10.6.21

Videos, entrenamiento para escuchar y hablar

Practica escuchando el inglés hablado de forma normal

Escuela de idiomas de Kendra - Kendra’s Language School

https://www.youtube.com/watch?v=HC-BvBhs8qw

Songs to learn english

Richard Marx - Right Here Waiting For You (Lyrics)

https://www.youtube.com/watch?v=-YUAbW_YDm4&list=PL0J5xb8JH3VukoRHgk86Yr9BSVeBewCuZ

Lyrics~Stand By Me-Ben E. King

https://www.youtube.com/watch?v=BTCfQ6Bb8QE&list=PLCTnsY4jhCCzNQzH4roRgmfWPWQs5vEDD

The Beatles: Yesterday lyrics (COVER SONG)

https://www.youtube.com/watch?v=sbKqt77P-gs&list=PLDAD3B33747729851&index=4

16.5.21

"The Star-Spangled Banner"

""The Star-Spangled Banner" is the national anthem of the United States of America. The lyrics come from "Defence of Fort M'Henry",[2] a poem written on September 13, 1814 by the 35-year-old lawyer and amateur poet Francis Scott Key after witnessing the bombardment of Fort McHenry by British ships of the Royal Navy in Baltimore Harbor during the Battle of Fort McHenry in the War of 1812. Key was inspired by the large American flag, the Star-Spangled Banner, flying triumphantly above the fort during the American victory.

The poem was set to the tune of a popular British song written by John Stafford Smith for the Anacreontic Society, a men's social club in London. "To Anacreon in Heaven" (or "The Anacreontic Song"), with various lyrics, was already popular in the United States. Set to Key's poem and renamed "The Star-Spangled Banner", it soon became a well-known American patriotic song. With a range of one octave and one fifth (a semitone more than an octave and a half), it is known for being difficult to sing. Although the poem has four stanzas, only the first is commonly sung today."

Tomado de: https://www.youtube.com/watch?v=FqxJ_iuBPCs

"O say can you see, by the dawn's early light,

What so proudly we hailed at the twilight's last gleaming,

Whose broad stripes and bright stars through the perilous fight,

O'er the ramparts we watched, were so gallantly streaming?

And the rocket's red glare, the bombs bursting in air,

Gave proof through the night that our flag was still there;

O say does that star-spangled banner yet wave

O'er the land of the free and the home of the brave?


On the shore dimly seen through the mists of the deep,

Where the foe's haughty host in dread silence reposes,

What is that which the breeze, o'er the towering steep,

As it fitfully blows, half conceals, half discloses?

Now it catches the gleam of the morning's first beam,

In full glory reflected now shines in the stream:

'Tis the star-spangled banner, O long may it wave

O'er the land of the free and the home of the brave.


And where is that band who so vauntingly swore

That the havoc of war and the battle's confusion,

A home and a country, should leave us no more?

Their blood has washed out their foul footsteps' pollution.

No refuge could save the hireling and slave

From the terror of flight, or the gloom of the grave:

And the star-spangled banner in triumph doth wave,

O'er the land of the free and the home of the brave.


O thus be it ever, when freemen shall stand

Between their loved homes and the war's desolation.

Blest with vict'ry and peace, may the Heav'n rescued land

Praise the Power that hath made and preserved us a nation!

Then conquer we must, when our cause it is just,

And this be our motto: 'In God is our trust.'

And the star-spangled banner in triumph shall wave

O'er the land of the free and the home of the brave!"

Tomado de wikipedia:

https://en.wikipedia.org/wiki/The_Star-Spangled_Banner#Lyrics

4.10.14

Bryson, The Mother Tongue

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(...)
"En 2004, Bryson ganó el prestigioso Premio Aventis por el mejor libro de ciencia general por A Short History of Nearly Everything (Una breve historia de casi todo). Este conciso y popular libro explora no sólo la historia y el estatus actual de la ciencia, sino que también revela sus humildes y en ocasiones divertidos comienzos. Un científico importante describió humorísticamente el libro como “molestamente libre de errores”.
Bryson también ha escrito dos trabajos sobre la historia de la lengua inglesa: Mother TongueMade in America, y, recientemente (año 2006), una actualización de su diccionarioBryson’s Dictionary of Troublesome Words (publicado en su primera edición como The Penguin Dictionary of Troublesome Words en 1983). Estos libros fueron aplaudidos por público y crítica, aunque también recibieron críticas por parte de algunos académicos, que consideraban que dichos libros contenían errores fácticos, mitos urbanos, y etimologías populares. Aunque Bryson no tiene cualificaciones linguísticas, está generalmente considerado un buen escritor en este campo."
Fuente:

Nota Puntual: Hablar con Fluidez

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Recomendaciones para hablar con fluidez:

1. Practicar repitiendo lo que se escucha, por ejemplo, las noticias en radio o televisión.
2. Grabar las propias palabras o sentencias, escucharlas luego y hacer correcciones.
3. Cuidar que las muletillas, "fillers" o podríamos decir, "rellenos" en inglés no afecten nuestra expresión continua. Frases como "you know" son muletillas constantemente usadas.
4. Poner atención al ritmo de la expresión. Debe ser natural, ni muy rápido, ni muy lento.
5. Gradualmente ensayar la impostacion de la voz: la pronunciación clara, la tonalidad adecuada, armónica y lo más cercana al inglés nativo.

Referencias:

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Nota Puntual sobre Audiobooks

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La importancia de los audiolibros en el aprendizaje del inglés es múltiple:

1. Elevan nuestra cultura. Se puede estudiar varios tópicos preferidos en inglés.
2. Mejoran la capacidad para escuchar el idioma.
3. Contribuyen a la ampliación del vocabulario.
4. Contribuyen a mejorar la pronunciación.
5. Algunos "audiobooks" presentan por escrito lo relatado de manera que desarrollan habilidades de lectura y de escritura por frases.
5. Ayudan al estudiante en la construcción de sentencias simples y complejas.
6. El audiolibro puede ser usado para el aprendizaje intenso del inglés si en lugar solamente de escucharlo se estudia y se toma nota de palabras y sentencias nuevas, por ejemplo.
7. Se puede tener una biblioteca digital de audiolibros, accesible desde el móbil o celular.

Referencias:

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22.6.13

Exámenes de Inglés, su nombre

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Términos de conocimiento necesario en el aprendizaje del idioma inglés:

GRE, Graduate Record Examinations. Examen de inglés para estudios de Post Grado.

IELTS, International English Language Testing System

SAT, Scholastic Assesment Test. Examen que realizan en los Estados Unidos de América para seleccionar el ingreso a la educación superior.

TOEFL, Test of English as a Foreing Language. Conocimientos del idioma inglés para foráneos.

TOEIC, Test of English for Intenational Communication. Examen de inglés profesional para contrataciones internacionales.


2.6.13

Bad Habits

6.4.11

Political Economy points in Augustine of Hippo

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Political Economy points in Augustine of Hippo

1. A follower of Aristotle.

2. Classification of goods in sensitive and insensitive. Compare a horse with a slave and a jewel of a maid in terms of value (with synonyms value and price). He almost, to classify property in desirable or undesirable, if we recall the model of Xenophon on Socrates' reflection of how valuable an asset can become a well useless.

3. Difference between possession and possession of necessity or pleasure. Between pleasure and necessity.

4. Buy low and sell high is a behavior common to all men.

5. The price is fair or unfair.

6. "The employer must provide two things to the person driving to work: food for the worker not fail, the salary for the worker to enjoy."
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3.11.10

Sugerencias básicas para aprender otro idioma

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Un artículo presentado en la página web de enplenitud, titulado "Cómo aprender idiomas antes de un viaje" proporciona buenas recomendaciones para el aprendizaje autodidacta de un idioma. Y nos ha conducido a reflexionar sobre las lecciones que ha dejado en nosotros el aprendizaje de otro idioma.

Si tratáramos de expresar las recomendaciones básicas del artículo, combinadas con nuestra experiencia, lo haríamos en los términos siguientes:

1. Practique poco tiempo, pero sistematice su práctica. Aprenda poco a poco, paso a paso el idioma, pero todos los días.

2. Reciba clases. Las clases no necesariamente tienen que ser formales. Tome clases informales. Vea videos en el idioma que quiere aprender, primero subtitulados y luego no. Familiarícese gradualmente con el idioma que aprende: lea periódicos, noticias, busque en internet artículos.

3. Relacione el idioma con sus intereses. Si estudia economía o negocios, aprenda el idioma vinculándolo con estas disciplinas. Si tiene interes en mecánica automotriz aprenda términos, por medio de la vista con la lectura o por el sentido del oído con audio libros o videos, o presentaciones "bajadas" de la internet.

4. Con tranquilidad, sin desesperarse "suelte la lengua". Repita lo que oye. Vea programas de noticias, videos y presentaciones en el idioma que quiere aprender. Aprenda las palabras y frases fáciles, de comunicación cotidiana, como "buenos días" y "¡salud!" y repita las noticias precipitadamente y fonéticamente equivocadas primero y gradualmente perfeccione la vocalización, "despacio porque tiene prisa" en aprender.

5. Estudie gramática y ortografía. Aprenda poemas cortos, de amor o algo que le atraiga. Aprenda canciones infantiles o de adultos.

6. Y seleccione su cantante favorito en el idioma que aprende. Hága amistad con alguien que domine el idioma que desea aprender.

Nosotros hemos practicado muchas de estas recomendaciones. Y recapitulamos en forma de sugerencias:

1. La insistencia en formarse un entorno y un intorno para el aprendizaje del nuevo idioma. "Verse" mentalmente uno mismo hablando en el idioma que se aprende y buscando mecanismos que permitan el conocimiento del idioma por la vía del desarrollo del interés de los conocimientos propios y de la propia vocación o inclinaciones.

2. Si la persona tiene interés en ciertos temas debe familiarse con las expresiones del idioma relacionadas con esta temática, por medio de la visualización, la escritura, la audición y la verbalización,. Si le gusta la música clásica debe buscar literatura en el idioma que desea aprender relacionada con la música clásica.

3. La pronunciación puede intentarse viendo noticieros o cualquier otro tipo de programa en la televisión y al mismo tiempo seguir, así sea de manera imperfecta la pronunciación de la persona que presenta las noticias. Esta forma de aprendizaje de la pronunciación nos ha sido de mucha utilidad, pues acondiciona los órganos (maxilares, lengua, cuerdas vocales) que intervienen en la pronunciación.

4. Naturalmente que, de manera especial, se recomienda la lectura y la escritura, gradual, de temas selectos pues es de mucha utilidad tanto para ampliar la cultura como para elevar el nivel del léxico en el idioma que se desea aprender.

5. Ser realista. Fijarse metas alcanzables. No se puede pretender hablar, escuchar y escribir un idioma diferente al propio, como un nativo, que se formó desde su niñez y acondicionó toda su cultura comunicacional. Pero sí podemos lograr niveles de comunicación desde básicos hasta especializados, en diferentes grados.
*

10.9.08

Fonética y Fonología Inglesa

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Introducción a la fonética y fonología inglesas:

http://www.mailxmail.com/curso/idiomas/foneticaingles

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Slang, el inglés de la calle

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Las separaciones de algunos párrafos son nuestros y los fragmentos han sido tomados para efectos de referencia inmediata de términos en la elaboración de notas sobre temas de economía en inglés.

El Inglés de la Calle, en:

http://www.mailxmail.com/curso/idiomas/slang_americano

Un fragmento relacionado con el dinero:

"Money makes the world go round"(el dinero hace mover al mundo), esta frase adquiere su auténtico sentido e Estados Unidos, quizás más que en ningún otro sitio. Veamos algo de vocabulario referente a este bien tan preciado.

Bucks - dólares

Big bucks - rico

A grand - mil dólares

Dough - pasta

Fin / five spot - billete de cinco dólares

Quarter - moneda de 25 centavos

Dime - moneda de 10 centavos

Nickel - moneda de 5 centavos

Penny - moneda de 1 centavo

Change / small change - dinero suelto

Bribe - soborno

To have cash on hand - llevar dinero encima

To be broke - estar sin blanca

To leach dollars off someone - mendigar

To be cheap, to be tight - ser avaro

Un fragmento relacionado con el Supermercado:

En los supermercados americanos hay el mismo trasiego que en los nuestros. En ese aspecto, nos sentiremos como en casa. Veamos algunos de los carteles anunciadores:

Generic products - productos blancos, sin marca

Bulk food - alimentos a granel, no empaquetados

Junk food - chucherías

Hot-selling item - artículo que se vende bien

A good deal / bargain - ganga

On sale - oferta especial

Budget department - sección de oportunidades

Sale - rebajas

Savings - ahorro

Check-out / register - caja

No es de extrañar que al llegar a la caja veamos a un bag boy (o box boy, box person) que mete los productos en una bolsa. Nos ahorrará ese trabajo, mediante propina, claro.

3-item limit - sólo se puede llevar tres artículos al probador.

Deli - tienda de comestibles

Hardware store - ferretería

Departament store - grandes almacenes

Mall - centro commercial

Mart - pequeño supermercado

State sales tax: es un impuesto comparable a nuestro IVA. Hay que prestar atención, pues en casi todos los Estados (menos en Oregón y Alaska y quizás algún otro), los precios se indican sin impuestos; el impuesto local se añade luego en la caja.

To return something - devolver algo

To exchange something - cambiar algo

Rebate - reducción

Deposit - consigna

Proof-of-purchase - recibo de caja

Receipt - recibo / factura

Sales clerk / sales person - vendedor / vendedora

Cashier - cajero / cajera

To go on a food run - ir a hacer la compra

A ripoff - timo / estafa

To wait / stand in line - hacer la cola

Billboard - cartel publicitario

Returnable / refillable - retornable

Recyclable - reciclable

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El Curso Más Completo de Inglés

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En:

http://www.mailxmail.com/curso/idiomas/cursomascompletodeingles

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Inglés para Negocios

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En:

http://www.mailxmail.com/curso/idiomas/inglesparanegocios

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Errores que cometemos al aprender inglés

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Errores que cometemos al aprender inglés en:

http://www.mailxmail.com/curso/idiomas/erroresingles

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3.9.08

The New Titans

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Presentamos este artículo porque da conceptos importantes de teoría económica en inglés al tiempo que los relaciona realizando un análisis de la situación del mundo actual y la participación de países subdesarrollados, emergentes se les denomina, en el crecimiento económico global. Es una buena práctica para el aprendizaje del idioma inglés, leerlo repetidamente para asimilar gramática, pronunciación y al mismo tiempo tener una visión de la posición cambiante en el contexto mundial de los países anglo parlantes. Las negrillas y separación de párrafos son nuestros para efectos de posteriores análisis de la situación de países desarrollados como Estados Unidos e Inglaterra.

The new titans
Sep 14th 2006
From The Economist print edition
Copyright © 2006 The Economist Newspaper and The Economist Group. All rights reserved.

China, India and other developing countries are set to give the world economy its biggest boost in the whole of history, says Pam Woodall (interviewed here). What will that mean for today's rich countries?

LAST year the combined output of emerging economies reached an important milestone: it accounted for more than half of total world GDP (measured at purchasing-power parity).

This means that the rich countries no longer dominate the global economy.

The developing countries also have a far greater influence on the performance of the rich economies than is generally realised.

Emerging economies are driving global growth and having a big impact on developed countries' inflation, interest rates, wages and profits.

As these newcomers become more integrated into the global economy and their incomes catch up with the rich countries, they will provide the biggest boost to the world economy since the industrial revolution.

Indeed, it is likely to be the biggest stimulus in history, because the industrial revolution fully involved only one-third of the world's population.

By contrast, this new revolution covers most of the globe, so the economic gains—as well as the adjustment pains—will be far bigger.

As developing countries and the former Soviet block have embraced market-friendly economic reforms and opened their borders to trade and investment, more countries are industrialising and participating in the global economy than ever before.

This survey will map out the many ways in which these economic newcomers are affecting the developed world. As it happens, their influence helps to explain a whole host of puzzling economic developments, such as the record share of profits in national income, sluggish growth in real wages, high oil prices alongside low inflation, low global interest rates and America's vast current-account deficit.

Emerging countries are looming larger in the world economy by a wide range of measures (see chart 1).



Their share of world exports has jumped to 43%, from 20% in 1970.

They consume over half of the world's energy and have accounted for four-fifths of the growth in oil demand in the past five years.

They also hold 70% of the world's foreign-exchange reserves.

Of course there is more than one respectable way of doing the sums. So although measured at purchasing-power parity (which takes account of lower prices in poorer countries) the emerging economies now make up over half of world GDP, at market exchange rates their share is still less than 30%. But even at market exchange rates, they accounted for well over half of the increase in global output last year. And this is not just about China and India: those two together made up less than one-quarter of the total increase in emerging economies'GDP last year.

There is also more than one definition of emerging countries, depending on who does the defining (...).

Perhaps some of these countries should be called re-emerging economies, because they are regaining their former eminence.

Until the late 19th century, China and India were the world's two biggest economies.

Before the steam engine and the power loom gave Britain its industrial lead, today's emerging economies dominated world output.

Estimates by Angus Maddison, an economic historian, suggest that in the 18 centuries up to 1820 these economies produced, on average, 80% of world GDP (see chart 2).



But they were left behind by Europe's technological revolution and the first wave of globalisation. By 1950 their share had fallen to 40%.

Now they are on the rebound. In the past five years, their annual growth has averaged almost 7%, its fastest pace in recorded history and well above the 2.3% growth in rich economies.

The International Monetary Fund forecasts that in the next five years emerging economies will grow at an average of 6.8% a year, whereas the developed economies will notch up only 2.7%.

If both groups continued in this way, in 20 years' time emerging economies would account for two-thirds of global output (at purchasing-power parity). Extrapolation is always risky, but there seems every chance that the relative weight of the new pretenders will rise.

Faster growth spreading more widely across the globe makes a huge difference to global growth rates.

Since 2000, world GDP per head has grown by an average of 3.2% a year, thanks to the acceleration in emerging economies. That would beat the 2.9% annual growth during the golden age of 1950-73, when Europe and Japan were rebuilding their economies after the war; and it would certainly exceed growth during the industrial revolution.

That growth, too, was driven by technological change and by an explosion in trade and capital flows, but by today's standards it was a glacial affair.

Between 1870 and 1913 world GDP per head increased by an average of only 1.3% a year.

This means that the first decade of the 21st century could see the fastest growth in average world income in the whole of history.

Financial wobbles this summer acted as a reminder that emerging economies are more volatile than rich-country ones; yet their long-run prospects look excellent, so long as they continue to move towards free and open markets, sound fiscal and monetary policies and better education.

Because they start with much less capital per worker than developed economies, they have huge scope for boosting productivity by importing Western machinery and know-how. Catching up is easier than being a leader.

When America and Britain were industrialising in the 19th century, they took 50 years to double their real incomes per head; today China is achieving the same feat in nine years.

What's new

Emerging economies as a group have been growing faster than developed economies for several decades. So why are they now making so much more of a difference to the old rich world? The first reason is that the gap in growth rates between the old and the new world has widened (see chart 3).



But more important, emerging economies have become more integrated into the global system of production, with trade and capital flows accelerating relative to GDP in the past ten years.

China joined the World Trade Organisation only in 2001.

It is having a bigger global impact than other emerging economies because of its vast size and its unusual openness to trade and investment with the rest of the world.

The sum of China's total exports and imports amounts to around 70% of its GDP, against only 25-30% in India or America. By next year, China is likely to account for 10% of world trade, up from 4% in 2000.

What is also new is that the internet has made it possible radically to reorganise production across borders.

Thanks to information technology, many once non-tradable services, such as accounting, can be provided from afar, exposing more sectors in the developed world to competition from India and elsewhere.

Faster growth that lifts the living standards of hundreds of millions of people in poor countries should be a cause for celebration. Instead, many bosses, workers and politicians in the rich world are quaking in their boots as output and jobs shift to low-wage economies in Asia or eastern Europe. Yet on balance, rich countries should gain from poorer ones getting richer. The success of the emerging economies will boost both global demand and supply.

Rising exports give developing countries more money to spend on imports from richer ones. And although their average incomes are still low, their middle classes are expanding fast, creating a vast new market. Over the next decade, almost a billion new consumers will enter the global marketplace as household incomes rise above the threshold at which people generally begin to spend on non-essential goods.

Emerging economies have already become important markets for rich-world firms: over half of the combined exports of America, the euro area and Japan go to these poorer economies. The rich economies' trade with developing countries is growing twice as fast as their trade with one another.

The future boost to demand will be large. But more important in the long term will be the stimulus to the world economy from what economists call a “positive supply shock”.

As China, India and the former Soviet Union have embraced market capitalism, the global labour force has, in effect, doubled. The world's potential output is also being lifted by rapid productivity gains in developing countries as they try to catch up with the West.

This increased vitality in emerging economies is raising global growth, not substituting for output elsewhere.

The newcomers boost real incomes in the rich world by supplying cheaper goods, such as microwave ovens and computers, by allowing multinational firms to reap bigger economies of scale, and by spurring productivity growth through increased competition. They will thus help to lift growth in world GDP just when the rich world's greying populations would otherwise cause it to slow. Developed countries will do better from being part of this fast-growing world than from trying to cling on to a bigger share of a slow-growing one.

Stronger growth in emerging economies will make developed countries as a whole better off, but not everybody will be a winner. The integration of China and other developing countries into the world trading system is causing the biggest shift in relative prices and incomes (of labour, capital, commodities, goods and assets) for at least a century, and this, in turn, is leading to a big redistribution of income.

For example, whereas prices of the labour-intensive goods that China and others export are falling, prices of the goods they import, notably oil, are rising.
In particular, the new ascendancy of the emerging economies has changed the relative returns to labour and capital. Because these economies' global integration has made labour more abundant, workers in developed countries have lost some of their bargaining power, which has put downward pressure on real wages. Workers' share of national income in those countries has fallen to its lowest level for decades, whereas the share of profits has surged. It seems that Western workers are not getting their full share of the fruits of globalisation. This is true not just for the lowest-skilled ones but increasingly also for more highly qualified ones in, say, accountancy and computer programming.

If wages continue to disappoint, there could be a backlash from workers and demands for protection from low-cost competition. But countries that try to protect jobs and wages through import barriers or restrictions on offshoring will only hasten their relative decline.

The challenge for governments in advanced economies is to find ways to spread the benefits of globalisation more fairly without reducing the size of those gains.

The high share of profits and low share of wages in national income are not the only numbers that have strayed a long way from their historical average. An alarming number of economic variables are currently way out of line with what conventional economic models would predict. America's current-account deficit is at a record high, yet the dollar has remained relatively strong. Global interest rates are still historically low, despite strong growth and heavy government borrowing. Oil prices have tripled since 2002, yet global growth remains robust and inflation, though rising, is still relatively low. House prices, however, have been soaring in many countries.

Puzzling it out

This survey will argue that all of these puzzles can be explained by the growing impact of emerging economies. For instance, low bond yields and the dollar's refusal to plunge are partly due to the way these countries have been piling up foreign reserves. Likewise, higher oil prices have mostly been caused by strong demand from developing countries rather than by an interruption of supply, so they have done less harm to global growth than in the past. And their impact on inflation has been offset by falling prices of goods exported by emerging economies. This has also made it easier for central banks to achieve their inflation goals with much lower interest rates than in the past.

All this will require some radical new thinking about economic policy. Governments may need to harness the tax and benefit system to compensate some workers who lose from globalisation.

Monetary policy also needs to be revamped. Central bankers like to take the credit for the defeat of inflation, but emerging economies have given them a big helping hand, both by pushing down the prices of many goods and by restraining wages in developed countries. This has allowed central banks to hold interest rates at historically low levels. But they have misunderstood the monetary-policy implications of a positive supply shock. By keeping interest rates too low, they have allowed a build-up of excess liquidity which has flowed into the prices of assets such as homes, rather than into traditional inflation. They have encouraged too much borrowing and too little saving. In America the overall result has been to widen the current-account deficit.

The central banks' mistake has been compounded by the emerging economies' refusal to allow their exchange rates to rise, piling up foreign-exchange reserves instead. Bizarrely, by financing America's deficit, poor countries are subsidising the world's richest consumers. The opening up of emerging economies has thus not only provided a supply of cheap labour to the world, it has also offered an increased supply of cheap capital. But this survey will argue that the developing countries will not be prepared to go on financing America's massive current-account deficit for much longer.

At some point, therefore, America's cost of capital could rise sharply. There is a risk that the American economy will face a sharp financial shock and a recession, or an extended period of sluggish growth. This will slow growth in the rest of the world economy. But America is less important as a locomotive for global growth than it used to be, thanks to the greater vigour of emerging economies.

America's total imports from the rest of the world last year amounted to only 4% of world GDP.

The greater risk to the world economy is that a recession and falling house prices would add to Americans' existing concerns about stagnant real wages, creating more support for protectionism. That would be bad both for the old rich countries and the new emerging stars.

But regardless of how the developed world responds to the emerging giants, their economic power will go on growing. The rich world has yet to feel the full heat from this new revolution.
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10.5.08

Bill Gates

http://en.wikipedia.org/wiki/Bill_Gates

William Henry Gates III (born October 28, 1955),[2] is an American business magnate, philanthropist, the world's third richest man (as of 2008),[1] and chairman of Microsoft, the software company he founded with Paul Allen.

During his career at Microsoft, Gates held the positions of CEO and chief software architect, and remains the individual shareholder with the most shares, with more than 9 percent of the common stock.[3]

Gates was born in Seattle, Washington and excelled in school early on. He enrolled at Harvard College in 1973, where he met Steve Ballmer and who would later become CEO of Microsoft.

After reading the January 1975 issue of Popular Electronics, Gates contacted Micro Instrumentation and Telemetry Systems and provided them with the Altair BASIC, and thus Microsoft was formed. This led to a partnership with IBM that required Microsoft to make the BASIC interpreter for the IBM PC. Later on, Gates struck another deal with IBM, allowing IBM to package Microsoft's PC-DOS software with IBM's personal computers in exchange for a fee paid to Microsoft for every computer sold. This deal established Microsoft as a major player in the software industry.

Gates is one of the best-known entrepreneurs of the personal computer revolution. Although he is admired by many, a large number of industry insiders criticize his business tactics, which they consider anti-competitive, an opinion which has in some cases been upheld by the courts.[4][5] In the later stages of his career, Gates has pursued a number of philanthropic endeavors, donating large amounts of money to various charitable organizations and scientific research programs through the Bill & Melinda Gates Foundation, established in 2000.

(...)

Adam Smith

Adam Smith (1723-90)

http://www.econlib.org/library/Enc/bios/Smith.html

With The Wealth of Nations Adam Smith installed himself as the fountainhead of contemporary economic thought. Currents of Adam Smith ran through David Ricardo and Karl Marx in the nineteenth century, and through Keynes and Friedman in the twentieth.

Adam Smith was born in a small village in Kirkcaldy, Scotland. There his widowed mother raised him until he entered the University of Glasgow at age fourteen, as was the usual practice, on scholarship. He later attended Balliol College at Oxford, graduating with an extensive knowledge of European literature and an enduring contempt for English schools.

He returned home, and after delivering a series of well-received lectures, was made first chair of logic (1751), then chair of moral philosophy (1752), at Glasgow University.

He left academia in 1764 to tutor the young duke of Buccleuch. For over two years they lived and traveled throughout France and into Switzerland, an experience that brought Smith into contact with contemporaries Voltaire, Jean-Jacques Rousseau, François Quesnay, and Anne-Robert-Jacques Turgot.

With the life pension he had earned in the service of the duke, Smith retired to his birthplace of Kirkcaldy to write The Wealth of Nations. It was published in 1776, the same year the American Declaration of Independence was signed and in which his close friend David Hume died.

In 1778 he was appointed commissioner of customs. This job put him in the uncomfortable position of having to curb smuggling, which, in The Wealth of Nations, he had upheld as a legitimate activity in the face of "unnatural" legislation. Adam Smith never married. He died in Edinburgh on July 19, 1790.

Today Smith's reputation rests on his explanation of how rational self-interest in a free-market economy leads to economic well-being. It may surprise those who would discount Smith as an advocate of ruthless individualism that his first major work concentrated on ethics and charity. In fact, while chair at the University of Glasgow, Smith's lecture subjects, in order of preference, were natural theology, ethics, jurisprudence, and economics, according to John Millar, Smith's pupil at the time.

In The Theory of Moral Sentiments, Smith wrote: "How selfish soever man may be supposed, there are evidently some principles in his nature which interest him in the fortune of others and render their happiness necessary to him though he derives nothing from it except the pleasure of seeing it."

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Rockefeller-John-Davidson-Sr.

See:

http://en.wikipedia.org/wiki/John_D._Rockefeller

John Davison Rockefeller, Sr. (July 8, 1839May 23, 1937) was an American industrialist.

Rockefeller revolutionized the petroleum industry and defined the structure of modern philanthropy.

In 1870, Rockefeller founded the Standard Oil Company and ran it until he retired in the late 1890s.

Standard Oil began as an Ohio partnership formed by John Davison Rockefeller, his brother William Rockefeller, Henry Flagler, chemist Samuel Andrews, and a silent partner Stephen V. Harkness.

Rockefeller kept his stock and as gasoline grew in importance, his wealth soared and he became the world's richest man and first U.S. dollar billionaire, and is often regarded as the richest person in history.[1][2][3][4]

Standard Oil was convicted in Federal Court of monopolistic practices and broken up in 1911. Rockefeller spent the last 40 years of his life in retirement.

His fortune was mainly used to create the modern systematic approach of targeted philanthropy with foundations that had a major effect on medicine, education, and scientific research.

His foundations pioneered the development of medical research, and were instrumental in the eradication of hookworm and yellow fever.

He is also the founder of both University of Chicago and Rockefeller University. He was a devoted Northern Baptist and supported many church-based institutions throughout his life. Rockefeller adhered to total abstinence from alcohol and tobacco throughout his life.[5]

He married Laura Celestia ("Cettie") Spelman in 1864 and outlived her. The Rockefellers had four daughters and one son; John D. Rockefeller, Jr. "Junior" was largely entrusted with the supervision of the foundations.

(...)

Ford-Henry

Henry Ford (July 30, 1863April 7, 1947) was the American founder of the Ford Motor Company and father of modern assembly lines used in mass production.

His introduction of the Model T automobile revolutionized transportation and American industry. He was a prolific inventor and was awarded 161 U.S. patents.

As owner of the Ford Company he became one of the richest and best-known people in the world. He is credited with "Fordism", that is, the mass production of large numbers of inexpensive automobiles using the assembly line, coupled with high wages for his workers.

Ford had a global vision, with consumerism as the key to peace. Ford did not believe in accountants; he amassed one of the world's largest fortunes without ever having his company audited under his administration.

Henry Ford's intense commitment to lowering costs resulted in many technical and business innovations, including a franchise system that put a dealership in every city in North America, and in major cities on six continents. Ford left most of his vast wealth to the Ford Foundation but arranged for his family to control the company permanently.

(...)

http://en.wikipedia.org/wiki/Henry_Ford

9.5.08

Inglés para buscar trabajo

En resumen este es un curso de inglés para buscar trabajo, inicial, de la vida cotidiana.

Aparece titulado como Inglés para los Negocios en el centro de recursos gratuitos mailXmail, cuya dirección ya hemos puesto como enlace y la repetimos:

http://www.mailxmail.com/

1. Buscando un trabajo

http://www.mailxmail.com/curso/idiomas/ingles_negocios/capitulo1.htm

2. Buscando un trabajo - Vocabulario

http://www.mailxmail.com/curso/idiomas/ingles_negocios/capitulo2.htm

3. Solicitando un trabajo

http://www.mailxmail.com/curso/idiomas/ingles_negocios/capitulo3.htm

4. Solicitando un trabajo - Vocabulario

http://www.mailxmail.com/curso/idiomas/ingles_negocios/capitulo4.htm

5. Una entrevista

http://www.mailxmail.com/curso/idiomas/ingles_negocios/capitulo5.htm

6. Una entrevista - Vocabulario

http://www.mailxmail.com/curso/idiomas/ingles_negocios/capitulo6.htm

7. Trabajando en un banco

http://www.mailxmail.com/curso/idiomas/ingles_negocios/capitulo7.htm

8. Trabajando en el banco - vocabulario

http://www.mailxmail.com/curso/idiomas/ingles_negocios/capitulo8.htm

9. Redactando una carta

http://www.mailxmail.com/curso/idiomas/ingles_negocios/capitulo9.htm

10. Redactando una carta - Vocabulario

http://www.mailxmail.com/curso/idiomas/ingles_negocios/capitulo10.htm

11. El trabajo de director general

http://www.mailxmail.com/curso/idiomas/ingles_negocios/capitulo11.htm

12. El trabajo de director general - Vocabulario

http://www.mailxmail.com/curso/idiomas/ingles_negocios/capitulo12.htm

13. El I.V.A.

http://www.mailxmail.com/curso/idiomas/ingles_negocios/capitulo13.htm

14. I.V.A. Vocabulario

http://www.mailxmail.com/curso/idiomas/ingles_negocios/capitulo14.htm

15. La Seguridad Social

http://www.mailxmail.com/curso/idiomas/ingles_negocios/capitulo15.htm

16. Seguridad Social - Vocabulario

http://www.mailxmail.com/curso/idiomas/ingles_negocios/capitulo16.htm

Para efectos de nuestro estudio (encontrar sinónimos y antónimos, ampliar vocabulario, construir nuevas frases) hemos transcrito algunas lecciones o párrafos. Las negrillas son nuestras para destacar lo que más nos interesa estudiar.

Capítulo 1

Looking for a job.-

Michael: Hello, Jim. It's nice to see you again.

James: Same here, Mike. How are things?

M: Not so bad. By the way, I've finished my studies at the University.

J: So you're now Mr Michael Jones, M.A., is that it?

M: You can laugh, Jim. Unfortunately my M.A. doesn't give me a job, you know!

J: I was only joking, old chap. As a matter of fact, I'm in the same boat myself. I've been out of work for nearly a year.

M: But I thought your were working with an engineering firm up North somewhere.

J: So, I was. Until the firm was bought up by one of the multinationals, and they laid off half the workers.

M: Oh, I'm sorry about that, Jim. I should have thought a chap like you, with lots of practical experience¿

J: Seriously, Mike, I'm not sure I'm the sort of man they want these days. After all, I haven't got a degree like you¿

M: But my degree's in economics, and they aren't looking for chaps with a lot of theory and no practice. There's no room for us on the labour market¿

J: That's funny. I thought with all these modern inventions -computers and what not- they needed someone with the know-how

M: Well, we'll see, Jim. In the mean-time, I'm off to the Labour Exchange.

J: Me too! Let's go there together, shall we?

Buscando un trabajo.-

M: ¡Hola, Jim! Me alegro de volver a verte.

J: Yo también, Mike. ¿Qué tal te va?

M: No muy mal. A propósito, he acabado mis estudios en la universidad.

J: Así que ya eres el señor Michael Jones, ¿M.A.¿, ¿no es eso?

M: Sí, ríete, Jim. Mi título no me da un trabajo.

J: Sólo era una broma, hombre. De hecho, estoy embarcado en la misma nave que tú. Estoy en paro desde hace casi un año.

M: Pero, yo creía que estabas trabajando para una empresa de construcción mecánica, por el norte.

J: En efecto. Hasta que la empresa fue absorbida por una multinacional y despidieran a la mitad de la plantilla.

M: ¡Oh!, lo siento, Jim. Yo creía que un tipo como tú, con tanta experiencia.

J: En serio, Mike, no estoy seguro de ser el tipo de persona que necesitan ahora. Después de todo, no tengo un diploma como tú.

M: Pero mi diploma es un diploma de economía, y ahora no buscan a gente impuesta en teoría, sino con experiencia práctica. No hay sitio para nosotros en el mercado del trabajo.

J: Es curioso. Yo creía que con todos esos inventos modernos, computadoras y demás, necesitarían a alguien muy competente.

M: Bien, ya veremos, Jim. Mientras tanto, me voy a la Bolsa del Trabajo.

J:¡Yo también! ¿Te parece que vayamos juntos?

Capítulo 2

Veamos algunas palabras y expresiones aplicadas a la situación ficticia que hemos mostrado en el capitulo 1, anterior.

Computer: ordenador

Degree: diploma

Economics: ciencias económicas

Funny: curioso, extraño, raro, divertido

To joke: bromear

Out of work: En el paro

Chap: Tipo, tío

Know - How: esta expresión es difícil de traducir, podemos decir que se trata de un ¿saber-hacer¿ general que engloba ingenio, maña, habilidad.

Labour Exchange: la Bolsa de trabajo

Labour market: mercado de trabajo

To lay off: despedir

Same here: lo mismo, igualmente

Practice: práctica

Capítulo 3

Veamos una situación tipo en la que se ha solicitado un trabajo.

Applying for a job.-

Joan: Well, how did things go at the Labour Exchange, Mike?

Michael: There was such a queue, Joan, that Jim and I decided to call it a day. We're going to look for vacancies in the papers.

J: There's a small ad here that looks interesting: 'A large company requires Market Research Analyst for its head-quarters in Europe. The successful candidate will have had several years experience with an agency. He or she will now be working with a consumer products company.'

M: Wait a minute, Joan! I'm not working at all. So how can I apply for that job? Here, let me have a look at that paper! Ah, this is more like it! Applications are invited from final year undergraduate students in Economics.

J: But you're not an undergraduate, Mike. You've got your degree and you've started on postgraduate research.

M: I tell you what -I'll write off to some of these firms advertising in the paper. I'll give them my qualifications background, previous experience.

J: Hm! That won't take long, Mike!

M: Marital Status.

J:Marital Status? What's that?

M: Whether I'm single, married, the father of one, two, theree or four children.

J: Ok, go on.

M:Starting salary, fringe benefits, and other advantages I can reasonably expect.

J: Well, I wish you luck, Mike But don't be too optimistic. And don't forget the s.a.e.

M: What on earth's that, Joan?

J: Stamped addressed envelope. For the answers!

Solicitando un trabajo.-

J: Bien, ¿cómo han ido las cosas en la Bolsa de trabajo, Mike?

M: Había tal cola, Joan, que Jim y yo hemos decidido abandonar. Vamos a buscar ofertas de trabajo en los periódicos.

J: Aquí hay un pequeño anuncio que parece interesante: 'importante firma precisa analista de estudios de mercado para su dirección en Europa. El/la candidata/a deberá tener varios años de experiencia en agencia. Actualmente, debe estar trabajando con una firma que fabrique bienes de consumo.¿

M: Un momento, Joan. Yo no estoy trabajando ahora. Así que ¿cómo voy a poder entonces solicitar ese puesto? ¡Oye, déjame echar un vistazo al periódico! Ah, aquí hay algo que me gusta más: ¿deseamos solicitudes de estudiantes en último año de Economía¿.

J: Pero, Mike, tú ya no eres estudiante. Tienes el diploma y has empezado a preparar el doctorado.

M: Ya sé lo que voy a hacer. Voy a escribir a algunas de las empresas que publican ofertas de empleo en el periódico. Les enviaré mis títulos, mis referencias, la experiencia que tengo.

J: De acuerdo, continúa.

M: Salario inicial, remuneración en especie y otras ventajas que lógicamente puedo esperar.

J:Bueno, buena suerte, Mike. Pero no seas demasiado optimista. Y no olvides el S.A.E.

M: ¿S.A.E.? ¿qué demonios es eso, Joan?

J: ¡Para la respuesta! Un sobre franqueado con tu dirección.

Sugerencias y recursos para aprender inglés

En el estudio del idioma inglés, como en todo conocimiento técnico y científico se parte de lo fácil a lo difícil; del aprendizaje simple al aprendizaje complicado.

Hemos encontrado un recurso gratuito para iniciar el aprendizaje del idioma inglés.

En esta lecciones introductorias se aprenden las frases cotidianas y comunes en inglés con una referencia escrita a cómo se pronunciarían en español.

Pero además con el sonido de varias expresiones en inglés.La parte gratuita, muy útil para estudiar las bases más comunes en inglés puede verse y oirse en las direcciones electrónicas que se presentan más adelante.

Para un mejor aprovechamiento de la lección sugerimos que:

1. Imprima la lección.

2. Escuche una o dos veces la pronunciación que es lenta en la lección. Esta lentitud es para efectos de exposición, para que se escuche bien la pronunciación, no para efectos de aprendizaje. No es la intención que se haga "lento".

3. Intente repetir la pronunciación apoyándose en la lectura de la lección impresa, sin el auxilio de la pronunciación grabada en la lección. Solamente repítala para corregir los que considere errores en su propia pronunciación.

4. Léala "de corrido" la lección que ha imprimido, como si estuviera hablando con otra persona, exponiéndole rápidamente lo que sabe de inglés.

Para un conocimiento básico, escrito y pronunciado del alfabeto inglés y por escrito el manejo inicial de los verbos:

http://www.ingleshispano.com/lecc01.html

Verbos "to do" y "to be" como verbos auxiliares:

http://www.ingleshispano.com/tobeauxil.html

Dos "lecciones" de Vocabulario

Lección 1:

http://www.ingleshispano.com/vocabulario.html

Lección 2:

http://www.ingleshispano.com/vocabulario1.html

Frases Diversas de conversación común:

http://www.ingleshispano.com/frasesmisc.html

Para un conocimiento de los saludos más comunes, por escrito pudiendo escuchar la pronunciación en inglés de algunos saludos:

http://www.ingleshispano.com/saludos.html

Nuestro trabajo, en este como en otros campos será el de resaltar o destacar aquellos elementos que tengan facilidad para ser utilizados en aplicaciones prácticas.

Curso Completo de Inglés

Un curso completo de inglés:

http://www.mailxmail.com/curso/idiomas/cursomascompletodeingles

London School of Economics

También en wikipedia encontramos referencia a una de las más prestigiosas escuelas de economía del mundo:

http://es.wikipedia.org/wiki/London_School_of_Economics_and_Political_Science

Nótese que la Escuela es de Ciencia Económica y Ciencia Política y no de Ciencia Matemática. Es un indicador de las principales relaciones teóricas de la Ciencia Económica en la tierra que la vió nacer.

Parte de la referencia dice:

London School of Economics and Political Science (LSE) es una universidad de Londres, Inglaterra. Forma parte de la Universidad de Londres y cuenta con más de ocho mil estudiantes. Es considerada como la Universidad más internacional del Reino Unido.

Es considerado un prestigioso centro de debate político y , a menudo, es reconocida como la mejor universidad en el ámbito de la ciencia social. Entre los titulados del LSE y antiguos miembros del personal se encuentran trece premios Nobel.

El LSE fue fundada en 1895 por los miembros de la Sociedad Fabiana Sidney y Beatrice Webb, Graham Wallas, y George Bernard Shaw, con fondos aportados por un filantropo privado, más veinte mil libras donadas por Henry Hunt Hutchinson a dicha Sociedad Fabiana.

Harvard Business School

Un buen panorama de una de las Escuelas más prestigiadas del mundo académico relacionado con la Empresa se encuentra en:

http://es.wikipedia.org/wiki/Harvard_Business_School

Y en parte dice:

"La Escuela de Negocios de Harvard (Harvard Business School - HBS) es una de las escuelas de graduados de la Universidad de Harvard y una de las principales escuelas de negocios en el mundo. La escuela oficialmente se llamó Escuela de Graduados de Administración de Negocios George Baker.

La escuela fue fundada en 1908, con una clase inicial de 59 estudiantes, teniendo como primera localización Cambridge, Massachusetts.

En los años 20, el tamaño de la clase alcanzó a 500 estudiantes. En 1927, la escuela se movió cerca del Río Charles a su actual localización en Allston (parte de Boston) de allí la costumbre de referirse al resto de la universidad de Harvard como los de la otra orilla del rió. En 1965 fueron admitidas las primeras mujeres para cursar un MBA.

El decano de HBS es Jay O. Light, quien fue nombrado por el Presidente de la universidad (Lawrence Summers) el 24 de abril del 2006.

La escuela ofrece un programa a tiempo completo de MBA, un programa doctoral DBA y varios programas de educación de ejecutivos, no ofrece en la actualidad el Executive MBA. La escuela posee el Harvard Business School Publishing, el cual publica libros de negocios, herramientas gerenciales para Internet, casos de estudio y la famosa revista de negocios Harvard Business Review.

Actualmente tiene 1.800 estudiantes del MBA, 91 alumnos del Doctorado DBA, y un total de 234 profesores. El costo actual de un MBA es 70.000 dólares."

Véase el artículo completo en la dirección electrónica arriba mencionada.

11.4.08

Historia del Inglés

Historia de la lengua inglesa

La familia indoeuropea incluye la mayoría de las lenguas que se hablan en Europa hoy, incluido el inglés. La influencia de las lenguas indoeuropeas originales, conocidas como protoindoeuropeas, está patente hoy en día aunque no existan documentos escritos. La palabra "father" en inglés, en alemán es "vater", "pater" en latín, "padre" en español y "pitr" en sánscrito. Estas palabras son todas cognados; palabras similares en lenguas distintas que comparten la misma raíz.

El inglés desciende de la lengua que hablaban las tribus germánicas, frisios, anglos, sajones y jutos, que emigraron a la tierra que más tarde sería conocida como Inglaterra. En el año 449 aproximadamente, de acuerdo con las crónicas anglosajonas, Vortigern, el rey de las islas británicas, pidió ayuda al Rey Anglo para luchar contra los picts. Como recompensa los anglos recibieron tierras en el sudeste. Pidieron más ayuda y recibieron hombres de "Ald Seaxum of Anglum of Iotum", sajones, anglos y jutos. Las crónicas documentan el consiguiente influjo de los colonos, que finalmente establecieron siete reinos: Northumbria, Mercia, Anglia del este, Kent, Essex, Sussex y Wessex.

Los invasores germanos dominaron a los habitantes originales de habla celta, cuyas lenguas permanecieron durante mucho tiempo en Escocia, Gales, Cornualles e Irlanda. Los dialectos que hablaban los invasores germanos formaron lo que llamamos, inglés antiguo, que era una lengua muy parecida al frisio moderno. El friso moderno, recibió a su vez, una gran influencia del noruego antiguo, otro dialecto germánico, que hablaban los invasores vikingos que se instalaron, principalmente, en el noreste. Las palabras inglesas: "English", "England" y "East Anglia", derivan de las siguientes palabras de los anglos: "Englisc", "Angelcynn" y "Englaland".

Los reinos de Inglaterra hablaron sólo francés durante los 300 años posteriores a la Conquista Normanda (1066). Por lo que gran cantidad de palabras francesas quedaron en el inglés antiguo, también perdió muchas inflexiones, el resultado de estos cambios fue el inglés medio. En el año 1500, aproximadamente, el gran desplazamiento vocálico transformó el inglés medio en inglés moderno.

Las obras más famosas que nos ha dejado el inglés antiguo y medio son: Beowulf y Los cuentos de Canterbury de Geoffrey Chaucer.

El inglés moderno empieza a tomar más fuerza en la época de William Shakespeare. Muchos estudiosos lo dividen en: inglés moderno e inglés moderno tardío de 1800 aproximadamente, relacionándolo con las conquistas británicas de gran parte del mundo, dada la influencia que recibió de las lenguas de los nativos.

Muchas palabras nuevas entraron en el inglés, de forma directa o indirecta a partir de siglo XVI, debido al contacto que los británicos tuvieron con pueblos de todo el mundo y al renacimiento del estudio de los clásicos. También se crearon nuevas palabras o neologismos. Shakespeare creo más de 1600. Este proceso ha aumentado notablemente en la era moderna.

Los préstamos incluyen entre otros, nombres de animales: giraffe-jirafa, tiger-tigre, zebra-cebre; ropa: pyjama-pijama, turban-turbante, shawl-chal; comida: spinach-espinacas, chocolate-chocolate, orange-naranja; términos científicos y matemáticos: algebra-álgebra, geography-geografía, species-especies; bebidas: tea-té, coffee-café, cider-sidra; términos religiosos:Jesus-Jesús, Islam-Islam, nirvana-nirvana; deportes: checkmate-ajedrez, golf-golf, billiards-billares; vehículos: chariot-carro, car-coche, coach-autobús; música y arte: piano-piano, theatre-teatro, easel-caballete; armas: pistol-pistola, trigger-gatillo (de pistola), rifle-rifle; términos políticos y militares: commando-comando, admiral-almirante, parliament-parlamento; y astronomía: Saturn-Saturno, Leo-Leo, Uranus-Urano.

Las diferentes lenguas que han prestado términos al inglés: latín, griego, francés, alemán, árabe, hindú (de la India), italiano, malayo, neerlandés, persa (de Irán y Afganistán), la lengua azteca nahuatl, sánscrito de la antigua India, portugués, español, tupi de Sudamérica y ewe de África.

Mapa del Idioma Inglés



Clic sobre el gráfico para verlo ampliado

Distribución mundial del idioma inglés; en azul los lugares donde es el idioma principal, y en celeste donde es un idioma secundario.

Tomado de:

http://es.wikipedia.org/wiki/Imagen:Anglospeak.png

21.1.08

Google translate page

Main page of Google Translate:

http://translate.google.com/translate_t

18.1.08

Audio accounting english

Basic lessons of accounting english. With audio.

Listen the lessons in:

http://www.audioenglish.net/english-learning/efl_accounting.htm

17.1.08

Hamlet´s Soliloquy

HAMLET:

To be, or not to be--that is the question:

Whether 'tis nobler in the mind to suffer

The slings and arrows of outrageous fortune

Or to take arms against a sea of troubles

And by opposing end them. To die, to sleep--

No more--and by a sleep to say we end

The heartache, and the thousand natural shocks

That flesh is heir to. 'Tis a consummation

Devoutly to be wished. To die, to sleep--

To sleep--perchance to dream: ay, there's the rub,

For in that sleep of death what dreams may come

When we have shuffled off this mortal coil,

Must give us pause. There's the respect

That makes calamity of so long life.

For who would bear the whips and scorns of time,

Th' oppressor's wrong, the proud man's contumely

The pangs of despised love, the law's delay,

The insolence of office, and the spurns

That patient merit of th' unworthy takes,

When he himself might his quietus make

With a bare bodkin? Who would fardels bear,

To grunt and sweat under a weary life,

But that the dread of something after death,

The undiscovered country, from whose bourn

No traveller returns, puzzles the will,

And makes us rather bear those ills we have

Than fly to others that we know not of?

Thus conscience does make cowards of us all,

And thus the native hue of resolution

Is sicklied o'er with the pale cast of thought,

And enterprise of great pitch and moment

With this regard their currents turn awry

And lose the name of action. -- Soft you now,

The fair Ophelia! -- Nymph, in thy orisons

Be all my sins remembered.

See:

http://www.monologuearchive.com/s/shakespeare_001.html

15.1.08

Definition of English Language

http://www.thefreedictionary.com/English+language

Noun

1.

English language - an Indo-European language belonging to the West Germanic branch; the official language of Britain and the United States and most of the commonwealth countries

English

West Germanic, West Germanic language - a branch of the Germanic languages

American English, American language, American - the English language as used in the United States

cockney - the nonstandard dialect of natives of the east end of London

geordie - the nonstandard dialect of natives of Newcastle-upon-Tyne

King's English, Queen's English - English as spoken by educated persons in southern England

Received Pronunciation - the approved pronunciation of British English; originally based on the King's English as spoken at public schools and at Oxford and Cambridge Universities (and widely accepted elsewhere in Britain); until recently it was the pronunciation of English used in British broadcasting

Middle English - English from about 1100 to 1450

Modern English - English since about 1450

Old English, Anglo-Saxon - English prior to about 1100

Oxford English - the dialect of English spoken at Oxford University and regarded by many as affected and pretentious

Scots, Scots English, Scottish - the dialect of English used in Scotland