High Vocabulary Quotes

We have too many high sounding words and too few actions that correspond with them.

Emily said ... Well, I read that it's important to sleep. While you sleep, the hippopotamus in your brain replays things that happend during the day, e.g. what you studied. So therefore it remembers it for you.

Being a man given to oratory and high principles, he enjoyed the sound of his own vocabulary and the warmth of his own virtue.

Isn't language loss a good thing, because fewer languages mean easier communication among the world's people? Perhaps, but it's a bad thing in other respects. Languages differ in structure and vocabulary, in how they express causation and feelings and personal responsibility, hence in how they shape our thoughts. There's no single purpose "best" language; instead, different languages are better suited for different purposes. For instance, it may not have been an accident that Plato and Aristotle wrote in Greek, while Kant wrote in German. The grammatical particles of those two languages, plus their ease in forming compound words, may have helped make them the preeminent languages of western philosophy. Another example, familiar to all of us who studied Latin, is that highly inflected languages (ones in which word endings suffice to indicate sentence structure) can use variations of word order to convey nuances impossible with English. Our English word order is severely constrained by having to serve as the main clue to sentence structure. If English becomes a world language, that won't be because English was necessarily the best language for diplomacy.

There is massive evidence that self-selected reading, or reading what you want to read, is responsible for most of our literacy development. Readers have better reading ability, know more vocabulary, write better, spell better, and have better control of complex grammatical constructions. In fact, it is impossible to develop high levels of literacy without being a dedicated reader, and dedicated readers rarely have serious problems in reading and writing.

We get so used to twenty-four-year-old actors playing high school students, and we seem so mature in our own memories, that we forget actual teenagers have limited vocabularies, have bad posture and questionable hygiene, laugh too loud, don’t know how to dress for their body types, want chicken nuggets and macaroni for lunch. It’s easier to see the twelve-year-olds they just were than the twenty-year-olds they’ll soon be.

Talik said, 'His contract with Lord Berenger ends soon. Ancel will seek a new contract, a high bidder. He wants money, status. He is foolish. Lord Berenger may offer less money, but he is kind, and never puts pets in the ring. Ancel has made many enemies. In the ring, someone will scratch his green eyes out, an "accident."' Damen was drawn in against his will. 'That's why he's chasing royal attention? He wants the Prince to--' He tried out the unfamiliar vocabulary. '--offer for his contract?' 'The Prince?' said Talik, scornfully. 'Everyone knows the Prince does not keep pets.' 'None at all?' said Damen. She said, 'You.' She looked him up and down. 'Perhaps the Prince has a taste for men, not these painted Veretian boys who squeal if you pinch them.' Her tone suggested that she approved of this on general principle.

Other people - store clerks, burger flippers, software engineers, the whole vocabulary of meaningless jobs that make up Life in America - other people just rely on plain old competition. Better flip your burgers or debug your subroutines faster than your high school classmate two blocks down the strip is flipping or debugging, because we're in competition with those guys, and people notice these things. What a fucking rat race that is.

Politicians in our times feed their clichés to television, where even those who wish to disagree repeat them. Television purports to challenge political language by conveying images, but the succession from one frame to another can hinder a sense of resolution. Everything happens fast, but nothing actually happens. Each story on televised news is ”breaking” until it is displaced by the next one. So we are hit by wave upon wave but never see the ocean. The effort to define the shape and significance of events requires words and concepts that elude us when we are entranced by visual stimuli. Watching televised news is sometimes little more than looking at someone who is also looking at a picture. We take this collective trance to be normal. We have slowly fallen into it. More than half a century ago, the classic novels of totalitarianism warned of the domination of screens, the suppression of books, the narrowing of vocabularies, and the associated difficulties of thought. In Ray Bradbury’s Fahrenheit 451, published in 1953, firemen find and burn books while most citizens watch interactive television. In George Orwell’s 1984, published in 1949, books are banned and television is two-way, allowing the government to observe citizens at all times. In 1984, the language of visual media is highly constrained, to starve the public of the concepts needed to think about the present, remember the past, and consider the future. One of the regime’s projects is to limit the language further by eliminating ever more words with each edition of the official dictionary. Staring at screens is perhaps unavoidable, but the two-dimensional world makes little sense unless we can draw upon a mental armory that we have developed somewhere else. When we repeat the same words and phrases that appear in the daily media, we accept the absence of a larger framework. To have such a framework requires more concepts, and having more concepts requires reading. So get the screens out of your room and surround yourself with books. The characters in Orwell’s and Bradbury’s books could not do this—but we still can.

We got passes, till midnight after the parade. I met Muriel at the Biltmore at seven. Two drinks, two drugstore tuna-fish sandwiches, then a movie she wanted to see, something with Greer Garson in it. I looked at her several times in the dark when Greer Garson’s son’s plane was missing in action. Her mouth was opened. Absorbed, worried. The identification with Metro-Goldwyn-Mayer tragedy complete. I felt awe and happiness. How I love and need her undiscriminating heart. She looked over at me when the children in the picture brought in the kitten to show to their mother. M. loved the kitten and wanted me to love it. Even in the dark, I could sense that she felt the usual estrangement from me when I don’t automatically love what she loves. Later, when we were having a drink at the station, she asked me if I didn’t think that kitten was ‘rather nice.’ She doesn’t use the word ‘cute’ any more. When did I ever frighten her out of her normal vocabulary? Bore that I am, I mentioned R. H. Blyth’s definition of sentimentality: that we are being sentimental when we give to a thing more tenderness than God gives to it. I said (sententiously?) that God undoubtedly loves kittens, but not, in all probability, with Technicolor bootees on their paws. He leaves that creative touch to script writers. M. thought this over, seemed to agree with me, but the ‘knowledge’ wasn’t too very welcome. She sat stirring her drink and feeling unclose to me. She worries over the way her love for me comes and goes, appears and disappears. She doubts its reality simply because it isn’t as steadily pleasurable as a kitten. God knows it is sad. The human voice conspires to desecrate everything on earth.

There isn’t a satisfying range of vocabulary for experiences that are deemed taboo, and there certainly aren’t accepted ways to celebrate and mourn the highs and lows.

For three years, all through junior high, my social death was grossly overdetermined. I had a large vocabulary, a giddily squeaking voice, horn-rimmed glasses, poor arm strength, too-obvious approval from my teachers, irresistible urges to shout unfunny puns, a near-eidetic acquaintance with J.R.R. Tolkien, a big chemistry lab in my basement, a penchant for intimately insulting any unfamiliar girl unwise enough to speak to me, and so on.

Yet research shows that skill in reading, writing, and arithmetic, academic standing in high school, scores on college entrance tests and much more besides, are linked to sitting down to family dinner. The more meals you eat with your child, the larger the child’s vocabulary and the higher his or her grades, an effect that is exaggerated in girls. From

Theodora had an impressive vocabulary, which can be charming if it is used at a convenient time. But if you are in a great hurry and someone uses something like “skip tracer,” which you are unlikely to understand, then an impressive vocabulary is quite irritating. Another way of saying this is that it is vexing. Another way of saying this is that it is annoying. Another way of saying this is that it is bothersome. Another way of saying this is that it is exasperating. Another way of saying this is that it is troublesome. Another way of saying this is that it is chafing. Another way of saying this is that it is nettling. Another way of saying this is that it is ruffling. Another way of saying this is that it is infuriating or enraging or aggravating or embittering or envenoming, or that it gets one’s goat or raises one’s dander or makes one’s blood boil or gets one hot under the collar or blue in the face or mad as a wet hen or on the warpath or in a huff or up in arms or in high dudgeon, and as you can see, it also wastes time when there isn’t any time to waste.

I'll be right here. Good luck, or break a leg, or something.” As Jay and Gregory turned and headed into the crowd, my traitorous eyes returned to the corner and found another pair or eyes staring darkly back. I dropped my gaze for three full seconds, and then lifted my eyes again, hesitant. The drummer was still staring at me, oblivious to the three girls trying to win back his attention. He put up one finger at the girls and said something that looked like, “Excuse me.” Oh, my goodness. Was he...? Oh, no. Yes, he was walking this way. My nerves shot into high alert. I looked around, but nobody else was near. When I looked back up, there he was, standing right in front of me. Good gracious, he was sexy-a word that had not existed in my personal vocabulary until that moment. This guy was sexy like it was his job or something. He looked straight into my eyes, which threw me off guard, because nobody ever looked me in the eye like that. Maybe Patti and Jay, but they didn't hold my stare like he was doing now. He didn't look away, and I found that I couldn't take my gaze off those blue eyes. “Who are you?” he asked in a blunt, almost confrontational way. I blinked. It was the strangest greeting I'd ever received. “I'm...Anna.” “Right. Anna. How very nice.” I tried to focus on his words and not his luxuriously accented voice, which made everything sound lovely. He leaned in closer. “But who are you?” What did that mean? Did I need to have some sort of title or social standing to enter his presence? “I just came with my friend Jay?” Oh, I hated when I got nervous and started talking in questions. I pointed in the general direction of the guys, but he didn't take his eyes off me. I began rambling. “They just wrote some songs. Jay and Gregory. That they wanted you to hear. Your band, I mean. They're really...good?” His eyes roamed all around my body, stopping to evaluate my sad, meager chest. I crossed my arms. When his gaze landed on that stupid freckle above my lip, I was hit by the scent of oranges and limes and something earthy, like the forest floor. It was pleasant in a masculine way. “Uh-huh.” He was closer to my face now, growling in that deep voice, but looking into my eyes again. “Very cute. And where is your angel?” My what? Was that some kind of British slang for boyfriend? I didn't know how to answer without continuing to sound pitiful. He lifted his dark eyebrows, waiting. “If you mean Jay, he's over there talking to some man in a suit. But he's not my boyfriend or my angel or whatever.” My face flushed with heat and I tightened my arms over my chest. I'd never met anyone with an accent like his, and I was ashamed of the effect it had on me. He was obviously rude, and yet I wanted him to keep talking to me. It didn't make any sense. His stance softened and he took a step back, seeming confused, although I still couldn't read his emotions. Why didn't he show any colors? He didn't seem drunk or high. And that red thing...what was that? It was hard not to stare at it. He finally looked over at Jay, who was deep in conversation with the manager-type man. “Not your boyfriend, eh?” He was smirking at me now. I looked away, refusing to answer. “Are you certain he doesn't fancy you?” Kaidan asked. I looked at him again. His smirk was now a naughty smile. “Yes,” I assured him with confidence. “I am.” “How do you know?” I couldn't very well tell him that the only time Jay's color had shown mild attraction to me was when I accidentally flashed him one day as I was taking off my sweatshirt, and my undershirt got pulled up too high. And even then it lasted only a few seconds before our embarrassment set in.

Since going straight, I’ve tried to chase the high with fast cars and whores that don’t have the word “no” in their vocabulary, but nothing comes close to the feeling of being a cruel fucker.

Over six months I went from having a fourth grade reading level to that of a senior in high school. My vocabulary mushroomed. I wrote out thousands of flash cards and went over them for hours, days, and weeks.

What I like about this place is everything runs so true to type,” I said. “The cop on the gate, the shine on the door, the cigarette and check girls, the fat greasy sensual Jew with the tall stately bored showgirl, the well-dressed, drunk and horribly rude director cursing the barman, the silent guy with the gun, the night club owner with the soft gray hair and the B-picture mannerisms, and now you—the tall dark torcher with the negligent sneer, the husky voice, the hard-boiled vocabulary.

But the “jobs of the future” do not need scientists who have memorized the periodic table. In fact, business leaders say they are looking for creative, independent problem solvers in every field, not just math and science. Yet in most schools, STEM subjects are taught as a series of memorized procedures and vocabulary words, when they are taught at all. In 2009, only 3% of high school graduates had any credits in an engineering course. (National Science Board, 2012) Technology is increasingly being relegated to using computers for Internet research and test taking.

We had to learn their vocabularies in order to be able to run their problems. I could switch my vocabulary and speak highly technical for the programmers, and then tell the same things to the managers a few hours later but with a totally different vocabulary.” Innovation requires articulation.

Modern drug based medicine is as incomplete as a novel written with three vowels. As discordant as a symphony constructed using only some of the notes. High dose nutritional therapy is the much needed missing part of our vocabulary of healthcare. The fight against disease needs all the help it can get.

Edward Said summed up “the principal dogmas of Orientalism” in his majesterial study of the same name. The first dogma is that the same Orientalist histories that portray “the West” as “rational, developed, humane [and] superior,” caricature “the Orient” as “aberrant, undeveloped [and] inferior.” Another dogma is that “the Orient” lives according to set rules inscribed in sacred texts, not in response to the changing demands of life. The third dogma prescribes “that the Orient is eternal, uniform, and incapable of defining itself; therefore it is assumed that a highly generalized and systematic vocabulary for describing the Orient from a Western standpoint is inevitable and scientifically ‘objective.’ “And the final dogma is “that the Orient is at the bottom something either to be feared (the Yellow Peril, the Mongol hordes, the brown dominions) or to be controlled (by pacification, research and development, outright occupation whenever possible).

The Ottoman makeup was a unique assemblage of different elements and peoples: Turkish tribalism, Sunni Islam, Persian court practices, Byzantine administration, taxation, and ceremonial, and a high-flown court language that combined Turkish structure with Arabic and Persian vocabulary. It had an identity all of its own.

When the children were very small I spent weeks alone with them high up in the Welsh hills and I used to lose the power of speech. I would return to London bereft of all vocabulary, communicating in grunts and diddums talk. You feel a fool asking, for instance, Professor Sir Alfred Ayer if he would care for an icky bitty more soup in his ickle bowl.

If we step back from the progressive argument and put it in any other context, its absurdity immediately becomes apparent. Imagine if I were to say to my daughter, who got a high score on the SAT, “You don’t deserve your scores at all. You didn’t build that. After all, young lady, you had teachers who helped you with vocabulary and math. Moreover, you took the public roads to the test. Had your car been held up along the way or caught fire, you would count on the services of the police and the fire department. So society deserves a large part of the credit for those scores. They don’t reflect your accomplishment but society’s accomplishment.” If I said this I am sure my daughter would think I was talking like an insane person. In fact, of course, I would be talking like a progressive.

I'm in the unique position of being able to call my brother, straight out, a non-stop talker - which is a pretty vile thing to call somebody, I think - and yet at the same time to sit back, rather, I'm afraid, like a type with both sleeves full of aces, and effortlessly remember a whole legion of mitigating factors (and 'mitigating' is hardly the word for it). I can condense them all into one: By the time Seymour was in mid-adolescence - sixteen, seventeen - he not only had learned to control his native vernacular, his many, many less than elite New York speech mannerisms, but had by then already cone into his own true, bull's-eye, poet's vocabulary. His non-stop talks, his monologues, his nearharangues then came as close to pleasing from start to finish - for a good many of as, anyway -as, say, the bulk of Beethoven's output after lie ceased being encumbered with a sense of hearing, and maybe I'm thinking especially, though it seems a trifle picky, of the B-flat-major and C-sharp-minor quartets. Still, we were a family of seven children, originally. And, as it happened, none of us was in the least tongue-tied. It's an exceedingly weighty matter when six naturally profuse verbalizers and expounders have an undefeatable champion talker in the house. True, he never sought the title. And he passionately yearned to see one or another of us outpoint or simply outlast him in a conversation or an argument. Аз съм стигнал до завидното положение да мога направо да нарека брат си кречетало — което не е много ласкателно — и същевременно да седя спокойно, сякаш съм пълен господар на положението, и без усилие да си припомням цяла редица смекчаващи вината обстоятелства (при все че „смекчаващи вината“ едва ли е най-подходящият израз в случая). Мога да ги обобщя в едно: по времето, когато Сиймор бе достигнал средата на юношеската си възраст — на шестнайсет-седемнайсет години, — той не само владееше до съвършенство родния си език с всичките му тънкости, но си беше създал и собствен, много точен поетически речник. Неговата говорливост, неговите монолози, неговите едва ли не прокламации звучеха почти толкова приятно — поне за мнозина от нас, — колкото, да речем, повечето от творбите на Бетховен, създадени, след като се е освободил от бремето на слуха; макар и да звучи претенциозно, тук имам предвид по-специално квартетите в си бемол мажор и до диез миньор. В нашето семейство бяхме седем деца. И нито едно от тях не беше лишено в ни най-малка степен от дар слово. Е, не е ли голямо тегло, когато шестима словоохотливци и тълкуватели имат в къщата си един непобедим шампион по речовитост? Вярно, той никога не се е стремил към тази титла. Дори жадуваше някой от нас да го надмине ако не по красноречие, то поне до дългоречие в някой спор или прост разговор.

Students who take Latin are more proficient and earn higher scores on the verbal SAT exam. The business world has long recognized the importance of a rich vocabulary and rates it high as evidence of executive potential and success. Understanding the etymological history of a word gives the user vividness, color, punch, and precision. It also seems that the clearer and more numerous our verbal images, the greater our intellectual power. Wheelock’s Latin is profuse with the etymological study of English and vocabulary enrichment. Our own experiences have shown that students will not only remember vocabulary words longer and better when they understand their etymologies, but also will use them with a sharper sense of meaning and nuance.

Natiya’s questions ranged from how old I was to wondering which food I liked the best, but when she asked, “Are you really a princess?” the chatter in the tent stopped and they all looked at me, waiting. Was I? I had abdicated that role weeks ago when I left Civica and banished the phrase “Her Royal Highness” from Pauline’s vocabulary. I certainly didn’t look like or act like one now. Yet I had just pulled the title out of exile quite readily when it suited me. I recalled Walther’s words: You’ll always be you, Lia. I reached out and cupped her chin and nodded. “But no more than you are for bringing me this meal. I am truly grateful.” She smiled and lowered her long dark lashes, a blush warming her cheeks. The chatter resumed, and I went back to my last butter tart. *

When Benjamin Bloom studied his 120 world-class concert pianists, sculptors, swimmers, tennis players, mathematicians, and research neurologists, he found something fascinating. For most of them, their first teachers were incredibly warm and accepting. Not that they set low standards. Not at all, but they created an atmosphere of trust, not judgment. It was, “I’m going to teach you,” not “I’m going to judge your talent.” As you look at what Collins and Esquith demanded of their students—all their students—it’s almost shocking. When Collins expanded her school to include young children, she required that every four-year-old who started in September be reading by Christmas. And they all were. The three- and four-year-olds used a vocabulary book titled Vocabulary for the High School Student. The seven-year-olds were reading The Wall Street Journal. For older children, a discussion of Plato’s Republic led to discussions of de Tocqueville’s Democracy in America, Orwell’s Animal Farm, Machiavelli, and the Chicago city council. Her reading list for the late-grade-school children included The Complete Plays of Anton Chekhov, Physics Through Experiment, and The Canterbury Tales. Oh, and always Shakespeare. Even the boys who picked their teeth with switchblades, she says, loved Shakespeare and always begged for more. Yet Collins maintained an extremely nurturing atmosphere. A very strict and disciplined one, but a loving one. Realizing that her students were coming from teachers who made a career of telling them what was wrong with them, she quickly made known her complete commitment to them as her students and as people. Esquith bemoans the lowering of standards. Recently, he tells us, his school celebrated reading scores that were twenty points below the national average. Why? Because they were a point or two higher than the year before. “Maybe it’s important to look for the good and be optimistic,” he says, “but delusion is not the answer. Those who celebrate failure will not be around to help today’s students celebrate their jobs flipping burgers.… Someone has to tell children if they are behind, and lay out a plan of attack to help them catch up.” All of his fifth graders master a reading list that includes Of Mice and Men, Native Son, Bury My Heart at Wounded Knee, The Joy Luck Club, The Diary of Anne Frank, To Kill a Mockingbird, and A Separate Peace. Every one of his sixth graders passes an algebra final that would reduce most eighth and ninth graders to tears. But again, all is achieved in an atmosphere of affection and deep personal commitment to every student. “Challenge and nurture” describes DeLay’s approach, too. One of her former students expresses it this way: “That is part of Miss DeLay’s genius—to put people in the frame of mind where they can do their best.… Very few teachers can actually get you to your ultimate potential. Miss DeLay has that gift. She challenges you at the same time that you feel you are being nurtured.

Embracing a different vocabulary, Mihaly Csikszentmihalyi has described a highly sought-after affective state called the flow state or flow experience. In such intrinsically motivating experiences, which can occur in any domain of activity, people report themselves as fully engaged with and absorbed by the object of their attention. In one sense, those "in flow" are not conscious of the experience at the moment; on reflection, however, such people feel that they have been fully alive, totally realized, and involved in a "peak experience." Individuals who regularly engage in creative activities often report that they seek such states; the prospect of such "periods of flow" can be so intense that individuals will exert considerable practice and effort, and even tolerate physical or psychological pain, in pursuit thereof. Committed writers may claim that they hate the time spent chained to their desks, but the thought that they would not have the opportunity to attain occasional periods of flow while writing proves devastating.

We would also expect the more masculine-looking person to have higher levels of autism traits. High functioning autism (or Asperger’s) is characterised by a very strong ability to systematize (create and work out systems) but a very weak ability to empathise. Autistics are socially unskilled, obsessed with detail, and have little interest in other people. These characteristics are associated with high testosterone. Autistics are subject to elevated fetal steroidogenic activity, including elevated levels of testosterone, as evidenced by tests of their amniotic fluid (Baron-Cohen et al., 2015). Dawson and colleagues (2007) have shown that autism is associated with a distinct intelligence profile. Autistics score strongly on the Ravens test (which strongly tests systematizing) relative to scores on broader IQ tests, which include vocabulary tests, for example. They score on average 30 percentile points higher, and in some cases 70 percentile points higher, on the Ravens than they score on the Wechsler, which is a broader test. So,

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.

There’s just one thing I don’t understand,” she remarked, setting the periodical aside for a moment. “And that is?” She tucked her skirts around her legs, denying him further glimpses of her ankles. “Would you by chance know what gamahuching is?” Grey would have thought himself far beyond the age of blushing, but the heat in his cheeks was unmistakable. “Good lord, Rose.” His voice was little more than a rasp. “That is hardly something a young woman brings up in casual conversation.” Oh, but he could show her what gamahuching was. He’d be all too happy to crawl between those trim ankles and climb upward until he found the slit in her drawers… Rose shrugged. “I suppose it might be offensive to someone of your age, but women aren’t as sheltered as they once were, Grey. If you won’t provide a definition, I’m sure Mr. Maxwell will when I see him tonight.” And with that threat tossed out between them, the little baggage returned her attention to her naughty reading. His age? What did she think he was, an ancient? Or was she merely trying to bait him? Tease him? Well, two could play at that game. And he refused to think of Kellan Maxwell, the bastard, educating her on such matters. “I believe you’ve mistaken me if you think I find gamahuching offensive,” he replied smoothly, easing himself down onto the blanket beside her. “I have quite the opposite view.” Beneath the high collar of her day gown, Rose’s throat worked as she swallowed. “Oh?” “Yes.” He braced one hand flat against the blanket near her hip, leaning closer as though they were co-conspirators. “But I’m afraid the notion might seem distasteful to a lady of your inexperience and sheltered upbringing.” Doe eyes narrowed. “If I am not appalled by the practice of frigging, why would anything else done between two adults in the course of making love offend me?” Christ, she had the sexual vocabulary of a whore and the naivete of a virgin. There were so many things that people could do to each other that very well could offend her-hell, some even offended him. As for frigging, that just made him think of his fingers deep inside her wet heat, her own delicate hand around his cock, which of course was rearing its head like an attention-seeking puppy. He forced a casual shrug. Let her think he wasn’t the least bit affected by the conversation. Hopefully she wouldn’t look at his crotch. “Gamahuching is the act of giving pleasure to a woman with one’s mouth and tongue.” Finally his beautiful innocent seductress blushed. She glanced down at the magazine in her hands, obviously reimagining some of what she had read. “Oh.” Then, her gaze came back to his. “Thank you.” Thank God she hadn’t asked if it was pleasurable because Grey wasn’t sure his control could have withstood that. Still, glutton for punishment that he was, he held her gaze. “Anything else you would like to ask me?” Rose shifted on the blanket. Embarrassed or aroused? “No, I think that’s all I wanted to know.” “Be careful, Rose,” he advised as he slowly rose to his feet once more. He had to keep his hands in front of him to disguise the hardness in his trousers. Damn thing didn’t show any sign of standing down either. “Such reading may lead to further curiosity, which can lead to rash behavior. I would hate to see you compromise yourself, or give your affection to the wrong man.” She met his gaze evenly, with a strange light in her eyes that unsettled him. “Have you stopped to consider Grey, that I may have done that already?” And since that remark rendered him so completely speechless, he turned on his heel and walked away.

Many real-world Northwestern endonyms have European origins, such as “Portland,” “Victoria,” “Bellingham,” and “Richland.” To address this phenomenon while also contributing a sense of the fantastic, I chose to utilize a forgotten nineteenth century European artificial language as a source. Volapük is clumsy and awkward, but shares a relationship with English vocabulary (upon which it is based) that I was able to exploit. In my fictional universe, that relationship is swapped, and English (or rather, “Vendelabodish”) words derive from Volapük (“Valütapük”). This turns Volapük into an ancient Latin-like speech, offering texture to a fictional history of the colonizers of my fictional planets. Does one have to understand ancient Rome and medieval Europe and America’s Thirteen Colonies to understand the modern Pacific Northwest? Nah. But exploring the character and motivations of a migrating, imperial culture certainly sets the stage for explaining a modernist backlash against the atrocities that inevitably come with colonization.             The vocabulary of Volapük has also given flavor that is appropriate, I feel, to the quasi-North American setting. While high fantasy worlds seem to be built with pillars of European fairy tales, the universe of Geoduck Street is intentionally built with logs of North American tall tales. Tolkien could wax poetic about the aesthetic beauty of his Elvish words all he wanted, since aesthetic beauty fits the mold of fairies and shimmering palaces, but Geoduck Street needed a “whopper-spinning” approach to artificial language that would make a flapjack-eating Paul Bunyan proud. A prominent case in point: in this fictional universe, the word “yagalöp” forms the etymological root of “jackalope.” “Yag,” in the original nineteenth century iteration of Volapük, means “hunting,” while “löp” means “summit.” Combining them together makes them “the summit of hunting.” How could a jackalope not be a point of pride among hunting trophies?

Unqualified Champions Consider these individuals from the Bible. Each person was aware of a personal shortcoming which should have rendered him disqualified for service. God, however, saw champion potential … Moses struggled with a speech impediment: “Then Moses said to the LORD, ‘Please, Lord, I have never been eloquent, neither recently nor in time past, nor since You have spoken to Your servant; for I am slow of speech and slow of tongue’” (Exodus 4:10). Yet God served as Moses’ source of strength. God used him to deliver the Israelites from bondage. Jeremiah considered himself too young to deliver a prophetic message to an adult population: “Then I said, ‘Alas, Lord GOD! Behold, I do not know how to speak, because I am a youth’” (Jeremiah 1:6). God’s reply: “Do not be afraid of them, for I am with you to deliver you,” (Jeremiah 1:8). Isaiah, whose encouragement I quoted earlier, had reservations of his own. Perhaps his vocabulary reflected my own—especially my vocabulary as a teenager: “I am a man of unclean lips” (Isaiah 6:5). Despite Isaiah’s flaws, God saw him as a man He could use to provide guidance to the nation of Judah. Paul the Apostle had, in his past, persecuted the very people to whom God would send him later. To most of us, Paul’s track record would disqualify him for use. But God brought change to Paul’s heart and redemption to his fervency. Samson squandered his potential through poor life choices. As I read about him, I can’t help but think, “The guy acted like a spoiled brat.” But God had placed a call on his life. Though Samson sank to life’s darkest depths—captors blinded him and placed him in slavery—at the end of his life, he turned his heart toward God and asked to be used for God’s purposes. God used Samson to bring deliverance to the Israelites. Do you feel like the least qualified, the least important, the least regarded? Perhaps your reward is yet to come. God has high regard for those who are the least. Jesus said, “For the one who is least among all of you, this is the one who is great” (Luke 9:48) and “But many who are first will be last; and the last, first” (Matthew 19:30). If heaven includes strategic positioning among God’s people, which I believe it will, that positioning will be ego-free and based on a humble heart. Those of high position in God’s eyes don’t focus on position. They focus on hearts: their own hearts before God, and the hearts of others loved by God. When we get to heaven, I believe many people’s positions of responsibility will surprise us. What if, in heaven, the some of today’s most accomplished individuals end up reporting to someone who cried herself to sleep at night—yet kept her heart pure before God? According to Jesus in Matthew 6:5, some rewards are given in full before we reach heaven. When He spoke those words, He referred to hypocritical religious leaders as an example. Could we be in for a heavenly surprise? I believe many who are last today—the ultimate servants—will be first in heaven. God sees things differently than we do.

The mixture of a solidly established Romance aristocracy with the Old English grassroots produced a new language, a “French of England,” which came to be known as Anglo-Norman. It was perfectly intelligible to the speakers of other langues d’oïl and also gave French its first anglicisms, words such as bateau (boat) and the four points of the compass, nord, sud, est and ouest. The most famous Romance chanson de geste, the Song of Roland, was written in Anglo-Norman. The first verse shows how “French” this language was: Carles li reis, nostre emperere magnes, set anz tuz pleins ad estéd en Espaigne, Tresqu’en la mer cunquist la tere altaigne… King Charles, our great emperor, stayed in Spain a full seven years: and he conquered the high lands up to the sea… Francophones are probably not aware of how much England contributed to the development of French. England’s court was an important production centre for Romance literature, and most of the early legends of King Arthur were written in Anglo-Norman. Robert Wace, who came from the Channel Island of Jersey, first evoked the mythical Round Table in his Roman de Brut, written in French in 1155. An Englishman, William Caxton, even produced the first “vocabulary” of French and English (a precursor of the dictionary) in 1480. But for four centuries after William seized the English crown, the exchange between Old English and Romance was pretty much the other way around—from Romance to English. Linguists dispute whether a quarter or a half of the basic English vocabulary comes from French. Part of the argument has to do with the fact that some borrowings are referred to as Latinates, a term that tends to obscure the fact that they actually come from French (as we explain later, the English worked hard to push away or hide the influence of French). Words such as charge, council, court, debt, judge, justice, merchant and parliament are straight borrowings from eleventh-century Romance, often with no modification in spelling. In her book Honni soit qui mal y pense, Henriette Walter points out that the historical developments of French and English are so closely related that anglophone students find it easier to read Old French than francophones do. The reason is simple: Words such as acointance, chalenge, plege, estriver, remaindre and esquier disappeared from the French vocabulary but remained in English as acquaintance, challenge, pledge, strive, remain and squire—with their original meanings. The word bacon, which francophones today decry as an English import, is an old Frankish term that took root in English. Words that people think are totally English, such as foreign, pedigree, budget, proud and view, are actually Romance terms pronounced with an English accent: forain, pied-de-grue (crane’s foot—a symbol used in genealogical trees to mark a line of succession), bougette (purse), prud (valiant) and vëue. Like all other Romance vernaculars, Anglo-Norman evolved quickly. English became the expression of a profound brand of nationalism long before French did. As early as the thirteenth century, the English were struggling to define their nation in opposition to the French, a phenomenon that is no doubt the root of the peculiar mixture of attraction and repulsion most anglophones feel towards the French today, whether they admit it or not. When Norman kings tried to add their French territory to England and unify their kingdom under the English Crown, the French of course resisted. The situation led to the first, lesser-known Hundred Years War (1159–1299). This long quarrel forced the Anglo-Norman aristocracy to take sides. Those who chose England got closer to the local grassroots, setting the Anglo-Norman aristocracy on the road to assimilation into English.

So, what did you want to watch?’ ‘Thought we might play a game instead,’ he said, holding up a familiar dark green box. ‘Found this on the bottom shelf of your DVD cupboard … if you tilt the glass, the champagne won’t froth like that.’ Neve finished pouring champagne into the 50p champagne flutes she’d got from the discount store and waited until Max had drunk a good half of his in two swift swallows. ‘The thing is, you might find it hard to believe but I can be very competitive and I have an astonishing vocabulary from years spent having no life and reading a lot – and well, if you play Scrabble with me, I’ll totally kick your arse.’ Max was about to eat his first bite of molten mug cake but he paused with the spoon halfway to his mouth. ‘You’re gonna kick my arse?’ ‘Until it’s black and blue and you won’t be able to sit down for a week.’ That sounded very arrogant. ‘Really, Max, Mum stopped me from playing when I was thirteen after I got a score of four hundred and twenty-seven, and when I was at Oxford, I used to play with two Linguistics post-grads and an English don.’ ‘Well, my little pancake girlfriend, I played Scrabble against Carol Vorderman for a Guardian feature and I kicked her arse because Scrabble has got nothing to do with vocabulary; it’s logic and tactics,’ Max informed her loftily, taking a huge bite of the cake. For a second, Neve hoped that it was as foul-tasting as she suspected just to get Max back for that snide little speech, but he just licked the back of the spoon thoughtfully. ‘This is surprisingly more-ish, do you want some?’ ‘I think I’ll pass.’ ‘Well, you’re not getting out of Scrabble that easily.’ Max leaned back against the cushions, the mug cradled to his chest, and propped his feet up on the table so he could poke the Scrabble box nearer to Neve. ‘Come on, set ’em up. Unless you’re too scared.’ ‘Max, I have all the two-letter words memorised, and as for Carol Vorderman – well, she might be good at maths but there was a reason why she wasn’t in Dictionary Corner on Countdown so I’m not surprised you beat her at Scrabble.’ ‘Fighting talk.’ Max rapped his knuckles gently against Neve’s head, which made her furious. ‘I’ll remind you of that little speech once I’m done making you eat every single one of those high-scoring words you seem to think you’re so good at.’ ‘Right, that does it.’ Neve snatched up the box and practically tore off the lid, so she could bang the board down on the coffee table. ‘You can’t be that good at Scrabble if you keep your letters in a crumpled paper bag,’ Max noted, actually daring to nudge her arm with his foot. Neve knew he was only doing it to get a rise out of her, but God, it was working. ‘Game on, Pancake Boy,’ she snarled, throwing a letter rack at Max, which just made him laugh. ‘And don’t think I’m going to let you win just because it’s your birthday.’ It was the most fun Neve had ever had playing Scrabble. It might even have been the most fun she had ever had. For every obscure word she tried to play in the highest scoring place, Max would put down three tiles to make three different words and block off huge sections of the board. Every time she tried to flounce or throw a strop because ‘you’re going against the whole spirit of the game’, Max would pop another Quality Street into her mouth because, as he said, ‘It is Treat Sunday and you only had one roast potato.’ When there were no more Quality Street left and they’d drunk all the champagne, he stopped each one of her snits with a slow, devastating kiss so there were long pauses between each round. It was a point of honour to Neve that she won in the most satisfying way possible; finally getting to use her ‘q’ on a triple word score by turning Max’s ‘hogs’ into ‘quahogs’ and waving the Oxford English Dictionary in his face when he dared to challenge her.

Rather than being nonverbal, individuals with NLD generally present with abundant verbal ability, with many showing precocious language development and high levels of vocabulary and general knowledge.

(KJV) King James Translation Important Facts An advantage of owning or reading a (KJV) King James Translation or Authorized Version, whether they are the older 1611 version or newer non-1611 version is that they are usually more accurate compared to many other bibles. They rank highly when translated from the original Hebrew, Aramaic and Greek manuscripts. However all bible translations have many faults with the translation as does the King James Version which is not perfect by any means It’s a difficult task to master translation of hundreds of scrolls and manuscripts and compile them into a single book. With that being said, when choosing a bible you will usually have to choose between the lesser of the two evils, and it is always advised to have at least three translations if not more when you want to get a more accurate idea of what the writer is saying. One major disadvantage that the King James Bible (KJV) has is that the translators have replaced the holy names of The Almighty Creator and His Son, as many other translators have also done with other bible translations. This is never a good thing to do. To replace a proper noun or name, especially when it happens to be the name of our Heavenly Father or His Son our Messiah is a serious thing to consider changing. The bible clearly states in many verses to make His name “known” and proclaim it. It does not say to “change it” or to proclaim a different name. Our Opinion about Name Changes The reasons of why the translators chose to make these name changes is “not” something that we at Heavenly Publishers want to focus on. Instead, we prefer to educate readers of this fact, especially those that were not already aware of it and make suggestions as to how to fix this. Many translations around these days have this same issue and even other serious changes on top of this one. We would also like to encourage all readers to consider restoring the holy names of our Savior and Heavenly Father back into the bible and back into our reading and vocabulary. The example of how our Savior taught us to pray by starting out in prayer by acknowledging and revering the holy name of “Our Father” is something we should remember. The prayer starts out with the words, Our Father who art in Heaven, “Hallowed be Thy Name” and is a great example of how important and holy His name is. This word “hallow” means to render sacred and consider holy. So my question to you is can you imagine doing something like changing our Father’s holy name to something else? Never should this be done, but the translators of many bible versions have done this. The KJV is only one example of this spiritually criminal act. The people that have done this for whatever agendas they had will be held accountable and judged accordingly one day by their maker as He sees fit. It’s not our job to judge but to make others aware of this and hopefully reverse this wrongdoing.

independent society with its own elected leaders – called ‘hetmans’ and ‘otamans’ – army, laws and vocabulary. Epitome of Cossackdom was the Zaporozhian Sich, a stockaded wooden barracks-town on a remote island south of the Dnieper rapids. Symbol of freedom for generations of Ukrainians, it was where the wildest outlaws gathered, the most daring raids were plotted, and the most horilka drunk. No women were allowed to enter the Sich, and important decisions were taken by the Rada, a rough-and-ready open-air assembly where, in theory at least, everybody had an equal voice. ‘This Republic could be compared to the Spartan,’ wrote a seventeenth-century Venetian envoy, Alberto Vimina, ‘if the Kozaks respected sobriety as highly as did the Spartans.’11

He would insist on his right, his obligation, to tell it straight. His language, the belittling little “bye-bye” wave he gave when security guards ushered out protesters who shouted “You’re a bigot!”—Trump would never apologize for that. He explained to the crowd, “I went to an Ivy League school. I’m very highly educated. . . . I don’t have to be plainspoken. I have, like, this incredible vocabulary. But, honestly, how can I describe our leaders better than the word stupid? . . . I used to say ‘grossly incompetent,’ but stupid’s stronger, isn’t it?” The

Pride is an illusion that curses greatness. The great are the ones who see their failings and work to overcome, not the ones who fancy themselves to be without weakness. And as long as you admit no weakness, you will never grow to your full strength. This was a rare gift in the ancient world; neither the Romans nor the Greeks even had a word in their vocabulary for humility.

The Han language resembles no other on this earth. While I had no trouble learning to speak Mongol, and to write with its alphabet, I never learned more than a rudimentary comprehension of Han. The Mongol speech is gruff and harsh, like its speakers, but it at least employs sounds not too different from those heard in our Western languages. The Han, by contrast, is a speech of staccato syllables, and they are sung rather than spoken. Evidently the Han throat is incapable of forming more than a very few of the sounds that other people make. The sound of r, for one, is quite beyond them. My name in their speech was always Mah-ko. And, having so very few noises to work with, the Han must sound them on different tones—high, mid, low, rising, falling—to make a sufficient variety for compiling a vocabulary. It is like this: suppose our Ambrosian plainsong Gloria in excelsis had that meaning of “glory in the highest” only when sung to its traditional up and down neumes, and, if the syllables were sung in different ups and downs, were to change its meaning utterly—to “darkness in the lowest” or “dishonor to the basest” or even “fish for the frying.

In April 2012, The New York Times published a heart-wrenching essay by Claire Needell Hollander, a middle school English teacher in the New York City public schools. Under the headline “Teach the Books, Touch the Heart,” she began with an anecdote about teaching John Steinbeck’s Of Mice and Men. As her class read the end together out loud in class, her “toughest boy,” she wrote, “wept a little, and so did I.” A girl in the class edged out of her chair to get a closer look and asked Hollander if she was crying. “I am,” she said, “and the funny thing is I’ve read it many times.” Hollander, a reading enrichment teacher, shaped her lessons around robust literature—her classes met in small groups and talked informally about what they had read. Her students did not “read from the expected perspective,” as she described it. They concluded (not unreasonably) that Holden Caulfield “was a punk, unfairly dismissive of parents who had given him every advantage.” One student read Lady Macbeth’s soliloquies as raps. Another, having been inspired by Of Mice and Men, went on to read The Grapes of Wrath on his own and told Hollander how amazed he was that “all these people hate each other, and they’re all white.” She knew that these classes were enhancing her students’ reading levels, their understanding of the world, their souls. But she had to stop offering them to all but her highest-achieving eighth-graders. Everyone else had to take instruction specifically targeted to boost their standardized test scores. Hollander felt she had no choice. Reading scores on standardized tests in her school had gone up in the years she maintained her reading group, but not consistently enough. “Until recently, given the students’ enthusiasm for the reading groups, I was able to play down that data,” she wrote. “But last year, for the first time since I can remember, our test scores declined in relation to comparable schools in the city. Because I play a leadership role in the English department, I felt increased pressure to bring this year’s scores up. All the teachers are increasing their number of test-preparation sessions and practice tests, so I have done the same, cutting two of my three classic book groups and replacing them with a test preparation tutorial program.” Instead of Steinbeck and Shakespeare, her students read “watered-down news articles or biographies, bastardized novels, memos or brochures.” They studied vocabulary words, drilled on how to write sentences, and practiced taking multiple-choice tests. The overall impact of such instruction, Hollander said, is to “bleed our English classes dry.” So

item 5. It is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners and for students with special needs. At the same time, all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post–high school lives. Each grade will include students who are still acquiring English. For those students, it is possible to meet the standards in reading, writing, speaking, and listening without displaying native-like control of conventions and vocabulary.” As

Brushing her hands clean on her skirt, Loretta stared dismally at the fire. Light. Merciful heaven, why had she asked for a fire? He’d be able to see her, which somehow made the thought of undressing in front of him all the more horrid. Her skin prickled. He was staring at her, waiting, like a man expecting his supper to be served. And what was even more awful, she felt like his supper. A hundred thoughts raced through her mind, running away from him foremost, but her sense of honor forestalled her. She had promised him, and a promise was a promise. She wouldn’t break her word. She’d see this through, with her head held high. She would. With trembling hands, Loretta tackled the long line of tiny buttons on her bodice. With each flick of her fingers, her cheeks grew hotter. The firelight cast too few shadows, making the interior of the lodge seem as bright as day. She tried to draw comfort from the fact that he had seen her nude the night of her fever, but that was a century ago and did little to ease her embarrassment as she slid the sleeves of her dress down her arms. If only he were a white man. He would at lease douse the fire. Or maybe have an attack of conscience and realize how barbaric it was to force a virtuous young woman into marriage. But he wasn’t a white man, and conscience wasn’t a word in his vocabulary. He owned her. Now they were married, even in the eyes of her people. For forever.

Some people can predict whether it's going to rain or sense when something bad is going to happen. Murphy had a sixth sense about people hitting on her. She could see it from a mile away, the way a spider can see the movements of a fly. As she approached the counter of Ganax Heating, she tried to look as uninterested as possible. "Is Jodee here?" she asked. She stood at the counter, digging her toes into the linoleum floor. The receptionist was a young guy about her age. "Hey, Murphy." She suddenly recognized him. He'd been in her high school English class. He'd occasionally tracked her down at her locker and had used complex vocabulary words while he talked to her, trying to impress her. "I had a huge crush on you. You were really smart." Murphy sighed. She was incredibly bored. "Precognitive, actually." He blinked at her for a moment. "Yeah, you were really good in English." Murphy's usage of SAT-level vocabulary usually halted the moment she got out of class. She had a thing against big words. In her view, they were superfluous. And she hated the word superfluous. "I don't like being liked for my brain," she said.

If you insist on ‘exposing us’,” Donovan said, his voice hard as ice, using air quotes, “we’ll have to do some exposing of our own. Certain people, like network executives, probably aren’t too keen on their employees engaging in blackmail. Besides, Jada is beloved. You know it, and I know it. I’m sure her fans would love to fill your Twitter mentions with all kinds of creative replies if they knew what you were attempting to do.” “You have no proof of blackmail.” Lila’s eyes spat fire. Jada held up a manicured index finger. “Oh, but I do. You know how you kept calling and leaving messages? Silly me, I thought you were asking me to do interviews. Which you were, I guess, technically. I finally got around to listening to the voice mails.” She wrinkled her nose, “Wow. Really creative vocabulary you have there, Lila. That last voice mail was quite a doozy. I wasn’t expecting the threats about how you were going to destroy me, how you were going to leak damaging rumors about me, how you’d been behind a lot of the hate I received online with bot accounts.” Jada grimaced. “Ugly stuff. You sounded drunk or high when you admitted that, so you might not remember saying all that, but you did.” Jada kept her gaze trained squarely on Lila. She ignored John’s gasp. Lila’s already pale skin turned ghastly white. “I don't know what you’re talking about.” Jada sniffed. “Oh, I think you do. Really, I’d hate for those messages to fall into the wrong hands.” Lila sneered, her veneer finally cracking. “You wouldn’t dare. You’re a spoiled, rich girl. You don’t have the balls.” The courage of her convictions swept through Jada. “Keep telling yourself that.” Jada turned to the other member of the blackmailing crew. “As for you, John, I’m sure people would love to know their perfect Mr. America has slid into the DMs of no less than three contestants from My One and Only with a woe-is-me story, trying to get back together with them, all at the same time.” Jada snapped her fingers. “Did I forget to mention I ended my social media hiatus to check my DMs? I do so love it when women have each other’s backs.” Jada gave the cowards a moment to respond. When none came, she offered up the kill shot. “If none of that reasoning convinces you, and I can't imagine why it wouldn’t, please remember this spoiled, rich girl has a billionaire grandmother who loves her very, very much. If I tell her what you both attempted to do to me, she will ruin both your lives, barely lifting a finger. Contrary to what you believe, Lila, I don't make idle threats. I suggest you both slink away and forget you ever knew my name.

The Viking invasions began as smash-and-grab raids to take as much as possible and go, but some groups decided to settle down and make a new life on the land they claimed. Their language was similar enough to Old English that they could communicate with the Anglo-Saxons without too much difficulty, and over time their own way of speaking mixed into the surrounding language, leaving vocabulary and expressions behind that don’t quite fit the rest of the pattern at the old Germanic layer. Much of the Scandinavian influence in English is so well absorbed that it doesn’t cause any weirdness. For example, there was a sequence in Germanic that became a ‘sk’ sound in Scandinavian and a ‘sh’ sound in English. When we mixed some Scandinavian words into English, we got some doubles like skirt and shirt, but we don’t even think of those as the same word, so the intrusion is unnoticeable.

After the conquest, English and French were divided by social class. The ruling elite spoke French and the lower classes spoke English. Eventually, French influence spread to English, but English remained a Germanic language in its basic structure and grammar and much of its most basic vocabulary. French was layered into it, mostly in vocabulary, but in a few other subtle ways. It wasn’t because the ruling class imposed the French language on the lower classes and forced them to speak it. It was because over time the ruling elite adopted English as their own language.

The vocabulary explosion is not the only thing we can blame the French for (see “A Sizeable, Substantial, Extensive Vocabulary”). It introduced new word stress patterns that created confusion and splits based on stress alone (see “Don’t InSULT Me with That INsult!”). It left behind old word forms and phrase ordering (see “Without Fail,” “Ask the Poets Laureate”). It even encouraged the development of a new English speech sound with its own letter, v (see “Of Unrequited Lof”).

In the centuries following the French rule of England, the English language spread back into all areas of life, common and official, in a new mixed form with a vocabulary full of words that had come from French but were completely Anglicized. Words like farm, city, village, fruit, and flower now belonged to both the nobility and the folk. But the language continued to expand under the influence of French and Latin as literacy and education spread and people adopted new words to indicate a similar elevated status or prestige.

Then came the French vocabulary onslaught. The earliest borrowings were quickly assimilated to the English way. French final-syllable stress became English first-syllable stress: monTAGNE-MOUNtain, jarDIN-GARden, forÊT-FORest, citÉ-CIty, monNAIE-MONey, jourNÉE-JOURney. But later borrowings often didn’t adjust (maCHINE, diVORCE, balLOON). They kept their French ways but still became fully English words. (French stress rules are more complicated than “final-syllable stress,” but to the English ear words appear final stressed.)

As already noted, what happens with the criterion of "love" in a culture that highly values "freedom" is that "love" is defined in terms of "freedom." The "loving thing to do" becomes letting people do what they want to do, as long as the rights of others are not infringed. Like cake batter, love takes the shape of the mold into which it is poured. In the West, this mold consists of liberation and equality. No society will stand with so meager a basis for thinking through its great moral challenges. Citizens of Western culture lack a robust enough moral vocabulary and ethic to explain why they object to things their consciences feel are wrong. In the public square, they are restricted to the language of freedom and equality in all moral matters. Such a "vapid" ethic fails to provide sensible answers for a number of great moral questions: abortion, euthanasia, gun laws, freedom of speech, sexual ethics, and so forth.

And of course I carry a dictionary, the best available. Sometimes when I have to look up a word, I waste a great deal of time because I start to read the dictionary as if it were a novel that makes me eager to see what comes next. The words of English have been endlessly fascinating for me and I would judge that I have mastered not more than a sixth of them. If the total runs to something like 550,000, that would be 92,000, and that figure might be far too high. But my word chase goes on and the interest never flags.” —James A. Michener, “The World Is My Home”, Chapter VII “Ideas”, page 232

merging

The technical term for discounting of this general form that starts out high and then declines is quasi-hyperbolic discounting. If you don't know what "hyperbolic" means, that shows good judgement on your part in what words to incorporate in your vocabulary.

Among the factors that make new vocabulary more easily learnable by second language learners is the frequency with which the word is seen, heard, and understood. Paul Nation (2001) reviews a number of studies suggesting that a learner needs to have many meaningful encounters with a new word before it becomes firmly established in memory. The estimates range as high as 16 times in some studies. Even more encounters may be needed before a learner can retrieve the word in fluent speech or automatically understand the meaning of the word when it occurs in a new context. The ability to understand the meaning of most words without focused attention is essential for fluent reading as well as for fluent speaking.

learners’ beliefs about the kind of instruction that is best can influence their satisfaction and success. The grammar translation approach is useful for the study of grammar and vocabulary and can be valuable for understanding important cultural texts. The audiolingual approach with its emphasis on speaking and listening was used successfully with highly motivated adult learners in intensive training programmes for government personnel in the United States. However, there is little classroom research to support such approaches for students in ordinary school programmes that must serve the needs of students who bring different levels of motivation and aptitude to the classroom.

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vocabularies’ that the learners need to acquire: the 6,000+ high-frequency lexical words (and chunks) that provide the threshold into fluency, and the 150 or so common functors that cement these lexical words together.   Questions for discussion 1. Have you had a language learning experience that confirms Foer’s intuitions about the value of a core vocabulary? 2. If lack of sufficient vocabulary is the main impediment to reading fluency, what are the implications, for the teacher of reading, on materials choice and task design? 3. What approaches could you use to teach

word families (as opposed to individual words)? 4. What are the implications for course design and methodology of reversing the traditional order of grammar first, then vocabulary? 5. Widdowson talks about showing how words ‘need to be grammatically modified to be communicatively effective’. How would you go about doing this? 6. Frequency is commonly mentioned as a criterion for vocabulary selection. What other criteria are there? Is there a case for letting the learners decide which words to learn? 7. If verb tenses are simply combinations of high-frequency words, is there really such a thing as grammar at all (as distinct from vocabulary)? If not, what does this suggest

This is the problem – it seems to me – of memorizing literature. If we assume that a core vocabulary of some 3,000 high-frequency words is the threshold that enables non-specialist language comprehension and production, literature alone is unlikely to provide that core – or, rather, it eventually will, but a great deal of low-frequency vocabulary may have been traversed in the meantime. More useful – although perhaps less satisfying from an aesthetic point of view – might be the memorization of specially written dialogues that embed high-frequency lexis, including formulaic language, with a ‘high surrender’ value.

This suggests to me that there are two ‘vocabularies’ that the learners need to acquire: the 6,000+ high-frequency lexical words (and chunks) that provide the threshold into fluency, and the 150 or so common functors that cement these lexical words together.

We have come to the end of our vocabulary list and have not included one of the most mentioned terms in object literature—reuse. There are several reasons for this. First, reuse is not a goal of object thinking; composability is. Composable objects will be reused as a matter of course, so reuse is but a byproduct of a more general goal. Second, there are ways to obtain reuse that are not related to object thinking—code libraries, for example—and the distraction is not really helpful. Lastly, reuse was once touted as the premier benefit of object orientation—a claim that proved to be highly overstated. Worse, perhaps, was the claim that maximum reuse could best be obtained via inheritance. Object thinking claims to lead to the discovery and crafting of composable objects. The goal is to create a mindset that leads to evolving flexible applications and systems that directly reflect and support an application domain. Reuse will emerge, but it is not a driving force.

Everything is obtainable, and if we have not yet done so, it’s high time that we get rid of this word ‘can’t’ from our vocabulary. Anything can be done, but not everything will be done. It’s a matter of conscious effort.

A picture is worth 1,000 megapixels. High-definition (HD) TV images are used to camouflage some writers' low-definition (LD) vocabulary.

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

The Deliverator does not know for sure what happens to the driver in such cases, but he has heard some rumors. Most pizza deliveries happen in the evening hours, which Uncle Enzo considers to be his private time. And how would you feel if you bad to interrupt dinner with your family in order to call some obstreperous dork in a Burbclave and grovel for a late fucking pizza? Uncle Enzo has not put in fifty years serving his family and his country so that, at the age when most are playing golf and bobbling their granddaughters, he can get out of the bathtub dripping wet and lie down and kiss the feet of some sixteenyear- old skate punk whose pepperoni was thirty-one minutes in coming. Oh, God. It makes the Deliverator breathe a little shallower just to think of the idea. But he wouldn't drive for CosaNostra Pizza any other way. You know why? Because there's something about having your life on the line. It's like being a kamikaze pilot. Your mind is clear. Other people -- store clerks, burger flippers, software engineers, the whole vocabulary of meaningless jobs that make up Life in America -- other people just rely on plain old competition. Better flip your burgers or debug your subroutines faster and better than your high school classmate two blocks down the strip is flipping or debugging, because we're in competition with those guys, and people notice these things. What a fucking rat race that is. CosaNostra Pizza doesn't have any competition. Competition goes against the Mafia ethic. You don't work harder because you're competing against some identical operation down the street. You work harder because everything is on the line. Your name, your honor, your family, your life. Those burger flippers might have a better life expectancy -- but what kind of life is it anyway, you have to ask yourself. That's why nobody, not even the Nipponese, can move pizzas faster than CosaNostra. The Deliverator is proud to wear the uniform, proud to drive the car, proud to march up the front walks of innumerable Burbclave homes, a grim vision in ninja black, a pizza on his shoulder, red LED digits blazing proud numbers into the night: 12:32 or 15:15 or the occasional 20:43.

All of this told of harm done, of a drug that made a child depressed, lonely, and filled with a sense of inadequacy, and when researchers looked at whether Ritalin at least helped hyperactive children fare well academically, to get good grades and thus succeed as students, they found that it wasn’t so. Being able to focus intently on a math test, it turned out, didn’t translate into long-term academic achievement. This drug, Sroufe explained in 1973, enhances performance on “repetitive, routinized tasks that require sustained attention,” but “reasoning, problem solving and learning do not seem to be [positively] affected.”26 Five years later, Herbert Rie was much more negative. He reported that Ritalin did not produce any benefit on the students’ “vocabulary, reading, spelling, or math,” and hindered their ability to solve problems. “The reactions of the children strongly suggest a reduction in commitment of the sort that would seem critical for learning.”27 That same year, Russell Barkley at the Medical College of Wisconsin reviewed the relevant scientific literature and concluded “the major effect of stimulants appears to be an improvement in classroom manageability rather than academic performance.”28 Next it was James Swanson’s turn to weigh in. The fact that the drugs often left children “isolated, withdrawn and overfocused” could “impair rather than improve learning,” he said.29 Carol Whalen, a psychologist from the University of California at Irvine, noted in 1997 that “especially worrisome has been the suggestion that the unsalutary effects [of Ritalin] occur in the realm of complex, high-order cognitive functions such as flexible problem-solving or divergent thinking.”30 Finally, in 2002, Canadian investigators conducted a meta-analysis of the literature, reviewing fourteen studies involving 1,379 youths that had lasted at least three months, and they determined that there was “little evidence for improved academic performance.”31

He’d read far too many books, that was Israel’s trouble. Books had spoilt him; they had curdled his brain, like cream left out on a summer’s afternoon, or eggs overbeaten with butter. He’d been a bookish child, right from the off, the youngest of four, the kind of child who seemed to start reading without anyone realising or noticing, who enjoyed books without his parents’ insistence, who raced through non-fiction at an early age and an extraordinary rate, who read Jack Kerouac before he was in his teens, and who by the age of sixteen had covered most of the great French and Russian authors, and who as a result had matured into an intelligent, shy, passionate, sensitive soul, full of dreams and ideas, a wide-ranging vocabulary, and just about no earthly good to anyone. His expectations were sky-high, and his grasp of reality was minimal.

Democratic congressman Sam Rayburn of Texas—who had been a longtime Speaker of the House and was a close friend of Harry Truman’s—summed up the whole controversy before a group of fellow Texas politicians. “All your high-flown political vocabulary boils down to just three words,” Rayburn said. “Nigger, nigger, nigger!

Despite being a drastic simplification, a high-level domain model is useful at this stage because it defines the vocabulary for describing the behavior of the system operations.

Democracy is a rare thing, Pete. You hear how democracies are all over the place, but it isn’t really true. They call it democracy. They use the vocabulary, the props, but it’s theater. What your Founding Fathers did was the real thing. But the problem with democracies is they’re hard to maintain. Especially in the face of high technology. How do you preserve your freedom when the powerful can use software bots to detect dissent and deploy drone aircraft to take out troublemakers? Human beings are increasingly unnecessary to wield power in the modern world.

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.

Difficulties of technical translation: features, problems, rules Technical translation is one of the most important areas of written translation in modern translation practice. Like the interpretation technique, it has its own characteristics and requirements. The need for this type of work is due to economic and scientific and technical progress, as well as the development of international relations. Thanks to technical translation, people share experience, knowledge and developments in various fields. What are the features of this type of translation? What pitfalls can be encountered on the translator's path? You will learn about this and much more from our article. ________________________________________ Technical translation is one of the most difficult types of legal translation. This is due to the large number of requirements for such work. Technical translation includes all scientific and technical texts, documents, instructions, reports, reference books and dictionaries. The texts of this plan contain a lot of specific terminology, which is the main difficulty of technical translation. A term is a word or a combination of words that accurately names a phenomenon, subject or scientific concept, revealing its meaning as much as possible. The most common technical texts in the following areas: • engineering; • defense; • physics and mathematics; • aircraft construction; • oil industry; • shipbuilding, etc. The main feature of technical translation is the requirement for its high accuracy (equivalence). The task of the translator is to convey information as close as possible to the original. Otherwise, distortions may appear in the text, leading to a misunderstanding of important information. Vocabulary selection is carried out carefully and carefully. The construction of phrases should be logical and meaningful. Other technical translation requirements include adequacy and informativeness. It is equally important to maintain the style of such texts. This includes not only vocabulary, but also the grammatical structure of the text, as well as the way the material is presented. Most often, this is a formal and logical style. Unlike artistic translation, where the main task is to convey the content, and the translator can use his imagination, include fancy turns and various figures of speech, the presence of emotionality and subjectivity is unacceptable in technical translation. Let's consider the peculiarities of technical translation in English. According to the well-known linguist and translator Y. Y. Retsker, English technical literature is characterized by the predominant use of complex or complex sentences, which include adjectives, nouns, as well as impersonal forms of verbs (infinitives, gerundial inflections, etc.). Passive constructions are also often found. In this direction, it is permissible to use only generally accepted grammatical structures. Another feature of such texts may be the absence of a predicate or subject and a large number of enumerations. In addition, the finished text should have an appropriate layout equivalent to the original. Let's consider the basic rules of technical translation for a specialist: • knowledge of the vocabulary, grammar and word structure of the foreign language from which the translation is performed (at the level required for understanding the source text); • knowledge of the language into which the translation is performed (at a level sufficient for a competent presentation of the material); • excellent knowledge of the specifics of texts and terminology; • ability to use linguistic and technical sources of information; • familiarity with the specifics of the field

Skill Gained: High Magic Theory. The elves of old crafted magic to make the Heavens tremble. You have started down this road as well. Over time, lesser magics were created from imperfect understanding of High Magic. If you know these lesser magics, or learn them, your understanding will be complete. Gained skills: Somatic Focus, Expressive Focus, Dramatic Focus, Primordial Magic Theory, Primordial Focus, Primordial Vocabulary Skills Increased: Somatic Magic Theory, Somatic Focus, Expressive Magic Theory, Expressive Focus, Dramatic Magic Theory, Dramatic Focus, Primordial Magic Focus, Primordial Focus, Primordial Vocabulary

High-income parents gesture more than low-income parents, research finds. And it’s not just the quantity of gesture that differs but also the quality: more affluent parents provide a greater variety of types of gesture, representing more categories of meaning—physical objects, abstract concepts, social signals. Parents and children from poorer backgrounds, meanwhile, tend to use a narrower range of gestures when they interact with each other. Following the example set by their parents, high-income kids gesture more than their low-income counterparts. In one study, fourteen-month-old children from high-income, well-educated families used gesture to convey an average of twenty-four different meanings during a ninety-minute observation session, while children from lower-income families conveyed only thirteen meanings. Four years later, when it was time to start school, children from the richer families scored an average of 117 on a measure of vocabulary comprehension, compared to 93 for children from the poorer families.

Facial expression: try to adopt a firm, friendly expression. Avoid a tense, aggressive look, or one that suggests that you are nervous. • Posture: keep your head up (but not so high that you look haughty!) – lowering it will make you look submissive. • Distance: not too close, but close enough to be heard and to make good eye contact. • Gestures: make these relaxed and not intimidating – no finger wagging, for example. But also make sure that you are not making nervous gestures like wringing your hands. • Eye contact: don’t stare at the other person, but don’t be afraid of looking them in the eye. A comfortable pattern is to shift your focus between the other person’s eyes and mouth during a conversation. • Voice: keep the tone, volume and pace of your voice such that it communicates thoughtfulness and calm. Try not to let the pitch or the volume of your voice go up, which it can easily do if we feel stressed. • Vocabulary: use constructive and non-critical words and phrases – your aim is to get the other person on board, not into conflict. Acknowledge the other side of the argument, empathize and never attack.

This may be the fundamental problem with caring a lot about what others think: It can put you on the established path—the my-isn’t-that-impressive path—and keep you there for a long time. Maybe it stops you from swerving, from ever even considering a swerve, because what you risk losing in terms of other people’s high regard can feel too costly. Maybe you spend three years in Massachusetts, studying constitutional law and discussing the relative merits of exclusionary vertical agreements in antitrust cases. For some, this might be truly interesting, but for you it is not. Maybe during those three years you make friends you’ll love and respect forever, people who seem genuinely called to the bloodless intricacies of the law, but you yourself are not called. Your passion stays low, yet under no circumstance will you underperform. You live, as you always have, by the code of effort/result, and with it you keep achieving until you think you know the answers to all the questions—including the most important one. Am I good enough? Yes, in fact I am. What happens next is that the rewards get real. You reach for the next rung of the ladder, and this time it’s a job with a salary in the Chicago offices of a high-end law firm called Sidley & Austin. You’re back where you started, in the city where you were born, only now you go to work on the forty-seventh floor in a downtown building with a wide plaza and a sculpture out front. You used to pass by it as a South Side kid riding the bus to high school, peering mutely out the window at the people who strode like titans to their jobs. Now you’re one of them. You’ve worked yourself out of that bus and across the plaza and onto an upward-moving elevator so silent it seems to glide. You’ve joined the tribe. At the age of twenty-five, you have an assistant. You make more money than your parents ever have. Your co-workers are polite, educated, and mostly white. You wear an Armani suit and sign up for a subscription wine service. You make monthly payments on your law school loans and go to step aerobics after work. Because you can, you buy yourself a Saab. Is there anything to question? It doesn’t seem that way. You’re a lawyer now. You’ve taken everything ever given to you—the love of your parents, the faith of your teachers, the music from Southside and Robbie, the meals from Aunt Sis, the vocabulary words drilled into you by Dandy—and converted it to this. You’ve climbed the mountain. And part of your job, aside from parsing abstract intellectual property issues for big corporations, is to help cultivate the next set of young lawyers being courted by the firm. A senior partner asks if you’ll mentor an incoming summer associate, and the answer is easy: Of course you will. You have yet to understand the altering force of a simple yes. You don’t know that when a memo arrives to confirm the assignment, some deep and unseen fault line in your life has begun to tremble, that some hold is already starting to slip. Next to your name is another name, that of some hotshot law student who’s busy climbing his own ladder. Like you, he’s black and from Harvard. Other than that, you know nothing—just the name, and it’s an odd one. Barack.

Here’s my contribution...” This statement works in multiple contexts, including those where bragging is not highly regarded and when pointing out your contributions to a team project. If someone claims your work, you might also use statements such as “I appreciate [name] adding to my thinking” or “I’m glad we’re on the same page. My original thinking is that...” “People tell me that...” This softens a brag, as you’ve put it in the third person. “I’m proud to have supported my client by...” This is a softer version of “I did this...” “It’s a privilege to have...” Other variations of this include “I was excited when...,” “I was honored by...,” and “I appreciate...” Banish the statements “It was really a team effort” and “It wasn’t a big deal” from your vocabulary. It’s also stronger to talk about accomplishments rather than effort. I asked Whitney Johnson, who is recognized as one of the world’s foremost executive coaches, what she recommends her clients say when they’re having trouble bragging. One suggestion of particular note is: I know it might feel odd for me to talk to you about what I do well because society has taught us to not like women who do. But now I’m going to, so that you will know that I can do the work you are thinking of hiring me to do.

The vocabulary used to describe the Jews is highly indicative of the Qur’ānic and Western sources from which it is derived. Qur’ānic vocabulary and paraphrases are often blended with pejorative expressions from certain modern Christian anti-Semitic writings rather than from classical Islamic ones. In the Qur’ān, Ḥadīth, Tafsīr and other theoretical literature, the Jews are named as "Ban ū Isrā’īl" and "al-Yahūd", or the names of the Jewish tribes of Medina are mentioned. The Palestinian Islamists use the term "al-Yah ūd" as well as "unbelievers" (kāfirūn). They also use characterisations of the Jews as "the people upon whom God’s anger came" which can be found in many places in the Qur’ ān as well as in the Sūrat al-Fātiḅa and which are generally interpreted as designating the Jews. The Qur’ ānic terms bāṭil and ḅaqq are used to designate the two parties involved in the conflict.

TAKEAWAYS FOR TEACHING YOUR DOG When deciding which words to teach, ask yourself these questions. What does my dog communicate with her gestures and vocalizations? Which words do I say to her frequently during routine activities? Which words would allow her to communicate for functions other than requesting? Which words could be used across multiple contexts? Establish a vocabulary with more core words than fringe words. For the most communication potential, and more complex use later on, teach high-frequency words. Keep your dog’s buttons in the same spot. We all learn how to talk through the principles of motor learning. Verbal speech users learn the motor plan to say each sound and word, sign language users develop a motor plan for each hand movement, and AAC users for each word location. Continuously moving words around will be confusing for your dog. After you find a spot that works well, stick with it. Spend time modeling new vocabulary. Whenever you add more words, make sure to model them in their appropriate contexts. Respond to accidental hits, mis-hits, and your dog exploring the buttons. Even if you think you are absolutely positive that your dog pushed a button accidentally or meant to push a different one, respond to the word she said. These are valuable teaching moments. Plus, your dog might surprise you with what she says and when. To help your dog become a deliberate communicator, always respond as though the message was intentional. Give your dog more words than you think she knows. This allows for language growth and exploration.

The conceptual vocabulary derived from the classical form of the [multi-armed bandit] problem—the tension between explore/exploit, the importance of the interval, the high value of the 0-0 option [Gittins Index], the minimization of regret—gives us a new way of making sense not only of specific problems that come before us, but of the entire arc of human life. 54

I work almost all of my non-sleeping hours, but never do I feel busy, because my work is the fulfillment of my lifeforce. Here, some may say that I am lucky to do what I love, but not everybody finds a livelihood of their choice. To them I say, luck had very little to do with me doing what I love. I am able do what I love, because since my childhood I had only one mission, that is to unite my humankind and that very unshakable mission paved the path for my work. I made my mission my life. I dreamt my mission - I breathed my mission - I lived my mission. Having fun like a teenager does, was not in my dictionary. Getting high and getting laid like an adolescent does, was not in my vocabulary. Going on dates like a teenager does, was not in my book. I had only one vision in front of my eyes, and that was the vision of a united humanity. And today you know me as a humanitarian thinker, because of all those so called "fun times" I sacrificed for a greater goal. And till this day my mission flows through my veins like blood. Now, here I am not saying that an adolescent is not supposed to have fun - in fact, part of the purpose of my work is to build a world where every child from everywhere has the basic right to cherish their childhood without worry, fear and insecurities. So the point is, if you truly can dedicate your life to one single mission, no matter the nature of the mission, then sooner or later the mission itself will pave its own way for you to keep on walking - so, close your eyes, visualize your mission and take the leap of faith.

Less conspicuous factors like children’s exposure to a broad or limited vocabulary and to varying amounts of linguistic encouragement and discouragement can do far more than obvious scapegoats like drugs to influence their futures.

No matter how well I could pronounce words or expressions, there was no terroir in my vocabulary. Words all meant the same to me—almost like those black and white letter magnets you stick to a refrigerator. Table, 
Chaise, Connard, Pute, Vélo, Merde were all interchangeable and non-denominational, standing next to each other in my brain like a bad 
haiku. 


He needn’t have worried. ‘Before long I found myself swimming like a parcel of Escher lizards through the lines of a purple jigsaw of increasing and then decreasing size. “What the hell’s going on?” I asked, crying with laughter. “You’re tripping,” said Joan, with a new vocabulary already. Tripping? Me? … “Are you tripping?” I asked Joan. She nodded lovingly. “We all are,” George said. “Everyone is.”’ As the effects of the double dose peaked, it proved too much for Taylor, who was assailed by disturbing visions and dark thoughts. Harrison, with enough experience to spot the warning signs, and the calmness – despite tripping himself – to provide reassurance, talked Taylor back from his descent into misery. ‘Derek, create and preserve the image of your choice,’ Harrison told him. ‘It’s up to you. The thing is to see what you want to see. Do you want to create something nice? Then look into the fire and see something nice.’ The intervention worked, and much of the remainder of Taylor’s trip was filled with talking, laughter and visions. He and Joan bonded over the shared experience, and led a singalong on Epstein’s grand piano. Late into the night Taylor was cornered by Harrison, who reiterated his words of wisdom: ‘Derek, I love ya. I just want you to know that. I love ya and it’s going to be OK. Create and preserve the image of your choice. Don’t forget, Derek. Gandhi said that. Pick your own trips.

The law gave me an entirely new vocabulary, a language that non-lawyers derisively referred to as "legalese." Unlike the basic building blocks- the day-to-day words- that got me from the subway to the office and back, the words of my legal vocabulary, more often than not, triggered flavors that I had experienced after leaving Boiling Springs, flavors that I had chosen for myself, derived from foods that were never contained within the boxes and the cans of DeAnne's kitchen. Subpoenakiwifruit. InjunctionCamembert. Infringementlobster. Jurisdictionfreshgreenbeans. Appellantsourdoughbread. ArbitrationGuinness. Unconstitutionalasparagus. ExculpatoryNutella. I could go on and on, and I did. Every day I was paid an astonishing amount of money to shuffle these words around on paper and, better yet, to say them aloud. At my yearly reviews, the partners I worked for commented that they had never seen a young lawyer so visibly invigorated by her work. One of the many reasons I was on track to make partner, I thought. There were, of course, the rare and disconnecting exceptions. Some legal words reached back to the Dark Ages of my childhood and to the stunted diet that informed my earlier words. "Mitigating," for example, brought with it the unmistakable taste of elementary school cafeteria pizzas: rectangles of frozen dough topped with a ketchup-like sauce, the hard crumbled meat of some unidentifiable animal, and grated "cheese" that didn't melt when heated but instead retained the pattern of a badly crocheted coverlet. I had actually looked forward to the days when these rectangles were on the lunch menu, slapped onto my tray by the lunch ladies in hairnets and comfortable shoes. Those pizzas (even the word itself was pure exuberance with the two z's and the sound of satisfaction at the end... ah!) were evocative of some greater, more interesting locale, though how and where none of us at Boiling Springs Elementary circa 1975 were quite sure. We all knew what hamburgers and hot dogs were supposed to look and taste like, and we knew that the school cafeteria served us a second-rate version of these foods. Few of us students knew what a pizza was supposed to be. Kelly claimed that it was usually very big and round in shape, but both of these characteristics seemed highly improbable to me. By the time we were in middle school, a Pizza Inn had opened up along the feeder road to I-85. The Pizza Inn may or may not have been the first national chain of pizzerias to offer a weekly all-you-can-eat buffet. To the folks of the greater Boiling Springs-Shelby area, this was an idea that would expand their waistlines, if not their horizons. A Sizzler would later open next to the Pizza Inn (feeder road took on a new connotation), and it would offer the Holy Grail of all-you-can-eat buffets: steaks, baked potatoes, and, for the ladies, a salad bar complete with exotic fixings such as canned chickpeas and a tangle of slightly bruised alfalfa sprouts. Along with "mitigating," these were some of the other legal words that also transported me back in time: Egressredvelvetcake. PerpetuityFrenchsaladdressing. Compensatoryboiledpeanuts. ProbateReese'speanutbuttercup. FiduciaryCheerwine. AmortizationOreocookie.

Most Italians consume alcohol every day, but it’s not what we call drinking. For Americans and northern Europeans alcoholic beverages are mind-altering drugs, used as tranquilizers, sleeping potions, inhibition-looseners (“Candy is dandy but liquor is quicker”—Ogden Nash), or roads to inebriation. That is to say, to getting tipsy, high, drunk, plastered, smashed, sloshed, sozzled, soused, crocked, wrecked, juiced, stinko, tight, pie-eyed, crosseyed, shit-faced, blitzed, fried, wasted, gassed, polluted, pissed, tanked up, ripped, loaded, pickled, bombed, blasted, blooey, blotto, blind drunk, roaring drunk, dead drunk, falling down drunk, drunk as a lord, stewed to the gills, or feeling no pain—and that’s just my own personal vocabulary. Italians reach that state so infrequently that their language provides only a few tame options—ubriaco (drunk), brillo (tipsy), alticcio (high), sbronzo (drunk)—with at most perso (lost) or fradicio (rotten) tacked on for a touch of color. They don’t even have a proper word for a hangover, though if pressed they’ll come up with the stately postumi della sbornia, aftereffects of overindulgence. For Italians, wine and beer are foods. If they provide a little buzz that’s just a pleasant side benefit, improving the sparkle of the conversation. When I first traveled in Italy, parents regularly fed wine-laced water to their kids (“acquavino”), vaccinating them against later dipsomania. And at lunchtime in the cafeteria of my Nuovo Regina Margherita Hospital the docs would jostle to sit at the chaplain’s table, because he’d always bring a bottle of good country wine. Even the harder stuff fits into a culinary protocol: a seven p.m. Campari is meant to whet the appetite, and the cognac or amaro at the end of a large meal to aid digestion. Which is why, in proportion, Italy has one-tenth as many problem drinkers as America.

Some of you may view your investment policies on a shorter term basis. For your convenience, we include our usual table indicating the gains from compounding $100,000 at various rates: This table indicates the financial advantages of: 1. A long life (in the erudite vocabulary of the financial sophisticate this is referred to as the Methuselah Technique) 2. A high compound rate 3. A combination of both (especially recommended by this author) To be observed are the enormous benefits produced by relatively small gains in the annual earnings rate. This explains our attitude which while hopeful of achieving a striking margin of superiority over average investment results, nevertheless, regards every percentage point of investment return above average as having real meaning.

I think I would live by Albert Schweitzer’s three basic rules for raising children: First, example; second, example; third, example. But I wouldn’t go quite that far. I would say, first, example; second, build a caring and affirming relationship; and third, teach some of the simple ideas underlying the habits in the language of children—help them gain a basic understanding and vocabulary of the 7 Habits and show them how to process their own experiences through the principles; let them identify what particular principles and habits are being illustrated in their lives.

It just wasn’t the right learning environment for Lucas. The teachers really tried and we believe in public education, but a lot of the other kids were just out of control.” The man working on bagging chamomile tea immediately beside her felt obliged to say, “Right.” “Obviously it’s not the kids’ fault. A lot of them are coming from homes—” The woman who was helping me bag mangoes, Noor, with whom I was friendly, tensed up a little in expectation of an offensive predicate. “—well, they’re drinking soda and eating junk food all the time. Of course they can’t concentrate.” “Right,” the man said, maybe relieved her sentence hadn’t taken a turn for the worse. “They’re on some kind of chemical high. Their food is full of who knows what hormones. They can’t be expected to learn or respect other kids who are trying to learn.” “Sure.” It was the kind of exchange, although exchange isn’t really the word, with which I’d grown familiar, a new biopolitical vocabulary for expressing racial and class anxiety: instead of claiming brown and black people were biologically inferior, you claimed they were—for reasons you sympathized with, reasons that weren’t really their fault—compromised by the food and drink they ingested; all those artificial dyes had darkened them on the inside. Your child, who had never so much as sipped a high-fructose carbonated beverage containing phosphoric acid and E150d, was a more sensitive instrument: purer, smarter, free of violence. This way of thinking allowed one to deploy the vocabularies of sixties radicalism—ecological awareness, anticorporate agitation, etc.—in order to justify the reproduction of social inequality. It allowed you to redescribe caring for your own genetic material—feeding Lucas the latest in coagulated soy juice—as altruism: it’s not just good for Lucas, it’s good for the planet. But from those who out of ignorance or desperation have allowed their children’s digestive tracts to know deep-fried, mechanically processed chicken, those who happen to be, in Brooklyn, disproportionately black and Latino, Lucas must be protected at whatever cost.

Exactly. Democracy is a rare thing, Pete. You hear how democracies are all over the place, but it isn’t really true. They call it democracy. They use the vocabulary, the props, but it’s theater. What your Founding Fathers did was the real thing. But the problem with democracies is they’re hard to maintain. Especially in the face of high technology. How do you preserve your freedom when the powerful can use software bots to detect dissent and deploy drone aircraft to take out troublemakers? Human beings are increasingly unnecessary to wield power in the modern world.

I began to wonder about my own church, which has its godly share of hospitable, big-hearted people. But Presbyterian worship, even in small towns such as mine, presumes a high degree of literacy; each Sunday’s bulletin contains new and often lengthy prayers to be read aloud. I wondered if many of these people would feel welcome there, as reading is such a struggle for them. And as I looked around that room I kept thinking: Kathleen, these are the people Jesus says will be first in the kingdom. And I had a kind of vision of all of us coming together, bearing our different wounds, offering differing gifts. The preachers, prophets, healers, and discerners of spirits. Those who can describe the faith and those who can only live it. Those who speak in tongues, and those who interpret. Those who write, and those who sing. Those who have knowledge, and those who are wise only in the sight of God. Each of us poor and in need of love, yet rich in spirit. Each of us speaking in the language we know, and being understood. Pentecost, indeed.

Many of these students seem to have a blinkered view of their options. There’s crass but affluent investment banking. There’s the poor but noble nonprofit world. And then there is the world of high-tech start-ups, which magically provides money and coolness simultaneously. But there was little interest in or awareness of the ministry, the military, the academy, government service or the zillion other sectors. Furthermore, few students showed any interest in working for a company that actually makes products. . . . [C]ommunity service has become a patch for morality. Many people today have not been given vocabularies to talk about what virtue is, what character consists of, and in which way excellence lies, so they just talk about community service. . . . In whatever field you go into, you will face greed, frustration and failure. You may find your life challenged by depression, alcoholism, infidelity, your own stupidity and self-indulgence. . . . Furthermore . . . [a]round what ultimate purpose should your life revolve? Are you capable of heroic self-sacrifice or is life just a series of achievement hoops? . . . You can devote your life to community service and be a total schmuck. You can spend your life on Wall Street and be a hero. Understanding heroism and schmuckdom requires fewer Excel spreadsheets, more Dostoyevsky and the Book of Job. 110

This dilemma is not unique to Presbyterians, but in churches with a more highly centralized power structure, a list of what will automatically bar people from church ministry may be more easily drawn up and enforced. For us, there is always a tension between being faithful to the greater church and to church tradition and allowing the Spirit room to breeze through the church at the local level. In the past, this tension has erupted into conflict over whether slaveholders could be ordained to church office, or divorced people, or women. And people of good faith came down on both sides of each issue. The issues change, but the central struggle over church polity remains the same. And, while sexual issues have taken precedence of late, it could be otherwise. Someone might propose barring from the church’s ministries, for example, people who are employed by large banks or corporations that they consider to be evil, having racist or economically rapacious business practices.

Metabolic syndrome changes the vocabulary that physicians use when they discuss a patient’s risk of heart disease. High cholesterol isn’t among the cluster of metabolic abnormalities, nor is elevated LDL cholesterol, the “bad” cholesterol. Rather, the key factors are high triglycerides, low HDL cholesterol, high blood pressure, overweight, glucose intolerance, and, more than anything, the condition of being insulin-resistant and thus oversecreting insulin, day in and day out. All of these abnormalities happen to be related to the carbohydrate content of the diet, not to the fat content.