Air in the simile illustrates that the speaker will continue to rise above the challenges set forth, no matter the harm that someone tries to inflict upon her.

The oppression is brought to the climax in this stanza as Angelou compares the hate to death. Saying that the oppressor's hate might kill her spirit, she continues in the next line ensuring the reader that she will rise above. Overall from this stanza, the dark and grim connotation emphasize the aggression towards the African American community. In these lines she is referring to more deep emotional pain rather than physical hurt; however, she uses these tangible, violent objects to show her message. One's words and looks can destroy another person's emotional spirit and one's hatred can kill caused by certain societal rejections.

This metaphorical weapon refers to the violence of a gun comparing it to the cruel looks of the oppressor. The looks are so hurtful and agonizing in the regard that they are sharp and cutting, like a knife.

Angelou uses metaphorical weapons in this stanza to emphasize the pain of the oppression. Referring to the violence of shooting a gun, the metaphor demonstrates the pain of the oppressor's hateful language.

By comparing gold mines to her laugh, she portraying that she laughs with the confidence of someone who is wealthy, like she had gold has been discovered in her backyard. She may not be wealthy in a financial sense; however, she has a great wealth of hope and spirit. This simile can also be interpreted as describing the richness of Angelou's culture. The traditions and ties to the culture and "backyard" shows she is close and involved in her community.

Another set of rhetorical questions, Angelou is painting a picture of defeat. Being direct and pertinent, she is accusing the oppressor for their actions. She is aware that her success is received with bitterness by the racist society. A few interpretations can be drawn from this stanza. This may literally be a picture of a slave who was abused and she is referring to a broken person. But it can also be taken as a person with a broken spirit as this poem is an autobiography. When Angelou was a young child, she was raped by her mother’s boyfriend and informed of his death after he was murdered soon after; the traumatic series of events led her to be almost completely mute for several years. This interpretation can be of her broken heart and broken spirit from those traumatic childhood experiences. Finally, a general interpretation applies this brokenness and defeat from challenge as an experience that everyone can undergo throughout their life - making it relatable and applicable to the general public, or someone who is experiencing similar despair.

This simile shows the impact of societal conditions on her and the black community - that she is working towards fixing. The speaker refers to being upset and distraught to the point that one's shoulder collapse or sink down, just as tears fall off of one's cheek.

This simile stresses her point about maintaining high hopes and confidence during this time of oppression.

In this simile, Angelou is comparing her resilience to the rising sun and moon in how she will continue to live her life even after people insult and ridicule her. It is her nature to stand against oppression just like the nature of the tides to respond to the moon. The word "certainty" is significant in this line because it emphasizes that no matter how difficult the challenge, she will rise above it with certainty and confidence.

These first two stanzas contain rhetorical questions that notice society is upset with her success as a writer. Seeing as her work mostly dealt with speaking out against inequality, when Angelou's activist efforts became popular, she received backlash for being an African American woman. In this poem, she is questioning those who would try to deny her the right to succeed and become an accepted part of society. Throughout the poem, she refers to this "you," or the antagonist. Interrogating them, she holds the antagonist accountable for the painful events that her community has been subjected to for countless years.

Double meaning: The author's lover swears an 'oath' to them of love, a promise, but since that promise is false, according to the final line of the stanza, it also resembles a curse.

The author implies falseness in their lover, since she appears as a lily, but masks herself in another flower's coloring.

In calling their (female) lover a 'lecher', the author not only implies a gross unchasteness, they imply a masculinity, since lecher was most frequently applied to men.

"Knell" refers to a bell that rings to announce a death or a funeral. Poe uses a simile to compare the sound of wedding vows to the sound of a death knell. This comparison introduces the concept of death, a major characteristic of gothic literature, into the poem, and it also shows the bride's mixed emotions towards her wedding.

Another way of saying that the use of V8 means that JS isn't actually an "interpreted language" (not that that's even a real thing).

Sloman, S. A. (2021). How Do We Believe? Topics in Cognitive Science, 0(2021), 1–14. https://doi.org/10.1111/tops.12580

http://nihongo.monash.edu/japanese.html Huge corpus of online Japanese resources

http://countryoftheblind.blogspot.com/2011/10/product-review-remembering-traditional.html

Review of Remembering Traditional Hanzi, by James W. Heisig and Timothy W. Richardson which is related to Heisig's similar Japanese book.

While Heisig's book in Japanese is interesting, it's interesting and feels less useful than a similar and more contextualized book by Kenneth Henshall.

http://countryoftheblind.blogspot.com/2012/01/mnemonics-for-pronouncing-chinese.html

The Marilyn method is a means of creating associated characters and places to sounds/tones in Chinese for memorizing kanji.

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Lynne Kelly</span> in Foreign Languages – a call for opinions – Lynne Kelly (<time class='dt-published'>11/22/2021 12:44:51</time>)</cite></small>

Learning radicals in languages like Chinese and the related Japanese can not only help vocabulary and literacy, but build cultural understanding of the language and culture.

This has been roughly my experience with Japanese, but I've yet to see an incredibly good method for doing this in a structured way.

Over the years in academic settings I've picked up pieces of Spanish, French, Latin and a few odd and ends of other languages.

Six years ago we put our daughter into a dual immersion Japanese program (in the United States) and it has changed some of my view of how we teach and learn languages, a process which is also affected by my slowly picking up conversational Welsh using the method at https://www.saysomethingin.com/ over the past year and change, a hobby which I wish I had more targeted time for.

Children learn language through a process of contextual use and osmosis which is much more difficult for adults. I've found that the slowly guided method used by SSiW is fairly close to this method, but is much more targeted. They'll say a few words in the target language and give their English equivalents, then they'll provide phrases and eventually sentences in English and give you a few seconds to form them into the target language with the expectation that you try to say at least something, or pause the program to do your best. It's okay if you mess up even repeatedly, they'll say the correct phrase/sentence two times after which you'll repeat it again thus giving you three tries at it. They'll also repeat bits from one lesson to the next, so you'll eventually get it, the key is not to worry too much about perfection.

Things slowly build using this method, but in even about 10 thirty minute lessons, you'll have a pretty strong grasp of fluent conversational Welsh equivalent to a year or two of college level coursework. Your work on this is best supplemented with interacting with native speakers and/or watching television or reading in the target language as much as you're able to.

For those who haven't experienced it before I'd recommend trying out the method at https://www.saysomethingin.com/welsh/course1/intro to hear it firsthand.

The experience will give your brain a heavy work out and you'll feel mentally tired after thirty minutes of work, but it does seem to be incredibly effective. A side benefit is that over time you'll also build up a "gut feeling" about what to say and how without realizing it. This is something that's incredibly hard to get in most university-based or book-based language courses.

This method will give you quicker grammar acquisition and you'll speak more like a native, but your vocabulary acquisition will tend to be slower and you don't get any writing or spelling practice. This can be offset with targeted memory techniques and spaced repetition/flashcards or apps like Duolingo that may help supplement one's work.

I like some of the suggestions made in Lynne's post as I've been pecking away at bits of Japanese over time myself. There's definitely an interesting structure to what's going on, especially with respect to the kana and there are many similarities to what is happening in Japanese to the Chinese that she's studying. I'm also approaching it from a more traditional university/book-based perspective, but if folks have seen or heard of a SSiW repetition method, I'd love to hear about it.

Hopefully helpful by comparison, I'll mention a few resources I've found for Japanese that I've researched on setting out a similar path that Lynne seems to be moving.

Japanese has two different, but related alphabets and using an app like Duolingo with regular practice over less than a week will give one enough experience that trying to use traditional memory techniques may end up wasting more time than saving, especially if one expects to be practicing regularly in both the near and the long term. If you're learning without the expectation of actively speaking, writing, or practicing the language from time to time, then wholesale mnemotechniques may be the easier path, but who really wants to learn a language like this?

The tougher portion of Japanese may come in memorizing the thousands of kanji which can have subtly different meanings. It helps to know that there are a limited set of specific radicals with a reasonably delineable structure of increasing complexity of strokes and stroke order.

The best visualization I've found for this fact is the Complete Listing of the 214 Radicals and Major Variations from An Introduction to Japanese Kanji Calligraphy by Kunii Takezaki (Tuttle, 2005) which I copy below:

(Feel free to right click and view the image in another tab or download it and view it full size to see more detail.)

I've not seen such a chart in any of the dozens of other books I've come across. The numbered structure of increasing complexity of strokes here would certainly suggest an easier to build memory palace or songline.

I love this particular text as it provides an excellent overview of what is structurally happening in Japanese with lots of tidbits that are otherwise much harder won in reading other books.

There are many kanji books with various forms of what I would call very low level mnemonic aids. I've not found one written or structured by what I would consider a professional mnemonist. One of the best structured ones I've seen is A Guide to Remembering Japanese Characters by Kenneth G. Henshall (Tuttle, 1988). It's got some great introductory material and then a numbered list of kanji which would suggest the creation of a quite long memory palace/journey/songline.

Each numbered Kanji has most of the relevant data and readings, but provides some description about how the kanji relates or links to other words of similar shapes/meanings and provides a mnemonic hint to make placing it in one's palace a bit easier. Below is an example of the sixth which will give an idea as to the overall structure.

I haven't gotten very far into it yet, but I'd found an online app called WaniKani for Japanese that has some mnemonic suggestions and built-in spaced repetition that looks incredibly promising for taking small radicals and building them up into more easily remembered complex kanji.

I suspect that there are likely similar sources for these couple of books and apps for Chinese that may help provide a logical overall structuring which will make it easier to apply or adapt one's favorite mnemotechniques to make the bulk vocabulary memorization easier.

The last thing I'll mention I've found, that's good for practicing writing by hand as well as spaced repetition is a Kanji notebook frequently used by native Japanese speaking children as they're learning the levels of kanji in each grade. It's non-obvious to the English speaker, and took me a bit to puzzle out and track down a commercially printed one, even with a child in a classroom that was using a handmade version. The notebook (left to right and top to bottom) has sections for writing a big example of the learned kanji; spaces for the "Kun" and "On" readings; spaces for the number of strokes and the radical pieces; a section for writing out the stroke order as it builds up gradually; practice boxes for repeated practice of writing the whole kanji; examples of how to use the kanji in context; and finally space for the student to compose their own practice sentences using the new kanji.

Regular use and practice with these can be quite helpful for moving toward mastery.

I also can't emphasize enough that regularly and actively watching, listening, reading, and speaking in the target language with materials that one finds interesting is incredibly valuable. As an example, one of the first things I did for Welsh was to find a streaming television and radio that I want to to watch/listen to on a regular basis has been helpful. Regular motivation and encouragement is key.

I won't go into them in depth and will leave them to speak for themselves, but two of the more intriguing videos I've watched on language acquisition which resonate with some of my experiences are:

• https://www.youtube.com/watch?v=d0yGdNEWdn0
• https://www.youtube.com/watch?v=Ox6MdRTc0yE

The Darakht-e Danesh Library ("knowledge tree" in Dari) offers a collection of OER for learners in Afghanistan and is available in two official languages, Dari and Pashto as well as also languages Uzbeki, Munji, Nooristani, Sheghnanom Pashai.

These open source resources include lesson plans, pedagogical tools, exercises, experiments, reading texts, work books, curricula and other resources for use in Afghan classrooms.

These resources can be freely accessed by registered users, and we encourage users to add to the repository by uploading their own resources and expand this collection for the benefit of Afghanistan's teachers.

https://www.newscientist.com/article/2296962-origins-of-japanese-and-turkish-language-family-traced-back-9000-years/

Martine Robbeets et al have used linguistic, archaeological and genetic evidence to show that millet farming communities in north-east China 10,000 years ago may have given rise to the Transeurasian language families that became Japanese, Mongolian, Korean, and Turkish.

Journal reference: Nature, DOI: 10.1038/s41586-021-04108-8

The Art of Noticing

This is a compilation of articles that I had written as a way to process the changes I was observing in the world and, consequently, in myself as a reaction to the events. I have come to think of this process as the art of noticing. This process is in contrast to the expectation that I should be a productive member of society, a target market, and a passive audience for charismatic leaders: celebrities, billionaires, and politicians.

• Social: fame
• Economic: wealth
• Political: power

An Agent of Change

To become an agent of change is to recognize that we are not separate, we are not individuals, we are not cogs in a machine. We are complex and diverse. We are designers. We are a creative, collective, self-organizing, learning community.

We are in a process of becoming—a being journey:

• Personal resilience
• Social influence
• Economic capacity
• Political agency
• Ecological harmony

This is how we shift from an attention economy to an intention economy. Rather than being oriented toward the failures of the past, the uncertainty of the present, or the worries of the future, in a constant state of anxiety, stress, and fear, we are shifting our consciousness to manifest our intention through perception (senses), cognition (mind), emotion (heart), and action (body). We are exploring how we imagine, design, and build the future together.

We are the builders collective.

We are one.

COVID-19 vaccine - King County. (n.d.). Retrieved March 2, 2021, from https://www.kingcounty.gov/depts/health/covid-19/vaccine.aspx

BigQuery + UDF = Identifying The Earliest Glimmers Of Covid-19 – The GDELT Project. (n.d.). Retrieved May 14, 2021, from https://blog.gdeltproject.org/bigquery-udf-identifying-the-earliest-glimmers-of-covid-19/

A Daily Timeline Of Key Vaccine Topics In 2021 Through A TF-IDF BigQuery Analysis Of The Global Relationship Graph – The GDELT Project. (n.d.). Retrieved May 14, 2021, from https://blog.gdeltproject.org/a-daily-timeline-of-key-vaccine-topics-in-2021-through-a-tf-idf-bigquery-analysis-of-the-global-relationship-graph/

I connected with Gien Wong through a meeting about the Infinity Project through the work of Rūta Danyte in the Design Science Studio. The next morning, the Stop Reset Go team had their first meeting.

Making the connection between language diversity and biodiversity.

https://threadreaderapp.com/thread/1442414902761689088.html Problematic is "problematic". This meta discussion does what it advises.

personification of light

Metaphor: Donne is comparing his lover and himself to and eagle and dove. Typically the eagle symbolizes a powerful and sturdy image, while the dove symbolizes a calm, soft, and innocent image. The juxtaposition among these words can show the power imbalance in the relationship as Donne is the stronger male character represented by the eagle who rules over his lover categorized the the submissive innocence and purity of the dove. On another note, by saying "we in us" Donne could be moving past the stereotypical gender norms and implying that the love is both strong and innocent.

Extended Metaphor: Throughout these lines, Donne compares him and his lover to a phoenix and the action of rising and dying. This intertwines both the spiritual and sexual in his writing.

Allusion: This can also be a religious reference as the phoenix and its well known actions of rising and dying is commonly used as a symbol of the resurrection of Christ.

Metaphor: Donne is saying that now that the two are united as one they are the phoenix as they now die and rise together.

Imagery: Donne describes these grand events using descriptive language that has a darker denotation (cold, sigh, injured, tears, war, etc.). This gives the reader an idea of what their love does not consist of, as he is saying that despite these events happening their love continues.

Repetition: The author uses the repetition of questions at the beginning of this stanza. This repetition highlights how Donne believes his love to be harmless compared to the outside world.

Antithesis: Through these rhetorical questions Donne creates contrast between small actions (such as crying) to grand events (like the seasons changing).

Metaphor: Donne is comparing the lovers to flies in order to emphasize the insignificance of their love in comparison to the rest of the world based on the size of a fly.

Extended Metaphor: Canonization is the process by which a dead person becomes a saint in religious tradition. This idea is continually carried throughout the poem as Donne is describing that he and his lover will be made saints for their love.

Repetition: Donne begins and ends each of the stanzas with love. This ensures that the reader knows that the couple's love is the central idea of this poem.

Antithesis: There is contrast found within these lines, specifically involving the words "reverend," "love," "hermitage," "peace," and "rage." The contrast created among these lines conveys that people appear to appreciate their love, but their actions do not match their words.

Alliteration: In this phrase, Donne repeats the letter 'w' when discussing an urn. This draws the readers attention to this reference and highlights the strength of their relationship and love.

Allusion: The reference to hymns suggests that their love is nearly at the level of Scripture.

Metaphor: Donne is saying that if the two lovers die in vain that their love will not be forgotten as it will last historically in the form of poetry. Although the couple may not last physically, their love will be validated via poetry.

Allusion: This line of the poem refers to Christian religion, specifically the concept of marriage as two people unite as one body after being married.

Metaphor: This metaphor compares the lovers in the poem to tapers, or candles. This suggests that he thinks of him and his lover as burning candles - which eventually disappear. He and his lover will burn out, or die eventually, consumed by their passion for one another.

Repetition: Donne repeats "let me love" at the beginning and end of this stanza, suggesting a demanding tone. The author is emphasizing this phrase to demand from the reader the freedom to love his lover.

Note of Strings' length.

What is Buffers?

There are three kinds of sequences.

In Clarity, types cannot mix.

What is Booleans?

What is Unsigned integers?

What is Signed integers?

There are four categories of Primitive type in Clarity.

There are 2 kinds of principals: standard and contract

What is a principal in Clarity?

There are three categories of types in Clarity.

There isn't a lot of technical language being used in this report. I think this and the word "feminism" are the only terms someone might find difficult to understand.

Here is another instance of language some might understand. It is nice that the author quickly defines what concepts she is talking about right after it is introduced. Also shows another quotation for evidence!

Boy, don't they

.

She likes to command people

Haste is seen as a lack of decorum combined with diabolical ambition.

What a fantastic definition of haste!

via P. Bourdieu, "The attitude of the Algerian peasant toward time", in Mediterranean Countrymen, ed. J. Pitt-Rivers (Paris, 1963), PP. 55

Focused on one particular topic

Glimpses of mastery

Some basic needs of language learning are fulfilled here:

• sympathetic listener
• immersion
• role model
• 24/7 practice

https://www.youtube.com/watch?v=Ox6MdRTc0yE

https://www.smithsonianmag.com/science-nature/studying-whistled-languages-180978484/

Haber, N. A., Wieten, S. E., Rohrer, J. M., Arah, O. A., Tennant, P. W. G., Stuart, E. A., Murray, E. J., Pilleron, S., Lam, S. T., Riederer, E., Howcutt, S. J., Simmons, A. E., Leyrat, C., Schoenegger, P., Booman, A., Dufour, M.-S. K., O’Donoghue, A. L., Baglini, R., Do, S., … Fox, M. P. (2021). Causal and Associational Linking Language From Observational Research and Health Evaluation Literature in Practice: A systematic language evaluation [Preprint]. Epidemiology. https://doi.org/10.1101/2021.08.25.21262631

Skylark, W. J. (2021). When is there a more-credible effect? [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/7mysg

https://www.etymologynerd.com/infographics.html

Some great stuff here

Romero, P., Mikiya, Y., Nakatsuma, T., Fitz, S., & Koch, T. (2021). Modelling Personality Change During Extreme Exogenous Conditions. PsyArXiv. https://doi.org/10.31234/osf.io/rtmjw

Kanero, J., & Aktan-Erciyes, A. (2021). Parental contributions to language development during the COVID-19. PsyArXiv. https://doi.org/10.31234/osf.io/wvbjd

Betteredge uses some interesting figurative language. I'm curious to see if the style changes in the Second Period.

Howdy, Tim, others! Here's a fine resource. But, I'm biased.

What's in a word? https://www.worldwidewords.org/genindex.htm Let's tunnel in here.

Time in the US, Homelife, Mexican traditions, Holidays, Spanish language, US traditions, Holidays

Time in the US, School, Learning English/ESL

Commonplace books - "a way to compile and store knowledge, usually by writing information into books, notebooks, card catalogs, or in more modern settings on one's own website."

Talking With Stephen Krashen: How Do We Acquire Language?

Jung, Y., Lee, Y. K., & Hahn, S. (2021). Web-scraping the Expression of Loneliness during COVID-19. PsyArXiv. https://doi.org/10.31234/osf.io/59gwk

Johnson, Khari. ‘AI Could Soon Write Code Based on Ordinary Language’. Wired. Accessed 21 June 2021. https://www.wired.com/story/ai-write-code-ordinary-language.

Time in the US, School, Kindergarten, Elementary, Learning English, Arriving in the United States, Living situation, Homelife, Parents, Expectations

new tag?:

• understand why it is correct

Leaving the US, Reasons for Exit, Higher Education in Mexico

This doesn't seem entirely trust-worthy/useful.

The native name seems incorrect/missing for some languages, like German, Hebrew, compared to https://gist.github.com/piraveen/fafd0d984b2236e809d03a0e306c8a4d

Read, K., Gaffney, G., Chen, A., & Imran, A. (2021). The Impact of COVID-19 on Families’ Home Literacy Practices with Young Children. PsyArXiv. https://doi.org/10.31234/osf.io/dvcqm

Julia's language revolt vs. Winston's life-writing

Ashokkumar, A., & Pennebaker, J. W. (2021). The Social and Psychological Changes of the First Months of COVID-19. PsyArXiv. https://doi.org/10.31234/osf.io/a34qp

Tommy Shane on Twitter. (n.d.). Twitter. Retrieved 14 February 2021, from https://twitter.com/tommyshane/status/1357385093514461184

This may be well worth reading with respect to my research on memory, stenography, shorthand, etc.

tutorial article on BERT

It's still confusing, but this at least helps/tries to clarify.

Interesting that this links the idea of universal languages to his mathematical notation and NOT to the idea of translating numbers into words using and early form of the major system.