The LINGOPONICS Method mimics the linguistic input (words heard and seen) over the lifetime of a human being age zero to three years.
INTERPLANETARY Ukrainian: Sugar Cube pegs the words with numbers and calendar processing in order to build a foundation for the skyscraper of the new native language.
Calendar processing in the brain relies on an integration of numerical cognition, language processing, and memory systems.
These functions are distributed across the Numbers Area of the brain (parietal lobe, namely intraparietal sulcus), Language Area of the brain (left temporal lobe and Broca's area), and Memory Area (hippocampus and medial temporal lobe).
The Sugar Cube content is statistically optimized for the order of appearance and the number of repetition of the words underpinning the language.
What does that remind us of? A freeze dried nutritious meal totally devoid of water. A juice concentrate.
Hart and Risley Study (1995) from the University of Kansas, often called the "30 Million Word Gap" study, analyzed the relationship between linguistic input from parents during a child's early years and their cognitive and linguistic development.
Word Exposure and Vocabulary Development:
By age 3, children from higher-income families were exposed to approximately 30 million more words than children from lower-income families.
The quantity of words a child hears in their first years correlates strongly with their vocabulary size, language skills, and later academic performance.
Quality of Language Matters:
The quality of language exposure—rich vocabulary, diverse sentence structures, and positive reinforcement—was as crucial as the quantity.
Children exposed to more engaging and affirming communication had better cognitive and linguistic outcomes.
Rate of Encouragement vs. Discouragement:
High-income families tended to use more encouraging statements, whereas lower-income families had a higher ratio of discouraging remarks.
Positive reinforcement influenced both language acquisition and emotional well-being.
Cognitive and Academic Correlation:
Early language exposure predicted not just linguistic abilities but also IQ scores, reading comprehension, and overall academic success.
Implications:
Early Intervention: The study emphasized the importance of early childhood interventions to enhance linguistic input in lower-income families.
Parental Engagement: Programs encouraging parents to talk, read, and engage in interactive communication with their children showed promise in reducing developmental disparities.
The findings highlight that linguistic input during early childhood is foundational to cognitive and linguistic development, supporting the need for nurturing language-rich environments.
The Hart and Risley study focused on children up to the age of 3. The researchers meticulously recorded and analyzed the interactions between parents and children across different socioeconomic strata. Here are the elaborated findings and subsequent research extensions.
Hart and Risley observed 42 families from three socioeconomic groups (professional, working-class, and welfare-dependent).
Researchers recorded one hour of parent-child interaction every month for 2.5 years, starting when the child was around 7-9 months old.
They transcribed and analyzed over 1,300 hours of interaction, counting individual words spoken to the children.
Word Count Findings:
1. By Age 3, Total Words Heard:
Professional Families: ~45 million words.
Working-Class Families: ~26 million words.
Welfare Families: ~13 million words.
2. Daily Word Exposure:
Children from professional families heard an average of 2,153 words per hour.
Children from working-class families heard an average of 1,251 words per hour.
Children from welfare-dependent families heard only 616 words per hour.
3. Encouragement vs. Discouragement:
Professional families: 6 encouragements for every discouragement.
Welfare families: 1 encouragement for every 2 discouragements.
www.lingoponics.com
The LINGOPONICS Method mimics the linguistic input (words heard and seen) over the lifetime of a human being age zero to three years.
INTERPLANETARY Ukrainian: Sugar Cube pegs the words with numbers and calendar processing in order to build a foundation for the skyscraper of the new native language.
Calendar processing in the brain relies on an integration of numerical cognition, language processing, and memory systems.
These functions are distributed across the Numbers Area of the brain (parietal lobe, namely intraparietal sulcus), Language Area of the brain (left temporal lobe and Broca's area), and Memory Area (hippocampus and medial temporal lobe).
The Sugar Cube content is statistically optimized for the order of appearance and the number of repetition of the words underpinning the language.
What does that remind us of? A freeze dried nutritious meal totally devoid of water. A juice concentrate.
Hart and Risley Study (1995) from the University of Kansas, often called the "30 Million Word Gap" study, analyzed the relationship between linguistic input from parents during a child's early years and their cognitive and linguistic development.
Word Exposure and Vocabulary Development:
By age 3, children from higher-income families were exposed to approximately 30 million more words than children from lower-income families.
The quantity of words a child hears in their first years correlates strongly with their vocabulary size, language skills, and later academic performance.
Quality of Language Matters:
The quality of language exposure—rich vocabulary, diverse sentence structures, and positive reinforcement—was as crucial as the quantity.
Children exposed to more engaging and affirming communication had better cognitive and linguistic outcomes.
Rate of Encouragement vs. Discouragement:
High-income families tended to use more encouraging statements, whereas lower-income families had a higher ratio of discouraging remarks.
Positive reinforcement influenced both language acquisition and emotional well-being.
Cognitive and Academic Correlation:
Early language exposure predicted not just linguistic abilities but also IQ scores, reading comprehension, and overall academic success.
Implications:
Early Intervention: The study emphasized the importance of early childhood interventions to enhance linguistic input in lower-income families.
Parental Engagement: Programs encouraging parents to talk, read, and engage in interactive communication with their children showed promise in reducing developmental disparities.
The findings highlight that linguistic input during early childhood is foundational to cognitive and linguistic development, supporting the need for nurturing language-rich environments.
The Hart and Risley study focused on children up to the age of 3. The researchers meticulously recorded and analyzed the interactions between parents and children across different socioeconomic strata. Here are the elaborated findings and subsequent research extensions.
Hart and Risley observed 42 families from three socioeconomic groups (professional, working-class, and welfare-dependent).
Researchers recorded one hour of parent-child interaction every month for 2.5 years, starting when the child was around 7-9 months old.
They transcribed and analyzed over 1,300 hours of interaction, counting individual words spoken to the children.
Word Count Findings:
1. By Age 3, Total Words Heard:
Professional Families: ~45 million words.
Working-Class Families: ~26 million words.
Welfare Families: ~13 million words.
2. Daily Word Exposure:
Children from professional families heard an average of 2,153 words per hour.
Children from working-class families heard an average of 1,251 words per hour.
Children from welfare-dependent families heard only 616 words per hour.
3. Encouragement vs. Discouragement:
Professional families: 6 encouragements for every discouragement.
Welfare families: 1 encouragement for every 2 discouragements.
www.lingoponics.com
The LINGOPONICS Method mimics the linguistic input (words heard and seen) over the lifetime of a human being age zero to three years.
INTERPLANETARY Ukrainian: Sugar Cube pegs the words with numbers and calendar processing in order to build a foundation for the skyscraper of the new native language.
Calendar processing in the brain relies on an integration of numerical cognition, language processing, and memory systems.
These functions are distributed across the Numbers Area of the brain (parietal lobe, namely intraparietal sulcus), Language Area of the brain (left temporal lobe and Broca's area), and Memory Area (hippocampus and medial temporal lobe).
The Sugar Cube content is statistically optimized for the order of appearance and the number of repetition of the words underpinning the language.
What does that remind us of? A freeze dried nutritious meal totally devoid of water. A juice concentrate.
Hart and Risley Study (1995) from the University of Kansas, often called the "30 Million Word Gap" study, analyzed the relationship between linguistic input from parents during a child's early years and their cognitive and linguistic development.
Word Exposure and Vocabulary Development:
By age 3, children from higher-income families were exposed to approximately 30 million more words than children from lower-income families.
The quantity of words a child hears in their first years correlates strongly with their vocabulary size, language skills, and later academic performance.
Quality of Language Matters:
The quality of language exposure—rich vocabulary, diverse sentence structures, and positive reinforcement—was as crucial as the quantity.
Children exposed to more engaging and affirming communication had better cognitive and linguistic outcomes.
Rate of Encouragement vs. Discouragement:
High-income families tended to use more encouraging statements, whereas lower-income families had a higher ratio of discouraging remarks.
Positive reinforcement influenced both language acquisition and emotional well-being.
Cognitive and Academic Correlation:
Early language exposure predicted not just linguistic abilities but also IQ scores, reading comprehension, and overall academic success.
Implications:
Early Intervention: The study emphasized the importance of early childhood interventions to enhance linguistic input in lower-income families.
Parental Engagement: Programs encouraging parents to talk, read, and engage in interactive communication with their children showed promise in reducing developmental disparities.
The findings highlight that linguistic input during early childhood is foundational to cognitive and linguistic development, supporting the need for nurturing language-rich environments.
The Hart and Risley study focused on children up to the age of 3. The researchers meticulously recorded and analyzed the interactions between parents and children across different socioeconomic strata. Here are the elaborated findings and subsequent research extensions.
Hart and Risley observed 42 families from three socioeconomic groups (professional, working-class, and welfare-dependent).
Researchers recorded one hour of parent-child interaction every month for 2.5 years, starting when the child was around 7-9 months old.
They transcribed and analyzed over 1,300 hours of interaction, counting individual words spoken to the children.
Word Count Findings:
1. By Age 3, Total Words Heard:
Professional Families: ~45 million words.
Working-Class Families: ~26 million words.
Welfare Families: ~13 million words.
2. Daily Word Exposure:
Children from professional families heard an average of 2,153 words per hour.
Children from working-class families heard an average of 1,251 words per hour.
Children from welfare-dependent families heard only 616 words per hour.
3. Encouragement vs. Discouragement:
Professional families: 6 encouragements for every discouragement.
Welfare families: 1 encouragement for every 2 discouragements.
www.lingoponics.com
The LINGOPONICS Method mimics the linguistic input (words heard and seen) over the lifetime of a human being age zero to three years.
INTERPLANETARY Ukrainian: Sugar Cube pegs the words with numbers and calendar processing in order to build a foundation for the skyscraper of the new native language.
Calendar processing in the brain relies on an integration of numerical cognition, language processing, and memory systems.
These functions are distributed across the Numbers Area of the brain (parietal lobe, namely intraparietal sulcus), Language Area of the brain (left temporal lobe and Broca's area), and Memory Area (hippocampus and medial temporal lobe).
The Sugar Cube content is statistically optimized for the order of appearance and the number of repetition of the words underpinning the
What does that remind us of? A freeze dried nutritious meal totally devoid of water. A juice concentrate.
Hart and Risley Study (1995) from the University of Kansas, often called the "30 Million Word Gap" study, analyzed the relationship between linguistic input from parents during a child's early years and their cognitive and linguistic development.
Word Exposure and Vocabulary Development:
By age 3, children from higher-income families were exposed to approximately 30 million more words than children from lower-income families.
The quantity of words a child hears in their first years correlates strongly with their vocabulary size, language skills, and later academic performance.
Quality of Language Matters:
The quality of language exposure—rich vocabulary, diverse sentence structures, and positive reinforcement—was as crucial as the quantity.
Children exposed to more engaging and affirming communication had better cognitive and linguistic outcomes.
Rate of Encouragement vs. Discouragement:
High-income families tended to use more encouraging statements, whereas lower-income families had a higher ratio of discouraging remarks.
Positive reinforcement influenced both language acquisition and emotional well-being.
Cognitive and Academic Correlation:
Early language exposure predicted not just linguistic abilities but also IQ scores, reading comprehension, and overall academic success.
Implications:
Early Intervention: The study emphasized the importance of early childhood interventions to enhance linguistic input in lower-income families.
Parental Engagement: Programs encouraging parents to talk, read, and engage in interactive communication with their children showed promise in reducing developmental disparities.
The findings highlight that linguistic input during early childhood is foundational to cognitive and linguistic development, supporting the need for nurturing language-rich environments.
The Hart and Risley study focused on children up to the age of 3. The researchers meticulously recorded and analyzed the interactions between parents and children across different socioeconomic strata. Here are the elaborated findings and subsequent research extensions.
Hart and Risley observed 42 families from three socioeconomic groups (professional, working-class, and welfare-dependent).
Researchers recorded one hour of parent-child interaction every month for 2.5 years, starting when the child was around 7-9 months old.
They transcribed and analyzed over 1,300 hours of interaction, counting individual words spoken to the children.
Word Count Findings:
1. By Age 3, Total Words Heard:
Professional Families: ~45 million words.
Working-Class Families: ~26 million words.
Welfare Families: ~13 million words.
2. Daily Word Exposure:
Children from professional families heard an average of 2,153 words per hour.
Children from working-class families heard an average of 1,251 words per hour.
Children from welfare-dependent families heard only 616 words per hour.
3. Encouragement vs. Discouragement:
Professional families: 6 encouragements for every discouragement.
Welfare families: 1 encouragement for every 2 discouragements.
www.lingoponics.com
The LINGOPONICS Method mimics the linguistic input (words heard and seen) over the lifetime of a human being age zero to three years.
INTERPLANETARY Ukrainian: Sugar Cube pegs the words with numbers and calendar processing in order to build a foundation for the skyscraper of the new native language.
Calendar processing in the brain relies on an integration of numerical cognition, language processing, and memory systems.
These functions are distributed across the Numbers Area of the brain (parietal lobe, namely intraparietal sulcus), Language Area of the brain (left temporal lobe and Broca's area), and Memory Area (hippocampus and medial temporal lobe).
The Sugar Cube content is statistically optimized for the order of appearance and the number of repetition of the words underpinning the language.
What does that remind us of? A freeze dried nutritious meal totally devoid of water. A juice concentrate.
Hart and Risley Study (1995) from the University of Kansas, often called the "30 Million Word Gap" study, analyzed the relationship between linguistic input from parents during a child's early years and their cognitive and linguistic development.
Word Exposure and Vocabulary Development:
By age 3, children from higher-income families were exposed to approximately 30 million more words than children from lower-income families.
The quantity of words a child hears in their first years correlates strongly with their vocabulary size, language skills, and later academic performance.
Quality of Language Matters:
The quality of language exposure—rich vocabulary, diverse sentence structures, and positive reinforcement—was as crucial as the quantity.
Children exposed to more engaging and affirming communication had better cognitive and linguistic outcomes.
Rate of Encouragement vs. Discouragement:
High-income families tended to use more encouraging statements, whereas lower-income families had a higher ratio of discouraging remarks.
Positive reinforcement influenced both language acquisition and emotional well-being.
Cognitive and Academic Correlation:
Early language exposure predicted not just linguistic abilities but also IQ scores, reading comprehension, and overall academic success.
Implications:
Early Intervention: The study emphasized the importance of early childhood interventions to enhance linguistic input in lower-income families.
Parental Engagement: Programs encouraging parents to talk, read, and engage in interactive communication with their children showed promise in reducing developmental disparities.
The findings highlight that linguistic input during early childhood is foundational to cognitive and linguistic development, supporting the need for nurturing language-rich environments.
The Hart and Risley study focused on children up to the age of 3. The researchers meticulously recorded and analyzed the interactions between parents and children across different socioeconomic strata. Here are the elaborated findings and subsequent research extensions.
Hart and Risley observed 42 families from three socioeconomic groups (professional, working-class, and welfare-dependent).
Researchers recorded one hour of parent-child interaction every month for 2.5 years, starting when the child was around 7-9 months old.
They transcribed and analyzed over 1,300 hours of interaction, counting individual words spoken to the children.
Word Count Findings:
1. By Age 3, Total Words Heard:
Professional Families: ~45 million words.
Working-Class Families: ~26 million words.
Welfare Families: ~13 million words.
2. Daily Word Exposure:
Children from professional families heard an average of 2,153 words per hour.
Children from working-class families heard an average of 1,251 words per hour.
Children from welfare-dependent families heard only 616 words per hour.
3. Encouragement vs. Discouragement:
Professional families: 6 encouragements for every discouragement.
Welfare families: 1 encouragement for every 2 discouragements.
www.lingoponics.com
The LINGOPONICS Method mimics the linguistic input (words heard and seen) over the lifetime of a human being age zero to three years.
INTERPLANETARY Ukrainian: Sugar Cube pegs the words with numbers and calendar processing in order to build a foundation for the skyscraper of the new native language.
Calendar processing in the brain relies on an integration of numerical cognition, language processing, and memory systems.
These functions are distributed across the Numbers Area of the brain (parietal lobe, namely intraparietal sulcus), Language Area of the brain (left temporal lobe and Broca's area), and Memory Area (hippocampus and medial temporal lobe).
The Sugar Cube content is statistically optimized for the order of appearance and the number of repetition of the words underpinning the
What does that remind us of? A freeze dried nutritious meal totally devoid of water. A juice concentrate.
Hart and Risley Study (1995) from the University of Kansas, often called the "30 Million Word Gap" study, analyzed the relationship between linguistic input from parents during a child's early years and their cognitive and linguistic development.
Word Exposure and Vocabulary Development:
By age 3, children from higher-income families were exposed to approximately 30 million more words than children from lower-income families.
The quantity of words a child hears in their first years correlates strongly with their vocabulary size, language skills, and later academic performance.
Quality of Language Matters:
The quality of language exposure—rich vocabulary, diverse sentence structures, and positive reinforcement—was as crucial as the quantity.
Children exposed to more engaging and affirming communication had better cognitive and linguistic outcomes.
Rate of Encouragement vs. Discouragement:
High-income families tended to use more encouraging statements, whereas lower-income families had a higher ratio of discouraging remarks.
Positive reinforcement influenced both language acquisition and emotional well-being.
Cognitive and Academic Correlation:
Early language exposure predicted not just linguistic abilities but also IQ scores, reading comprehension, and overall academic success.
Implications:
Early Intervention: The study emphasized the importance of early childhood interventions to enhance linguistic input in lower-income families.
Parental Engagement: Programs encouraging parents to talk, read, and engage in interactive communication with their children showed promise in reducing developmental disparities.
The findings highlight that linguistic input during early childhood is foundational to cognitive and linguistic development, supporting the need for nurturing language-rich environments.
The Hart and Risley study focused on children up to the age of 3. The researchers meticulously recorded and analyzed the interactions between parents and children across different socioeconomic strata. Here are the elaborated findings and subsequent research extensions.
Hart and Risley observed 42 families from three socioeconomic groups (professional, working-class, and welfare-dependent).
Researchers recorded one hour of parent-child interaction every month for 2.5 years, starting when the child was around 7-9 months old.
They transcribed and analyzed over 1,300 hours of interaction, counting individual words spoken to the children.
Word Count Findings:
1. By Age 3, Total Words Heard:
Professional Families: ~45 million words.
Working-Class Families: ~26 million words.
Welfare Families: ~13 million words.
2. Daily Word Exposure:
Children from professional families heard an average of 2,153 words per hour.
Children from working-class families heard an average of 1,251 words per hour.
Children from welfare-dependent families heard only 616 words per hour.
3. Encouragement vs. Discouragement:
Professional families: 6 encouragements for every discouragement.
Welfare families: 1 encouragement for every 2 discouragements.
www.lingoponics.com
Michel de Montaigne
L'amitié est nourrie par la communication des pensées.
"Friendship is nourished by the exchange of thoughts."
Je suis homme, et rien de ce qui est humain ne m’est étranger.
"I am a man, and nothing that is human is alien to me."
La plus grande chose au monde, c'est de savoir être à soi.
"The greatest thing in the world is to know how to belong to oneself."
La coutume et l'usage nous rendent tout supportable; elles sont la raison de tout ce qui semble extraordinaire.
"Custom and usage make everything bearable; they are the reason behind everything that seems extraordinary."
L'esprit est une danseuse qui nous emporte, et qu'il faut conduire avec art.
"The mind is a dancer that carries us away, and we must lead it with skill."
La vraie liberté consiste dans la modération des désirs et dans la sagesse.
"True freedom consists in the moderation of desires and in wisdom."
Ce que j'aime dans la vertu, c'est elle-même, et non pas les bonnes qualités qui m'accompagnent.
"What I love in virtue is virtue itself, not the good qualities that accompany it."
Il vaut mieux être seul que mal accompagné.
"It is better to be alone than in bad company."
La plus grande chose du monde, c'est de savoir être à soi."
"The greatest thing in the world is to know how to belong to oneself."
Il vaut mieux une tête bien faite qu'une tête bien pleine.
"A well-made head is better than a well-filled head."
Notre grand et glorieux chef-d'œuvre, c'est vivre à propos.
"Our great and glorious masterpiece is to live appropriately."
Le plus grand des biens est la liberté, et la plus grande des libertés est celle de l'esprit.
"The greatest good is freedom, and the greatest freedom is that of the mind."
Nous sommes riches de ce que nous avons fait.
"We are rich with what we have done."
"Il n'y a que la bêtise qui soit inébranlable."
"Only stupidity is unshakable."
Qui craint de souffrir, il souffre déjà de ce qu'il craint.
"He who fears suffering is already suffering from what he fears."
L'inconstance est notre plus grande constance.
"Inconstancy is our greatest constancy."
L'âme qui n'a point de but erre.
"The soul that has no goal wanders."
Ce que nous savons le mieux est ce que nous avons appris par nous-mêmes.
"What we know best is what we have learned by ourselves."
Nous sommes tous sculptés et taillés par les mains de notre malheur.
"We are all sculpted and shaped by the hands of our misfortune."
C'est une absolue perfection, et comme divine, de savoir jouir loyalement de son être.
"It is an absolute perfection, and almost divine, to know how to enjoy our being loyally."
Audio Credits:
Melancholic Sad Piano by UNIVERSFIELD -- https://freesound.org/s/753613/ -- License: Attribution 4.0
Welcome to Speedboat Ukrainian by Lingoponics.
This is the express Ukrainian course that takes you to the destination fast.
The destination is understanding and speaking Ukrainian effortlessly.
It is designed for the space crews members looking to go to Mars or those looking to live and work on the Asteroid Belt.
Lingoponics is the technology for language acquisition that is based on the first principles.
When viewed from the standpoint of physics, the command of the language is effortless access to the internalized neuronal network capable of coding and decoding in that language.
The neuronal language network viewed as a set of connections resembles the Solar System.
In the center is the intertwined cluster of neurons and synapses fused together like the dense plasma of the Sun. In the Lingoponics Method, this is called the Star of Intuitive Grammar. It contains 250 words of the language that are the most frequently used. These words combined weigh more than all the rest of the words put together, just like the Sun’s mass is way greater than that of the sum of the planets.
Further away from the center are the planets, or the language vocabulary.
The planets are no longer formed by fusion, they are no longer fused together as hot plasma.
The further away from the star, the colder the planets. The less frequently used are the words.
Speedboat Ukrainian combines the most essential linguistic content in existence with the music, to make learning Ukrainian the most fun under the stars.
So fire up your space speedboat engine, and enjoy Speedboat Ukrainian.
SPACE Lawyer 002
Hijacking
Any unlawful or unauthorized seizure or exercise of control, by force or violence or threat of force of violence.
Intentional killing
Killing by means of poison, or by lying in wait, or by any other kind of willful, deliberate and premeditated killing.
Perpetration of a felony
The act of the defendant engaging in or being an accomplice in the commission of, or an attempt to commit or flight of the committing, or attempting to commit robbery, rape, or deviant sexual intercourse by force or threat of force, arson, burglary or kidnapping.
Principal
A person who is the actor or perpetrator of the crime.
Voluntary manslaughter.
A person who kills an individual without legal justification commits voluntary manslaughter if at any time of the killing he is acting under a sudden and intense passion resulting from serious provocation by
by the individual killed, or
another individual whom the perpetrator had no intention to kill, but he negligently or accidentally causes death of the individual killed.
A person who intentionally or knowingly kills an individual commits voluntary manslaughter if at the time of the killing he believes the circumstances to be such that, if they existed, would justify the killing.
Voluntary manslaughter is a felony of the first degree.
Credits:
West's Pennsylvania Criminal Law
NASA
guitar.intro01.wav by dobroide -- https://freesound.org/s/9050/ -- License: Attribution 4.0
001
Criminal homicide
A person is guilty of criminal homicide if he intentionally, knowingly, recklessly or negligently causes the death of another human being.
Criminal homicide shall be classified as murder, voluntary manslaughter, or involuntary manslaughter.
Murder of the first degree.
A criminal homicide constitutes murder of the first degree when it is committed by an intentional killing.
Murder of the second degree.
A criminal homicide constitutes murder of the second degree when it is committed while defendant was engaged as a principle or an accomplice in the perpetration of a felony.
Murder of the third degree.
All other kinds of murder shall be murder of the third degree.
Murder of the third degree of felony of the first degree.
Audio Credits:
West's Pennsylvania Criminal Law
NASA
guitar.intro01.wav by dobroide -- https://freesound.org/s/9050/ -- License: Attribution 4.0
39.31
CODE
from Latin ‘caudex’ meaning book or literally tree trunk
people used to write on wooden planks covered with wax
the wooden planks came from tree trunks
code is something written
code is a set of written laws
United States Code (USC)
39.32
a coding system
a legal code
lines of code
lines of computer programming
to encode something it means to write it in code
and not in simple language
39.33
the code of practice
programming code
to break the code
code breakers
area code and number
code word
code word is pass word
password is a key to enter
39.34
building code
building codes are the rules of building
code name
code blue is a medical emergency within the hospital
a coding specialist is someone who works with codes
programmers code for a living
[to be or not to be that is the question] (William Shakespeare)
39.35
ZIP
zip stands for Zone Improvement Plan
a code adopted in the US in 1963
zip code is the numbers
for a particular postal area
as in my zip code is 08054
my area code is 856
Audio Credits: NASA
39.26
FRESH
from Proto-Germanic ‘friskaz’ meaning water with no salt
fresh is not old
fresh is new
cool or clean
fresh is in good condition
fresh food
39.27
fresh water
fresh air
fresh produce
fresh fruit
get a fresh start
get a new start
fresh out of college
just got out of college
fresh on my mind
stop acting fresh
the OPPOSITE of fresh is old, bad or lifeless
[let physics drive the design] (Gwynne Shotwell)
39.28
APPROPRIATE
from Latin ‘propriare’ take as one’s own
appropriate is right good and needed
appropriate course of action
when appropriate to do so
appropriate amount of time
appropriate level of security
39.29
appropriate for all ages
take appropriate steps to ensure
the OPPOSITE of appropriate is inappropriate
medically appropriate
socially appropriate
age appropriate
39.30
appropriate for all ages
appropriate and timely action
to appropriate something means to make it one’s property, to buy-in
or to give a share of money or time to a particular cause
as in the government appropriated money
for national security
and in support of healthcare
Audio Credits: NASA
39.21
just you wait and see
wait in line
wait on the line
wait for your turn
to wait or to await
waiting room
39.22
responsible for creating this long wait
did not wait
didn’t have to wait
take the responsibility
position of high responsibility
is held personally responsible
held a position of responsibility
will be held responsible
[to understand is to know what to do] (Ludwig Wittgenstein)
39.23
SECURITY
security comes from the Latin ‘securitas’
that means free from care
state security services
security officer
social security number
Social Security Administration
39.24
high level of security
security interest in
country has a security interest in
information security
national security
to add security forces
to bypass security
39.25
a secure site
a matter of national security
job security
security forces
security system
marketable securities
the OPPOSITE of security is insecurity
the OPPOSITE of secure is insecure
Audio Credits: NASA
39.16
RESPONSIBLE
able to respond
responsible for making sure
from Latin ‘respondere’ meaning answer
responsible manager
a manager responsible for
responsible planning
responsible use of
39.17
ultimate responsibility
will be held responsible
directly responsible
socially responsible
largely responsible for
legally responsible in the matter of
the OPPOSITE of responsible is irresponsible
39.18
WAIT
wait means to hold off
or to expect
from Old French ‘gait’ meaning sentry
cannot wait can’t wait
have to wait but can’t
gotta wait
39.19
gotta wait up
just wait and see
haven’t heard back
haven’t heard back yet
still waiting to hear
a long wait
has been a long wait
just a short wait
wait up
wait a minute
what are you waiting for ?
39.20
to wait is to remain in expectation
will be waiting for you
I’ll be waiting for you
sitting and just waiting around
waiting around is not easy
can hardly wait
Audio Credits: NASA