Language as a medium of communication is something in which many of us do not speak. We speak an average of 15,000 words every day in conversation with families, colleagues, or as part of a business presentation. Nevertheless, the spoken language is not just something created immediately by a scholar or intellect. So, I mentioned all about language through Powtoon. If you want to watch, be my guest! 🎉😊

A Final Example: 

1. For Labov and other sociolinguists, the vernacular is very important. What do you understand by this term? When do you use such a variety? How easy or difficult is self-observation of that variety?

Vernacular is the language of a particular group, profession, region, or country, mainly as spoken rather than formally written. According to the book that is written by Ronald Wardhaugh and Janet M. Fuller, it says that linguists use the term vernacular to refer to the language a person grows up with and uses in everyday life in ordinary, commonplace, social interactions. We should note that so-called vernaculars may meet with social disapproval from others who favour another variety, especially if they prefer a variety heavily influenced by the written form of the language. Therefore, this term often has pejorative associations when used in public discourse. I’ve never been to England in my life. I hope one day I will go, but I guess when I watch the series such as the crown, the Tudors, the white princess, or read the old classics, I realized that the way of writing and speaking was quite different from the way we speak today. For instance, in the 14th century, in poems were written ‘whan’ instead of writing ‘when’, indicating a different vernacular style. Because ‘whan’ belongs to Middle English. Even this shows that this is very different from our writing style. We send emails, tweets, and write new posts for our blogs on the internet. Isn’t different the speaking and writing style that we use today than the 14th century’s vernacular? We send emails, tweets, and write new posts for our blogs on the internet. Isn’t different the speaking and writing style that we use today than the 14th century’s vernacular? Yes, it is. Although this is not a political approach, the new vernacular represents reformist people, propaganda against the royal family’s pretentious style of speech and literary ambiance. It is sincere and plain. We can just say ‘what’s up, man?’ instead of saying ‘how art thee?’

To me, self-observation of that variety sometimes is challenging, yes, but it is not a wall that is hard to pass. When I look at the old media such as movies, books, newspapers and songs, I find so many people who created significant vernacular content. But, on the other hand, when I look at new media such as the internet, mobile apps, e-books and social media, I sometimes find hard-pressed to find tools to create or consume contents that are created with a vernacular style. That’s why we forget the vernacular variety. So at least I think so. I often find it hard to understand the old created contents that I read and watch. This may be because the internet occupies so much space in our lives.

So vernacular is actually something that everyone, whether educated or uneducated, can use it as they wish. Educated people can enrich it and append a different beauty to it. It can create something beautiful out of nothing. He can write a thousand different things from a literary perspective. Illiterate people graft their vernacular speaking and writing style in an exotic and wild way.

2. ‘A language is a dialect with an army, and a navy’ is a well-known observation. (Today we would add an ‘airforce’!) True? And, if so, what are the consequences?

It is sometimes used as an important criterion for distinguishing languages from dialects, although sociolinguistic factors are often also used. Intelligibility between languages can be asymmetric, with speakers of one understanding more of the other than speakers of the other understanding the first. Usually, when speakers understand one another, it is considered a dialect, on the other hand when speakers cannot understand of each other’s languages, they are regarded as separate languages, but when it comes to further classify them as languages into dialects and varieties, mutual intelligibility is not enough. In the textbook, an example is given. I will share it because I liked the example.  For example, some speakers of (standard) German can understand (standard) Dutch, while others may find it incomprehensible. In general, Turkic languages are intelligible in changing degrees. Mainly Turkish and Azerbaijani are just like two accents; like British English and American English; mutually intelligible. But even so, it seems that Turkish and Azerbaijani are two different languages. However, while the Azeri language is a Turkish dialect, it is perceived as a language by some people. An Azerbaijani may say, ‘I speak Azerbaijani.’ He does not say ‘I speak Turkish dialect’. I think it is because of the fact that a language, to be distinctive needs a linguistic boundary to reinforce a political barrier. Turkey and Azerbaijan being two different countries not only have uniquely different cultures but also language standards and literary context that makes them worthy of being considered distinct languages. This ideal is based on a sociopolitical ideology of the language, and on different social identifications of the speakers, not on any clear and objective linguistic difference.

Introduction: This lesson is about literature, with a focus on the symbols. It allows students’ to create nuance and complexity. In other words, symbolism allows us to convey something to the person that we interact in a poetic way instead of saying it outright.

Level: B2 (Upper Intermediate)

Age: 19-20

Time: 45 minutes

About the Students: Turkish and Syrian students in a university. Their department is English language teaching.

Topic: Being familiar with the symbols and learn how to analyze them in literary texts.

Subtopic: Teaching how to read stories and analyze them

Materials: Literary text, pictures, tablet computer

Subject: Brainstorming, examining the determined text, creating a Pixton story with symbols that students like on the text from tablet computer.

• Pixton link: https://www.pixton.com

Learning Styles: Visual, verbal

Classroom Type: Circular seating plan- 20 students

Learning Objectives: The children will become familiar with the symbol and learn how to analyze them.

Aims:

• Know the definition. This requires little more than memorization.
• Identify symbols in literature. This gets class discussion going. It forces students to go beyond the literal interpretation of events in a literary work.
• Analyze symbols in literature to deepen understanding. This involves critical thinking. Students should be able to explain how the symbol contributes to the determined story’s theme.
• Use symbolism in writing to deepen meaning.

Student’s Background Information: Students can speak and write in a mediocre level . They can discuss what they understood from the text. Before starting to this week’s lesson, students should know how to analyze literary texts. At least, they must read a short story in a mediocre level, and they must have a base for analyzing literary texts.

Students’ readiness/interests/learning profile: Activity that I prepared for the students’ readiness level will stretch a student’s knowledge past their independence level.  To increase that, I will choose the option to do an extension activity beyond the curriculum. I will use visual instrument to progress better  in process of doing practices. Using literature when teaching symbols will be appealing for the student. For the learning profile, I will give importance to cultural influence. I will create and environment which is relaxed, structured, and expressive. For example, before starting to the lesson, I will ask them, “Which cultural symbols do you have in your country? or “What is the meaning of a red rose in your country?”

Procedures:

• Firstly, I will teach them what is the meaning of symbols and why are they important that much in literary texts.
• Secondly, we will read the story, and then we will try to analyze the title. We will list objects mentioned more than once. So, it means that we will list objects that appear at crucial moments. We will determine whether a place, object, or character is essential to the theme of a literary work.
• We will Write a literary symbol analysis. It should include the following:

1. A topic sentence that names the literary work and the symbol.
2. Possible interpretations for the symbol.
3. The author’s purpose in using the symbol.

• Students will brainstorm while they share their analysis.
• After students analyse the story, and when students complete the activities in this lesson plan, they will use the following comic layout type on Pixton from their tablet computer.

• According to the story they read and with the symbols that they choose from the story, students will create amazing images like these in no time like a mind map. Like these symbols, students’ creations come alive with these themed objects on the Pixton in a shape of comic.
• In this way students, can see the symbols from the story on a comic creation, and may understand better the meaning of them and the uniqueness that is hidden in the meaning.
• When the activity finishes, students share their Pixton layouts, and understand other symbols on the story thanks to their classmates.

Review and closing: I will draw students back together. I will review the purpose of symbols and actually how to understand them, actually see them. After that, I will read the story as a teacher that we read at the beginning of the lesson but with the students at that time, and this time, I hope we will really see the heart of the story that we study.

Post-assessment: At the end of the lesson, I will give a homework to them about writing their own short story with the hidden symbols of course, and creating a layout or a mind map on Pixton for the story that they write. With this way, for the next week, we can have so many short stories and symbols to examine and share our ideas.

There  are many reasons of wars None of us should neglect to mention that for political reasons and goals wars are being fought. In fact, individuals or nations go to war to protect a crucial interest, defend land against an aggressor, or fulfill a moral purpose  (such as protecting the vulnerable and executing the wickedness).

The Causes of the Civil War

The American Civil War was fought between southern and northern states of the United States. The southern states didn’t want to be part of the United States any more and decided to make their own country. However, the northern states wanted to stay one country. An obvious explanation is that the moral issue of slavery has been fought throughout the Civil War. In addition, the central element of the conflict was the economics of slavery and the political control of that process. The Southern states wanted to claim their power over the national government in order to remove state laws that they did not support, particularly laws that conflict with the right of the South to keep slaves and take them anywhere they wanted. The South wanted to bring slavery to the northern states, while the North was expected to keep them open to white labor. Meanwhile, the newly founded Republican party gained popularity, whose members were strongly opposed to the Western slavery issue into new states. Abraham Lincoln, as president signed the deal in 1860. His win was a clear signal to the Southern states that they had lost all power without a single Southern vote.

The Issue of the North and South:

Slavery had been a dying institution until the growth of the population into the rich lands of the lower South.  The North had slavery situation that was going on as well, but they liberated most of them (apart from New Jersey) because it was too expensive to operate the system. Slavery became inevitable for the economic future of the South with the growing demand for cotton on the global market, the development of an easy way to separate seeds, and a massive new region was open to grow the crop. Until industrialization, cotton growing and harvesting involved the labor of many people in the nineteenth century. The crop needs almost all of the attention from the time the seed is planted in the soil until the cotton seed pod is picked, and left to dry. Slaves were important to the development of any large cotton crop. Slaves grew increasingly important as the most available source of labor, causing fewer and fewer people to own them. 

• The men with economic and political influence were the slave owners.
• They were the ones who controlled the houses of the state and elected to Congress men of their kind.
• For Southerners who were determined for money and power, slave ownership became the path to privileges and success.

Jefferson Davis

As  the Confederacy’s future president, he started his way with becoming one of Mississippi’s wealthiest and most powerful men The South wanted to remain an agricultural territory; therefore there were strong reasons for seeing the persistence of slavery as an institution without restrictions or disruption.

Abraham Lincoln

During the Civil War, Abraham Lincoln was the president of the United States. He was against slavery and wanted a greater federal government. His election initiated the departure of the southern states and the Civil War. He’s been determined to keep the country united.

The Fighting

The Civil War was the deadliest war in American history. Over 600,000 soldiers died in the war. The fighting started at Fort Sumter in South Carolina on April 12, 1861. The Civil War ended on April 9, 1865 when General Robert E. Lee surrendered to Ulysses S. Grant at the Appomattox Court House in Virginia.

    This week, I read two chapters from the book of how to teach English which is written by Jeremy Harmer, and I read two chapters which are about how to manage the classroom and how to plan lessons. So, I can say that I have learned many important topics. The first chapter was about classroom management, and it was saying that classroom management refers to the wide range of skills and strategies used by teachers to keep students coordinated, structured, concentrated, attentive, task-oriented, and academically successful during a class. Moreover, teachers, physical presence can play a large part in our management of the classroom environment. Teachers need to consider how close they should be, how they should behave, how should they use and move around the classroom space. Also, the teacher must be aware of what the students are doing and how they feel as far as possible. It means just as consciously watching and listening while teaching. Secondly, using the voice is also prominent. The value of their speech is not understood by many educators. Yet, when they do, they are likely to develop different ways to improve the learning rate of their students. There are many ways in which you can use voice as an effective teaching device. To be clear, there is no need to yell to be audible. It is both daunting and helpful for students to communicate too loudly or too softly. If teachers want their learners to be silent, they use very loud voices. But it is worth noting that speaking softly is as successful at times as attracting the attention of learners. When students know that you’re saying something, they’ll want to hear for sure. It is so important that teachers change their voices throughout the day, avoiding louder talking or shouting to preserve their energy One of the things that teachers must prepare during their lessons must be to maintain the voice. Thirdly, Teaching is, above all, a communication career. It is the duty of the educator to use classroom management to effectively communicate with students concepts, material, guidance, reviews, and expectations. Students are placed in a position to succeed if teachers do well. Fourthly, Therefore, the best lessons are those where STT (Student talking time) is greatly increased than TTT, but where the teacher is not afraid to explain what is happening, create a story or enter into conversation. To achieve the right balance, good teachers use their common sense and experience. In the classroom where a second language is learned, it is appropriate to use the first language for classroom management. There was something I found right when I read that part, and it was this; Using the translation process in the manner described above does not mean a return to a standard grammar-translation procedure, but rather that, from time to time, using the LI of the learners can allow them to see the similarities and discrepancies between the LI and the L2, and that sometimes the use of the LI by the instructor will enable them to understand things they find difficult to comprehend. Additionally, Once teachers arrive in the classroom, the lesson needs to be started in such a manner that the curiosity of the students is stimulated in order to engage learners. Wherever necessary and relevant, they will tell the students what they are going to do or share with the students what they can learn as a result of what they are going to do in a particular kind of class. In the classroom, It is important to create various seating choices (orderly rows, horseshoes, circles, and separate tables.) It is also important for having group work, pair-work, solo work, whole-class, and class-to-class groupings.

    The second chapter was about lesson planning, and according to what I learned, Lesson planning is a significant element of the teaching-learning system. A lesson plan is a step-by-step guide offering an effective teaching framework. It is important to identify the learning outcomes for the class before scheduling a lecture. It is important because it helps the instructor to retain a standard pattern of teaching and does not encourage the class to deviate from the subject. Pre-planning helps the teacher to be better equipped in answering questions asked by the students during the lecture. A successful lesson plan has three basic components; curriculum goals and objectives, teaching and learning exercises, and tests to test student understanding of the subject. The lesson’s learning consequences should be about what the learners will have learned by the end, but educators will only really understand what those results are once the curriculum itself has been finished. In other words, how strictly lesson plans are being practiced depends on what happens as teachers try to get them to work. Good teachers must be reasonably agile to deal with unforeseen events, and a good lesson must involve a judicious combination of coherence and variety. First of all, students must know whom they are going to teach and predict different styles of learning (visual, auditory, tactile, and combination). A learning objective is a concept that gives a detailed description of what learners can do after a class. It is the teacher’s role to help students understand how to use the information they will learn during the lesson in a pragmatic way. The lesson plan is a resource for educators to ensure that the learning goals set by teachers are achieved in the time allowed for their students. Identifying the learning goals for both the whole unit plan and each student lesson plan is helpful. Having these total and precise targets can aid in the process of lesson sequencing. Using topic-linking, giving a possibility to predict for students, at the teaching sequence stage, we must ensure that our three elements are present, interact, review and trigger in their different variations. Finally, it is important to plan upcoming lessons based on what has happened before and to use student input and teachers ‘ own experience to inform future decisions of educators.

• Experiencing Bilingualism

 More language knowledge surely follows from the ubiquitous foreign language requirements that most of us were required to complete at some point in our lives. Setting aside the attention and cognitive advantages available to bilingual children, this language issue also concerns their social and emotional well-being, which is important to every aspect of their progress. Bilingualism is typically an enriching experience for reasons of culture and identity. Home languages connect children to their ancestors, their grandparents and their extended families. These connections should be valued and developed, not hampered by insensitive approaches to bilingualism. The children of such families, for whom school is the primary social context, may end up fully bilingual, bilingual with the new language dominant, or having little knowledge of the parental language. The theoretical and empirical work in second-language acquisition serves as the basis for defining what one means by “proficiency” in a second language. Some researchers have defined it narrowly around the control of grammatical rules, others around the ability to use language in accomplishing cognitive tasks, and still others around the social and communicative aspects of language. This section describes how such broad definitions of language have influenced work on second-language acquisition. 

• Who is Bilingual?

We cannot take for granted the absolute and universal structure of language; our categorical and objective notions of what languages look like are not necessarily accurate. Because there are multiple paths to bilingualism, several metrics have been used to determine children’s language proficiency and dominance. Bilingual language learning is influenced by age of first exposure, opportunities to use each language, context of learning, social value of the languages, and education among other factors. Given the multidimensional nature of bilingual language acquisition, it is important to consider how the measures employed impact the determination of dominance and proficiency.

• Methodological Complications

The aim of the study was to examine the bilingual children development in both linguistic and cognitive volume. Using this approach, we can see that bilingualism has an effect on children’s intelligence development or growth. However, The problem is not known until the data is analyzed. Rather than making a decision by using restrictive criteria to the definition, a different approach can be used to examine the control of children’s developmental dimensions over a different language, because children can be bilingual for a lot of different reasons. Let’s take two different ways of learning. For example, education and immigration. When investigating these two factors, the research approaches in both groups should be different. It is not only the factors that need to be examined but also every dimensions of the people who carry these factors should be examined either. 

• Where the Research Looks

It begins by defining the territory for what is included in bilingualism and how language proficiency can be conceptualized. Using these constraints, the discussion proceeds to review the research relevant to various aspects of children’s development and assesses the role that bilingualism has in each. The areas covered include language acquisition, meta-linguistic ability, literacy skill, and problem-solving ability. In each case, the performance of bilingual children is compared to that of similar monolinguals, and differences are interpreted in terms of a theoretical framework for cognitive development and processing. The studies show that bilingualism significantly accelerates children’s ability to selectively attend to relevant information and inhibit attention to misleading information or competing responses. 

• Proficiency; or, When Is Enough Enough?

The subject matter depends on how they define language proficiency. We talk about language as though it had concrete existence and could be measured by scientific instruments.  The identify language impairments, language delay, and language precocity  without ever specifying the standard against which these cases are to be judged. Although these questions may seem to be prior to any use of language as a research instrument or conclusion about language ability in individuals, they rarely if ever are explicitly addressed. The two major perspectives in linguistic theory are formal and functional approaches.  The important point is that each perspective considers different linguistic dimensions to be essential. Therefore, for each orientation, the criteria for determining language proficiency are rooted in different domains. For formal linguistic theories, language proficiency is the reflection of circumscribed and specialized knowledge that is an elaboration of an abstract template.  for functional linguistic theories,  language proficiency is the reflection of cognitive processes that extracts regularities from the environment and to record those generalities as knowledge. In this sense, linguistic knowledge is no different from other kinds of knowledge of the world. So, there is no doubt that these are different conceptions of  language proficiency. For formalists, language is defined by its structure;  for functionalists, it is defined by its meanings. 

• Measuring Proficiency

     An examination of measures currently used to assess degree of bilingualism in individuals looks at the problems inherent in them, ideal measures, and how to use available measures. It is suggested that definition of bilinguality is a central cause for measurement problems, since a bilingual is assumed to be the sum of two monolinguals, without regard to the specific competence of a bilingual; reconceptualization of bilinguality is recommended. Analysis then looks at two types of measurement, formal and informal. Formal measurement is divided into traditional (focusing on grammar, pronunciation, and vocabulary) and behavioral (language balance and dominance) measures. Problems with traditional measures include lack of measures for native speakers, loss of test validity through translation into another language, examiner unfamiliarity with the language or culture, and minimal measurement of communicative competence. Behavioral measures, which assume that language tasks would elicit similar performance in both languages, have questionable validity. 

• A Process Approach

We need to make to construct of language proficiency stand still long enough to be a meaningful measure of the knowledge and skill individuals have with language. The intention here is not to solve the problem but rather to simply point to approaches that may eventually provide a fruitful resolution.  One way to take account of these perspectives is to adopt a process-oriented approach to language proficiency based on identifiable cognitive operations. This method would ideally set the boundaries of proficiency, acknowledge variability, but still provide some metrics for gauging and learners position, preferably on the number of dimensions.

• Cognitive Dimensions of Language Proficiency

A clarification of the concept of language proficiency and its cross-lingual dimensions can help resolve a variety of issues related to bilingualism and second language learning. A clarification of the concept of language proficiency and its cross-lingual dimensions can help resolve a variety of issues related to bilingualism and second language learning. There exists a reliable dimension of proficiency in a first language which is strongly related to cognitive skills and which can be empirically distinguished from interpersonal communicative skills such as oral fluency, accent, and socio-linguistic competence. A more  differentiated approach to explaining proficiency would allow us to say what it would mean to function like a native speaker across several domains and then evaluate the success with which language learners approximate those performances. This approach would likely eliminate simplistic conclusions that force a choice between two opposing positions and compel us to consider and more complete set of factors in our conception of language learning. 

• Toward a Definition

language proficiency is the ability to function in a situation that is defined by specific cognitive and linguistic demands, to a level of performance indicated by either objective criteria or normative standards. Research on the effects of bilingualism on children’s development has both a universal and unique dimension. Do universal information is that which we can extrapolate to all bilingual children;  The unique information follows from the individual circumstances of the children studied in the investigation. We need both, and we need a means of integrating them the purpose of this volume.

Yes, Sabahattin Ali’s book … I think this is the third book I read. Sabahattin Ali’s first short story collection that makes me feel longing with his poems and tells life with his novels …
In the foreword that he wrote himself, Sabahattin Ali said:
“I apologize for leaving the burden on the reader to separate the good from the bad.”

A writer who cares so much for his readers, the transformation of man from beginning to end; Is it good or bad to meet the reader in his novels, poems and stories and confront us with the truth? I apologize for leaving you the answer to this question, because I feel very sad that Sabahattin Ali’s “bloody” pencil and his deplorable life are in his novels, stories and poems. This book was like this, didn’t make me laugh. On the contrary, it made me upset. It didn’t make me happy, and it continued to hurt me mercilessly. With this book, Sabahattin Ali introduces his readers to death, love, longing, peasants, blood, murderers, and sacrifice. For me in the story of “Unrecoverable Masterpiece” “human virtue, journey and effort” and the notion of not giving up were important.

It is the story of a young poet who thinks that the girl he loves will love him with his works that he writes. The girl she loves doesn’t like the poems and asks her to write the best poem ever. “Can you tell me about the things that I don’t know, as the hidden beauties and the truths? And do you find the strength to write them more beautiful than anyone? …Tell me. Can you beat Shakespeare in passion and madness, and Dante in pain and suffering?” The young poet takes to the roads for it.

He writes so many poems for the young girl, but somehow she is not convinced. The young poet wanders the world for two years. What he sees amazes him. Whereas, nothing changed, what changed was his perception to everything. The things that he looked at before as if it was a virtue, was only spectacle and showing off and that true goodness can only be found in moral argument or wise advices. Without getting dirty, it is enough to advance using the purity of people, and as he sees many more similar things, his astonishment was increasing. He had to see the world to change his ideas. After this journey, he sent his book that he wrote with staying away from people to girl that he loves. The young girl likes this masterpiece and runs to the young man, thinking that it will be the best book ever.

The young poet reads what he wrote before and isn’t able to realize that the girl running towards him. Then the young girl throws the book into flames, saying that the book fulfills its duty and that the book will interfere between them. The poet strangles to death the young girl who prevented him from trying to buy the book inside the flames. And he can’t stand what is going on and he falls down there.

• If you want to read the story, it is actually a compilation of many stories. The book’s name is the Mill that was written by Sabahattin Ali. You can comment if you want to express your thoughts. I’m really curious about your feelings and thoughts. See you soon. ✨🎆💟

• Analyze Turkish educational system according to approaches you learned. Which one is the most effective? Explain why you think in this way.

   Education is the manner of learning or the acquiring of information, abilities, importance, faiths, and attitudes. The education method was growing powerful from ancient cultivation phase itself. Throughout the culture stage, people must analyze writing and reading to convey information from the individual to individual and from age to age. From that point, education is getting an essential piece of everyone’s living and yet, it proceeds and will endure eternally. Education is the primary element in everyone’s presence. Everyone needs to acquire primary education to survive in this community. Education is the scheme which implements specific purposes for the entire community. Variations are common in each generation, and while we cross from one generation to the following generation, we may encounter particular differences in the educational regularity. Education is the transmitting and receiving of information within schooling and learning, particularly at a school or related establishment. The initial educational manners required partaking knowledge about collecting meals and implementing a place to stay, producing weaponry and distinct devices; acquiring the language; and earning the esteem, morals, and spiritual rituals or customs of a distributed culture. Before the discovery of reading and writing, humans survived in an atmosphere in which they strived to persist to life toward fundamental organizations, animals, and other humans. To remain, nonliterate people advanced professions that turned into social and enlightening exemplars. Education acquired from the human conflict for endurance and wisdom. It may be ceremonious or ordinary. Informal education leads to the common social manner by which people receive the information and abilities required to operate in their traditions. Formal education leads to the manner by which instructors teach learners in the fields of education in schools. Formally or informally every one of us are tutored. Education is the furnish with information. The overall improvement of subconscious, body, and spirit is the true teaching. Carter G. Woodson says about education that “For me, education means to inspire people to live more abundantly, to learn to begin with life as they find it and make it better. “Namely,  it is necessary to assign the education to the pupil accurately. For this purpose, principally, methods in the education system ought to be discussed. Behaviorism, cognitive code learning, social-cognitive learning, and constructivism are one of the most prominent among these approaches.

Firstly, what I have acquired is that behaviorism is based on perceptible functions. It demonstrates how all knowledge and habits are undeviatingly associated with environmental incentives. It implies that a student is typically inactive reacting to environmental inducements, and it may be an inducement prompting a reply by owning with it settled with a trigger. An illustration of this would be a dog salivating when they detect a ringing that he corresponds with food. The different idea of this theory is to compensate a withdrawal with producing inducements. A dog pushing a switch to deliver food would be an immeasurable case for this. Furthermore, a behaviorist does not consider that there is any disagreement among humans and animals because both can be disciplined by utilizing positive and negative awards. It concludes that a learner springs out with a blank schedule, and behavior is formed by positive and negative reinforcement. Reinforcement, positive or negative, improves the probability of an incident occurring repeatedly. Punishment, both positive and negative, reduce the opportunity of an issue occurring repeatedly. In this approach, educators present to the students’ direct feedback. They split down the assignments into petite assignments, they reproduce the inclinations as multiple times as reasonable and operate from the easiest to the various complicated assignments. They provide attention to positive reinforcement.  Skinner maintained that positive reinforcement is more fruitful in shaping behavior than punishment. The teacher presents the inducement element and indicates for the accurate answer. Repetition and decent conditioning hold the pot loaded. Between the teaching approaches, drill task, repeated training, extra points, assistance features, and verbal reinforcement guide to limit brain strain. Therefore, education programs based on behaviorism may operate for some students but collapse for others. A significant impediment to the advancement of behavior analysis in Turkey persists the fact that there are no references inscribed in Turkish or interpreted into Turkish that involve matters of behaviorism, particularly extreme behaviorism and answers to the critiques of it. By striving to explain these problems in positive directions by interpreting the work of Skinner and other behavior interpreters into Turkish has been one of our purposes. We consider this positive method of making people read in their native language what behavior interpreters consider and study will go farther in promoting behavior interpretation in our country that will be proceeding to interlace. The Turkish education system is based on behaviorism because some of the educators are not conscious of whereby significant is teaching. For instance, educators simply proceeded to lecture and deliver a speech forty minutes externally adjusting and explaining the topic with scholars. It is only assigning information from teacher to learners which is not adequate to get the required knowledge. Another essential feature is that this procedure is frequently practiced in our educational system because reproduction and recording are the main education methods. Therefore,  instructors ought to give awareness to improve the curriculum because of the help that students by taking conversely in teaching techniques. On the whole, this method is not convenient for learners to acquire, learn and experience so educators have a significant capacity in learners to improve them.

Secondly,  the word “cognitive” relates to the manner of reasoning, determining problems, learning, and recognizing. By description, accordingly, education must be surveyed as a cognitive exercise. It was designed as an option to the audiolingual method that features habit development as the manner of language learning. Because of its importance on inquiring a foreign language as a method of practices and information, preferably than learning it as an assemblage of abilities, the cognitive approach is seldom regarded the modern variant of the grammar-translation method. The cognitive approach contemplates the intelligent study of language practices as fundamental to the learning of a foreign language. One of its most prominent theories is a significant habit. Practice is deemed critical when the learner comprehends the customs required in the method. Hence, the intelligent subject of grammatical dictates is not only permitted, but also perceived principal to language learning. The teaching of grammar is deductive in this approach. The student is supported and promoted to first have a precise knowledge of a grammatical practice before they do exercise and handle the rule in essential contexts. It describes a clear difference to the audiolingual method which depends on pattern drills as a medium of instruction syntax, outwardly an unambiguous description of grammatical rules. The cognitive approach is primarily a theoretical project. It did not commence to the improvement of any teaching method as far as classroom procedures and exercises are interested. A cognitive outlook or approach to the manner of education would be one that offers various activities within which learners can explore and combine knowledge over firsthand preoccupation. In Turkey, although the intentions in the plans were made according to the levels in Bloom taxonomy based on behaviorism, they could not move surpassing understanding and knowledge in teaching and learning. Over time, by overlooking the high-level levels in the taxonomy, the applications are compared to the level of knowledge center level and their foremost assignment is not to obtain information. The education has given it likely to ensure learners with knowledge and remember this knowledge. It shows a conflicting image with its intensity in training. Considerably, if the educational policy in Turkey proceeded forward with this method, learners’ accomplishments may have developed. To define, the part of the instructor in the classroom is to encourage learners to obtain wisdom in this method and support them to retain. Although whereby instructors aim for their learners, the place is becoming critical as instructors process according to the curriculum. To sum up, learners require to apprehend which educational habits are best for them and determine a process by their own training for how to study in an active mode.

Thirdly,  Social cognitive learning happens when a person learns from other members of the group by examining and repeating their behavior. In order to emulate distinctive person a person has to build a communication connecting this person’s presence and that of his or her own, and this needs a specific level of cognitive improvement. Social cognitive theory is getting symbolic descriptions during observation. The method which is social cognitive learning based on a reflection of perceived behavior. Most frequently compared with the production of Albert Bandura, social learning theory combines systems of both behaviorism and cognitive theories of learning. In its simplistic structure, social learning theory describes how people determine by examining the presence of others. Bandura proposes that this method has four element parts – concentration, memory, machine generation, and impulse. Environmental and cognitive parts can lead the method as well. The system has numerous possible purposes for recognition behavior in the classroom, and in the community more regularly. Nevertheless, notwithstanding its extensive influence, social learning theory is not externally its experts. Education would be the pure social learning we acquire from convening our fundamental social, physical, and emotional demands.

Within good nurturing, the psychological growth of the person is discussed to not be contaminated. However, that is more abstract.   Therefore, social learning is perpetually a regular in an individual’s construction as we are self-contradictory susceptibility to others and our social maintenance practices, however, it may be eventually nature which will form how the social learning is applied and vice versa. Nature and nurture, behavior and psychology are associated with each other. It doesn’t speak for the intricacy of human differentiation exceeding recognizing that they endure. It doesn’t concentrate on character attributes, physiological variances, and their state. When interpreting behaviors and their linked cognitive methods.  We may assume that in Turkey education system particularly for colleges/educational field this approach could be implemented as a consequence of performing learners acquiring results. This approach is usually applied in informal education. For instance, we may believe of the instructor-learner connection that the instructor who seeks to increase his or her learner acquire practice, learn and perceive for comprehending the situation. In summary, really this approach can be worthwhile in particular fields still in Turkey, the education system does not promote emulating teachers as a function model.

Fourthly, Constructivism is essentially an approach that is based on research and experimental investigation is about how individuals learn. It states that people create their own perception and understanding of the world, within encountering things and returning with stimuli on those occurrences. When we face something distinct, we have to arrange it with our past thoughts and experience, perhaps developing what we believe, or perhaps rejecting the latest knowledge as unnecessary.   In any circumstance, we are engaged producers of our own experience.  Ultimately, the learners and instructor lecture about what they have acquired, and how their measurements and analyses supported (or did not support) them to completely grasp the concept. According to all knowledge at the above, constructivist learning theory is the genuine and profitable learning theory between them because learners including learn to create relationships and connections by linking the subject matter to their own life adventure. Learners must acquire how to precisely enunciate their opinions as well as to cooperate on tasks adequately by partaking the load of group projects. Accordingly, swapping opinions and then must receive to “transmit” with others and to assess their participation in a culturally satisfactory practice. This is crucial to achieving in the present world considering they will perpetually be presented to a kind of wisdom in which they will have to operate between others’ thoughts. Such an importance creates trust and self-confidence, which, in change, stimulate the learner to take more complicated puzzles and questions. If we combine the constructivist approach to the educational system in Turkey, it empowers learners to be prosperous in the area of science. Moreover, by advancing to the curriculum differences from fundamental education in Turkey, which is more efficient in the classroom in the structure of a constructivist approach, intended to improve its creativity. This development was put into use immediately, educators and administrators were encouraged and equipped with the required devices. For instance, the pupil appears to have perpetually internalized the examination from the group construction. Because it needs to get the work and opportunity to challenge and build its own experience. In the turkey educational system, regrettably, it is not straightforward to illustrate a comfortable position to do that because of the anxiety of incompetency. Therefore, previously their own system it is based on the thought of getting the instructor statements without doubting. Shortly, learners do not present questions they are simply attempting to achieve their education by utilizing the knowledge acquired from their instructors.

In conclusion, I believe the most productive approach is constructivism in Turkey education system because learners connect attention to the assumptions, methods, and techniques in conformity with the opinions of the learner, can improve the content of the course. Not only for learners but also for instructors it is advantageous. It permits learners to be as pleasant as potential in the educational environment, supporting them to produce autonomous production abilities and provides for action and deracination expected by learning exercises indoors in the classroom. It authorizes activities that permit learners to understand and discover their own errors and inconsistencies in their beliefs. Learners understand and apply their errors as an excuse to learn their mistakes. The constructivism is a knowledge and education theory which addresses personalities actively construct and shape their own existence.

Fun fact about me, I love, love, love The Office.  My always craze and obsession includes binge watching The Office 24/7, and I am not embarrassed one bit to reveal my love for this show. I have already watched all seasons like 5 times. Every episode makes me uncontrollably giggle and one episode a night turns into half a season every day.  I never get tired of it. I am The Office expert. I know all the quotes, I hum the theme song to myself on multiple occasions, I have The Office sweatshirt, basically I am The Office Queen! I will take my crown and medal made out of a yogurt lid now (if you get that Office reference, then you’re going to really enjoy the rest of this article). I just love this show so very much. I’ve simply come up with my ten reasons why I absolutely love The Office. It’s safe to say The Office is without a doubt, by favorite show in the history of forever. Let’s start this list!

1. The Characters

Oh my stars and garters, these are some colorful characters. They’re absurd, goofy, hilarious, sweet, disagreeable, selfish, and marvelous. Each character is so irrationally distinct from the others, with powerful, yet entertaining back stories. Some characters have fabulous evolution throughout the show, some don’t (which makes sense for those characters). More than anything, these characters are relatable and I believe we all know at least one Kelly or Dwight or even a Michael. These characters are some of the most hilarious and naturalist I’ve seen on a show. I just love them all to bits, except you Creed, you creep me out.

2. The Running Jokes

There are so many long-lasting jokes in the show, like the one above, where Micheal ridicules Toby over and over again. Poor, Toby, he just needed a win and he never really got it. Or that Ryan was the “fire guy” since he nearly burnt down the whole office cooking up a cheesy pita. Of Andy calling Jim “Tuna” just because he ate a tuna sandwich on his first day. There’s so many and they’re all so funny and they show up in several seasons and connect back together and it makes you think of how much or how little that particular character has grown. Or it makes you realize how one of a kind this show is and soon their inside jokes become yours and you feel like you’re a part of The Office too.

3. The Romances

Oh, the romances of The Office. They make me grin, they make me cry, and sometimes even make me ask that what is love? There’s for sure, Jim and Pam, which make me faint every time I re-watch The Office and fall in love with their relationship all over again. They are the #goals. Then there is Michael and Holly, which is just weird, but also charming and ugh, his engagement to her had me in full on messy crying style. There’s even Dwight in Angela in all their weird beauty, eventually, have their happy ending and start a family. All these romances are just so genuine and graceful and persuade us that everyone has a soulmate, even Dwight.

4. The Normalcy

These characters are so normal! They watch TV for 14 hours, me too Kevin! They keep snacks at their desk, me too Kevin! When you eat a taco and you get really excited and you crush the taco in your hands, me too Kevin! Or when you want to do something nice for your co-workers so you make your world famous chili, but you spill it all over the floor. If I knew how to make chili, I’d be right there in the same boat as you, Kevin. Okay, maybe I relate a lot to Kevin because he’s a pretty normal guy who just loves to eat and always has snacks. We should all be more like Kevin.

5. The Crazy

Y’all these folks are insane. Andy has rage control problems (which is a serious problem.) Creed is probably a murderer, ex-cult leader, and he sometimes sells fake IDs and drugs? Dwight does crazy karate moves around the office and continually feels the necessity to support his dominance over others. Angela is crazy critical and judgmental. Michael has the mind of 10-year-old boy most days. Kelly is erratic on a good day. Meredith has a drinking problem (which is a serious problem, if you suffer from this, please seek professional help)and a weird need to flash the camera almost every season. They are all a little off their rocker in some shape or form, but that’s what makes them more realistic and relatable.

6. The Holiday Episodes

I think holiday episodes of any show are my favorites because I love holidays. Halloween episode? Yes, please. Christmas episode? Don’t mind if I do. The Office holiday episodes are some of the best! Every year there’s usually a Halloween party where everyone dresses up in relevant to that year costumes. Or if you’re like Jim, you put in the smallest effort and you put 3 circles on your shirt and call yourself “3 hole punch Jim”. Oh, and the Christmas episodes are wild. Phyllis and Angela are always fighting about planning the holiday party, Meredith gets white girl wasted, people use the holiday party as an excuse to confess feelings for others, it’s all a wild ride. And I love it!

7. Michael Gary Scott

The man, the myth, the legend. This man has absolutely no sense and is hilarious. I would totally read his book Somehow I Manage. I would love to see his movie Threat Level Midnight in theaters. Michael has the very best intentions with everything he does and everyone he meets. He just wants friends and inside jokes and to one day have a wife and kids and his own family cell phone plan. He just happens to sometimes hit people with his car and promise elementary children to pay for their college tuition and then try to back out of it years later. He’s a regular, every day person, like me and you, but like 1000% funnier.

8. The Pranks

The pranks are so good! Stapler in jello? Yes, solid gold prank. Convince Dwight is getting faxes from future Dwight? Love it. Dress up like Dwight and pretend to be him? 10/10 would watch this prank again. The pranks are a part of the humor of the show but also the main driving force between Dwight and Jim’s relationship. Jim can’t stand Dwight’s “holier than thou” attitude, so he pranks him. But over the years, not matter how funny those pranks were or how mad they made Dwight, a true friendship developed between Jim and Dwight and I love it. The pranks are Jim’s way of keeping Dwight level headed and sometimes Dwight even pranks Jim and it’s amazing.

9. Diversity

When you think of The Office, the first word that comes to mind probably isn’t diversity. But this show is actually pretty diverse. There’s Daryl a black man, whose a single father, and agrees to star in Michael’s Threat Level Midnight movie to show his daughter a black man in the role of the President of the United States (this was pre-Obama). There’s Oscar who is Latino and gay, who runs the finance department and has the best vogue moves this side of Scranton, PA. There’s Kelly who is an Indian woman. She runs her own department and voices her opinions on everything from Twilight to Brangelina loud and proud. There’s Stanley, a black man who is a top seller at Dunder Mifflin and doesn’t put up with Michael or anyone else’s crap. And there’s Jan, a strong woman who is Michael’s boss. It may not seem like a lot in a cast who is predominantly white, but every diverse character counts.

10. The Story Lines

Oh, the story lines, such good story lines, some of which I was not sure how they would end. Like, Dwight and Angela had been so on again and off again for so long that once she married the Senator, I thought she was done with Dwight. Of course, she wasn’t, because you can’t stop true, weird love. But their whole relationship developing, de-evolving, developing again over the years was a great story line. Or like Andy. Andy started out some what angry and spiteful, but cheerful none the less. I didn’t foresee him running away on his parents boat to the Bahamas, abandoning Erin, and quitting his job to become a full time actor and signer, but overall good story line even if the ending kind of perplexed me a bit. A lot of the characters on the show were also writers for the show so the story lines always stayed good and light hearted and overall made sense for the character.

Those are my top 10 reasons to love The Office! Do you love The Office? If so, what do you love about the show? Let me know in the comments below!

Hallo allerseits! Also fange ich an Deutsch zu lernen wie vor sechs Monaten oder so. Eigentlich habe ich Deutsch gelernt, als ich in der Gymnasium, aber ich denke, dass ich ein bisschen vergessen habe. Als ich anfing, es wieder zu lernen, dachte ich, warum veröffentliche ich keine Posts auch auf Deutsch, damit ich es besser üben kann. Also werde ich ab sofort auch Posts in deutscher Sprache veröffentlichen. 

Töricht: 

Kommt vom “Toren” personen ab, einem altdeutschen Wort für jemanden, der dumm handelt. Ein exempel: “Wenn du in acht Stunden arbeiten musst, wäre eine neue Serie starten nun ganz töricht”

Fracksausen haben:

Ein weiter Nachkomme des “Muffensausens”, meinet so viel wie “Angst” oder “Sorge”. Bekommt dir auf das Gefühl von Anspannung in den eigenen Klamotten. Nur leider dominieren Fracks die Alltagskleidung nicht mehr besonders.

Hornochse: 

Tiernamen als Beleidigungen sind generell aus der Mode gefallen, genau wie “du Esel”, “du Kamel” oder “du Rhinozeros”. “Du Hornochse” ist aber selbst unter diesen ein besonders auffallend Fluch. Als Schimpfwort wurde es gebraucht, weil das Nutztier als besonders grobschlächtig und unsensibel gilt.

Verplappern:

 Etwas Vertrauliches erzählen. Der Begriff ist nah am Wort “ausplaudern”, klingt aber durch das wundervoll poetische “plappern” noch einmal extra-frisch. Das ist übrigens ein Wort, das sich lautmalerisch von “Blabla” ableitet.

Verhohnepiepeln:

Jemanden veralbern. Dieser Begriff hat eine seltsame Herkunft: Er stammt von niedersächsischen Waffelverkäufern – den sogenannten “holen Hippen” aus dem 16. Jahrhundert ab, denen nachgesagt wurde, während des Verkaufs von Haus zu Haus über ihre Kunden zu lästern.

Lulatsch:

Ein großer Mann mit schlechter Körperhaltung. Eigentlich zuerst auf das Schlurfen bezogen, ist bis heute nicht ganz geklärt, woher das “Lu” kommt. Denn dass “Latsch” von “latschen” und damit vom Gehen stammt, kann man sich ja denken.

Das ist alles für jetzt. So, Ich hoffe du wirst es mögen! Ich wünsche Ihnen eine schöne Woche! Bis bald! ✨💕🎉

There’s a lot to chose from and the best book will depend on what you are specifically interested in, and I am going to share the books that I read.  Here are some places to start:

The Language Instinct- Book by Steven Pinker

A great intro/primer to some of the more basic questions in linguistics. The Language Instinct sets out to explain Chomsky, along with some other ideas less acceptable to him. It is a challenging, sometimes rambunctious read, made viable for the non- specialist by its entertaining style and culling from ordinary speech, children’s early speech, ambiguous newspaper headlines, popular songs and literary works. Pinker stoutly maintains that the ability to speak is no different in origin from, say, the ability to see. The organs of speech and the eye have evolved, he says, by natural selection, as first envisaged by Darwin. Language is unique to humans, he concedes, unlike eyes, but that does not bother him: ‘A language instinct unique to modern humans poses no more of a paradox than a trunk unique to modern elephants.’ Further on, he claims that the language instinct impresses him no more or less than the island-building instinct of corals or the photosynthesizing instinct of bacteria. Yet, almost in the same breath, he admits: ‘Most objects in the universe – lakes, rocks, trees, worms, cows, cars – cannot talk . . .

The Study of Language – Textbook by George Yule

A very inclusive introduction into the fields of linguistics, starts off with origins of language, aspects of language that is, phonetics phonology morphology, syntax and semantics, gives a wonderful basic explanation of the function of each. and then goes on to the wonderful stuff of applied linguistics, discourse analysis, pragmatics, first language acquisition, second language, language change, sign language, sociolinguistics and language and culture. regrettably no chapters on psycho-linguistics. however over all a wonderful and fun guide on the many facets of linguistics and it’s use as a tool to understand humanity. Moreover, this is a fantastic book that is perfect for someone with zero background knowledge in linguistics. It begins with the origins of language and moves on to discuss the differences between animal “language” and human language, eventually touching on more complex linguistic concepts (morphology, syntax, pragmatics, semantics). There are plenty of diagrams and charts to help the reader understand these terms and ideas, which were really helpful to me as someone with no prior linguistics instruction.  After describing the more technical aspects of language, Yule touches on the differences between first and second language acquisition, bilingualism, written language, and the ways English has developed over time in both regional and socio-economic terms. I like that Yule draws attention to commonly neglected types of English as well, like AAVE, English-based creole, and pidgin; these language forms are often overlooked despite their history and modern, social significance.

The Etymologicon: A Circular Stroll through the Hidden Connections of the English Language – Book by Mark Forsyth

The well of English wit at times seems inexhaustible both as culture and as language. The Etymologicon is one such time. It is the Oxford English Dictionary transcribed into precise short stories; Joyce’s Finnegans Wake explained; Samuel Johnson’s Dictionary annotated; and Wittgenstein’s Red and Blue Books vindicated.  Words connect only to other words and nothing else. But this makes them more not less useful. It means that meaning can be entirely in our heads. Not in any single head but in ‘our’ head of indeterminate size. And even more remarkably, a head of indeterminate age. All of us who share a language, or a language into which our language may be translated inhabit that head. Did you know that avocados are testicles? And we’re all part of the human gene chicken? And that if you called a Nazi a Nazi they would beat you up? And that the Bluetooth on your phone is a Viking? I read this on my lunch break, devouring the bite-size chapters along with my canteen spam’n’chips… and I couldn’t wait to get home and tell my wife the funny little snipped that had stuck in my mind that day. Each mini-chapter delves into the amusing anecdotes that lay behind everyday words, and end by linking that word on to a new word which will be the focus of the next chapter.

Through the Language Glass: Why the World Looks Different in Other Languages – Book by Guy Deutscher

This is a fascinating book about how culture shapes language, and how language shapes our view of reality. Guy Deutscher is a linguist, and he separates out in some detail, the facts of this subject from fiction. Because, there is a lot of “fiction”. Much of what we have heard about how language shapes our world-view is false. Nietzsche’s line that “the limits of my language mean the limits of my world” is absolutely false. A true statement would be “Languages differ in what they must convey, not in what they may convey.” In other words, languages force their speakers to use certain words in describing concepts, but languages do not constrain their speakers from discussing concepts. The fact that a language lacks a word that describes some concept, does not mean that its speakers are unaware of that concept. It just means, probably, that the concept is either not too important in that culture, or that it is so all-encompassing that it does not require a special word. I found the language lens to be absolutely fascinating. It is very difficult for linguists or psychologists to isolate some aspect of a person’s world-view, and to say that it is not only correlated with, but caused by some aspect of his language. But, this has been done definitively in three areas; spatial concepts, gender, and color. For example, in English (and most European languages, I think), there are both ego-centric (up, down, in front, behind, left, right) and geo-centric (North, South, East, West) descriptors. But, some languages only have ego-centric descriptors, while others have only geo-centric words. Ego-centric descriptors are mostly useful in urban areas, such as when you need to give someone directions (go up the elevator to the 5th floor, turn right, pass two doors and take the corridor on the left). In the countryside, geo-centric descriptions might sometimes be more useful (the river running to the south of the lake). The tribes that speak languages that only have geo-centric descriptions learn from a very early age to set up an internal compass. This compass works regardless of visibility conditions; it works in a dense forest, in swamps, sand dunes, and in caves. Only if your transport the speaker of such a language by airplane does he lose his sense of direction. It’s hard to imagine, that such a person will never say “the cow to my left” but instead would say “the cow to the north of me”.

I hope this post will be useful to you and I wish you a great week ahead. Also, If you want to write some comments that will be constructive, please be my guest! Bye! ✨😊💕

Between George Bush and the Internet, the English language is changing at an alarming rate. You won’t believe how far some words have come.

Nightmare

It seems as though it refers to a female horse, but in fact the “mare” part of the word “nightmare” (a terrifying dream) comes from Germanic legends, in which a “mare” is an evil female spirit or goblin that sits upon a sleeper’s chest, choking them and/or giving them bad dreams. The same Germanic word – “marōn” – gives rise to similar words in many Scandinavian and European languages. Interestingly, in Germanic legends, it was believed that this “mare” did more than just intimidate human sleepers. It was thought that it rode horses in the night, leaving them sweaty and exhausted the next day, and it even created chaos with trees, bending their branches.

Malaria

You wouldn’t have thought that a word we primarily associate with Africa would have originated in the slightly more forgiving climate of Rome. It comes from the medieval Italian words “mal” meaning “bad” and “aria” meaning “air” – so it literally means “bad air”. The term was used to describe the unpleasant air emanating from the marshland surrounding Rome, which was believed to cause the disease we now call malaria (and we now know that it’s the mosquitoes breeding in these conditions that cause the disease, rather than the air itself).

Sarcasm

Sarcasm originated from a Greek word (why Greek: because of lingua franca) sarkasmós, which initially means “to tear flesh,” “bite the lip in rage or sneer.” All these words rule the violent puzzle of physical power. Though, The origin of sarcasm was from the Greek language to finally Latin language. In the 16th century, the Latin language gave the word SARCASM and saved us all from the tongue twisters. The Danish Ambassador, very cleverly admired that sarcasm was actually brought to the UK by the Vikings. (The Vikings were seafaring Scandinavians engaged in exploring, raiding and trading in waters and lands outside of Scandinavia, from the eighth to eleventh centuries). The British language has a straight-to-your-face tone, which is the use of understatement and satire, and that is thought to have originated from the Vikings. The Vikings influenced the Britishers with the words and expressions they used. These words and phrases eventually became a part of their everyday language, also to be seen in some of the Logos and place’s names we use today, and ultimately in our caustic sense of humor.

Mortgage

Late 14c., from Old French morgage, literally “dead pledge,” from mort “dead” + gage “pledge.” So called because the deal dies when the debt is paid or when payment fails. And it seemeth, that the cause why it is called mortgage is, for that it is doubtful whether the feoffor will pay at the day limited such sum or not: and if he doth not pay, then the land which is put in pledge upon condition for the payment of the money, is taken from him for ever, and so dead to him upon condition, &c. And if he doth pay the money, then the pledge is dead as to the tenant, &c. [Coke upon Littleton, 1664]

Curse

Late Old English curs “a prayer that evil or harm befall one; consignment of a person to an evil fate,” of uncertain origin. It has no known relatives in Germanic, Latin, or Celtic languages. It is probably from Latin cursus “course” (see course (n.)) in the Christian understanding “set of daily ritual prayers” continued to “set of maledictions” as in the sentence of the great curse, “the formula read in churches four times a year, setting forth the various offenses which required automatic damnation of the offender; also, the damnation so commanded.” Connection with cross is strange. Another suggested source is Old French curuz “anger.”

Lemur

Nocturnal Madagascar mammal is given this sense by Linnaeus, from Latin lemures (plural, singular lemur) “evil spirits of the dead” in Roman mythology, a word of uncertain origin. De Vaan finds it likely that it and Greek lamia are borrowings of a non-Indo-European (perhaps Anatolian/Etruscan) word for malevolent spirits.

Kibosh:

Another controversial term is “kibosh,” though most claim it can be traced back to Ireland, where a similar-sounding term referred to the so-called “the cap of death,” or the hat that judge would wear when sentencing someone to death. In 1836, kye-bosk, in British English slang phrase put the kibosh on, of unknown origin, despite intense speculation. The earliest citation is in Dickens. Looks Yiddish, but its original appearance in a piece set in the heavily Irish “Seven Dials” neighborhood in the West End of London seems to argue against this.

Hippocampus

The hippocampus is a small, curved formation in the brain that plays an important role in the limbic system. The hippocampus is involved in the formation of new memories and is also associated with learning and emotions. Because the brain is lateralized and symmetrical, you actually have two hippocampi. They are located just above each ear and about an inch-and-a-half inside your head. Speaking of origin of “Hippocampus”, it  is the Greek word for a horse-fish hybrid. In classic mythology, these monsters were associated with Neptune. The hippocampus in your brain apparently looks like those sea creatures, which I guess means the hippocampus looks something like this;

For some time now I intended to read Margaret Atwood’s’ The Handmaid’s Tale.’ I was in two minds to first watch or read the book, the TV adaptation. Because, even after I understand the story, I like being shocked on TV while watching a novel, so this came out to be an unsolved problem and every day I was baffled. but in general, I watch TV series or movies first. So, one day, I sat down and first watched the television adaptation. I really enjoyed it. I read the book after that. This article deals with the book. At the end I also will share some ideas about the television adaptation.

The handmaid’s tale is placed in the world of dystopian story, perhaps sometime in the last decade of the 20th century or in the late 21st century. Some bad things have happened in this world in the past,  like environmental pollution, wars, most people cannot have children from something which has affected their bodies from the environmental pollution. Many have started hating from the government, and most of them were unemployed. In America, a group of influential people assembled, fight in opposition to the government, overthrow the government, call themselves the Republic of Gilead and promise to resolve all the issues. The fresh government’s first task is to prohibit females from any kind of job. Thus, this is a issue with the eradication of unemployment. Just as did the Nazis. They then bring together women whom they do not approve – because they married second time,  the government banned them – who can still have children, who they can call handmaids, who have a harsh, cruel new program, to knock them down, and to remove any rebeller and indepensions – because they tried to run away from the country when the new regime came into power. This story is told by one of those handmaids called Offred.

You ought to read the book for the rest of the story.

One of the disturbing things about the book is that most of the things it described what  happened somewhat in the past century or so in some country. Women are forced to stay in their homes, women are forced to wear particular clothing, soldiers are restricted all over the city, people are restricted around the city, schools are closed down, spies are eavesdropped all over the areas who can report anything to the authorities, including spies in their nearby areas and in their families and households as well. Margaret Atwood says she had nothing new to write in her introduction to the new book. She carried the stuff already in location, placed all of them in one location and was trying to figure out what had occurred. And the story is frightening. It’s difficult to read.

I loved the way the characters in the book are depicted – well fleshed out, imperfect, flawed. Offred is a wonderful narrator and the other main characters – Moira, Cora, Rita, Offglen, Serena, the Commander, Aunt Lydia – they are all well depicted. I loved Moira and Cora.

Atwood’s prose is inadequate, and she utilizes minimum punctuation, even in conversations – it made me consider of James Joyce, Nicole Brossard, Cormac McCarthy. Most utmost of the book is vague and harsh, but when Atwood is in the state, the meditative paragraphs move placidly like a peaceful river. Following some time, I contemplated those brilliant passages and expected for them with impatience. Now on the TV adaptation. With the novel, the TV adaptation brings many freedoms,  some of them modest, some of them enormous. This integrates two personalities, for instance, in one situation to create a composite feature. The adaptation has some of the personalities older than the book. Some have stories that are stronger and take much longer than in the novel. Their story arc goes far beyond the novel in several personalities. In the TV version, many characters are more friendly. The adaptation for television also presents some new characters that are not in the book. One of them was a favorite of myself. In comparison to the book, the TV adaptation also rearranges some events. Sometimes new events don’t exist in the book. Interestingly enough, many of these changes improve the dramatic intensity of the story. The adaptation of TV enhances  in some ways similar with the book. That’s very seldom the case. It has to help because Atwood has participated extensively in TV conversion. At the start, she also emerges as an Aunt and offers Offred a large slap. The TV improvement is also beautiful in cast and bright. Like Moira, Samara Wiley was so flawless.

And finally, there are some of the popular TV adaptation and the book lines. Every time I hear ‘Blessed be the fruit‘, ‘May the Lord open‘, ‘Praised be‘, and ‘Under his eye‘, I feel weird and also excited. And every time I remember ‘Nolite te bastardes carborundum‘ (‘Don’t let the bastards grind you down‘), it gives me heebie-jeebies. Specifically , in context, words are vigorous. I loved ‘The Handmaid’s Tale‘. It took me a while to read it, but I am glad I finally read it. I must be the last person on earth to read it, but if you haven’t read it yet, I highly recommend it.

I will leave you with some of my favorite lines from the book.

• “I avoid looking down at my body, not so much because it’s shameful or immodest but because I don’t want to see it. I don’t want to look at something that determines me so completely.”

• “He was not a monster, to her. Probably he had some endearing trait: he whistled, offkey, in the shower, he had a yen for truffles, he called his dog Liebchen and made it sit up for little pieces of raw steak. How easy it is to invent a humanity, for anyone at all. What an available temptation.”
• ‘I used to think of my body as an instrument, of pleasure, or a means of transportation, or an implement for the accomplishment of my will . . . Now the flesh arranges itself differently. I’m a cloud, congealed around a central object, the shape of a pear, which is hard and more real than I am and glows red within its translucent wrapping.’
• ‘Freedom, like everything else, is relative.’
•  ‘The problem wasn’t only with the women, he says. The main problem was with the men. . . You know what they were complaining about the most? Inability to feel. . . Do they feel now? I say. Yes, he says, looking at me. They do.’