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Universal Declaration of Human Rights
Hattak Móma Iholisso Ishtaa-aya Ámmo'na Holisso Hattakat yaakni' áyya'shakat mómakat ittíllawwi bíyyi'ka. Naalhpisa'at hattak mómakat immi'. Alhínchikma hattak mómakat ishtayoppa'ni. Hookya nannalhpisa' ihíngbittooka ittimilat taha. Himmaka hattakat aa- áyya'shahookano ilaapo' nanna anokfillikakoot nannikchokmoho anokfillihootokoot yammako yahmichi bannahoot áyya'sha. Nannalhpisa' ihíngbittookookano kaniya'chi ki'yo. Immoot maháa'chi hattakat áyya'sha aalhlhika. Nannalhpisa' ihíngbittooka immoot maháahookya hattakat ikayoppa'chokmat ibaachaffa ikbannokmat ilaapo' nanna aanokfillikakoot yahmichi bannahoot áyya'sha. Hattak mómakat nannaka ittibaachaffa bíyyi'kakma chokma'ni. Hattak yaakni' áyya'shakat nannalhpisa'a naapiisa' alhihaat mómakat ittibaachaffa bíyyi'kakma nanna mómakat alhpi'sa bíyyi'ka'ni. Yaakni' hattak áyya'shakat mómakat nannaka yahmi bannahoot áyya'shakat holisso holissochi: Chihoowaat hattak ikbikat ittiílawwi bíyyi'kaho Chihoowaat naalhpisa' ikbittooka yammako hattakat kanihmihoot áyya'sha bannakat yámmohmihoot áyya'sha'chi. Hattak yaakni' áyya'shakat mómakat yammookano ittibaachaffahookmaka'chi nannakat alhpi'sa bíyyi'ka'chika. Hattak mómakat ithánahookmaka'chi. Himmaka' nittak áyya'shakat General Assemblyat Nanna mómaka nannaka ithánacha ittibaachaffahookmakoot nannaka alhíncha'chikat holisso ikbi. AnompaKanihmo'si1 Himmaka' nittakookano hattak yokasht toksalicha'nikat ki'yo. Hattak mómakat ittíllawwi bíyyi'kacha nanna mómaka ittibaachaffa'hitok. AnompaKanihmo'si2 Hattakat pisa ittimilayyokhacha kaniyaho aamintihookya -
Peace Corps Romania Survival Romanian Language Lessons Pre-Departure On-Line Training
US Peace Corps in Romania Survival Romanian Peace Corps Romania Survival Romanian Language Lessons Pre-Departure On-Line Training Table of Contents………………………………………………………………………. 1 Introduction……………………………………………………………………………… 2 Lesson 1: The Romanian Alphabet………………………………………………… 3 Lesson 2: Greetings…………………………………………………………………… 4 Lesson 3: Introducing self…………………………………………………………… 5 Lesson 4: Days of the Week…………………………………………………………. 6 Lesson 5: Small numbers……………………………………………………………. 7 Lesson 6: Big numbers………………………………………………………………. 8 Lesson 7: Shopping………………………………………………………………….. 9 Lesson 8: At the restaurant………………………………………………………..... 10 Lesson 9: Orientation………………………………………………………………… 11 Lesson 10: Useful phrases ……………………………………………………. 12 1 Survival Romanian, Peace Corps/Romania – December 2006 US Peace Corps in Romania Survival Romanian Introduction Romanian (limba română 'limba ro'mɨnə/) is one of the Romance languages that belong to the Indo-European family of languages that descend from Latin along with French, Italian, Spanish and Portuguese. It is the fifth of the Romance languages in terms of number of speakers. It is spoken as a first language by somewhere around 24 to 26 million people, and enjoys official status in Romania, Moldova and the Autonomous Province of Vojvodina (Serbia). The official form of the Moldovan language in the Republic of Moldova is identical to the official form of Romanian save for a minor rule in spelling. Romanian is also an official or administrative language in various communities and organisations (such as the Latin Union and the European Union – the latter as of 2007). It is a melodious language that has basically the same sounds as English with a few exceptions. These entered the language because of the slavic influence and of many borrowing made from the neighboring languages. It uses the Latin alphabet which makes it easy to spell and read. -
Unicode Request for Cyrillic Modifier Letters Superscript Modifiers
Unicode request for Cyrillic modifier letters L2/21-107 Kirk Miller, [email protected] 2021 June 07 This is a request for spacing superscript and subscript Cyrillic characters. It has been favorably reviewed by Sebastian Kempgen (University of Bamberg) and others at the Commission for Computer Supported Processing of Medieval Slavonic Manuscripts and Early Printed Books. Cyrillic-based phonetic transcription uses superscript modifier letters in a manner analogous to the IPA. This convention is widespread, found in both academic publication and standard dictionaries. Transcription of pronunciations into Cyrillic is the norm for monolingual dictionaries, and Cyrillic rather than IPA is often found in linguistic descriptions as well, as seen in the illustrations below for Slavic dialectology, Yugur (Yellow Uyghur) and Evenki. The Great Russian Encyclopedia states that Cyrillic notation is more common in Russian studies than is IPA (‘Transkripcija’, Bol’šaja rossijskaja ènciplopedija, Russian Ministry of Culture, 2005–2019). Unicode currently encodes only three modifier Cyrillic letters: U+A69C ⟨ꚜ⟩ and U+A69D ⟨ꚝ⟩, intended for descriptions of Baltic languages in Latin script but ubiquitous for Slavic languages in Cyrillic script, and U+1D78 ⟨ᵸ⟩, used for nasalized vowels, for example in descriptions of Chechen. The requested spacing modifier letters cannot be substituted by the encoded combining diacritics because (a) some authors contrast them, and (b) they themselves need to be able to take combining diacritics, including diacritics that go under the modifier letter, as in ⟨ᶟ̭̈⟩BA . (See next section and e.g. Figure 18. ) In addition, some linguists make a distinction between spacing superscript letters, used for phonetic detail as in the IPA tradition, and spacing subscript letters, used to denote phonological concepts such as archiphonemes. -
Language Group Specific Informational Reports
Rhode Island College M.Ed. In TESL Program Language Group Specific Informational Reports Produced by Graduate Students in the M.Ed. In TESL Program In the Feinstein School of Education and Human Development Language Group: Romanian Author: Jean Civil Program Contact Person: Nancy Cloud ([email protected]) RHODE ISLAND COLLEGE TESL 539-01: ROMANIAN LANGUAGE Student: Jean Ocelin Civil Prof: Nancy Cloud Spring 2010 Introduction Thousands of languages, dialects, creoles and pidgins are spoken worldwide. Some people, endowed by either an integrative or extrinsic motivation, want to be bilingual, trilingual or multilingual. So, the interlanguage interference becomes unavoidable. Those bilingual individuals are omnipresent in the State of Rhode Island. As prospective ESL teachers, our job requirement is to help them to achieve English proficiency. Knowing the interference problems attributable to their native language is the sine qua none pre- condition to helping them. However, you may have trouble understanding Romanian native speakers due to communication barriers here in the State of Rhode Island. The nature of our research is to use a Contrastive Analysis Approach to the Romanian language, so we can inquire about their predicted errors. In the following PowerPoint presentation, we will put emphasis specifically on phonology, grammar, communication style, and semantic problems. Romanian History 1. Before 106 AD, the Dacians lived in Romanian territory. They spoke Thracian tongue. 2. 106 AD, the defeat of the Dacians, (an indo-European people), led to a period of intense Romanization. A vulgar Latin became the language of commerce and administration. Thracian and Latin combined gave birth to Romanian Language. 3. -
Old Cyrillic in Unicode*
Old Cyrillic in Unicode* Ivan A Derzhanski Institute for Mathematics and Computer Science, Bulgarian Academy of Sciences [email protected] The current version of the Unicode Standard acknowledges the existence of a pre- modern version of the Cyrillic script, but its support thereof is limited to assigning code points to several obsolete letters. Meanwhile mediæval Cyrillic manuscripts and some early printed books feature a plethora of letter shapes, ligatures, diacritic and punctuation marks that want proper representation. (In addition, contemporary editions of mediæval texts employ a variety of annotation signs.) As generally with scripts that predate printing, an obvious problem is the abundance of functional, chronological, regional and decorative variant shapes, the precise details of whose distribution are often unknown. The present contents of the block will need to be interpreted with Old Cyrillic in mind, and decisions to be made as to which remaining characters should be implemented via Unicode’s mechanism of variation selection, as ligatures in the typeface, or as code points in the Private space or the standard Cyrillic block. I discuss the initial stage of this work. The Unicode Standard (Unicode 4.0.1) makes a controversial statement: The historical form of the Cyrillic alphabet is treated as a font style variation of modern Cyrillic because the historical forms are relatively close to the modern appearance, and because some of them are still in modern use in languages other than Russian (for example, U+0406 “I” CYRILLIC CAPITAL LETTER I is used in modern Ukrainian and Byelorussian). Some of the letters in this range were used in modern typefaces in Russian and Bulgarian. -
(Mailbox in 619A Baldy) 645-0129 [email protected] Office Hours: Monday and Friday 1:30-2:30 P.M
Professor David Fertig 638 Baldy Hall (mailbox in 619A Baldy) 645-0129 [email protected] Office hours: Monday and Friday 1:30-2:30 p.m. (and by appointment) History of the German Language German 415 Course syllabus Fall 2017 A. Required text: Salmons, Joseph. 2012. A History of German. Oxford University Press. B. Course requirements: 1. Regular attendance, preparation and participation (20% of semester grade) 2. Assignments (see scoring system below) (40% of semester grade) 3. Two short tests (one required, one optional) (15% of semester grade) 4. A final project to be completed in the following stages (25% of semester grade): 1. By October 11: Decide on topic. 2. October 18: Turn in a one-paragraph description of the topic chosen. 3. November 20: Turn in a rough draft of the project. 4. December 4–6: In-class presentations and discussion of projects. 5. December 13: Turn in the final version of the project. Most students will probably do research papers as their projects, but I am very open to other ideas. Papers should be approximately 15-20 pages for graduate students and 8-10 pages for undergrads. All students must present their projects in class at the end of the semester (in German). Term papers may be written in English or German, but students wishing to write in German should clear this with me in advance. C. Scoring system for assignments • 1st 80 points: 1 pt. = 1% • 81-110 pts.: 2 pts. = 1% • 111-140 pts: 7.5 pts. = 1% • 141-150 pts: 10 pts. = 1% This means: 80 pts. -
German Languagelanguage Kitkit
GermanGerman LanguageLanguage KitKit Expressions - Grammar - Online Resources - Culture languagecoursesuk.co.uk Introduction Whether you plan to embark on a new journey towards learning German or you just need a basic reference booklet for a trip abroad, the Cactus team has compiled some of the most helpful German expressions, grammar rules, culture tips and recommendations. German is the most significant language in Central Europe, and as such is very popular among Cactus language learners. With its thriving economy, the bustling urban life of its cities, and its stunning landscapes reminiscent of the Grimms’ Fairy Tales, Germany and its neighbour Austria are appealing to many language learners. Learning German will enable you to fully enjoy your travel experiences to these countries. While German native speakers often have good English language skills, German language skills are coveted by many multinational companies and will certainly help you get an interview. Learning German is the beginning of an exciting adventure that is waiting for you! The Cactus Team 3. Essential Expressions Contact us 4. Grammar and Numbers Telephone (local rate) 5. Useful Verbs 0845 130 4775 8. Online Resources Telephone (int’l) 10. Take a Language Holiday +44 1273 830 960 11. Cultural Differences Monday-Thursday: 9am-7pm 12. German Culture Recommendations Friday: 9am-5pm 15. Start Learning German 2 Essential Expressions Hello Hallo (hah-loh) Goodbye Auf Wiedersehen / Tschüss (owf vee-dair-zayn / tchews) Please Bitte (bih-tuh) Thank you Danke (dahn-kuh) -
Information Technology and Business Process Redesign
-^ O n THE NEW INDUSTRIAL ENGINEERING: INFORMATION TECHNOLOGY AND BUSINESS PROCESS REDESIGN Thomas H. Davenport James E. Short CISR WP No. 213 Sloan WP No. 3190-90 Center for Information Systems Research Massachusetts Institute of Technology Sloan School of Management 77 Massachusetts Avenue Cambridge, Massachusetts, 02139-4307 THE NEW INDUSTRIAL ENGINEERING: INFORMATION TECHNOLOGY AND BUSINESS PROCESS REDESIGN Thomas H. Davenport James E. Short June 1990 CISR WP No. 213 Sloan WP No. 3190-90 ®1990 T.H. Davenport, J.E. Short Published in Sloan Management Review, Summer 1990, Vol. 31, No. 4. Center for Information Systems Research ^^** ^=^^RfF§ - DP^/i/gy Sloan School of Management ^Ti /IPf?i *''*'rr r .. Milw.i.l. L T*' Massachusetts Institute of Technology j LIBRARJP.'Bh.^RfES M 7 2000 RECBVED The New Industrial Engineering: Information Technology and Business Process Redesign Thomas H. Davenport James E. Shon Emsi and Young MIT Sloan School of Management Abstract At the turn of the century, Frederick Taylor revolutionized the design and improvement of work with his ideas on work organization, task decomposition and job measurement. Taylor's basic aim was to increase organizational productivity by applying to human labor the same engineering principles that had proven so successful in solving technical problems in the workplace. The same approaches that had transformed mechanical activity could also be used to structure jobs performed by people. Taylor, rising from worker to chief engineer at Midvale Iron Works, came to symbolize the ideas and practical realizations in industry that we now call industrial engineering (EE), or the scientific school of management^ In fact, though work design remains a contemporary IE concern, no subsequent concept or tool has rivaled the power of Taylor's mechanizing vision. -
Chapter 2. Native Languages of West-Central California
Chapter 2. Native Languages of West-Central California This chapter discusses the native language spoken at Spanish contact by people who eventually moved to missions within Costanoan language family territories. No area in North America was more crowded with distinct languages and language families than central California at the time of Spanish contact. In the chapter we will examine the information that leads scholars to conclude the following key points: The local tribes of the San Francisco Peninsula spoke San Francisco Bay Costanoan, the native language of the central and southern San Francisco Bay Area and adjacent coastal and mountain areas. San Francisco Bay Costanoan is one of six languages of the Costanoan language family, along with Karkin, Awaswas, Mutsun, Rumsen, and Chalon. The Costanoan language family is itself a branch of the Utian language family, of which Miwokan is the only other branch. The Miwokan languages are Coast Miwok, Lake Miwok, Bay Miwok, Plains Miwok, Northern Sierra Miwok, Central Sierra Miwok, and Southern Sierra Miwok. Other languages spoken by native people who moved to Franciscan missions within Costanoan language family territories were Patwin (a Wintuan Family language), Delta and Northern Valley Yokuts (Yokutsan family languages), Esselen (a language isolate) and Wappo (a Yukian family language). Below, we will first present a history of the study of the native languages within our maximal study area, with emphasis on the Costanoan languages. In succeeding sections, we will talk about the degree to which Costanoan language variation is clinal or abrupt, the amount of difference among dialects necessary to call them different languages, and the relationship of the Costanoan languages to the Miwokan languages within the Utian Family. -
The Third Sunday of Easter We Are Witnesses to the Resurrection
The Third Sunday of Easter We Are Witnesses to the Resurrection During these weeks after Easter, the Church highlights various aspects of the Easter Mystery for us so that we can grow in our understanding of Jesus’ resurrection and its meaning for our lives. Witnesses to the Resurrection: In today’s first reading, taken from the Acts of the Apostles, the Liturgy describes how the resurrection of Jesus transformed the lives of his first followers. The apostles, who had failed miserably when Jesus was arrested and handed over to be crucified, have now become bold witnesses of his resurrection. They are no longer afraid to proclaim their faith in Jesus because they now believe that he is risen and alive. And so they say to the world: We are witnesses of these things as is the Holy Spirit whom God has given to those who obey him. The apostles have become witnesses to the resurrection, and they testify to the world that Jesus is risen and alive. They testify that God’s power is stronger than the power of death. They testify that God has vanquished the power of sin through Jesus’ death and resurrection. Being a witness to the resurrection is an apt description of what it means to be a Catholic and a Christian today. As followers of Christ, it is our mission to testify to the world that the crucified Christ is risen and alive. It is our mission to testify that the power of Christ’s resurrection is stronger than the power of sin and death. -
Informations Utiles À L'intégration De Nouvelles Langues Européennes
Dossier Informations utiles à l'intégration de nouvelles langues européennes recueillies par Holger Bagola (DIR/A-Cellule «Méthodes et développements», section «Formats et systèmes documentaires») Version 1.5 August 2004 Table des matières 0. Introduction ...............................................................................................................................4 1. Les langues ...............................................................................................................................4 2. Les lettres et les caractères spéciaux.........................................................................................5 3. L'encodage ...............................................................................................................................6 4. Les formats ...............................................................................................................................6 5. Les tris ...............................................................................................................................7 6. Les mots «vides» .........................................................................................................................7 7. Vocabulaires harmonisés ...........................................................................................................8 8. Conclusion ...............................................................................................................................8 9. Références ...............................................................................................................................8 -
French : the Most Practical Foreign Language
French : The Most Practical Foreign Language While any language will be useful for some jobs or for some regions, French is the only foreign language that can be useful throughout the world as well as in the United States. French as a foreign language is the second most frequently taught language in the world after English. The International Organization of Francophonie has 51 member states and governments. Of these, 28 countries have French as an official language. French is the only language other than English spoken on five continents. French and English are the only two global languages. When deciding on a foreign language for work or school, consider that French is the language that will give you the most choices later on in your studies or your career. French, along with English, is the official working language of ● the United Nations ● UNESCO ● NATO ● Organization for Economic Cooperation and Development (OECD) ● the International Labor Bureau ● the International Olympic Committee ● the 31-member Council of Europe ● the European Community ● the Universal Postal Union ● the International Red Cross ● Union of International Associations (UIA) French is the dominant working language at ● the European Court of Justice ● the European Tribunal of First Instance ● the European Court of Auditors in Luxembourg. ● the Press Room at the European Commission in Brussels, Belgium One example of the importance of French can be seen in a recent listing of international jobs (8/29/06) distributed by the US State Department: 135 required or preferred French, 49 Spanish, 25 a UN language (Arabic, Chinese, English, French, Russian, and Spanish), 6 Arabic, 6 Russian, 2 German, 2 Italian , and Chinese 2.