“The Way People Treat You Is A Statement Of Who They Are As A Human Being. It’s Not A Statement About

In Depth Body Vocab [pt. 2]

As promised, here’s PART TWO of the in depth body vocab! PART ONE covered the face / head. Today we will look at the back, torso, and most internal organs. Enjoy <3

*picture is of a male presenting torso (necessary vocabulary is highlighted)

몸통 - torso

승모근 - traps

쇄골 / 빗장뼈 - collar bone 

major difference between 쇄골 and 빗장뼈: Both can translate to the scientific name ‘clavicle’. However, 쇄골 comes from 한자: ‘鎖骨’.

흉곽 - ribcage

가슴 - chest / breast

젖꼭지 - nipple

겨드랑이 - armpit

겨드랑이 털 - armpit hair

이드박근 - bicep

배 - belly, stomach (exterior)

배꼽 - bellybutton

활배근 - lats

허리 - waist

가랑이 - crotch

Example Sentences:

저는 겨드랑이에서 땀이 괴도하게 났었어요 - I used to sweat a lot in my armpits

밥을 많이 먹어서 배가 너무 불러요 - My stomach is full because I ate too much

*blank back cut off at the legs and neck (necessary vocabulary is highlighted)

등 - back

목 - neck

어깨 - shoulder

팔 - arm

왼팔 - left arm

오른팔 - right arm

양팔 - both arms

삼두근 - triceps

팔꿈치 - elbow

척추 - spine

not to be confused with 척수 which refers to the spinal cord

허리 - waist

옆구리 - side

허리께 - hip

엉덩이 - butt / buttocks 

Example Sentences:

양팔을 위로 줄 뻗어 보세요 - Please stretch your arms out

하루 종일 앉아 있었더니 엉덩이가 아파요 - My butt hurts from sitting on it all day

*picture of internal organs including the lungs, heart, liver, stomach, kidneys, and intestines (necessary vocabulary is highlighted)

장기 - organ

식도 - esophagus (’gullet’ in reference to animals)

폐 / 허파 - lung

major difference between 폐 and 허파: 폐 is used in more medical contexts over 허파

심장 / 가슴 - heart

major difference between 심장 and 가슴: 심장 refers to the literal pumping organ whereas 가슴 is the general area of the chest but can be used as an emotional heart (as opposed to 마음, which is the feeling in your heart)

혈관 - blood vessel

정맥 - vein

동맥 - artery

간 - liver

위 - stomach (internal)

신장 / 콩팥 - kidney

major difference between 신장 and 콩팥: 신장 comes from 한자: ‘腎臟’, where 콩팥 is the native Korean version.

신장병 - kidney disease

신장 결석 - kidney stone

장 - intestine

대장 - large intestine

소장 - small intestine

소화 (하다) - digestion (to digest)

혈액 / 피 - blood

major difference between 혈액 and 피: 혈액 is the medical form!

Example Sentences:

저는 수년간 위에 문제가 있어 왔어요 - I’ve had issues with my stomach for years

어젯밤 먹은 게 고화가 잘 안 돼요 - I’m having trouble digesting what I ate last night

Extra Vocab to Know:

배설(하다) - excretion (to excrete)

대변 / 똥 - stool or poop

major difference between 대변 and 똥: 대변 is more like feces whereas 똥 is much more casual in speech

소변 / 오줌 - urine or pee

major difference between 소변 / 오줌: same as above, 소변 is more like urine where 오줌 is more casual

both 소변 and 대변 come from 한자: 大便 (대변) and 小便 (소변)

싸다 - to poop/pee

누다 - to poop

음경 - penis

자궁 - womb

This is obviously for educational purposes, so I hope tumblr lets it stay up. But here’s PART TWO of the in depth body vocab!

Happy Learning :)

~ SK101 

“I’ve got nothing to say but it’s okay.”

— The Beatles, Good Morning, Good Morning

“Dogs don’t know what they look like. Dogs don’t even know what size they are. No doubt it’s our fault, for breeding them into such weird shapes and sizes. My brother’s dachshund, standing tall at eight inches, would attack a Great Dane in the full conviction that she could tear it apart. When a little dog is assaulting its ankles the big dog often stands there looking confused — “Should I eat it? Will it eat me? I am bigger than it, aren’t I?” But then the Great Dane will come and try to sit in your lap and mash you flat, under the impression that it is a Peke-a-poo… Cats know exactly where they begin and end. When they walk slowly out the door that you are holding open for them, and pause, leaving their tail just an inch or two inside the door, they know it. They know you have to keep holding the door open. That is why their tail is there. It is a cat’s way of maintaining a relationship. Housecats know that they are small, and that it matters. When a cat meets a threatening dog and can’t make either a horizontal or a vertical escape, it’ll suddenly triple its size, inflating itself into a sort of weird fur blowfish, and it may work, because the dog gets confused again — “I thought that was a cat. Aren’t I bigger than cats? Will it eat me?” … A lot of us humans are like dogs: we really don’t know what size we are, how we’re shaped, what we look like. The most extreme example of this ignorance must be the people who design the seats on airplanes. At the other extreme, the people who have the most accurate, vivid sense of their own appearance may be dancers. What dancers look like is, after all, what they do.”

— Ursula Le Guin, in The Wave in the Mind (via fortooate)

“If you’re going through hell, keep going.”

— Winston Churchill

Since that fateful day in 1492, Columbus has been seen as a hero in the eyes of Americans. Recently, the horrible crimes that he committed have been the topic of a national conversation. Columbus Day is certainly a hot-button issue, but there is only one morally sound decision: America must abolish Columbus Day and replace it with a day to honor his Native American victims.

As his explorations have become a staple of U.S. history, Columbus has been molded into a symbol, not a real person. Many supporters of Columbus call him a “symbol of American success”, but he was more than a symbol. He was a complex human being, and idolizing him lets us ignore his flaws. Columbus has come to represent heroism and exploration. These are important values, so why should we taint them with Columbus’s name?

Columbus does not deserve to be honored for making a navigation mistake. On his expedition, Columbus was attempting to sail to India, not to the Americas. He ended up landing in Caribbean Islands through no effort of his own. This mistake resulted in Native Americans being called Indians for centuries, an inaccurate label. 

Columbus is often credited with discovering America. However, he didn’t discover America, because the Native Americans were already there. It’s impossible to discover a region that’s already occupied with millions of people. Furthermore, Native Americans were extremely knowledgeable about the climate and ecosystem of the Americas, and deserve honor much more for their contributions to our understanding of geography. 

Columbus enslaved the Native Americans, seeing them only as a means to profit. This wasn’t his first time trading slaves, though. Before his expedition, Columbus made a living selling African slaves in Portugal. Through his ventures in Native American slave trading, he created the Transatlantic slave trade, setting in motion our country’s most shameful and horrific piece of history.

Columbus was responsible for Native American genocide. He committed the first mass genocide of Native Americans, a massacre of 8,000,000 people. Within one generation of Columbus’s arrival, about 15,000,000 Native Americans were killed. By time Columbus left, only 100,000 Native Americans were left, and by 1542, there were only 200.

Columbus day isn’t just not “politically correct”. It’s a holiday that celebrates one of the most evil, genocidal, and racist people in history. His kill count is on par with everyone killed in World War I, and yet America still idolizes him. It’s the responsibility of legislators to replace Columbus Day with Indigenous People’s Day.

I find myself opposed to the view of knowledge as a passive copy of reality.

- Jean Piaget 1896-1980

How do we learn things? The answers to this age-old question have been examined and analysed by many scientists. There are plenty of prominent theories explaining cognitive development and helping us to understand the foundation of knowledge.

One of the most prominent answers to the question has come from a Swiss psychologist, Jean Piaget.

The legacy of Jean Piaget to the world of early childhood education is that he fundamentally altered the view of how a child learns. And a teacher, he believed, was more than a transmitter of knowledge she was also an essential observer and guide to helping children build their own knowledge.

As a university graduate, Swiss-born Piaget got a routine job in Paris standardising Binet-Simon IQ tests, where the emphasis was on children getting the right answers. Piaget observed that many children of the same ages gave the same kinds of incorrect answers. What could be learned from this?

Piaget interviewed many hundreds of children and concluded that children who are allowed to make mistakes often go on to discover their errors and correct them, or find new solutions. In this process, children build their own way of learning. From children’s errors, teachers can obtain insights into the child’s view of the world and can tell where guidance is needed. They can provide appropriate materials, ask encouraging questions, and allow the child to construct his own knowledge.

Piaget’s continued interactions with young children became part of his life-long research. After reading about a child who thought that the sun and moon followed him wherever he went, Piaget wanted to find out if all young children had a similar belief. He found that many did indeed believe this. Piaget went on to explore children’s countless “why” questions, such as, “Why is the sun round?” or “Why is grass green?” He concluded that children do not think like adults. Their thought processes have their own distinct order and special logic. Children are not “empty vessels to be filled with knowledge” (as traditional pedagogical theory had it). They are “active builders of knowledge-little scientists who construct their own theories of the world.”

Piaget’s Four Stages of Development

Sensorimotor Stage: Approximately 0 - 2 Infants gain their earliest understanding of the immediate world through their senses and through their own actions, beginning with simple reflexes, such as sucking and grasping.

Preoperational Stage: Approximately 2 - 6 Young children can use symbols for objects, such as numbers to express quantity and words such as mama, doggie, hat and ball to represent real people and objects.

Concrete Operations: Approximately 6 - 11 School-age children can perform concrete mental operations with symbols-using numbers to add or subtract and organizing objects by their qualities, such as size or color.

Formal Operations: Approximately 11 - adult Normally developing early adolescents are able to think and reason abstractly, to solve theoretical problems, and answer hypothetical questions.

Albert Einstein once called Piaget’s discoveries of cognitive development as, “so simple only a genius could have thought of it”. As the above shows, Piaget’s theory was born out of observations of children, especially as they were conducting play. When he was analysing the results of the intelligence test, he noticed that young children provide qualitatively different answers to older children.

This suggested to Piaget that younger children are not dumber, since this would be a quantitative position – an older child is smarter with more experience. Instead, the children simply answered differently because they thought of things differently.

At the heart of Piaget’s theory then is the idea that children are born with a basic mental structure, which provides the structure for future learning and knowledge. He saw development as a progressive reorganisation of these mental processes. This came about due to biological maturation, as well as environmental experience.

We are essentially constructing a world around us in which we try to align things that we already know and what we suddenly discover. Through the process, a child develops knowledge and intelligence, which helps him or her to reason and think independently.

For Piaget his work was never just for a closeted coterie of scholars and researcher but had real world application. Piaget was able to put his work in a wider context of importance. He said, “only education is capable of saving our societies from possible collapse, whether violent, or gradual”. Piaget’s theory centres on the idea that children, as little scientists, need to explore, interact with, and experiment in order to gain the information they need to understand their world.

“So the myth in our society is that people are competitive by nature and that they are individualistic and that they’re selfish. The real reality is quite the opposite. We have certain human needs. The only way that you can talk about human nature concretely is by recognising that there are certain human needs. We have a human need for companionship and for close contact, to be loved, to be attached to, to be accepted, to be seen, to be received for who we are. If those needs are met, we develop into people who are compassionate and cooperative and who have empathy for other people. So… the opposite, that we often see in our society, is in fact, a distortion of human nature precisely because so few people have their needs met.”

— Gabor Maté

“Change your conception of yourself and you will automatically change the world in which you live. Do not try to change people; they are only messengers telling you who you are. Revalue yourself and they will confirm the change.”

— Neville Goddard

02/28/2021

A person’s actions may be a result of careful thinking;

they may be a wim based on precursor principles and ideas,

although they might just as well be without a meaning.

A shell.Or not?

A wall.Or not?

Ensuring the groundwork behind every action should be the first priority.

None can be commenced whenever it is missing the meaning that should be conveyed.

However fundamental I regard this notion to be,not many do so nowadays.

Therefore I am left wandering about whether the meaning I see is real or made-up by my own beliefs,thoughts and needs.

Humans can be rather imaginative when it comes to deciphering the smallest of actions.

Nothing is almost ever delivered in its integrity,

May it be for fear of giving away the true meaning and reason they formed in their minds;

Or for a specifically intended reason,which,for all intents and purposes,is intangible.