#education system vocab

[ipaaciir]

Education system vocab

English - German - (MX) Spanish - (BR) Portuguese

education system - das Bildungssystem - el sistema educativo - o sistema educacional

education - die Ausbildung - la educación - a educação

school - die Schule - la escuela (usually public) / el colegio (usually private) - a escola

preschool - die Vorschule - el preescolar - a pré-escola

elementary school - die Grundschule - la (escuela/educación) primaria - a educação primária

middle school - die Mittelschule - la (escuela/educación) secundaria - a educação secundária

highschool - das Gymnasium / das Abitur (?) - la (escuela/educación) preparatoria / el bachillerato - o ensino médio

college - die Fakultät - la facultad - a faculdade

university - die Universität - la universidad - a universidade

bachelor’s degree - der Abschluss - la licenciatura - o bacharelado

master’s degree - der Magister - la maestría - o mestrado

doctorate (PhD) - die Promotion - el doctorado - o doutorado

postgraduate degree - die Graduiertenausbildung - el posgrado - os estudos de pós-graduação

diploma - das Diplom - el diploma - o diploma

degree - der Abschluss - el título - o diploma

grade report - der Notenspiegel - la boleta de calificaciones - o boletim

grade/mark - die Note - la calificación - a nota

assessment - die Beurteilung - la evaluación - a avaliação

test - die Prüfung - el examen - o teste

certification - die Bescheinigung - la certificación - a certificação

certificate - das Zeugnis - el certificado - o certificado

grade - die Klasse - el grado / el año (escolar/académico) - o grau / a turma / o ano

Any corrections are appreciated! (especially for German)

Call to Revolution and Table of Universal Brotherhood (Science, Labor and Art), by Jose Clemente Orozco (Muralism)

[whumpinggrounds]

Writing Deaf Characters

I am making this a series now so pls drop requests if there is something you’re curious about!

Disclaimer: This is all based on personal experience and research, all of which relate to the American Deaf experience. It’s not perfect, nor is it representative of a global experience of d/Deafness. If you plan to write a d/Deaf or hard of hearing character, please do your own research! This is intended to give people a few ideas about where to start.

Vocab

Deaf = Refers to the cultural experience of being deaf and immersed in Deaf communities.

deaf = Inability to hear some or all sound.

Profoundly deaf = Inability to hear almost all or all sound.

d/Deafblind = Inability to hear some or all sound and as well as having some level (usually high) of visual impairment. 

Hard of hearing or HOH = A person whose inability to hear may not rise to the level of deafness or profound deafness, or simply may not identify with the term.

Deaf of deaf = A Deaf child born to Deaf parents.

CODA = Child Of Deaf Adults. This refers to hearing children, not d/Deaf children.

Manualism = Refers to the belief that d/Deaf children should be taught only sign language and should not be taught or expected to learn to speak.

Oralism = Refers to the belief that d/Deaf children should be taught only to speak and should be discouraged from learning or using sign language.

Bilingual-bicultural or bi-bi education = A school of thought that combines oral and manual education for d/Deaf children.

Mainstreaming = The belief that d/Deaf children should be educated in the same schools and classrooms as hearing students. (More widely refers to the belief that disabled students in general should be educated in the same schools and classrooms as nondisabled students.)

Deaf gain = The Deaf community’s answer to the term “hearing loss.” Rather than losing hearing, a person is said to be gaining Deafness.

Cochlear implant/CI = A medical device implanted into the inner ear which (debatably) produces sensation that is (somewhat) analogous to hearing.

American Sign Language or ASL = An American system of communication consisting of hand shapes, hand movements, body language, facial expressions, and occasionally, vocalizations.

Signed Exact English or SEE = A manner of communicating that directly translates English words into signed equivalents.

Home sign(s) = Signed communication that is specific to the signer’s home or community, which may not exist or be recognized in the wider world.

Identity First Language or IFL = A system in which someone is described first by an identifier that they choose and feel strongly connected to. Examples include describing someone as an Autistic woman, a disabled individual, or a Deaf man.

Key Elements of Deaf History

Can’t emphasize this enough - this is a VERY abbreviated list! It is also not in order. Sorry. That being said:

For a long time in America, Deaf children were not educated, nor was it considered possible to educate them. When this did change, American deaf children were educated in institutions, where they lived full-time. These children were often taken from their families young, and some never regained contact with their families. Some died and were buried at these institutions, all without their families’ knowledge.

In the early 20th century, oralism became popular among American deaf schools. This mode of teaching required lip reading and speech, no matter how difficult this was for students, and punished those who used or attempted to use sign language. Pure oralism is now widely considered inappropriate, outdated, and offensive.

Hopefully you’ve gleaned this from the above points, but d/Deaf schooling, education, and the hearing world’s involvement are a very sensitive subject. Proceed with caution. It’s unlikely your d/Deaf character would have a neutral relationship with schooling.

Helen Keller is probably the most famous deafblind person in America. In her time, she was also known for being a socio-political activist, a socialist, and a vaudeville actress. There are dozens of other famous d/Deaf people who are a quick Google search away. Give your Deaf character Deaf heroes, please.

The Americans with Disabilities Act, or ADA, was passed in 1991, and represented a landmark victory for disabled activists in America. Among its provisions were closed captioning for Deaf individuals, ASL interpreters for public services, and the right for d/Deaf children to attend accessible, accommodating public schools. The ADA is a HUGE deal. It’s also not perfect.

In 1961, cochlear implants were invented. I was going to write more about cochlear implants here, but it’s too long. New section.

Cochlear Implants

Massively massively massively controversial in the Deaf community. Always have been, potentially always will be. For people who strongly identify with Deafness and the Deaf community, CIs are an attack on their identity, their personhood, and their community’s right to exist. 

Do not allow people to “hear.” The input that a person receives from CI can, with physical therapy, training, and time, be understood and processed in a similar way to sound. This does not mean it would be recognizable to a hearing person as sound. It is often described by people who have them as being metallic, buzzy, or robotic. YouTube is a great resource for sound references.

In order for a cochlear implant to be effective, a personal will have to participate in years of training and therapy to correct process, understand, and interpret the feedback given by the CI. This is not negotiable. Even if your character just lost their hearing in an accident last week, a CI will not allow them to instantaneously regain that hearing. Nothing that currently exists in the real world will do that.

CIs, to be most effective, are almost always implanted when the recipient is very young. This decision is often made by hearing parents. This, again, is massively controversial, as Deaf activists argue that it violates the child’s bodily autonomy and is inherently anti-Deaf.

A cochlear implant, once placed, irreparably destroys any residual hearing that the recipient may have had. This is because it penetrates the inner ear in order to function. This residual hearing cannot be regained, even if the cochlear implant is not used.

Deaf people do choose to get cochlear implants of their own accord. Many d/Deaf people are very happy with their cochlear implants! It is still a highly charged choice in light of the political history surrounding d/Deafness and hearing.

Notes About American Sign Language

ASL is not a signed version of English. It is a distinct language, with its own vocabulary, slang, and grammar. Just a sentence would not be constructed the same way in Russian, Spanish, or Tagalog, a sentence in ASL would not be a direct translation of its English equivalent.

Deaf people have historically lower rates of literacy. This is not due to a lack of intelligence; it is because ASL and English are two different languages. ASL has no written equivalent. In order to be able to read or write, d/Deaf children must learn an entirely different language. This means that it is not realistic to always be able to communicate with d/Deaf people through writing.

As ASL is a visual language, many signs started out as very literal gestures. This means that many older signs are continuously being phased out as they or their roots are recognized as stereotypical or offensive. Please be careful in researching signs. I recommend Handspeak or Signing Savvy for accurate, relatively up-to-date information.

Many online “teachers” do not have credentials to teach ASL, and especially due to the prevalence of “baby sign,” home signs, invented signs, or false information spreads unchecked. If you see multiple different signs advertised for the same English word, please be diligent in checking your sources.

Not every English word has a distinct signed equivalent, and not every sign has an English equivalent.

SEE is almost never used by Deaf people. It’s rarely used and is generally thought of as a “lesser” version of both English and ASL.

ASL is a complete, complex, nuanced language. A character would not switch into SEE for a technical conversation or really any reason. Complex ideas, technical terms, and even poetry can all be expressed in American Sign Language.

Just like in English, there are some signs that are only considered appropriate for certain people to use. For example, the sign for “Black” when referring to a Black person has a modified version that is only used by Black signers. This does not mean it is a slur or the equivalent of a slur. It is a sign reserved for Black signers referring to other Black people.

Things to Consider/Avoid/Be Aware Of

I hesitate to tell anyone to avoid anything, because I don’t think I have that authority. That being said:

The Deaf community has a complicated history and relationship with cochlear implants and the concept of being “cured.” What message are you sending when you write a story in which a d/Deaf character is “cured” of their d/Deafness?

Generally speaking, d/Deaf people do not identify with the “disabled” label. Each person has their own preferences, and those preferences should always be respected. Your character(s) may choose differently than their real life community, but you should put thought into why that is.

Generally speaking, d/Deaf people use IFL. This means that a majority of d/Deaf people in America would describe themselves as d/Deaf people, rather than people with deafness, people with hearing loss, people that are hard of hearing, etc.

Okay I lied I’m going to tell you what to do here: Do not use words like mute, deaf-mute, or dumb when describing d/Deaf people. Hearing impaired is also not ideal but is considered outdated, rather than outright offensive.

The best lip readers are judged to be able to catch 30% of the words people say. How realistic is it to have a character that relies 100% on lipreading? What do you gain when you write a character that lipreads, and what do you lose?

Yes, Deaf people can drive. I don’t know why so many people wonder about this. It’s okay if you didn’t know, but please don’t come into my ask box about it.

Assistive Devices/Aids

Cochlear implants ^ see above

Interpreters. Will have gone to school for years, might have specific training for certain environments or technical terms, etc. For instance, an interpreter that works with Deaf people that have mental illnesses would be fully fluent in ASL as well as having requisite mental health training in order to interpret for them. Interpreters could be a whole other post actually, but I won’t tackle that now.

Closed captions. Self-explanatory.

Alarm clocks, fire alarms, and doorbells that use light instead of sound. This is sometimes a typical flashing light, but particularly fire alarms in predominantly d/Deaf spaces can be overwhelmingly bright. Bright like you’ve never seen before. Bright enough to wake someone from a dead sleep.

Some assistive devices also use sensation - alarms that actually shake bedframes exist and are the best choice for some people!

Service dogs - can alert people to sounds like the above - fire alarms, doorbells, knocking, etc.

Hearing aids. Generally not controversial in the way that CIs are. Only effective if people have residual hearing. Do not really expand the range of sounds people can hear, just amplify sounds in that range. Very, very expensive.

Microphones. If a d/Deaf or HOH person is in a crowd/lecture setting, the speaker will want to use a microphone. If this is a frequent occurrence, the microphone may be linked to a small personal speaker or earbud used by the d/Deaf or HOH person.

TTY: Much less frequent now that everyone can text and email, but stands for Text Telephone Device and was/is a way to send written communication over a telephone line. The message is sent, the phone rings, and a robot voice reads the message. Obviously, this is not effective for d/Deaf people communicating with other d/Deaf people, but it was often used to communicate with hearing people/hearing establishments, as when setting up appointments.

Media About/Including Deafness

No media is perfect and unproblematic, but here are somethings I have seen that I can verify do at least a pretty good job -

CODA is a movie that features Deaf actors, ASL, and a story about growing up, family, and independence vs. interdependence. 

The Sound of Metal is a movie that features ASL and a story about identity, recovery, and hearing loss/Deaf gain.

A Quiet Place is a movie features ASL and Deaf actors, although Deafness itself is not necessarily integral to the story.

BUG: Deaf Identity and Internal Revolution by Christopher Heuer is a collection of essays by a Deaf man that discuss a wide range of topics. This book is not always up to modern standards of political correctness.

Train Go Sorry by Leah Hager Cohen is a memoir by the granddaughter of a Deaf man, which discusses the intersections of the hearing and Deaf worlds.

Far From the Tree by Andrew Solomon is a research book about the effect of horizontal identity on parent/child relationships and features a chapter on d/Deafness. This is a good look at how d/Deafness can impact familial relationships. Some aspects of the book are outdated, and it was written by a hearing author, albeit one who extensively interviewed Deaf and hearing parents of Deaf children.

If you made it this far, congratulations! Thank you so much for taking the time to read through my lil/not so lil primer :) If you have any questions, comments, concerns, or feedback, please feel free to hit me up! If you have any requests for a diagnosis or a disability you’d like me to write about next, I’d love to hear it. Happy writing!

[many-but-one]

“hey you’re using the language of antisemetic conspiracy theorists and this promotes current antisemitism in conspiracies like qanon because it legitimizes those conspiracies and their bigotry” “don’t police survivors’ language!!!!!”

Yeah, I wondered if me answering that ask was going to gain me more anons.

For starters, you cherry-picked one thing we said and ignored everything else. We stated that if it’s an issue of antisemitism alone, then it would be better to educate people about the new acronym and encourage them to use it instead of angrily saying survivors shouldn’t use an acronym that describes their experiences, not to mention saying people shouldn’t use it at all because it can bring them harm, which I suppose could be true. Though the only harm I’ve ever gotten for using the RAMCOA label is fake claimers trying to say RAMCOA doesn’t even exist, not people zeroing in on me being (now formerly) programmed and trying to exploit that.

My main point was that the OP of the post sounded like (and we may be wrong or misconstruing what they said, and if we did, I apologize) they were acknowledging the trafficking and ritual abuse part of the RAMCOA acronym, but ignoring the MC part/alluding that MC as a whole is the conspiratorial part. That was what we take most issue with. If Jewish systems don’t want RAMCOA/OEA survivors to use the RAMCOA acronym because of the antisemitic roots, then I agree that it would be wise to phase it out of the community’s vocab.

However, MC is not just an antisemitic conspiracy theory, it is something that actually happens to people. Just not in the way said conspiracy theorists try to claim. I’ve known people whose MC happened at their local church, their local daycares, their families, trafficking rings, and various political or religious cults. Not Illuminati bullshit—because yes, that is an antisemitic conspiracy theory. I can see how using the acronym RAMCOA would firstly make people think of the Illuminati/antisemitic conspiracy part of the history of the phrase, and by using a different acronym it can hopefully divorce the Illuminati conspiracy from MC, and therefore be more accommodating and respectful to Jewish systems, though I do think that no matter what acronym we use, people who think MC is “just a conspiracy” are going to conflate it with Illuminati stuff regardless because the history of MC is unfortunately tied to Illuminati conspiracy theorists. It’s unlikely we will ever truly be able to escape that part of the history of MC, which is extremely unfortunate.

The best we can hope for is continuing to educate people on what MC really is (as in, not an Illuminati conspiracy) and encouraging people to use proper language that is respectful. I apologize if it came across only as us not being understanding of Jewish systems’ experiences with antisemitism. We were mainly noticing OP alluding to MC as a whole being a conspiracy, and I realize we were also defensive about others policing what others are allowed to use to describe their experiences, which has happened with the whole “HC-DID shouldn’t be used” debacle that happens on a semi-frequent occasion. The difference that I’m seeing now is that HC-DID is a community term and RAMCOA has negative implications, and I apologize for that.

I know some folks in the community have been talking about trying to figure out a new acronym that isn’t tied to Illuminati conspiracy but is more specific than OEA, though I haven’t had the time to think about it much myself.

[our-inspire-verse]

I have a good feeling i know the answer to this but am i the only system irritated with the fact that when i search for osdd or plurality related content i only get educational stuff? Can i get a system introducing all their headmates? Talking about their innerworld? Maybe detailing split/fusion or host history?

I dont need to know peoples traumas or really "need" any of the info i just. Wish our community wasnt based around medicine or vocab lessons. I wanna connect with someone like me. I don't need to watch another video "how my alters communicate" i get it i get it.

I wanna know the names! I wanna see how yall present and why! I wanna form friendships and communities! Humanize ourselves, even if nonhuman, you know?

[sparks-chaotic-cove]

maybe a hot take but I kinda despise text-speech? or like, shortened speech.

I am not talking about acronyms, such as "idk" or "lol", I'm talking about words like "tru" or "tho"

See using these is absolutely fine if you know how the original word is spelt (ex: tru -> true, tho -> though)

But so many people are forgetting how to spell basic words. Especially kids who are getting on the internet are growing up and not being expected to know how to spell because of autocorrect and shortened words (along with the education system just being terrible).

There will always be a few words each individual will struggle with (because English exists and it is very weird), but those shouldn't be every single word. Also with vocabulary! I shouldn't have to explain what the word "generally" means to a 15 year old! That word should already be in their vocabulary!

Additionally, if everyone knows a decent amount of general vocabulary, it'll make it so much easier to communicate clearly and effectively.

Basically, kids need to be taught more spelling, vocab, and even grammar. (I have seen seniors in highschool write essays with no periods, no capital letters, and no commas. That should be concerning more people).

Language is meant to help us communicate! By knowing how to use it, it lets us communicate things clearly! If we become so reliant on digital tools and shortened speech, it can cause confusion.

[ardentlurker]

jp log 11 04/06/24

leveled up to lvl 4 in wanikani, so it's time to pay subscription fee, i guess. i recognised a word that i learned from wanikani (出口) appear in an episode of cardcaptor sakura, so that's pretty cool. i need to listen to the audio more on new words instead of... just not doing that and realising i have no idea how the pitch is actually pronounced or etcetera. stopped genki self-study around a day ago for now. my japanese class is going at a pretty good pace because it's monday-friday, but i guess it's mostly because it takes a lot of effort to sit down and get myself to focus and study a textbook, and i kept procrastinating it to the end of the day. feels pretty painful. i'll like to go back when i have to switch to part-time classes, but we will probably see depending on time constraints then... ugh, maybe i'm just being lazy because i just end up spending less time on japanese now. guess i'll try to watch more anime in comparison, or either pick it up again. anyway, i guess i'll talk more about class a bit. i was surprised that minna no nihongo uses 2 books to complete the n5 comprising of 25 chapters in total, while genki has 12 chapters, but i guess genki's chapters are just way longer than minna no nihongo's. i can't really self-study minna no nihongo because the school buys the taiwan edition for some reason and thus all the grammar and vocab translations are in traditional chinese lmao. (they give out translations when you get to the chapter) pretty cool to be taught by a native japanese teacher who can talk about the nuances along with what words japanese people usually use / say. i usually enjoy class most of the time so far, unless i feel stressed out from failing to remember things that everyone seems to have remembered, so that's nice. probably worst thing about my class is how much it costs, man. we were doing some pair practice in class and the prompt was "name of school" ____ and my classmate was like (school name)は高いです。 and i just laughed because man. REAAAAL. if i paid this on my own, i'll only be able to take up to N3 while depleting almost everything, and honestly i don't know if i'm still going to be funded taking classes all the way through. i don't really have a "useful in our capitalistic society/to gain jobs/study opportunity" to learn japanese, and also because that's not really the reason why i'm learning, i guess. doubt there is money to go study overseas in japan university, (though i suppose i actually haven't done any research on this, though i'd imagine you'll have to look that up in japanese.) and i sure am not qualifying for MEXT scholarship in the future unless i want to self-study probably like 2 years of math and science (uh. quirk of the education system path thing i took which is not that relevant and way too long to explain. which leads me to question whether my education qualifications would even qualify regardless if i had money to study overseas or not...) and study something unrelated as a degree to what i've previously studied before, so uh. cool.

[caustic-krana]

This could be a regional thing or just my limited experience, but it really is like that. Catholic schools are just really bad at doing the one thing they're supposed to. I was in a catcholic education from preschool through college💀 so I've literally never been enrolled in a normal school. It was always the hardcore trad catholics were home schooled and the parochial schools (school on a church property) were populated with kids who were lukewarm on the faith at best or totally ambivilent to it if not outright rejecting of it. Usually under 5% of the students were like actually into it. Wether the parents were hardcore, lukewarm, or not at all and just wanted their kids in a private school, pretty much all of them were duped into thinking they were paying for a better education secular or otherwise. The bathrooms were cleaner sometimes. Money well spent.

Circling back to the religious education, its laughably bad. For gradeschool, you spend eight years rehashing the sacraments, which is cosmically overemphasized, and then padding out the rest of the year with trivial vocab like "fruits of the spirit" or "corporal works of mercy" and childrens bible story level scriptural study. It wasn't till the last half of highschool for me that I started having access to classes that actually taught some basic catcholic ethics and philosophy and more robust scripture classes which was what I was hungry for at the time, but finally being able to learn those things was when I first started to feel cracks in my faith. It should also be mentioned that those were elective classes.

I had a reputation for being one of the religion class wiz kids in school, but whenever I got dragged along to do things with other families from my parents' bible study friends, I always felt so lost listening to them talk about catholicism. It was really weird being stuck in the middle of the spectrum.

It wasn't till college for me that I noticed like a serious effort to teach catholicism. You still had the non catholics (it was a busniess/art school for relatively cheap and easy to get into) but by this time all the kids on the fence had been weeded out and you were either there for it or in spite of it. Not cause that's where your parents enrolled you. The student body I found out was majority home school tradcath, and it was back to that outsider feeling but for an extended up close experience. So after finally getting my teeth into vatican documents and legitimate catholic dogma, hearing the full explanations behind them, the cognitive dissonance finally set in and I wanted out.

TLDR beyond scaring people away from catholicism with dumb rules, the catholic school system is just really shit at teaching its own core beliefs and a waste of everyones time and money no matter who you are.

Truly love the number of people I've met that have been like "Well I went to a Catholic school as a kid, which is to say I'm not Catholic" like damn Catholic schools really out here doing the exact opposite of missionary work.

[tfblovesmusic]

Study Halls Gone HIP! Beyond Classical Music Playlists for Studying

The idea of Study Halls Gone HIP - my Spotify playlist series of classical music composed pre-1800 by historically-informed performance (HIP) groups and individual instrumentalists - stems from my vacation in South Korea in October 2024.

I learned that the country takes a few hours of pause on the day of the national high school exit examination, the College Scholastic Ability Test or CSAT. In Korean, it's called the Daehak Suhak Neungnyeok Siheom, or Suneung.

Floridians who attended 3rd-10th grade between 1998 and 2014 (me notwithstanding) might be familiar with the Florida Comprehensive Assessment Test (FCAT). In the 2000s, 10th graders were obliged to pass the reading and math portions of it in order to obtain a diploma.

Being more rigorous than the FCAT, the CSAT's scoring has been an indicator of Korean teen examinees' adulthoods, from the colleges they'd attend after graduating high school to their job prospects. Those with the highest scores are most likely to be enrolled in the top post-secondary institutions, namely either the Seoul National, Korea or Yonsei universities.

Once they graduate from them, those successful adults would snag jobs with family-owned business conglomerates called chaebols.

On the day of the CSAT, airports - including Incheon International outside of Seoul - would reschedule flights to afternoons and evenings and delay the rest of the morning flights as much as 35 minutes so the din of overhead aircraft won't detract examinees' attentions. Cars refrain from honking for the same reason.

In contrast, FL businesses - even within 3 miles of a school - would do business as usual on FCAT examination dates.

While most FL millennials would increase vocab and drill on algebra problems to the strains of, well, Flo Rida, South Korean teens studying for the CSAT wouldn't only stay from Flo Rida. They compiled blacklists of songs that severely detract their concentration, usually K-pop earworms.

Songs they have blacklisted through out the years, during the weeks and days leading up to the date of the CSAT, include Aespa's "Next Level," BTS's "Go Go," Momoland's "Bboom Bboom," Pinkfong's "Baby Shark" (patooie), Red Velvet's "Dumb Dumb" (ironically a smart move to blacklist it), SHINee's "Ring Ding Dong," PSY's "Gentleman," and Super Junior's "Sorry Sorry."

In 2024, the determined South Korean teens annexed to the pre-CSAT music blacklist the infectious duet between Blackpink lead singer Rosé and Filipino-American pop star Bruno Mars: "APT." (Aptly, my Cebu Pacific flight from Manila landed in Incheon on the first day of the tour around Seoul, on the day after it was released.)

"I’m worried the song might pop into my head during the exam," student Nam, then 18, groaned to The Korea Bizwire, "Adults might laugh at such concerns, but when you’re facing such a crucial test, it becomes a real source of anxiety."

"I avoid cafes playing pop music and stick to quiet study spaces," Choi, also 18, remarked, "I’ve even deleted music apps like YouTube Music and plan to stay away from songs until after the CSAT."

But South Korean teens weren't the only ones fearing for their concentrations - and exam marks - via trying to keep "APT." out of their systems and minds. In Malaysia, a student wrote the song's lyrics instead of an essay about the novel Tawanan Komander Caucasus (English: The European Commander's Prisoner).

"We have tried our very best to provide an excellent educational platform for the children," the teacher bewailed on the onscreen captions of her TikTok reel, "but this is how they'd repay us. I'm very disappointed."

"If only you were as diligent in writing essays as you are in writing the full lyrics of this song, your teacher would be proud of you," she admonished her students.

That got this classical music fanatic thinking: as well as those do-not-play lists, why not ALSO compile playlists for not only students in Korea studying for the CSAT, but for ALL STUDENTS AROUND THE WORLD?

Hence, the Study Halls Gone HIP Spotify playlist series was born on Christmas 2024.

Many experts agree that classical music is THE BEST genre to listen to whenever youths would study. The best forms of them are instrumental excerpts (like overtures from operas) and whole pieces (like sonatas). For instance, a 2023 French study found that university students who listened to a one-hour lecture where classical music was played in the background scored significantly higher on a pop quiz than those who only listened to the lecture itself.

In my series of playlists, my selections span between the Medieval and pre-1800 Classical eras. Think not only the Mozart piano sonatas (played on replica fortepianos, no less) and a ton of Johann Sebastian Bach played by period orchestras. (I even included the Brandenburg Consort's take on the Air from his Orchestral Suite in D Major, BWV 1068, in the first one!) You'll encounter some John Dowland, William Byrd, Francois Couperin, and Luigi Boccherini, too.

And here's a taste of what you'll hear in my studying-friendly playlists:

Best listened to with a Spotify Premium account.

[ipaaciir]

Langblr reactivation challenge: Day 3

Create a list or a Mindmap of vocabulary topics. Start with a broad topic and narrow down to more specific topics. Keep a hold of this because you’ll use it later to create vocab to study.

Places

Places in a town

Countries

Places in a building

Technology

Devices

School

School supplies

Places in a school

Subjects

Education system

Music

Musical instruments

Musical elements

German bands and composers?

Languages

Linguistic terms

Languages names

House

Furniture

Places in a house

Objects in a house

Food

Fruits

Vegetables

Meets

Cereals

Diary

Tableware and such

Kitchen

Kitchen supplies

Market

Recipe

Measurments

Cooking verbs

Art

Art movements

Art supplies

Art expressions

[the-whispers-of-death]

this entirely depends on how old the two of them are. (and how fucked i am to give them the same education experience i had)

but if he go with the canon canon timeline of mārīte being 7ish and sammy being 4/5, then i can confidently say, based on my own life, mārīte's english is very broken but shes doing her best. limited to hell vocab because i doubt her kindergarden and 1st grade classes did much to help. but its something!

sammy on the other hand is fucking clueless. and due to the changes in the schooling system when he started learning, bro does NOT know english, even if he was aged up

(aka some really funky things are happening in the education system and i now know a lot of people who only started in 5th grade, whereas my ass has been going at this shit since i was in kindergarden. so. uhhhh. inch resting...)

but tldr, google translate is so very much needed.

or, if its a butcher and kali swap, he better hope sylvester is nearby

anyways im rambling. i should go edit that draft i started this morning

Ooh, okay, Good luck with that editing!

[iggldybiggldyboo]

There's a strange thing that, while not always true often is, the better you are at English (Wider vocabulary, fast recall of vocab, etc.) The harder it is to learn other languages at all. English is such a uniquely weird language, overall, that if you learn English first, things about language get ingrained into you that grind against most other languages out there and make it considerably harder to learn them.

It's somewhat akin to someone bragging that the can bake a cake, and cookies, and even a quiche, but your shitty education system just taught you how to rebuild a transmission. They are so far apart that there's not much crossover knowledge like there is with other languages.

[mirandamckenni1]

12 Autistic Parenting Tips to Quiet the Chaos at Home Parenting neurodivergent children brings plenty of unique challenges. Those challenges increase when you, yourself are a neurodivergent parent. This video explores 12 strategies you can use to create more calm in the midst of the inevitable storms. ⛈️ 🧘‍♀️ Scroll down for timestamps. 👇 💆🏻‍♀️ WEIGHTED PILLOW FOR SENSORY BLISS (affiliate link): https://ift.tt/ulioKwt (Use code: MOMONTHESPECTRUM for 15% off your order) 📚 LEARN THE VOCAB: Download my FREE Ultimate Guide to Understanding Autism HERE 👉: https://ift.tt/nBE4Vg0 🧠 IDENTIFY SIGNS OF DYSREGULATION: Discover the Autistic Meltdown Survival Guide https://ift.tt/Ve52Tz3 🙀🌟 RESOURCES 🌟🕺 👩🏼‍🏫 Online Mom on the Spectrum community events (webinars, classes): https://ift.tt/P4hfAgM 🖥 Mom on the Spectrum website: https://ift.tt/UXjweaz 🎥 More Mom on the Spectrum Videos: https://www.youtube.com/momonthespectrum 🥄 Spoon Theory: https://ift.tt/q34Qk97 🫁 Nervous System Regulation: https://ift.tt/mhE3YM0 EFT Tapping: https://youtu.be/R0NUNNhosPU?si=_KzMhhyctYMMAeLm Emotion Sensation Wheel: https://ift.tt/iSUpts7 💃⭐️ FIND ME ON SOCIAL MEDIA 🤠🎶 Instagram: https://ift.tt/x8kFy2Q Tiktok: https://ift.tt/4TLPeHt ⏰ TIMESTAMPS 1:10 Disclaimer: If you’ve met one autistic kid, you’ve met one autistic kid. 2:58 Give them labels and vocabulary to understand their brain. 5:48 Study nervous system regulation and emotional regulation. 8:36 Embrace autistic patterns and create space for different timelines. 11:07 Use visual guides and talk through expectations. 13:05 Identify/create safe meltdown spaces. 14:30 Pick your battles with demand avoidance. 16:03 Develop and maintain relationships with teachers/caretakers. 18:38 Don’t waste energy trying to educate people who don’t want to learn. 20:39 Help your kids work through shame. 22:03 Focus on your child’s strengths. 23:37 Budget spoons (energy) for big events. 25:03 Get used to saying “We do it differently.” 📬 BUSINESS ADDRESS: Taylor Heaton 8901 Tehama Ridge Parkway, Suite 127 PMB 680 Fort Worth, TX 76177 📧 Business inquiries: info@momonthespectrum.life 👏🏻 FREE 👏🏻 WAYS TO SHOW YOUR SUPPORT 🦾 🟥 SUBSCRIBE to the channel 🟧 LIKE the videos that are helpful to you 🟨 COMMENT in the comment section 🟩 Click the “bell” to be notified when I release new videos DISCLAIMER: Taylor Heaton is not a licensed psychologist or specialist healthcare professional. Her services do not replace the care of psychologists or other healthcare professionals. Please note that Taylor can’t take any responsibility for the results of your actions, nor any harm or damage you suffer as a result of the use, or non-use of the information available through her website, YouTube Channel, or social media accounts. Please use judgment and conduct due diligence before taking any action or implementing any plan or practice suggested or recommended by Taylor Heaton or Mom on the Spectrum. Please note that Taylor doesn't make any guarantees about the results of the information you may apply from her website, YouTube channel, and/or social media accounts. Taylor shares educational and informational resources that are intended to help you succeed in navigating life as an autistic adult. You nevertheless need to know that your outcome will be the result of your own efforts, your particular situation, and innumerable other circumstances beyond Taylor's knowledge and control. Taylor is an Amazon affiliate and may receive commissions on qualifying purchases from affiliate links. Taylor is a Flare affiliate and may receive commissions on qualifying purchases from Flare links. 🌿🌿🌿🌿🌿 You are a beautiful person worthy of love! #latediagnosedautistic #momonthespectrum #autisticadult #audhd via YouTube https://www.youtube.com/watch?v=-POT1xr8jvE

[goodideawrong]

ok but what are mr shoe's qualifications to be a spanish teacher in the first place. given that he took it bc it was the only position available that would mean he would already have had:

a relevant degree (ba or ma in Spanish or Spanish ed)

or enough Spanish knowledge to have been able to attain a license in Spanish education

either way he would have had to have passed an exam in order to get the teaching license (whether lateral entry or through the degree pathway. if he had a degree there is a high chance he would have had to study abroad in a Spanish speaking country). in Ohio he would have had to take the Spanish Praxis (praxis is one of the teaching licensure exams in the US) which is mostly if not entirely in Spanish and HEAVILY features cultural knowledge of the Spanish speaking world. There's listening, reading, writing, and speaking sections - those are the four key language skills - and in all of them he would have had to demonstrate SOME kind of cultural competency.

even if he learnt Spanish in a vacuum (which. how. learning about culture is a key part of learning a language, especially if someone wants to teach it) (and in earlier clips he has demonstrated linguistic decency... so like he would have HAD to listened to SOMEONE speak) like just pure vocab and grammar... then how does he have Spanish good enough to teach it

if he went through the US school system he would have HAD to learn about cultures of the Spanish speaking world. at least enough to differentiate between mariachi and bull fighting (seriously WHAT was that)

if anything, given his passion for music he could have been a chorus teacher. if he wanted an easier license (for him) he could have gone for English teaching! that would have required less work of him!

does mckinley have any other Spanish faculty?? is shoe the ONLY one?? who is teaching Spanish for Heritage Speakers or any upper level Spanish classes beyond Spanish 1 and 2. how did he end up being so egregiously racist without any sort of cultural knowledge or backing. how does he have this job.

the video that inspired this

does the show explain this at all??

[thiccermccer]

studying for a test right now using the new quizlet q-chat thingy and wow. i think it's more useful as a "how not to teach" aid than a study aid. A real question they used to test and check my understanding of the concept:

"Now, here's a question to test your understanding: Imagine you're reading a book about a magical forest. Can you visualize what the forest might look like?"

like THIS????? this question is not checking for understanding. i just replied "yes" and it said great!! no. not great quizlet. i know i'm nitpicking, but if you're going to put out a chatbot that's supposed to help you study maybe program it to ask you real questions? and the reporting system sucks. i wish there was more than just 4 options like maybe i want to report a question because it's vague and poorly worded, even if not technically incorrect. let me leave a comment on why i'm reporting the message wtf.

also it's just wrong about shit. asked me how many phonemes (individual sounds) the word jump has. it's 4. /j/ /u/ /m/ /p/ (or if you're fancy with the IPA, ʤ ə́ m p). anyways i tell quizlet that it's 4 phonemes and it says WRONG it only has 3. which is so incorrect. so i reported it which just left a little thumbs down reaction on the message?? if you're gonna have a report option at least pretend to make it look like it does something.

like i know ai is getting worse literally every day (which like, how the fuck) but quizlet do better. saying that it's a study aid and then it spits out wrong info. which is really frustrating because it could be good- the apply knowledge questions, while not perfect, are a way better way to get me to actually think about the vocab. anyways. sorry for the rant i just care a lot about good education

[vergess]

#tbh this is one of those topics i rly badly wanna go on a long hyperfixation research binge on

#like reading and literacy and how to raise it

#like what kinds of alterations to the school system would help

#but also what programs and campaigns outside of the context of schools would help?

Tags via @cozyprompts

No, no, come back, this is a good point. This post was, as the OP mentions, me desperately trying to figure out why people brush these statistics off. And the answer is complicated enough to spawn an entire dedicated field of study: science communication.

I focus primarily on childhood reading education because it's easier for me to understand. I have experience with teaching kids as an adult, and obviously I was also once a child in the system myself.

The good news is, teaching adults to read is a very similar set of steps. Vocabulary, Letters, Phonics, Phonemics, Fluency and finally Comprehension.

The major change is in tone. Adults who cannot read are often intensely private about that fact. Many will even insist that their very poor reading skills as "good enough" out of shame and fear.

At a cultural level, two things we can do are reduce stigma, and ensure that the skills to TEACH reading are more common in general.

Reducing stigma may look like publically admitting when something is above your reading level and asking for help. It may mean correcting mistakes politely and calmly. It may just mean adopting an attitude of acceptance instead of condescending revulsion when illiteracy comes up.

In any case, it's important to remember that Americans who cannot read were failed by the state. They are not failures themselves, but victims who deserve kind aid on their own terms.

As far as teaching skills:

All people learn to read in basically similar ways. Step one, the ultimate beginning, is learning to speak. Building a robust vocabulary in spoken english, especially understanding the way words relate to each other (opposites, share word stems, etc) is helpful.

Most adults already have spoken fluency so you can skip this for adults. But kids in particular benefit from vocabulary lessons.

Once comfortable spoken vocab is achieved, you begin at the beginning: The alphabet.

A shocking amount of Americans are literally not taught the goddamned alphabet.

Children benefit from illustrated alphabet readers like these, which relate each letter to a matching word they already know.

If you don't have the time or opportunity to read these alphabet books to your kid, there are educational videos that function similarly. Just pick out videos that feature words your kid knows, or subjects they enjoy.

Adults often prefer learning something less... condescending. The NATO Phonetic Alphabet is popular.

Once a person has a rough grasp of the letters, it's time for everyone's favourite classic: phonics.

This is the process of sounding out letters, and this is where things tend to go off the rails educationally. But for the sake of it, here's an adult textbook on phonics from the 1800s. The process has not changed hugely since then.

Once a student roughly knows the phonetics of the alphabet, they're ready to START reading, sounding out the letters in words until they "make" the "whole" word and can understand it. This is where "baby books" come in. You may recognize them if you work with very young children. They usually have only a word or short sentence per page, with a matching illustration.

The more difficult of these types of book have a short paragraph per page, and have matching illustrations which feature the information in the paragraph but don't centrally display it. This is to begin discouraging the use of illustration as a shortcut. These books also begin introducing phonemics: word sounds rather than letter sounds. This may mean blending specific letters together, silent letters, words imported from other languages which follow other phonics, etc.

This is also where the current educational system begins to struggle the worst.

In a reasonable system, practice reading books are separated by phonic (letter sound) and phonemic (word sound) difficulty.

However, in the 1990s in the US, this style of difficulty filtering was dropped in favour of a guess-and-check method called cueing. Cueing, when it works, does create readers who lack the "reading accent" created by sounding out words phonetically.

It also does not work for more than half of students.

So, this is where, as individuals, we end up getting caught. Many libraries, especially in schools, had really rigorous phonic difficulty level separation. And now, they don't, because this mess has been going on for so long.

The good news is, it's still taught in Library Science courses as part of the information desk and child librarian curricula, among others. If your library has a librarian ASK THEM ABOUT DECODING/PHONICS DIFFICULTIES. They can direct you to books with good separation of difficulty.

Beginning reader books have:

NO silent letters other than terminal-E.

Few multi-letter sounds (TH, SH, CH), only in well known words (child, the)

Few unusual letters (Q, X, Z) used very obviously (Queen, X-ray, Zebra)

Few unusual phonemes (Gorillas yes, guerillas no).

Short; under 30 pages.

So, if worse comes to worst, you can always pre-read books for your students against these guidelines. Your Dr Seuss books and such go here. For most informal discussions, this is the "elementary school" level of reading skill. It equates roughly to Level 1 Literacy in the PIAAC map.

Middle reading books, aka "chapter books" are for developing fluency, or, the ability to read without consciously processing each individual word.

This is where things fall apart quickly for adult readers, who often immediately jump to them and struggle enough to become angry and give up. These books usually start introducing more complex stuff that didn't exist in the beginning reader books, and combined with greater length, this is probably the hardest leap in the reading process.

At the early end, you'll find books like these

And at the higher end, long childrens' series like Animorphs, thematically ambitious series like His Dark Materials, and linguistically demanding ones like Narnia and the Hobbit.

Giving these books to an adult learner immediately when they are actually fairly difficult is a great way to ensure they never try to read again. Inability to "understand" a "kid book" is demoralizing in the extreme. These series do not "read like kid books" once you have the skills to read them, so they make good suggestions WHEN your students CAN read them.

That's because there books aren't for teaching reading, they're for practicing reading skills that already exist, to build fluency.

Once a student is a fluent reader, the teacher can begin introducing comprehension.

But comprehension (the ability to synthesize information from long or multiple sources) can ONLY exist where ALL the other reading skills arose already.

Basic level comprehension constitutes "middle school" reading skill in most common usage. It roughly equates to Level 2 fluency in the map. It's the ability to answer simple implications like "what was the character feeling" or "if this event hadn't happened, how might the story change?"

An easy and effective way to help adult learners practice comprehension is, fortuitously, VERY accessible.

Fandom. Any book fandom. They function as weird collective book clubs, and encourage critical analysis and interaction with the text. Yes, it's often bad interaction, but it's still good practice.

And Level 3, or "adult" fluency is just a matter of practicing skills and reading more ambitious texts over time. Most texts are more ambitious than children's sci-fi/fantasy, I think we can broadly agree.

Quick question, genuine question:

Why on earth does "more than half of US adults under 30 cannot read above an elementary school level" not strike horror into the heart of everyone who hears it?

Are the implications of it unclear????

I'm serious, people keep reacting with a sort of vague dismissal when I point this out, and I want to know why!

If adults in the US cannot read, then the only information they have access to is TV and video, the spaces with the most egregious and horrific misinformation!

If they cannot read, they cannot escape that misinformation.

This obscene lack of literacy should strike fear into every heart! US TV is notoriously horrific propaganda!

Is that???? Not??? Obvious???????

I know this sounds sarcastic, I know it does, but I'm completely serious here. I do not understand where the disconnect is.

[visagurukul012]

Important Vocabulary For IELTS: Vocab Words For IELTS

The International English Language Testing System (IELTS) is a widely recognized English language proficiency test that assesses the language skills of individuals seeking to study, work, or migrate to English-speaking countries. Achieving a high score on the IELTS can open doors to numerous opportunities, and a strong vocabulary is a crucial component of success in this test. In this article, we will explore the importance of vocabulary in IELTS, provide tips for vocabulary enhancement, and present a comprehensive list of important vocabulary words for IELTS across various categories.

Why Is Vocabulary Important in IELTS?

Comprehension: A rich vocabulary is essential for understanding the reading passages and listening materials in the IELTS exam. Without adequate vocabulary, comprehending complex texts and spoken conversations can be challenging.

Speaking: In the speaking section of IELTS, candidates are assessed on their ability to express ideas fluently and coherently. A diverse vocabulary allows test-takers to articulate their thoughts more precisely and effectively.

Writing: Vocabulary plays a critical role in the writing tasks, where candidates are required to present arguments, describe data, and express opinions. A varied vocabulary helps in avoiding repetition and enhancing the quality of writing.

Scoring: IELTS examiners evaluate vocabulary usage when assigning scores for different sections. A broader vocabulary can lead to higher scores in both the writing and speaking components.

Impression: A strong vocabulary can create a favorable impression on the examiner, showcasing your language proficiency and communication skills.

Tips for Enhancing Vocabulary for IELTS

Read Widely: Reading newspapers, magazines, books, and online articles in English can expose you to a variety of vocabulary words. Try to read materials from different genres and subjects to expand your word bank.

Keep a Vocabulary Journal: Maintain a notebook to record new words you encounter while reading or listening. Write down their meanings, usage in sentences, and synonyms.

Use Flashcards: Create flashcards with new vocabulary words. Write the word on one side and its definition and usage on the other. Review these cards regularly to reinforce your memory.

Contextual Learning: Learn words in context rather than memorizing isolated words. Understand how words are used in sentences and paragraphs to grasp their nuances.

Thematic Study: Group words by themes or topics. For example, you can focus on words related to technology, environment, education, or business. This approach helps you remember related words more effectively.

Practice with Sample Tests: Solve IELTS practice tests and sample questions. Pay attention to the vocabulary used in the reading passages and listening scripts. Analyze how certain words and phrases are used in these contexts.

Engage in Conversations: Participate in English conversations as much as possible. This will not only help you practice using your vocabulary but also expose you to different accents and speaking styles.

Watch English Movies and TV Shows: Watching English-language movies and TV series can be an enjoyable way to pick up new words and phrases. Turn on subtitles to aid comprehension.

Online Vocabulary Resources: Utilize online resources and apps designed for vocabulary building. Websites like Quizlet, Memrise, and Duolingo offer vocabulary exercises and quizzes.

Seek Feedback: Ask native speakers or experienced English learners to review your speaking and writing. They can provide valuable feedback on your vocabulary usage.

Read a blog:- Study abroad

Important Vocabulary Words for IELTS

Below is a list of important vocabulary words categorized by the four main sections of the IELTS test: Listening, Reading, Writing, and Speaking.

Listening Vocabulary:

Astonishing: Extremely surprising or impressive.

Conversely: In contrast or as a result.

Elaborate: To explain or give more details about something.

Juxtapose: To place two or more things together for contrasting effect.

Resonate: To have a particular meaning or importance for someone.

Ubiquitous: Present or found everywhere.

Diverse: Varied or showing a lot of differences.

Connotation: An idea or feeling that a word invokes in addition to its literal meaning.

Paraphrase: To express the meaning of something using different words.

Infer: To deduce or conclude information from evidence and reasoning.

Reading Vocabulary:

Ambiguous: Having more than one possible meaning or interpretation.

Elicit: To draw out or evoke a response or reaction.

Inherent: Existing as a natural or essential part of something.

Prerequisite: A requirement that must be fulfilled before something else can happen or be done.

Synthesize: To combine different elements to form a new whole.

Analyze: To examine in detail, typically to understand or explain something.

Cite: To quote as evidence or support for an argument or statement.

Empirical: Based on observation or experience rather than theory or pure logic.

Inferential: Involving drawing conclusions from available information or evidence.

Exemplify: To be a typical example of something.

Writing Vocabulary:

Consequently: As a result or effect of something.

Moreover: In addition to what has been said; furthermore.

Nonetheless: Nevertheless; in spite of that.

Significantly: In a way that is important or of consequence.

Hence: For this reason; therefore.

Conversely: In contrast or as the opposite.

Furthermore: Moreover; in addition to what has been said.

Nonetheless: Nevertheless; notwithstanding.

Incorporate: To include or contain as part of a whole.

Subsequently: Afterward; following in time.

Speaking Vocabulary:

Articulate: Expressing oneself clearly and effectively.

Eloquent: Fluent or persuasive in speaking or writing.

Lucid: Clear and easy to understand.

Vivid: Producing strong, clear images in the mind; lively and intense.

Idiom: A phrase or expression with a meaning that cannot be understood from the individual words.

Intonation: The rise and fall of the pitch of the voice in speech.

Pronunciation: The way in which a word is spoken or articulated.

Fluency: The ability to speak or write a language smoothly and easily.

Paraphrase: To rephrase or express the same message in different words.

Engage: To actively participate or involve in a conversation or discussion.

Conclusion

A strong vocabulary words for IELTS is a valuable asset for anyone preparing for the IELTS exam. It not only enhances your performance in all sections but also boosts your overall confidence in using the English language. Remember that building vocabulary is an ongoing process, so practice regularly and strive to incorporate these words into your daily communication. With dedication and consistent effort, you can significantly improve your vocabulary and increase your chances of achieving a high score in the IELTS exam.