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leolingo · 8 months

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(rant about linguistics, aphasia and q!quackity’s impairments post-memory loss!!! to anyone who knows more about any of this, PLEASE add on or dm me id love to learn if anyones into neurolinguistics or anything of the sort)

ive been digging deeper into q!quackity’s condition (because I quite literally CAN’T stop thinking abou it) + taking note of his symptoms/behavior and it seems like what he’s dealing with could be called alexia (acquired inability to read) with agraphia (acquired inability to write), which are types of general aphasia, except i still need to know MORE about his production and comprehension i need to get in there!!!!!

it seems like he could be experiencing literal/verbal alexia with agraphia, which would mean he can’t recognize written letters or symbols at all and that is why he’s unable to read (this is all very tentative… all i have to go off of is my psycholinguistics class and as many academic articles as i can read). from what ive seen, q!q hasn’t actually tried to read any signs out loud, there’s no verbal attempt or production of speech which would make sense if he really can’t recognize the alphabet. BUT. what bothers me is that he can speak spanish with no issues. since spanish has a high proximity between phonology and orthography, theory says people who are able to speak it should be able to read and write the phonemes. and he can’t — or hasn’t tried. THAT makes me think he Can recognize the letters themselves

to confirm this i would really like to see him try to spell…. Or just name a letter! if its confirmed he CAN recognize individual letters, then id say what we’re looking at is more like pure alexia (without agraphia) — only a reading impairment, which would cause him to be unable to Arrange the letters in a sensical order. Its tough to check any of this w minecraft as a medium…. with a keyboard (or, in rp, on a communicator/in chat) it’s kind of impossible to know if he’s clicking at random or actually Trying to seek specific letters. but ill say that the way he sometimes dictates what he’s intending to write makes me think he DOES have the visual of each letter in his mind, and just struggles to order them or accurately transpose them

its also interesting to me how theres no sign of a speech impediment. q!q could speak fine from the very first moment we saw him. all hesitation was modal/owed to circumstance and not actually tied to his production of speech. i think that has more to do with the memory part of things! it could be that the extend of his memory alteration only goes as far as his writing and reading do. speech and comprehension come first in regular human development, and those are the faculties he has kept mostly unaltered. there could also be an argument to make about this pointing spanish as his first language (like cc!quackity) and english as his second, which would explain the dissonance between his production in one language and the other — but given that last stream he did express knowledge of english, idk if its relevant

i dont know much about the actual anatomy of things but i think it’s interesting that most aphasia cases are caused by lesions on the left temporal-parietal lobe. AND that its also possible for aphasia to be caused by head trauma like a hard hit to the head or deprival of oxygen (due to drowning? food for thought).

psa i know the situation in canon could be a lot less deep than im trying to make it. i get that. i dont expect the writers team to have researched the symptoms to this extent, but i enjoy discussing it. this is part of my major and a big area of interest for me so i find it really fun :) ill keep reading on this topic as much as i can and reblog w more of my musings if i find more relevant info. baseline qsmp team please let me in i need to study q!q under a microscope (lovingly)

#literally its ALLLLLLLLLL I think about since the return stream #WHAT THEY DO TO HIM?#kit.txt #qsmp #q!quackity #kit.meta

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baiwu-jinji · 4 months

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Hi. Firstly, I want to thank you for sharing many analysis posts and answers here. They are very interesting and insightful. It gives me a lot of motivation to continue studying mandarin!

I've seen your post about Hua Cheng's speech pattern which is the topic that I'm always interested in. You mentioned that his speech is usually polite and concise. Many of the words/phrases he uses sound old-fashioned by modern day standard. I first read TGCF in English, but I've been trying to read the simplified CN version recently. I noticed sometimes HC uses modal particles. For example,

“不错。我不是说了吗，谁也惦记着我这地方呢。戚容想鬼市不是一年两年了，可偏生他最多也只能想想，眼红得紧，所以时常派些跟他一样的废物来捣乱。见怪不怪咯。”

花城微微挑眉，传音道：“撒谎咯。”

那少年嗤笑道：“嗯，水横天嘛。”

I'm still not familiar with how modal particles are used, but the general impression I got about modal particles are that they make the sentence not concise. Like, you reply someone with 好 instead of 好啊 if you want to be concise. Am I correct?

Also, is it true that 咯 is used instead of 了 to convey a cheerful manner and is normally used by girls and children?

I would like to hear your thoughts about this. Thank you very much!

Hi! :) Thank you for your kind words, you're right that modal particles make the sentences less concise, but sometimes they're necessary to convey the speaker's mood, tone, or even personality trait. I also understand how modal particles can be difficult because they're very flexible and their implications sometimes depend entirely on the context of the sentences.

咯 adds a playfulness and lightness to speech, and with the first quote you mentioned, it expresses Hua Cheng's flippant and scornful attitude, and emphasizes the expected nature of Qi Rong's troublemaking. 咯 in the second quote softens the tone of sentence and makes it more playful, since Hua Cheng is basically flirting with Xie Lian. 嘛 in the third quote shows Hua Cheng's irreverent and scornful attitude. So you see modal particles here are necessary in conveying Hua Cheng's personality. Its true that 咯 sounds more cheerful than 了, but I don't think it's restricted to being used by girls and children.

#tgcf #hua cheng

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spanishskulduggery · 2 years

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sorry if this is super basic but could you may explain future tense to me?

There's two types of ways to express future tense things

The first is present tense, then there's future tense

Short-Term Future Tense (using present tense)

Present tense is often used for short-term future.

A very simple example is voy. By itself voy is the present tense yo of ir so it means "I go"

However, voy can also be translated as "I'm going" [present continuous] and "I'm going (to go)" [short-term future]

ir isn't the only verb you can use to express future tense, but it is probably the most common

Additionally with ir you'll find ir + a + infinitivo which is "going to do (something)", using ir a as a kind of modal/helping verb

As an example: voy a visitar "I'm going to visit", van a viajar "they are going to travel", me voy a mudar "I'm going to move (away)" etc etc. Even just voy a ir "I'm going to go"

Present tense will always be your first foray into future tense and it's very straightforward

Conjugating Future Tense

As for future tense itself, there are a handful of irregular verbs but it's actually one of the more regular conjugations

It's most often the case that you have the infinitive + the conjugated endings, and they're primarily the same regardless of the verb types except

hablaré = I will speak comeré = I will eat viviré = I will live hablarás = you will speak comerás = you will eat vivirás = you will live hablará = he/she/usted will speak comerá = he/she/usted will eat vivirá = he/she/usted will live hablarán = they/you all will speak comerán = they/you all will eat vivirán = they/you all will live hablaremos = we will speak comeremos = we will eat viviremos = we will live

And so, for about 80% of verbs you'll see the infinitive plus -é, -ás, -á, -án, -emos, (and -éis for vosotros)

Your irregular verbs that you'll want to know for future tense are typically: querer, poder, poner, hacer, tener, decir, venir, haber, valer, salir, saber, and caber

querer -> querr- poder -> podr- poner -> pondr- hacer -> har- tener -> tendr- decir -> dir- venir -> vendr- haber -> habr- valer -> valdr- salir -> saldr- saber -> sabr- caber -> cabr-

But the verb endings are the same... so you'll see querré, podré, pondré, haré, tendré, diré, vendré, habré, valdré, saldré, sabré, cabré etc etc etc

In fact, these 12 verbs are pretty much the only real irregularities you need to know. I think all (if not the majority) of other irregulars are related to the above verbs... so sostendrá from sostener, or satisfará from satisfacer related to hacer etc.

If you know the basic pattern for the ending conjugation, you can pretty much figure them all out... except for bendecir and maldecir which are just weird and I'm sorry in advance, but thankfully you don't usually have to know them

For everything else, say you come across mantener ...you know it's related to tener so you can safely assume all its conjugations are related to tener... so you'll get mantendré "I will maintain" etc

Funny enough: the big 5 [ser, estar, ir, ver, dar] all conjugate regularly here

Important Note: These 12 verbs also share their conjugational pattern for the conditional... except you'll get -ía, -ías, -ía, -ían, -íamos instead

And so you'd see something like querría, podría, pondría, haría, tendría, diría, vendría, habría, valdría, saldría, sabría, cabría

Regular verbs are just the same, an infinitive plus the ending: hablaría, comería, viviría

Using Future Tense

I think future tense is probably the most straightforward of all the tenses in Spanish. It's used primarily exactly how you would imagine it

In English we typically use a helping verb "will", but in Spanish, just the future tense is enough

What does sort of get a little lost in translation is that for Spanish, the future tense is decisive. It is something you WILL do, and it's a potentially longer-term future that's farther off:

Nunca volveré jamás. = I will never ever go back. Viajaré a Francia. = I will travel to France. Comeremos antes. = We'll eat before. Tendrás que hablar con ella. = You'll have to talk to her. No lo haré. = I will not do it. / I won't do it. Lo haré. = I'll do it. / I will (do it). Nunca podré olvidármelo. = I'll never be able to forget it. Vendrán más tarde. = They'll come later.

...

The one function of future tense that isn't totally discussed is just how resolute it is.

In English, future tense is sometimes understood as "shall"... For us, "shall" is a little antiquated, but it has that same resolve that's present in Spanish

When I teach people about future tense, I try to mention the "shall" because the perfect example is in the Bible for los diez mandamientos "the Ten Commandments"

No robarás. = Thou shalt not steal / You won't steal. No matarás. = Thou shalt not kill. / You won't kill. Honrarás a tu madre y a tu padre. = (Thou shalt) Honor thy father and thy mother. / "You will honor your mother and your father"

*Note: It's important to note for the Ten Commandments that English uses "thou" which is archaic for us. But "thou" is understood to be 2nd person informal, a "you"

Thus, "thou" is in fact "tú" but English largely did away with "thou"

So in prayers and in the Bible, the Spanish no matarás feels very modern to us because we would think "you will not kill"... but in Biblical English it's "thou shalt not kill", but again there's the "shall"

If you can imagine a situation where you could replace "will" with "shall", you're talking about future tense:

Nunca volveré. = I will never return. Nunca volveré. = I shall never return

There's a bit of a disconnect for English speakers, I know, trust me I know, but the Spanish somehow seems simpler to us in these cases

Small additional note: Spanish-speakers sometimes use future tense in the way we would use present tense... As an example: serás idiota is "you're an idiot". You could say eres idiota but there are times when Spanish speakers will say serás and it's interpreted as "you are", not "you will be"

I believe it's understood more like "supposition" in a way, so serás idiota or estarás loco/a can come out like "you must be an idiot" or "you must be crazy"

...

And that's the basics of future tense. It's extremely simple compared to everything else in Spanish. There are usually no tricks involved. Future tense is usually everyone's sigh of relief after having to deal with preterite and imperfect, it's very simple by comparison

And future tense conjugations easily prepare you for conditional tense when the time comes

#Spanish #language #langblr #learning Spanish #languages #futuro #la gramatica #asks

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morrak · 2 years

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Untitled Wednesday Library Series, Part 88

Last week, in the midst of some otherwise unremarkable cataloging, I had to call upon my rapidly atrophying German chops. This week we’re visiting my rapidly disintegrating German reference materials. I’m reading new books, I swear, and interesting ones, it’s just slow. Unless you want this to turn into a journal club of obsolete papers on indexing languages — you don’t — bear with the repeats and late night posts for a bit.

In the 1952 third edition: Basic German: A Brief Introduction to the German Language, courtesy of one Paul Holroyd Curts’, Ph.D., Professor of German, Wesleyan University’: a Prenctice-Hall, Inc. joint.

The How

One of my undergrad German classes met in the joint German-Russian lounge. We had a sink, about seven thousand half-used packages of paper napkins, a samovar, rolling chairs, and several direct-to-drywall bracketed shelves full of old books. Mostly German ones, some Russian. I think there were some Scots papers on the bottom shelf. The director of German and Russian — also, incidentally, the head of that class — spoke some of that too. I expressed slightly too much interest in the collection and got tapped to weed some of it, which meant I ended up with some of the salvageable but less interesting or useful bits. This is one of those.

The Text

Neither very interesting nor very useful, if you can believe that. Kinda curious but ultimately the same as any number of alternatives and woefully out of date. Why so?

Blackletter, for a start. Sorry, ‘German characters’. I’m so sure. By the time this edition rolled out this wasn’t exactly a political statement, but it smacks of what I’ll call the wisp of a suggestion of a political aspect. Now, for an updated edition of an already old(ish) book by an American, eh. Still looks a little funny to me.

The hand script, though? Sütterlinschrift. Nice. Love to see it. Not a primary mode by this printing, but taught into the 70s in Germany. I’m not sure how you’d go about finding it on paper these days (especially in the US) other than to find old teaching books, though of course lots of Sütterlin material has been digitized.

The German it espouses is very dusty and the English it espouses it in hasn’t aged any better. No one writes chapters on the genitive like this anymore; certainly no one still teaches things as ‘modal auxiliaries’ or ‘past/present/future time’. This does use what my brain insists is the correct layout for pronoun tables, which I appreciate.

The Object

In sad condition, and worse even than a few years ago. It wasn’t bound to last in the first place, much less be handled like it was. I like that it was very clearly used as a textbook for a class — some of the markings are identical to ones I made in newer books and it even has homework notes in spots, which is one of my favorite genres of marginalia. The paper’s yellowing and the glue has swollen a bit; it’s bound for the bin in a decade or so.

Any upsides? Well, yes. It has maybe the only multi-typeface index I’ve ever seen.

The Why, Though?

Sütterlin is a soft spot of mine, even if I don’t use it anymore. I considered referencing my this and similar for my papers on blackletter, but thankfully found better options. Beyond that, I’ve really only kept it around for eventually using in one of these posts. This very next sentence may be the death rattle of it mattering to anyone. So it goes.

#images #untitled wednesday library series

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mentalisttraceur-software · 2 years

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This section of the Kakoune text editor's philosophy page is pretty cool and insightful:

vi basic grammar is verb followed by object; it’s nice because it matches well with the order we use in English, "delete word". On the other hand, it does not match well with the nature of what we express: There is only a handful of verbs in text editing (delete, yank, paste, insert…), and they don’t compose, contrarily to objects which can be arbitrarily complex, and difficult to express. That means that errors are not handled well. If you express your object wrongly with a delete verb, the wrong text will get deleted, you will need to undo, and try again.

Kakoune’s grammar is object followed by verb, combined with instantaneous feedback, that means you always see the current object (In Kakoune we call that the selection) before you apply your change, which allows you to correct errors on the go.

Kakoune tries hard to fix one of the big problems with the vi model: its lack of interactivity. Because of the verb followed by object grammar, vi changes are made in the dark, we don’t see their effect until the whole editing sentence is finished. 5dw will delete to next five words, if you then realize that was one word too many, you need to undo, go back to your initial position, and try again with 4dw. In Kakoune, you would do 5W, see immediately that one more word than expected was selected, type BH to remove that word from the selection, then d to delete. At each step you get visual feedback, and have the opportunity to correct it.

This is brilliant. Now maybe there's still good reasons why this isn't the best interface, but this is a pretty wise observation about how we can improve on modal editors in terms of learnability, interruptability, and some usability dimensions.

#software #software design #user interface #user experience #Kakoune

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hartmanrobertson4 · 2 years

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textribe · 3 months

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Difference between can or may

In the English language, the terms "can" and "may" both play significant roles, yet they are often used interchangeably in informal settings despite their distinct grammatical functions and meanings. This article aims to clarify the differences and proper uses of "can" and "may" to enhance understanding and accuracy in communication. Quick Facts Table TermCanMayPart of SpeechModal VerbModal VerbPrimary UseAbility, PossibilityPermission, PossibilityExample Sentence"I can swim very fast.""You may leave the table." Difference Between “Can” OR “May” Definition of Can "Can" is used to express ability or possibility. It indicates whether someone or something is capable of doing something or if a situation might occur. Definition of May "May" is primarily used to express permission or possibility, often in a more formal context than "can." It suggests a degree of politeness or uncertainty. Origin of Can "Can" originates from the Old English cunnan, meaning "to know, know how." Origin of May "May" comes from the Old English mæg, meaning "to be able." Pronunciation - Can: /kæn/ (informal settings might hear /kən/ as in "I can go.") - May: /meɪ/ Comparing Can and May When comparing "can" and "may," it's important to recognize their unique applications in English grammar: - Can is often used to express physical or mental ability, while May suggests permission or a possibility that is less certain. - Can is considered less formal than May, which is preferred in polite requests or formal permissions. - Historically, May has been the correct choice for expressing permission, though modern usage has blurred this distinction, especially in American English. Comparison Table FeatureCanMayFormalityLess FormalMore FormalUseAbility, LikelihoodPermission, PossibilityContextEveryday ConversationsFormal Requests, Written Permissions Usage in Sentences with Explanations Use of Can in Sentences - "I can speak three languages." (Ability) - This sentence showcases the speaker's multilingual ability. - "It can rain in the desert, though it's rare." (Possibility) - Indicates the possibility of rain in a usually dry area. - "Can you pass me the salt?" (Informal Permission) - A casual way of asking for the salt. - "We can see the stars from here." (Ability) - Expresses the ability to view stars from a certain location. - "This strategy can save us time." (Possibility) - Suggests a possible outcome of saving time with a strategy. Use of May in Sentences - "You may start your exam now." (Permission) - Formal permission to begin an examination. - "There may be traffic on the way home." (Possibility) - Indicates the uncertainty of encountering traffic. - "May I leave the table?" (Formal Permission) - A polite way to ask if one can leave the dinner table. - "She may visit us next summer." (Possibility) - Uncertain plans for a future visit. - "May you have a prosperous year ahead." (Wish) - Uses "may" to express a wish or hope for someone. Conclusion Understanding the distinctions between "can" and "may" enhances clarity and precision in English communication. "Can" is typically used for expressing ability or likelihood, while "may" is more about seeking or granting permission and discussing possibilities. Recognizing the context and formality required will guide the appropriate choice between these two modal verbs. Commonly Asked Questions - Can "can" and "may" be used interchangeably? - In informal contexts, yes, but in formal settings, it's better to use them according to their specific meanings. - Is "may" outdated? - No, "may" is not outdated; it's still used for formal permissions and to express possibilities politely. - How can I remember the difference between "can" and "may"? - Think of "can" for ability and "may" for permission. - Do "can" and "may" have the same level of certainty? - No, "can" often suggests a higher degree of certainty than "may," which implies possibility or permission with a sense of uncertainty. Read the full article

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deliasamed · 3 months

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Conditional Sentences without "IF"

Conditionals without conjunction " if "

Conditional sentences formed without the conjunction if and utilizing inversion with modal verbs such as should, had, were, and could often convey hypothetical or unreal situations. Using Should in the first conditional, before the subject, if is omitted: Should you need any assistance, please contact our support team. = If you should need any assistance, please contact our support team. Using Had, were, could, and should in the second conditional before the subject, if is omitted: Had he an opportunity, he would use it. = If he had an opportunity, he would use it. Were she at home, she would receive us. =If she were at home, she would receive us. Could you visit him, we would be very happy. =If you could visit him, we would be very happy. Should they arrive tomorrow, our friends would meet them. = If they should arrive tomorrow, our friends would meet them. Using Had in the third conditional, before the subject, if is omitted: Had the project been completed on time, we would have avoided delays. = If the project had been completed on time, we would have avoided delays. In these examples, the conjunctions are omitted, but the structure of the sentences implies a conditional relationship. This style is often used in more formal or polite language, and the choice of modals can convey different nuances depending on the context.

Inversion and Word Order in Conditionals without if:

When constructing conditional sentences without explicit conjunctions and using inversion (changing the usual word order), it adds a level of formality and can create a more sophisticated or stylized expression. Here's how word order and inversion can be applied in such changes: Standard Word Order: If you should need any assistance, please contact our support team. Inverted Word Order: Should you need any assistance, please contact our support team. Standard Word Order: If the project had been completed on time, we would have avoided delays. Inverted Word Order: Had the project been completed on time, we would have avoided delays. Standard Word Order: If you were to arrive early, you could secure a good seat. Inverted Word Order: Were you to arrive early, you could secure a good seat. Conditional Sentences without “IF” Conditional sentences: Mixed and Implied Would and Should in Conditional sentences Types of Conditional Sentences Subject-Verb Agreement in English Negative Declarative Sentences: Structure, Usage, and Style Read the full article

#conditionals #conjunction #could #had #hypothetical #if #inversion #should #situation #were #without

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elafree · 3 months

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Verbs

Do you want to improve your writing skills and master the use of verbs in English? Then you need to read this article, where you will learn everything you need to know about verbs, from action verbs and helping verbs, to verb forms and modals. You will discover how verbs can express different actions or states of being, and how they can convey different attitudes or moods. This article will help you understand how verbs work in English and how to use them effectively in your writing. Don't miss this opportunity to become a better writer with verbs!

#verbs #writing #english #learn #article

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nervoussuitgladiator · 4 months

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Sanjay Saraf Classes: Risk Management in CA Final AFM

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As a proficient figure in theoretical finance within SFM Classes. He showcases a robust understanding of the field by actively engaging with investment banks, fund houses, and industry players. Beyond his educational role, he provides valuable advice to CEOs and boards, offering insights on optimizing risk and treasury operations in businesses.

A significant achievement in Sanjay Saraf is his instrumental role in establishing an algorithmic trading desk for an investment institution specializing in volatility trading and option Greek arbitrage. Acclaimed as a financial virtuoso, his courses are distinguished by lively pedagogy, making complex subjects approachable through realistic examples.

Within Sanjay Saraf Classes in CA Final. He expresses great enthusiasm for guiding ambitious students through one of India's most challenging tests, ensuring that the learning experience is not only effective but also enjoyable. Aspiring finance professionals benefit from his expertise and dedication in navigating the complexities of risk management."

Regarding Sanjay Saraf Classes (CA Intermediate)

In the CA Intermediate curriculum. The eighth exam revolves around Financial Management & Economics for Finance (FM & EFF), with 70 marks allocated to Financial Management and an additional 30 marks to Economics for Finance. This section on Financial Management is divided into two modules. However, this holistic approach ensures that students not only comprehend theoretical fundamentals but also gain practical insights into essential financial management principles within Classes.

Commencing with Module 1, it serves as an introductory phase. Delving into foundational aspects such as the concept, scope, and objectives of financial management. Topics covered include various forms of financing, financial analysis and planning, and the cost of raising capital. Students also explore intricate subjects like capital structure and leverage.

Transitioning to Module 2 within Sanjay Saraf Classes. The focus shifts to practical aspects, covering working capital management, dividend policy, capital planning, and investment management. This comprehensive approach ensures that students not only understand theoretical fundamentals but also acquire practical insights into essential financial management principles.

Gaining a robust conceptual understanding through Sanjay Saraf. It is crucial for success in the CA Intermediate FM & EFF exam. This lays a solid foundation for subsequent studies, ensuring a smooth transition to advanced coursework. Emphasizing continuity and progression in financial education, this approach nurtures a holistic understanding of risk management in the field within Classes.

Acknowledged for:

Under the guidance of Sanjay Saraf, numerous students have gained confidence and determination, recognizing their potential to pursue their goals. Saraf's lectures on Risk Management in the CA Final (elective) are highly esteemed by students at the final level.

Moreover, in the realm of Sanjay Saraf, CFA Sanjay Saraf is revered as the "Finance Guru" by FRM and CFA students, solidifying his reputation as a reliable financial mentor. Amidst Sanjay Saraf, his influence and support have played a crucial role in instilling confidence in aspiring finance professionals.

Throughout the years, his innovative chart method has aimed at facilitating quick review, ensuring simple comprehension, and enhancing subject memory. This creative technique underscores his commitment to enriching students' educational experiences within the realm of Sanjay Saraf classes.

Sanjay Saraf's accomplishments and honors for the course:

In 1998, Sanjay Saraf earned a merit certificate and a silver medal in group Beta of Ms Finance, showcasing exceptional academic prowess. His outstanding performance in quantitative methods and financial management, securing top grades, was particularly noteworthy during this period.

Continuing the narrative of Sanjay Saraf, the success story persisted in 1999. He garnered another merit certificate and a gold medal in group Epsilon of Ms Finance, achieving the highest scores in international finance.

The series of accolades extended into September 2006 when our esteemed Prime Minister, Dr. Manmohan Singh, honored Sanjay Saraf with a Gold medal for group Lambda and a merit certificate in Strategic Financial Management (SFM). This recognition further underscores the institute's unwavering commitment to excellence in financial education under Sanjay Saraf classes.

His organization, Sanjay Saraf Education Institute (SSEI)

Despite these significant accomplishments, Sanjay Saraf, an expert in risk management, collaborated with co-founder Mr. Rajesh Rakesh to establish the Sanjay Saraf Educational Institute (SSEI). This institute has garnered acclaim for delivering premier courses in CA, FRM, CFA, CMT, and CMA, with a specific emphasis on Risk Management. Notably, SSEI distinguishes itself as the exclusive coaching center in India where students consistently achieve the highest scores in both Intermediate and Final exams.

Furthermore, this remarkable achievement is a direct result of SSEI's unwavering commitment to providing top-notch instruction, personalized mentoring, and conducting regular mock exams. These concerted efforts are aimed at ensuring thorough preparation in SFM, reflecting SSEI's dedication to academic excellence and student success. In essence, SSEI, particularly in Sanjay Saraf, stands as a beacon of educational distinction in the realm of finance.

Concluding with Sanjay Saraf SFM. This commitment to excellence underscores the institute's role as a leader in providing quality education and comprehensive preparation for aspiring finance professionals.

Important Information:

Presently, Sanjay Saraf, widely acknowledged as the "Finance Guru," is actively engaged at "Study At Home." His lectures, marked by both excellence and innovative teaching strategies, are not only superb but also infused with genuine enthusiasm. Students are inspired by his teachings, drawn to the dynamic and engaging manner in which he imparts knowledge.

Moreover beyond the confines of a traditional classroom setting. Sanjay Saraf's presence at "Study At Home". Serves as a continued source of motivation and invaluable learning through Sanjay Saraf for aspiring finance professionals. In essence, his commitment to excellence and dynamic teaching methodologies continues to leave a lasting impact on students seeking quality education in the realm of finance.

Undoubtedly, Sanjay Saraf's dedication to enhancing the learning experience has earned him a prominent position as a trusted educator in the finance domain. With a focus on Sanjay Saraf SFM, his teachings go beyond the theoretical, providing practical insights and real-world applications that contribute to a well-rounded education. As students engage with his innovative approaches. They not only acquire knowledge but also develop critical thinking skills, preparing them for success in the complex landscape of finance.

#sanjaysarafclasses #sanjaysarafsfm

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hellosmartpaper · 8 months

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How Multimodal Learning Transforms Education?

What is Multi Modal Learning?

Multimodal learning is a fancy term for a simple but revolutionary idea, Using different ways to teach and learn. Instead of just reading textbooks or listening to lectures, multimodal learning brings in a whole range of ways to absorb information. That includes things like pictures, videos, sounds, and interactive stuff that lets you get your hands dirty with learning.

Imagine reading a history lesson that's not just words on a page but comes to life with videos, where you can actually see historical events unfold. Or think about learning science with cool interactive simulations that let you experiment and learn by doing. That's multimodal learning in action.

Information channels or anything that conveys meaning in some way are called modes. Examples include:

Music

Movement

Gestures

Facial expressions

Colors

Pictures

Illustrations

Audio

Speech

Writing and print

Why does multimodal learning matter?

Every student has their own unique way of learning when they come to school. Therefore, the best learning experience should cater to all these different methods.

By using various modes of teaching, multimodal learning ensures that everyone's learning needs are met. For example:

1.Providing both written and spoken content helps those who prefer reading and listening.

2.Using pictures and animations can grab attention.

3.Giving examples can clarify concepts.

Multimodal learning not only supports all students but also enhances their skills. A study by Cisco showed that students who had both text and visuals learned more effectively than those with just text.Unlike the traditional one-way teaching we often imagine in classrooms, multimodal learning proves to be a more successful approach.

Similar results were discovered in a study of students who were learning English as a second language, who employed multimodal learning techniques to improve their writing skills. According to a different survey, most pupils prefer classes that include visual components rather than just text.

Multimodal interactions are the norm. Only employing one way of communication is quite uncommon, therefore educating kids should follow suit. Reading from a textbook as an example, which is one form of instruction, doesn't engage students' minds or get them ready for circumstances they might encounter in the real world.

Learning styles & the importance of critical self-reflection

The idea of learning styles is so widespread that it's often taken for granted. Not many people question this belief, as it's deeply rooted in our education system. Teachers are consistently advised that to be effective educators, they should tailor their teaching to match each student's learning style. Surprisingly, approximately 90% of students believe they have a specific learning style.

However, research challenges the existence of learning styles altogether. This presentation is dedicated to dispelling this myth by presenting research findings. It also delves into why this belief can be problematic and explores the reasons it persists despite the lack of concrete evidence.

In simple words, using different ways to teach helps everyone learn better. Some students like reading, some like watching videos, and others like doing activities. By using all these methods together, we make sure every student understands and enjoys learning. It's like giving everyone their favourite tools to learn. This way, learning becomes fun and easy for everyone!

#Multi Modal learning

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linguistlist-blog · 10 months

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Books, Adjunct Islands in English

This book analyzes the complex interplay between gesture, speech and other modal resources (e.g., gaze, facial expression, motion) during the presentation of evidence and interpretation of testimony in court. By analyzing recordings of a well-known rape trial, the authors reveal how multimodal oratory contributes to forensic linguistics and gesture studies, and how it helps understand recent policy recommendations for reforming the rape trial. http://dlvr.it/SrJFCZ

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abpsychotherapy000 · 1 year

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Indian Psychotherapist Toronto Ontario: Understanding the Benefits of Working with a Professional

As we navigate through life, we often encounter various challenges that can affect our mental health and wellbeing. From relationship issues to career stress, it's not uncommon to feel overwhelmed and uncertain about how to move forward. This is where a psychotherapist can be a valuable resource. In this article, we will explore the benefits of working with an Indian psychotherapist Toronto, Ontario, and how it can improve your overall quality of life.

What is Psychotherapy?

Psychotherapy is a type of therapy that involves talking to a trained professional about your thoughts, feelings, and behaviors. It can help you gain a better understanding of your emotions and develop coping skills to manage them effectively. Psychotherapy can also provide you with tools to improve communication, strengthen relationships, and enhance your overall wellbeing.

Benefits of Working with an Indian Psychotherapist in Toronto, Ontario:

Cultural Understanding

One of the benefits of working with an Indian psychotherapist Toronto, Ontario, is their cultural understanding. As a member of the Indian community, they have a unique understanding of the cultural values, beliefs, and practices that influence mental health. This can be particularly helpful for individuals who are struggling with cultural identity or facing challenges related to cultural differences.

Multilingual Skills

Another advantage of working with an Indian psychotherapist in Toronto, Ontario, is their multilingual skills. They can provide therapy in various languages, including English, Hindi, Punjabi, and Urdu, to name a few. This can be especially beneficial for individuals who may feel more comfortable expressing themselves in their native language.

Experience with Diverse Populations

Indian psychotherapists in Toronto, Ontario, have experience working with diverse populations. They are familiar with the unique challenges and stressors that different communities face and can provide culturally responsive care. This can help you feel more understood, validated, and supported in your therapy journey.

Tailored Treatment Approaches

Indian psychotherapists in Toronto, Ontario, can provide tailored treatment approaches that are specific to your needs. They can draw from a range of therapeutic modalities, such as cognitive-behavioral therapy, dialectical behavior therapy, and mindfulness-based therapy, to name a few. This personalized approach can help you achieve your therapeutic goals more effectively.

Safe and Non-Judgmental Space

Lastly, working with an Indian psychotherapist in Toronto, Ontario, can provide you with a safe and non-judgmental space to explore your thoughts and feelings. They create a supportive environment where you can feel comfortable discussing sensitive topics and addressing your mental health concerns. This can help you develop a stronger sense of self-awareness and build resilience.

Conclusion

Overall, working with an Indian psychotherapist in Toronto, Ontario, can provide you with a range of benefits. They can offer cultural understanding, multilingual skills, experience with diverse populations, tailored treatment approaches, and a safe and non-judgmental space to explore your thoughts and feelings. If you're looking to improve your mental health and wellbeing, consider reaching out to a professional for support.

#psychotherapy and coaching anxiety specialist

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thekriitpatel · 1 year

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Mastering English Modals : A Comprehensive Guide for ESL Learners - Abhivyakti

English Modals : A Comprehensive Guide for ESL by Abhivyakti

Welcome to our comprehensive guide on mastering English modals, designed specifically for ESL learners. Modals are an essential part of the English language, and mastering them can greatly enhance your ability to communicate effectively. In this guide, we will explore the various uses of modals, provide examples of their usage, and offer tips on how to use them correctly. Whether you're a beginner or an advanced English learner, this guide will help you develop your understanding and mastery of English modals. So, let's dive in and start exploring the world of English modals!

Table of Contents Introduction To English Modals Grammar English modals are an essential aspect of the English language and are commonly used to express different degrees of possibility, ability, permission, and obligation. Modal verbs, such as 'can', 'may', 'should', 'must', and 'could', can significantly impact the meaning of a sentence, and therefore, mastering them is crucial for effective communication. In this comprehensive guide, we will delve into the world of English modals, exploring their meanings, functions, and various uses. We will also provide practical examples and exercises to help ESL learners understand and use English modals with confidence. Whether you are a beginner or an advanced English learner, this guide will equip you with the necessary skills to communicate effectively in various contexts. Overview Of Different Types Of Modals Modal auxiliaries are a subset of modal verbs and are commonly used in English to express various meanings such as obligation, ability, possibility, and permission. There are several different types of modals in English, including: - Ability Modals: These modals express the ability or inability to do something. For example, 'can' and 'could' are used to show ability, while 'cannot' and 'couldn't' express inability. - Obligation Modals: These modals express a sense of obligation or duty. Examples of obligation modals include 'should', 'ought to', 'must', and 'have to'. - Permission Modals: These modals express permission or the lack thereof. 'May' and 'might' are often used to grant permission, while 'can' and 'could' can also be used in certain contexts. - Possibility Modals: These modals express possibility or the lack of it. 'May' and 'might' are commonly used to express possibility, while 'could' can also indicate possibility in certain contexts. - Probability Modals: These modals express the likelihood of something happening. 'May', 'might', 'could', and 'must' are often used to indicate probability. Modal auxiliaries, in particular, are used to form questions, negatives, and different tenses, making them an essential part of English grammar. For example, 'can' is used to form the present tense, while 'could' is used to form the past tense. Additionally, modal auxiliaries are used to express conditional statements and indirect speech. Definitaion Modal auxiliaries are an essential part of English grammar, and they are used to express various meanings and ideas in English sentences. In this blog post, we will explore what modal auxiliaries are, their different functions, and how to use them correctly. Modal Verbs ESL. What are Modal Auxiliaries? Modal auxiliaries, also known as modal verbs or modals, are a type of auxiliary verb that express various meanings and functions in English sentences. The modal auxiliaries in English are can, could, may, might, must, shall, should, will, and would. These verbs are used to modify the main verb of a sentence to express different ideas and functions. Modal Verbs Englsh. Functions of Modal Verbs English Modal auxiliaries have several functions in English sentences. Here are the most common functions: - Ability: Modal verbs such as can, could, and may are used to express ability or possibility. For example, "I can swim" means that I have the ability to swim. - Permission: Modal verbs such as can, may, and could are used to express permission. For example, "Can I borrow your pen?" means "May I borrow your pen?" - Obligation: Modal verbs such as must, have to, and should are used to express obligation or necessity. For example, "I must finish my homework" means that it is necessary for me to finish my homework. - Advice: Modal verbs such as should and ought to are used to give advice or recommendations. For example, "You should go to the doctor" means that it is recommended that you go to the doctor. - Prediction: Modal verbs such as will and would are used to make predictions or express future events. For example, "It will rain tomorrow" means that it is predicted to rain tomorrow. How to Use Modal Auxiliaries Modal auxiliaries are usually followed by the base form of the main verb. For example, "I can swim" or "She should study more." However, some modal auxiliaries have different forms depending on the tense of the sentence. For example, "I will swim" instead of "I would swim" for a future event. Modal auxiliaries also have different forms for negative sentences and questions. In negative sentences, the modal verb is combined with the word "not." For example, "I cannot swim" means "I am not able to swim." In questions, the modal verb is placed before the subject of the sentence. For example, "Can you swim?" or "Should I study more?" It is essential to use modal auxiliaries correctly in English sentences. Using the wrong modal verb or tense can change the meaning of a sentence. Therefore, it is essential to study and practice using modal auxiliaries in English. Overview Of Different Types Of Semi - English Modals If you're learning English, you've likely encountered the concept of "modals," which are a type of auxiliary verb used to indicate things like necessity, ability, and possibility. Examples of modals include "can," "could," "should," "would," and "must." However, there's another class of verbs known as "semi-modals," which are also important to understand if you want to master English. Semi-modals are verbs that function like modals in some ways, but have a more limited range of uses. They include: - "Need to" "Need to" is a semi-modal that is used to express necessity, just like "must" and "have to." However, it's not as strong as these modals, and is often used to suggest that something is a good idea, rather than an absolute requirement. For example: - "I need to go to bed early tonight" (suggesting it's a good idea for health reasons) - "I need to buy some new shoes" (suggesting it would be helpful or desirable, but not urgent) - "Ought to" "Ought to" is a semi-modal that is used to give advice or make suggestions, similar to "should." However, it's less common and more formal than "should." For example: - "You ought to get some rest" (advice for someone who seems tired) - "I ought to finish this report soon" (self-directed suggestion for completing a task) - "Have got to" "Have got to" is a semi-modal that is used to express necessity, just like "must" and "have to." However, it's more informal than these modals and is often used in spoken English. For example: - "I've got to go now" (saying goodbye before leaving) - "We've got to finish this project by Friday" (emphasizing the deadline) - "Used to" "Used to" is a semi-modal that is used to talk about past habits or states, similar to "would" or "could." However, it's more specific and only used for things that happened regularly or for a period of time in the past. For example: - "I used to live in New York" (describing a past place of residence) - "I used to play soccer every Saturday" (describing a past hobby or activity) - "Dare" "Dare" is a semi-modal that is used to talk about challenging or risky actions, similar to "should" or "ought to." However, it's less common and more formal than these modals. For example: - "I dare you to try the spicy food" (challenging someone to try something) - "I wouldn't dare to speak to the boss like that" (saying it's too risky to speak impolitely to the boss) Understanding semi-modals can be tricky, as they have subtle differences in meaning and usage compared to regular modals. However, mastering them can help you sound more natural and fluent in English, as well as understand more complex written or spoken language. Practice using these semi-modals in context and pay attention to how native English speakers use them, and you'll soon be using them with ease. Common Mistakes And Pitfalls To Avoid When Using Modals As an ESL learner, using modals can be tricky. Modals are auxiliary verbs that are used to indicate possibility, necessity, ability, permission, or obligation. They are essential in expressing our thoughts and opinions in English. However, there are common mistakes and pitfalls that learners tend to make. In this blog post, we will discuss these errors and give you tips on how to avoid them. - Confusing modal verbs with their similar-sounding counterparts One common mistake is confusing modal verbs with their similar-sounding counterparts. For example, "can" is often confused with "could" or "would," while "shall" is often confused with "should." It is essential to understand the meaning of each modal verb and use them correctly in the right context. - Using modals incorrectly with verbs Another common error is using modals incorrectly with verbs. For example, "I will must do my homework" is incorrect because "will" and "must" cannot be used together. Instead, it should be "I must do my homework" or "I will do my homework." - Misusing modals in negative and interrogative forms Modals can also be misused in negative and interrogative forms. For example, "She can't able to speak French" is incorrect because "can't" already indicates the negative form of "can." Instead, it should be "She can't speak French." Similarly, "Can you not to help me?" is incorrect because "not" is not needed after "can." Instead, it should be "Can you help me?" - Failing to use the right form of the verb after modals It is important to note that modals are followed by the base form of the verb, except for "ought to," which is followed by the infinitive without "to." For example, "I should to call my parents" is incorrect because "should" should be followed by the base form of the verb. Instead, it should be "I should call my parents." - Using modals to express certainty Modals are used to express possibility, probability, or uncertainty. Therefore, using modals to express certainty can lead to confusion. For example, "I must come to the party" implies that there is an obligation to come to the party, while "I will come to the party" implies a willingness to come to the party. By avoiding these errors, learners can express their thoughts and opinions more accurately and effectively in English. Remember to always practice and consult a reliable grammar source to enhance your proficiency in using modals. Practice exercises and activities to help learners reinforce their understanding and use of modals in real-world situations we will discuss some practice exercises and activities that can help learners reinforce their understanding and use of modals in real-world situations. - Role-Play Activities One of the best ways to practice using modals is through role-play activities. Learners can pair up and create scenarios where they need to use modals to communicate effectively. For example, one learner can act as a store owner and the other learner can act as a customer. The customer can ask for permission to try on a shirt using the modal "may," and the store owner can respond with "of course" or "sorry, we don't allow that." - Sentence Completion Exercises Sentence completion exercises can help learners reinforce their understanding of different modal meanings. In this exercise, learners are provided with incomplete sentences that require the correct modal to complete. For example, "I _______ swim when I was younger." The correct answer would be "could." - Board Games Board games can be a fun way to practice using modals. Games like "Taboo" or "Guess Who" can be adapted to include modals. In "Taboo," players need to describe a word or phrase without using certain words. In the context of modals, players can be given a modal and need to describe its meaning without using the modal itself. For example, the modal "must" can be described as "something that is necessary to do." - Reading Comprehension Exercises Reading comprehension exercises that include modals can help learners reinforce their understanding of how modals are used in context. In these exercises, learners are provided with a text that includes modals and need to answer questions based on the text. For example, "What was the permission the teacher gave the students?" - Writing Exercises Writing exercises that include modals can help learners reinforce their understanding of how modals are used in different contexts. Learners can be provided with a prompt that requires the use of a specific modal, and they need to write a paragraph using the modal correctly. For example, "Write a paragraph about a time when you had to ask for permission using the modal 'may'." Additional resources for further study and practice, such as online tools, textbooks, and language exchange programs. To truly excel in English, it's important to take advantage of a variety of resources beyond just traditional classroom settings. Online tools, such as language learning apps and websites, can provide interactive practice opportunities and engaging learning materials. Textbooks and study guides can also be valuable resources for more in-depth study and targeted practice of specific language skills. Additionally, language exchange programs offer a unique opportunity to practice speaking and listening skills with native speakers in a real-life context. By utilizing a combination of these resources, English learners can enhance their language proficiency and achieve greater success in both academic and professional settings. I hope you enjoyed the reading, you may please reading other blogs on related topics. - Active Vs Passive - Direct Vs Indirect Please consider sharing it with your friends and family members Facebook Twitter LinkedIn Read the full article

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