:
+            - *新しいレストランに行ってみます。* (I'll try going to a new restaurant.)
+            - *この服は着てみてもいいですか？* (Is it okay if I try on these clothes?)
+            - *この靴はサイズが合いますか？履いてみてもいいですか？* (Do these shoes fit my size? Can I try them on?)
+            - *この本は面白いですか？読んでみてもいいですか？* (Is this book interesting? May I try reading it?)
+            - *沖縄のがまを見てみたい。* (I want to try to see the caves in Okinawa.)
+- **Hearsay (そうです)** - 2025-11-20 This pattern is used to report information that you have heard from another source. It is appended to the plain (non-polite) form of verbs andい-adjectives. For な-adjectives and nouns, you must add だ before そうです.
+    - **Formula**: Plain Form (Verb/Adjective) + そうです
+    - **Formula (Noun/な-Adj)**: Noun/な-Adj + だ + そうです
+    - **Citing a Source**: To mention where you heard the information, use the pattern: `[Source] + によると`.
+    - **Usage Examples**:
+        - *今日は雨だそうです。* (I heard it will rain today.)
+        - *天気予報によると今日は雨が降るそうです。* (According to the weather forecast, I heard it will rain today.)
+        - *明日は天気予報によると寒くなるそうです。* (I heard from the weather report that it will get cold tomorrow.)
+        - *週末は天気予報によると嵐になるそうです。* (I heard from the weather report that it will become stormy this weekend.)
+
+- **Confirmation Conditions (ra)** - 2025-12-04 This pattern is used to express a conditional, similar to "if" or "when" in English. It's formed by taking the past tense plain form of a verb (the た-form) and adding `ら`. It indicates that the second clause of the sentence will happen after the condition in the first clause is met. This is a very common and versatile conditional form.
+    - **Formation:**
+        -   Verb (た-form) + ら
+        -   い-Adjective (stem) + かったら
+        -   な-Adjective / Noun + だったら
+    - **Key Usage:**
+        -   Indicates a specific, often one-time, condition and result.
+        -   Can be used for things that are certain to happen (e.g., "When I turn 20...") or hypothetical situations.
+        -   Often used when the first action is a necessary prerequisite for the second.
+    - **Examples**:
+        - *彼女は二十歳**なったら**、会社に入社します。* - **After** the girl turns 20, then she can enter the work force.
+        - *年を取ったら、田舎に住みたい* - When I grow old, I want to live on the country side.
+        - *駅に着いたら, 電話してください* - When you get to the station, please give me a call.
+        - *今日は家に帰ったら、何をしますか。* - When you return home today, what will you do？ (Asking questions)
+
+- **Need Not To (nakutemo iidesu)** - 2025-12-04 This grammatical pattern expresses that there is no necessity to perform an action. It's the equivalent of saying "you don't have to..." or "it's okay if you don't..." in English. It's formed by taking the negative `ない` form of a verb, dropping the final `い`, and adding `くてもいいです`.
+    - **Formation:**
+        -   Verb (ない-form, drop い) + くてもいいです
+        -   Example: `行く` (iku) -> `行かない` (ikanai) -> `行かなくてもいいです` (ikanakutemo ii desu)
+    - **Key Usage:**
+        -   Grants permission *not* to do something.
+        -   It is the opposite of `〜なければなりません` (must do) and `〜てはいけません` (must not do).
+        -   It's a softer, more polite expression than a direct command.
+    - **Examples**:
+        - *ホテルでかばんを持たなくてもいいです。* - At the hotel, its ok if you don't hold my bags//don't need to hold my bags.
+        - *日曜日は早く起きなくてもいいです* - On Sundays, its ok to not wake up early.
+        - *日曜日は仕事に行かなくてもいいです* - I don't need to go to work on Sundays.
+        - *AIがあったら、仕事をしなくてもいいです* - If there's AI, we don't need to work.
+        - *自動チェックインをしたら、カウンターに行かなくてもいいです.* - If you use self check in, you don't need to go to the counter.
+
+<div style="page-break-after: always;"></div>
+
+- **Looks Like (~mitai desu)** - 2025-12-11: Used to express that something "looks like" or "seems like" something else. It can be used with verbs, nouns, and adjectives to create similes or make observations.
+	- **Formation**:
+		- **Verb (plain form) + みたいです**
+		- **Noun + みたいです**
+		- **Adjective + みたいです** (used for observation, not metaphor)
+	- **Key Usage**:
+		- **Metaphor/Simile (Nouns):** Creates a comparison, e.g., "His brain is like a computer."
+		- **Observation/Hearsay (Verbs/Adjectives):** Expresses an impression, e.g., "It looks like the baby is hungry."
+	- **Examples**:
+		- *事項が起きたみたいです* - It looks like the accident happened.
+		- *彼の頭はコンピュータみたいです* - His brain is like a computer.
+		- *四月なのに夏見たいです* - Even though it's April, it feels like Summer.
+
+- **Before (mae ni)** - 2025-12-11: Used to indicate that one action happens before another.
+	- **Formation**:
+		- **Verb (dictionary form) + 前に**
+		- **Noun + の + 前に**
+	- **Key Usage**: The verb in the `前に` clause is always in the non-past, non-polite form.
+	- **Examples**:
+		- *ご飯を食べる前に、手を洗います* - Before you eat dinner, wash your hands.
+		- *仕事の前に、休憩します* - Before work, take a break.
+		- *寝る前に、宿題をします* - Before sleep, I do homework.
+
+- **Cause and Effect with (と)** - 2025-12-23: Used to show a direct cause and effect relationship, similar to "if" or "when" in English, but with a strong sense of certainty that the result will follow the cause.
+	- **Formation**:
+		- **Verb (dictionary form) + と**
+	- **Key Usage**: The result in the second clause is a natural or inevitable consequence of the action in the first clause.
+	- **Examples**:
+		- *うまくいくと, いいですね* - If things go smoothly, it'll be good.
+		- *ご飯を食べると、ねむくなります。* - If I eat lunch, I'll then become sleepy.
+
+- **Connecting Verbs with (てから)** - 2025-12-23: This pattern is used to show that one action takes place after another action is completed. It clarifies the sequence of events.
+	- **Formation**:
+		- **Verb (て-form) + から**
+	- **Key Usage**: Emphasizes the completion of the first action before the second one begins.
+	- **Examples**:
+		- *シャワーを浴びてから、ご飯を食べます* - After I take a shower, I will eat.
+		- *宿題が終わってから、寝ます。* - After I finish my homework, I will sleep.
+
+- **Transitive (他動詞) and Intransitive (自動詞) Verbs** - 2025-12-23: This is a fundamental concept in Japanese grammar that distinguishes between verbs that require a direct object and those that do not.
+	- **Transitive Verbs (他動詞 - tadoushi)**:
+		- An action done *by* a subject *to* an object.
+		- The object is marked with the particle **を (o)**.
+		- *Example: 私が電気**を**つけます。* (I turn on the light.)
+	- **Intransitive Verbs (自動詞 - jidoushi)**:
+		- An action that happens *on its own*. There is no direct object.
+		- The subject is marked with the particle **が (ga)**.
+		- *Example: 電気**が**つきます。* (The light is on.)
+	- **Common Pairs**: Many verbs come in pairs. Learning them together is an effective way to master their usage.
+		- 開ける (akeru - to open) / 開く (aku - to be open)
+		- 閉める (shimeru - to close) / 閉まる (shimaru - to be closed)
+		- 入れる (ireru - to put in) / 入る (hairu - to enter)
+		- 出す (dasu - to take out) / 出る (deru - to go out)
+		- 消す (kesu - to turn off) / 消える (kieru - to disappear)
+	- When using Intransitive Verbs, its usually best to use ～ている form, because the thing is in a state of being whatever.
+		
+| **Transitive (他動詞)** | **Intransitive (自動詞)** | **English Meaning**          |
+| -------------------- | ---------------------- | ---------------------------- |
+| **開ける** (あける)        | **開く** (あく)            | To open                      |
+| **閉める** (しめる)        | **閉まる** (しまる)          | To close                     |
+| **入れる** (いれる)        | **入る** (はいる)           | To put in / To enter         |
+| **出す** (だす)          | **出る** (でる)            | To take out / To go out      |
+| **点ける** (つける)        | **点く** (つく)            | To turn on (light/appliance) |
+| **消す** (けす)          | **消える** (きえる)          | To turn off / To disappear   |
+| **壊す** (こわす)         | **壊れる** (こわれる)         | To break                     |
+| **汚す** (よごす)         | **汚れる** (よごれる)         | To make dirty / To get dirty |
+| **落とす** (おとす)        | **落ちる** (おちる)          | To drop / To fall            |
+| **沸かす** (わかす)        | **沸く** (わく)            | To boil (water)              |
+| 割る (わる)              | 割れる (われる)              | To shatter                   |
+| 折る (おる)              | 折れる (おれる)              | To Fold                      |
 
 ## 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), 安愛がかり (あんないがかり) - Greeter
+- **Nouns (General):**
+	- 交通事項 (こうつうじこ) -> Traffic Accident
+	- 太陽 (たいよう) -> Sun
+	- 歯 (は) -> Teeth
+	- 真冬 (まふゆ) -> Mid-Winter
+	- 初詣 (はつもうで) -> First visit of the year to a shrine
+	- 健康 (けんこう) -> Health
+	- 聖なる力 (せいなるちから) -> Holy Spirit
+	- 硝子 (ガラス) -> Glass
+- **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), 安愛がかり (あんないがかり) - Greeter, お金持ち (rich person), 奥さん (おくさん) - Wife (someone else's), 旦那さん (だんなさん) - Husband (someone else's)
 - **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)
+- **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), 将来 (しょうらい) - near future
 - **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), 洋食 (ようしょく) - Western food
-- **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), 洋食 (ようしょく) - Western food
+- **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), 洋食 (ようしょく) - Western food, 合格発表 (ごうかく はっぴょう) - pass exam announcement, 給料 (きゅうりょう) - salary, 実現 (じつげん) - achievement/realization, 公開講演 (こうかいこうえん) - public talk, 緊張 (きんちょう) - nervousness, 区域 (くいき) - Congregation Territory, 忍耐 (にんたい) - Patience (from God), 基地 (きち) - Military Base, 遅刻 (ちこく) - Delay, 宿題 (しゅくだい) - Homework, 教科書 (きょうかしょ) - Text Book, 日の出 (ひので) - Sunlight, 離島 (りとう) - Small islands off a big island, 天気予報 (てんきよほう) - Weather report, 嵐 (あらし) - Storm
+- **Natural Phenomena:** - 2025-11-25: 断水 (だんすい) - Water Main/Cut, 地震 (じしん) - Earthquake, 洗濯 (せんたく) - Laundry
+- **Other:** 軍隊 (ぐんたい) - Military, おく - Billion, 自動チェックイン (じどうチェックイン) - Self Check-in
 
 ### Verbs
 
@@ -182,18 +402,29 @@ Used to express intention or suggestion in a non-polite way.
 - **診る (みる)** - To examine (medical)
 - **探す (さがす)** - To look for
 - **連れていく (つれていく)** - To bring someone
-- **差 (さ)** - Range (suffix for adjectives)
-- **安愛する (あんないする)** - To guide
-- **届ける (とどける)** - To deliver/forward
-- **説明する (せつめいする)** - To explain
-- **診る (みる)** - To examine (medical)
-- **探す (さがす)** - To look for
-- **連れていく (つれていく)** - To bring someone
+- **出来る (できる)** - to be able to
+- **昇進する (しょうしん する)** - to be promoted
+- **出世する (しゅっせ する)** - to be promoted (more impactful)
+- **慣れる (なれる)** - To get Used to
+- **心開く (こころひらく)** - Open Minded/Open Hearted
+- **成長する (せいちょうする)** - To grow in size
+- **見送る (みおくる)** - To send off, to see off
+- **出迎える (でむかえる)** - To go to entrance, and welcome other person
+- **誘う (さそう)** - to invite
+- **困る (こまる)** - To get in trouble
+- **年を取る (としをとる)** - To become old
+- **着く (つく)** - to arrive
+- **官憲します (かんけんします)** - To do an expedition
+- **切る (きる)** - to turn off/cut off
+- **消す (けす)** - to turn off/make disappear
+- **出す (だす)** - 2025-12-23: To put out, to submit (Transitive)
+- **下す (くだす)** - to lower
+- **戻る (もどる)** - To go back
 
 ### 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)
+- **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), 悲しい (かなしい) - Sad (serious), 我慢強い (がまんづよい) - Patient, 使いやすい (つかいやすい) - To be useful, 上手い (うまい) - 2025-12-23: Smoothly, skillful, 懐かしい (なつかしい) - 2025-12-23: Nostalgic
+- **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), 残念 (ざんねん) - Disappointed/Too bad
 - **Like/Dislike Scale:** 大好き (love) > 好き (like) > 嫌い (dislike) > 大嫌い (hate)
 
 ### Adverbs & Expressions
@@ -206,23 +437,17 @@ Used to express intention or suggestion in a non-polite way.
 - **ときどき** - Sometimes
 - **ゆっくり** - Slowly
 - **喜んで (よろこんで)** - With joy/pleasure
+- **頭がぼうっとします** - My head feels foggy
 
 ## 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
-
+- **行ってきます (いってきます)** - I'm leaving
+- **お帰りなさい (おかえりなさい)** - Welcome Back (more formal)
 - **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

30-MOCs/MOC_Languages.md

@@ -1,20 +1,91 @@
-# MOC Languages
+# Language Learning MOC
 
-This is a Map of Content for all language-related studies.
+This Map of Content (MOC) serves as a living table of contents for all synthesized language notes. It is automatically updated to reflect new topics and the dates they were added.
 
-## Languages
+---
 
-- [[Synthesized-Chinese-Class-Notes]]
-- [[Synthesized-Japanese-Class-Notes]]
+## [[Synthesized-Japanese-Class-Notes]]
 
-## Key Concepts in Chinese
+### [[Synthesized-Japanese-Class-Notes#Grammar|Grammar]]
 
-- [[Synthesized-Chinese-Class-Notes#Grammar|Chinese Grammar]]
-- [[Synthesized-Chinese-Class-Notes#Vocabulary|Chinese Vocabulary]]
-- [[Synthesized-Chinese-Class-Notes#Cultural Notes, Idioms & Slang|Chinese Idioms & Slang]]
+#### [[Synthesized-Japanese-Class-Notes#Parts of Speech|Parts of Speech]]
+#### [[Synthesized-Japanese-Class-Notes#Particles|Particles]]
+#### [[Synthesized-Japanese-Class-Notes#Verb Conjugations|Verb Conjugations]]
+#### [[Synthesized-Japanese-Class-Notes#Adjective Conjugations|Adjective Conjugations]]
+#### [[Synthesized-Japanese-Class-Notes#Sentence Structures|Sentence Structures]]
+- [[Synthesized-Japanese-Class-Notes#Making Invitations|Making Invitations]]
+- [[Synthesized-Japanese-Class-Notes#Expressing I think (と思います)|Expressing I think (と思います)]]
+- [[Synthesized-Japanese-Class-Notes#Quoting Someone (と言います)|Quoting Someone (と言います)]]
+- [[Synthesized-Japanese-Class-Notes#Making Comparisons|Making Comparisons]]
+- [[Synthesized-Japanese-Class-Notes#Expressing Superlatives|Expressing Superlatives]]
+- [[Synthesized-Japanese-Class-Notes#Expressing Intention (つもりです)|Expressing Intention (つもりです)]]
+- [[Synthesized-Japanese-Class-Notes#Expressing to Become (になる or くなる)|Expressing to Become (になる or くなる)]]
+- [[Synthesized-Japanese-Class-Notes#Expressing I want to (たい)|Expressing I want to (たい)]]
+- [[Synthesized-Japanese-Class-Notes#Expressing someone else wants (たがる)|Expressing someone else wants (たがる)]]
+- [[Synthesized-Japanese-Class-Notes#Stating Purpose|Stating Purpose]]
+- [[Synthesized-Japanese-Class-Notes#Expressing Probably (でしょう)|Expressing Probably (でしょう)]]
+- [[Synthesized-Japanese-Class-Notes#Expressing Preparation (ておく)|Expressing Preparation (ておく)]]
+- [[Synthesized-Japanese-Class-Notes#Making Suggestions (たらどうですか)|Making Suggestions (たらどうですか)]]
+- [[Synthesized-Japanese-Class-Notes#Polite Questions (んです)|Polite Questions (んです)]]
+- [[Synthesized-Japanese-Class-Notes#Listing Activities Loosely (たりたりする)|Listing Activities Loosely (たりたりする)]]
+- [[Synthesized-Japanese-Class-Notes#Expressing Experience (たことがあります)|Expressing Experience (たことがあります)]]
+- [[Synthesized-Japanese-Class-Notes#Expressing Too much (すぎる)|Expressing Too much (すぎる)]]
+- [[Synthesized-Japanese-Class-Notes#Giving Advice (方がいい)|Giving Advice (方がいい)]]
+- [[Synthesized-Japanese-Class-Notes#Multiple Reasons Why (し)|Multiple Reasons Why (し)]]
+- [[Synthesized-Japanese-Class-Notes#Expressing Seems to be (そうです)|Expressing Seems to be (そうです)]]
+- [[Synthesized-Japanese-Class-Notes#Trying To (temiru)|Trying To (temiru)]]
+- [[Synthesized-Japanese-Class-Notes#Noun Modification|Noun Modification]]
+- [[Synthesized-Japanese-Class-Notes#Difficulty Suffix nikui|Difficulty Suffix nikui]]
+- [[Synthesized-Japanese-Class-Notes#Receiving Favors (てもらいます)|Receiving Favors (てもらいます)]]
+- [[Synthesized-Japanese-Class-Notes#Polite Requests (ていただけませんか)|Polite Requests (ていただけませんか)]]
+- [[Synthesized-Japanese-Class-Notes#Expressing Hope (といいですね or といいんですが)|Expressing Hope (といいですね or といいんですが)]]
+- [[Synthesized-Japanese-Class-Notes#Expressing When (とき)|Expressing When (とき)]]
+- [[Synthesized-Japanese-Class-Notes#Expressing Apology (てすみませんでした)|Expressing Apology (てすみませんでした)]]
+- [[Synthesized-Japanese-Class-Notes#Quoting Someone Informal (tte iimashita)|Quoting Someone Informal (tte iimashita)]] - *Added: 2025-11-25*
+- [[Synthesized-Japanese-Class-Notes#Conditional If (moshidattara or tara)|Conditional If (moshidattara or tara)]] - *Added: 2025-11-25*
+- [[Synthesized-Japanese-Class-Notes#Trying To (temiru)|Trying To (temiru)]] - *Added: 2025-11-20*
+- [[Synthesized-Japanese-Class-Notes#Hearsay (そうです)|Hearsay (そうです)]] - *Added: 2025-11-20*
+- [[Synthesized-Japanese-Class-Notes#Confirmation Conditions (ra)|Confirmation Conditions (ra)]] - *Added: 2025-12-04*
+- [[Synthesized-Japanese-Class-Notes#Need Not To (nakutemo iidesu)|Need Not To (nakutemo iidesu)]] - *Added: 2025-12-04*
+- [[Synthesized-Japanese-Class-Notes#Looks Like (~mitai desu)|Looks Like (~mitai desu)]] - *Added: 2025-12-11*
+- [[Synthesized-Japanese-Class-Notes#Before (mae ni)|Before (mae ni)]] - *Added: 2025-12-11*
+- [[Synthesized-Japanese-Class-Notes#Cause and Effect with (と)|Cause and Effect with (と)]] - *Added: 2025-12-23*
+- [[Synthesized-Japanese-Class-Notes#Connecting Verbs with (てから)|Connecting Verbs with (てから)]] - *Added: 2025-12-23*
+- [[Synthesized-Japanese-Class-Notes#Transitive (他動詞) and Intransitive (自動詞) Verbs|Transitive and Intransitive Verbs]] - *Updated: 2025-12-31*
+- [[Synthesized-Japanese-Class-Notes#~ように|~ように]] - *Added: 2025-12-31*
 
-## Key Concepts in Japanese
+### [[Synthesized-Japanese-Class-Notes#Vocabulary|Vocabulary]]
+- [[Synthesized-Japanese-Class-Notes#Nouns|Nouns]]
+- [[Synthesized-Japanese-Class-Notes#Verbs|Verbs]]
+- [[Synthesized-Japanese-Class-Notes#Adjectives|Adjectives]]
+- [[Synthesized-Japanese-Class-Notes#Adverbs & Expressions|Adverbs & Expressions]]
 
-- [[Synthesized-Japanese-Class-Notes#Grammar|Japanese Grammar]]
-- [[Synthesized-Japanese-Class-Notes#Vocabulary|Japanese Vocabulary]]
-- [[Synthesized-Japanese-Class-Notes#Phrases & Greetings|Japanese Phrases & Greetings]]
+### [[Synthesized-Japanese-Class-Notes#Phrases & Greetings|Phrases & Greetings]]
+
+---
+
+## [[Synthesized-Chinese-Class-Notes]]
+
+### [[Synthesized-Chinese-Class-Notes#Grammar|Grammar]]
+- [[Synthesized-Chinese-Class-Notes#Sentence Patterns|Sentence Patterns]]
+- [[Synthesized-Chinese-Class-Notes#Verb Complements|Verb Complements]]
+- [[Synthesized-Chinese-Class-Notes#Again You vs Zai|Again You vs Zai]]
+- [[Synthesized-Chinese-Class-Notes#Grammar Notes - 2025-12-08|Grammar Notes]] - *Added: 2025-12-08*
+
+### [[Synthesized-Chinese-Class-Notes#Vocabulary|Vocabulary]]
+- [[Synthesized-Chinese-Class-Notes#General Words & Phrases|General Words & Phrases]]
+- [[Synthesized-Chinese-Class-Notes#People & Relationships|People & Relationships]]
+- [[Synthesized-Chinese-Class-Notes#Actions & Verbs|Actions & Verbs]]
+- [[Synthesized-Chinese-Class-Notes#Feelings & Emotions|Feelings & Emotions]]
+- [[Synthesized-Chinese-Class-Notes#Medical & Health|Medical & Health]]
+- [[Synthesized-Chinese-Class-Notes#Technology & Gaming|Technology & Gaming]]
+- [[Synthesized-Chinese-Class-Notes#Weather - 2025-11-17|Weather]] - *Added: 2025-11-17*
+
+### [[Synthesized-Chinese-Class-Notes#Conversations|Conversations]]
+- [[Synthesized-Chinese-Class-Notes#Dinner Preparation|Dinner Preparation]]
+- [[Synthesized-Chinese-Class-Notes#Coincidental Meeting at a Coffee Shop|Coincidental Meeting at a Coffee Shop]]
+- [[Synthesized-Chinese-Class-Notes#Discussing the Weather|Discussing the Weather]]
+- [[Synthesized-Chinese-Class-Notes#Talking about Economy - 2025-11-24|Talking about Economy]] - *Added: 2025-11-24*
+- [[Synthesized-Chinese-Class-Notes#Personal Conversation - 2025-12-04|Personal Conversation]] - *Added: 2025-12-04*
+
+### [[Synthesized-Chinese-Class-Notes#Cultural Notes, Idioms & Slang|Cultural Notes, Idioms & Slang]]

30-MOCs/MOC_Okinawa.md

@@ -0,0 +1,8 @@
+# MOC Okinawa
+
+This is a Map of Content for notes related to Okinawa.
+
+## Main Notes
+
+- [[Okinawa English Teaching Job Guide]]
+- [[Okinawa]]

30-MOCs/MOC_Server_Info.md

@@ -0,0 +1,7 @@
+# MOC Server Info
+
+This is a Map of Content for notes related to server information.
+
+## Main Notes
+
+- [[Server Info]]

30-MOCs/MOC_Spiritual.md

@@ -19,3 +19,7 @@ This is a Map of Content for spiritual notes and studies.
 - [[Pure Worship Convention 2025#Friday Morning|Friday Morning]]
 - [[Pure Worship Convention 2025#Saturday Morning|Saturday Morning]]
 - [[Pure Worship Convention 2025#Sunday Morning|Sunday Morning]]
+
+## Practical Skills
+
+- [[Diaphragmatic Breathing for Public Speaking]]

40-Archive/College Assignments/TESOL40.md

@@ -94,13 +94,16 @@ Good for beginners, and uh, very much dependent on culture, but writing words an
 
 ## 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!
+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.
+
+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)
 
@@ -115,7 +118,8 @@ Literally juggling. It's a high speed, high coordination required activity, that
 
  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.
 
@@ -127,7 +131,8 @@ People love to talk about other people. Gossip, etc. In victorian era, people wo
 
 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
 
-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.
+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.
 
@@ -149,9 +154,11 @@ Tip 2: This activity works well in the middle of a lesson when student concentra
 
 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."
 
@@ -178,33 +185,39 @@ Story: Pay for the food, slowly sit down at the table, eat the burger, then quic
 
 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.
 
-"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.
+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.
 
@@ -256,19 +269,21 @@ Studies show that humor decreases stress, allowing for better healing. Laughing
 
 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"
 
@@ -290,33 +305,33 @@ Students learn better when they are telling a story to each other.
 
 - 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.
 
@@ -434,11 +449,14 @@ An attempt to immerse, only using English. This method can be used to introduce
 
 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.
 

40-Archive/Work/Cover Letters/11.9.25 - IT Support.md

@@ -0,0 +1,27 @@
+件名：IT Staff (沖縄勤務) 職 (求人番号: JN-112025-687660) 応募の件 - Spencer Grimes
+
+採用ご担当者様
+
+拝啓
+
+貴社の求人情報（求人番号: JN-112025-687660）を拝見し、「IT Staff」職、特に「沖縄勤務」のポジションに深い関心を持ち、応募させていただきました。
+
+私は2018年よりWebデベロッパー 及び Shopifyコンサルタント として、クライアントのニーズに応じたウェブサイトの構築、運用、保守に携わってまいりました。貴社の募集要項にある「インフラシステム運用」に関しましては、Linux (Debian) や Docker を用いたサーバー管理の経験がございます。また、「新しいITツールの導入サポート」に関しても、Shopifyアプリのインストール、設定、メンテナンスを日常的に行っており、即戦力として貢献できると自負しております。さらに、プロジェクトマネージャーとして開発チームの調整役を担った経験 は、社内ITサポート業務にも活かせると考えております。
+
+いくつか補足させていただきます。
+まず、私の現在の日本語レベルは日常会話程度ですが、現在も熱心に学習を続けており、すでに1500程度の漢字を習得しております。貴社のグローバルな環境で働くことを楽しみにしており、業務に支障がないよう、一層の努力を続ける所存です。
+
+次に、勤務地についてです。貴社の「沖縄勤務」の募集を拝見し、大変魅力に感じております。私は現在12月24日まで沖縄市に滞在しており、この地域には非常に慣れ親しんでおります。
+
+最後に、日本での就労にあたりましては、ビザのサポートが必要となります点、ご承知おきいただけますと幸いです。
+
+私のこれまでの技術的な経験とサーバー管理の知識 が、貴社のITインフラを支える上で必ずお役に立てると確信しております。ぜひ一度、面接の機会をいただけますと幸いです。
+
+ご多忙のところ恐れ入りますが、ご検討のほど、何卒よろしくお願い申し上げます。
+
+敬具
+
+スペンサー・グライムズ (Spencer Grimes)
+沖縄県沖縄市
+電話番号: (470) 336-2298
+メール: toamidan@gmail.com

40-Archive/Work/Cover Letters/Cover Letter for OIST Relocation.md

@@ -0,0 +1,48 @@
+---
+Title: Cover Letter - OIST Relocation Staff
+Date: [[<#today>]]
+Applicant: Spencer Grimes
+Job: Relocation Staff, OIST
+Source: LinkedIn
+---
+
+Spencer Grimes
+Panama City, FL & Okinawa City, Okinawa, Japan
+(470) 336-2298 | toamidan@gmail.com
+November 5th, 2025
+
+Hiring Committee
+Relocation Support Services Section
+Okinawa Institute of Science and Technology Graduate University (OIST)
+1919-1 Tancha, Onna-son, Kunigami-gun, Okinawa, Japan
+
+Subject: Application for Relocation Staff Position
+
+Dear Hiring Committee,
+
+I am writing to express my strong interest in the Relocation Staff position at the Okinawa Institute of Science and Technology Graduate University (OIST). As someone currently based in Okinawa, Japan, who has also lived in the US, and with a deep enthusiasm for supporting world-class research and science, I believe my professional experience and commitment to international community building align perfectly with OIST's mission.
+
+The opportunity to support the exceptional faculty and staff advancing fields like Neuroscience and Physical Sciences is personally compelling. I am eager to contribute to OIST’s globally recognized, multidisciplinary environment by helping new hires settle in smoothly.
+
+My background provides several key advantages directly relevant to the duties of a Relocation Staff member:
+
+* **Cross-Cultural Communication and Support:** My experience as a TESOL Teacher involved training on over 40 different teaching methods, requiring me to consistently tailor communication and information delivery to diverse, international audiences. Combined with my conversational ability in Chinese and Japanese, I am well-prepared to be flexible and proactive in supporting employees and their families as they navigate their new lives in Okinawa. This experience directly addresses the preference for candidates who have supported incoming foreigners.
+
+* **Logistical and Administrative Coordination:** My recent work as a Project Manager for MXT.co required me to coordinate two separate development teams to build a single, functional e-commerce store. This involved holding weekly meetings, enforcing deadlines, and writing weekly reports on project status. This track record of managing complex, multi-step logistical processes is highly transferable to arranging travel, managing temporary accommodation, and handling necessary field support like bank accounts, residence registration, and housing contracts.
+
+* **Documentation Security and Visa Processing:** As a Web Designer/Developer and Shopify Consultant, I routinely handle sensitive data and secure client platforms, including server management with Linux/Docker. I understand the critical importance of information security and managing personal documentation securely. This administrative rigor is essential for providing accurate visa-related support, including the preparation and submission of Certificates of Eligibility and managing visa extensions.
+
+### VISA Sponsorship
+
+I should mention that I would require VISA sponsorship to accept this position. My commitment to relocating and contributing to the OIST community is absolute, and I am prepared to provide all necessary documentation to facilitate this process. I am highly motivated to work at OIST and believe I have the perfect skill set to ensure your new staff members have a positive, seamless transition to Okinawa.
+
+Thank you for considering my application. I look forward to the opportunity to discuss how my skills and local knowledge can best serve the Relocation Support Services Section.
+
+Sincerely,
+
+Spencer Grimes
+
+---
+***Please be sure to indicate where you first saw the job advertisement.***
+
+I saw this job advertisement on **LinkedIn**.

40-Archive/Work/Cover Letters/Web Designer.md

@@ -0,0 +1,45 @@
+## 履歴書送付のご案内（Webデザイナー・エンジニア職への応募）
+
+**作成日: 11/8/2025**
+
+株式会社ENseed
+採用ご担当者様
+
+**応募者氏名:** スペンサー・グライムズ
+**現住所:** 沖縄県沖縄市（12月24日まで滞在予定）
+**連絡先:** (470) 336-2298
+**Eメール:** toamidan@gmail.com
+
+拝啓
+
+貴社Webデザイナー・エンジニア職の求人を拝見し、沖縄という地でITキャリアを築きたいという強い思いから、応募させていただきます。
+
+### １. 貴社への応募理由と私の経験
+
+貴社が「熱意」を最も重視され、未経験者からの成長を全力でサポートするという姿勢に強く共感いたしました。
+
+私自身、Webデザイン/デベロッパーとして、2018年よりWordpressやShopifyを用いたクライアントのWebサイト構築、およびShopifyコンサルタントとして活動してまいりました。具体的には、HTML、CSS、JavaScriptの基礎技術に加え、ShopifyのLiquidテンプレートなどを扱ってきました。
+
+貴社が求める「Webサイトやアプリがどう作られているかに興味がある」という熱意は、これまでの実務を通して深めてきたものです。この既存の基礎知識を土台とし、貴社の充実した研修カリキュラムを通じて、PHPやReactといった新しい分野に挑戦し、「手に職」をつけてプロフェッショナルとして貢献したいと熱望しております。
+
+### ２. 現在の状況について
+
+現在、私は沖縄県内に居住しており、**12月24日まで**は沖縄での勤務開始が可能です。那覇市を拠点とする貴社で働くことに、大変魅力を感じております。
+
+* 日本語能力:
+    日本語は日常会話レベルですが、学習に対する意欲は非常に高く、約1500字程度の漢字を読む力があります。しかし、ビジネスの現場で通用するレベルに達するには、さらなるイマージョン（集中学習）が不可欠だと認識しています。貴社での仕事を通して、言語力を完全に習得し、チームに貢献できる環境を作りたいと考えております。
+
+* ビザ（在留資格）について:
+    長期間にわたり貴社でWebデザイナー・エンジニアとして貢献させていただくためには、**就労ビザのスポンサーシップ**が必要となります。この点につきまして、ご理解いただけますようお願い申し上げます。
+
+### ３. 結び
+
+貴社が大切にされている「夢中になれるほどの情熱」をもって、沖縄のIT業界の最前線で活躍する一員となるため、精一杯努める所存です。
+
+まずは、貴社の理念やプロジェクトについて直接お話しさせていただく機会をいただければ幸いです。
+
+何卒よろしくお願い申し上げます。
+
+敬具,
+
+Spencer Grimes

40-Archive/Work/Degree Translation in Japanese.md

@@ -0,0 +1,73 @@
+---
+# Obsidianのプロパティ（YAMLフロントマター）
+title: URH卒業証書・成績証明書 日本語訳
+source: URH Diploma & Transcript_Grimes, Spencer.pdf
+recipient: グライムズ・スペンサー・スコット
+qualification: 教育科学学士
+language: 日本語
+tags:
+  - 翻訳
+  - 学位
+  - 成績証明書
+---
+
+# 🇯🇵 ハイチ・ルネサンス大学 学位記・成績証明書 日本語訳
+
+## 🎓 卒業証書 (Diploma) [^1]
+
+| フランス語 (Original French)                                                                                                                                                                                         | 日本語訳 (Japanese Translation)                                                   |
+| :-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | :---------------------------------------------------------------------------- |
+| Université de la Renaissance d'Haiti URH-ISAG Faculté autonome francophone de Management international                                                                                                          | ハイチ・ルネサンス大学 URH-ISAG 国際マネジメント自律的フランス語学部                                       |
+| Nous, les représentants des sous-signées délivrons au lauréat de la Faculté ci-dessous et nommé: **GRIMES SPENCER SCOTT** le diplôme de: **Licence en sciences de l'Education** option **éducation secondaire** | 署名した我々は、下記学部の卒業生である **グライムズ・スペンサー・スコット** に、**教育科学学士**、専攻は**中等教育**の卒業証書を授与します。 |
+| UNESCO ISCED 6                                                                                                                                                                                                  | ユネスコ国際標準教育分類 (ISCED) 6                                                        |
+| Fait le: **17/06/25**                                                                                                                                                                                           | 作成日: **2025年6月17日**                                                           |
+| Numéro d'enregistrement: **2025-1706/1630**                                                                                                                                                                     | 登録番号: **2025-1706/1630**                                                      |
+|                                                                                                                                                                                                                 |                                                                               |
+
+## 📝 成績証明書 (Transcript: RELEVE DE NOTES) [^2]
+
+### 基本情報
+
+| 項目 (French/English) | 内容 (Content) | 日本語訳 (Japanese Translation) |
+| :--- | :--- | :--- |
+| Étudiant(e) | **GRIMES, SPENCER SCOTT** | 学生名：**グライムズ、スペンサー・スコット** |
+| Titre du programme | **sciences de l'éducation option Éducation secondaire** | プログラム名：**教育科学**、専攻 **中等教育** |
+| Scolarité à temps plein | **4 années complètes** | 全日制の修学期間：**4年間** |
+| Total CTS années 1-4 | **240** | 1～4年次のCTS合計：**240** |
+| **Moyenne générale** | **B+** | **総合平均：B+** |
+| Échelle évaluations | A (100-95pts) / B (94-66pts) / C (65-50pts) | 評価基準：A (100-95点) / B (94-66点) / C (65-50点) |
+
+### 主要科目と成績 (抜粋)
+
+| 授業コード | 授業名（仏語） | 日本語訳 (Japanese Translation) | 成績 (Note) |
+| :--- | :--- | :--- | :--- |
+| 1er UV | cours avancé de méthodologie TESOL | TESOL上級指導法 | B+ |
+| 3e UV | phonétiques | 音声学 | A+ |
+| 5e UV | introduction à la grammaire anglaise | 英文法入門 | B+ |
+| 9e UV | l'humanité en quête de sens | 意味を追求する人間性 | A+ |
+| 1er UVS | histoire des Amériques de l'Antiquité | 古代アメリカの歴史 | A+ |
+| 4e UVS | chinois mandarin élémentaire | 中国語（北京語）初級 | B+ |
+| 6e UVS | chinois mandarin avancé | 中国語（北京語）上級 | B+ |
+| 4e Année | Travail final de 4e année avec soutenance de thèse | 4年次の最終課題と論文発表 | B |
+
+## 📑 ディプロマ・サプリメント (Diploma Supplement) [^3]
+
+| 項目 (Section) | フランス語/英語 (Original French/English) | 日本語訳 (Japanese Translation) |
+| :--- | :--- | :--- |
+| **1. 資格取得者情報** | Name: **Grimes, Spencer Scott** | 氏名: **グライムズ、スペンサー・スコット** |
+| | Country of birth: **USA** | 出生地: **アメリカ合衆国** |
+| **2. 資格情報** | Name of qualification: **Bachelor of Arts** | 資格の名称: **文学士** |
+| | Specialization: **Education** Option: **Secondary Education** | 専門分野: **教育** 選択科目: **中等教育** |
+| | Languages of instruction / examination: **X English** | 授業/試験の言語: **英語にチェック** (X English) |
+| **3. 資格のレベル** | Overall classification: **B+** | 全体の分類: **B+** |
+| | Grading distribution guidance (Excellent) | 評価指針（優）：A |
+| **5. サプリメントの証明** | Date: **06/17/25** | 日付: **2025年6月17日** |
+| | Signature/name: **PROVOST Patrice - General Secretary** | 署名/氏名: **プロヴォスト・パトリス - 事務局長** |
+
+***
+
+### 参考文献 (References/Citations)
+
+[^1]: 原本ファイルの1ページ目に記載された「卒業証書」の内容を参照。
+[^2]: 原本ファイルの2ページ目に記載された「成績証明書（RELEVE DE NOTES）」の内容を参照。
+[^3]: 原本ファイルの3ページ目に記載された「ディプロマ・サプリメント」の内容を参照。

41-Calls/Bayou George/Robert Deberry Bayou George.md

@@ -17,3 +17,6 @@ dateLastFound: '2025-04-23'
 
 ### April 23, 2025
 - Nice older man, left kingdom tract, really likes to talk. Lived there for 53 years, was an electrician. Met him trying to put together a smoker, but failing.
+
+## January 5th, 26
+- Found wife, very nice. Said they went to penecostal church. Name was Shirley.

41-Calls/Okinawa/Guss - Kin Area.md

@@ -0,0 +1,3 @@
+https://maps.app.goo.gl/2xMc2gTwQtPKyhQa7
+
+Catholic man, very nice, had a border Collie named Umi. Went with Aiko, talked and lords prayer, into kingdom, into rev 21:3,4. 

41-Calls/Okinawa/Joshua - Uruma.md

@@ -0,0 +1,11 @@
+https://maps.app.goo.gl/g3A1hmuoXFWNRnrR6
+
+1587-6 Kanekadan 
+Kaneka de Verde C 
+Joseph
+
+Doctorate chaplain, currently teaches Greek and Hebrew at the University of Arizona. From St Augustine, FL. Talked about God's name, and how they filled in the vowels
+
+12/17/26
+Found wife, he wasn't home
+

41-Calls/Okinawa/Louis.md

@@ -0,0 +1,5 @@
+6-chōme-10-12 Matsumoto, Okinawa, 904-2151, Japan
+
+https://maps.app.goo.gl/riUSsrVrrTgwEi6N7
+
+Louis, older retired army man. Went with Miwako. Very disappointed in the world around us. Said he couldn't trust in a god that would allow terrible things to happen. Shared 1 John 5:19, and he asked why his would allow this to happen. Says wife is Okinawan, didn't really like to talk religion. 

41-Calls/Okinawa/Portuguese Man.md

@@ -0,0 +1,9 @@
+https://maps.app.goo.gl/JNf3mUgGtW5no6Af9
+
+Takaesu, Uruma, Okinawa 904-2242, Japan
+
+Room 401
+
+Aiko and I found a guy who barley spoke English, only spoke Portuguese, and a little bit of Japanese. He's from Brazil. Aiko gave a full presentation in Japanese, he said he was Christian. He said his family reads the bible in Portuguese every day. Aiko asked what is favorite scripture was, and he played a Christian song on Spotify. Return with Robbie
+
+Found Tuesday Evening around 5:30/6pm

41-Calls/Okinawa/Ronald - Okinawa City.md

@@ -0,0 +1,6 @@
+5-21-27 Chibana
+
+https://maps.app.goo.gl/JkYTnrbCCkf7mHrJ7
+
+Very nice man from Virginia. Talked about Bible being hard to understand, shared questions at front. Choose who is God, read Psalm 83:18, talked about titles vs names. Left Bible tract and Bible study card. 
+

41-Calls/Southport/John Crater.md

@@ -40,3 +40,10 @@ dateLastFound: '2025-04-24'
 
 ### September 10, 2025
 - Left kingdom magazine, shared Matt 6:9,10, and then looked at the magazine and talked about the promises that God's kingdom will bring forth.
+
+## January 7th, 2026
+Shared this article 
+https://www.jw.org/en/library/series/more-topics/you-are-going-to-hear-of-wars/
+
+Then shared the why do we suffer video. 
+

43-Talks/APPRECIATING MARVELS OF GOD’S CREATION - #114.md

@@ -19,7 +19,7 @@ Tile is 90 rows across.
 
 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.
+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. How can we make our desicion? The scriptures, combined with the reality we live in can provide the answers. As we examine the evidence, we will 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?**
 
@@ -35,7 +35,7 @@ What does the Bible have to say on the matter? As it happens, **Bible writers an
 
 > _"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.
+So, let's take a look at these things, and see how they declare the glory of God. With what purpose? **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.
 
 ---
 
@@ -57,11 +57,11 @@ Take a look at the floor, you'll notice several carpet tiles beneath your feet,
 
 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:
+However, despite the ridiculous 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.
+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 on a much grander scale.
 
 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.
 
@@ -72,7 +72,7 @@ Our next point of discussion: **Our Sun**. A little bit closer to home than the
 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.
+If the Earth was a little bit farther from the sun, 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.
 
@@ -124,7 +124,7 @@ First up, **Power**. Let's turn in our Bibles to Jeremiah 10:12:
 
 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.
+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 animal 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.
 
@@ -167,7 +167,7 @@ Do you think we can see God's qualities reflected in creation? When we look at t
 
 **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:
+Creation also has very practical and important lessons we can learn 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._
 
@@ -187,7 +187,7 @@ Another example the scriptures use is the **human body**. In 1 Corinthians 12, P
 
 > _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.
+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, much like a united body.
 
 **Jesus & Birds**
 
@@ -235,4 +235,13 @@ Ultimatley, **The choice is yours.** Please, turn with me to one final scripture
 
 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!
+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!
+
+
+
+
+Notes for improvement 
+Make sure to say evolution has never been proven
+If there was an explosion in an apple factory, does an iPhone happen? 
+Mention that matter is energy, the universe had to come from somewhere, so where'd that energy come from. 
+More pause from questions

launch_gemini.ps1

@@ -1,2 +1,2 @@
-cd "C:\Users\toami\Documents\Inanis_Vault"
+Set-Location "C:\Users\toami\Inanis_Vault"
 gemini