The NRSVUE uses this rendering of Genesis 1:1 and concludes a sentence in English perfectly well in Genesis 1:2, but it seems to only work in English by omitting the conjunction at the beginning of Genesis 1:2. If you leave the conjunctions in and use that "When God began" interpretation rather than the "In the beginning" interpretation, it seems like you end up with "when A and B and C and D..." until the end of Genesis 1:5, which, at least according to the interlinear I'm looking at, seems to have punctuation at the end. When rendered in English like this, there doesn't seem to be a complete thought, just a bunch of introductory clauses but not a complete sentence.
Admittedly, I don't know much of anything about Hebrew, so if this is common practice and conjunctions work very differently in Hebrew than in English or if sentences can just look like a series of introductory clauses, I would love to know. Just looking over it as less than an amateur in this, the "When God began" interpretation seems to make the opening lines of Genesis an incomplete thought, but I'm sure I'm missing something if this interpretation has become increasingly accepted. What exactly is going on with the grammar in the opening of Genesis?

When there are lots of other things that AI could do to increase our effectiveness. For starters, we should be focusing on using AI for things that we know AI/LLMs can be good at, not spitting out 50 useless references.
So management, here are some things that would actually be useful to us to help bring down the backlog and greatly improve quality. All of these would also be a much better use of those IT development funds than AI search:
1) Automatic checking of 112 antecedent basis, and writing of the rejection. A single button push, and we just read it over and remove anything we don't agree with. We can implement with #3, and the applicant/attorney can handle most of it before it even makes it to an examiner.
2) Train a LLM that we input our best 1-5 references(that we believe teaches all the claims) into and it does the mapping and drafts the rejection. This is within the realm of what LLMs are capable of. Most of us are really good at searching, and writing the rejection is the most tedious part of this job. We have millions of rejections to train a LLM to do this. It doesn't have to be perfect, and if it can't put together something sensible for a claim, then we can either correct it, find another reference, or indicate allowability.
3) Have a user (stakeholder) facing version of PE2E so that we are all working with the same stuff. This way firms and companies can use this to manage their IP portfolios and assign work (we all know some are still using excel spreadsheets and secretaries). This also allows both sides to benefit from tool advancements in PE2E, and also would allow the examiner to contact the attorney who's actually assigned to the case. There is no reason to have a completely different system for the applicants. You can even create an API so companies can feel free to make their own customized front end versions to suit their specific needs if they want to.
4) All referenced parts of references in an OA should automatically be hyperlinked. In conjunction with #3, you could just click and it would open the reference in a new window, and highlight the referenced portions. You could also add a button that opens all the references used in an OA and highlights all the referenced figures and paragraphs. This would save examiners, attorneys, and inventors time. This can also work with attorneys arguments and can reference parts of any other document in the file (i.e. the arguments can hyperlink to parts of the OA)
5) One click analysis of IDS prior art. Essentially it's like #2, and it then shows you the highlighted pertinent part of those references (if any). This would be incredibly useful for any IDS, but moreso for those 800 reference ones.
6) Automatic checking of the application for grammar and matching of references to figures. This could be incorporated with #3 so that the applicant/attorney can potentially address these problems before it ever makes it to an examiner. Most of us don't bother checking this as it is, so this is a pure quality enhancement.
7) In SEARCH, as a part (or advancement to #2), the examiner should be able to highlight a portion of a reference, right click, and be able to associate that part with specific claim(s). It would also be smart enough to automatically associate similar claims, like if claims 2, 12, and 22 are basically the same, then you only need to click claim 2. Honestly, limit the selection menu to just the unique claims with an "expand" option in case we need it.
8) If you have #2 and #3, you can then present the applicant with a potential rejection for their amendments before they even submit it. This will eliminate poor amendments that don't really advance prosecution. You could even expand this to analyze the applicants entire spec and highlight potential portions that don't seem to have associations with the references used in the rejection.
9) Automatic checking if art is prior art for an application. We should also have a one click filter in search to limit all results to only prior art for that application. I shouldn't have to input a date or any of that crap, search is already associated with an application, so just automated this for us. This should also highlight or mark any references that are potential prior art exceptions.
10) Automatic checking for ODP. This can be done with #2s prior art and every application/patent associated with the same inventors/assignee that isn't prior art. It then writes up draft rejections for all conflicts it finds. With #3 the applicant should be able with a single click to automatically populate a TD based off the ODP rejections and submit it.
11) With #3, automatic checking and warning to the applicant/attorney for things that are missing in their response.
12) Automatic analysis of applicants claims, spec and figures such that I can highlight and right click a claim and select "show support", and it will show me only the parts of the spec and figures it believes is associated with that claim. This will save us time when we need to try and figure out what a claim actually means. This could also be expanded to write potential new matter rejections and/or with #3 and #8 to present potential issues to an applicant before they even submit an amendment.
13) Automatically attach search SEARCH history to the associated OA. Why do I need to manually do this for every OA? Same thing with IDSs, bib, and stamped amendments for being entered or not.
14) Automatically populate the OA summary form using the associated rejection. In addition auto populate the "3" for months to respond.
15) Put AIR requests on our docket as either their own tab or under "expedited". It's beyond stupid that this goes through email and isn't integrated with PE2E. This can even be more simplified for requesting an interview (either by the examiner or applicant) with #3.
All of these things are doable, and would be way more useful for the Office, examiners and applicants than dumping more and more money into useless "AI" search. Plus, if you have #2, then you can actually start to better evaluate automated search results and show pertinent portions in association with claims, which without this, any automated search is essentially useless anyway.
I'm sure other people here can add to this list of realisticly achievable things that can bring the office into the modern age and that are needed.

Discord: jperez
Email: [jperezonline@outlook.com](mailto:jperezonline@outlook.com)
Hola, ¿qué tal? My name is Jhon Pérez, a native Spanish tutor with over 10 years of experience in Spanish homework. I can help you with any type of Spanish assignments: exams, quizzes, tests, worksheets and essays.
I've done many accounts on VHL Central, McGraw Hill, Blackboard, Canvas, MyLabs, Cengage, Desire2Learn, ELEteca, Edgenuity, Contraseña, WileyPlus and more.
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I can work with login, TeamViewer and screenshots. If you choose the latter I will make sure to be online at the agreed time to work with you (you send the screenshots and I send the answers.)
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I don’t know if everyone else was taught this way, but growing up learning English in the US, I was taught a lot of “rules” of English that turned out to not really be rules after all. I.e., starting sentences with conjunctions was taught as a very bad thing.
However, this isn’t a rule at all. You can just place a period where you normally would’ve had a comma and continue your sentence with the conjunction capitalized. This might seem odd. But even places like Grammarly recognize this as proper grammar.
Although it may look weird in standard text, I think that starting sentences with conjunctions can be very useful for stories to give characters more personality in their speech. This is a pretty easy solution to arrive at given that, in spoken English, we start our sentences with conjunctions all the time because we try to build off of what other people are saying. You might not realize it now but just try to listen for it in your next conversation and you will certainly notice it.
There are certainly more situations in which this is useful but even if there aren’t I still think that we shouldn’t be teaching that this is a bad thing. At the very least later on in like 8^th grade we should reteach this fact. I would propose something similar to how history is taught (i.e. teach the base level things first and then later on go back and teach more of what's actually true).
Everyone should be taught what this because this is used all the time in famous pieces of literature. In fact, someone has compiled a list of all the times J.R.R. Tolkien has done this very thing across The Silmarillion, The Hobbit, and The Lord of the Rings. With a total of 6,320 uses of this syntax, the most frequent occurrence of this is but at 2,871 uses and and at 1,972 uses.
Now personally, I think if J.R.R. Tolkien can do this any of us can.
FYI: I am not an educator, I'm just a student

Discord: jperez
Email: [jperezonline@outlook.com](mailto:jperezonline@outlook.com)
Hola, ¿qué tal? My name is Jhon Pérez, a native Spanish tutor with over 10 years of experience in Spanish homework. I can help you with any type of Spanish assignments: exams, quizzes, tests, worksheets and essays.
I've done many accounts on VHL Central, McGraw Hill, Blackboard, Canvas, MyLabs, Cengage, Desire2Learn, ELEteca, Edgenuity, Contraseña, WileyPlus and more.
Besides being a native Spanish speaker, I have knowledge of vocabulary, functional grammar and the functions of all levels of Spanish (Beginners A1-A2, Intermediate B1-B2 and Advanced C1-C2.)
I can work with login, TeamViewer and screenshots. If you choose the latter I will make sure to be online at the agreed time to work with you (you send the screenshots and I send the answers.)
This is not an agency. It's just me, the Spanish tutor, so you don't have to pay double fees (one to the agency owner and another to the tutor.)
Unlike other Spanish tutors, I will provide you with safe, untraceable VPN connection to your closest location and follow your instruction(s) to deliver plagiarism-free Spanish papers.
For tight deadlines I can deliver the same day as long as I am contacted at least 4 hours before deadline.
My rates are pocket-friendly and flexible to fit your budget. You can use milestone payments or pay as you go.
Proof and vouches can be seen on my profile.
Send your prompt and get a quote today!
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Illiterate ESL/Refugee Students
Hey everyone! I am a teacher in a very difficult situation that I am at a total loss in terms of how to navigate. It brings me a great deal of anxiety because I feel like it is an impossible task and that these kids are not getting what they need from me. I don’t know what I’m looking for here… I need to rant, I want advice, I want other people to share their experiences.
I teach at an inner city middle school with a large population of new immigrants and refugees, primarily from Somalia and central Africa. Some of the kids in my class are pre-literate. They cannot read or write in their native languages, they do not know their numbers, and many have NEVER attended school before. Their parents are also illiterate. Some of these kids could be best described as feral - they are quite violent and aggressive, and unable to function socially in a school setting, which makes sense given the circumstances they grew up in. There are lots of challenging behaviours to deal with on top of the academic issues.
When these new students arrive here, they are attending school for the first time and are thrown into a mainstream class. As one would expect, it is nothing short of disastrous. These kids are not getting the attention or help they need. I feel like I am ignoring them because I have 30 other students. When I do have the chance to work with them one on one, it is at the expense of my other kids’ learning because they require so much attention. I end up having to plan multiple lessons for a single class and I cannot keep up with it. There is no reason a teenager who does not know their letters is in a classroom with students who are writing essays. It is not fair to either group of students.
It is quite a sad situation and my heart goes out to these kids, but I am in no way qualified to deal with them. I am middle school trained and have a class with 30+ other students that I am expected to teach the middle school curriculum to. I am not a phonics teacher and do not know how to teach children how to read. I don’t even think that early childhood literacy strategies would work with teenagers learning to read for the first time. I also cannot translate worksheets into their native languages because they cannot read those either.
Funds have been mismanaged in my district so we do not have ESL classes and the consultants who come in once every few weeks expect you to focus all of your attention on your ESL kids, which is just not feasible.
I feel like I am just a babysitter for some of these kids and that they are not getting anything from being there. I just wish there were some transitional classes for newcomers when they arrived here. I’m in Canada, and we keep bringing in more and more refugees, but offer nothing in the way of supports.
What the hell do I do? I am so overwhelmed. Can a teenager even learn to read for the first time or have they surpassed that zone of development? How have you guys dealt with similar situations?

Hey everyone! I am a teacher in a very difficult situation that I am at a total loss in terms of how to navigate. It brings me a great deal of anxiety because I feel like it is an impossible task and that these kids are not getting what they need from me. I don’t know what I’m looking for here… I need to rant, I want advice, I want other people to share their experiences.
I teach at an inner city middle school with a large population of new immigrants and refugees, primarily from Somalia and central Africa. Some of the kids in my class are pre-literate. They cannot read or write in their native languages, they do not know their numbers, and many have NEVER attended school before. Their parents are also illiterate. Some of these kids could be best described as feral - they are quite violent and aggressive, and unable to function socially in a school setting, which makes sense given the circumstances they grew up in. There are lots of challenging behaviours to deal with on top of the academic issues.
When these new students arrive here, they are attending school for the first time and are thrown into a mainstream class. As one would expect, it is nothing short of disastrous. These kids are not getting the attention or help they need. I feel like I am ignoring them because I have 30 other students. When I do have the chance to work with them one on one, it is at the expense of my other kids’ learning because they require so much attention. I end up having to plan multiple lessons for a single class and I cannot keep up with it. There is no reason a teenager who does not know their letters is in a classroom with students who are writing essays. It is not fair to either group of students.
It is quite a sad situation and my heart goes out to these kids, but I am in no way qualified to deal with them. I am middle school trained and have a class with 30+ other students that I am expected to teach the middle school curriculum to. I am not a phonics teacher and do not know how to teach children how to read. I don’t even think that early childhood literacy strategies would work with teenagers learning to read for the first time. I also cannot translate worksheets into their native languages because they cannot read those either.
Funds have been mismanaged in my district so we do not have ESL classes and the consultants who come in once every few weeks expect you to focus all of your attention on your ESL kids, which is just not feasible.
I feel like I am just a babysitter for some of these kids and that they are not getting anything from being there. I just wish there were some transitional classes for newcomers when they arrived here. I’m in Canada, and we keep bringing in more and more refugees, but offer nothing in the way of supports.
What the hell do I do? I am so overwhelmed. Can a teenager even learn to read for the first time or have they surpassed that zone of development? How have you guys dealt with similar situations?

How to improve:

Understand the Task: Carefully read and comprehend the task prompt. Identify the type of essay required (e.g., argumentative, discursive, descriptive) and the specific instructions provided.
Plan Your Response: Take a few minutes to brainstorm ideas and create an outline before you start writing. Organize your thoughts logically, and decide on the main points you will discuss.
Focus on Structure: Ensure your essay has a clear introduction, body paragraphs, and conclusion. Each paragraph should have a clear topic sentence, supporting details or examples, and a concluding sentence.
Develop Cohesion and Coherence: Use cohesive devices such as conjunctions, transition words, and referencing to connect ideas and maintain coherence throughout your essay. Ensure there is a smooth flow of information between sentences and paragraphs.
Use Varied Vocabulary: Demonstrate a range of vocabulary by using synonyms, idiomatic expressions, and academic vocabulary relevant to the topic. Avoid repetition and strive for precision in your language use. Find online a list of adjectives, adverbs, and verbs. Learn and use them in your writing exercices.
Maintain Accuracy: Pay attention to grammar, punctuation, and spelling. Use a mix of simple and complex sentence structures, and be mindful of subject-verb agreement, tense consistency, and word forms.
Support Your Ideas: Provide relevant examples, evidence, or personal experiences to support your arguments or opinions. Use specific details to illustrate your points and make your essay more persuasive.
Manage Your Time: Allocate time wisely between Task 1 (if applicable) and Task 2. Aim to spend approximately 20 minutes on Task 1 and 40 minutes on Task 2. Practice writing essays within the given time limits to improve your speed and efficiency.
Review and Edit: Leave some time at the end to review your essay for errors and make any necessary revisions. Check for coherence, accuracy, and clarity of expression. Ensure your handwriting (if taking the paper-based test) is legible.

I'm nervous as fuck so I'm writing down everything bc I would love advice on every of the topics below (especially around scheduling and leveling) but the main reason I'm posting is regarding free first level feats which will be clearly titled and at the bottom.
I'm ESL so sorry if I have some grammaspelling issues.
General info: I'm a relatively very new DM (GMed around 4 DND and gumshoe 1/2/3 shots - but only 2 in the past year, and played in 2 DND 5-shots - only 1 of them recently). I'm shaping up to be my occasional ttrpg friend group's forever dm (I love doing both which is why I keep starting stuff but it's unfortunate since I really love playing).
I'm currently starting a new and my first -hopefully- long term campaign. It's going to be a magical adventuring academy in my custom setting (I've only ever done custom settings) with mainly 5e with some one dnd mixed in (especially when it comes to classes). I'm planning on the first arc to be around 20 sessions (which will take us a very long time since we're all uni students and going to meet once every 2 weeks). Hopefully we'll continue from there but who knows bc scheduling.
Prep: I've preped for the past year while working on other stuff as well. The general idea for the next months of play (which the players are aware of) is staying in the same huge metropolis that I've prepped for the whole of the first arc. I mostly did writing for the mystery, maps, terrain, some minnis, a bit of encounter design (I waited for the final touches until I have all of the character sheets), location work and around 25 npcs 10 of which I can change slightly to slot into a bunch of roles so I don't have to pull (as much) shit out of my ass at the moment. As far as backstory and hometowns I made them all write some basic stuff and having all of them be from outside of the prepped metropolis with them being aware that the emphasis will be on the story arc and less backstory. All of the players are writing a short page about their hometowns with them knowing I can veto everything.
Party composition: We're all 20somethings, planning on a very comedic vibe. 1. A tabaxi rouge, one of my ttrpg friends and used to be my flatmate. They were my dm/player at past games. Great players that are used to playing casters and half casters and wanted to mix it up a bit. 2. An elf monk, one of my ttrpg friends and my current flatmate. She's a bit of a problem player - In past games that I played in she played cleric and didn't know her spells despite being asked to so her turns took forever. I told her that for this campaign she basically has to go melee and she agreed. She also has a bit of MCS but she's a better player with every game she's been in and she's a great friend we really like playing with. She played in one of my 2-shots and I feel like I know how to rein her in while still allowing her and the other players have fun (she and other players in my games agreed with this assessment in private conversations). 3. A wild magic dragonborn sorcerer who's used to 3.5 always played wizards and never played 5e. I sat down with him for character creation and it went great! 4. An undecided character - a completely new player, she's the sorcerer's wonderful and cool gf which I really think would enjoy the game. She and I are sitting together for character creation next week, I think about recommending she goes barbarian/other melee class or if she wants casters warlock/bard.
I'm also going to suggest one of the party members that think it suits their character to take the PT1 healer feat.
Scheduling: I really wanted this campaign to be irl so my party so far is made up of 2 people from my ttrpg group and 2 players that are my un-ttrpg-related friends (it might be 5 but most likely 4), all of us are in the same uni and living in the same street. The plan is to meet at my flat once every 2 weeks with a possible added extra session added once per month when I have a less demanding schedule (players will be notified around a month in advance and we'll all have a shared Google calendar). I'm also planning on having a session with 2 or more people showing. Session will be around 4 hours each.
Do you think the extra session is a good idea? Also is the general schedule viable long term?
Leveling: I'm having them start at level 1, partly bc I want them to get used to DND 5e slowly and I don't want to overwhelm them, and partly bc I really want to play in a campaign starting at level 1 since I've always started at level 3 and up.
We're doing milestones, I thought a good level up sessionschedule would be: 0.5-1 level 1, getting the feat at the end of 0.5 2-3 level 2 4-5 level 3 And starting at sessions 6 which would roughly be level 4 leveling up roughly every 4-5 sessions. Which would mean I have prep up until level 6-7.
What do you think about the plan? I'm not used to plan for leveling, let alone this many.
Feats: I'm really set on having feats bc I absolutely loved them in my other games and I'm planning on having a free first level feat. However, I don't want to overwhelm them, I don't want to to have a choice of every feat available bc some of them imo are NOT suitable as a freebie, and I don't want to screw myself. I looked up online and couldn't find anything that's organised other than the PT1&2. I want to give them 5 more options and take away 2 as a first level feat (lucky and skilled, they would still be available instead of a ASI at the appropriate levels).
Any advice on what feats to add and some I might want to take away + advice on the general idea?

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Hola, ¿qué tal? My name is Jhon Pérez, a native Spanish tutor with over 10 years of experience in Spanish homework. I can help you with any type of Spanish assignments: exams, quizzes, tests, worksheets and essays.
I've done many accounts on VHL Central, McGraw Hill, Blackboard, Canvas, MyLabs, Cengage, Desire2Learn, ELEteca, Edgenuity, Contraseña, WileyPlus and more.
Besides being a native Spanish speaker, I have knowledge of vocabulary, functional grammar and the functions of all levels of Spanish (Beginners A1-A2, Intermediate B1-B2 and Advanced C1-C2.)
I can work with login, TeamViewer and screenshots. If you choose the latter I will make sure to be online at the agreed time to work with you (you send the screenshots and I send the answers.)
This is not an agency. It's just me, the Spanish tutor, so you don't have to pay double fees (one to the agency owner and another to the tutor.)
Unlike other Spanish tutors, I will provide you with safe, untraceable VPN connection to your closest location and follow your instruction(s) to deliver plagiarism-free Spanish papers.
For tight deadlines I can deliver the same day as long as I am contacted at least 4 hours before deadline.
My rates are pocket-friendly and flexible to fit your budget. You can use milestone payments or pay as you go.
Proof and vouches can be seen on my profile.
Send your prompt and get a quote today!
Email: [jperezonline@outlook.com](mailto:jperezonline@outlook.com)
Discord: jperez
¡Nos vemos!

Discord: jperez
Email: jperezonline@outlook.com
Hola, ¿qué tal? My name is Jhon Pérez, a native Spanish tutor with over 10 years of experience in Spanish homework. I can help you with any type of Spanish assignments: exams, quizzes, tests, worksheets and essays.
I've done many accounts on VHL Central, McGraw Hill, Blackboard, Canvas, MyLabs, Cengage, Desire2Learn, ELEteca, Edgenuity, Contraseña, WileyPlus and more.
Besides being a native Spanish speaker, I have knowledge of vocabulary, functional grammar and the functions of all levels of Spanish (Beginners A1-A2, Intermediate B1-B2 and Advanced C1-C2.)
I can work with login, TeamViewer and screenshots. If you choose the latter I will make sure to be online at the agreed time to work with you (you send the screenshots and I send the answers.)
This is not an agency. It's just me, the Spanish tutor, so you don't have to pay double fees (one to the agency owner and another to the tutor.)
Unlike other Spanish tutors, I will provide you with safe, untraceable VPN connection to your closest location and follow your instruction(s) to deliver plagiarism-free Spanish papers.
For tight deadlines I can deliver the same day as long as I am contacted at least 4 hours before deadline.
My rates are pocket-friendly and flexible to fit your budget. You can use milestone payments or pay as you go.
Proof and vouches can be seen on my profile.
Send your prompt and get a quote today!
Email: jperezonline@outlook.com
Discord: jperez
¡Nos vemos!

Discord: jperez
Email: [jperezonline@outlook.com](mailto:jperezonline@outlook.com)
Hola, ¿qué tal? My name is Jhon Pérez, a native Spanish tutor with over 10 years of experience in Spanish homework. I can help you with any type of Spanish assignments: exams, quizzes, tests, worksheets and essays.
I've done many accounts on VHL Central, McGraw Hill, Blackboard, Canvas, MyLabs, Cengage, Desire2Learn, ELEteca, Edgenuity, Contraseña, WileyPlus and more.
Besides being a native Spanish speaker, I have knowledge of vocabulary, functional grammar and the functions of all levels of Spanish (Beginners A1-A2, Intermediate B1-B2 and Advanced C1-C2.)
I can work with login, TeamViewer and screenshots. If you choose the latter I will make sure to be online at the agreed time to work with you (you send the screenshots and I send the answers.)
This is not an agency. It's just me, the Spanish tutor, so you don't have to pay double fees (one to the agency owner and another to the tutor.)
Unlike other Spanish tutors, I will provide you with safe, untraceable VPN connection to your closest location and follow your instruction(s) to deliver plagiarism-free Spanish papers.
For tight deadlines I can deliver the same day as long as I am contacted at least 4 hours before deadline.
My rates are pocket-friendly and flexible to fit your budget. You can use milestone payments or pay as you go.
Proof and vouches can be seen on my profile.
Send your prompt and get a quote today!
Email: [jperezonline@outlook.com](mailto:jperezonline@outlook.com)
Discord: jperez
¡Nos vemos!

Póvh ad vonyg ad o okuc cangov o ohyod thudca giga dugo.
/poʋx æð̞ ʋɒɲg æð̞ ɒ ɒˈkuc ˈcæ.ŋɒʋ ɒ ˈɒ.çɒð̞ ˈθuð̞.cæ ˈɰi.ɰæ ˈð̞u.ɰɒ/

Póvh ad vonyg ad o okuc cangov o ohyod thud -ca giga dug -o Dignity in right in and equal free and being human-ADJZ all be.born-PRS

All human beings are born free and equal in dignity and rights.

About

Yiyocthiv (endonym: Yiyocdiv /ji.jɒcˈð̞iʋ/) is a moribund languague isolate spoken by the Yiyocthiv people, the native inhabitants of Antarctica. Since foreign countries started establishing the first bases and research stations in Antarctica, bringing technology and infrastructure to the continent, the Yiyocthiv people have experienced a significant increase in their quality of life, with many of them deciding to live at or near research stations. Interaction with researchers has been mostly peaceful throughout history, but the fact that researchers are the ones bringing and controlling most resources in the continent meant that the Yiyocyhiv had to adapt to speaking their language. This processs meant the researchers languages (specially English and Spanish, due to the abundance of American, Argentine and Chilean research bases) gradually became more prestigious, used and important than Yiyocthiv, which has experienced a steady decline, to the point of currently being down to one last living speaker, an elderly woman.
Due to close contact with researchers from all around the globe, Yiyocthiv borrowed a plethora of words from other languages before going nearly extinct. Spanish and English are the largest "contributors". In real life, Yiyocthiv grammar was heavily inspired by another conlang. Can you guess which one?

Phonology

Yiyocthiv has 19 consonants and 7 vowels. Yiyocthiv is unusual in it's lack of two very common phonemes: the consonant /l/ and the vowel /a/. Syllable structure is (C)(C)(C)V(C)(C).
Consonants

	Labial	Dental	Alveolar	Palatal	Velar	Labial-velar
Nasal	m	n		ɲ (ny)	ŋ (ng)
Stop	p	t		c	k
Fricative	f	θ (th)	s	ç (hy)	x (h)
Approximant	ʋ (v)	ð̞ (d)	ɹ (r)	j (y)	ɰ (g)	w

/ʋ/ and /ð̞/ can be syllabic
After a pause, after a nasal consonant, and at the beginning of an utterance, all approximants are pronounced as voiced stops at the same place of articulation (except /w/, which becomes [gʋ]).

Vowels

	Front	Central	Back
Close	i (i)		ɯ (g) u (u)
Mid	e̞ (é)	ə (e)	o̞ (ó)
Open	æ (a)		ɒ (o)

The only possible diphtongs are those envolving the semivowels /j/, /ɰ/ and /w/. Otherwise, any two vowels written next to each other are always pronounced as a hiatus.

Syntax

Yiyocthiv is also infamous for its unusual word order, which earned it the nickname of "backwards talk" among antarctic researchers of various nations.

object-subject-verb-oblique (OSVX) (verbal phrases)
place-time-manner (adpositional phrases)
relative clause-noun-adjective-number-genitive/demonstrative-postposition (noun phrases)
adjective-adverb
verb-adverb
main verb-auxiliary verb

Grammar

Once you get used to the unusual word order, you'll notice that the Yiyocthiv grammar is surprisingly simple.
ARTICLES, NOUNS AND ADJECTIVES
Along with pronouns, articles are the only word class to have separate singular and plural forms:

Singular: oc (definite), ed (indefinite)
Plural: ca (definite)

Nouns are invariable, except for the feminine form, which applies the suffix -ad. Adjectives are completely invariable. The plural indefinite article is unmarked, therefore any noun without an article is assumed to be indefinite plural, unless context indicates otherwise. Example: Kavayo a tungo (horse 1SG.NOM have.PRS) - I have horses
Note: Kavayo is a loanword from Spanish, while tungo is not. The similarity to spanish "tengo" is just a (rather amusing) coincidence.
PRONOUNS
Personal

	Nominative	Accusative	Genitive
1st Singular	a	tho	thod (singular), thoda (plural)
2nd Singular	ge	go	god (singular), goda (plural
3rd Singular	ac	oac, hyo (reflexive)	hyod (singular), hyoda (pluarl)
1st Plural	dihy	odihy	div (singular), diva (plural)
2nd Plural	pihy	opihy	piv (singular), piva (plural)
3rd plural	aca	oaca, hyoa (reflexive)	civ (singular), civa (plural)

Other

	Singular	Plural
Proximal demonstrative	hag	haga
Distal demonstrative	hug	huga
Relative/Interrogative	nyo	nyoa

VERBS
Yiyocthiv has no verbal agreement, as verbs are only inflected for Tense-Aspect-Mood. Verbs are incredibly regular, as linguists are yet to find a defective verb that doesn't follow the conjugation below

Conjugation	Suffix	Example	Translation
Infinitive	-od	ohyod	to be
Past tense/participle	-oh	ohyoh	was/were/been
Present tense	-o	ohyo	is/am/are
Future tense	-vua	ohyvua	will be
Conditional	-vuahy	ohyvuavy	would be
Imperative	-∅	ohy!	be!
Present participle	-udg	ohyudg	being

Much like in English, ohyod (to be) can be added to any transitive verb to form the passive, while tungod (to have) forms the perfect aspect. In both cases, these auxiliary verbs are the ones who express the TAM while the main verb is conjugated in the past participle.

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