DOCSLIB.ORG

Nzila Ye Isa Kwa Bupilo Bo Bu Sa Feli

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Nzila Ye Isa Kwa Bupilo Bo Bu Sa Feli NzilaYeIsakwa Bupilo Bo Bu Sa Feli Kana Mu I Fumani? ULIMU YA M’ATA OTE ki yena Mubusi wa pupo kamukana. Bupilo bwa luna M bwa cwale ni bwa kwapili bu itingile ku yena. U na ni m’ata a ku fa mupuzonim’ataakufakoto.Unanim’ataakufabupilonim’ataakubu felisa.Haibalutabelwakiyena,likalikalubelahande;haibah’alutabeli,lika ha li na ku lu bela hande. Ki kwa butokwa luli kuli bulapeli bwa luna ibe b’o a amuhela! ˜ Batubalapelakalinzilazenata. Haiba bulapeli bu swana ni nzila, kana Mulimu wa amuhela linzila kaufela za bulapeli? Kutokwa. Jesu, yena mupolofita wa Mulimu, n’a bonisize kuli ku na ni linzila ze peli fela. N’a ize: ˜ “Munyako wa Sinyeho u atami, mi nzila ye ya mwateniiatami,mibabakena ˜ ˜ mwateni ki ba banata. Kakuli munyako wa bupilo wa kumbana, nzila ye ya ˜ mwatenikiyesisani,mikibabanyinyanibabaifumana.”—Mateu7:13,14. ˜ Ku na ni mifuta ye mibeli fela ya bulapeli: bo bunwi bo bu isa kwa ˜ bupilo ni bo bunwibobuisakwasinyeho.Mulelowa broshuwa ye ki ku mi tusa ku fumana nzila ye isa kwa bupilo bo bu sa feli. Mukoloko wa ze Mwahali NzilaYeIsakwa 1 Kana Bulapeli Bupilo Bo Bu Sa Feli KaufelaBuLutaNiti? ......... 4 2 MuKonakuItuta ˜ Kana Mu I Fumani? CwaniNitikazaMulimu? ..... 5 ˜ 3KiBomani Ba Ba Pila mwaLilukolaMoya? ......... 8 4 Bokukululu ba Luna Ba Kai? . 12 5 NitikazaMabiboniBuloi .... 15 6 Kana Mulimu Wa Amuhela BulapeliKaufela?............ 19 ˜ 7KiBomani Ba Ba Na niBulapelibwaNiti? ........ 22 8 Mu Hane Bulapeli bwa Buhata; Mu Swalisane niBulapelibwaNiti ......... 25 9 Bulapeli bwa Niti Bwa Kona kuMiTusaKuYaKuIle!...... 29 2002 Watch Tower Bible and Tract Society of Pennsylvania Nzila Ye Isa kwa Bupilo Bo Bu Sa Feli—Kana Mu I Fumani? Bahasanyi Printed by Watch Tower Bible and Tract Society of South Africa NPC 1 Robert Broom Drive East, Rangeview, Krugersdorp, 1739, R.S.A. August 2014 Printing ˜ Manoloa’amilweazwamwaBibele ye Kenile ya Silozi, hatiso ya 1951. A’ zwa mwa Bibele i sili a bonisizwe. ˜ Fo ku bonisizwe NW, ku talusa kuli linolo le li tolokilwe kamba ku boniswa li zwa mwa New World Translation of ˜ the Holy Scriptures—With References ya Sikuwa sa miteni ye. The Road to Everlasting Life—Have You Found It? Silozi (ol-SK) Made in the Republic of South Africa I ezizwe mwa Republic of South Africa ˜ Kanamwatabelakuzibalitabazenwi? Mu zibise Lipaki za Jehova ka ku itusisa www.jw.org. 1 Kana Bulapeli Kaufela Bu Luta Niti? ˜ UNATA bwa batu mwa Africa ba lumela Bulapeli bwa Luna B kuli ku lapela Mulimu ki kwa butokwa. Bu Lukela ku Toma fa Niti Kono batu ha ba lumelelani ka mw’a lukelwa ˜ ˜ 2 Ki kabakalani batu ha ba lapela ka mo ku lapelelwa. Ba banwibamulapelakwali- ba lumelela? Bunata˜ bwa batu ba amuhela keleke za Mamozilemu, mi ba banwi˜ ba mu ˜ bulapeli bwa bashemi ba bona. Likezahalo lapela kwa likeleke za sizo. Ba banwi hape ba za kale-kale ni zona li kukueza bulapeli bwa yanga kwa likeleke za Krestendomu. Kono ha batu kacenu. Buka ye bizwa The Africans ku si ka luka ku hupula kuli mwa Africa ku —A Triple Heritage ili: “Bumozilemu ne bu na ni bulapeli bo bulalu fela. Mwahal’a Ma- yandululezwi kwa mutulo wa Sahara ka li- mozilemu, ku na ni milao ni litumelo ze shu- ndwa,...miBukrestenibonanebuyandu- tana. Bulapeli bwa sizo bu shutana hahu- ˜ lulezwi kwa mboela wa Sahara ka lindwa. lumwalibakazenata. Mane, lifapahano ze Haiba kwa mutulo wa Sahara Bumozilemu mwahal’a likeleke ze twi ki za Sikreste ki ze ne bu yanduluzwi ka mukwale, kanti he kwa tuna ni ku fita. Kwand’a likeleke ze tuna mwa ˜ ˜ Africa, ku na ni likiti-kiti za likeleke ze nwi.˜ 2. (a) Ki lika mani hanata ze tahisanga kuli batu ba ipumane mwa bulapeli bo ba li ku bona? ˜ ˜ 1. Ki bufi bo bunwi bwa bulapeli bo bu fumane- (b) Ki lika mani ze sa bonisi kuli Mulimu w’a ha mwa Africa? amuhela bulapeli bwa luna? 4 NZILA YE ISA KWA BUPILO BO BU SA FELI—KANA MU IFUMANI? mboela wa Sahara, Bukreste ne bu yandu- luzwi ka tobolo.” Niteni,˜ bunata˜ bwa luna 2 lu lumela kuli Mulimu wa amuhela bula- peli bwa luna. Kono bulapeli haki bwa niti ka libaka fela la kuli ki mona mo ba lapela Mu Kona ku bashemi ba luna kamba kuli sicaba se si- ˜ nwi˜ ne si hapelelize bokukululu ba luna Ituta Cwani Niti ku kena ku bona. 3 Bulapeli kamukana niha bu ipapata ka za Mulimu? kuli bu na ni ketelelo ye sepahala ya mwa ku sebeleza Mulimu, mihupulo ya bona ˜ ya shutana. Ba luta lituto ze nata˜ ze UKONAkufitacwani fa ku ziba Mulimu? Kanalutokwakutatubalitutokaufela shutanakazaseoMulimualisonaniz’a L ˜ ˜ bata ku luna. Mu hupule ka za se: Mu nge za bulapeli bo bunata-nata? Ne lu si ke lwa konakuezacwalo.Nihanelukakonaku kuli mu fumani musebezi kwa kampani ye ˜ tuna. Fa lizazi la pili ha mu y’o kala ku se- ezacwalo,nelukazibacwani tuto ye li ya beza, mu bulelelwa kuli yo muhulu wa ka- niti? mpani yeo u fa pumulo. Kacwalo, mu buza 2 Kaniti, kabakala mihupulo ye shutana- babeleki ba balalu ka za se mu ka eza. Mu- shutana ka za Mulimu, lu tokwa nzila yeo beleki wa pili u bulela kuli yo muhulu wa ka yona lu kona ku ziba niti, ili sipimo seo kampani yeo u bata kuli mu fiyelange. Wa batu ba kona ku si amuhela. Ka mutala: Mu ˜ bubeli u mi bulelela kuli mu lukela ku pe- nge kuli mwa musika ku na ni kani ka za nta muyaho. Wa bulalu u mi bulelela kuli butelele bwa lisila. Mulekisi u bulela kuli li- mu lukela ku isanga manolo˜ kw’a lukelwa sila leo li eza limita z’e talu mwa butelele, ku iswa. konomulekiubonakulikilelikuswani. ˜ 4 Ku tuha f’o, mu buza babeleki bao ka za Taba yeo i kona ku tatululwa cwani? Ka ku yomuhuluwakampaniyeo.Wapiliubule- pima lisila leo ka sipimiso. la kuli yo muhulu wa kampani yeo ki yo 3 Kana ku na ni sipimiso, kamba muto- mutelele, ki mucaha, mi u situhu. Wa bube- mo,wakuatulakaonalitabazabulapeli? ˜ li u bulela kuli ki yo mukuswani, ki muce- Ee, ki Bibele. Mulimu n’a boni teni kuli Bi- ˜ mbele, mi ki ya musa. Wa bulalu u bulela bele ya nolwa ilikuli batu kai ni kai ba kone kuli yo muhulu wa kampani yeo haki mu- kuitutanitikazahae.Seihatisizwekali- nna—ki musali. Mwendi mu ka ikatulela kopi ze eza bolule-lule. Se i tolokilwe mwa li- kuli kwa babeleki ba balalu bao ku na ni ba puo ze fitelela 2,100, ibe mutumbi kamba li- ˜ ˜ ba sa buleli niti. Haiba mu bata ku zwelapi- kalulo za yona. Bunata-nata bwa batu ba limwamusebeziwaminaomunca,mwe- kona ku ipalela niti ka za Mulimu mwa li- ndi mu ka tatubisisa lika kuli mu zibe kuli ˜ puo za bona. yo muhulu wa kampani yeo ki mani luli ni 4 Bibele ki mpo ya butokwa ye zwa ku Mu- ku ziba musebezi w’a bata kuli mu u eze. ˜ limu. I talusa lika zeo kwand’a yona ne lu si 5 Ni ka za bulapeli ku cwalo. Bakenisa ˜ kelwakonakuliziba.Ilubulelelakazaba kuli ku na ni mihupulo ye minata ka za seo ba pila mwa liluko la moya. I lu bulelela ka Mulimualisonanikazaseoatokwaku za mw’a ikutwela Mulimu, ka za mw’a inezi, luna, lu tokwa ku tokomela kuli mo lu lape- ˜ lela ibe ko ku lumelelana ni niti. Kono lu 1, 2. Ki swanisezo mani ye bonisa butokwa bwa ˜ kona ku ituta cwani niti ka za Mulimu? kubanisipimosakuatulakasonalitabazabu- lapeli? ˜ ˜ ˜ 3-5. Ki swanisezo mani ye lu tusa ku bona kuli 3. Bibele ne i nolezwini? ˜ haki bulapeli kaufela bo bu luta niti? 4. MwaBibelekunanilitabamani? NZILA YE ISA KWA BUPILO BO BU SA FELI—KANA MU IFUMANI? 5 Mother and starving child: ˘ Giacomo Pirozzi/Panos Pictures ni ka za z’a lela ku eza. I lu bulelela ka za kuli Bibele kaniti i zwelela ku Mulimu ki mwa n’a ezezanga batu mwa lilimo ze likiti- ku nepahala kwa yona ha i bulela ka za kiti ze felile. I bulela ka za lika ze ka eza- zekaezahalakwapili.Kakusaswanani hala kwapili. Mi i bonisa mo lu kona ku litaula za batu, Mulimu kaniti luli wa ziba fumanela nzila ye isa kwa bupilo bo bu sa za kwapili; zote za bulelanga za petahala- feli. nga. ˜ ˜ 7 Bupolofita bo bunata-nata bwa mwa Libaka Ha Mu ˜ Kona ku Lumela Bibele Bibele ne bu talelelizwe mwa miteni ya ˜ kwaikale. Ka mutala, lilimo ze 700 Jesu a 5 Ku na ni mabaka a manata ha lu kona si ka pepwa kale, Bibele ka ku nepahala ne ku lumela kuli Bibele luli ki Linzwi la Mu- i bulezi kuli n’a ka pepelwa mwa munzi wa limu. Libaka la pili kikuli Bibele ya lumele- Betelehema, mi ne ku ezahezi honacwalo lana ni sayansi. Kale-kale, batu mwa lifasi fela. (Mika 5:2; Mateu 2:3-9) Kwand’a bu- kaufela ne ba nahananga kuli lifasi ne li ti- ˜ ˜ yezi fa nto ye nwi.˜ Ka mutala, kwa wiko wa polofita bo bunata bo bunwikazaJesu, Africa,batunebalumelakulilifasineli Bibele hape ne i polofitile kuli n’a ka pe- piwa ki mwalyanjo mi hasamulaho n’a ka tiiswa ki noha ye iputile. Kutwi ne i iputi- ˜ le h’a 3,500 fahalimw’a lifasi ni h’a 3,500 betekiwa ka teko ya masheleni a silivera kwatas’a lona. Niteni,˜ ka ku lumelelana a’ 30. Bupolofita b’o ni bona ne bu taleleli- ni sayansi, ili lilimo z’e 3,500 kwamulaho, zwe.Kaniti,hakunamutuniyomuka- munoli˜ yo munwi˜ wa Bibele n’a nozi˜ kuli nayan’akonakupolofitalikazeo!—Isaya Mulimu u “paheka lifasi fahalimu a nto ye 7:14; Zakaria 11:12, 13; Mateu 1:22, 23; 27: siyo.”—Jobo 26:7.
Load more

Recommended publications
  • Handy Katakana Workbook.Pdf
    First Edition HANDY KATAKANA WORKBOOK An Introduction to Japanese Writing: KANA THIS IS A SUPPLEMENT FOR BEGINNING LEVEL JAPANESE LANGUAGE INSTRUCTION. \ FrF!' '---~---- , - Y. M. Shimazu, Ed.D. -----~---- TABLE OF CONTENTS Page Introduction vi ACKNOWLEDGEMENlS vii STUDYSHEET#l 1 A,I,U,E, 0, KA,I<I, KU,KE, KO, GA,GI,GU,GE,GO, N WORKSHEET #1 2 PRACTICE: A, I,U, E, 0, KA,KI, KU,KE, KO, GA,GI,GU, GE,GO, N WORKSHEET #2 3 MORE PRACTICE: A, I, U, E,0, KA,KI,KU, KE, KO, GA,GI,GU,GE,GO, N WORKSHEET #~3 4 ADDmONAL PRACTICE: A,I,U, E,0, KA,KI, KU,KE, KO, GA,GI,GU,GE,GO, N STUDYSHEET #2 5 SA,SHI,SU,SE, SO, ZA,JI,ZU,ZE,ZO, TA, CHI, TSU, TE,TO, DA, DE,DO WORI<SHEEI' #4 6 PRACTICE: SA,SHI,SU,SE, SO, ZA,II, ZU,ZE,ZO, TA, CHI, 'lSU,TE,TO, OA, DE,DO WORI<SHEEI' #5 7 MORE PRACTICE: SA,SHI,SU,SE,SO, ZA,II, ZU,ZE, W, TA, CHI, TSU, TE,TO, DA, DE,DO WORKSHEET #6 8 ADDmONAL PRACI'ICE: SA,SHI,SU,SE, SO, ZA,JI, ZU,ZE,ZO, TA, CHI,TSU,TE,TO, DA, DE,DO STUDYSHEET #3 9 NA,NI, NU,NE,NO, HA, HI,FU,HE, HO, BA, BI,BU,BE,BO, PA, PI,PU,PE,PO WORKSHEET #7 10 PRACTICE: NA,NI, NU, NE,NO, HA, HI,FU,HE,HO, BA,BI, BU,BE, BO, PA, PI,PU,PE,PO WORKSHEET #8 11 MORE PRACTICE: NA,NI, NU,NE,NO, HA,HI, FU,HE, HO, BA,BI,BU,BE, BO, PA,PI,PU,PE,PO WORKSHEET #9 12 ADDmONAL PRACTICE: NA,NI, NU, NE,NO, HA, HI, FU,HE, HO, BA,BI,3U, BE, BO, PA, PI,PU,PE,PO STUDYSHEET #4 13 MA, MI,MU, ME, MO, YA, W, YO WORKSHEET#10 14 PRACTICE: MA,MI, MU,ME, MO, YA, W, YO WORKSHEET #11 15 MORE PRACTICE: MA, MI,MU,ME,MO, YA, W, YO WORKSHEET #12 16 ADDmONAL PRACTICE: MA,MI,MU, ME, MO, YA, W, YO STUDYSHEET #5 17
    [Show full text]
  • Characteristics of Developmental Dyslexia in Japanese Kana: From
    al Ab gic no lo rm o a h l i c t y i e s s Ogawa et al., J Psychol Abnorm Child 2014, 3:3 P i Journal of Psychological Abnormalities n f o C l DOI: 10.4172/2329-9525.1000126 h a i n l d ISSN:r 2329-9525 r u e o n J in Children Research Article Open Access Characteristics of Developmental Dyslexia in Japanese Kana: from the Viewpoint of the Japanese Feature Shino Ogawa1*, Miwa Fukushima-Murata2, Namiko Kubo-Kawai3, Tomoko Asai4, Hiroko Taniai5 and Nobuo Masataka6 1Graduate School of Medicine, Kyoto University, Kyoto, Japan 2Research Center for Advanced Science and Technology, the University of Tokyo, Tokyo, Japan 3Faculty of Psychology, Aichi Shukutoku University, Aichi, Japan 4Nagoya City Child Welfare Center, Aichi, Japan 5Department of Pediatrics, Nagoya Central Care Center for Disabled Children, Aichi, Japan 6Section of Cognition and Learning, Primate Research Institute, Kyoto University, Aichi, Japan Abstract This study identified the individual differences in the effects of Japanese Dyslexia. The participants consisted of 12 Japanese children who had difficulties in reading and writing Japanese and were suspected of having developmental disorders. A test battery was created on the basis of the characteristics of the Japanese language to examine Kana’s orthography-to-phonology mapping and target four cognitive skills: analysis of phonological structure, letter-to-sound conversion, visual information processing, and eye–hand coordination. An examination of the individual ability levels for these four elements revealed that reading and writing difficulties are not caused by a single disability, but by a combination of factors.
    [Show full text]
  • AIX Globalization
    AIX Version 7.1 AIX globalization IBM Note Before using this information and the product it supports, read the information in “Notices” on page 233 . This edition applies to AIX Version 7.1 and to all subsequent releases and modifications until otherwise indicated in new editions. © Copyright International Business Machines Corporation 2010, 2018. US Government Users Restricted Rights – Use, duplication or disclosure restricted by GSA ADP Schedule Contract with IBM Corp. Contents About this document............................................................................................vii Highlighting.................................................................................................................................................vii Case-sensitivity in AIX................................................................................................................................vii ISO 9000.....................................................................................................................................................vii AIX globalization...................................................................................................1 What's new...................................................................................................................................................1 Separation of messages from programs..................................................................................................... 1 Conversion between code sets.............................................................................................................
    [Show full text]
  • Frank's Do-It-Yourself Kana Cards V
    Frank's do-it-yourself kana cards v. 1.0, 2000-08-07 Frank Stajano University of Cambridge and AT&T Laboratories Cambridge http://www.cl.cam.ac.uk/~fms27/ and http://www.uk.research.att.com/~fms/ This set of flash cards is meant to help you familiar cards and insist on the difficult part of き and さ with a separate stroke, become fluent in the use of the Japanese ones. unlike what happens in the fonts used in hiragana and katakana syllabaries. I made this document. I have followed the stroke it because I needed one myself and could The complete set consists of 10 double- counts of Henshall-Takagaki, even when not find it in the local bookshops (kanji sided sheets (20 printable pages) of 50 they seem weird for the shape of the char- cards were available, and I bought those; cards each, but you may choose to print acter as drawn on the card. but kana cards weren't); if it helps you too, smaller subsets as detailed below. Actu- so much the better. ally there are some blanks, so the total The easiest way to turn this document into number of cards is only 428 instead of 500. a set of cards is simply to print it (double The romanisation system chosen for these It would have been possible to fit them on sided of course!) and then cut each page cards is the Hepburn, which is the most 9 sheets instead of 10, but only by com- into cards with a ruler and a sharp blade.
    [Show full text]
  • International Language Environments Guide
    International Language Environments Guide Sun Microsystems, Inc. 4150 Network Circle Santa Clara, CA 95054 U.S.A. Part No: 806–6642–10 May, 2002 Copyright 2002 Sun Microsystems, Inc. 4150 Network Circle, Santa Clara, CA 95054 U.S.A. All rights reserved. This product or document is protected by copyright and distributed under licenses restricting its use, copying, distribution, and decompilation. No part of this product or document may be reproduced in any form by any means without prior written authorization of Sun and its licensors, if any. Third-party software, including font technology, is copyrighted and licensed from Sun suppliers. Parts of the product may be derived from Berkeley BSD systems, licensed from the University of California. UNIX is a registered trademark in the U.S. and other countries, exclusively licensed through X/Open Company, Ltd. Sun, Sun Microsystems, the Sun logo, docs.sun.com, AnswerBook, AnswerBook2, Java, XView, ToolTalk, Solstice AdminTools, SunVideo and Solaris are trademarks, registered trademarks, or service marks of Sun Microsystems, Inc. in the U.S. and other countries. All SPARC trademarks are used under license and are trademarks or registered trademarks of SPARC International, Inc. in the U.S. and other countries. Products bearing SPARC trademarks are based upon an architecture developed by Sun Microsystems, Inc. SunOS, Solaris, X11, SPARC, UNIX, PostScript, OpenWindows, AnswerBook, SunExpress, SPARCprinter, JumpStart, Xlib The OPEN LOOK and Sun™ Graphical User Interface was developed by Sun Microsystems, Inc. for its users and licensees. Sun acknowledges the pioneering efforts of Xerox in researching and developing the concept of visual or graphical user interfaces for the computer industry.
    [Show full text]
  • Introduction to the Special Issue on Japanese Geminate Obstruents
    J East Asian Linguist (2013) 22:303-306 DOI 10.1007/s10831-013-9109-z Introduction to the special issue on Japanese geminate obstruents Haruo Kubozono Received: 8 January 2013 / Accepted: 22 January 2013 / Published online: 6 July 2013 © Springer Science+Business Media Dordrecht 2013 Geminate obstruents (GOs) and so-called unaccented words are the two properties most characteristic of Japanese phonology and the two features that are most difficult to learn for foreign learners of Japanese, regardless of their native language. This special issue deals with the first of these features, discussing what makes GOs so difficult to master, what is so special about them, and what makes the research thereon so interesting. GOs are one of the two types of geminate consonant in Japanese1 which roughly corresponds to what is called ‘sokuon’ (促音). ‘Sokon’ is defined as a ‘one-mora- long silence’ (Sanseido Daijirin Dictionary), often symbolized as /Q/ in Japanese linguistics, and is transcribed with a small letter corresponding to /tu/ (っ or ッ)in Japanese orthography. Its presence or absence is distinctive in Japanese phonology as exemplified by many pairs of words, including the following (dots /. / indicate syllable boundaries). (1) sa.ki ‘point’ vs. sak.ki ‘a short time ago’ ka.ko ‘past’ vs. kak.ko ‘paranthesis’ ba.gu ‘bug (in computer)’ vs. bag.gu ‘bag’ ka.ta ‘type’ vs. kat.ta ‘bought (past tense of ‘buy’)’ to.sa ‘Tosa (place name)’ vs. tos.sa ‘in an instant’ More importantly, ‘sokuon’ is an important characteristic of Japanese speech rhythm known as mora-timing. It is one of the four elements that can form a mora 1 The other type of geminate consonant is geminate nasals, which phonologically consist of a coda nasal and the nasal onset of the following syllable, e.g., /am.
    [Show full text]
  • MU Type Fiber Optic Connectors
    MU Type Fiber Optic Connectors HMU Series SC Back panel side Package side FC MU ■Features 1. IEC, JIS standard compliant and intermateability test certified. Environment Comply with JIS C 5983 (F14 type fiber optic connectors) and IEC 61754-6. MU intermate test by NTT certified connector. Harsh 2. Flame resistant Satisfies flammability rating UL94V-0 3. Backplane MU Backplane connector has a self-holding mechanism which does not transfer any force on the back panel when both side of connector assemblies are fully connected. Back panel side connectors can be removed or inserted Attenuators even both sides are mated. 4. Wide Variety of adapter type Number of Fiber connections Single Duplex 4 way 8 way 16 way Apr.1.2016 Copyright 2016 HIROSE ELECTRIC CO., LTD. All Rights Reserved. Type Board Mounting ✓✓--- ✓ --- Terminators ✓ Snap-in Panel Mounting & Screw Panel Mounting ✓✓ ✓✓ (Only Snap-in) 5. Simplified plugs and Receptacles Extremely small size (only 13.75mm Plug length). MU simplified plug is designed for equipments inside connection. POF / PCF 39 HMU Series●MU Type Fiber Optic Connectors ■Product Specifi cations Ratings Operating temperature range -25°C to +70°C Storage temperature range -25°C to +70°C SC Item Test Method (IEC 61300) Specifi cations SM Wavelength 1310nm (LD) 0.5dB max. (AdPC) Insertion Loss MM(GI) Wavelength 1310nm (LED) 0.3dB max. (PC) SM 40dB min.(AdPC) Optical Return Loss Wavelength 1310nm (LD) MM(GI) 22dB min.(PC) Characteristics Simplex plug Engagement force: 20 N max. Engagement and Separation force: 20 N max. Measured with corresponding connector. Separation forces Duplex plug Engagement force: 30 N max.
    [Show full text]
  • Section 18.1, Han
    The Unicode® Standard Version 13.0 – Core Specification To learn about the latest version of the Unicode Standard, see http://www.unicode.org/versions/latest/. Many of the designations used by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those designations appear in this book, and the publisher was aware of a trade- mark claim, the designations have been printed with initial capital letters or in all capitals. Unicode and the Unicode Logo are registered trademarks of Unicode, Inc., in the United States and other countries. The authors and publisher have taken care in the preparation of this specification, but make no expressed or implied warranty of any kind and assume no responsibility for errors or omissions. No liability is assumed for incidental or consequential damages in connection with or arising out of the use of the information or programs contained herein. The Unicode Character Database and other files are provided as-is by Unicode, Inc. No claims are made as to fitness for any particular purpose. No warranties of any kind are expressed or implied. The recipient agrees to determine applicability of information provided. © 2020 Unicode, Inc. All rights reserved. This publication is protected by copyright, and permission must be obtained from the publisher prior to any prohibited reproduction. For information regarding permissions, inquire at http://www.unicode.org/reporting.html. For information about the Unicode terms of use, please see http://www.unicode.org/copyright.html. The Unicode Standard / the Unicode Consortium; edited by the Unicode Consortium. — Version 13.0. Includes index. ISBN 978-1-936213-26-9 (http://www.unicode.org/versions/Unicode13.0.0/) 1.
    [Show full text]
  • Of Writing Systems in Terms of Typological and Other Criteria: Cross-Linguistic Observations from the German and Japanese Writing Systems
    The evolution of writing systems: Empirical and cross-linguistic approaches workshop (AG5) @ DGfS2020, Universität Hamburg, Germany; 4-6 March, 2020 ‘Evolution’ of writing systems in terms of typological and other criteria: Cross-linguistic observations from the German and Japanese writing systems Terry Joyce Dimitrios Meletis Tama University, Japan University of Graz, Austria [email protected] [email protected] Overview Opening remarks Selective sample of writing system (WS) typologies Alternative criteria for evaluating WSs Observations from German (GWS) + Japanese (JWS) Closing remarks Opening remarks 1: Chaos over basic terminology! Erring towards understatement, Gnanadesikan (2017: 15) notes, [t]here is, in general, significant variation in the basic terminology used in the study of writing systems. Indeed, as Meletis (2018: 73) observes regarding the differences between the concepts of WS and orthography, [t]hese terms are often shockingly misused as synonyms, or writing system is not used at all and orthography is employed instead. Similarly, Joyce and Masuda (in press) seek to differentiate between the elusive trinity of terms at heart of WS research; namely, script, WS, and orthography, with particular reference to the JWS. Opening remarks 2: Our working definitions WS1 [Schrifttyp]: Abstract relations (i.e., morphographic, syllabographic, + phonemic), as focus of typologies. WS2 [Schriftsystem]: Common usage for signs + conventions of given language, such as GWS + JWS. Script [Schrift]: Set of material signs for specific language. Orthography [Orthographie]: Mediation between script + WS, but often with prescriptive connotations of correct writing. Graphematic representation: Emerging from grapholinguistic approach, a neutral (ego preferable) alternative to orthography. GWS: Use of extended alphabetic set, as used to represent written German language.
    [Show full text]
  • Sveučilište Josipa Jurja Strossmayera U Osijeku Filozofski Fakultet U Osijeku Odsjek Za Engleski Jezik I Književnost Uroš Ba
    CORE Metadata, citation and similar papers at core.ac.uk Provided by Croatian Digital Thesis Repository Sveučilište Josipa Jurja Strossmayera u Osijeku Filozofski fakultet u Osijeku Odsjek za engleski jezik i književnost Uroš Barjaktarević Japanese-English Language Contact / Japansko-engleski jezični kontakt Diplomski rad Kolegij: Engleski jezik u kontaktu Mentor: doc. dr. sc. Dubravka Vidaković Erdeljić Osijek, 2015. 1 Summary JAPANESE-ENGLISH LANGUAGE CONTACT The paper examines the language contact between Japanese and English. The first section of the paper defines language contact and the most common contact-induced language phenomena with an emphasis on linguistic borrowing as the dominant contact-induced phenomenon. The classification of linguistic borrowing thereby follows Haugen's distinction between morphemic importation and substitution. The second section of the paper presents the features of the Japanese language in terms of origin, phonology, syntax, morphology, and writing. The third section looks at the history of language contact of the Japanese with the Europeans, starting with the Portuguese and Spaniards, followed by the Dutch, and finally the English. The same section examines three different borrowing routes from English, and contact-induced language phenomena other than linguistic borrowing – bilingualism , code alternation, code-switching, negotiation, and language shift – present in Japanese-English language contact to varying degrees. This section also includes a survey of the motivation and reasons for borrowing from English, as well as the attitudes of native Japanese speakers to these borrowings. The fourth and the central section of the paper looks at the phenomenon of linguistic borrowing, its scope and the various adaptations that occur upon morphemic importation on the phonological, morphological, orthographic, semantic and syntactic levels.
    [Show full text]
  • CEBUANO for BEGINNERS PALI Language Texts: Philippines (Pacific and Asian Linguistics Institute) Howard P
    CEBUANO FOR BEGINNERS PALI Language Texts: Philippines (Pacific and Asian Linguistics Institute) Howard P. McKaughan Editor CEBUANO FOR BEGINNERS by Maria Victoria R. Bunye and Elsa Paula Yap University of Hawaii Press Honolulu 1971 Open Access edition funded by the National Endowment for the Humanities / Andrew W. Mellon Foundation Humanities Open Book Program. Licensed under the terms of Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Inter- national (CC BY-NC-SA 4.0), which permits readers to freely download and share the work in print or electronic format for non-commercial purposes, so long as credit is given to the author. The license also permits readers to create and share de- rivatives of the work, so long as such derivatives are shared under the same terms of this license. Commercial uses require permission from the publisher. For details, see https://creativecommons.org/licenses/by-nc-sa/4.0/. The Cre- ative Commons license described above does not apply to any material that is separately copyrighted. Open Access ISBNs: 9780824879778 (PDF) 9780824879761 (EPUB) This version created: 30 May, 2019 Please visit www.hawaiiopen.org for more Open Access works from University of Hawai‘i Press. The work reported herein was performed pursuant to a contract with the Peace Corps, Washington, D.C. 20525. The opinions ex- pressed herein are those of the authors and should not be con- strued as representing the opinions or policy of any agency of the United States Government. Copyright © 1971 by University of Hawaii Press All rights reserved PREFACE The lessons herein were developed under a contract with the Peace Corps (PC 25–1507) at the University of Hawaii under the auspices of the Pacific and Asian Linguistics Institute.
    [Show full text]
  • SUNY-SB Syllabaries Apr20
    Syllabic Writing and Syllable Structure Eugene Buckley University of Pennsylvania SUNY at Stony Brook — 21 April 2006 Writing Systems and Linguistic Structure “written language is a product of linguistic awareness” (Aronof 1985) • Reflects the categories present in spoken language – segment, syllable, word, etc. • Embodies a theory of language – though also afected by cultural history Traditional Typology of Writing • Ideographic – not truly linguistic; semasiographic • Logographic – most often “morphographic” • Syllabic – or is it moraic? • Alphabetic – segments, potentially just consonants Moraic or Syllabic? “In addition to the syllable and the segment, writing systems exist that make use of the constituents mora and rhyme, and the notion head.” “[Pure] syllabaries are exceedingly rare.” Poser (1992) Moraic or Syllabic? “After all, it is not really the syllable, but rather the light syllable which recurs as a unit of representation in one script type after another.” Ratclife (2001) Against the Moraic Analysis • CV systems may include non-moraic elements • CV systems may fail to write all moraic elements • CV is not a moraic constituent • CV is really just a minimal syllable CV as a constituent The mora-linked onset Moras in Syllable Structure Are they Or are they constituents? weight units? σ σ µ µ µ µ t a n t a n Constituency of CV If onset links to head mora: [ [ ta ]µ [ n ]µ ]σ If onset links directly to syllable: [ t [ a ]µ [ n ]µ ]σ Other Constituencies CV [ [ ta ]µ ]σ [ t [ a ]µ ]σ CCV [ [ tra ]µ ]σ [ tr [ a ]µ ]σ CV:C [ ta ]µ [ an ]µ t [ a ]µ [ an ]µ [ ta ]µ [ a ]µ [ n ]µ t [ a ]µ [ a ]µ [ n ]µ Japanese kana The ultimate moraic example Japanese kana as moraic “Although the kana scripts are often called syllabaries, they are in fact moraic systems.
    [Show full text]