Advanced Vocabulary Quotes

The appearance in nineteenth-century psychiatry, jurisprudence, and literature of a whole series of discourses on the species and subspecies of homosexuality, inversion, pederasty, and "psychic hermaphroditism" made possible a strong advance of social controls into this area of "perversity"; but it also made possible the formation of a "reverse" discourse: homosexuality began to speak in its own behalf, to demand that its legitimacy or "naturality" be acknowledged, often in the same vocabulary, using the same categories by which it was medically disqualified.

Words are a mirror of their times. By looking at the areas in which the vocabulary of a language is expanding fastest in a given period, we can form a fairly accurate impression of the chief preoccupations of society at that time and the points at which the boundaries of human endeavour are being advanced.

Contrary to what many self-help books would have you believe, adding a great number of obscure words to your vocabulary will not help you advance in the world. You will not gain new friends through this kind of endeavor, nor will it help you in the workplace.

…Sometimes this constraint would be felt by the whole tribe, numbering some dozens of grown men and women. It sprang from the sense they had (and their senses are very sharp and much in advance of their vocabulary) that whatever they were doing crumbled like ashes in their hands. An old woman making a basket, a boy skinning a sheep, would be singing or crooning contentedly at their work, when Orlando would come into the camp, fling herself down by the fire and gaze into the flames. She need not even look at them, and yet they felt, here is someone who doubts; (we make a rough-and-ready translation from the gipsy language) here is someone who does not do the thing for the sake of doing; nor looks for looking’s sake; here is someone who believes neither in sheep-skin nor basket; but sees (here they looked apprehensively about the tent) something else. Then a vague but most unpleasant feeling would begin to work in the boy and in the old woman. They broke their withys; they cut their fingers. A great rage filled them. They wished Orlando would leave the tent and never come near them again.

Let me simplify my take on intervention. To me it is mostly about having a systematic protocol to determine when to intervene and when to leave systems alone. And we may need to intervene to control the iatrogenics of modernity—particularly the large-scale harm to the environment and the concentration of potential (though not yet manifested) damage, the kind of thing we only notice when it is too late. The ideas advanced here are not political, but risk-management based. I do not have a political affiliation or allegiance to a specific party; rather, I am introducing the idea of harm and fragility into the vocabulary so we can formulate appropriate policies to ensure we don’t end up blowing up the planet and ourselves.

I have heard of too many people who “knew well before it happened that the 2008 financial crisis was inevitable.” This sentence contains a highly objectionable word, which should be removed from our vocabulary in discussions of major events. The word is, of course, knew. Some people thought well in advance that there would be a crisis, but they did not know it. They now say they knew it because the crisis did in fact happen. This is a misuse of an important concept. In everyday language, we apply the word know only when what was known is true and can be shown to be true. We can know something only if it is both true and knowable. But the people who thought there would be a crisis (and there are fewer of them than now remember thinking it) could not conclusively show it at the time. Many intelligent and well-informed people were keenly interested in the future of the economy and did not believe a catastrophe was imminent; I infer from this fact that the crisis was not knowable. What is perverse about the use of know in this context is not that some individuals get credit for prescience that they do not deserve. It is that the language implies that the world is more knowable than it is. It helps perpetuate a pernicious illusion.

Gadgetry will continue to relieve mankind of tedious jobs. Kitchen units will be devised that will prepare ‘automeals,’ heating water and converting it to coffee; toasting bread; frying, poaching or scrambling eggs, grilling bacon, and so on. Breakfasts will be ‘ordered’ the night before to be ready by a specified hour the next morning. Communications will become sight-sound and you will see as well as hear the person you telephone. The screen can be used not only to see the people you call but also for studying documents and photographs and reading passages from books. Synchronous satellites, hovering in space will make it possible for you to direct-dial any spot on earth, including the weather stations in Antarctica. [M]en will continue to withdraw from nature in order to create an environment that will suit them better. By 2014, electroluminescent panels will be in common use. Ceilings and walls will glow softly, and in a variety of colors that will change at the touch of a push button. Robots will neither be common nor very good in 2014, but they will be in existence. The appliances of 2014 will have no electric cords, of course, for they will be powered by long- lived batteries running on radioisotopes. “[H]ighways … in the more advanced sections of the world will have passed their peak in 2014; there will be increasing emphasis on transportation that makes the least possible contact with the surface. There will be aircraft, of course, but even ground travel will increasingly take to the air a foot or two off the ground. [V]ehicles with ‘Robot-brains’ … can be set for particular destinations … that will then proceed there without interference by the slow reflexes of a human driver. [W]all screens will have replaced the ordinary set; but transparent cubes will be making their appearance in which three-dimensional viewing will be possible. [T]he world population will be 6,500,000,000 and the population of the United States will be 350,000,000. All earth will be a single choked Manhattan by A.D. 2450 and society will collapse long before that! There will, therefore, be a worldwide propaganda drive in favor of birth control by rational and humane methods and, by 2014, it will undoubtedly have taken serious effect. Ordinary agriculture will keep up with great difficulty and there will be ‘farms’ turning to the more efficient micro-organisms. Processed yeast and algae products will be available in a variety of flavors. The world of A.D. 2014 will have few routine jobs that cannot be done better by some machine than by any human being. Mankind will therefore have become largely a race of machine tenders. Schools will have to be oriented in this direction…. All the high-school students will be taught the fundamentals of computer technology will become proficient in binary arithmetic and will be trained to perfection in the use of the computer languages that will have developed out of those like the contemporary “Fortran". [M]ankind will suffer badly from the disease of boredom, a disease spreading more widely each year and growing in intensity. This will have serious mental, emotional and sociological consequences, and I dare say that psychiatry will be far and away the most important medical specialty in 2014. [T]he most glorious single word in the vocabulary will have become work! in our a society of enforced leisure.

Advancing no particular theory of their own, some insist that explicit teaching of grammar, vocabulary, semantics, pragmatics, and even pronunciation is necessary because students in immersion classrooms sometimes have trouble with these features of the second language. Direct instruction, they say, is the only remedy. Such claims rely heavily on short-term studies in which older students—rarely K–12 English learners—are taught a linguistic form, such as word order, verb conjugation, relative clauses, and so forth, then tested on their conscious knowledge of the form soon after.

hypothesis that psychically sensitive individuals may somehow, through some as-yet-undiscovered “psychic retina,” be detecting large, rapid changes in entropy as bright beacons on the landscape ahead in time.24 May’s argument makes a certain amount of sense given the classical equivalence of time’s arrow with entropy. Things that are very rapidly dissipating heat, such as stars and nuclear reactors and houses on fire, or even just a living body making the ultimate transition to the state of disorder called death, could perhaps be seen as concentrated time. But steep entropy gradients also represent a category of information that is intrinsically interesting and meaningful to humans and toward which we are particularly vigilant, whatever the sensory channel through which we receive it. An attentional bias to entropy gradients has been shown for the conventional senses of sight and hearing, not just psi phenomena. Stimuli involving sudden, rapid motion, and especially fire and heat, as well as others’ deaths and illness, are signals that carry important information related to our survival, so we tend to notice and remember them.25 Thus, an alternative explanation for the link between psi accuracy and entropy is the perverse pleasure—that is, jouissance—aroused in people by signs of destruction. Some vigilant part of us needs be constantly scanning the environment for indications of threats to our life and health, which means we need on some level to find that search rewarding. If we were not rewarded, we would not keep our guard up. Entropic signals like smoke from an advancing fire, or screams or cries from a nearby victim of violence or illness, or the grief of a neighbor for their family member are all signifiers, part of what could be called the “natural language of peril.” We find it “enjoyable,” albeit in an ambivalent or repellent way, to engage with such signifiers because, again, their meaning, their signified, is our own survival. The heightened accuracy toward entropic targets that May observed could reflect a heightened fascination with fire, heat, and chaotic situations more generally, an attentional bias to survival-relevant stimuli. Our particular psychic fascination with fire may also reflect its central role as perhaps the most decisive technology in our evolutionary development as well as the most dangerous, always able to turn on its user in an unlucky instant.26 The same primitive threat-vigilance orientation accounts for the unique allure of artworks depicting destruction or the evidence of past destruction. In the 18th century, the sublime entered the vocabulary of art critics and philosophers like Edmund Burke and Immanuel Kant to describe the aesthetic appeal of ruins, impenetrable wilderness, thunderstorms and storms at sea, and other visual signals of potential or past peril, including the slow entropy of erosion and decay. Another definition of the sublime would be the semiotic of entropy.

Now imagine that an anthropologist specializing in primitive cultures beams herself down to the natives in Silicon Valley, whose way of life has not advanced a kilobyte beyond the Google age and whose tools have remained just as primitive as they were in the twenty-first century. She brings along with her a tray of taste samples called the Munsell Taste System. On it are representative samples of the whole taste space, 1,024 little fruit cubes that automatically reconstitute themselves on the tray the moment one picks them up. She asks the natives to try each of these and tell her the name of the taste in their language, and she is astonished at the abject poverty of their fructiferous vocabulary. She cannot comprehend why they are struggling to describe the taste samples, why their only abstract taste concepts are limited to the crudest oppositions such as “sweet” and “sour,” and why the only other descriptions they manage to come up with are “it’s a bit like an X,” where X is the name of a certain legacy fruit. She begins to suspect that their taste buds have not yet fully evolved. But when she tests the natives, she establishes that they are fully capable of telling the difference between any two cubes in her sample. There is obviously nothing wrong with their tongue, but why then is their langue so defective? Let’s try to help her. Suppose you are one of those natives and she has just given you a cube that tastes like nothing you’ve ever tried before. Still, it vaguely reminds you of something. For a while you struggle to remember, then it dawns on you that this taste is slightly similar to those wild strawberries you had in a Parisian restaurant once, only this taste seems ten times more pronounced and is blended with a few other things that you can’t identify. So finally you say, very hesitantly, that “it’s a bit like wild strawberries.” Since you look like a particularly intelligent and articulate native, the anthropologist cannot resist posing a meta-question: doesn’t it feel odd and limiting, she asks, not to have precise vocabulary to describe tastes in the region of wild strawberries? You tell her that the only things “in the region of wild strawberry” that you’ve ever tasted before were wild strawberries, and that it has never crossed your mind that the taste of wild strawberries should need any more general or abstract description than “the taste of wild strawberries.” She smiles with baffled incomprehension.

Long and Porter examined the number of grammatical and vocabulary errors and false starts and found that learner speech showed no differences across contexts. That is, intermediate-level learners did not make any more errors with another intermediate-level speaker than they did with an advanced or native speaker. This was an interesting result because it called into question the argument that learners need to be exposed to a native-speaking model (i.e. teacher) at all times to ensure that they produce fewer errors. Overall, Long and Porter concluded that although learners cannot always provide each other with the accurate grammatical input, they can offer each other genuine communicative practice that includes negotiation for meaning. Supporters of the ‘Let’s talk’ proposal argue that it is precisely this negotiation for meaning that is essential for language acquisition.

we will demonstrate how a short list of concrete design guidelines and a small vocabulary can be used to create APIs that expose enough information to be usable by a completely generic API browser. Based on a simple prototype, we will show how easily such a, at first sight, disruptive approach can be integrated in current Web frameworks and how it can be used to build interoperable and evolvable APIs in considerably less time.

The first step in knowing a word is simply to recognize that it is a word. Paul Meara and his colleagues (2005) have developed tests that take advantage of this fact. Some of these tests take the form of word lists, and learners are instructed to check ‘yes’ or ‘no’ according to whether or not they know the word. Each list also includes some items that look like English words but are not. The number of real words that the learner identifies is adjusted for guessing by a factor that takes account of the number of non-words that are also chosen. Such a procedure is more effective than it might sound. A carefully constructed list can be used to estimate the vocabulary size of even advanced learners. For example, if shown the following list: ‘frolip, laggy, scrule, and albeit’, a proficient speaker of English would know that only one of these words is a real English word, albeit a rare and somewhat odd one. On the other hand, even proficient speakers might recognize none of the following items: ‘goniometer, micelle, laminitis, throstle’. Even our computer’s spell-checker rejected two out of four, but all are real English words, according to the New Oxford Dictionary of American English.

novels [4]. It follows that authentic text—text written for native speakers—is inappropriate for unassisted ER by all but the most advanced learners. For this reason, many educators advocate the use of learner literature, that is, stories written specifically for L2 learners, or adapted from authentic text [5]. For learners of English, there are over 40 graded reader series, consisting of over 1650 books with a variety of difficulty levels and genres [6].However, the time and expense in producing graded readers results in high purchase costs and limited availability in languages other than English and common L2‘s like Spanish and French. At a cost of £2.50 for a short English reader in 2001 [7] purchasing several thousand readers to cater for a school wide ER program requires a significant monetary investment. More affordable options are required, especially for schools in developing nations. Day and Bamford [8] recommend several alternatives when learner literature is not available. These include children's and young adult books, stories written by learners, newspapers, magazines and comic books. Some educators advocate the use of authentic texts in preference to simplified texts. Berardo [9] claims that the language in learner literature is ―artificial and unvaried‖, ―unlike anything that the learner will encounter in the real world‖ and often ―do not reflect how the language is really used‖. Berardo does concede that simplified texts are ―useful for preparing learners for reading 'real' texts. ‖ 2. ASSISTED READING Due to the large proportion of unknown vocabulary, beginner and intermediate learners require assistance when using authentic text for ER. Two popular forms of assistance are dictionaries and glossing. There are pros and cons of each approach. 1 A group of words that share the same root word, e.g. , run, ran, runner, runs, running. Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee.NZCSRSC’11, April 18-21, 2011, Palmerston North, New Zealand

unknot my arms from his back and take his face between my hands, feeling like my lungs are on fire, like there are feelings my vocabulary isn’t advanced enough to put into words. I want to drape myself over him like chain mail, or swallow some gasoline, go downstairs, and spit it out as fire.

Reading is the only way, the only way we become good readers, develop a good writing style, an adequate vocabulary, advanced grammatical competence, and the only way we become good spellers.

The annual rate of vocabulary growth is high to early school age English children. From Anglin (1993, 62) data we may appraise that first to third grade English children acquire 3,000 words per year, and that fourth to fifth grade English children acquire 10,000 words per year. We may assess that the early school years mark a rapid development in English children’s vocabulary. There is word-formation knowledge which assists early school age English children in such rapid enlargement of their vocabulary (Fowler, et. al., 2003; Nagy & Anderson 1984; Nagy, 1984; White, et. al., 1989; Kuo & Anderson, 2006). Calculating the number of members for each word family present in the textbooks used in elementary schools, Nagy & Anderson (1984, 20) expose that there are 6.88 members for each word family. Reasonably, Nagy (1988, 46) concludes that “there is no doubt that skilled word learners use context and their knowledge of prefixes, roots, and suffixes to deal effectively with new words”. Certainly such high vocabulary growth is of great interest in L2 acquisition, though, it has been estimated that only the most advanced L2 learners acquire 3,000 words a year. The fourth chapter offers suggestion over the way advanced L2 learners’ acquisition of word-formation devices of their target language may be improved. Doing so, the chapter uses inferences drawn from both L1 and L2 acquisition.

English children’s vocabulary increases rapidly during the early school years. Anglin (1993, 62) estimated that first grade English children know approximately 10,000 words, third grade pupils know 19,000 words, and fifth grade pupils know 39,000 words. The annual increase in vocabulary is estimated to be 3,000 words from the first to third grade and 10,000 words from the fourth to the fifth grade. Nagy & Anderson (1984, 20) uphold that there is “the ability to utilize morphological relatedness among words (which) puts a student at a distinct advantage in dealing with unfamiliar words”. In a later work, Nagy (1988, 46) acknowledges that: “there is no doubt that skilled word learners use context and their knowledge of prefixes, roots, and suffixes to deal effectively with new words”. In short, in addition to context, there is awareness of word-formation devices which accounts for such rapid increase in early school age English children’s vocabulary. Such high vocabulary growth would certainly be of great interest in L2 acquisition. Nakayama, N. (2008) tested the role that explicit teaching of affixes (prefixes) plays in vocabulary learning to pre- and upper-intermediate L2 learners. The participants received instructions over the contribution prefixes played in the meaning of the complex word during an academic year. L2 learners’ vocabulary was measured in the beginning and in the end of the academic year. Assisted by the instructions, L2 learners learned easier the new derived words, but, in the end of the academic year they had forgotten the derived words whose meaning they acquired through instructions over the contribution prefixes played in the meaning of the complex word (2008, 70). In the end, Nakayama, N. (2008, 68) concludes that systematic teaching of prefixes does lead to better retention of the derived word, but only with regard to short-term memory. On the other hand, it has been estimated that the only the most advanced L2 learners can acquire 3000 words a year (Bauer, L. & Nation, P. 1993); a figure comparable to that of early school age native children acquiring their L1. Hence, word-formation knowledge leads to high vocabulary growth to L2 learners, but solely to the most advanced L2 learners. We may uphold that word formation devices have to be acquired rather than learned through explixit instructions.

Jed Fernandez is also excellent for classroom teaching. Teachers can engage students in a classroom vocabulary or grammar review. Jed Fernandez is suitable for intermediate and advanced esl learners. It can be used to energize a dull class, to review work that was done or simply as a reward for good classroom work. Have fun teaching and learning English. jedfernandezimages.blogspot.com

Karl Marx, observing this disruption in the middle decades of the nineteenth century, could not accept the English evolutionary explanation for the emergence of capitalism. He believed that coercion had been absolutely necessary in effecting this transformation. Marx traced that force to a new class of men who coalesced around their shared interest in production, particularly their need to organize laboring men and women in new work patterns. Separating poor people from the tools and farm plots that conferred independence, according to Marx, became paramount in the capitalists’ grand plan.6 He also stressed the accumulation of capital as a first step in moving away from traditional economic ways. I don’t agree. As Europe’s cathedrals indicate, there was sufficient money to produce great buildings and many other structures like roads, canals, windmills, irrigation systems, and wharves. The accumulation of cultural capital, especially the know-how and desire to innovate in productive ways, proved more decisive in capitalism’s history. And it could come from a duke who took the time to figure out how to exploit the coal on his property or a farmer who scaled back his leisure time in order to build fences against invasive animals. What factory work made much more obvious than the tenant farmer-landlord relationship was the fact that the owner of the factory profited from each worker’s labor. The sale of factory goods paid a meager wage to the laborers and handsome returns to the owners. Employers extracted the surplus value of labor, as Marx called it, and accumulated money for further ventures that would skim off more of the wealth that laborers created but didn’t get to keep. These relations of workers and employers to production created the class relations in capitalist society. The carriers of these novel practices, Marx said, were outsiders—men detached from the mores of their traditional societies—propelled forward by their narrow self-interest. With the cohesion of shared political goals, the capitalists challenged the established order and precipitated the class conflict that for Marx operated as the engine of change. Implicit in Marx’s argument is that the market worked to the exclusive advantage of capitalists. In the early twentieth century another astute philosopher, Max Weber, assessed the grand theories of Smith and Marx and found both of them wanting in one crucial feature: They gave attitudes to men and women that they couldn’t possibly have had before capitalist practices arrived. Weber asked how the values, habits, and modes of reasoning that were essential to progressive economic advance ever rooted themselves in the soil of premodern Europe characterized by other life rhythms and a moral vocabulary different in every respect. This inquiry had scarcely troubled English economists or historians before Weber because they operated on the assumption that human nature made men (little was said of women) natural bargainers and restless self-improvers, eager to be productive when productivity

Perfect grammar is the last thing you need to worry about. Instead, spend your time expanding your vocabulary, learning new words and using them as much as possible in conversations. Speak English every chance you get – whether you’re clear about the grammar involved in the sentences you used or not.

 When St. Kari of the Blade Met Luke Skywalker, Star Wars Jedi Knight  “What’s that?” Kari asked pointing to the silvery object attached to Luke’s waist. “It’s my lightsaber,” Luke said cautiously, not knowing where this was going. “It’s like your sword, only many years advanced.” “I see me thinks,” grinned Kari, “although I cannot see how such a short object labors as a sword. Can you show me how? Here, block my blade.” Kari pull-whipped her sharp, simple straight edge fast and held it so that its steel shaft was stationed off Lukes left shoulder. “I don’t want to ruin your sword,” Luke said with a slight grinning shrug. “It will cut your blade in half.” “No it shan’t. C’mon and try” quipped Kari, her violet-grey eyes dancing with mirth. Luke felt compelled just a little bit to teach the seemingly uncomplicated girl a lesson in advanced blade-play. He struck at her sword, but to his amazement, the laser did not cut through Kari’s antiquated, plain cross-hilt weapon, as it easily should have. She wryed and smiled. “I’ve never seen anything like this,” Luke said eyes widening in surprise. “The only thing that resists a lightsaber cut is Cortosis.” “Let me try cutting at you,” Kari said, her gridelin eyes glittering in delight. As she struck Luke’s sword, the neat humming cylindrical beam of laser light that was Luke’s blade fell as one solid piece to the ground and began to eat itself inward and disappear, both ends vaporizing and fizzling, meeting in the middle and ending with a loud “pop!” “How did you do that?” Skywalker asked in amazement. “What’s your sword made of?” Kari smiled. “My sword is made of adamantine eternal belief. It both cut and resisted your blade because I shalled it to. I am she. All swordplay in the ’Halla exists on the edge of belief, something you will have to learn if you are to survive here whilst your sky-ship is being refitted and rigged out. Learn about the ’Halla, Luke.” Luke awkwardly grimaced. His lightsaber was an amazing piece of advanced technology and here this wispy backwater of a fencing lass had just “out-believed” him, making his well-ahead art of laser swordplay more primitive than the girl’s unadorned straightedge. He remembered Yoda’s words on failure and belief and felt stupid. The word Jedi was not in Kari’s vocabulary, Luke thought, but notwithstanding, she seemed more than a Jedi than he.

Imogen and I have always had advanced vocabularies, but we learned so many new words over the last twelve months. Words that no child should ever have to learn, not in the way that we did, when they’re happening to someone you love more than anything. Words like palliative care, metastasize, malignant, and pleural effusion; the vocabulary of cancer became part of our lives.