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Vocab List

I've been keeping a categorized vocabulary list. I think that while it serves little as a teaching tool it greatly helps as a motivational tool. Seeing my progress in a tangible list helps me to keep motivated and watch my progress. It also helps me when I practice talking about different topics. I keep the list in front of me and try to make sentences using the vocab. This is the vocab list I have made so far:

HEBREW (Evreet) VOCAB LIST

Topic: Days of the Week

Reshon - Sunday
Sheny - Monday
Shleshy - Tuesday
Revee'y - Wednesday
Hamishy - Thursday
Shishi - Friday
Shabat - Saturday

Related vocab:
Shana - Year
Hodesh - Month
Shavoa - Week
Yom - Day

Topic: Family

Meshbaha - Family
Ahot/Ahayot - Sister/s
Ah/Ahem - Brother/s
Saba - Grandpa
Savta - Grandma
Ema - Mother (Mom)
Aba - Father (Dad)
Dod/a - Uncle/Aunt
Gesa - Sister in Law
Ben dod/a - Cousin m./f.
Hamot - Mother in Law
Hamy - Father in Law
Ges - Brother in Law
Teaomem - Twins

Topic: Questions

Ma - What
Llama - Why
Efo - Where
Matai - When
Kama - How much/many
Ech - How
Me - Who

Related vocab:

Po: Here
Gam - Also
Ve - and
O - or

Topic: Basic Verbs

Olech - goes/walks
lech - go
Halachti - went
Sagar - close
Patach - open
Rotze - want
Ledaber - to speak
Ohev - love

Topic: Animals

Hayot - animals
Kelev/Klaveem - dog/s
Achbar - Mouse
Kof - Monkey
Jerafa - Giraffe
Soos - Horse
Peel - Elephant
Zvov - fly
Hamor - donkey (insult)
Yetosheem - mosquitos
Hatol - cat
Eyal - elk (my fathers name)
Tsvy - deer (my grandfathers name)
Shoal - fox
Aryee - Lion
Nemala - Ant
Namer - Tiger

Topic: House

Bait - house
Delet - Door
Heder - room
Metbah - kitchen
Aron - closet
keseh - chair
Meklahat - shower
Mahshev - computer
tanor - oven
orot - lights
Gena - garden
Komah - floor
halon - window
Retspa - floor
Heder Shena - bed room
Sholhan - table
sherotem/betshemush - bathroom inf./form.
mekarer - fridge
mechonat kvesa - washing machine
meta - bed
hanyon - parking

Topic: Food

Al Haesh - BBQ
Mangal - Grill
Shook - Market
Kneyot - Shopping
Leknot - to buy
Kenyon - Mall

Topic: Colors

Yarok - Green
Adom - Red
Levan - White
Tsvae'm - colors

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Culture #6: The Government Establishment



In order tounderstand the political system and government of any country, one must take a look at the different branches of government and understand how each one is comprised and how each system works within the government as a whole. Now, I’m going to take a closer look at the structure Islamic Republic of Iran. First off, the most powerful political office in the Islamic Republic is that of the Supreme Leader, of which there have been two: the founder of the Republic, Ayatollah Ruhollah Khomeini, and his successor, Ali Khamenei.


The role of the Leader is to appoint the heads of many powerful posts - the commanders of the armed forces, the director of the national radio and television network, the heads of the major religious foundations, prayer leaders in city mosques, and the members of national security councils which deal with defense and foreign affairs. He also appoints the chief judge, the chief prosecutor and special tribunals. With the help of the chief judge, they together appoint half of the 12 jurists of the Guardian Council; the powerful body that decides both what bills may become law and who may run for president or parliament.


The Executive Branch


The Constitution defines the President as the highest state authority after the Supreme Leader. The President is elected by universal suffrage, by those 18 years old and older, for a term of four years. Presidential candidates must be approved by the Council of Guardians prior to running. The President is responsible for the implementation of the Constitution and for the exercise of executive powers, except for matters directly related to the Supreme Leader. The President appoints and supervises the Council of Ministers, coordinates government decisions, and selects
government policies to be placed before the legislature. Currently, 10 Vice-Presidents serve under the President, as well as a cabinet of 21 ministers, who must all be approved by the legislature. Unlike many other states, the executive branch in Iran does not control the armed forces. Although the President appoints the Ministers of Intelligence and Defense, it is customary for the President to obtain explicit approval from the Supreme Leader for these two ministers before presenting them to the legislature for a vote of confidence.


Legislative Branch


As of today, the current legislature of Iran is unicameral. Before the Iranian Revolution, the legislature was bicameral, with the senate (upper house) half elected, half appointed by the Shah. The senate was removed in the new constitution.


Parliament


The Parliament of Iran comprises 290 members elected for four-year terms. The Parliament drafts legislation, ratifies international treaties, and approves the national budget. All Parliament candidates and all legislation from the assembly must be approved by the Council of Guardians.


The Guardian Council is composed of 12 jurists, including six clerics appointed by the Supreme Leader, and six jurists elected by the Majles from among the Muslim jurists nominated by the Head of the Judicial System. The Council interprets the constitution and may reject bills from Parliament deemed incompatible with the constitution or Sharia (Islamic law). These are referred back to parliament for revision. In a controversial exercise of its authority, the Council has drawn upon a narrow interpretation of Iran's constitution to veto parliamentary candidates.


As of the early 1990s, the Guardian Council approves candidates for national election in Iran.


Special note: According to the CIA World Factbook, The Guardian Council is a part of the Executive branch of the government, not legislative.


The Expediency Council has the authority to mediate disputes between the Majlis and the Council of Guardians, and serves as an advisory body to the Supreme Leader, making it one of the most powerful governing bodies in the country. The council also mediates legislative disputes between the Parliament and the Guardian Council. Its members include heads of the three government branches, the clerical members of the Guardian Council and various other members appointed by the supreme leader for three-year terms. Cabinet members and parliamentary leaders also serve as temporary members when issues under their jurisdictions are under review.


Judicial Branch


The Supreme Leader appoints the head of the Judiciary, who in turn appoints the head of the Supreme Court and the chief public prosecutor.
There are several types of courts including public courts that deal with civil
and criminal cases, and "revolutionary courts" which deal with
certain categories of offenses, including crimes against national security. The
decisions of the revolutionary courts are final and cannot be appealed. The
Special Clerical Court handles crimes allegedly committed by clerics, although
it has also taken on cases involving lay people. The Special Clerical Court
functions independently of the regular judicial framework and is accountable
only to the Supreme Leader. The Court’s rulings are final and cannot be
appealed.


Information found at:


http://www.pbs.org/newshour/indepth_coverage/middle_east/iran/structure.html


http://www.voiceseducation.org/category/tag/guardian-council


http://www.state.gov/r/pa/ei/bgn/5314.htm


http://www.iranchamber.com/


https://www.cia.gov/library/publications/the-world-factbook/geos/ir.html



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Conjugation

Having met with Wadia again last, I discovered that there are regular and irregular types of verbs and there are also an informal and formal second person form of speaking. Added to that, the ending of the verbs follows a similar pattern among the ones I have learned so far. Though, as Wadia has said, there are many irregular verbs and not all of them follow a similar pattern. For example, every verb keeps the first three letters of the word then you add the verb endings depending upon the person (ie. first person singular, third person plural). The good thing is that the endings are always spelled the same way. If it is just an issue of remembering how to spell them! Anyways, I surely believe there are always patterns within languages a person can pick up in order to make them to easier to remember and learn.
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Cultural Post 7 - Regions in Turkey, Part One

There are seven regions (bölge) in Turkey, and each has its own distinct cultural practices. The first three regions I will consider are Marmara Bölgesi (including Istanbul, Bursa and Thrace (Trakya)), Aegean or Ege Bölgesi (Izmir, Bodrum, Efes and Pamukkale), and the Mediterranean or Akdeniz Bölgesi (Antalya, Kaş, Hatay),

In the Marmara region, Istanbul is the most prominent population center. This year, Istanbul is the European Capital of Culture, not to mention the cultural center of Turkey. Much of the Turkish enternatinment industry is located and set in Istanbul and the dialect spoken in the city is considered modern standard Turkish. Outside of Istanbul, Thrace has a multitude of culture that is truly representative of the crossroads between Europe and Asia. In Edirne, for example there is a significant Roma population that contributes Gypsy music to Turkey. Iznik, to the East of Turkey, is the center of production for tiles, popularized in the Ottoman times.

The Aegean region has been historially populated by Greeks, Romans and others. There are many ancient ruins, such as Ephesus, Pergamum, and Hierapolis. Besides the penchant of young males for hair gel and European glamor-fashion, the easiest way for one to recognize an inhabatant of the Aegean region is the use of the word "be" (pronounced like 'bay') at the end of sentences. There is no real pattern of situations in which it is used, but is safest to use it for emphasis at the end of short expressions. f

Finally, the Mediterranean region is renowned for its resorts. While the Aegean beaches are most frequently visited by Turkish vacationers, the Mediterranean is often full of Europeans. Some time ago, there were mostly small towns and villages along the coast. Currently, however, the region is inundated with tourists. English is often spoken. In the very eastern part of the region, the language sounds more similar to Arabic than most other places in the country, as Hatay province is so close to Syria (Syria still claims Hatay as its own city). In this way, the Mediterranean region is very cosmopolitan, but in a much different way than Istanbul. Linguistically, it is a wide mix.

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Cultural Post 6 - Cultural Project Post



Cultural Project Post



I will first describe the holidays, and then I will discuss the implications of the holidays from a political/religious point of view.



I have found two very helpful sites that described the customs of the Turkish holidays. The first resource defines and describes the concept of the “bayram” and continues to explain the specifics of
the two holidays. With both text and photos, the website uses an encyclopedia tone to describe the bayram basics. The second,
from Turkey Travel Planner, is a guide to foreigners who are traveling during
the time of the holiday. This source is very helpful because it describes what
foreigners should expect when encountering the holiday. This outsider’s
perspective provides insight into the aspects of the holiday that are
immediately apparent to the observer but maybe not to the participant. It does,
however, lack some depth about the activities of the family once the
celebrations begin. Finally, I used a Turkish etymological dictionary to explain
the origins and perspectives on specific vocabulary words, and how they relate
to the culture.


Powerpoint: Turk Bayramları.pptx

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Verbs

After another Monday session with Wadia and spending some more time with what we have been going over, we added some new verbs and conjugations to my list. They were the English equivalencies of "to do/to make", "to have", "to know", and "to eat". I finally realized an old habit was not helping me but hurting when trying to pronounce words in Farsi. I kept trying to "translate" the sounds of Farsi words into English and then use English phonetics to guide my pronounciation. As Wadia insisted and pointed out, I kept relying on my English to pronounce the words when I shouldn't. I felt that it was instinctive to refer back to English as my framework for all pronounciaton. I realized this was false. Every time I tried to say the word written in English (though not actual transliteration because I have not learned this), I would find myself in more trouble and more incapable of pronounciating the word. I realized you have trust the sounds of the letters that appear infront of you, in that language that you are trying to learn, specifically Farsi, in order to better understand and memorize the word for future pronounciation. This has helped me finally kick an old habit. Thank you Wadia!
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Culture Blog 5: It is the year 1389

Today is 22 Farvardin 1389.

No, we haven't time-traveled to the medieval era! It is the date according to the Persian calendar (aka Jalaali aka Shamsi). The calendar was named after Jalaal-ol-Din Malek-shaah-e Saljuqi, the ruler and patron of Hakim Omar Khayyam (who revised the calendar in 1079). It is official in Iran, Afghanistan, Central Asian Republics andKurdish Mesopotamia.

The calendar year is the same length as the Gregorian one, but but is based on the seasons and deals with leap years differently. The first six monthsof Jalaali all have 31 days and the second six months all have 30 days
in leap
years, with the last month having 29 days in non-leap years. The first day of the year is the first day of spring (our March 21st). I imagine this reflects the ideals of the rulers during the time it was created. The Gregorian calendar if based on religion: it counts years from the
traditional incarnation of Jesus. It is curious that the Persian rulers' focus during this time differs from the European one, since both were agrarian societies and both were politically dominated by their religion.
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Culture Shock!

I really enjoyed Culture Shock. It was quite interesting to hear the (largely unheard) opinions of UR international students. This is intriguing to me especially because of my own particular situation. I'm technically an international student, being a Canadian. However, I lived in the States for several years before coming to UR, so I haven't interacted with the international student community very much.

Some of the beginning segments of the film are really important to know before studying abroad. Things like knowing phrases that have no purpose other than showing an understanding of social rules ("What's up?"). I wonder what I'm going to encounter in Senegal. I don't know how I will be expected to act in classes. I may be considered rude and pushy for giving my opinion openly in class. I know the language, but I don't know the social rules at all - how would I even get that information? Senegalese informational sites and books don't give you that kind of information. I suppose talking to other students who have gone through it.
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Learning Journal 9

I just learnt my numbers! I can now count up to 19. Numbers are surprisingly similar to English. For instance, both 1 and 9 look the same. Of course, they are not said the same. Also, as in French, the "teens" are simple "# + 10."

I also learned about time. The clock is the same (unlike the calendar), with 12 hours. That is why I didn't stop at counting to ten! Sofia gave me some phrases related to time, like "When will you come to the university tomorrow?" with the reply "I will come at 7 o'clock." While writing this, I realize I don't know how am/pm works.

I am going to practice these as I have been my word lists, repetition of writing. I think I will also try converting my calendar into Persian numbers, as a practice exercise.
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Learning Journal #7

Last week we in our meeting with Haya, we worked on our communicative tasks. For the first communicative task, all the Hebrew learners wrote down a dialog in class between an American guy, who goes to Israel on Birthright and an Israeli girl in a bar. The conversation is short, as our Hebrew is still not good enough to write a long dialog. First, we write down what we would want each character to say in English, and then Haya helped us translating it to Hebrew. Once we translated it, Nora and I recorded our voices and we posted it on Ning. Although I am not focusing on writing that much, I also asked Haya to help me in writing the dialog using Hebrew letters. It took me so long to write all the dialog in Hebrew, but I think in time I will get used to writing in Hebrew.

Another communicative task that we worked on was the Hebrew version of Head, Shoulder, Knees and Toes song. Haya taught us how to sing this song in Hebrew, and once we all felt comfortable enough and memorized all the lyrics, we decided to perform and record. Zach, Nora and I had a lot of fun while recording it. I think this was a useful way of learning new vocabulary. Also, because we repeated the song so many times, the song got stuck in my mind all day, and now I can actually remember all the vocabulary.

Head --> Rosh
Shoulders --> Ktafaim
Knees --> Berhayim
Toes --> Etzbaot
Eyes --> Enayim
Ears --> Oznayim
Mouth --> Pe
Nose --> Af
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Collectivist or Individualist

It seems that Israel is a mixture of both Collectivism and Individualism with a leaning towards Collectivism. Judaism as a religion and a culture is very family oriented and collectivist. The smallest social unit is the family rather than the individual. There is also, however, a large element of individualism due to modern city living and modern globalized business.
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Learning Journal 8

Wow, my last learning partner meeting was HARD. I've been working on words for relationships, professions, work, and home activities. Put this all together and I should have the vocabulary to talk about my life a bit, right?

That's what I thought. So I asked Sofia to show me how to make sentences with these words. Eek! Sentence structure is simple enough, this I already had a rudimentary understanding of. However, now that I want to say, "I went to work" I have to grasp tenses and possessives. There are special verb endings depending on whether the subject is me, he/she, them, or us etc. It would be great if that were all. BUT no. Before the special verb ending there is also a random syllable that relates to nothing at all! It's different for each verb, and I simply have to memorize them all. Sigh.

I guess we'll see how I'm able to do that. No ideas so far for learning techniques. I'll try to employ the same ones I've been using for vocab and sentences.
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Cultural Blog Post 2: Kibbutzim

Israel has many communities/towns called Kibbutzim (sing. Kibbutz). Kibbutz literally means gathering or clustering. Kibbutzim started as utopian collectivist communities and were based in agriculture. Today many are still agricultural communities but some have diversified and moved away from agriculture to other industries. Originally they were based on a combination of socialism and zionism but there has been a significant amount of privitization since then.
My dad is from a kibbutz called Degania Bet which is located in the Jordan Valley in the center of Israel. This makes my dad a kibbutznik (any member of a kibbutz). Degania Bet is an agricultural kibbutz producing bananas, avocados, dairy products (specifically producing principally yogurt, which is delicious!) In Degania Bet there is a communal dining center, several communal bikes and cars/vans and a communal swimming pool. Food (two meals a day), housing, and education is all taken care of without cost. Everybody works and there is some rotation between jobs depending on the nature of the job. My dad mainly picked bananas and watermelons while he was in the kibbutz. The elderly retire and get a "pension". Everybody gets paid a certain amount of money (not that much because education, food, and housing are taken care of , but something substantial) depending on the size of their family. Their used to be an "ulpan" where immigrants/foreigners could come and learn hebrew and stay for free as long as they worked. I'm not sure if it still exists. I went there to visit when I was 15 and I loved it. I'll upload pictures if I can find them.
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Fourth artifact

4. Artifact



For this artifact, I listened to one minute of a Schola Insta-class news report from November 9, 2009. While listening, I transcribed the audio to the best of my ability. The
first part is what I heard, the second is what was actually said, and the third
is a list of new vocabulary. Some of what I wrote in the first part just doesn’t make sense. I've underlined the mistakes and the corresponding correct parts.



Part 1



İzmir’e geldik iş bulduk. İzmir’de çalışıyorduk ve ne tekinde ’94 senesinde İzmir’de bir çocuğumuz oldu. Herkesin üç sene sonra kız dünyaya geldi. Hiçbir sorunumuz yoktu ve 2008 senesinde üçüncü aynıya kadar hiçbir sorunumuz yoktu.


Osman Çürümez daha sonra İzmir’de bir basma fabrikasında çalışmaya başlamış. Ancak 2001’de yaşanan ve Türkiye’ye derinden iki ay türist senesinde iş denetılmış.


Bu sever iş bulamadım. Kriz var. Malamda ortuduğum arkadaş vardı ordacılı kendisi. Olaya değince yaptık kapama benim. Ben de başladım ilk önce ilketabla yani oradacılık yapmaya çok dardan toplayarak üç ay dört ay bu şekelde yaptım sonra yani kendime toparladım.




Part 2



İzmir’e geldik iş bulduk. İzmir’de çalışıyorduk. Ve nitekim de 94 senesinde İzmir’de bir çocuğumuz oldu. Arkasından 3 sene sonra kız dünyaya geldi. Hiçbir sorunumuz yoktu. Ve 2008 senesinin üçüncü ayına kadar hiçbir sorunumuz yoktu.



Osman Çürümez daha sonra İzmir’de bir basma fabrikasında çalışmaya başlamış. Ancak 2001’de yaşanan ve Türkiye’yi derinden etkileyen kriz sırasında işten atılmış.



Bu sefer iş bulamadım. Kriz var. Mahallemde oturduğum arkadaş vardı. Hurdacıydı kendisi. O öyle deyince yattı kafama benim. Ben de başladım ilk önce ilk etapta yani hurdacılık yapmaya. Çöplerden toplayarak. Üç ay, dört ay bu şekilde yaptım. Sonra yani kendimi toparladım.




Part 3



1. Nitekim - as a matter of fact

2. Arkasindan - at the end of (arka - back)

3. Basmak – to press

4. Derinden - deeply

5. Etkile - influence

6. Atilmak – to be thrown out

7. Sefer - journey

8. Hurdacı – junk peddler

9. Kafa - head/mind

10. Etap - stage/lap

11. Şekilde - form

12. Toparlamak – to collect

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Week #10

This week we continued practicing the personal pronouns and the verb "to have." I am now starting to be able to form my own sentences with the verb "to have" in sentences such as, "I have three cats." We also learned some of the human body parts which are also hard to learn just through the Farsi alphabet without the transcription but it is slowly getting easier to read. Several times we go back through past vocabulary and re-read the words in Farsi to make sure we know how to pronounce them correctly.
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