OSL community necessities

From the SurveyMonkey thing:

Given what you know about the challenges and opportunities that Open Source Learning presents, what qualities/ ingredients do you think a learning community must possess in order to make the most of it?

JSYK THIS IS IMPORTANT ENOUGH FOR ME TO SAY SO IN CAPS: what the community needs that we didn't have is adequate virtual infrastructure, most importantly a central place (message board or similar) to post time-sensitive notices, help requests, shouts-out, etc., where EVERYONE (yes, 100% participation is important; that means someone needs to accomplish the digital wrangling of email addresses with more success than I had) will be notified (by email, Facebook, text, phone app, or...?) and see it IMMEDIATELY (that means NOT the course blog [sorry Preston, kids don't check it as much as {I think} you think they do]).

I believe the key determining factor of success is teacher endorsement: in APWH, Mr. Greeley facilitated the creation and use of the Google Group and made joining a requirement; however, in AP Lit Comp, Dr. Preston's "hands-off" policy had one of its few backfires by making it impossible to get full membership or even much participation among members. This is one of those situations in which everyone will do a certain thing if "everyone" else is, but no one will do that thing if "no one" else is. Thus, by common use, the inferior environment provided by Facebook eclipsed the environment I attempted to create with the RAM Google Group, so the latter did not succeed.

Also helpful would be more informal/instant virtual meeting places such as chatrooms, [ahem] *active* shoutboxes, or video chatting.

OSL improvements for next year

From the SurveyMonkey thing:

How do you think this course & approach can be improved for next year's students?

I think if there was a fully functional Random Absence Mentoring next year, it would help the students (chronically ill, foreign exchange, and otherwise) immensely.

Here's why Random Absence Mentoring did not fully succeed: this year there was only one person (me) personally invested in the project (there were others [specifically Min Kim] who would occasionally write posts for it, but only at my prompting), so that as soon as I became out of commission, the whole system collapsed. The reason no one else was invested in the project like I was is because writing daily posts has no *apparent* personal benefit (i.e. I know from experience that reporting on class events certainly helps the writer understand the material more fully, but not even AP teenagers are gonna buy into that one); the only situation with obvious benefit is when a student reads a post written by someone else (i.e. on a day when they were absent). In economics terms, the Marginal Social Benefit of writing a post for RAM greatly exceeds the Marginal (individual) Benefit, and therefore the service is underproduced. In economics, this is where the government needs to step in. The only practical way to create the incentive to contribute is to reward students (extra credit, homework passes, 5P41NX points, whatever) for participating in RAM.

If this is something that next year's students want to continue, I'll be very happy to provide tech support, advice, and mentorship in any way I can, so please feel free to ask.

Lisa's OSL bucket list

From the SurveyMonkey thing:

What would you learn/accomplish in Open Source Learning if you had more time?

• continue refining theory of consciousnes
• continue refining theses of empathy
• read more (or all???) of Shakespeare's plays
• write about theory of consciousness in reference to characters in Shakespare and other literature
• write a crapton more about the Alignment System because I'm STILL obsessed (guess where I'm starting?? SHAKESPEARE)
• learn about classic and modern theories of psychology (and history thereof [Freud, Jung, etc]) and compare to my own discoveries/"made-up" theories, to put it derogatorily
• learn more code
• learn more Japanese and/or Spanish and/or ???
• learn to play piano
• ooh, and maybe guitar
• annihilate everyone on the Internet who has bad spelling/grammar *cough* I mean nicely point them towards quality OSL English resources
• create/curate resources for students with illnesses, disabilities, etc., who have difficulty in "regular" school like I've had
• use the Internet, etc. to connect people with obscure/enigmatic illnesses (like myself) with experts and specialists that can help them
• ...and just generally use whatever resources available to me to increase personal and universal happiness, wellness, and wisdom in whatever way I can :)

There are good people in the world

I've been avoiding use of my blog to post status updates on principle, but something happened to me today that I think needs to be shared.

Just in case there are readers beyond my little circle of English friends, a little over a month ago my mom passed away from a sudden tragic illness. I was glad to see my elementary school best friend and her mom at the memorial service (my mom always really liked them; I think she was happy they were there, too), and today they invited me to dinner and a movie for a girls' night out. Since I have no sisters, I'm now the only female in the house, so it felt really good to spend time with both of them.

However, when we picked the movie we wanted to see, we didn't know that the heroine's mother dies at the end. Hearing the main character pleading, "Mom, Mom, no!" and watching her bleed... It was too much for me, too soon. All I could see was my own mom. I lost it. I sobbed in the middle of the theater, and didn't care who heard me. My friend's mom crossed over to the seat next to me, and held me for a long time. My grief passed soon enough for me to watch the last few minutes of the movie, but afterwards when she commented about the character's mom, "Well, I didn't see that coming!" I cried, "We didn't see it coming for my mom either!" and it all caught up with me again.

In the middle of my tears I looked up to see that a perfect stranger had approached me, and said, "I just wanted to tell you I'm so sorry for your loss, and it's gonna be okay." I was so touched that someone I don't even know would be so kind to comfort me, just from seeing me cry in a theater. It makes me feel that there really are good people in the world, and there really is a kindred spirit of humanity in us all. Like the love you can give to a mother or a child is the same you can give to a brother or a sister, or a friend, or a stranger you see on the street, and through those expressions of love every single person on this earth is connected. Like Shakespeare said, the more love you give, the more you have, "for both are infinite."

I wish I could find that woman who spoke to me in the theater so I can tell her how much it meant to me, but I guess there's no way I can find her again. My only hope is that if I can show the same kindness to a stranger, or if you can after reading this, maybe that love will find its way back to her, and in the process, to the whole wide world.

The Lady Inevitable

My dad used the phrase "delay the inevitable" in conversation today, and for a split second I thought he said "the Lady Inevitable." I soon realized what he'd really said, but I still got an amazing image of fate in the form of Lady Inevitable. She wears a mask and a luxurious old-style gown, like an elegant masquerade guest, and carries something as she follows you, closing in slowly. Maybe she carries a book, or your electric bill, or your death. You won't know when she'll arrive until she does; maybe you can delay the Lady, but she'll always be Inevitable.

THE NOSE

Yup. The Nose.

1. What does Ivan Yakovlevich do for a living?

He's a barber! (on a side note, Kovaloff's valet is also named Ivan. That had to have been intentional...?)

2. What does Ivan find in a loaf of bread?

A nose! *gasp*

3. How does his wife respond to Ivan's discovery?

She's all like, "You drunkard!" (not sure how that's relevant but according to our oh-so-reliable narrator, it's true)

4. What does Ivan set out to accomplish?

He wants to get rid of that stupid nose!

5. When Ivan tosses the "package" in the river, for a brief moment he is happy; then he is arrested. What does this scene suggest about the role of happiness in Ivan's life/community/society?

Happiness is fragile, and subject to the arbitrary will of authorities (in this case, the policeman)

6. Where does the title object belong, and how does it finally get there?

on Kovaloff's face
it just magically fixes itself back on one morning
y'know, 'cause that makes so much sense
THE END

WELCOME TO THE INTERDISCIPLINARITY

Despite my previous post being organized into two columns, this one will be formatted in rows! Hope no one like, freaks out or anything.

Drama/Romeo & Juliet

Disciplines include:

• English (analysis of storyline, deciphering archaic English, etc.)
• history (provides insight into 16th century England's culture & values; research on 14th century Italy required for costumes & set design)
• psychology (interpreting characters' emotions; also improves empathy skills by literally putting yourself in your character's shoes)
• public speaking (which, as I'm sure everyone knows, is according to polls scarier than death)
• memorization
• working as a team

Study of hiccups

Disciplines include:

• human biology (study of hiccup mechanism, which involves several different organ systems, including nervous, muscular, respiratory, and digestive)
• human evolution (hiccups are thought to be a remnant of ancestral regurgitation process that we never quite evolved out of)
• chemisty/pharmacology (to prescribe medication)
• application of scientific method
  • hypothesis of cause/cure -->
  • test (blood work, MRI, etc.)/perscription of medication -->
  • did it work? -->
  • restart from the beginning
  • repeatedly

Personally experiencing over two years of chronic hiccups have also brought me into the following disciplines:

• psychology (individuals react to my hiccups in a variety of ways, including:
  • concern
  • pity
  • shock
  • utter consternation
  • mistaking them for something else [most common guesses are sneezing, choking, and seizure/random spazz-out]
  • laughing
  • turning really awkward
  • freaking out about how cute these girl's hiccups are [nice little perk]
  • suggesting that I drink water [luckily people don't do this often, because when they do I struggle to contain myself]
  • and FINALLY
  • acceptance [standard protocol has become saying "bless you," because it allows other people to acknowledge the hiccup without having to think of something original every time])
• study of consciousness (one of the theories my doctors have given as to why I've had persistent hiccups with no apparent cause [even after extensive testing] is that it's a conflict between my conscious and subconscious minds [i.e. I'm too stressed and my subconscious is saying "Hey Lisa, quit your AP classes and calm the hell down" and I'm like "WHAT ARE YOU DOING YOU'RE MAKING THINGS WORSE" and so the vicious spiral continues])

LAUNCH/DRAFT

I have two concurrent goals (one relatively short-term and more immediately important, thought not lasting; the other is more long term and arguably more important, although less immediate), so I'm gonna write about both, in two columns!

What am I passionate about? What do I want to do?
I want to be an amazing Juliet for our production, and at the same time deepen my knowledge of Shakespeare so I can kick some AP test butt in May :D	I want to cure myself and others of chronic illness. No doctor has cured me yet, and I'm sure there are countless others facing the same impasse. I'm confident that once I acquire the knowledge necessary to understand my illness and others' (which I'd like to say is only a matter of individual research, but I think it's more realistic to say it will take years of study. Good thing I'm going to college), I have both the intelligence and the personal sympathy (gained only by experience) to be an outstanding doctor.
How can I use the tools from last semester (and the Internet in general)?
I can personally say that our study of Hamlet has (indirectly) helped me immensely in my study of Romeo & Juliet. As compared to the first time I read the play in LeClair's class, this time around it looks so much more like English! And our adventures in memorization have definitely improved (and helped me codify) my strategies: see both my original and follow-up posts on the topic.	I know that the Internet contains an immense amount of educational and informational resources about almost everything. I've learned that the problem is not whether or not information is available; it's whether or not we seek it. (I used to stare at ingredients lists and be like "carr-a-gee-nan? what's that? well, whatever" but now [especially considering the advice I've gotten from my nutritionist] I'm like, "Dude! I'm not ingesting that if I don't know what it is" so I look it up and FIND OUT. Granted, the Internet [in this case, a virtually unlimited supply of "facts" and oftentimes conflicting advice] is no replacement for actual experts on anything, but it's certainly better than being completely clueless, especially on subjects that you wouldn't ask an expert about anyway [which includes pretty much anything that doesn't kill you, i.e., almost everything].)
What will I need to do in order to "feel the awesomeness with no regrets" by June?
I guess I need to figure out how to tailor my schedule in order to accomodate this commitment. In other words, I need to make sure that everything that I really need to do (such as homework, and getting enough sleep) gets done so I don't regret committing to the play (especially because I almost didn't: in order to focus on school, I haven't done a spring play since freshman year. I debated for a long time about R&J, but I had several compelling reasons that I did not have for either of the spring plays that I missed, including the fact that I can count it as part as my English curriculum [Shakespeare = excellent literature analysis and AP essay fodder], and that this is my last chance! My swan song!).	This question may not be entirely relevant to this particular goal, since it will span many years. In fact, this goal might actually have to suffer in order to achieve my other, more pressing short-term/high-school goals such as the play (see left) and my multiple AP classes.
What will impress/convince others (both in my life and in my field)?
If I'm lucky enough to get a prompt on my AP test that I can work to fit Romeo & Juliet, I'm gonna be able to refer to every scene by name, I'll have a complete understanding of Juliet's emotional conflicts throughout the play (having almost literally lived them myself), I'm gonna have an arsenal of Juliet monologues on command, and I'll probably have half of everyone else's lines memorized too. If the gods offer me the proverbial chance, I'm gonna write a Shakespeare essay like the AP graders wouldn't believe!	I can see the newspaper headline now: Sick Girl Cures Self After X Years Of Hiccups (where X = at least 2.5 [in other words, clearly too many]). You would read it, wouldn't you?
How will I move beyond 'What If' and take this from idea --> reality?
Lucky for me, I've already started this one! I even have 5 of my monologues memorized already :D	This goal is a little tricker. It's a bit hard to define the start point here: I've kind of already started my research. I've been focusing on researching all the medications I've taken (9 total) to see if the comparisons between the medications that did and didn't work shed any light on the cause of my hiccups. However, I've been stumped because the information I'm trying to work with is extremely technical, and honestly over my head. This is where I need intensive study, so I intend to major in neuroscience or a related field to get the education I need. So, I may be unable to move forward with this very much until I'm enrolled as a college student, but I doubt my motivation (or the cause thereof [heh]) will disappear by then, so I'm fine with waiting on this one.
Who will be the peers, public, and experts in my personal learning network?
For Romeo & Juliet, I have two sets of peers. First of all, there's my fellow actors in the cast, and secondly there's everyone in Dr. Preston's AP English class. If Dr. Preston likes this idea (which I'm sure he will), I hope to give a refresher presentation on the play sometime in March for everyone who has read the play already, but might not remember it well enough to write an essay on it for the AP test. And then, hopefully you guys can come to the play to see it LIVE!	In my study of hiccups and/or neuroscience, I have (at the moment) all my doctors, plus my brother (who is majoring in neurobiology). As soon as I get to college, my learning network will expand immensely — I'll have all my professors to learn from, plus all the other students in the major. If I wanted to, I guess I could probably try to expand my learning network into that sphere even sooner, but for reasons stated before I think I have enough on my plate for now. This is still an important goal for me, and I will revisit it this summer.

Lit Terms 6

Last lit terms list! That means we've mastered them ALL :D

Lit Terms 5

The penultimate lit terms list!

THE TIME OF MY LIFE

Admittedly, I was a little uncertain at the ability of a large group of teenagers (even AP ones) to self-organize a discussion about Dickens, and rather cynically expected to bullcrap some discussion notes for the assignment and spend the rest of the period working on calculus. However, I was proven wrong! I believe Daniel was the main mastermind of 3rd period's discussion, in which a few volunteers from each book (Great Expectations and Tale of Two Cities) summarized the plot for the readers of the other. I actually found this REALLY helpful, because during Dr. Preston's lectures on Great Expectations, I heard a lot about the different characters' personalities/relationships/etc. but not much about the plot, which is just as important to understanding the novel. So, I consider it time well spent!

WHAT'S THE STORY?

It seems to me that Charles Dickens wrote A Tale of Two Cities to show that all people are basically the same, regardless of their country of birth or social class. By that, I don't mean to say that all people are good; the novel has plenty of "bad" characters, such as (by the alignment system) the Marquis St. Evrémonde (Neutral Evil), Madame Defarge (Lawful Evil [I say "lawful" because I'm using the revolutionaries' cause, not the aristocrats', as a point of reference]), and Barsad (Chaotic Neutral). I guess what I really mean to say is that you can never use "always" to apply an alignment to all members of a specific country, caste, or job; every individual turns good or evil based on what's in their heart (wow that's cheesy), not their birth. This is why Charles Evrémonde (French aristocrat) turns out to be a stand-up guy, while his uncle (also a French aristocrat) is a total jerkface; and why Sydney Carton (an English lawyer) goes from being unsuccessful/lazy barrister to giving his life because of his love for Lucie, while Mr. Stryver (also an English lawyer) goes from being a successful barrister to... being a successful barrister (even though he also loves Lucie, he still fails to give a crap about anything). Even events can't be blamed for characters' good/evil tendencies; Doctor Manette was (arguably) harmed more personally/severely by the Marquis St. Evrémonde than Madame Defarge was (by my count, 18 years in the Bastille > sister's death), but he still manages to forgive Charles by allowing him to marry into his family, while Madame Defarge swears death on all the Evrémondes, including the perfectly innocent Lucie.

In one of our earlier lectures, I believe Dr. Preston said that during his life, Charles Dickens had the opportunity to observe almost all levels of the social hierarchy in England. My guess is that he saw hearts of gold as well as hearts of stone everywhere, not just concentrated in one group. To bring this message to more people, he wrote A Tale of Two Cities to contrast (or I guess a better wording would be to show similarities between) Londoners and Parisians, aristocrats and commoners, and haves and have-nots.

Lit Terms 4

That's right, we're officially over the halfway mark!

Lit Terms 3

63 down, 75 to go? ...We're like, 45.652% done!

AP PREP POST 1: SIDDHARTHA

So, I'm pretty sure I can objectively say that I'm pretty good at searching the web, and as far as I can tell Siddhartha has only appeared on the actual AP exam once. Here is the question:

"A bildungsroman, or coming-of-age novel, recounts the psychological or moral development of its protagonist from youth to maturity, when this character recognizes his or her place in the world. Select a single pivotal moment in the psychological or moral development of the protagonist of a bildungsroman. Then write a well-organized essay that analyzes how that single moment shapes the meaning of the work as a whole."

Source: College Board

Given that the assignment asks "[w]hat... these questions tell [us] about the AP exam," it would be kind of pointless to list questions here that weren't on the actual AP exam. Therefore, I'm only listing this one question because it is the only relevant question I have found.


This is actually the perfect question for this assignment, because the one passage we read from Siddhartha looks like it is the "single pivotal moment in the... development of the protagonist" referenced by the question. In this moment, Siddhartha is finally awakened completely as he realizes he is now nothing but himself. He has relinquished his entire social status in favor of his awakening, and at the end of the passage he seems to have realized his ultimate purpose. However, the last part of the question asks us to analyze "how that single moment shapes the meaning of the work as a whole," which I am unable to do because I haven't read the book. In order to fully answer this question, I'd need to know about Siddhartha's development both before and after this passage, so I could write about how this moment fits into his character development as a whole.

This question shows that the AP exam may reference some less-common literary terms (in this case, "bildungsroman"), accompanied by short explanations. Therefore, as test takers we are not necessarily required to know these more obscure terms, but if we are already familiar with them it may give us an advantage over others who are seeing them for the first time.

Also, this question shows that AP prompts may have multiple parts. In this case, we must describe the "single pivotal moment" in the character's development, "the meaning of the work as a whole," and how the two are related.

LIT TERMS REMIX 1-5

I recently started playing Magic the Gathering, so when I saw this remix assignment, I thought, "Hey, what if I turn the lit terms into Magic cards?" For anyone who doesn't play Magic the Gathering, this post probably won't make any sense at all, but oh well :P

Lit Terms 2

Second lit terms list! Tadaaa!

Lit Terms 1

First lit terms list of the year!

Tips on memorization part II

Earlier this year, when we memorized "The Laughing Heart," I wrote a post with some assorted tips on memorization. As both a longtime actress and general geek, I've memorized a LOT of stuff (the former is pretty self-explanatory, but the latter is in reference to pi and Edgar Allan Poe), so over the years I've developed a lot of strategies (some more successful than others). With "The Laughing Heart," Hamlet, and now Henry V, I've also had plenty of opportunities to further refine my techniques this year. I've come up with some new ones recently, so if you're worried about Henry V, read on!

1)

When we were memorizing "To Be Or Not To Be," I thought of a brand-new-strategy that I added to the end of my original post. In the spirit of "dimidium facti qui coepit habet," this is a pain-free way to start memorization, but only works if you start well before the due date. Put the poem/speech somewhere that you'll see it repeatedly — for example, set it as your desktop wallpaper or tape it to your mirror — and at a set time each day (for example, when you first turn your computer on or when you brush your teeth, respectively) read it once or twice. The key to memorization is repetition, and this is an easy way to achieve that. In fact, to test it, I tried this method for the first time with "To Be Or Not To Be." Since I didn't have to consciously remember to spend time memorizing the speech, I was delighted to realize that this method needs only a tiny fraction of the motivation I usually need for memorizing — it felt like I'd memorized it with hardly any effort at all! Unless your family is gonna get annoyed at you for sticking stuff to the mirror, I highly recommend this technique :)

2)

The second method I literally just thought of about 20 minutes ago (and its success is what prompted this post!). The Righetti Actors' Guild Romeo and Juliet auditions are coming up on January 21st and 22nd (I don't know about you, but I'm STOKED to get the opportunity to actually perform Shakespeare), and the posters around the school said to prepare a Shakespearean monologue for the audition. I thought about just doing the Hamlet speech I already have memorized, but then I thought I might have more success with a monologue from R&J. So I found one of Juliet's monologues from Open Source Shakespeare, copy-pasted it into Word, and planned on typing it out repeatedly like I mentioned in my previous post. But then, I had an idea. Instead of using only one kinetic function (typing), what if I type it AND mouth the words simultaneously? It actually required some concentration and made me type a lot slower than usual in order to coordinate the two, but after using this process only once, I felt like I pretty much had the monologue down. I tried typing it from memory to test myself, and got it perfect on only my SECOND attempt. It was ridiculous how fast it worked. If you're short on time, this is the way to go!

Want more tips? See also part I! Thanks for reading!

HACKING MY EDUCATION

1) What do I want to know?

• I want to know how to control my illness instead of it controlling me.
• Furthermore, I want to learn how to help others with the same.
• I want to know if there's shame in taking pills to fix my problems.

2) What experiences do I want to have under my belt?

• I want to have the experience of a return to my pre-illness competency/success so I don't have to consider myself handicapped anymore.

3) What skills do I want to demonstrate?

• I want to find the skills necessary to manage my illness, and demonstrate that I can function just as well as a healthy person.

WHAT'S IN THIS FOR ME?

From my comment on Dr. Preston's post:

"My ultimate goal for this semester is actually a bit more general, and applies to all my classes, not just English. My struggle with my health has made it very difficult for me to keep up in school, and this semester I will make a determined effort to use every possible tool available to me (that includes not cheating on my stupid diet that I hate, I'll even exercise if my doctors say I have to *shudder*) to maintain my health so I can avoid falling behind."

Besides my chronic hiccups (which I really can't do anything myself for), I've also been struggling with my blood sugar (which, luckily, I actually do have some control over). When I was eating a normal diet (which really wasn't that unhealthy), I continually suffered from energy crashes which my doctors and I finally figured out were associated with carbohydrates. I went low-carb about four months ago, but it was only about two and a half months ago that I went radically low-carb. At first I only cut out the obvious carbs, like bread, cereal, potatoes, candy, etc. and allowed myself a limited amount of "treats," like a quarter of a muffin if that's what my family was having for breakfast, and bittersweet chocolate for dessert. It helped, but it wasn't enough.

Two and a half months ago I cut out almost ALL carbs: in addition to everything I cut out before, my new diet dictated no fruit, no dairy, and absolutely no cheating lest I relapse. To my surprise, the change not only prevented crashes after meals, but also allowed me to actually wake up in the morning without the assistance of coffee. I had felt like a zombie every morning for literally years, so as sad as this sounds, suddenly feeling "good" came to me as a shock.

However, sticking to the diet was a challenge. It was terrible at first — each morning I jealously eyed my mom's orange while I ate carrots, and every evening I fled the table after dinner so I wouldn't have to see the dessert the rest of my family enjoyed. It got easier over time, though. You can get used to almost anything if you try hard enough. The one time I decided I couldn't take it anymore and started eating fruit again, my condition got worse immediately, so I'm no longer seriously tempted to eat anything forbidden.

Even if I can't do much to ameliorate my main illness, I'm glad I can at least do SOMETHING to improve my health. So, maintaining my diet is one of the things I plan to do this semester to avoid falling behind in my classes because of my health. I'm also taking some new medicine, which I'm hoping will improve my energy and ability to keep up in school. Hopefully, 2014 will be a good year for me.

LIFE AFTER THIS BLOG POST

Earlier during the break, I wrote my letter to my future self at FutureMe.org. Two, actually. I sent the letter to myself one year in the future, and then decided to send it to myself ten years in the future, too, with a short postscript.

It was actually sort of a theraputic experience for me. There's been a lot on my mind lately, and that's what I wrote about. All I set out to do was tell a story, but soon enough I realized I had written seven pages. I don't think it really matters WHAT you write about, as long as it's natural. Y'know, stream-of-consciousness style. Then, in the future, you not only receive the actual content of your message, but also the connotative information about your past self's thinking style, emotional state, and all the subtext that you might not even know you were communicating. Beliefs, thoughts, emotions, and identity are all things that change so gradually that you might not be able to tell when, or how, they changed. Those, even more than memories, are likely to be lost in time if they aren't recorded.

I know I'll always remember the sequence of events that happened because of my chronic illness, but I don't know if I'll always remember how I felt during the time I was sick if I become healthy in the future. And it's VERY important to me that I remember, because I know I'm not the only one who's suffering. I might be going to college to become a neuroscientist, because I dream of curing chronic illnesses like mine. If I can remember my frustration at my illness and desperation for a cure, it will make me that much more motivated to help those who are in need like I am now.

VOCABULARY #9

Last vocabulary list of the semester yayyyyy

VOCABULARY #8

Yes indeed, this is the semester's penultimate vocab list!