Vowel worksheets or and ore
My Teen Romantic Comedy
2015.01.11 16:43 Jonsya My Teen Romantic Comedy
Everything about My Teen Romantic Comedy SNAFU! Have discussions and share things about My Teen Romantic Comedy SNAFU!
2021.02.16 08:01 TrendyWilliamsShow AutismInWomen
An Autistic Community that is centered around women, afabs, nb, queer, trans, and others that are not cis men. Let's discuss challenges, triumphs, interests, and everything in-between.
2014.11.14 19:11 leelem0n Fuck Eating Disorders
Eating disorders have many misconceptions, in part due to sufferers hiding their illness from loved ones who don’t understand, perpetuating the cycle of silence. FED is here to confront eating disorders and provide a place for anyone to ask questions.
2024.05.27 07:51 hellopriyasharma Best LKG English Worksheets for Young Learners in Preschool
 | Preschool English language instruction creates the foundation for future literacy, communication abilities, and a lifelong love of learning. Pre school LKG English Worksheets are essential resources at this foundational level; they are made to present the fundamentals of the language to young students in an interesting and hands-on manner. This manual will examine the kinds of worksheets that might help children in lower kindergarten (LKG) and describe their role in early childhood education. submitted by hellopriyasharma to u/hellopriyasharma [link] [comments] https://preview.redd.it/al25m9ycqw2d1.jpg?width=1152&format=pjpg&auto=webp&s=a7dff789dd3160defcf51487c6f9301041a46a56 Importance of English Worksheets for LKG StudentsAt the LKG level, worksheets are more than just paper tasks; they are interactive educational experiences that help children:
Features of Effective LKG English WorksheetsEffective English worksheets for pre-nursery and LKG students often share common features:Visual Appeal: Bright, colorful worksheets with plenty of pictures to illustrate words and concepts capture children’s attention and stimulate their visual learning abilities. Interactivity: Worksheets that require children to trace, match, or circle elements keep them actively engaged. Repetition: Activities that encourage repetition, such as tracing letters multiple times, help reinforce learning. Simplicity: Activities should be straightforward and easy to understand, ensuring children can complete them with minimal assistance. Types of Pre School LKG English WorksheetsAlphabet Tracing and Recognition: Worksheets focusing on tracing letters and recognizing them within words help in learning the alphabet.Beginning Sounds: These worksheets introduce students to the sounds that letters make, which is a fundamental reading skill. Word and Picture Matching: Matching words to corresponding pictures enhances vocabulary and aids in word recognition. Basic Phonics: Introducing simple CVC (consonant-vowel-consonant) words through worksheets can be a gentle introduction to reading. Pre-Writing Skills: Worksheets with simple line-drawing exercises prepare children for writing letters and numbers. Incorporating Worksheets into LearningWhen integrating Pre School Nursery English Worksheets into the curriculum, it’s important to:Balance with Other Activities: Ensure that worksheets are used alongside other learning modalities, like storytelling, singing, and hands-on activities. Personalize: Adapt worksheets to cater to the interests and learning levels of different students. Interactive Sessions: Make worksheet time interactive by discussing the worksheets in class and encouraging children to share their thoughts. Positive Reinforcement: Celebrate the completion of worksheets to build confidence and encourage a positive attitude towards learning. How Worksheets Support Early Childhood EducationWorksheets serve as a bridge between play and formal education, especially in English language learning. They can be used to:Assess Progress: Teachers can use worksheets to gauge a child’s understanding of the language and their skill development. Introduce New Concepts: Introduce basic grammar concepts through simple and fun worksheet activities. Involve Parents: Share worksheets with parents via a school parent app to encourage learning at home. ConclusionPreschool LKG English Worksheets are essential for developing young linguistic abilities. Through the integration of varied, captivating, and instructive worksheets into the preschool curriculum, teachers may provide a robust groundwork for the language development of kindergarten pupils. In addition to being a teaching tool, worksheets can encourage young brains to joyfully and curiously explore the English language. Well-crafted worksheets are essential resources in the field of early education that support the comprehensive development of literacy and language abilities. |
2024.04.24 18:41 Opalescent_Lion I count vowels and consonants in words, and more
When I was in school I made multiple “worksheets” of numbers until I reach some thousands, 1,2,3…12,456; 12,457; etc and I know that I didn’t make any mistake, because I checked the series two or three times! ☺️. Also through my life (M46) I’ve found myself giving value to words: counting in my mind the vowels and consonants of words in a sentence, the vowels would have a value of one point and the consonants two points, the capital letters 2 points, and the small ones, 1 point, even accents (1 point) (in Spanish they are very common) and I sum it all and give a total final value to the word, then compare words, and I would repeat it in loop even in the same words. I also count, sometimes and without being a burden in my life, the squares or triangles or any pattern I find in the floors but not in my home, I do it in airports, or sidewalks in the streets, etc. or while I’m with a friend, I count whatever pattern calls my attention in their blouse or purse, etc.
Never put attention seriously in this. When I told my psychiatrist last month he just asked me how many minutes I did this and he didn’t show any further interest in giving me feedback.
Is this common in ADHD or is it something else and is not ADHD? I think it sounds OCD, but this doesn’t complicate my life or relationships, I move on when is necessary, it happens when my mind is free, bored or distracted, I do not think it or decide when to do it, it just happens.
Do someone find this relatable?
submitted by Opalescent_Lion to ADHD [link] [comments]
Never put attention seriously in this. When I told my psychiatrist last month he just asked me how many minutes I did this and he didn’t show any further interest in giving me feedback.
Is this common in ADHD or is it something else and is not ADHD? I think it sounds OCD, but this doesn’t complicate my life or relationships, I move on when is necessary, it happens when my mind is free, bored or distracted, I do not think it or decide when to do it, it just happens.
Do someone find this relatable?
2024.04.09 13:53 Then_Marionberry_259 APR 09, 2024 TLO.TO TALON METALS CORPORATE UPDATE: ADVANCING A SECURE DOMESTIC NICKEL SUPPLY TO MEET U.S. GOVERNMENT REQUIREMENTS
 | https://preview.redd.it/73m0rhj80gtc1.png?width=3500&format=png&auto=webp&s=b3dafd5da8f07ef72200615869d6ce23cc4b712c submitted by Then_Marionberry_259 to Treaty_Creek [link] [comments] Tamarack, Minnesota--(Newsfile Corp. - April 9, 2024) - Talon Metals Corp. (TSX: TLO) (OTC Pink: TLOFF) ("Talon" or the "Company"), the majority owner and operator of the Tamarack Nickel-Copper-Cobalt Project ("Tamarack Nickel Project") in central Minnesota, the operator of numerous high-grade nickel-copper prospects in the Upper Peninsula of Michigan ("Michigan UP Projects") and the owner of the proposed Battery Minerals Processing Facility ("BMPF") in Mercer County, North Dakota, provides a progress update on the Company's activities in all jurisdictions where it operates and national policy developments that value and favor domestic supply. Permitting Update: Underground Mine in Central Minnesota On June 21, 2023, Talon began the rigorous science-based permitting process in the state of Minnesota by filing an Environmental Assessment Worksheet (EAW) with the Minnesota Department of Natural Resources (MDNR) for a small footprint underground mine and rail loading facility near the town of Tamarack in Aitkin County, Minnesota. In early 2022, Talon made the decision to move mineral processing to an industrial site in a drier environment in Mercer County, North Dakota. This decision was in direct response to concerns in central Minnesota about processing sulfide bearing ore in the water rich environment of the area where the high-grade nickel deposit is located. It also means that the state permitting process has a smaller scope of review, focused just on the environmental impacts of the underground mine and rail loading facility at the Tamarack site. The environmental review process is proceeding at pace. Talon has received two rounds of comments and suggestions from the relevant state agencies, tribal sovereign governments or tribal organizations who have been invited by the state to participate in the initial process on a government-to-government basis. Talon has responded to the first round of comments and is developing its responses, data and design changes that are responsive to the second round of comments and plans to submit these responses, data and design changes in Q2 of this year. The iterative nature of the process and the high quality of feedback at this phase of the process allows Talon to respond with factual answers, data or project changes that avoid, further reduce, or mitigate impacts on the environment. Talon is focusing on responsiveness to reduced land disturbance, reduced wetlands impacts, avoidance of contact water and avoidance of exposure of sulfide bearing rock to the atmosphere. Talon is using a well-known project management approach called "Integrated Project Development" (IPD), in conjunction with local and national US engineering and construction firms, which will facilitate an integrated project management process, and is expected to maintain timelines and prevent or minimize cost overruns. Henri van Rooyen, CEO of Talon, said the following about the permitting process: "The permitting process in Minnesota is rigorous, science-based, and starts with the environmental review process that brings together the relevant regulators and tribal sovereign governments to ensure a project is ready for the Environmental Impact Statement (EIS) process. One real benefit of this first stage of the process is that it allows the proponent of any project to gain valuable insights from the regulatory agencies and the participating tribal institutions, which can ensure that the proposer has the right data to explain a particular aspect or in some cases can lead to design changes that are direct improvements on previous plans. This may save time in the Environmental Impact Statement drafting phase and is most likely a preview of issues that would come up in the public comment phases of the process." Commenting on Talon's investment in environmental baseline studies and field studies, Talon's Director of Community and Government Relations, Jessica Johnson said: "We have invested in having the scientific data to contribute to the Environmental Impact Statement process. We are building Minnesota's largest network of environmental wells, presently collecting baseline data from 68 wells throughout the surrounding watershed. Out of our team of 15 environmental engineers and scientists, community team members and data scientists,13 are located locally: This is our backyard too, and we are committed to ensuring our proposals use the latest science and new approaches to protecting the natural environment we all enjoy." Progress on North Dakota Battery Mineral Processing Facility Talon is also progressing activities in North Dakota to establish the BMPF, of which US$114.8 million is funded by a grant from the US Department of Energy ("DOE Funding") on a cost-share basis. Talon is currently drawing on the DOE Funding in line with its agreement with the Department of Energy. To date, Talon has applied for US$453,000 in reimbursable funds from the Department of Energy. Talon is in the final stages of securing an industrial site in Mercer County, North Dakota where the BMPF will be located. The site is a former industrial site with rail infrastructure suitable for Talon's use and located in an Energy Community census track as per the DOE Energy Communities map tool IRA Energy Community Tax Credit Bonus (doe.gov). Talon is conducting project design activities and working with the Department of Energy on the National Environmental Policy Act (NEPA) review requirements with a federally funded action. Talon has undertaken a cultural survey of the target site, and the Department of Energy has initiated its tribal consultation. Talon has now completed various tests that show that any residual tailings can be stored safely with fly ash and lime, as a cemented dry stack facility. Harnessing Innovation to Increase Revenue, Compete with China, and Build Public Support Talon has prioritized using novel technology and new approaches to produce better outcomes. Listening to communities and taking action to change project planning in fundamental ways (moving processing and material management to a drier industrial site is just one example). The Company is also focused on technology that leads to additional mineral recovery in primary targets like nickel, but also recovery of valuable by-products like cobalt, iron and platinum group metals that are all a source of additional revenue and address the needs of society. Not attempting to utilize valuable by-products is irresponsible and not consistent with Talon's goal of "Full Value Mining" or "Full Resource Utilization". Through various partnerships, Talon sees the potential opportunity to harness additional minerals from the Tamarack ore body to produce the highest gigawatt per tonne resource. Key ongoing innovation initiatives, include:
Summary: Right Place, Right Time Talon's goal is to continue to advance the environmental review process for a small footprint underground mine and rail loading facility within the Tamarack Nickel Project area, while simultaneously conducting commensurate pre-feasibility trade-off studies during 2024, to prepare for a feasibility study in unison with its Environmental Impact Statement. With the Department of Defense (DOD) funding, provided through an agreement with the Manufacturing Capability Expansion and Investment Prioritization office, exploration has accelerated significantly with the goal of establishing a US nickel powerhouse across Michigan, Minnesota and North Dakota. Sean Werger, President of Talon commented: "While we are rapidly advancing permitting and engineering in tandem with our Department of Defense mandate to accelerate US exploration for nickel, we are doing so in a cost-effective way. We want Talon to help the United States build up a secure supply of nickel for clean energy systems and defense platforms. US policy makers on both sides of the aisle realize we cannot allow China to become a "single member OPEC" for critical minerals like nickel." QUALIFIED PERSON Dr. Etienne Dinel, Vice President, Geology of Talon, is a Qualified Person within the meaning of NI 43-101. Dr. Dinel is satisfied that the analytical and testing procedures used are standard industry operating procedures and methodologies, and he has reviewed, approved and verified the technical information disclosed in this news release, including sampling, analytical and test data underlying the technical information. ABOUT TALON Talon is a TSX-listed base metals company in a joint venture with Rio Tinto on the high-grade Tamarack Nickel-Copper-Cobalt Project located in central Minnesota. Talon's shares are also traded in the US over the OTC market under the symbol TLOFF. The Tamarack Nickel Project comprises a large land position (18km of strike length) with additional high-grade intercepts outside the current resource area. Talon has an earn-in right to acquire up to 60% of the Tamarack Nickel Project, and currently owns 51%. Talon is focused on (i) expanding and infilling its current high-grade nickel mineralization resource prepared in accordance with NI 43-101 to shape a mine plan for submission to Minnesota regulators, and (ii) following up on additional high-grade nickel mineralization in the Tamarack Intrusive Complex. Talon has an agreement with Tesla Inc. to supply it with 75,000 metric tonnes (165 million lbs) of nickel in concentrate (and certain by-products, including cobalt and iron) from the Tamarack Nickel Project over an estimated six-year period once commercial production is achieved. Talon has a neutrality and workforce development agreement in place with the United Steelworkers union. Talon's Battery Mineral Processing Facility in Mercer County was selected by the US Department of Energy for US$114 million funding grant from the Bipartisan Infrastructure Law and the US Department of Defense awarded Talon a grant of US$20.6 million to support and accelerate Talon's exploration efforts in both Minnesota and Michigan. Talon has well-qualified experienced exploration, mine development, external affairs and mine permitting teams. For additional information on Talon, please visit the Company's website at www.talonmetals.com. Media Contact: Todd Malan 1-(202)-714-8187 [malan@talonmetals.com](mailto:malan@talonmetals.com) Investor Contact: Sean Werger 1-(416)-500-9891 [werger@talonmetals.com](mailto:werger@talonmetals.com) FORWARD-LOOKING STATEMENTS This news release contains certain "forward-looking statements". All statements, other than statements of historical fact that address activities, events or developments that the Company believes, expects or anticipates will or may occur in the future are forward-looking statements. These forward-looking statements reflect the current expectations or beliefs of the Company based on information currently available to the Company. Such forward-looking statements include statements relating to the environmental review and permitting process and the timing thereof; the completion of an agreement for an industrial site in Mercer County, North Dakota; the potential for residual tailings to be stored safely as a cemented dry stack facility; the ability to achieve the goal of "Full Value Mining" or "Full Resource Utilization" and the ability for the various innovation initiatives to be commercially realized or utilized by the Company; the potential to attain the highest gigawatt per tonne resource; and the completion of pre-feasibility trade-off studies during 2024. Forward-looking statements are subject to significant risks and uncertainties and other factors that could cause the actual results to differ materially from those discussed in the forward-looking statements, and even if such actual results are realized or substantially realized, there can be no assurance that they will have the expected consequences to, or effects on the Company. Any forward-looking statement speaks only as of the date on which it is made and, except as may be required by applicable securities laws, the Company disclaims any intent or obligation to update any forward-looking statement, whether as a result of new information, future events or results or otherwise. Although the Company believes that the assumptions inherent in the forward-looking statements are reasonable, forward-looking statements are not guarantees of future performance and accordingly undue reliance should not be put on such statements due to the inherent uncertainty therein. To view the source version of this press release, please visit https://www.newsfilecorp.com/release/204750 https://preview.redd.it/qyj082m80gtc1.png?width=4000&format=png&auto=webp&s=962edd86a4e2f27c13713cf0e4824527301c527a
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2024.03.09 22:10 Ok_Army_1656 Help with L-R Allophony
Hi, all.
I would love your input on a particular chestnut I've been wrestling with concerning allophonic expressions of the phoneme /l/ in my conlang, Muali. For the relevant background information, Muali has 10 consonant phonemes, defined across three places of articulation and four manners. Its syllable structure is (C)V(V). The phoneme /l/ is defined as -occlusive, +coronal, distinguishing it from /t/, /n/, /ɸ/, /β/, and /h/. It is most closely related to the phoneme /β/, which is pronounced [w] word initially and intervocalically after /o/ and but [v] in all other positions. Historically, the phonemes /β/ and /l/ evolved out of a re-syllabification process as Proto-Muali lost phonemic stress. At that point in time, unstressed intervocalic [i] vowels fortified to the newly minted approximate /j/, which could function as a syllable onset. Then, [j] fronted to [l] to distinguish it from allophones of the emerging phoneme /h/.
With that background in mind, I've been struggling to figure out exactly how to implement what I would like eventually to be complementary distribution between [l] and [ɾ] as allophones of the phoneme /l/. I have two competing options:
1) /l/ is realized as [l] before /i/ and /e/ and word-initially before /a/ but as [ɾ] before /o/ and and word-medially before /a/:
ex. li le la ro ru
ili ile ira iro iru
eli ele era ero eru
ali ale ara aro aru
oli ole ora oro oru
uli ule ura uro uru
2) /l/ is realized as [ɾ] after /o/ and , word-medially before /i/, and between /i/ and /o/ or ; but it is expressed as [l] in all other contexts:
ex. li le la lo lu
iri ile ila iro iru
eri ele ela elo elu
ari ale ala alo alu
ori ore ora oro oru
uri ure ura uro uru.
The first option is what I had originally intended for Muali (hence the pronunciation of "Muali" with an [l], not an [ɾ]). My explanation for this phenomenon was that the alveolar (typtically apico-alveolar) [l] was tugged backward by the backward and downward motion of the jaw and tongue when articulating open and back vowels. Over time, this caused /l/ to undergo lenition to a retracted alveolar tap intervocalically before open and back vowels; and eventually the pull of the back vowels caused /l/ to tap word-initially as well.
However, the second option seems to more accurately reflect the distribution of tap allophones that I've seen in some natural languages that feature l~ɾ allophony, such as Samoan. It seems that in these languages, the tap allophone is an accommodation to close and near-close vowels which, being pronounced with the tongue so close to the roof of the mouth, leave little room for the tongue to maneuver.
Between the two options, I prefer the former. My question, however, is whether it would be unnatural. I'm not so much concerned about whether it has been attested in any existing language as whether the concrete biological factors about how our mouth, jaw, and tongue work would make the former option seem, upon closer inspection, a little contrived--aesthetic, but running so against the grain of how human mouths tend to work that, in terms of a natural development, it seems rather improbable. For those who have more knowledge than me, would the former option be at least somewhat biologically viable? What kinds of l-r allophony patterns have you encountered?
submitted by Ok_Army_1656 to conlangs [link] [comments]
I would love your input on a particular chestnut I've been wrestling with concerning allophonic expressions of the phoneme /l/ in my conlang, Muali. For the relevant background information, Muali has 10 consonant phonemes, defined across three places of articulation and four manners. Its syllable structure is (C)V(V). The phoneme /l/ is defined as -occlusive, +coronal, distinguishing it from /t/, /n/, /ɸ/, /β/, and /h/. It is most closely related to the phoneme /β/, which is pronounced [w] word initially and intervocalically after /o/ and but [v] in all other positions. Historically, the phonemes /β/ and /l/ evolved out of a re-syllabification process as Proto-Muali lost phonemic stress. At that point in time, unstressed intervocalic [i] vowels fortified to the newly minted approximate /j/, which could function as a syllable onset. Then, [j] fronted to [l] to distinguish it from allophones of the emerging phoneme /h/.
With that background in mind, I've been struggling to figure out exactly how to implement what I would like eventually to be complementary distribution between [l] and [ɾ] as allophones of the phoneme /l/. I have two competing options:
1) /l/ is realized as [l] before /i/ and /e/ and word-initially before /a/ but as [ɾ] before /o/ and and word-medially before /a/:
ex. li le la ro ru
ili ile ira iro iru
eli ele era ero eru
ali ale ara aro aru
oli ole ora oro oru
uli ule ura uro uru
2) /l/ is realized as [ɾ] after /o/ and , word-medially before /i/, and between /i/ and /o/ or ; but it is expressed as [l] in all other contexts:
ex. li le la lo lu
iri ile ila iro iru
eri ele ela elo elu
ari ale ala alo alu
ori ore ora oro oru
uri ure ura uro uru.
The first option is what I had originally intended for Muali (hence the pronunciation of "Muali" with an [l], not an [ɾ]). My explanation for this phenomenon was that the alveolar (typtically apico-alveolar) [l] was tugged backward by the backward and downward motion of the jaw and tongue when articulating open and back vowels. Over time, this caused /l/ to undergo lenition to a retracted alveolar tap intervocalically before open and back vowels; and eventually the pull of the back vowels caused /l/ to tap word-initially as well.
However, the second option seems to more accurately reflect the distribution of tap allophones that I've seen in some natural languages that feature l~ɾ allophony, such as Samoan. It seems that in these languages, the tap allophone is an accommodation to close and near-close vowels which, being pronounced with the tongue so close to the roof of the mouth, leave little room for the tongue to maneuver.
Between the two options, I prefer the former. My question, however, is whether it would be unnatural. I'm not so much concerned about whether it has been attested in any existing language as whether the concrete biological factors about how our mouth, jaw, and tongue work would make the former option seem, upon closer inspection, a little contrived--aesthetic, but running so against the grain of how human mouths tend to work that, in terms of a natural development, it seems rather improbable. For those who have more knowledge than me, would the former option be at least somewhat biologically viable? What kinds of l-r allophony patterns have you encountered?
2024.03.08 04:18 MLKMAN01 [Spreadsheet] DM's Harvesting Cheat Sheet
A few days ago I wanted to start building something that tracked all forageable / harvestable / collectible components by monster or environment where you get them. It's at DM Harvesting Cheat Sheet. Feel free to add to it; I've got a hard copy saved in case editing disaster strikes.
Note that this is not exactly RAW, but when there is a specific rule (such as extracting purple worm poison or carrion crawler mucus) I have included it with the appropriate DC check for extraction. It is my attempt to look at every spell component, RAW poison (like othur fumes), and RAW antidote (like eyebright) described in the game and put them into a reasonable environment, with a reasonable probability of finding them either on purpose (with higher probability) or by random chance when wandering through that environment (with much lower probability).
I am currently working on fixing the probabilities of random mining to make the discoveries equitable (so a 1000gp gem and a 5000gp gem aren't both 1%, for example). It has sub-table breakouts for the particular value of, say, diamonds or gold ore.
This sheet was heavily inspired by the still-unparalleled collaborative worksheet at https://www.reddit.com/DnD/comments/5fz3k0/spreadsheet_all_material_spell_components_in_dd_5e/.
submitted by MLKMAN01 to DnD [link] [comments]
Note that this is not exactly RAW, but when there is a specific rule (such as extracting purple worm poison or carrion crawler mucus) I have included it with the appropriate DC check for extraction. It is my attempt to look at every spell component, RAW poison (like othur fumes), and RAW antidote (like eyebright) described in the game and put them into a reasonable environment, with a reasonable probability of finding them either on purpose (with higher probability) or by random chance when wandering through that environment (with much lower probability).
I am currently working on fixing the probabilities of random mining to make the discoveries equitable (so a 1000gp gem and a 5000gp gem aren't both 1%, for example). It has sub-table breakouts for the particular value of, say, diamonds or gold ore.
This sheet was heavily inspired by the still-unparalleled collaborative worksheet at https://www.reddit.com/DnD/comments/5fz3k0/spreadsheet_all_material_spell_components_in_dd_5e/.
2024.02.15 11:40 johannisbeeren ESL
Greetings, We are American. Native English speaking at home. My children were born in Germany and attend German schools. My older is in German 2nd grade, which is pretty equivalent to US 2nd grade, I believe. Although he is only the age of a 1st grader (in Germany or USA). He reads and writes in German only at this time. We are beginning to learn English at home. I thought I should start from the beginning, kindergarten. I have the Good and the Beautiful kindergarten language arts. He was really excited at first, for like 2 days, but now he's incredibly bored. Other than the vowels being different, most consonant sounds are pretty close. He blew through the first 4 lessons in, no joke, like 2 minutes. And now doesn't want to do more. I randomly pulled out Dr Seuss Green Eggs and Ham (in english). We haven't read the story in .... a couple years at least. But I randomly pulled out and he wanted to read it. Since we haven't even started reading in English yet, I figured I'd read it to him. But he took off reading it to me. He struggled with "would/could" and i initially had to tell him about the "th" sound (that doesnt exist in German, so is new to him) but otherwise read the rest correctly, and at a normal talking speed.
I don't know where to go from here. He's obviously bored and continuing the K level LA could cause him to lose interest and dislike learning. But obviously he still needs the learning discipline of some letters/letter-combinations.
Any experience with this? Should I just jump ahead to English 1st grade LA and if need be, back-fill as we go, if needed? Should I just ahead to English 2nd grade LA and back-fill? Stay at K, but how do I keep it interesting? TGTB format does seem interesting to him, the lessons/worksheets. Just the content currently seems too easy for him. He doesn't need to spend time identifying a capital A and little A etc. Or even what words are nouns. He understands what a noun is and can identify it in either language.
I just don't know what to do hit the areas that he needs, because I assume there is lots of learning value in the K program for him yet, but if we stay K, he's going to lose interest and hate it. My English skills were always far above grade level when I was in school, but honestly, I hate language arts. So for me, I need something to follow because I lack all passion in this subject. I do regularly read at home, all the time, just don't like language arts, I also find it boring. So making my own curriculum is not an option, I'd be bored doing it myself and not do it.
submitted by johannisbeeren to homeschool [link] [comments]
I don't know where to go from here. He's obviously bored and continuing the K level LA could cause him to lose interest and dislike learning. But obviously he still needs the learning discipline of some letters/letter-combinations.
Any experience with this? Should I just jump ahead to English 1st grade LA and if need be, back-fill as we go, if needed? Should I just ahead to English 2nd grade LA and back-fill? Stay at K, but how do I keep it interesting? TGTB format does seem interesting to him, the lessons/worksheets. Just the content currently seems too easy for him. He doesn't need to spend time identifying a capital A and little A etc. Or even what words are nouns. He understands what a noun is and can identify it in either language.
I just don't know what to do hit the areas that he needs, because I assume there is lots of learning value in the K program for him yet, but if we stay K, he's going to lose interest and hate it. My English skills were always far above grade level when I was in school, but honestly, I hate language arts. So for me, I need something to follow because I lack all passion in this subject. I do regularly read at home, all the time, just don't like language arts, I also find it boring. So making my own curriculum is not an option, I'd be bored doing it myself and not do it.
2024.01.31 11:26 hellopriyasharma Examining Hindi Worksheet Varieties for Kindergarten Curriculum
 | When it comes to preparing young learners for a successful academic journey, Kindergarten Hindi worksheets for kg play a crucial role. These worksheets are designed to introduce children to the beauty and richness of the Hindi language while ensuring that their early learning experiences are fun and engaging. In this article, we'll explore the various types of Kindergarten Hindi worksheets for KG curriculum, making the learning process enjoyable and educational. submitted by hellopriyasharma to preschoolwithpriya [link] [comments] https://preview.redd.it/8xe5e8yr5rfc1.jpg?width=960&format=pjpg&auto=webp&s=66e8bee2e2b07ba7c93430603897242f70a3595f 1. Kindergarten Hindi Worksheets for KG:Beginner Hindi Swar worksheets are an excellent starting point for KG students. Swars are the basic vowel sounds in Hindi, and these worksheets help children recognize, read, and write them. These worksheets often include colorful illustrations and interactive exercises to make learning swars an enjoyable experience.2. Hindi Akshar Tracing Worksheets:Hindi Akshar tracing worksheets are designed to teach children how to write Hindi letters (akshars). These worksheets provide dotted outlines of each letter, allowing students to trace over them to practice correct letter formation. This helps develop fine motor skills and familiarity with the Hindi script.3. Vocabulary Building Worksheets:Vocabulary building worksheets introduce young learners to Hindi words and their meanings. These worksheets include images or simple sentences in Hindi, encouraging students to match the correct word with the corresponding picture. This enhances their Hindi language comprehension and expands their vocabulary.4. Hindi Matras Worksheets:Matras are diacritical marks used in Hindi to modify the pronunciation of consonants. Hindi Matras worksheets are designed to teach children how to recognize and use mantras correctly. These worksheets often include exercises where students match the mantra to the appropriate consonant, promoting phonetic awareness.5. Story and Comprehension Worksheets:Story and comprehension worksheets are an exciting way to engage KG students in Hindi learning. These worksheets feature short stories or passages in Hindi, followed by questions that test comprehension. They encourage students to read, understand, and respond to Hindi text, improving their reading and comprehension skills.6. Rhyming Words Worksheets:Rhyming words worksheets help children recognize and understand the concept of rhyming in Hindi. These worksheets feature pairs of words that rhyme, and students are tasked with identifying and circling the words that rhyme with a given word. This activity enhances phonemic awareness and language development.7. Writing Sentences Worksheets:Writing sentences worksheets are aimed at developing KG students' ability to form simple sentences in Hindi. These worksheets provide prompts or pictures, and students are encouraged to create sentences using the given elements. It fosters creativity and language construction skills.8. Cultural Worksheets:Cultural worksheets introduce children to various aspects of Hindi culture and traditions. These worksheets may include coloring pages related to Indian festivals, landmarks, or traditional attire. They help KG students appreciate the cultural richness associated with the Hindi language.9. Matching Worksheets:Matching worksheets are a fun way to reinforce Hindi language concepts. These worksheets feature pairs of related items, such as pictures and their corresponding Hindi words. Students are tasked with matching the correct pairs, which enhances their vocabulary and recognition skills.Also Check: School Parent app 10. Listening and Pronunciation Worksheets:Listening and pronunciation worksheets include audio elements where students listen to Hindi words or sentences and practice repeating them accurately. These worksheets focus on improving listening skills and proper pronunciation from an early age.In conclusion, Kindergarten Hindi worksheets for KG curriculum are a valuable resource for young learners embarking on their Hindi language journey. They offer a diverse range of activities that cater to various aspects of language development, including reading, writing, comprehension, and cultural awareness. By making learning interactive and enjoyable, these worksheets lay a strong foundation for students to explore and embrace the beauty of the Hindi language. Originally Published by HelloParent. |
2024.01.30 13:13 hellopriyasharma Free Kindergarten-Level Hindi Swar Worksheets for Beginners
 | Beginner Hindi Swar (vowel) worksheets for kindergarten students are a valuable educational resource designed to introduce young learners to the basics of the Hindi language. These worksheets are thoughtfully crafted to make learning Hindi Swar engaging and enjoyable for children. In this guide, we will delve into the significance of these worksheets and how they contribute to early language development. submitted by hellopriyasharma to preschoolwithpriya [link] [comments] https://preview.redd.it/okp8361xjkfc1.jpg?width=960&format=pjpg&auto=webp&s=84a91ddb66431bbfe3e70666cafc065143e89179 1. Introduction to Swar:Beginner Hindi Swar worksheets serve as an introduction to the Hindi language's Swar, which are the vowel sounds. For kindergarten students, grasping the concept of Swar is fundamental as it forms the building blocks of Hindi reading and writing.2. Phonemic Awareness:Phonemic awareness, the ability to hear and manipulate individual sounds in words, is a crucial skill for language development. Beginner Hindi Swar worksheets help students develop phonemic awareness by focusing on distinct vowel sounds.3. Visual Learning:These worksheets are designed to be visually appealing, with colorful images and easy-to-follow instructions. Visual learning aids in better retention and comprehension, making it an effective tool for young learners.4. Fine Motor Skills:Completing worksheets involves activities like coloring, tracing, and writing, which help enhance fine motor skills in kindergarten near your home. These activities also prepare them for writing in Hindi.5. Language Acquisition:Early exposure to the Hindi language through Swar worksheets lays the foundation for language acquisition. It familiarizes students with Hindi letters and sounds, making the transition to reading and writing more seamless.6. Vocabulary Building:Hindi Swar worksheets often include simple words and pictures that correspond to each Swar. This aids in vocabulary building and reinforces the connection between sounds and letters.7. Pronunciation Improvement:By practicing the correct pronunciation of Hindi Swar from an early age, students can develop clear and accurate pronunciation habits. This is essential for effective communication in Hindi.8. Confidence Building:As students successfully complete worksheets and recognize Swar, it boosts their confidence in their Hindi language skills. Confidence is key to encouraging further exploration and learning.9. Readiness for Language Classes:For children who will attend formal Hindi language classes in the future, familiarity with Swar through worksheets can provide them with a head start. They may find it easier to follow lessons and participate actively.10. Parental Involvement:Hindi Swar worksheets can be a tool for parental involvement in a child's early education. Parents can work with their children on these worksheets, creating opportunities for bonding and learning together, and for teaching hindi swar parent can use school parent appIn conclusion, Beginner Hindi Swar worksheets for kindergarten students play a vital role in introducing young learners to the Hindi language and its vowel sounds. These worksheets offer a holistic approach to language development by enhancing phonemic awareness, fine motor skills, and vocabulary while instilling confidence in young learners. Whether used at home or in a classroom setting, these worksheets are a valuable resource for kindergarteners embarking on their Hindi language journey. Originally Published by HelloParent. |
2024.01.16 21:27 TreeOfLight Second grader with possible dyslexia?
Hello, thanks for reading.
My daughter is in second grade, 7.5 years old. She has struggled with reading/writing/spelling since kindergarten. Her teachers say she makes consistent progress, which I feel is true, and that’s what they look for at this age. But this kid is struggling.
In reading, she’s nowhere near grade level. She still struggles to tap out words and two-syllable words are off the table. Her “stamina” is poor and she starts struggling and getting frustrated very quickly. She can read the same word on a page several times and struggles each time to sound it out. She will guess a word and then get “stuck” on that pronunciation, even after tapping the letters out correctly she cannot make herself say the whole word correctly. She ignores environmental print and often doesn’t read the directions on worksheets.
In writing, she has terrible spelling and simply cannot remember the rules, i.e. an E at the end makes the vowel say its name as in bike and tale - she will consistently forget the E. She flips common letters like b and d, p and q. She doesn’t consistently form her letters or numbers, writing them with different strokes. She often skips a letter in the middle of the word and then goes back to add it.
She doesn’t understand rhymes and struggles to remember nursery rhymes or songs. She stammers over her words a lot.
All this being said, she loves both school and books. She is engaged and active at school and she loves to be read to and to flip through the pages of books on her own. She doesn’t demonstrate any of the avoidance behaviors I’ve read about being common for people with dyslexia. And again, her teachers have insisted she’s consistently improving, which I agree with, and some kids just take longer.
So what do y’all think? Am I overreacting or do I trust my gut and push for an evaluation?
Thanks again.
submitted by TreeOfLight to Dyslexia [link] [comments]
My daughter is in second grade, 7.5 years old. She has struggled with reading/writing/spelling since kindergarten. Her teachers say she makes consistent progress, which I feel is true, and that’s what they look for at this age. But this kid is struggling.
In reading, she’s nowhere near grade level. She still struggles to tap out words and two-syllable words are off the table. Her “stamina” is poor and she starts struggling and getting frustrated very quickly. She can read the same word on a page several times and struggles each time to sound it out. She will guess a word and then get “stuck” on that pronunciation, even after tapping the letters out correctly she cannot make herself say the whole word correctly. She ignores environmental print and often doesn’t read the directions on worksheets.
In writing, she has terrible spelling and simply cannot remember the rules, i.e. an E at the end makes the vowel say its name as in bike and tale - she will consistently forget the E. She flips common letters like b and d, p and q. She doesn’t consistently form her letters or numbers, writing them with different strokes. She often skips a letter in the middle of the word and then goes back to add it.
She doesn’t understand rhymes and struggles to remember nursery rhymes or songs. She stammers over her words a lot.
All this being said, she loves both school and books. She is engaged and active at school and she loves to be read to and to flip through the pages of books on her own. She doesn’t demonstrate any of the avoidance behaviors I’ve read about being common for people with dyslexia. And again, her teachers have insisted she’s consistently improving, which I agree with, and some kids just take longer.
So what do y’all think? Am I overreacting or do I trust my gut and push for an evaluation?
Thanks again.
2023.12.26 11:02 Chaanhatye Open vowels in unstressed syllables
Hi! I'm a person interested in the Portuguese language, with the likely prospect of learning it in the future. One thing that has been pondering me are the vowels. As I know, the open-ness ore close-ness of stressed syllables is an etymological consideration, which can change the meaning quite a bit (like avó and avô). If an A, E or O occurs in an stressed syllable by default, so "o" instead of "ó" and "ô", you simply have to learn the pronounciation. I've been wondering is this the case with the unstressed A, E and O as well (and I'm considering European Portuguese here). Like there are words differing (in EP) by pronounciations of the unstressed syllable, like pregar /pɾɨˈɡaɾ/ - nail, and pregar /pɾɛˈɡaɾ/ - preach. There are also some words like "impossível", where the expected pronounciation would be /ĩ.pu'sivɨl/, but it's actually /ĩ.pu'sivɛl/, and objetivo is /ɔbʒɛˈtivu/ instead of the expected /ubʒɨˈtivu/. Are there any rules to tell when to open the unstressed vowel? I know it's not a big deal for being understood, as Brazilians (reportedly) pronounce both "pregar" - nail and "pregar" - preach as /pre'ga, but I just want to have the best understanding of this as possible. Thanks!
submitted by Chaanhatye to Portuguese [link] [comments]
2023.12.14 18:52 SnugglyBurrick On The Tevarin Language - Or; Why Did This Man Write More Than The Tevarin Ever Will
 | TL;DR What language(s) would you like to see Tevarin based on? I personally think Ogham is a good candidate for their script submitted by SnugglyBurrick to starcitizen [link] [comments] This is all for fun and chats, fan worldbuilding, and fluff. With the recent release of the San'tok.yāi and Syulen ships, and the anti-xeno graffiti at IAE, I got to thinking about the Tevarin ‘cultural resurgence’ thing that’s apparently happening in-lore, and whether they’d eventually get the conlang treatment like the rest of the currently known aliens. And I suggest, for the writing at least, that ‘Ogham’ be considered as a start. My proposal falls apart pretty quickly; for one it’s already been established that Tevarin culture is vaguely Japanese, Bushido-based. Secondly, all the currently known Tevarin words, mostly Proper Nouns, wouldn’t fit the typical celtic language sound that ogham is used to write. Lastly and most importantly: If Tevarin is getting a language, it’s almost certainly already in development. And if it isn’t, then it’s more likely that it’s not planned at all. I’m ignoring all that though, so let’s crack on. OGHAM Ogham is a writing system developed to write ancient celtic languages, mostly carved into stone as placemarkers. It’s an alphabet, with each glyph representing a single letter. The things that make Ogham stand out in comparison to most writing systems on Earth, or in the Verse, is that each letter is linked with a Stem or solid line, and that it’s written from the bottom up. Ogham example, source https://bencrowder.net/blog/2015/ogham-alphabet-worksheets/ BUT WHY THOUGH? There’s a couple reasons. First and foremost is just that I personally like Ogham and I have the ulterior motive of trying to push it as much as possible to the public. But more importantly, I think it provides a good extra dose of variety to the current lineup. uo'aXy'an is based on East Asian writing systems, Korean with a Chinese styling, written vertically in syllable blocks. Banu Ochoa is a syllabary mostly written horizontally, with sort of a Hindi/Tibetan inspiration if I’m not completely mistaken with its consonant-base-vowel-diacritic construction. “Abugida” is the term I think. I’m not gonna comment on Vanduul since all I know about it is that it was made by scratching shapes with marker-claws. If Tevarin is Japanese-based that’d make for a second (or third, possibly) asian-inspired Alien Language. I think we have an opportunity to shake things up here. Ogham is about as far away from Asian systems as you can get, but isn’t as ubiquitous as other Euro systems like Runic, which I’d imagine would be the next go-to writing system to provide an ‘otherworldly’ feel. A good argument could also be made for Pictographic systems, Inca or Hieroglyphics for instance. Ogham has some unique features to help it stand out. Obviously, being written from the bottom up is very unusual, but that it also requires all letters to be written along an unbroken stemline makes the whole thing very ‘alien’, to me at least. When the Prowler development was being shown, it was mentioned that the inside is designed to look like tree branches, as Tevarin felt relaxed in trees. In popular culture, the history is dubious, Ogham letters are associated with Trees, and when written out, especially paragraphs of sentences, Ogham can sort of have an effect not unlike a forest, or the natural markings on birch trunks. Written along unbroken stems, each letter is a series of simple straight lines branching out from the centre. Reinforced by the bottom-up writing, like it’s growing. I wouldn’t be surprised at all if the Tevarin incorporated tree imagery into their writing too. Like Runes, the simple straight lines of Ogham are meant to be carved into the edges of rocks, sticks, and trees (scratched with bird talons perhaps, eh?) though a ‘Monastic’ version was starting to be developed around 500-900 CE OK, HOW? I propose that Tevarin keeps the base elements: written bottom-up normally, along a stem, and made up of a series of branching lines. Real-life ogham is rather limited, it’s missing some features that actually make it unusable for surviving modern day Gaelic and Brythonic languages. A conlang/con-script called ‘Úrogham’ was created as well, meant to be an alternate history Monastic Ogham if it had survived to the modern era, that was made to work with Modern Irish specifically. It incorporates diacritic marks and a more cursive look that’s easier to both read (once you get used to it) and write than standard Ogham. If Ogham is to be used I definitely wouldn’t overlook the changes Úrogham makes to expand it Úrogham sample, source https://omniglot.com/conscripts/urogham.htm As an aside, though I know the feel of Tevarin is already established in the names we’ve got for people and places, I’d still like to make a case for using some features of Irish for the actual grammar. Namely “Consonant Mutation”, lenition and eclipsis, where following certain rules the ending letters of one word can modify the starting consonants of the next, mutating the sound. Usually depicted by adding extra letters to the next word at the start. Wikipedia has an article explaining it CONCLUSION I just think it’s neat. And I want an excuse to talk about ogham and Tevarin and languages in general. Best result is this starts a discussion, what would you like to see out of a Tevarin language? Would you even want one? |
2023.12.05 00:01 The_MadMage_Halaster I've decided to just post everything about my conlang, Chavek, in order to get helpful feedback at this early stage of creation. Feel free to ask me anything, and don't feel pressured to do more than skim it.
The features of the Chavek /'tʃɒ.vɛk/ language.
Consonants
*Pronunciation depends on formality of speech, ⟨ʀ⟩ is a formal high-class pronunciation while ⟨ʁ⟩ is common speech. For the purposes of accuracy all instances shall be written ⟨ʁ⟩, for it is by far the most common pronunciation.
Consonant clusters, Chavek has very few consonant clusters but the ones allowed are: ch /tʃ/, kl /kl/, pn /pṉ/and tl /t͡ɬ/. Almost all of these are from from loanwords, with the notable exception of /tʃ/. Which, to a speaker of Chavek, is not a consonant cluster but a full consonant with its own letter and name (char /tʃɒɹ/).
Consonant Transcription: b /b/, bh /bʰ/, t /t/, d /d/, p /p/, ph /pʰ/ g /g/, gw /gʷ/ r /ɹ/, ř /ʀ/ or /ʁ/, h /h/, k /k/, l /l/, m /m/, n /n/, s /ʃ/, ch /tʃ/, th /θ/, v /v/, vw /vʷ/, z /z/, zh /zʰ/, ʾ /ʔ/
Vowels
Diphthongs: ai /ɒɪ/, au /ɒʊ/, âu /aʊ/, âă /aə/, eâ /ɛa/, eu /ɛʊ/, iu /ɪʊ/, ie /ɪɛ/, iă /ɪə/, uă /ʊə/
Only a single vowel or a dipthong can follow a vowel, so there is no need for extra notation on the diphthongs due to a lack of ambiguity.
(C)V(C)(Case) structure, final consonant of word merges with case suffix (Ex: Chanevem /tʃɒ.nɛ.vɛm/, cha-ne-vem). There are a few particles and prefixes which are just vowels on their own, though they are very rare and usually the result of consonant reduction. Verbs and adjectives have more leeway, and are able to end in vowels without much fuss.
Nouns Number Nous have three numbers: singular, plural, and ambiguous/unknown (used when the number isn't known or when asking a question; EX: "I have horses(plur)" "horses(amb)?" "five horses(plur)").
Plurality is indicated by lengthening the case vowel, and ambiguity is generally indicated by fronting or backing it (depending on the case vowel).
Cases Nouns have four cases, each with four genders and three numbers.
Inanimate
Semi-Animate
Animal
Note: the ambiguous case is irregular and is nearly-identical to the animate gender, this is due to the two being one gender in Old Nothran (the parent language of the family Chavek is a part of).
Animate
Pronouns There are different pronouns for each case, with them generally becoming more complicated as the level of animacy increases. Pronouns generally inflect based on their grammatical gender.
A physical gender can be added to grammatically gendered pronouns with the following prefixes.
EX: â-chem /a.'tʃɛm/ "he", o-naar /o.'nɒ:ɹ/ "her (inanimate)", u-chăn /ʊ.'tʃən/ "they (ambiguous, animal/animate)."
First Person: By definition, first-person pronouns can only be used by at least semi-animate creatures. There are only two first person pronouns, for semi-animate and animal/animate.
Semi-Animate
Animal/Animate
*The final consonant of the nominative case is often dropped in casual speech, this goes for every noun but is especially common in pronouns.
Second Person: Chavek has a t-v distinction between formal and informal, along with number and gender. It does not account for physical gender, though honorifics are attached to account for this (to be devised later). Everything is shown in animate form, but the inflection can be changed to alter gender based on who you're talking to.
Note: if the case of what you're speaking too is unknown (such as not knowing if you should speak to a talking fox as a spirit, animal, or animate creature) most default to a higher level of animacy.
Third Person: Inanimate These pronouns are rarely gendered, and only done so when discussing something that represents something with a personal gender (like a statue).
Semi-Animate
Animals
Animate
Articles Chavek has three articles that attach as prefixes, which do not inflect for case or number, only gender. It does not have an indefinite article, as the indefinite is implied by the noun being in the singular number. The negation article can be added before one of the other two articles to indicate a lack of the noun present, or it can be used on its own with a plural word.
Articles attach to all nouns in a noun phrase.
Verbs Verbs conjugate based on the tense, mood, number, and case of the subject; but not gender. There are two kinds of verbs, strong verbs and weak verbs. Strong verbs conjugate based on an ablaut with four stems (the 'a', 'e', 'i' and 'âi' stems, named after the shape the vowel takes in present tense). While weak verbs are usually loan words or words who's ablauts have become non-regular due to sound changes from Old Nothran.
Strong verbs are constructed with a minimum of one vowel, which conjugates for tense and mood. This is usually the last vowel, other vowels do not conjugate.
Tense Chavek verbs can take on three tenses: past, present, and future. There is no conjugated perfect tense, but if needed it can be indicated by the use of additional verbs. Most commonly the word 'tař'. There is technically no continuous tense, as such a state is implied in the present tense, but constructions made with ''tař'' can be interpreted as such if placed in the present tense. Ex: "chem haban tař," 'they are running'. This is mostly used for emphasis ('they are running').
Note: 'tař' is only used as an adverb relating to tense, it is not used for other versions of 'to be'. The way to form a copula in sentences like "he is a fireman" or "I am sad" is by use of the word semin /'ʃɛ.mɪn/ (literally it means: 'exists' or 'exists as').
Weak Vowel Tense Markings They are applied as a series of prefixes to weak vowels, usually loan words or otherwise irregular vowels. They're primarily based on the 'a' stem.
Perfect Tense The past tense is formed via use of the word tař /tɒʁ/. It is an a-stem word that means 'to be', but only in the sense of actions. It is used with all forms of verbs to form the perfect tense. Ex: "habân tâř" /taʁ 'hɒ.ban/, "had run"; and "ge-neetleu tăř" /gɛ.nɛː.t͡ɬɛʊ təʁ/, "will prospect (for ore/gems)" (from the dwarvish nëtlteu /neːt͡ɬ.tɛʊ̯/, meaning "mining prospect").
Mood Verbs have three moods: indicative, subjective, and imperative. They are shown in strong verbs via the ultimate vowel
The indicative is used for statements of fact, of which the speaker is sure of their validity. The subjective is used for statements of which the speaker is either unsure, or expressing their own opinion. The imperative is used for issuing orders, commands, requests, and other similar phrases.
A Stem
E stem
I stem
ÂI stem
Weak Verbs The mood of weak verbs are formed via auxiliary verbs, with specific word choice coming down to the preference of the writer. Some are listed here, along with their stems. They are placed after the verb, before adverbs and adjectives. All of them are also used to emphasize the conjugation of strong verbs, usually forming a much stronger mood than when used with weak verbs.
Adjectives Adjectives are rather simple, in that they do not inflect and come right after the noun or verb they modify. Due to this they are some of the most phonologically diverse words of the Chavek language, often breaking its word-structure due to loanwords.
Adverbs All verbs can technically function as adverbs, during which they inflect to match the verb they follow, though how understandable they are varies considerably. For an English example of what this means: "he ran strong(ly)." It's not technically grammatically incorrect, it's just not that sensible of a choice.
Noun-Verbs Making a noun into a verb is a rather simple process that entails placing the noun in the genitive case after an adjective and applying the prefix yă- /jə/. For example: "â-chem haban yă-nodik," "he runs like a bear" (lit: masq.pron.1st. run.present NVprefix-bear.gen). If a noun is used without the prefix it would imply that it is somehow affecting the verb to become the noun, which is definitely not sensible.
NUMBERS (Work In Progress) Base 12, with a multiplaction-based
1- sen /ʃɛn/ 2- nen / nɛn/ 3- zhan /zʰɒn/ 4- then /θɛn/ 5- len /lɛn/ 6- chien /tʃɪɛn/ 7- bhen /bʰɛn/ 8- ken /kɛn/ 9- vwien /vʷɪɛn/ 10- genen /'gɛn.ɛn/ 11- thân /θan/ 12- gwăř /gʷəʁ/
Preliminary Dictionary
gemem /gɛ.mɛm/, noun: informal second person pronoun.
haban /'hɒ.bɒn/, verb: run, to run, running.
kâith /kaɪθ/, verb, âi-stem: think, to think, thinking.
kartau /kɒř. tɒʊ/, verb: cut gems, fasten gems, make jewelry.
neetleu /nɛː.t͡ɬɛʊ/, from dwarvish nëtlteu /neːt͡ɬ.tɛʊ̯/, verb, weak: prospect for ore, search for object of one's desire (metaphorical/poetic)
nodim /'no.dɪn/, noun: bear.
semin /'ʃɛ.mɪn/, verb, strong i-stem:
tař /tɒʁ/, adverb, strong a-stem: Used to form the perfect/continuous tense of verbs. Example: "chem habân tâř," "they have run.
zhaʾen /zʰɒ.ʔɛn/, adverb, e-stem: must, must do this, needs to do this.
So, what do you think? I know this was a lot, but I really want to catch any mistakes I may have made now before they get too imbedded into the language. Also, there is a lack of /j/ /ʔ/ and /ʁ/ in the language due to them just recently being added to the phonology (its supposed to sound like a mix of German and Arabic, and I realized it was missing some pretty important sounds both of them have).
submitted by The_MadMage_Halaster to conlangs [link] [comments]
Consonants
| Bilab. | Labio. | Dent. | Alveo. | Palve. | Platial | Velar. | Uvular | Glott. | ||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Plos. | p/pʰ b/bʰ | t d | k g/gʷ | ʔ (ʾ) | ||||||||
| Nasal | m | n | ||||||||||
| Fric. | z zʰ | |||||||||||
| Lfric. | v/vʷ (vw) | θ (th) | ʃ (s) | |||||||||
| Aprox | ɹ (r) | j (y) | ||||||||||
| Trill | ʀ/ʁ* | |||||||||||
| Lapr. | l |
Consonant clusters, Chavek has very few consonant clusters but the ones allowed are: ch /tʃ/, kl /kl/, pn /pṉ/and tl /t͡ɬ/. Almost all of these are from from loanwords, with the notable exception of /tʃ/. Which, to a speaker of Chavek, is not a consonant cluster but a full consonant with its own letter and name (char /tʃɒɹ/).
Consonant Transcription: b /b/, bh /bʰ/, t /t/, d /d/, p /p/, ph /pʰ/ g /g/, gw /gʷ/ r /ɹ/, ř /ʀ/ or /ʁ/, h /h/, k /k/, l /l/, m /m/, n /n/, s /ʃ/, ch /tʃ/, th /θ/, v /v/, vw /vʷ/, z /z/, zh /zʰ/, ʾ /ʔ/
Vowels
| Front | Central | Back | |
|---|---|---|---|
| Close | ʊ (u) | ||
| Close-mid | ɪ (i) | ə (ă) | o |
| Open-mid | ɛ (e) | ||
| Open | a (â) | ɒ (a) |
Only a single vowel or a dipthong can follow a vowel, so there is no need for extra notation on the diphthongs due to a lack of ambiguity.
(C)V(C)(Case) structure, final consonant of word merges with case suffix (Ex: Chanevem /tʃɒ.nɛ.vɛm/, cha-ne-vem). There are a few particles and prefixes which are just vowels on their own, though they are very rare and usually the result of consonant reduction. Verbs and adjectives have more leeway, and are able to end in vowels without much fuss.
Nouns Number Nous have three numbers: singular, plural, and ambiguous/unknown (used when the number isn't known or when asking a question; EX: "I have horses(plur)" "horses(amb)?" "five horses(plur)").
Plurality is indicated by lengthening the case vowel, and ambiguity is generally indicated by fronting or backing it (depending on the case vowel).
Cases Nouns have four cases, each with four genders and three numbers.
| Nominative | The subject of a verb (Jim hit me with his sword). |
|---|---|
| Accusative | The object of a verb (Jim hit *me *with his sword), direct or indirect. |
| Genitive | The possessor of another noun (Jim hit me with his *sword), nouns that alter other nouns (the table is *made from wood), and relative statements or from-place constructions (English, German, Latin, etc). |
| Instrumental | A noun being used by another noun (Jim hit me with his sword), also retains some elements of a defunct locative case and is used in phrases like Jim is at the house. |
| Singular | Plural | Ambiguous | |
|---|---|---|---|
| Nominative | -ar /ɒɹ/ | -aar /ɒ:ɹ/ | -âr /aɹ/ |
| Accusative | -an /ɒn/ | -aan /ɒ:n/ | -ân /an/ |
| Genitive | -ak /ɒk/ | -aak /ɒ:k/ | -âk /ak/ |
| Instrumental | -ab /ɒb/ | -aaph /ɒ:pʰ/ | -âb /ab/ |
| Singular | Plural | Ambiguous | |
|---|---|---|---|
| Nominative | -oh /oh/ | -ooh /o:h/ | -uh /ʊh/ |
| Accusative | -on /on/ | -oon /o:n/ | -un /ʊn/ |
| Genitive | -ok /ok/ | -ook /o:k/ | -uk /ʊk/ |
| Instrumental | -op /op/ | -ooph /o:pʰ/ | -up /ʊp/ |
Note: the ambiguous case is irregular and is nearly-identical to the animate gender, this is due to the two being one gender in Old Nothran (the parent language of the family Chavek is a part of).
| Singular | Plural | Ambiguous | |
|---|---|---|---|
| Nominative | -im /ɪm/ | -iim /ɪ:m/ | -ăm /əm/ |
| Accusative | -in /ɪn/ | -iin /ɪ:n/ | -ăn /ən/ |
| Genitive | -ik /ɪk/ | -iik /ɪ:k/ | -ăk /ək/ |
| Instrumental | -ip /ɪp/ | -iiph /ɪ:pʰ/ | -ăp /əp/ |
| Singular | Plural | Ambiguous | |
|---|---|---|---|
| Nominative | -em /ɛm/ | -eem /ɛ:m/ | -ăm /əm/ |
| Accusative | -en /ɛn/ | -een /ɛ:n/ | -ăn /ən/ |
| Genitive | -ek /ɛk/ | -eek /ɛ:k/ | -ăk /ək/ |
| Instrumental | -eb /ɛb/ | -eebh /ɛ:bʰ/ | -ăp /əb/ |
A physical gender can be added to grammatically gendered pronouns with the following prefixes.
| Masculine | Feminine | Neuter |
|---|---|---|
| â- /a/ | o- /o/ | u- /ʊ/ |
First Person: By definition, first-person pronouns can only be used by at least semi-animate creatures. There are only two first person pronouns, for semi-animate and animal/animate.
Semi-Animate
| Singular (I) | Plural (we) | Ambiguous (we?) | |
|---|---|---|---|
| Nominative | noh /noh/ | nooh /no:h/ | nuh /nʊh/ |
| Accusative | non /non/ | noon /no:n/ | nun /nʊn/ |
| Genitive | nok /nok/ | nook /no:k/ | nuk /nʊk/ |
| Instrumental | nop /nop/ | nooph /o:pʰ/ | nup /nʊp/ |
| Singular | Plural | Ambiguous | |
|---|---|---|---|
| Nominative | ve(m) /vɛ(m)/* | veem /vɛ:m/ | văm /vəm/ |
| Accusative | ven /vɛn/ | veen /vɛ:n/ | văn /vən/ |
| Genitive | vek /vɛk/ | veek /vɛ:k/ | văk /vək/ |
| Instrumental | veb /vɛb/ | veebh /vɛ:bʰ/ | văp /vəb/ |
Second Person: Chavek has a t-v distinction between formal and informal, along with number and gender. It does not account for physical gender, though honorifics are attached to account for this (to be devised later). Everything is shown in animate form, but the inflection can be changed to alter gender based on who you're talking to.
| Informal Sing. | Informal Plur. | Informal Amb. | Formal Sing. | Formal Plur. | Formal Amb. | |
|---|---|---|---|---|---|---|
| Nominative | gemem /'gɛ.mɛm/ | gemeem /'gɛm.ɛ:m/ | gemăm /'gɛ.məm/ | řethem /'ʁɛ.θɛm/ | řetheem /'ʁɛ.θɛ:m/ | řethăm /'ʁɛ.θəm/ |
| Accusative | genen /'gɛ.nɛn/ | geneen /'gɛn.ɛ:n/ | genăn /'gɛ.nən/ | řenen /'ʁɛ.nɛn/ | řeneen /'ʁɛ.nɛ:n/ | řenăn /'ʁɛ.nən/ |
| Genitive | gâhek /'ga.hɛk/ | gâheek /'ga.hɛ:k/ | gâhăk /'ga.hək/ | řahek /'ʁɒ.hɛk/ | řaheek /'ʁɒ.hɛ:k/ | řahăk /'ʁɒ.hək/ |
| Instrumental | gâreb /'ga.ɹɛb/ | gâreebh /'ga.ɹɛ:bʰ/ | gârăp /'ga.ɹəb/ | řaneb /'ʁɒ.nɛb/ | řaneebh /'ʁɒ.nɛ:bʰ/ | řanăp /'ʁɒ.nəb/ |
Third Person: Inanimate These pronouns are rarely gendered, and only done so when discussing something that represents something with a personal gender (like a statue).
| Singular | Plural | Ambiguous | |
|---|---|---|---|
| Nominative | nar /nɒv/ | naar /nɒ:ɹ/ | nâr /naɹ/ |
| Accusative | nan /nɒn/ | naan /nɒ:n/ | nân /nan/ |
| Genitive | nak /nɒk/ | naak /nɒ:k/ | nâk /nak/ |
| Instrumental | nab /nɒb/ | naaph /nɒ:pʰ/ | nâb /nab/ |
| Singular | Plural | Ambiguous | |
|---|---|---|---|
| Nominative | voh /voh/ | vooh /vo:h/ | vuh /vʊh/ |
| Accusative | von /von/ | voon /vo:n/ | vun /vʊn/ |
| Genitive | vok /vok/ | vook /vo:k/ | vuk /vʊk/ |
| Instrumental | vop /vop/ | voop /vo:pʰ/ | vup /vʊp/ |
| Singular | Plural | Ambiguous | |
|---|---|---|---|
| Nominative | chim /tʃɪm/ | chiim /tʃɪ:m/ | chăm /tʃəm/ |
| Accusative | chin /tʃɪn/ | chiin /tʃɪ:n/ | chăn /tʃən/ |
| Genitive | chik /tʃɪk/ | chiik /tʃɪ:k/ | chăk /tʃək/ |
| Instrumental | chip /tʃɪp/ | chiiph /tʃɪ:pʰ/ | chăp /tʃəp/ |
| Singular | Plural | Ambiguous | |
|---|---|---|---|
| Nominative | chem /tʃɛm/ | cheem /tʃɛ:m/ | chăm /tʃəm/ |
| Accusative | chen /tʃɛn/ | cheen /tʃɛ:n/ | chăn /tʃən/ |
| Genitive | chek /tʃɛk/ | cheek /tʃɛ:k/ | chăk /tʃək/ |
| Instrumental | cheb /tʃɛb/ | cheebh /tʃɛ:bʰ/ | chăp /tʃəb/ |
Articles attach to all nouns in a noun phrase.
| Inanimate | Semi-Animant | Animals | Animate | |
|---|---|---|---|---|
| Definite (the, a particular member of a group) | na- /nɒ/ | mo- /mo/ | hai- /hɒɪ/ | he- /hɛ/ |
| Proper (indicates a proper name) | ka- /kɒ/ | ro- /ɹo/ | nai- /nɒɪ/ | ne- /nɛ/ |
| Negative (negates the noun that follows) | řă- /ʁə/ | |||
| (řăna-, řăka-) | lo- /lo/ | |||
| (lomo, loro) | mai- /mɒɪ/ | |||
| (maihai, mainai) | me- /mɛ/ | |||
| (mehe, mene) | ||||
Strong verbs are constructed with a minimum of one vowel, which conjugates for tense and mood. This is usually the last vowel, other vowels do not conjugate.
Tense Chavek verbs can take on three tenses: past, present, and future. There is no conjugated perfect tense, but if needed it can be indicated by the use of additional verbs. Most commonly the word 'tař'. There is technically no continuous tense, as such a state is implied in the present tense, but constructions made with ''tař'' can be interpreted as such if placed in the present tense. Ex: "chem haban tař," 'they are running'. This is mostly used for emphasis ('they are running').
Note: 'tař' is only used as an adverb relating to tense, it is not used for other versions of 'to be'. The way to form a copula in sentences like "he is a fireman" or "I am sad" is by use of the word semin /'ʃɛ.mɪn/ (literally it means: 'exists' or 'exists as').
Weak Vowel Tense Markings They are applied as a series of prefixes to weak vowels, usually loan words or otherwise irregular vowels. They're primarily based on the 'a' stem.
| Past | Present | Future |
|---|---|---|
| tâ- /ta/ | na- /nɒ/ | ge- /gɛ/ |
Mood Verbs have three moods: indicative, subjective, and imperative. They are shown in strong verbs via the ultimate vowel
The indicative is used for statements of fact, of which the speaker is sure of their validity. The subjective is used for statements of which the speaker is either unsure, or expressing their own opinion. The imperative is used for issuing orders, commands, requests, and other similar phrases.
A Stem
| Past | Present | Future | |||||||
|---|---|---|---|---|---|---|---|---|---|
| Ind. | -â- /a/ | -a- /ɒ/ | -ă- /ə/ | ||||||
| Sub. | -âi- /aɪ/ | -ai- /ɒɪ/ | -âă- /aə/ | ||||||
| Imp. | -âu- /aʊ/ | -au- /ɒʊ/ | -ăă- /ə:/ |
| Past | Present | Future | |||||||
|---|---|---|---|---|---|---|---|---|---|
| Ind. | -eâ- /ɛa/ | -e- /ɛ/ | -eă- /ɛə/ | ||||||
| Sub. | -ei- /ɛɪ/ | -ei- /ɛɪ/ | -iă- /ɪə/ | ||||||
| Imp. | -eu- /ɛʊ/ | -eu- /ɛʊ/ | -ee- /ɛ:/ |
| Past | Present | Future | |||||||
|---|---|---|---|---|---|---|---|---|---|
| Ind. | -iă- /ɪə/ | -i- /ɪ/ | -ie- /ɪɛ/ | ||||||
| Sub. | -ie- /ɪɛ/ | -ia- /ɪɒ/ | -iă- /ɪə/ | ||||||
| Imp. | -iu- /ɪʊ/ | -iu- /ɪʊ/ | -io- /ɪo/ |
| Past | Present | Future | |||||||
|---|---|---|---|---|---|---|---|---|---|
| Ind. | -âă- /aə/ | -âi- /aɪ/ | -â- /a/ | ||||||
| Sub. | -âe- /aɛ/ | -â- /a/ | -âă- /aə/ | ||||||
| Imp. | -âu- /aʊ/ | -ău- /aʊ/ | -iă- /ɪə/ |
| Auxiliary Verbs | Literal Meaning and use. | Mood |
|---|---|---|
| tař | "Is/to be," when used without other adverbs it forms a declaratory statement with an implied perfect state. "O-chem tâ-kařtau tâř," 'she cut a gem.' (Kartau is a dwarvish loanword meaning 'to cut gems'). | Indicative |
| kâith /kaɪθ/ | "Thinks," used in phrases like "nar na-salet kâith", '(I believe that) it crumbles.' | Subjective |
| zhaʾen /zʰɒ.ʔɛn/, e-stem. | "Must/needs to," used in phrases like "chem ge-nine zhaʾen," 'they must sing.' | Imperative |
Adverbs All verbs can technically function as adverbs, during which they inflect to match the verb they follow, though how understandable they are varies considerably. For an English example of what this means: "he ran strong(ly)." It's not technically grammatically incorrect, it's just not that sensible of a choice.
Noun-Verbs Making a noun into a verb is a rather simple process that entails placing the noun in the genitive case after an adjective and applying the prefix yă- /jə/. For example: "â-chem haban yă-nodik," "he runs like a bear" (lit: masq.pron.1st. run.present NVprefix-bear.gen). If a noun is used without the prefix it would imply that it is somehow affecting the verb to become the noun, which is definitely not sensible.
NUMBERS (Work In Progress) Base 12, with a multiplaction-based
1- sen /ʃɛn/ 2- nen / nɛn/ 3- zhan /zʰɒn/ 4- then /θɛn/ 5- len /lɛn/ 6- chien /tʃɪɛn/ 7- bhen /bʰɛn/ 8- ken /kɛn/ 9- vwien /vʷɪɛn/ 10- genen /'gɛn.ɛn/ 11- thân /θan/ 12- gwăř /gʷəʁ/
Preliminary Dictionary
gemem /gɛ.mɛm/, noun: informal second person pronoun.
haban /'hɒ.bɒn/, verb: run, to run, running.
kâith /kaɪθ/, verb, âi-stem: think, to think, thinking.
kartau /kɒř. tɒʊ/, verb: cut gems, fasten gems, make jewelry.
neetleu /nɛː.t͡ɬɛʊ/, from dwarvish nëtlteu /neːt͡ɬ.tɛʊ̯/, verb, weak: prospect for ore, search for object of one's desire (metaphorical/poetic)
nodim /'no.dɪn/, noun: bear.
semin /'ʃɛ.mɪn/, verb, strong i-stem:
Def 1: Copula, used to connect the subject to the subject complement. Def 2: exist, existing, to be in a state of existence.řethem /'ʁɛ.θɛm/, noun: formal second person pronoun.
tař /tɒʁ/, adverb, strong a-stem: Used to form the perfect/continuous tense of verbs. Example: "chem habân tâř," "they have run.
zhaʾen /zʰɒ.ʔɛn/, adverb, e-stem: must, must do this, needs to do this.
So, what do you think? I know this was a lot, but I really want to catch any mistakes I may have made now before they get too imbedded into the language. Also, there is a lack of /j/ /ʔ/ and /ʁ/ in the language due to them just recently being added to the phonology (its supposed to sound like a mix of German and Arabic, and I realized it was missing some pretty important sounds both of them have).
2023.12.01 22:24 LanguageNerd54 This Key for Pronunciation in an Old Spelling Book
 | submitted by LanguageNerd54 to linguisticshumor [link] [comments] |
2023.11.22 00:01 MerkadoBarkada Philex Mining signs $100-M loan; PSE re-suspends 7 already-suspended corps; CORRECTION on Monday's AREIT story (Wednesday, November 22)
Happy Wednesday, Barkada --
Shout-out to all of the readers who gently pushed back against my assertion that AREIT has enough public float to eat the ACEN deal, like @k119850225, Paul Jason Jorda, financial freedom, Jan Michael Garcia, and Gerard, to Jing for sharing my almost sentimental feeling toward talking about SPACs, to JAY-AR for sharing my WTF over the potential valuation of Hotel101, and to arki for coke-cheers vibes.Yesterday was a very quiet day on the exchange, which is a great time to do a little bit of a dive into the rules around Annual and Quarterly reporting and to own up to a pretty ugly mistake that I made on the AREIT story on Monday.
Join me, won't you?
▌In today's MB:
- Philex Mining signs $100-M loan
- PSE re-suspends 7 already-suspended corps
- CORRECTION on Monday's AREIT story
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MB is written and distributed every trading day. The newsletter is 100% free and I never upsell you to some "iNnEr cIrClE" of paid-membership perks. Everyone gets the same! Join the barkada by signing up for the newsletter, or follow me on Twitter. You can also read my daily Morning Halo-halo content on Philstar.com in the Stock Commentary section, and in the Saturday edition of the Daily Manila Shimbun.
- [NEWS] Philex Mining signs $100-M debt facility for Silangan Project... Philex Mining [PX 2.86 ▲1.1%; 296% avgVol], an affiliate of the Hong Kong-based First Pacific Company, announced that its wholly-owned subsidiary, Silangan Mindanao Mining (SMM), has signed a $100 million “syndicated debt facility” led by BDO Capital [BDO 131.90 ▲1.9%; 59% avgVol]. The money will be used to continue development of the Silangan Project, which was started last year after PX raised ₱2.6 billion through a stock rights offering. Tunneling is still just 35% of the way down to the “ore body” that SMM and PX want to access.
- MB BOTTOM-LINE: In banking terms, a “syndicated debt facility” is when a group of banks get together and agree to lend an amount of money to a single borrower. It’s theoretically possible to syndicate a loan of any amount, no matter how small, but banks will only really agree to deal with the added complexity of multiple lenders in situations where a loan starts to be “big money”. Syndicating a loan across several lenders is a way for those lenders to spread the risk of the loan while still taking part in the transaction. Here, BDO led the deal, but Union Bank [UBP 59.40 ▼0.2%; 99% avgVol], Security Bank [SECB 70.70 ▼1.8%; 129% avgVol], and BPI [BPI 104.00 unch; 45% avgVol] were brought in as part of the syndicate of lenders. I don’t have a lot to say here about PX’s actual business. Mining stocks are notoriously difficult for novice (and even intermediate) investors to trade: the development phase of a project can be quite long, complicated, and expensive, and mining of any kind can be negatively impacted by a long list of natural and man-made setbacks that can frustrate returns. I don’t know enough about mining stocks to get involved, but I’ve watched enough friends and family blow up on speculative mining plays to know it’s a challenging sector for investors. TAYOR.
- [NEWS] PSE punishes seven suspended companies for reporting failures... The PSE [PSE 170.00 ▼2.9%; 1% avgVol] said that seven companies were to suffer continued suspension for their failure to submit their Quarterly Report before the November 14 deadline. As noted, all of the companies listed in this notice were already suspended for various reasons, and for various lengths of time. The suspended violators are:
- Manila Jockey Club [MJC]: suspended since 18 May 2023 (6 months) for failure to submit its FY22 Annual Report.
- MJC Investments [MJIC]: suspended since 18 May 2023 (6 months) for failure to submit its FY22 Annual Report.
- Abra Mining [AR]: suspended since 4 March 2021 (2.5 years) for the “lodgment and trading of unissued and unlisted shares”. AR went dark at the tail end of a basura season that featured AR as a main player, leaving thousands of small-time investors stranded in the stock. AR has not submitted any Quarterly or Annual Reports since being suspended. The PSE originally said that it wanted to broker some kind of white-knight sale of AR to rescue shareholders, but it’s been a long time since we’ve received an update on that.
- **Philab Holdings [DNA]: suspended since 18 May 2018 (5.5 years) for failure to submit its FY17 Annual Report.
- IP E-Game Ventures [EG]: suspended since 3 May 2017 (6.5 years) for failure to submit its FY16 Annual Report. EG doesn’t seem to have submitted any Quarterly or Annual reports since.
- Globalport 900 [PORT]: suspended since 19 May 2014 (9.5 years) for its failure to comply with reporting requirements, including its failure to submit its FY13 Annual Report. PORT still submits some reports, but not Quarterly or Annual reports.> Philippine National Construction [PNC]: suspended since 16 May 2008 (15.5 years) for failure to submit its FY07 Annual Report.
- What can the PSE do about this? According to Section 17.8(a)(3), if the suspended company isn’t able to submit its Annual Report before the end of its initial 3-month suspension, the PSE “shall initiate delisting procedures”. The wording of this section is clear: it’s not up to the discretion of the PSE to initiate a delisting, the PSE “shall” initiate a delisting.
- MB BOTTOM-LINE: So why are these companies allowed to linger on the fringes of the exchange for as long as they have? I honestly don’t know. Maybe the PSE is just holding out hope that with just one more year of runway, PNC will be able to figure out how to submit its financial reports before its suspension is old enough to drive. Or, in the alternative, the PSE has performed some off-ledger calculation of convenience and has figured out that it is (marginally) more profitable for the exchange to simply do nothing than it is to observe its own rules as they’re written. It’s not like we haven’t seen the PSE delist a zombie company before. They just did it to UNI and PCP in June. My preference is for the PSE to do everything that it can to remove itself from these types of situations. If the rules say delist, then why not delist? Why make it a discretionary thing? If the PSE is afraid to delist for some reason or another, then the PSE should amend the rules to fix whatever deficiency is making it afraid to enforce the rules as they’re written. Then execute the rules as they’re (newly) written. All of these companies had ample notice. They’ve all read the rules. It’s time to take out the trash.
- [CORRECTION] AREIT does not have the public float to eat the ACEN transaction... On Monday, in my analysis of the AREIT [AREIT 29.80 ▼0.8%; 359% avgVol] plan to purchase a ₱6.7 billion industrial lot from Zobel Family affiliate, ACEN [ACEN 4.90 ▲0.4%; 29% avgVol] I said that AREIT has a “huge pre-transaction public float of 45.41%”. That’s just plainly wrong. AREIT’s actual pre-transaction public float is 33.76%, which is just barely above the REIT Law minimum public ownership level of 33.33%. The analysis that followed from that original error, that AREIT would still have a public float of over 40% after paying the 199,109,438 shares to ACEN, was also wrong. The real “deal” is that the deal would cause AREIT’s public float to fall to around 31.1%. AREIT’s parent company, Ayala Land [ALI 29.85 unch; 94% avgVol], would need to sell some of its shares to the public to boost the public float ahead of the issuance of these shares to ACEN to avoid an AREIT suspension.
- MB BOTTOM-LINE: This is probably the reason why AREIT’s share price dumped on Monday afternoon. Whether it's ALI itself or institutional traders trying to get out ahead of whatever ALI might do, I don’t really know. I just wanted to correct that error. I’ve looked through my work, and I have no idea where that number came from. When I CTRL-F for “45.41%”, it’s not even in my worksheet or REIT database. I have no idea how that happened.
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2023.10.23 01:21 NeedOffDays MPW Language Analysis Part 2
Segasaki x Yoh: Shifts in Emotion and Acknowledging Roles
Subtitle corrections (link to last Ep with prev posts) Language Analysis Part 1 The Importance of Amae MPW TimelineIn Japanese, one cannot utter a sentence without communicating at least two things:From: Creating an Ideal Self: Theories of Selfhood and Pedagogy at a Japanese Ethics Retreat by Dorinne K. Kondo
(1) the actual content of the message itself, the referential meaning; and
(2) a metamessage about the relationship between the speaker and the listener, an indexical meaning.
A striking feature about Japanese is that it is the latter message that most often assumes greater importance.
Every sentence that Segasaki and Yoh say to each other carries 2 meanings - the one we read in the subtitles, and too often, the one that never travels across the screen. The "miscommunication" that many perceive to be happening isn't always just about "using actions vs words" (though there is much to be said about that too) - the words are being used, but it's hard to hear them when said words are in Japanese and packed with information English is simply not designed to carry.
So, with 6 episodes of corrections made and nuances explained, it's finally time to get back to actually talking about how all of this adds to our understanding of the characters and of their relationship. In these 6 episodes, both Segasaki and Yoh have run the entire gamut of speech levels - but where Segasaki shifts consistently and with purpose, Yoh tends to shift as a reflexive, or reactionary response.
Or, what Segasaki choosing to shift up a speech level means to Yoh, and what Yoh's inconsistent shifts tells Segasaki (and us), about his emotional state.
Quick Recap of Part 1:
We established two key aspects of their relationship:1) They both acknowledge the power differential between them - Segasaki, by using "rougher" speech patterns, and Yoh, by tending to stick to the more polite end of the scale. 2) They both consider themselves to be from the same "in-group" - Both of them default to informal speech patterns when speaking to each other (even Yoh, despite being the juniolower on the social hierarchy)And now on to Part 2!
Changes in Emotion: Yoh
Yoh tends to experience his emotions rather intensely, and through his monologues we understand that he isn't always able to process these emotions immediately. As such, the shifts in his speech levels tend to happen subconsciously - there isn't an immediately obvious, predictable pattern to those shifts, because they are simply a reflection of how he's feeling in the moment.https://preview.redd.it/08dn8hkx3uvb1.png?width=1083&format=png&auto=webp&s=0106f5111643d62ee5debef9644736e432fb3f64
Y: あ、いや。なんでもない…です*From the moment Segasaki starts returning home late, Yoh becomes more and more unsure of where he stands with Segasaki, and this growing emotional distance is conveyed through his speech patterns becoming (awkardly) more polite than in Ep 1. He speaks hesitantly and indirectly, until he gets drunk (and even then, his insecurity still shows in how he barely switches down to rough speech during their not-argument).
Y: Ah, iya, nandemonai…desu\*
Y: Ah, no, it's….nothing*
The shift to polite form, and the awkward manner in which he does it, reflects Yoh's growing insecurity (See EP 2 for other examples).
In Ep 3, we again see Yoh shifting up to polite forms often, except this time, the shifts show his gratitude as well as sincerity.
https://preview.redd.it/9kit65j14uvb1.png?width=940&format=png&auto=webp&s=144eb0c54d6ce652f485c983dedf1b3e1adb5f5b
Because of how ridiculously expensive the pork bun is, Yoh expresses his thanks by saying the full ありがとうございます (arigatou gozaimasu) here as opposed to just "arigatou" or other more casual forms. In return, Segasaki acknowledges the formality Yoh pays him with a nod (and a mouthful of pork bun).
Used here, and again at the end of this Ep, when Segasaki gives Yoh the shirt
Y: すいませんIn both these scenes, Yoh switches to suimasen as opposed to his usual, and more casual, ごめん / ごめんなさい (gomen/gomen nasai), that he also uses in this episode. As previously mentioned, "sorry" in Japanese can also be used to mean "thank you". Here Yoh is doing both - apologizing for Segasaki having to "go the extra mile" to take care of him (ie, he feels he has imposed upon Segasaki - a fear he has mentioned a few times), and at the same time also expressing his gratitude for being taken care of. However, it's the shift up to the polite version that conveys his sincerity, and carries the extra message that - despite his regret at imposing on Segasaki - Yoh still values these moments and feels touched by them.
Y: suimasen
Y: I'm sorry
This is the more formal version of "I'm sorry" (textbook pronunciation is sumimasen, buttextbooks are for nerdsYoh's version is very common as well and still polite)
Both times, you see Segasaki taking note of this, albeit slightly confused, and probably a little shy too (Segasaki is after all, very good at picking up on social cues - especially Yoh's - and spends the whole of Ep 3 doing just that).
(Segasaki is after all, very good at picking up on social cues - especially Yoh's - and spends the whole of Ep 3 doing just that).
https://preview.redd.it/quzkuvid4uvb1.png?width=940&format=png&auto=webp&s=0ac7877023bda3d0ed1d0006059eff96a3da150d
Y: 漫画が とてもだめですYoh spends most of Ep 5 safely ensconced in the informal speech level, switching up only twice - the above scene, and later when he attributes his recovery to Segasaki's care as a way of thanks. The switch in the bathroom is sudden, and adds a sense of certainty to his statement that reflects the intensity of the despair he feels
Y: manga ga totemo dame desu
Y: (My) manga is... really bad.
All of these instances show us that Yoh's shifts up in speech levels tend to reflect when he's feeling vulnerable in some way - when he's insecure, dejected or hurt, or when he feels that he has imposed upon Segasaki.
So then, does Yoh also shift down?
Ep 4
Ep 5
Well, yes and no.
Top (Ep 4):Even if we include (just barely) the non-argument of Ep 2, there honestly aren't many scenarios in which Yoh shifts down to a "rougher" speech pattern - and he never drops as low as Segasaki does. This has to do with both his acknowledgement of the power differential that exists between Segasaki and him, as well as his less assertive nature. In fact, even when speaking to Man-san, with whom he shares his thoughts more freely, Yoh remains casual, but not rough. (Man-san is waaaay rougher than Yoh, tbh). Hence, when Yoh does shift down, it tends to be explosive and short lived, just like his frustration or anger.
Y: ふざけんな [very rude]
Y: Fuzakenna
Y: The hell are you doing!
Bottom (Ep 5):
Y: バカにすんなよ！[slurred vowels]
Y: baka ni sun na yo
Y: Don't look down on me!
So why "yes and no"? Because being lower in the social hierarchy also introduces another, more interesting way to express yourself - by choosing not to switch up.
Ep 4
Ep 5
We see this in Ep 5, when Yoh tries to lie about going to Man-san's place. He sticks to his baseline informal speech when he announces this, whereas he previously used polite speech in Ep 4. Is it possible that Yoh was simply overcompensating and trying too hard to sound casual to hide his lie in Ep 5? Yes. But before coming to that conclusion, there is another important detail to note - that instances like this, where Yoh doesn't switch up, have gradually been increasing as the show progresses.
Ep 5
Ep 6
In Ep 5 and 6, Yoh uses the slightly less formal gomen nasai to apologize (contrast this with Ep 2's suimasen mentioned earlier). Given that Yoh himself mentions in Ep 5 that he thought Segasaki would be angry, and in Ep 6 clearly underscores his apology with a proper bow (yes, there are standards to how you should bow in Japan) - you would think that these 2 situations would be the perfect time to switch back up again. So why? Once again, the key to unlocking the metamessage is the wider context; i.e., we need to consider what Segasaki has been doing.
Establishing Roles: Segasaki
In direct contrast to Yoh, Segasaki is very consistent with his speech shifts, and a clear pattern emerges. First off - when Segasaki is angry with Yoh, he drops straight down.Ep 2
Ep 5
Top (Ep 2):Like, waaaaaaaay down. The argument in Ep 5 is the most obvious example of this, but using "temee" to address someone like he does in Ep 2 is very very rude and, together with the "haaah?!" Segasaki says before this line, also does a lot to convey that he is Not Happy.
S: てめぇ [very, very rude]
S: temee
S: You
Bottom (Ep 5):
S: 分かってねぇだろ 分かってねぇから 泊りで仕事とか言い出すんだろうが [slurred Rs, word contraction, slurred vowels]
S: wakattenee daro wakattenee kara tomari de shigoto toka ii dasun darou ga
S: You don't do you? You don't understand and that's why you can just say things like you'll stay out to work overnight.
https://preview.redd.it/dq3ogas55uvb1.png?width=940&format=png&auto=webp&s=b9d49c73a33c36d170c6296c15f6f509a492b1e6
S: 明日は仕事すんのか [word contraction]The lines in this interaction from Ep 3 aren't really rude per se - certainly not compared to temee - but they are rougher than his usual and very direct. We've seen Segasaki do this multiple times throughout the episodes - dropping his levels when he's being assertive, and it is in response to that assertiveness, that Yoh gives the following reply:
S: ashita wa shigoto sun no ka
S: すんのかしないのか、どっちだよ [word contraction, informal, assertive end particle]
S: sun no ka shinai no ka, docchi da yo
S: Are you working tomorrow?
S: Working or not, which is it?
https://preview.redd.it/luri5ij95uvb1.png?width=940&format=png&auto=webp&s=5c20741515e669097c8ea19e8c5eec3b6ec67624
Y: いや、ないです [plain forms, but with the addition of desu form]Mixing plain forms with -desu at the end makes Yoh's reply a little more formal, and is another way in which Yoh acknowledges the power differential between them. Being higher in the social hierarchy means Segasaki enjoys a greater sense of linguistic freedom, and shifts down in speech level are therefore unsurprising, and indeed, expected.
Y: Iya, nai desu
Y: No, I don't [have anything planned]
So, if there is no real need for Segasaki to shift up, then, what does it mean when he chooses to do so?
Top (Ep 3)
Bottom (Ep 3)
Top:After an entire episode of using Yoh's own words to tease him as a way to try and get Yoh to face his own feelings, Segasaki lands his sharpest and strongest push of the day in these 2 scenes not by reinforcing the hierarchy between them, but by subverting it. Shifting up to a more formal speech level when he doesn't have to, particularly in the second scene where he uses deferential word forms, creates the illusion of elevating Yoh in the hierarchy, which is then immediately undermined by the irreverent tone in which Segasaki says them.
S: まあ 残念ながら 相手は大嫌いな俺ですけど
S: Maa... zennen nagara aite wa daikirai na ore desukedo
S: Well, unfortunately, your partner is me - who you hate so much
Bottom:
S: 好きにさせてもらうけど...な ？
S: suki ni sasete morau kedo... na?
S: I'll gratefully do as I please...yea?
In other words, Segasaki only shifts up as a power play.
Ep 3, and again in Ep 4 after Yoh calls Man-san to cancel
S: よくできましたWe first see Segasaki use this formal way of saying "well done" at the end of Ep 3 and again in Ep 4, and it brings to mind the literal stamp of approval that teachers often give to students in school. Here, there is no teasing or subversion of the hierarchy going on. Segasaki is establishing his role in Yoh's life - to provide and care for him - through the use of polite speech, and reinforcing the power differential between them in the most straightforward way possible.
S: yoku dekimashita
This use of polite speech allows the speaker to indirectly index their social identity - often as one who is in charge or responsible. Within the Japanese household, it also happens when a role/obligation (often parental) is being carried out - eg , a parent might switch to polite speech to indicate their role as provider when asking the rest of the family "What would you like to eat?". Similarly, we again see Segasaki underscore his role in the following:
Ep 5
Ep 4
Top (Ep 5)In Ep 5, Segasaki leads the saying of this standard phrase, customarily said at the end of a meal to express gratitude to everything that made the meal possible. It is the use of the full, more formal version (as opposed to just gochisousama) that indexes his role as Yoh's caregiver when he leads in saying this, and indeed he spends most of Ep 5 enjoying that role. In Ep 4, although he does not quite use the -masu form here, the imperative form "ikina" brings to mind a parent trying to coax their child to bed, the same way Segasaki is doing to a very drunk and sleepy Yoh.
S: ごちそうさまでした
S: Gochisousama deshita
S: Thank you for the food
Bottom (Ep 4)
S: 寝るなら部屋いきな*
S: neru nara heya ikina
S: If you're going to sleep, then go to the room alright?
This is the key we were looking for - with every episode, Segasaki consistently reinforces his role in Yoh's life, the same way he consistently responds to and encourages Yoh's amae. And with every episode, Yoh becomes a little more confident of his place with Segasaki, a little more willing to believe that maybe Segasaki might really return his feelings. It's easy to look at Yoh in Ep 2, see him push Segasaki away, and think that the same Yoh appears in Ep 5, but that couldn't be further from the truth. Because in Ep 2, a drunk Yoh barely drops to rough speech, whereas in Ep 5, a sober Yoh feels safe enough to even "curse" a little (well, as far as cursing goes in Japan at least, which admittedly is not far). In both word and action, they have both grown, and have both contributed to the strengthening of their relationship.
So! In conclusion
- Segasaki has a clear, predictable pattern in his shifts - he switches up to formal when establishing or reinforcing his role in Yoh's life, but when he's serious, or angry with Yoh, he drops all the way down.
- Yoh is less consistent, because his shifts tend to be more subconscious and reflective of his emotional state. He's more inclined to switch up when he's in a vulnerable state, eg, feeling insecure or dejected, or when he wants to express his sincerity in apologizing or showing gratitude. When he's nervous, or in response to Segasaki either being direct with him or upset with him, he'll sort of switch up too (ie, he'll mix polite forms with informal forms, or he'll try to say things in an indirect way).
- Through the use of speech level shifts, both Segasaki and Yoh indirectly reinforce and acknowledge their individual roles in each other's life, and by observing the changes in these shifts over time, we the audience are able to track the progression of their relationship as well.
As always, thank you for reading, and feel free to ask any questions! (* ˊ ᗜ ˋ *)/
2023.10.08 16:59 NeedOffDays My Personal Weatherman Language Analysis
Previous posts in this series EP 1 EP 2 (screencaps don't show up on desktop reddit for some reason but work fine on the mobile app) EP 3 Part 1 EP 3 Part 2
The Importance of Amae in MPW
///////
I've been wanting to post this one for awhile! It has less screencaps so I hope I don't have any problems this time. Thanks so much to the mods for helping me get the posts through!
My Personal Weatherman is a story about the relationship between Segasaki and Yoh, so rather than being introduced to the characters, we the audience are dropped right into the middle of their relationship, and the only way we learn about the characters as individuals is through the way they interact with each other, and how that contrasts with how they interact with the people around them.
The show does an incredible job of keeping the portrayal of their relationship consistent across the use of character design, wardrobe, lighting, cinematography, acting choice, directorial choices and of course language use. But not everyone who watches has equal access to that last one, so I try to be as detailed as possible in my subtitle corrections posts.I'm also a bit of a language nerd. Now, I want to get into their actual relationship, because I think there is a lot of information about how they feel towards each other that's just getting missed. Also I love them and this is how I spazz.
This post is the first of four in which I hope to show how the dynamic between Segasaki and Yoh is reflected in the way they speak - specifically, in the way they address each other, and the style shifting, or speech level shifts that they both demonstrate with each other, using scenes from Ep 1 - 3. I'll be using my own translations for this, some of which differ from the Eng subs. (Please bear with the nerdiness - I don't want to assume how much people know about Japanese)
https://preview.redd.it/yqjlend3rzsb1.png?width=1366&format=png&auto=webp&s=8ba3dd83d5fb5ffe7d3c7b6e91bc0a3fce55e0b7
Prefacing this by saying that this language analysis is made specifically in the context of Segasaki and Yoh's relationship. There is a power imbalance here both in terms of social hierarchy (senpai/kouhai, age gap, successful/non-successful) as well as self-image (self-confident/self-conscious). Now, most of the time we see this manifested linguistically as the party with more social power using casual language forms, whilst the one with less power remains polite or formal. However, there is much more to human interaction than that, as we see in MPW where both Segasaki and Yoh shift in and out of Speech Styles often, depending on what they want to say and accomplish, as well as their emotional state.
(sorry for the shitty word doc screencap):
https://preview.redd.it/a0qtm2f6rzsb1.png?width=640&format=png&auto=webp&s=16f8bd3f4d92781f58b259222cc42c731d4639c6
and before sunny days it's a negative distance - this is shown in how both Segasaki and Yoh use informal speech with each other (they generally omit the desu/masu forms aka use plain forms, and both use the informal pronoun "俺/ore" for "I" with each other).
https://preview.redd.it/484jhtvirzsb1.png?width=1083&format=png&auto=webp&s=7e8d6332c40ef79ba80f76fcadc1d6e263ce0d79
That said, there is also a hierarchy within that relationship (though their individual perceptions of that vertical distance differs) which stems not only from the nature of their living agreement, but also is likely to have carried over from their university days, when they shared a seniojunior relationship. Thus, generally speaking, Segasaki speaks quite roughly with Yoh whilst Yoh tends to use polite forms more often. Keep in mind however, that Japanese is a gendered language, and "rough speech" tends to be seen as a masculine speech pattern and can sometimes be normal between close male friends/family (otherwise, it is the verbal equivalent of getting up in someone's face and pushing them). The key here is that Yoh sticks to an informal, but more polite level than Segasaki does, and it is that difference that shows the power differential.
Horizontal Distance aka "We're Very Close"
https://preview.redd.it/ttzdk7burzsb1.png?width=1084&format=png&auto=webp&s=d570ad2340baf32b1a6199e56d6230970f5d2be5
Despite Yoh's very valid complaint that Segasaki takes "man-of-few-words" to the next level (itself a liberty you'd only take with someone close to you), Segasaki only drops to rude forms in Ep 1 once:
https://preview.redd.it/vmeau95wrzsb1.png?width=1082&format=png&auto=webp&s=0b264a2c9d959eeb9c62f4514179c7a121fb19b3
https://preview.redd.it/yc68pl46szsb1.png?width=940&format=png&auto=webp&s=b059987c2b5d7c803a67951c4b1b77a62a7b65d5
It's easy to focus on Segasaki's use of rough, assertive langauge as an indicator of vertical distance, and I pointed out quite a few scenes in Ep 3 where he ends off what is essentially an order with assertive sentence-final particles. But focusing on this alone gives the mistaken impression that relationships with vertical distance go one way only - down - when in fact they are bidirectional. There is a mutual dependency between both parties, as we see clearly in MPW. Linguistically, this is portrayed through Yoh's choices to shift up a speech level.
https://preview.redd.it/e0ii53cpszsb1.png?width=1085&format=png&auto=webp&s=96513591dbff182dfcdac4552ae2f126aeb089ce
Just like how Segasaki is introduced to the audience through hisproposal direct, informal and very forceful speech style, the first interaction we see Yoh have with Segasaki is a proper, standard greeting:
We know the standard greeting earlier was a style shift upwards because later in the episode, when Yoh says good night, he uses the casual version "oyasumi" instead of the full "oyasuminasai".
Even outside of standard phrases, Yoh's baseline is informal but not rude:
https://preview.redd.it/ecj85ftctzsb1.png?width=940&format=png&auto=webp&s=22f6f649ca49ff927045d8e37c5f2e5e4f5b37f7
https://preview.redd.it/uxcyklbhtzsb1.png?width=940&format=png&auto=webp&s=9a781a893b7532903f746927359d881dfee9c0cd
In the next part, we'll look at how both Segasaki and Yoh use speech style shifts to convey emotion as well as to assume a particular position. Hope you enjoyed this!
submitted by NeedOffDays to boyslove [link] [comments]
The Importance of Amae in MPW
///////
I've been wanting to post this one for awhile! It has less screencaps so I hope I don't have any problems this time. Thanks so much to the mods for helping me get the posts through!
My Personal Weatherman is a story about the relationship between Segasaki and Yoh, so rather than being introduced to the characters, we the audience are dropped right into the middle of their relationship, and the only way we learn about the characters as individuals is through the way they interact with each other, and how that contrasts with how they interact with the people around them.
The show does an incredible job of keeping the portrayal of their relationship consistent across the use of character design, wardrobe, lighting, cinematography, acting choice, directorial choices and of course language use. But not everyone who watches has equal access to that last one, so I try to be as detailed as possible in my subtitle corrections posts.
This post is the first of four in which I hope to show how the dynamic between Segasaki and Yoh is reflected in the way they speak - specifically, in the way they address each other, and the style shifting, or speech level shifts that they both demonstrate with each other, using scenes from Ep 1 - 3. I'll be using my own translations for this, some of which differ from the Eng subs. (Please bear with the nerdiness - I don't want to assume how much people know about Japanese)
https://preview.redd.it/yqjlend3rzsb1.png?width=1366&format=png&auto=webp&s=8ba3dd83d5fb5ffe7d3c7b6e91bc0a3fce55e0b7
Prefacing this by saying that this language analysis is made specifically in the context of Segasaki and Yoh's relationship. There is a power imbalance here both in terms of social hierarchy (senpai/kouhai, age gap, successful/non-successful) as well as self-image (self-confident/self-conscious). Now, most of the time we see this manifested linguistically as the party with more social power using casual language forms, whilst the one with less power remains polite or formal. However, there is much more to human interaction than that, as we see in MPW where both Segasaki and Yoh shift in and out of Speech Styles often, depending on what they want to say and accomplish, as well as their emotional state.
1) Quick & Dirty Guide To Speech Styles/Formality Levels
Formality/Politeness is a spectrum and is expressed mostly through grammar and tonehttps://preview.redd.it/a0qtm2f6rzsb1.png?width=640&format=png&auto=webp&s=16f8bd3f4d92781f58b259222cc42c731d4639c6
1) desu/masu = formal/polite. Standard go to with the anyone you meet.
2) Generally speaking, the longer the sentence/the more syllables you hear, the more polite the sentence
3) The less direct you can be, the more polite you will sound
4) Word contractions (tsuzukereba -> tsuzukerya) = informal + impolite (but not always rude)
5) Slurred end vowels (iranai -> iranee) = informal + mostly rude, but not always (you just sound uncouth)
6) Most words have "formal", "informal" or even "rude" variations
7) CONTEXT DETERMINES EVERYTHING
Btw when I say "speaks roughly" or uses "rough speech", I mostly mean (4) + (5)
2) Speech Styles and Shifting Between Them
tl;dr
Japanese Speech Styles function like the verbal equivalent of personal space - the more formal/polite the level, the bigger the circle of personal space you maintain.
Shifts in speech styles indicate: 1) perceived changes in vertical and/or horizontal distance 2) the assumption of a position/role of the speaker in relation to the listener 3) changes in emotional state/the desire to convey emotion 4) the consideration of "polite company"
In this post we will look at examples of the first one - Vertical and Horizontal Distance.
Speech Styles: The Long Version (English Speaker POV)
- Consider the way you speak if you were to say, give an important presentation in front of potential clients, versus the way you'd speak to an acquaintance you ran into on the street vs the way you'd speak to your closest friends. Different situations call for different ways of speaking - you're more likely to speak in full sentences and pronounce your words clearly for the first situation, and say "yes" instead of "yep" or "uh huh". You're also more likely to be blunt/direct with your friends than you are with clients - "You know ILU but do not under any circumstances buy that ugly ass shirt".
- These context-dependent changes in speech patterns are similar to the changes in speech styles/formality levels in Japanese. Think of speech styles as the verbal equivalent of personal space. The more formal/polite the level, the bigger the circle of personal space you maintain. Dropping a level when you shouldn't is the verbal equivalent of invading someone's personal space and can make people uncomfortable and sometimes even angry. In Japan, the baseline "distance" with the average person is the way you would speak as if you were giving a presentation. Dropping to casual/informal speech might be tolerated (just like how you can tolerate someone sitting close to you and asking some questions, but it's uncomfortable), especially if you guys are around the same age, but dropping to "what's up bitcheees" when you should be at "hey how're you doing" basically tells the other person "I don't have even the basic level of respect for you".
- In the same vein, the closer you are to someone, the more welcome you are in their personal space, and thus the lower the level of formality/politeness you'll keep with them. You trust that even if you speak bluntly, they'll understand you aren't trying to insult them. When and to what extent you drop a level is usually negotiated between individuals (either directly or indirectly). Once a level of casualness is established, your friends are going to look at you funny if you suddenly get all formal with them. They might even come ask if anything's wrong, or if you're angry at them or why you sound "cold". These shifts in speech levels therefore mark more than just the vertical distance between two people (ie, differences in social hierachy), they mark the horizontal distance (ie, how close people of the same "in-group" are to each other) too.
- Having said that, there are times when you will shift to a more formal tone even with your friends or family - for example, when you're hosting a game at a large party and want to explain the game rules to everyone, you might enunciate your words better or keep the jokes to the minimum in order to convey the information is clearly and efficiently as possible. Similarly, if you've been appointed the leader in a group project and need people to pay attention and listen, you might change your tone of voice to command attention. In other words, when you assume a particular position, the way you speak changes too.
- Finally, the way you speak to your friends/family in the presence of others (or "polite company", as they used to say) might also change - you might have no qualms cursing up a storm with your best buddy at the bar, but you might do your best to avoid being too vulgar when you're in front of their parents or your boss/university professor.
3) Segasaki and Yoh: Vertical & Horizontal Distance
Segasaki and Yoh are part of the same "in-group" in that they are in a relationship, so the horizontal distance between them is very smallhttps://preview.redd.it/484jhtvirzsb1.png?width=1083&format=png&auto=webp&s=7e8d6332c40ef79ba80f76fcadc1d6e263ce0d79
That said, there is also a hierarchy within that relationship (though their individual perceptions of that vertical distance differs) which stems not only from the nature of their living agreement, but also is likely to have carried over from their university days, when they shared a seniojunior relationship. Thus, generally speaking, Segasaki speaks quite roughly with Yoh whilst Yoh tends to use polite forms more often. Keep in mind however, that Japanese is a gendered language, and "rough speech" tends to be seen as a masculine speech pattern and can sometimes be normal between close male friends/family (otherwise, it is the verbal equivalent of getting up in someone's face and pushing them). The key here is that Yoh sticks to an informal, but more polite level than Segasaki does, and it is that difference that shows the power differential.
Horizontal Distance aka "We're Very Close"
https://preview.redd.it/ttzdk7burzsb1.png?width=1084&format=png&auto=webp&s=d570ad2340baf32b1a6199e56d6230970f5d2be5
Despite Yoh's very valid complaint that Segasaki takes "man-of-few-words" to the next level (itself a liberty you'd only take with someone close to you), Segasaki only drops to rude forms in Ep 1 once:
https://preview.redd.it/vmeau95wrzsb1.png?width=1082&format=png&auto=webp&s=0b264a2c9d959eeb9c62f4514179c7a121fb19b3
晩飯いらねぇ(banmeshi iranee) - slurred vowel [literally - "dinner, not needed"] Banmeshi is a more informal way of saying dinner (normal = yuu gohan).In Ep 2 we hear Segasaki speak a lot more roughly to Yoh, as below, and of course during the almost-argument. But though his words are rough his intonation is often soft and he's quite tender with his touch. So, we can see that Segasaki isn't being disrespectful per se - he's not speaking roughly because he sees Yoh as beneath him in the social hierarchy - rather, he's demonstrating intimacy, familiarity and possessiveness, all at once. In fact, the more possessive he feels of Yoh, the more he drops his levels. As mentioned earlier, you only do this with people in your "in-group", with whom you know will understand you aren't insulting them.
Despite the slurred vowel, this sentence is not dismissive nor rude - it's what you'd expect between close friends/family.
https://preview.redd.it/yc68pl46szsb1.png?width=940&format=png&auto=webp&s=b059987c2b5d7c803a67951c4b1b77a62a7b65d5
遅くなるからいらねぇっつっただろう (osokunaru kara iranee ttsutta darou) - slurred vowel, word contraction, informal end particle [I told you I wouldn't need it cause I'd be late right?]Vertical Distance
Though somewhat in keeping with Segaski's curtness, this is still a pretty harsh sounding line - but note how Yoh doesn't seem offended or intimidated in the slightest - he understands that Segasaki is tired after a long day, and in return Segasaki softens his tone when he next asks "What did you make?"
It's easy to focus on Segasaki's use of rough, assertive langauge as an indicator of vertical distance, and I pointed out quite a few scenes in Ep 3 where he ends off what is essentially an order with assertive sentence-final particles. But focusing on this alone gives the mistaken impression that relationships with vertical distance go one way only - down - when in fact they are bidirectional. There is a mutual dependency between both parties, as we see clearly in MPW. Linguistically, this is portrayed through Yoh's choices to shift up a speech level.
https://preview.redd.it/e0ii53cpszsb1.png?width=1085&format=png&auto=webp&s=96513591dbff182dfcdac4552ae2f126aeb089ce
Just like how Segasaki is introduced to the audience through his
おかえりなさい (okaerinasai) [Welcome back]When Yoh thinks about Segasaki in his head, he often uses rough speech the same way Segasaki does, including the rude pronouns "aitsu/koitsu (that guy/this guy)", and yet when he speaks directly to Segasaki, he maintains an informal but still polite/neutral speech style. He rarely shifts down to rude forms, barely coming close even when drunk and emotional, but he does often switch up to a more polite level. In the above example, Yoh uses the full standard greeting in response to Segasaki's unspoken request:
Okaerinasai is the full, proper way to say this, but a more casual and common way to say this would simply be "okaeri". See Ep 3 for discussion on standard greetings.
俺、帰ってるんだけど (ore, kaetterun dakedo) [I've already come back, you know]https://preview.redd.it/u9q2nrhatzsb1.png?width=940&format=png&auto=webp&s=6e24e4e0b320aacfb935de97983e6ed718dd7dbf
Ending with "dakedo" implies that speaker is going to follow up with something, usually a request or a question. In Japanese, this request/question is often left out, because the context given prior to "dakedo" is usually enough for the listener to fill in the gaps themselves. In this case, Segasaki might want a greeting or dinner, but at the very least, it's clear he wants Yoh's attention.
We know the standard greeting earlier was a style shift upwards because later in the episode, when Yoh says good night, he uses the casual version "oyasumi" instead of the full "oyasuminasai".
Even outside of standard phrases, Yoh's baseline is informal but not rude:
https://preview.redd.it/ecj85ftctzsb1.png?width=940&format=png&auto=webp&s=22f6f649ca49ff927045d8e37c5f2e5e4f5b37f7
あ、いま準備する (Ah, ima junbi suru) - plain form [Ah, I'll prepare it now]Probably the most telling is in Ep 3, when he's caught off guard whilst folding laundry.
https://preview.redd.it/uxcyklbhtzsb1.png?width=940&format=png&auto=webp&s=9a781a893b7532903f746927359d881dfee9c0cd
あ、なに？ (Ah, nani?) - plain form [Oh! What?]So, we've established that Yoh’s baseline with Segasaki is informal but not rude - he feels comfortable enough with Segasaki to default to casual speech, but he acknowledges the power differential between them by simultaneously accepting Segasaki's rough speech as well as not dropping to it himself. This also tells us that the shifts up to formal/polite speech are deliberate and mean something. In EP 2, the shift demonstrated his insecurity surrounding his jealousy and their lack of physical affection, whereas in EP 3, he does it as a way to convey his gratitude.
He answers Segasaki naturally, with just a word, as opposed to a proper “Hai/Yes?”, which he’s done sometimes when he’s unsure of himself, or if he's addressed directly.
In the next part, we'll look at how both Segasaki and Yoh use speech style shifts to convey emotion as well as to assume a particular position. Hope you enjoyed this!
2023.10.08 03:37 LahaskaCrafts Elementary school teachers, what are your expectations for subs?
Hi, I hope everyone is doing well. I was wondering if I could get some opinions.
I recently started working as a substitute after having to leave my previous career field due to some health issues. I’ve noticed that at the elementary school level the plans I am being left seem to be what the teacher would have taught that day (ie. teach a lesson on rounding numbers using pages 81-84 from the book, teach lesson on CVCe words and short vowels, give a spelling test, etc). I appreciate being left detailed plans and I follow them as closely as I can, but I’m quickly finding that I can only get through 50-70% of what is left for me. Some of it is likely due to my own relative inexperience, but also things just seem to take longer as a substitute. It’s often my first time meeting the kids and seeing the materials I am supposed to teach from, so things like attendance take longer, and I am often trying to learn what I am supposed to teach minutes before having to teach it. Additionally the students don’t seem to behave the same way they do for the full time teacher, so it takes longer to get them to do their work and refocus them when they get off topic unless the lesson is something they are already interested in.
So when you are leaving sub plans, do you expect the subs to get through everything on the lesson plan? Are most of the subs that cover for you able to get through everything left for them? Do you usually leave “teach this lesson from this book” sub plans or worksheets and computer activities? I don’t want to annoy the teachers I am subbing for or put them behind in their lesson plans. I am also not sure if they expect me to have the same level of qualifications and familiarity with how to teach the material as a certified teacher.
Thank you for your opinions!
submitted by LahaskaCrafts to Teachers [link] [comments]
I recently started working as a substitute after having to leave my previous career field due to some health issues. I’ve noticed that at the elementary school level the plans I am being left seem to be what the teacher would have taught that day (ie. teach a lesson on rounding numbers using pages 81-84 from the book, teach lesson on CVCe words and short vowels, give a spelling test, etc). I appreciate being left detailed plans and I follow them as closely as I can, but I’m quickly finding that I can only get through 50-70% of what is left for me. Some of it is likely due to my own relative inexperience, but also things just seem to take longer as a substitute. It’s often my first time meeting the kids and seeing the materials I am supposed to teach from, so things like attendance take longer, and I am often trying to learn what I am supposed to teach minutes before having to teach it. Additionally the students don’t seem to behave the same way they do for the full time teacher, so it takes longer to get them to do their work and refocus them when they get off topic unless the lesson is something they are already interested in.
So when you are leaving sub plans, do you expect the subs to get through everything on the lesson plan? Are most of the subs that cover for you able to get through everything left for them? Do you usually leave “teach this lesson from this book” sub plans or worksheets and computer activities? I don’t want to annoy the teachers I am subbing for or put them behind in their lesson plans. I am also not sure if they expect me to have the same level of qualifications and familiarity with how to teach the material as a certified teacher.
Thank you for your opinions!
2023.06.21 18:42 Then_Marionberry_259 JUN 21, 2023 TLO.TO TALON METALS SUBMITS ENVIRONMENTAL ASSESSMENT WORKSHEET FOR PROPOSED UNDERGROUND NICKEL MINE TO PRODUCE DOMESTIC SUPPLY OF MINERALS FOR US BATTERY SUPPLY CHAIN
 | https://preview.redd.it/3uhzb0bmge7b1.png?width=3500&format=png&auto=webp&s=9c046f752abf189114c3885abb0b702a82aed06b submitted by Then_Marionberry_259 to Treaty_Creek [link] [comments] Minnesota Department of Natural Resources will commence Environmental Review process for proposed underground mine, rail loading facility and water treatment plant in central Minnesota Tamarack, Minnesota--(Newsfile Corp. - June 21, 2023) - Talon Metals Corp. (TSX: TLO) (OTC Pink: TLOFF) through its subsidiary Talon Nickel (USA) LLC ("Talon" or the "Company"), today submitted its Environmental Assessment Worksheet ("EAW") to the Minnesota Department of Natural Resources to begin the State's Environmental Impact Statement scoping process for the Tamarack Nickel-Copper-Cobalt Project (the "Tamarack Nickel Project"), a proposed small-footprint, high-grade underground nickel mine that would be located near the City of Tamarack in Aitkin County, Minnesota. "Our team in Tamarack is excited to have reached the milestone of submitting the initial worksheet form to begin Minnesota's Environmental Review process, the starting point for any project seeking a permit in the state," said Henri van Rooyen, CEO of Talon. He continued, "We have worked very hard and invested millions of dollars to understand the environment and cultural resources in the area where we are proposing the Tamarack Nickel Project outside the City of Tamarack. Environmental data collection started in 2006 and today includes data from the deep bedrock where the high-grade nickel deposit is found, to the surface water in the glacial till layer that contains wetlands, streams, rivers, lakes and homestead wells. This baseline data has helped the team to design the proposed project to safeguard the environment." The submittal covers several key conceptual aspects of the Tamarack Nickel Project for scoping:
"The project has had an open-door policy for over 15 years and as plans have been developed, our team has held quarterly community meetings to listen to interests and concerns. This feedback has been incorporated into our design plans. Our decision to move the mineral processing operations and tailings storage to an existing industrial site in the drier area of Mercer County, North Dakota is an outcome of this process. In the mine planning process, we have been incorporating feedback into project design and utilizing innovative approaches and technology," said Chris Wallace, VP Environmental and Permitting. "Our community has been actively engaged as we have developed the plans that are outlined in the EAW submitted today for scoping," said Jess Johnson, Community Outreach and Government Relations Manager. She added, "Our neighbors want to understand how we will contribute to the local economy, create good paying union jobs that can keep our kids in the region, protect the environment and cultural resources, as well as addressing America's current dependence on China and Russia for the minerals required in the domestic battery supply chain. It's a complex set of issues and we will continue to seek feedback. The Environmental Review process provides a broad forum for all views to be considered and we encourage everyone to participate. Public comment will inform the next stages of the process, including deciding on the scope and issues to be addressed, development of a draft Environmental Impact Statement (EIS) and a final EIS." "The world is moving from a fossil fuel centered energy system to a mineral centered energy system and there is bipartisan consensus among elected leaders in the United States that security of supply for the inputs required for clean energy systems is a national priority," said Todd Malan, Chief External Affairs Officer and Head of Climate Strategy. "Minnesota is leading the way in clean energy with its '100 % clean energy by 2040' commitment, and it can lead the way in providing the raw materials required for those energy systems like iron, cobalt, copper and nickel." Malan continued, "We are committed to producing the necessary ingredients like nickel for the US battery supply chain while also protecting the environment and cultural resources where we operate. We know that people have concerns about mining sulfide ores in a water rich environment. Our team shares these concerns which is why we have worked over the last two years to enhance the project design, make changes such as moving processing and waste storage to a dry, industrial location and are committed to using technology to protect the natural environment and cultural resources such as wild rice." CEO van Rooyen concluded*: "We do not believe that addressing climate change should come at the expense of the natural environment. We can move to a clean energy system, protect the environment, respect tribal culture resources and self determination, involve front line communities and working people in project approvals and create good paying union jobs. It doesn't have to be a choice. We are looking forward to participating in the rigorous, science based public consultation and review embodied in Minnesota's Environmental Review process."* ABOUT TALON Talon is a TSX-listed base metals company in a joint venture with Rio Tinto on the high-grade Tamarack Nickel-Copper-Cobalt Project located in central Minnesota. Talon's shares are also traded in the US over the OTC market under the symbol TLOFF. The Tamarack Nickel Project comprises a large land position (18km of strike length) with high-grade intercepts outside the current resource area. Talon has an earn-in right to acquire up to 60% of the Tamarack Nickel Project, and currently owns 51%. Talon is focused on (i) expanding and infilling its current high-grade nickel mineralization resource and (ii) following up on additional high-grade nickel mineralization in the Tamarack Intrusive Complex. Talon has an agreement with Tesla Inc. to supply it with 75,000 metric tonnes (165 million lbs) of nickel in concentrate (and certain by-products, including cobalt and iron) from the Tamarack Nickel Project over an estimated six-year period once commercial production is achieved. Talon's Battery Minerals Processing Facility to be located in Mercer County, North Dakota was selected by the Department of Energy on October 19, 2022 for $114m in grant funding provided by the Bipartisan Infrastructure Law (BIL). Talon has well-qualified experienced exploration, mine development, external affairs and mine permitting teams. For additional information on Talon, please visit the Company's website at www.talonmetals.com or contact: Media Contact: Todd Malan 1 (202) 714-8187 [malan@talonmetals.com](mailto:malan@talonmetals.com) Investor Contact: Sean Werger 1 (416) 361-9636 x102 [werger@talonmetals.com](mailto:werger@talonmetals.com) QUALIFIED PERSON Mr. Mark Groulx (P.Eng), Vice President, Project Development and Innovation of Talon, is a Qualified Person within the meaning of NI 43-101. Mr. Groulx has reviewed, approved and verified the technical information disclosed in this news release. FORWARD-LOOKING STATEMENTS This news release contains certain "forward-looking statements". All statements, other than statements of historical fact that address activities, events or developments that the Company believes, expects or anticipates will or may occur in the future are forward-looking statements. These forward-looking statements reflect the current expectations or beliefs of the Company based on information currently available to the Company. Such forward-looking statements include statements relating to the size of the above ground mine operation campus; the use of a TBM for mine development; the expected job creation; the project design; the timing and outcome of the environmental review process, including the EIS. Forward-looking statements are subject to significant risks and uncertainties and other factors that could cause the actual results to differ materially from those discussed in the forward-looking statements, and even if such actual results are realized or substantially realized, there can be no assurance that they will have the expected consequences to, or effects on the Company which risks includes (and is not limited to) the Company's ability to secure all necessary permits relating to the proposed operations. Other risks related to the Company and the Tamarack Nickel Project are set out in the Company's financial statements and Annual Information Form. Any forward-looking statement speaks only as of the date on which it is made and, except as may be required by applicable securities laws, the Company disclaims any intent or obligation to update any forward-looking statement, whether as a result of new information, future events or results or otherwise. Although the Company believes that the assumptions inherent in the forward-looking statements are reasonable, forward-looking statements are not guarantees of future performance and accordingly undue reliance should not be put on such statements due to the inherent uncertainty therein. To view the source version of this press release, please visit https://www.newsfilecorp.com/release/170827 https://preview.redd.it/fahgcbfmge7b1.png?width=4000&format=png&auto=webp&s=3d1eb88ef5ea88a8e47efa15bc4fc3b7b85e68ef
|
2023.05.31 18:39 ChemoProphet n00b trying to use nested while loops
I am very new to python, but eager to acquire programming knowledge. I am following exercise 2 from chapter 7 of "Python programming for beginners" 2023 edition by Philip Robins: https://www.amazon.com/Python-Programming-Beginners-Mastering-Hands/dp/B0BTRRLCYZ/ref=sr_1_5?crid=2IMJCUZQT2NTA&keywords=python+programming+for+beginners&qid=1685549846&sprefix=python+programming+for+be%2Caps%2C3545&sr=8-5
This exercise is asking me to create a program (involving loops), that checks a string input and then prints the number of vowels it contains.
Here is my attempt: https://pastebin.com/hwCTVLqJ
The idea is that the input is first converted into a list using a for loop. Then, each element of the list is compared against each member of a tuple containing all the vowels in English (plus capitals). Every time a match is found, a tally is made. This is carried out within a while loop that repeats until each member of the tuple is tested. This while loop is nested within another while loop that repeats until each character in the input string is tested.
My problem is that when I try to run this code (I use VSCodium), no output emerges, and Python's CPU usage spikes dramatically, which to me implies that the program is caught in an infinite loop. I have tried to mitigate this by adding some break conditions at lines 20 and 23, but they don't seem to be working. I previously had a different issue with this program, where it simply returned an error saying that the tuple was out of range (ore something similar). This problem went away after I indented one or more of the lines terminating the loops, but I cannot remember exactly what I indented and by how much.
If there is a more elegant way of accomplishing this task that I am unaware of, I would love to know.
submitted by ChemoProphet to learnpython [link] [comments]
This exercise is asking me to create a program (involving loops), that checks a string input and then prints the number of vowels it contains.
Here is my attempt: https://pastebin.com/hwCTVLqJ
The idea is that the input is first converted into a list using a for loop. Then, each element of the list is compared against each member of a tuple containing all the vowels in English (plus capitals). Every time a match is found, a tally is made. This is carried out within a while loop that repeats until each member of the tuple is tested. This while loop is nested within another while loop that repeats until each character in the input string is tested.
My problem is that when I try to run this code (I use VSCodium), no output emerges, and Python's CPU usage spikes dramatically, which to me implies that the program is caught in an infinite loop. I have tried to mitigate this by adding some break conditions at lines 20 and 23, but they don't seem to be working. I previously had a different issue with this program, where it simply returned an error saying that the tuple was out of range (ore something similar). This problem went away after I indented one or more of the lines terminating the loops, but I cannot remember exactly what I indented and by how much.
If there is a more elegant way of accomplishing this task that I am unaware of, I would love to know.
2023.05.28 00:01 FightingUrukHai The People of Aluwa
The people of Aluwa, called the ani’Aluwa in the gla’Aluwa language, first appear in the archeological record in subtle signs. New tools appear, improvements on old methods of fishing and farming. Images of uncertain meaning but familiar feeling are carved into and painted onto the walls of caves. Goods from distant lands are found, indicating the birth of an extensive trade network. In Aluwa oral tradition, this was a time of legend, when monsters swam through flooded forests, stars danced in the sky and changed their patterns, and men intermarried with spirits to birth mighty heroes. Scientifically speaking, the emergence of the ani’Aluwa onto the world stage seems to have been somewhat less dramatic – an intermingling of the peoples of the coast and the peoples of the river, who shared their knowledge and their resources and thus created a new society, able to outcompete their less stable or prosperous neighbors.
Geography
Aluwa is positioned near the center of Horea, with the colder forests of Tritonea to the north, the dry steppes of Xanthea to the west, and the warmer jungles of Gorgonea to the south and east. This central location is mirrored in its people, made up of shared Gorgonean, Tritonean, and Xanthean ancestry. The Aluwa heartland lies on the north coast of the Gorgonean inland sea that the ani’Aluwa call Iteha, with their greatest population density lying along the banks of the Plombalo River. The climate is warm, with hot summers, mild winters, and distinct springs and autumns. Most of the land is covered in oak forests, with mesquite, hickory, sycamore, elm, and cedar trees also common. Toward the west, the tree cover begins to peter out into open prairie.
Food
The ani’Aluwa of this time, as throughout history, got most of their sustenance through a combination of fishing and agriculture, although they also continued more ancient practices of hunting and gathering. Traditionally, agriculture was handled by women, while men went out to hunt, gather, and fish. Agriculture was primarily focused on the intercropped three sisters of corn, beans, and squash, but peppers, sweet potatoes, cassava, and even turkeys had been brought in by trade with more southerly Gorgonean peoples. Their farms lay along the Plombalo and other, smaller rivers that water Aluwa, or further afield raised up among basic irrigation canals. The Aluwa women worked with mattocks and sickles, along with the new invention of hoes. Many of these tools, especially the hoes, had their cutting edges made of sharp clam or whelk shells, a sign of the interdependence of the riverine and coastal Aluwa communities. Others were made of flint, which is common in the area. Only a very few tools of any sort were made of copper or bronze. Although the ani’Aluwa had learned the techniques of bronze smelting in domed and pit ovens from their Gorgonean trade partners, as well as how to anneal and cold-work bronze into desired shapes, they had no significant ore deposits of copper, tin, or any other useful metal and so had to trade for any metal tools.
While the women stayed in the village growing their crops and raising their turkeys, the men journeyed out to gather food from the wild. The main animal hunted was the white-tailed deer, which provided not only meat but hides. On a smaller scale, rabbits, quail, ducks, geese, and doves were also hunted. Their usual weapon used in hunts was the atlatl, throwing spears with the same flint and seashell points as their farming implements. The men would also gather wild nuts and fruits – pecans, acorns, chestnuts, walnuts, strawberries, elderberries, pawpaws, and persimmons. One of Aluwa’s more notable innovations was their use of grafting to increase the productivity of nut- and fruit-bearing trees. Even more notable was their knowledge of herbalism. Specially trained wise men, taught the secrets of herblore, would search out medicinal plants to heal the sick and, in the case of the psychotropic mountain laurel, to commune with the spirits.
In every village, whether on a river or the coast, fishing was a fundamental source of sustenance. Inland, men would use a combination of drop nets and sunken basket traps to fish up bass, catfish, sunfish, gar, and walleye, as well as crawfish. On the coast, they would use similar techniques to catch trout, redfish, and flounders, along with shrimp, snails, crabs, and lobsters. Clams and oysters would be gathered simply by digging in the sand of the beaches. The biggest fish swam in deeper waters, though, and the ani’Aluwa would have to get on their plank boats and set out to sea. There they would use specially designed harpoons to spear snappers, groupers, and tuna.
Once it had been gathered, the food would be prepared in ways reminiscent of later Aluwa recipes. Using the readily available lime, corn would be nixtamalized into hominy. Both meats and vegetables would be smoke cured to improve both taste and imperishability. Some of the earliest Aluwa dishes consisted of combinations of different kinds of fish smoked with different kinds of wood, each providing a unique flavor.
Lifestyle
Due to the warm climate of Aluwa, and the protective forest canopy that shielded its inhabitants from the sun, the ani’Aluwa tended not to need much clothing. The only covering decency required, and the only thing most people wore, was a short skirt for men or a loincloth for women. These would be woven out of fibers from the fronds of palms that grew along the coast. In the winter, people would cover themselves with warmer deerskin pants and shirts – winters were mild and snow was rare, but it still did get cold enough to be uncomfortable in nothing but a loincloth.
The early ani’Aluwa were great workers of wood, chopping down trees with simple adzes and using their basic carpentry knowledge to craft wigwam-like houses out of flexible young saplings covered in bark. Their villages consisted of many such houses, surrounded by farmland cleared out of the forest. The villages were thought of as a feminine space, governed by matrilineal elders, while the wilderness was a masculine space, inhabited only by wandering hunter-gatherers. Traditionally, when a boy reached maturity, he would leave his home village behind, joining a new village where he would find a wife to marry (intratribal marriages being taboo).
Little is known about early Aluwa spirituality. Followers of Ahiye will declare that it is the oldest religion in the world, worshipped by the first humans, but there is little archeological evidence for much of the religion’s practices at this time. Some facets of Ahiye are definitely present, however. Religious objects, including those of distinctly female figures, have been found on hills and manmade mounds of dirt or stone, indicating belief in some sort of female sky deity. Similarly, carvings and objects with masculine characteristics are found in caves, suggesting a mirrored male earth deity. In places without natural caves, the ani’Aluwa would build artificial “caves” out of limestone blocks, often brought in from miles away – an example of their knowledge of basic masonry, even if they preferred wood in their other constructions. However, it seems that at the time the reverence of local spirits was more important to the ani’Aluwa, with many small shrines devoted to trees and landmarks being scattered across the land.
Many of the mystical symbols found in ancient Aluwa sacred places mirror the patterns of the constellations. Some of the earliest myths of the ani’Aluwa were linked to these constellations they drew. These symbols have also been found on early plank boats, indicating that the ani’Aluwa were not just looking to the sky for spiritual guidance, but for physical guidance as they sailed the sea of Iteha. This celestial navigation technique allowed Aluwa ships to venture out of sight of shore, certain of their position, enabling them to travel long distances in search of fish or trade partners.
A Note on gla’Aluwa Pronunciation
In the gla’Aluwa language, stress always lands on the third-to-last syllable, unless the word is less than three syllables long (in which case stress is on the first syllable) or an accent mark is present (in which case stress is on the accented syllable). Most root words are three syllables long, with prefixes being added to modify them. The vowels are pronounced as in Spanish; the consonants are mostly the same as in the IPA with a handful of exceptions: y is pronounced as in English, dh represents the soft th sound as in ‘the’, and ‘ is used for a glottal stop. The sound of ng is as in English, but doesn’t have a hard g at the end – it’s pronounced like in ‘hanger’, not ‘anger’. If the sound in ‘anger’ is needed, the next syllable will start with a g, as in the gla’Alawa word ‘Bonggabo’ (meaning ‘rabbit’). gla’Aluwa speakers consider bl, pl, gl, and kl to be single letters, but they are still pronounced like the two letters in their Latin alphabet digraph.
Starting Technologies:
Key Tech: Celestial Navigation
Major Techs: Drop Nets, Herbalism
Minor Techs: Hoes, Grafting, Fishing Trap: Sunken Basket Trap, Harpoons, Smoke Curing
submitted by FightingUrukHai to DawnPowers [link] [comments]
Geography
Aluwa is positioned near the center of Horea, with the colder forests of Tritonea to the north, the dry steppes of Xanthea to the west, and the warmer jungles of Gorgonea to the south and east. This central location is mirrored in its people, made up of shared Gorgonean, Tritonean, and Xanthean ancestry. The Aluwa heartland lies on the north coast of the Gorgonean inland sea that the ani’Aluwa call Iteha, with their greatest population density lying along the banks of the Plombalo River. The climate is warm, with hot summers, mild winters, and distinct springs and autumns. Most of the land is covered in oak forests, with mesquite, hickory, sycamore, elm, and cedar trees also common. Toward the west, the tree cover begins to peter out into open prairie.
Food
The ani’Aluwa of this time, as throughout history, got most of their sustenance through a combination of fishing and agriculture, although they also continued more ancient practices of hunting and gathering. Traditionally, agriculture was handled by women, while men went out to hunt, gather, and fish. Agriculture was primarily focused on the intercropped three sisters of corn, beans, and squash, but peppers, sweet potatoes, cassava, and even turkeys had been brought in by trade with more southerly Gorgonean peoples. Their farms lay along the Plombalo and other, smaller rivers that water Aluwa, or further afield raised up among basic irrigation canals. The Aluwa women worked with mattocks and sickles, along with the new invention of hoes. Many of these tools, especially the hoes, had their cutting edges made of sharp clam or whelk shells, a sign of the interdependence of the riverine and coastal Aluwa communities. Others were made of flint, which is common in the area. Only a very few tools of any sort were made of copper or bronze. Although the ani’Aluwa had learned the techniques of bronze smelting in domed and pit ovens from their Gorgonean trade partners, as well as how to anneal and cold-work bronze into desired shapes, they had no significant ore deposits of copper, tin, or any other useful metal and so had to trade for any metal tools.
While the women stayed in the village growing their crops and raising their turkeys, the men journeyed out to gather food from the wild. The main animal hunted was the white-tailed deer, which provided not only meat but hides. On a smaller scale, rabbits, quail, ducks, geese, and doves were also hunted. Their usual weapon used in hunts was the atlatl, throwing spears with the same flint and seashell points as their farming implements. The men would also gather wild nuts and fruits – pecans, acorns, chestnuts, walnuts, strawberries, elderberries, pawpaws, and persimmons. One of Aluwa’s more notable innovations was their use of grafting to increase the productivity of nut- and fruit-bearing trees. Even more notable was their knowledge of herbalism. Specially trained wise men, taught the secrets of herblore, would search out medicinal plants to heal the sick and, in the case of the psychotropic mountain laurel, to commune with the spirits.
In every village, whether on a river or the coast, fishing was a fundamental source of sustenance. Inland, men would use a combination of drop nets and sunken basket traps to fish up bass, catfish, sunfish, gar, and walleye, as well as crawfish. On the coast, they would use similar techniques to catch trout, redfish, and flounders, along with shrimp, snails, crabs, and lobsters. Clams and oysters would be gathered simply by digging in the sand of the beaches. The biggest fish swam in deeper waters, though, and the ani’Aluwa would have to get on their plank boats and set out to sea. There they would use specially designed harpoons to spear snappers, groupers, and tuna.
Once it had been gathered, the food would be prepared in ways reminiscent of later Aluwa recipes. Using the readily available lime, corn would be nixtamalized into hominy. Both meats and vegetables would be smoke cured to improve both taste and imperishability. Some of the earliest Aluwa dishes consisted of combinations of different kinds of fish smoked with different kinds of wood, each providing a unique flavor.
Lifestyle
Due to the warm climate of Aluwa, and the protective forest canopy that shielded its inhabitants from the sun, the ani’Aluwa tended not to need much clothing. The only covering decency required, and the only thing most people wore, was a short skirt for men or a loincloth for women. These would be woven out of fibers from the fronds of palms that grew along the coast. In the winter, people would cover themselves with warmer deerskin pants and shirts – winters were mild and snow was rare, but it still did get cold enough to be uncomfortable in nothing but a loincloth.
The early ani’Aluwa were great workers of wood, chopping down trees with simple adzes and using their basic carpentry knowledge to craft wigwam-like houses out of flexible young saplings covered in bark. Their villages consisted of many such houses, surrounded by farmland cleared out of the forest. The villages were thought of as a feminine space, governed by matrilineal elders, while the wilderness was a masculine space, inhabited only by wandering hunter-gatherers. Traditionally, when a boy reached maturity, he would leave his home village behind, joining a new village where he would find a wife to marry (intratribal marriages being taboo).
Little is known about early Aluwa spirituality. Followers of Ahiye will declare that it is the oldest religion in the world, worshipped by the first humans, but there is little archeological evidence for much of the religion’s practices at this time. Some facets of Ahiye are definitely present, however. Religious objects, including those of distinctly female figures, have been found on hills and manmade mounds of dirt or stone, indicating belief in some sort of female sky deity. Similarly, carvings and objects with masculine characteristics are found in caves, suggesting a mirrored male earth deity. In places without natural caves, the ani’Aluwa would build artificial “caves” out of limestone blocks, often brought in from miles away – an example of their knowledge of basic masonry, even if they preferred wood in their other constructions. However, it seems that at the time the reverence of local spirits was more important to the ani’Aluwa, with many small shrines devoted to trees and landmarks being scattered across the land.
Many of the mystical symbols found in ancient Aluwa sacred places mirror the patterns of the constellations. Some of the earliest myths of the ani’Aluwa were linked to these constellations they drew. These symbols have also been found on early plank boats, indicating that the ani’Aluwa were not just looking to the sky for spiritual guidance, but for physical guidance as they sailed the sea of Iteha. This celestial navigation technique allowed Aluwa ships to venture out of sight of shore, certain of their position, enabling them to travel long distances in search of fish or trade partners.
In the gla’Aluwa language, stress always lands on the third-to-last syllable, unless the word is less than three syllables long (in which case stress is on the first syllable) or an accent mark is present (in which case stress is on the accented syllable). Most root words are three syllables long, with prefixes being added to modify them. The vowels are pronounced as in Spanish; the consonants are mostly the same as in the IPA with a handful of exceptions: y is pronounced as in English, dh represents the soft th sound as in ‘the’, and ‘ is used for a glottal stop. The sound of ng is as in English, but doesn’t have a hard g at the end – it’s pronounced like in ‘hanger’, not ‘anger’. If the sound in ‘anger’ is needed, the next syllable will start with a g, as in the gla’Alawa word ‘Bonggabo’ (meaning ‘rabbit’). gla’Aluwa speakers consider bl, pl, gl, and kl to be single letters, but they are still pronounced like the two letters in their Latin alphabet digraph.
Key Tech: Celestial Navigation
Major Techs: Drop Nets, Herbalism
Minor Techs: Hoes, Grafting, Fishing Trap: Sunken Basket Trap, Harpoons, Smoke Curing
2023.05.20 12:47 RustyDevil89 Targeting circle help
I have a couple thousand hours in game and i usually dont have any problems. Im even working on learning c# to try my hand and some scripts or mods. That being said, since the newest update I've noticed that the targeting circle doesn't show up for me anymore. I don't know if this is a regular bug or an incompatibility with a mod I'm using. I mainly use QOL mods so not sure exactly.
Here is the list of mods on my save Sneaky sounds Smooth vowels (not a big rover guy. As soon as I have cobalt I'm flying) Auto ore pickup Clean camera * Clear lcd* Build vision 3.0 Build info bleeding edge Windows washer* Relative speed (this is my newest favorite. It just Makes sense) Ufols bullet trails Long range searchlight Improved interior turrets Hud colors * Eyes just got clear v1.186 * Easy block renaming No hud tool tips * Projections to assembler Text hud api Definition ext api Rich hud master Auto fill bottles GPS distance helper Colorful icons Advanced welding EEM exploration enhancement mod Paint gun Screen gunk be gone* MES Camera panning*
I think the ones with an asterisk could be the problem but I'm not sure exactly. Also now that I have written them out it seems like I use a whole bunch of mods. Any help or advice is greatly appreciated.
submitted by RustyDevil89 to spaceengineers [link] [comments]
Here is the list of mods on my save Sneaky sounds Smooth vowels (not a big rover guy. As soon as I have cobalt I'm flying) Auto ore pickup Clean camera * Clear lcd* Build vision 3.0 Build info bleeding edge Windows washer* Relative speed (this is my newest favorite. It just Makes sense) Ufols bullet trails Long range searchlight Improved interior turrets Hud colors * Eyes just got clear v1.186 * Easy block renaming No hud tool tips * Projections to assembler Text hud api Definition ext api Rich hud master Auto fill bottles GPS distance helper Colorful icons Advanced welding EEM exploration enhancement mod Paint gun Screen gunk be gone* MES Camera panning*
I think the ones with an asterisk could be the problem but I'm not sure exactly. Also now that I have written them out it seems like I use a whole bunch of mods. Any help or advice is greatly appreciated.
2023.05.03 15:39 DMLRBLX Practice problems
Hey, all! 👋🏽 I just wanted some help on this worksheet, please. I'd like to see how you all go about the problems so that I know what to do for future questions. Thanks. Oh, and I cannot express this enough, please, please, show your work, so that it is better for me to understand what you are doing. Thanks again, I deeply appreciate it 👍🏽
~DMLRBLX
Edit: I was stupid and forgot to put them in here 🤦♂️
submitted by DMLRBLX to discretemath [link] [comments]
~DMLRBLX
Edit: I was stupid and forgot to put them in here 🤦♂️
1.) Answer the following questions: a.) Build a function that meets the following requirements. (use pseudocode) i.) received parameter is an array of strings ii.) if the array is empty, return 0 iii.) if the array has one element, return the size of that string iv.) use a while loop to loop through the array v.) use a for loop to iterate through each string to find its length vi.) return the total length of all of the strings in the array vii.) include comments to clarify b.) What is the best-case time complexity of the algorithm? c.) What is the worst-case time complexity of the algorithm?
2.) Calculate the following: a.) (19^38 + 16^92) mod 4 b.) (98^34 * 91^5) mod 15 c.) prime factorization of 99 d.) GCD of 134 and 33 e.) LCM of 134 and 33 f.) Does 33 mod 134 have a multiplicative inverse? If so, what is it? g.) GCD of 237 and 711 h.) What is the LCM of 237 and 759 i.) Does 237 mod 759 have a multiplicative inverse? If so, what is it? j.) Convert 101 (base 10) to the following number systems: i.) base 2 ii.) base 8 iii.) base 16
3.) Complete the RSA encryption steps: a.) Given information: i.) p = 11 ii.) q = 3 b.) Calculate N c.) Calculate φ d.) Find e e.) Find d f.) Give the encryption values of the words in "We like food"
4.) Determine if each of the following is or is not a linear homogeneous recurrence relation. If it is a linear homogeneous recurrence relation, write its characteristic equation and general solution. [Picture attached]https://preview.redd.it/7kxyipkljmxa1.jpg?width=2250&format=pjpg&auto=webp&s=69d4310fc7337ffbe3d45a260da0b2cbd53428b1
5.) Find the sums of the following sequences. [Picture attached]https://preview.redd.it/v64nt26jjmxa1.jpg?width=2250&format=pjpg&auto=webp&s=005fa922c8a4922adb3ba876708a36f52aa33495
6.) Compute the following values a.) If {a,b,c,d} bijects with P(X)={0,1}^4, show: i.) {ad} ii.) {bcd} iii.) {c} iv.) {ab} v.) {abcd} b.) If the letters in MISSISSIPPI were to be rearranged in all possible ways, how many words would be made? c.) How many possible 7-character passwords can be made using vowels and numbers? How many must have at least one e? d.) If you start with {1,5,9,13,17}, what is the third increasing permutation? e.) If you have the set {1,5,9,13,17}, how many 3-subsets would it take to reach {5,13,17}? f.) What is the cardinality of the union of the following sets? i.) 5 sets ii.) 10 elements in each set iii.) 2 elements in each pair of sets iv.) 5 elements in each 3-group v.) 3 elements in each 4-group vi.) 1 element in the intersection of all five g.) What is the coefficient of (x^9)(y^1) in (5x+2y)^10? 7.) Imagine you roll two dice. One is red, and the other is blue. Calculate the following probabilities: a.) What is the probability that the total of the two dice is greater than or eual to 8? b.) If the red die lands on 6, what is the probability that the sum is even? c.) What is the expected value of the blue die?
8.) Determine if the following outcomes are dependent or independent, and calculate the probability: a.) The first three of five flips of a coin are heads, and the last three flips of a coin are heads. b.) You roll a total of 12 using two dice. c.) You randomly choose between a six-sided die and a five-sided (1-5) die. You roll the chosen die twice and have a total greater than nine.
9.) Determine the outcomes of the following inputs (the automaton will be attached): a.) 10011100 b.) 10101011 c.) 10001000 d.) 00010011 e.) 01011000https://preview.redd.it/h3xfy2g9kmxa1.jpg?width=2250&format=pjpg&auto=webp&s=2f2569247f7301ebaafcb81faef3895cb49252a0
10.) Look at that automaton (the automaton will be attached); assume all paths have an equal probability of being chosen: a.) Give ten acceptable inputs. b.) Write the state table for the automaton. c.) What is the probability of 10011 being an acceptable input? d.) What is the shortest possible acceptable input?https://preview.redd.it/8mbf48ebkmxa1.jpg?width=2250&format=pjpg&auto=webp&s=fed6e8493aed371708e557b64ac9b23f054bf952