24 Words Worth Borrowing From Other Languages

A few decades ago, Harold Rheingold set out to find words and phrases that, he says, may help us notice the cracks between our own worldview and those of others. According to Rheingold, Finding a name for something is a way of conjuring its existence. Its a way of making it possible for people to see a pattern where they didnt see anything before. He illustrates this thesis (a version of the controversial Sapir-Whorf hypothesis) in his book They Have a Word for It: A Lighthearted Lexicon of Untranslatable Words and Phrases (reprinted in 2000 by Sarabande Books). Drawing on more than 40 languages, Rheingold examined 150 interesting untranslatable words to borrow in order to help us notice the cracks between our own worldview and those of others. Here are 24 of Rheingolds imported words. Several of them (linked to entries in the Merriam-Webster Online Dictionary) have already begun migrating into English. Though its unlikely that all these words will add a new dimension to our lives, at least one or two should provoke a smile of recognition. attaccabottoni (Italian noun): a sad person who buttonholes people and tells long, pointless stories of misfortune (literally, a person who attacks your buttons).berrieh (Yiddish noun): an extraordinarily energetic and talented woman.cavoli riscaldati (Italian noun): an attempt to revive an old relationship (literally, reheated cabbage).Ã ©pater le bourgeois (French verb phrase): to deliberately shock people who have conventional values.farpotshket (Yiddish adjective): slang for something that is all fouled up, especially as the result of an attempt to fix it.fisselig (German adjective): flustered to the point of incompetence as a result of another persons supervision or nagging.fucha (Polish verb): to use company time and resources for your own end.haragei (Japanese noun): visceral, indirect, largely nonverbal communication (literally, belly performance).insaf (Indonesian adjective): socially and politically conscious.lagniappe (Louisiana French noun, from American Spanish): an ext ra or unexpected gift or benefit.lao (Chinese adjective): a respectful term of address for an older person.maya (Sanskrit noun): the mistaken belief that a symbol is the same as the reality it represents.mbuki-mvuki (Bantu verb): to shuck off clothes in order to dance.mokita (Kivila language of Papua New Guinea, noun): the truths of certain social situations that everybody knows but nobody talks about.ostranenie (Russian verb): make an audience see common things in an unfamiliar or strange way in order to enhance perception of the familiar.potlatch (Haida noun): the ceremonial act of gaining social respect by giving away wealth.sabsung (Thai verb): to slake an emotional or spiritual thirst; to be revitalized.schadenfreude (German noun): the pleasure that one feels as a result of someone elses misfortune.shibui (Japanese adjective): simple, subtle, and unobtrusive beauty.talanoa (Hindi noun): idle talk as a social adhesive. (See phatic communication.)tirare la carretta (Italian verb) : to slog through dull and tedious everyday chores (literally, to pull the little cart).tsuris (Yiddish noun): grief and trouble, especially the kind that only a son or daughter can give.uff da (Norwegian exclamation): expression of sympathy, annoyance, or mild disappointment.weltschmerz (German noun): a gloomy, romanticized, world-weary sadness (literally world-grief).

Essay on Whole Foods Markets Tipping Point - 1223 Words

In his book, The Tipping Point: How little things can make a big difference (2000), Malcolm Gladwell highlights the power of intelligent action and the potential of little changes for starting epidemics. Concepts such as the law of few, the stickiness factor, and the power of context arouse epidemics both in macro-level and in micro-level. In detail, the law of few affirms the influence on communication. Connectors, mavens, and salesmen each has abilities to conjoin, collect, and cajole; they distribute information globally. The stickiness factor refers to a technique, which emphasize and allow information to stick in the minds of consumers. Last, the power of context stresses that both individual’s reaction and community’s cohesion can†¦show more content†¦It was a huge hit because there are less than six organic grocery stores in the nation. Knowing his vision well, John Mackey, the main founder put his dream into action. He used his ability as a connector, s omeone who has broad social network, to integrate others people’s ideas. Soon, expansion came to place starting from Dallas to New Orleans. In order to guarantee each store’s success, he did thorough research on social class, eating habit, and supply and demand. He took his action deliberately. The mergers with great reputation brands not only elevated Whole Foods Market’s character, but also stabled its market position. In 1991, Wellspring Grocery joined Whole Foods Market. Similar to Whole Food, Wellspring Grocery started with a positive attitude toward changing the market. Unlike other grocery stores, it wanted to bring healthy diet on shelves, rather than pills and canned food. This idea brought attention to what people are consuming daily. Second merger happened one year after Wellspring Grocery’s success. Bread and Circus, a company that used to sell natural food and wooden toys, valued costumer’s opinion. Costumers were happy to shop in Brea d and Circus. Its expeditiously expansion caught Whole Foods Market’s attention. In order to stable its market not only in Taxes, it decided to purchase Bread and Circus. Last, Mrs. Gooch’s, a grocery store that targeted on allergicShow MoreRelatedWhole Food Markets History 553 Words   |  2 PagesIn his book â€Å"The Tipping Point: How little things can make a big difference,† Malcolm Gladwell (2001) indicates the power of intelligent action and the potential of little changes are responsible for starting epidemics. These epidemics occurred, according to the law of the few, the stickiness factor, and the power of context. The law of few affirms the influence on communication. That connector, maven, and salesman each has its ability to conjoin, collect, and cajole; they distribute informationRead MoreRestaurant Business9347 Words   |  38 PagesCHAPTER I Introduction The restaurant business is a challenging but exciting venture. 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Law and Order Essay Free Essays

In class, we watched the first twenty minutes of Law and Order episode â€Å"God Bless the Child†. The Episode starts with the parents of a young girl, that is deathly ill and in dire of medical assistance, and the parents won’t use modern medicine because it is against their religion. Neglecting help of modern medicine, the child eventually dies. We will write a custom essay sample on Law and Order Essay or any similar topic only for you Order Now I believe that it is ridiculous that a parent will not help their own child and let them die when help is all around. I think prayer does not relinquish us from an obligation to act, so on these terms I do think these parents should be trialed for the death of their child. I see prayer to be similar to hope, guidance and communication with God rather than an act. Believing that everything can be solved with prayer is ridiculous, It Is like if someone wanted to end world hunger and didn’t donate but only prayed. I think prayer and acting should go hand in hand because God is not Just going to give you what you ask for, rather he will give you opportunities. Similar to the Joke about the lady in the flood that Ms. Ellsworth said In class, God sent a boat and a helicopter to rescue the lady but she refused. She would later die, and In Heaven, she asked God why didn’t you save me, and God replied â€Å"l did, I send you a boat and a helicopter what else can I do! † I think this Joke as the same situation as the parents In Law and Order. I strongly believe that the parents should go to trial for the death of the daughter because with all the opportunities God sent them, they avoided all of them. By neglecting all of these opportunities to rescue their child, the child suffered and soon after died. It Is ridiculous that she would not simply let her daughter drink some medicine for her to get better. If she was to go and drink alcohol, then why not let her daughter get treated. It Is most disturbing when the daughter was getting worse, but the mother thinks that what they are doing Is not working and they should do something else. Than an act. Believing that everything can be solved with prayer is ridiculous, it is like dad in the flood that Ms. Ellsworth said in class, God sent a boat and a helicopter to rescue the lady but she refused. She would later die, and in Heaven, she asked God what else can I do! † I think this Joke as the same situation as the parents in Law and after died. It is ridiculous that she would not simply let her daughter drink some daughter get treated. It is most disturbing when the daughter was getting worse, but the mother thinks that what they are doing is not working and they should do. How to cite Law and Order Essay, Essays

Effect of Mnemonic Technique on Serial Recall free essay sample

The aim of the present study was to observe the effectiveness of mnemonic technique on serial recall. Pegword rhyme is the independent variable and number of correct response is the dependent variable. The Hypotheses were that the serial recall will be better in the group using pegword technique than in the group who do not. There will also be a significant difference in List A and B in terms of number of correct responses and the reaction time. 104 undergraduate have been conveniently taken from different departments of University of Karachi. Independent participants have been taken for four different conditions, in which two were experimental and two controls. In experimental condition two different lists were provided and asked for serial recall by using pegword method. By using mean we found out that average correct response were higher for experimental group than control, and there was not any significant difference between responses of list A and B. Hence it has been concluded that pegword method has positive effect on serial recall and the type of words do not have any effect on response. Keywords: Mnemonic technique, pegword, serial recall Memory is the term given to the structures and processes involved in the storage and subsequent retrieval of information (McLeod, 2007). It is broken down into two types: short term and long term. Short-term memory is that brief period of time where you can recall information you were just exposed to. Long-term memory encompasses memories that range from a few days to decades. In order for successful learning to take place, information has to move from the sensory or the short-term memory to the long-term memory. Long-term memory is, obviously enough, intended for storage of information over a long period of time. Despite our everyday impressions of forgetting, it seems likely that long-term memory actually decays very little over time, and can store a seemingly unlimited amount of information almost indefinitely. Indeed, there is some debate as to whether we actually ever â€Å"forget† anything at all, or whether it just becomes increasingly difficult to access or retrieve certain items from memory (Mastin, 2010). Bahrick et al (1975) investigated what they called very long term memory (VLTM). Nearly 400 participants aged 17 – 74 were tested. There were various tests including: A free recall test, where participants tried to remember names of people in a graduate class, a photo recognition test, consisting of 50 pictures, a name recognition test for ex-school friends. Participants who were tested within 15 years of graduation were about 90% accurate in identifying names and faces. After 48 years they were accurate 80% for verbal and 70% visual. Free recall was worse. After 15 years it was 60% and after 48 years it was 30% accurate. Long-term memory can be improved by using Mnemonic Techniques. Mnemonics, or mnemonic devices, are encoding strategies used to organize and/or chunk to-be-learned material, in order to make it more meaningful and easier to remember. Though mnemonics may be perceived as â€Å"shallow† learning techniques, they can provide effective scaffolding for more complex knowledge by allowing the acquisition of basic terms and definitions (Bellezza, 1996) Self-generated (and often, as a natural consequence, self-referential) mnemonics may have an advantage over instructor-provided mnemonics (e. g. , Bloom Lamkin, 2006, for acrostics; McCabe, 2011, for keywords), though possibly less so when the material is particularly difficult to learn and accurate mnemonics are challenging to create (Bellezza, 1996). Types of mnemonics include first-letter mnemonics (e. g. , acronyms, acrostics), keyword mnemonics, pegword and method of loci mnemonics. Among the first-letter mnemonics, the two most common are acronyms and acrostics. Acronyms are created by combining the first letters of to-be-learned words into a new word (or word-like) unit, such as using the mnemonic dabda for the five stages of death and dying (Carney et al. , 1994). The other first-letter mnemonic method is the acrostic, which most commonly involves using the first letters of a list of to-be-learned items to create a meaningful and/or odd sentence. Keyword mnemonics involve making a phonetic link connecting a to-be-learned word with a similar-sounding keyword, and then making an interactive image that links the keyword to the meaning of the to-be-learned word (e. . , Bellezza, 1996; Levin, 1983). The method of loci mnemonic is typically used for remembering an ordered list of items; the method utilizes a series of spatial places to which the learner visually associates each to-be-learned item. At the retrieval stage, the learner takes a mental walk along the route established in the first phase, and â€Å"picks up† an item at each des tination along the way. Pegword mnemonic technique is similar to loci method, both aid memory for an ordered list of items; also, once learned, both can be used repeatedly to remember multiple lists. Instead of places, however, the method uses pegwords and rhyme; It involves two stages, first, the learner memorizes a rhyming scheme for the numbers 1 to 10, which can be used multiple times: One is a bun, two is a shoe, three is a tree, four is a door, five is a hive, six is bricks, seven is heaven, eight is a plate, nine is wine, ten is a hen. Next, the learner creates a mental image of each item on the to-be-learned list interacting with the word that rhymes with the appropriate number. The pegword mnemonic has been specifically applied to psychology learning in the case of Erikson? s eight stages of psychosocial development. For example, for the trust stage, one could imagine â€Å"an infant lying in a perfectly „trusting’ position while mommy powders his little behind (buns)† (Carney et al. , 1994, Table 2, p. 173). The learning of any set of ordered items can potentially benefit from the use of pegwords. Empirical research on the effectiveness of the pegword mnemonic as applied to psychology education is lacking. However, Carney and Levin (2011) demonstrated that, using a combined pegword-keyword mnemonic for word list learning, and using the same 10 pegwords repeatedly, the mnemonic condition consistently outperformed an â€Å"own best method† control condition. On the basis of this literature review, we aim to study the effect of pegword technique on serial recall. Method Participants 104 male/female undergraduate students were taken voluntarily from university of Karachi. Independent sample technique was used. Material Two lists of words were created. Two lists of words were created. List A was names of Gadgets and List B names of Politicians (Appendix A). Then flash cards of the words on these lists were made. A rhyme was used for pegword technique. Stopwatch was also used to measure the time Procedure Students were approached at the university campus and asked if they would be willing to volunteer for a psychology study. The willing ones were than taken to the testing lab in psychology department and randomly chosen as experimental or control participants. The experimental participants were given a rhyme (see Appendix B) and asked to read it out loud twice. They were the then explained that the words in bold were known as pegwords e. g. bun, shoe, tree etc. and they were supposed to imagine an association between the word shown to them on flash cards and the pegwords in sequence. This was further explained by giving an example association of the word building and first pegword bun as a building made of bun. Also they were encouraged to make funny, weird and interesting imagination. After that they were shown flash cards in a sequence and then were asked to recall them in the order that was shown to them. The number of correct response and time that took them to recall the words was then noted. The control participants on the other hand were not shown the rhyme, only the flash card and they were asked to familiarise themselves with them. Their correct number of response and time taken for recall were also noted Results The data recorded was tabulated (appendix C) and the mean results were derived by dividing the responses with the number of participants. The average number of correct responses were more in the experimental condition in List A= 6. 85 compared to the control condition=3. 56. Similar results were also found for List B where the average number of response were higher for the experimental condition i. e. 6. 58 than control i. e. 4. 27. However, no significant difference in the number of correct response was found between List A and B in either experimental or control condition. Moreover, no significant time difference was recorded in any of the conditions and it occurred only due to an error of chance. ExperimentalControl List AList BList AList B Average correct response6. 856. 583. 564. 27 Average reaction time (sec)109. 1 94. 9 97. 496 Discussion The results approved our hypothesis which was that the serial recall was better in the group that used the pegword technique than the group which did not. nemonics could bolster memory due to at least three factors. First, they typically involve deliberate, or effortful, learning (Bellezza, 1996); the focused attention the learner pays to the material while using and/or creating mnemonics supports encoding to long-term memory. Second, they connect new knowledge with established schemas in long-term memory, a process also called elaboration, which enhances encoding and supports successful retrieval (Balch, 2005; Bellezza, 1996). Third, many mnemonic devices require the integration of two or more information codes (e. g. , verbal, visual) which, consistent with Paivio? (1986) dual-coding theory, enhances memory by providing multiple routes to retrieval. In fact, the use of mental imagery may be particularly important; some researchers recommend using interactive, dynamic, distinctive, and possibly even bizarre images (McDaniel Einstein, 1986; McDaniel, Einstein, DeLosh, May, Brady, 1995) and spending at least 6 seconds on each visual association (Bugelski, 1974). The use of rhyme might have furt her assisted the encoding. VanVoorhis (2002) argues that music inherently increases chunking, which in turn aids in the transfer from short-term/working memory to long-term memory. The experimenter group participants also reported that the task was fun and creative which might have helped them learn the words (McCabe, 2009). However, our second hypothesis that stated a difference in response with reference to the nature of task and reaction time was disapproved as there were no significant differences found between them. Limitation Our research was not without any limitation. First, convenient sample was taken, so only Students University of Karachi were participants of the study. Hence we cannot generalize the result to everyone. Second the list of words used were familiar common, so might have been easy to remember, also no survey was conducted to determine its familiarity. Thirdly, the sample was not controlled with reference to fatigue and exhaustion. Participant should have been pre-tested for relaxation or relaxation techniques should have been used prior to experiment. No gender differences were followed either.