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  • 19 Apr 2018
    “Understanding Poverty” by Ruby Payne not only explains the different ways that people live in our country, it also explains the different ways that people think, speak and write. One of the topics covered in this book is the difference between casual conversation and formal English.     As pointed out by Write Paper For Me writers some cultures don’t want to be judgmental, so when they discuss a subject, they don’t form an opinion or come to a conclusion. All of the information is considered to be equally important, so it is presented at random, in no particular order. It’s also known as “beating around the bush”.     While this style is appropriate for friendship, it is not acceptable for writing. Writing uses formal English that includes an introduction, a presentation of facts in some logical order, and a conclusion. It is planned so that one fact leads to the next in some way, be it chronological order (first event to last) or by importance or some common element. A good author leads the readers thinking, and then wraps it all up by coming to a conclusion that is based on the facts.     One way to illustrate the difference between these styles is to compare them to taking a road trip. Writing should be like driving a car. The author begins the trip by telling her mother “I’m going to Waynesborough. Its 150 miles away, and I should get there by three this afternoon.” She gets into the car, refers to a road map, and begins driving on a road. She takes this road to Small Town, another road to Centerton, then turns right and goes to Smithville, down to Sikeston, and finally arrives at Waynesborough according to plan. When she arrives, she calls her mother and says “I arrived safely. We didn’t have any problems with the weather or car, and I enjoyed the ride.”     Casual conversation is like going on a helicopter tour of the area. She gets into the cockpit, but there’s no need to file a flight plan. The wind is gusting, so it’s easier to go south first, then north around the front, touching down on anything that looks interesting. There’s no road leading from one landing spot to the next. Anything that looks interesting is worth going to see. When the helicopter runs out of gas, she lands and gets out. This kind of tour is enjoyable, but it doesn’t go anywhere.     Casual thinking can be a part of one’s culture, but it can also be a symptom of certain learning disorders where the student has problems making choices or determining importance. For example, students with ADD react to stimulus, and will consider watching TV to be just as important as doing their homework.     If casual thinking is causing a student to have problems with writing an assignment, one way to compensate is to write the outline on index cards. Put one fact on each card. Lay the cards out, looking for a logical order, a rank of importance, and common threads (roads) that tie one thought to the next. The cards can be arranged and rearranged until a satisfactory outline is achieved. Then, add two more cards; and introduction (where I am going) and a conclusion (where I am now).
    21 Posted by Akemi Tatsakura
  • “Understanding Poverty” by Ruby Payne not only explains the different ways that people live in our country, it also explains the different ways that people think, speak and write. One of the topics covered in this book is the difference between casual conversation and formal English.     As pointed out by Write Paper For Me writers some cultures don’t want to be judgmental, so when they discuss a subject, they don’t form an opinion or come to a conclusion. All of the information is considered to be equally important, so it is presented at random, in no particular order. It’s also known as “beating around the bush”.     While this style is appropriate for friendship, it is not acceptable for writing. Writing uses formal English that includes an introduction, a presentation of facts in some logical order, and a conclusion. It is planned so that one fact leads to the next in some way, be it chronological order (first event to last) or by importance or some common element. A good author leads the readers thinking, and then wraps it all up by coming to a conclusion that is based on the facts.     One way to illustrate the difference between these styles is to compare them to taking a road trip. Writing should be like driving a car. The author begins the trip by telling her mother “I’m going to Waynesborough. Its 150 miles away, and I should get there by three this afternoon.” She gets into the car, refers to a road map, and begins driving on a road. She takes this road to Small Town, another road to Centerton, then turns right and goes to Smithville, down to Sikeston, and finally arrives at Waynesborough according to plan. When she arrives, she calls her mother and says “I arrived safely. We didn’t have any problems with the weather or car, and I enjoyed the ride.”     Casual conversation is like going on a helicopter tour of the area. She gets into the cockpit, but there’s no need to file a flight plan. The wind is gusting, so it’s easier to go south first, then north around the front, touching down on anything that looks interesting. There’s no road leading from one landing spot to the next. Anything that looks interesting is worth going to see. When the helicopter runs out of gas, she lands and gets out. This kind of tour is enjoyable, but it doesn’t go anywhere.     Casual thinking can be a part of one’s culture, but it can also be a symptom of certain learning disorders where the student has problems making choices or determining importance. For example, students with ADD react to stimulus, and will consider watching TV to be just as important as doing their homework.     If casual thinking is causing a student to have problems with writing an assignment, one way to compensate is to write the outline on index cards. Put one fact on each card. Lay the cards out, looking for a logical order, a rank of importance, and common threads (roads) that tie one thought to the next. The cards can be arranged and rearranged until a satisfactory outline is achieved. Then, add two more cards; and introduction (where I am going) and a conclusion (where I am now).
    Apr 19, 2018 21
  • 26 Mar 2018
    DeepL Pro We are happy to announce today’s eagerly-awaited launch of DeepL Pro, a powerful ally that can greatly increase translators’ speed and productivity.   Translators using SDL Trados Studio 2017® can integrate DeepL’s technology into their translation tool as an easy-to-install plug-in. A DeepL Pro subscription additionally gives access to our API, allowing developers to build their own apps and tools. Subscribers can rest easy knowing that their texts are never stored.   Please find our Press Release below. Statistics, screenshots, and logos are available on our Press Page: DeepL Pro Press Release.   Nous sommes heureux d'annoncer aujourd'hui le lancement très attendu de DeepL Pro, un allié puissant qui peut considérablement augmenter la vitesse et la productivité des traducteurs. Les traducteurs utilisant SDL Trados Studio 2017® peuvent intégrer la technologie DeepL dans leur outil de traduction sous la forme d'un plug-in facile à installer. Un abonnement DeepL Pro donne en outre accès à notre API, ce qui permet aux développeurs de créer leurs propres applications et outils. Les abonnés peuvent être rassurés en sachant que leurs textes ne sont jamais stockés. Vous trouverez ci-dessous notre communiqué de presse. Les statistiques, captures d'écran et logos sont disponibles sur notre page presse : DeepL Pro Press Release. Traduit (sans révision aucune) avec DeepLTranslator Nos complace anunciar el esperado lanzamiento de hoy de DeepL Pro, un poderoso aliado que puede aumentar enormemente la velocidad y productividad de los traductores. Los traductores que utilizan SDL Trados Studio 2017® pueden integrar la tecnología de DeepL en su herramienta de traducción como un plug-in fácil de instalar. Una suscripción a DeepL Pro da acceso adicionalmente a nuestra API, lo que permite a los desarrolladores crear sus propias aplicaciones y herramientas. Los suscriptores pueden estar tranquilos sabiendo que sus textos nunca se almacenan. A continuación encontrará nuestro comunicado de prensa. Estadísticas, capturas de pantalla y logotipos están disponibles en nuestra página de prensa: Comunicado de prensa de DeePL Pro . Traducción realizada (sin ninguna revisión) con el traductor DeepL Translator
    104 Posted by Roger McKeon
  • DeepL Pro We are happy to announce today’s eagerly-awaited launch of DeepL Pro, a powerful ally that can greatly increase translators’ speed and productivity.   Translators using SDL Trados Studio 2017® can integrate DeepL’s technology into their translation tool as an easy-to-install plug-in. A DeepL Pro subscription additionally gives access to our API, allowing developers to build their own apps and tools. Subscribers can rest easy knowing that their texts are never stored.   Please find our Press Release below. Statistics, screenshots, and logos are available on our Press Page: DeepL Pro Press Release.   Nous sommes heureux d'annoncer aujourd'hui le lancement très attendu de DeepL Pro, un allié puissant qui peut considérablement augmenter la vitesse et la productivité des traducteurs. Les traducteurs utilisant SDL Trados Studio 2017® peuvent intégrer la technologie DeepL dans leur outil de traduction sous la forme d'un plug-in facile à installer. Un abonnement DeepL Pro donne en outre accès à notre API, ce qui permet aux développeurs de créer leurs propres applications et outils. Les abonnés peuvent être rassurés en sachant que leurs textes ne sont jamais stockés. Vous trouverez ci-dessous notre communiqué de presse. Les statistiques, captures d'écran et logos sont disponibles sur notre page presse : DeepL Pro Press Release. Traduit (sans révision aucune) avec DeepLTranslator Nos complace anunciar el esperado lanzamiento de hoy de DeepL Pro, un poderoso aliado que puede aumentar enormemente la velocidad y productividad de los traductores. Los traductores que utilizan SDL Trados Studio 2017® pueden integrar la tecnología de DeepL en su herramienta de traducción como un plug-in fácil de instalar. Una suscripción a DeepL Pro da acceso adicionalmente a nuestra API, lo que permite a los desarrolladores crear sus propias aplicaciones y herramientas. Los suscriptores pueden estar tranquilos sabiendo que sus textos nunca se almacenan. A continuación encontrará nuestro comunicado de prensa. Estadísticas, capturas de pantalla y logotipos están disponibles en nuestra página de prensa: Comunicado de prensa de DeePL Pro . Traducción realizada (sin ninguna revisión) con el traductor DeepL Translator
    Mar 26, 2018 104
  • 20 Mar 2018
    Online higher education aimed at adults has been a popular market for years, but new research shows that online learning may have hit its peak. What is more surprising, according to a new report’s author, is that without a more clearly defined product, online learning likely risks diminished interest. In that case online learning would become little more than a supporting alternative to on-campus education. Richard Garrett, vice president of Eduventures, a research and consulting firm working with colleges and higher education related businesses, is the author of a new report that claims interest in online learning has not increased over the last few years. The newly released Eduventures report was based on responses to a survey of 1,500 U.S. adults on their feelings about online education. Since 2004, Eduventures has been conducting occasional versions of the survey with 18 to 70 year olds. I had to do my accounting and figured the report presented a combination of survey results and market data that found 38 percent of potential ***** students preferred full or part-time online study. This number remains pretty much unchanged from the 37 percent who reported in 2006 that they preferred online learning. ***** student numbers have rapidly increased over the last two decades, with for-profit and online colleges accounting for the majority of the increase. Adults are a large part of the online market at 28 percent of the majority online learners in 2011, according to the new study. But with this number of adults who prefer online learning, it could be hard to see an online growth potential. It Takes Time to Learn The study also reveals that although 77 percent of adults say they are interested in attending some form of college, the reality is that less than 5 percent actually enroll in any given year. The study says that people do not enroll because of high tuition costs or time limitations. Whether it is on-campus or online learning, many prospective students feel it is just too time consuming to attend college. Adults have continued concern over the cost and time commitments needed for higher education. In addition, there is a lack of momentum over time in ***** preference for online delivery, and their views on educational quality. The report notes that up until now, online higher education has only partially tackled these cost and time obstacles. What the report challenges is a conventional perception about the rapid growth potential of online education. The for-profit segment has seen its online enrollments fall lately, and a sluggish market combined with student worries over costs and time commitment, mean the online higher education providers need to do more to ensure that their product stands out. While at one time convenience was the big draw, that sentiment is no longer true. Colleges will need to compete with the quality of their online academic experience in order to attract students. Competition is good, and at this point telling one school from the other is pretty difficult. We Get Better With Age The report makes some revealing comparisons. It has been documented that younger Americans, 25 to 34 year olds, are now behind their peers in other countries in having a degree. The report however describes a particularly well-developed U.S. higher education system for older adults. In fact, according to U.S. Census data, 55-64 year olds are significantly more likely to have degrees now than when they were in the younger age group. Garrett, the report’s author, notes that the growth of online learning, along with the addition of nonprofit participants, creates what he calls "mainstreaming” of online education. He feels young Americans may ultimately surpass previous generations in degrees earned during their thirties, forties, and even older. “The fact that older U.S. adults have been able to go or return to higher education later in life is an immense strategic advantage for the United States,” he says in the report. A focus on earning a degree may not let ***** learners develop to their full potential, as the current system is expensive for what seems like uncertain value potential. The report’s study describes alternative approaches to learning for the future, including an expanded focus on individual courses and skills, not degrees, welcoming a bigger role for competency-based education. MOOCs (massive open online courses) could play an important part here as well. MOOCs, while a new way of delivering affordable education that has quickly drawn a captivated audience, will not radically challenge higher education today. MOOC’s could initiate big changes in how employers evaluate online learning, once the courses stand side-by-side with conventional schools and credentials, and become valuable to employers.
    58 Posted by Alexandra Grayson
  • Online higher education aimed at adults has been a popular market for years, but new research shows that online learning may have hit its peak. What is more surprising, according to a new report’s author, is that without a more clearly defined product, online learning likely risks diminished interest. In that case online learning would become little more than a supporting alternative to on-campus education. Richard Garrett, vice president of Eduventures, a research and consulting firm working with colleges and higher education related businesses, is the author of a new report that claims interest in online learning has not increased over the last few years. The newly released Eduventures report was based on responses to a survey of 1,500 U.S. adults on their feelings about online education. Since 2004, Eduventures has been conducting occasional versions of the survey with 18 to 70 year olds. I had to do my accounting and figured the report presented a combination of survey results and market data that found 38 percent of potential ***** students preferred full or part-time online study. This number remains pretty much unchanged from the 37 percent who reported in 2006 that they preferred online learning. ***** student numbers have rapidly increased over the last two decades, with for-profit and online colleges accounting for the majority of the increase. Adults are a large part of the online market at 28 percent of the majority online learners in 2011, according to the new study. But with this number of adults who prefer online learning, it could be hard to see an online growth potential. It Takes Time to Learn The study also reveals that although 77 percent of adults say they are interested in attending some form of college, the reality is that less than 5 percent actually enroll in any given year. The study says that people do not enroll because of high tuition costs or time limitations. Whether it is on-campus or online learning, many prospective students feel it is just too time consuming to attend college. Adults have continued concern over the cost and time commitments needed for higher education. In addition, there is a lack of momentum over time in ***** preference for online delivery, and their views on educational quality. The report notes that up until now, online higher education has only partially tackled these cost and time obstacles. What the report challenges is a conventional perception about the rapid growth potential of online education. The for-profit segment has seen its online enrollments fall lately, and a sluggish market combined with student worries over costs and time commitment, mean the online higher education providers need to do more to ensure that their product stands out. While at one time convenience was the big draw, that sentiment is no longer true. Colleges will need to compete with the quality of their online academic experience in order to attract students. Competition is good, and at this point telling one school from the other is pretty difficult. We Get Better With Age The report makes some revealing comparisons. It has been documented that younger Americans, 25 to 34 year olds, are now behind their peers in other countries in having a degree. The report however describes a particularly well-developed U.S. higher education system for older adults. In fact, according to U.S. Census data, 55-64 year olds are significantly more likely to have degrees now than when they were in the younger age group. Garrett, the report’s author, notes that the growth of online learning, along with the addition of nonprofit participants, creates what he calls "mainstreaming” of online education. He feels young Americans may ultimately surpass previous generations in degrees earned during their thirties, forties, and even older. “The fact that older U.S. adults have been able to go or return to higher education later in life is an immense strategic advantage for the United States,” he says in the report. A focus on earning a degree may not let ***** learners develop to their full potential, as the current system is expensive for what seems like uncertain value potential. The report’s study describes alternative approaches to learning for the future, including an expanded focus on individual courses and skills, not degrees, welcoming a bigger role for competency-based education. MOOCs (massive open online courses) could play an important part here as well. MOOCs, while a new way of delivering affordable education that has quickly drawn a captivated audience, will not radically challenge higher education today. MOOC’s could initiate big changes in how employers evaluate online learning, once the courses stand side-by-side with conventional schools and credentials, and become valuable to employers.
    Mar 20, 2018 58
  • 20 Feb 2018
    Arabic is one of the most widely-spoken languages in the world, but it is also one of the most critical languages to learn in American society. The need for Arabic translators has never been higher and in 2006, President Bush increased the government funding subsidizing the learning of Arabic by 40 percent.     History Arabic is one of a family of Semitic languages that also includes Hebrew and the almost-dead language Aramaic. Arabic was a regional language for most of its history until the Muslim conquests of the 7th century CE. Because Arabic is the language of the Holy Qur'an, Muslims began to teach the language to the conquered people of modern-day Syria, Iraq, Egypt, Tunisia and other countries along the southern coast of the Mediterranean. Today, versions of Arabic are spoken by almost a billion people world-wide from Morocco in the west to Indonesia in the East. Arabic is also the official language of over a dozen countries. Significance For most of the modern era, Arabic had been a language studied mostly by scholars and diplomats as they sought to understand and negotiate with Arab countries. Since September 11th, 2001, however, Arabic has become a critically important language in the areas of counter-terrorism, espionage and military operations. Since the beginning of the war with Iraq in 2003, the need for Arabic translators has been felt keenly by the Army and Marines as they struggled to interact with the local populace and tribal leaders. Beyond the fronts in Iraq, however, the Central Intelligence Agency, the Federal Bureau of Investigation and other law enforcement and intelligence organizations have increased their pool of Arabic translators. Additionally, learning Arabic is considered an asset by the State Department and by many international companies who see the Middle East as the next big economic boom region. Function There are several ways to learn Arabic and choosing one is as simple as understanding what you want from the language and how you will be applying it. The most prevalent way of learning Arabic is by enrolling in a college or university course. This is the preferred method for those who are looking to become a scholar, focused on some aspect of the Arabic language, history or the Muslim religion. Those specializing in foreign relations, political science and religious studies also find a college or university setting helpful (data from acewriters.org writing service). Types For those who wish to learn the Arabic language relatively quickly but do not want to, or are unable to, enroll in a college level course can find very helpful language programs. Rosetta Stone, for instance, is a language learning course that also has a three-tier course for learning Arabic. The results from these courses are as good as the college level courses and tend to be used by the State Department and some military intelligence branches. Time Frame No matter which way a student decides to learn the Arabic language, they are embarking on years of training to become fluent in the language. Because it is such a subtle and nuanced language, there is a need to understand the culture behind the language to communicate effectively. Part of this cultural learning occurs rather quickly as similarities between English and Arabic are learned; jokes, sarcasm and so forth are universal. Other aspects, however, take time and experience to learn. While this may not be a concern to those wishing to visit an Arab country, it is important for those wanting to employ the language professionally. Features There are other, less formal ways to learn Arabic for those interested in more organic learning; asking for help in learning the language at a mosque or local university usually yields good results, especially if a prospective student offers to pay the tutor. Some people have learned the language by watching television shows and movies from the Middle East, which also offers an insight on Arab culture as well.
    76 Posted by Hanna Spence
  • Arabic is one of the most widely-spoken languages in the world, but it is also one of the most critical languages to learn in American society. The need for Arabic translators has never been higher and in 2006, President Bush increased the government funding subsidizing the learning of Arabic by 40 percent.     History Arabic is one of a family of Semitic languages that also includes Hebrew and the almost-dead language Aramaic. Arabic was a regional language for most of its history until the Muslim conquests of the 7th century CE. Because Arabic is the language of the Holy Qur'an, Muslims began to teach the language to the conquered people of modern-day Syria, Iraq, Egypt, Tunisia and other countries along the southern coast of the Mediterranean. Today, versions of Arabic are spoken by almost a billion people world-wide from Morocco in the west to Indonesia in the East. Arabic is also the official language of over a dozen countries. Significance For most of the modern era, Arabic had been a language studied mostly by scholars and diplomats as they sought to understand and negotiate with Arab countries. Since September 11th, 2001, however, Arabic has become a critically important language in the areas of counter-terrorism, espionage and military operations. Since the beginning of the war with Iraq in 2003, the need for Arabic translators has been felt keenly by the Army and Marines as they struggled to interact with the local populace and tribal leaders. Beyond the fronts in Iraq, however, the Central Intelligence Agency, the Federal Bureau of Investigation and other law enforcement and intelligence organizations have increased their pool of Arabic translators. Additionally, learning Arabic is considered an asset by the State Department and by many international companies who see the Middle East as the next big economic boom region. Function There are several ways to learn Arabic and choosing one is as simple as understanding what you want from the language and how you will be applying it. The most prevalent way of learning Arabic is by enrolling in a college or university course. This is the preferred method for those who are looking to become a scholar, focused on some aspect of the Arabic language, history or the Muslim religion. Those specializing in foreign relations, political science and religious studies also find a college or university setting helpful (data from acewriters.org writing service). Types For those who wish to learn the Arabic language relatively quickly but do not want to, or are unable to, enroll in a college level course can find very helpful language programs. Rosetta Stone, for instance, is a language learning course that also has a three-tier course for learning Arabic. The results from these courses are as good as the college level courses and tend to be used by the State Department and some military intelligence branches. Time Frame No matter which way a student decides to learn the Arabic language, they are embarking on years of training to become fluent in the language. Because it is such a subtle and nuanced language, there is a need to understand the culture behind the language to communicate effectively. Part of this cultural learning occurs rather quickly as similarities between English and Arabic are learned; jokes, sarcasm and so forth are universal. Other aspects, however, take time and experience to learn. While this may not be a concern to those wishing to visit an Arab country, it is important for those wanting to employ the language professionally. Features There are other, less formal ways to learn Arabic for those interested in more organic learning; asking for help in learning the language at a mosque or local university usually yields good results, especially if a prospective student offers to pay the tutor. Some people have learned the language by watching television shows and movies from the Middle East, which also offers an insight on Arab culture as well.
    Feb 20, 2018 76
  • 18 Feb 2018
            Lexique topogrammatique anglais-français®      Les capacités de notre cerveau sont (pratiquement) illimitées. Par une meilleure compréhension et une utilisation plus efficace de notre « superordinateur intégré », il est possible d’exploiter davantage ses extraordinaires possibilités, notamment en matière d'apprentissage, de mémorisation, de concentration, d’intuition et de créativité. Si vous faites de la traduction de l’anglais vers le français, à un niveau professionnel ou non, ou si vous étudiez la traduction dans cette paire de langues, vous avez tout à gagner en acquérant cet ouvrage.      Le Lexique topogrammatique anglais-français® est un outil de travail et d’apprentissage d’un genre nouveau, en ce sens qu’il fait intervenir simultanément les deux hémisphères du cerveau, alliant efficacité, didactique et ludisme (sans vous en apercevoir!). Ce lexique ne s’inscrit dans aucune lignée « classique » et n’a aucune prétention normative ou d’autre nature. Il n’a d’autre vocation que de simplement vous amener à utiliser votre imagination et votre intelligence (ou, plus exactement, plusieurs de vos intelligences) d'une manière différente, en sollicitant sans effort les deux côtés de cette prodigieuse matière grise située entre vos oreilles. Le véritable langage humain est l’IMAGINATION.      Le Lexique topogrammatique anglais-français® apporte très modestement sa pierre à l’édifice et il vous sera, je l’espère, très utile dans vos apprentissages et travaux quotidiens. Merci.      Pascal L. Virmoux-Jackson
    118 Posted by Roger McKeon
  •         Lexique topogrammatique anglais-français®      Les capacités de notre cerveau sont (pratiquement) illimitées. Par une meilleure compréhension et une utilisation plus efficace de notre « superordinateur intégré », il est possible d’exploiter davantage ses extraordinaires possibilités, notamment en matière d'apprentissage, de mémorisation, de concentration, d’intuition et de créativité. Si vous faites de la traduction de l’anglais vers le français, à un niveau professionnel ou non, ou si vous étudiez la traduction dans cette paire de langues, vous avez tout à gagner en acquérant cet ouvrage.      Le Lexique topogrammatique anglais-français® est un outil de travail et d’apprentissage d’un genre nouveau, en ce sens qu’il fait intervenir simultanément les deux hémisphères du cerveau, alliant efficacité, didactique et ludisme (sans vous en apercevoir!). Ce lexique ne s’inscrit dans aucune lignée « classique » et n’a aucune prétention normative ou d’autre nature. Il n’a d’autre vocation que de simplement vous amener à utiliser votre imagination et votre intelligence (ou, plus exactement, plusieurs de vos intelligences) d'une manière différente, en sollicitant sans effort les deux côtés de cette prodigieuse matière grise située entre vos oreilles. Le véritable langage humain est l’IMAGINATION.      Le Lexique topogrammatique anglais-français® apporte très modestement sa pierre à l’édifice et il vous sera, je l’espère, très utile dans vos apprentissages et travaux quotidiens. Merci.      Pascal L. Virmoux-Jackson
    Feb 18, 2018 118
  • 18 Feb 2018
    ¿Qué es el Diccionario de variantes del español? Diccionario de variantes del español es un diccionario que registra las variantes del español de América y España proporcionando sistemáticamente las referencias bajo forma de citas textuales comprobadas. Ya que, desde un punto de vista panhispánico objetivo, no hay motivo para considerar como normativas las formas peninsulares del castellano, se registran en igualdad de condiciones las diferentes palabras y expresiones usadas en los distintos países donde el español es lengua de comunicación corriente incluyendo los Estados Unidos. Por supuesto, las palabras y acepciones no coinciden con las fronteras nacionales y se podría trazar una infinidad de mapas lingüísticos a escalas diferentes. Hemos optado por el nivel nacional que, por razones prácticas, es el adoptado y homogeneizado por casi todos los medios de comunicación. Dentro de esta perspectiva hemos intentado conformarnos a la realidad demográfica de la lengua teniendo en cuenta la fracción relativa que representa cada población hispanohablante dentro del panorama panhispánico. Las palabras, expresiones y acepciones que constan en la obra son aquellas que un hispanohablante puede no comprender o entender de forma errónea. Por ejemplo, el vocablo “ñeque” se refiere a un animal que un español a menudo desconoce y que un argentino conoce bajo otro nombre. En ambos casos, se hace evidente la necesidad de aclarar el sentido de la palabra. Pero la palabra “roble” puede tenerse por comprendida tanto por un caribeño como por un español, cuando corresponde a dos árboles muy distintos para uno y otro. Por tanto se han incluido la palabra “ñeque” y las distintas acepciones de “roble”. Diccionario de variantes del español es fundamentalmente un diccionario de sinónimos y, de ningún modo, un diccionario enciclopédico. La obra no describe, sino que da las equivalencias y correspondencias para que el lector pueda orientarse perfectamente. Las definiciones sólo aparecen cuando es preciso disipar dudas. En cambio, se proporcionan entre paréntesis los elementos de contexto a menudo decisivos. Una misma palabra puede tener acepciones muy diferentes si se refiere al deporte, a los sentimientos o a la economía. También es importante el registro de lengua que se indica como coloquial o malsonante cuando es necesario. De modo general no se mencionan las palabras, expresiones y acepciones genéricas, conocidas en todos los países. Sólo aparecen cuando la duda existe con la indicación: “Todos”. Es el caso, por ejemplo, de la palabra “neumático”, dada la gran variedad de términos usados en los diferentes países para designar esta pieza automovilística. Diccionario de variantes del español no pretende ser un diccionario exhaustivo, ni mucho menos, sino una obra en progreso. Por tanto se agradecen todas las observaciones y complementos de los lectores, cuanto más si van acompañados de citas y referencias precisas. El formulario para este menester se hallará sin dificultad bajo la pestaña “Contacto”. Lauro Capdevila
    39 Posted by Roger McKeon
  • ¿Qué es el Diccionario de variantes del español? Diccionario de variantes del español es un diccionario que registra las variantes del español de América y España proporcionando sistemáticamente las referencias bajo forma de citas textuales comprobadas. Ya que, desde un punto de vista panhispánico objetivo, no hay motivo para considerar como normativas las formas peninsulares del castellano, se registran en igualdad de condiciones las diferentes palabras y expresiones usadas en los distintos países donde el español es lengua de comunicación corriente incluyendo los Estados Unidos. Por supuesto, las palabras y acepciones no coinciden con las fronteras nacionales y se podría trazar una infinidad de mapas lingüísticos a escalas diferentes. Hemos optado por el nivel nacional que, por razones prácticas, es el adoptado y homogeneizado por casi todos los medios de comunicación. Dentro de esta perspectiva hemos intentado conformarnos a la realidad demográfica de la lengua teniendo en cuenta la fracción relativa que representa cada población hispanohablante dentro del panorama panhispánico. Las palabras, expresiones y acepciones que constan en la obra son aquellas que un hispanohablante puede no comprender o entender de forma errónea. Por ejemplo, el vocablo “ñeque” se refiere a un animal que un español a menudo desconoce y que un argentino conoce bajo otro nombre. En ambos casos, se hace evidente la necesidad de aclarar el sentido de la palabra. Pero la palabra “roble” puede tenerse por comprendida tanto por un caribeño como por un español, cuando corresponde a dos árboles muy distintos para uno y otro. Por tanto se han incluido la palabra “ñeque” y las distintas acepciones de “roble”. Diccionario de variantes del español es fundamentalmente un diccionario de sinónimos y, de ningún modo, un diccionario enciclopédico. La obra no describe, sino que da las equivalencias y correspondencias para que el lector pueda orientarse perfectamente. Las definiciones sólo aparecen cuando es preciso disipar dudas. En cambio, se proporcionan entre paréntesis los elementos de contexto a menudo decisivos. Una misma palabra puede tener acepciones muy diferentes si se refiere al deporte, a los sentimientos o a la economía. También es importante el registro de lengua que se indica como coloquial o malsonante cuando es necesario. De modo general no se mencionan las palabras, expresiones y acepciones genéricas, conocidas en todos los países. Sólo aparecen cuando la duda existe con la indicación: “Todos”. Es el caso, por ejemplo, de la palabra “neumático”, dada la gran variedad de términos usados en los diferentes países para designar esta pieza automovilística. Diccionario de variantes del español no pretende ser un diccionario exhaustivo, ni mucho menos, sino una obra en progreso. Por tanto se agradecen todas las observaciones y complementos de los lectores, cuanto más si van acompañados de citas y referencias precisas. El formulario para este menester se hallará sin dificultad bajo la pestaña “Contacto”. Lauro Capdevila
    Feb 18, 2018 39

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