Archive for the ‘Danish Course’ Category
Around the World in 100 Words – Five Language Apps for the Business Traveler
If you’re a business traveler and a frequent flyer to international destinations, you understand that English can take you many places, but it can’t always get the job done. Learning a few phrases in the languages of your foreign business associates can make your experience in their country more pleasant and score you extra credit points.
Too busy to read a foreign-language phrase book or attend a language class before your next trip? Language-learning apps are your solution. Compact and mobile par excellence, these highly engaging applications can accompany you in your travels and help you bolster your language skills at your leisure.
Let’s take a look at five free mobile apps that you can combine to acquire foreign language skills on the road and on the fly:
1. Byki
Quick, essential phrases in Danish, Dutch, French, German, Irish, Italian, Japanese, Mandarin, Norwegian, Polish, Portuguese, Russian, Spanish, Swedish and Taglog are at your fingertips with this app. Rather than delving into extensive vocabulary, Byki is strong in teaching everyday greetings across several languages, with the multiple-destination traveler in mind. In three easy steps, you can master everyday cordialities that will take you across Europe and Asia.
The first step involves reviewing the flash cards, which come with images and native speaker audio. In the second step, you see the target language and come up with the English translation. When you’ve got the gist of the vocabulary, the third step is to translate from English into the foreign language.
Byki has also compiled a database of vocabulary around key themes such as beverages. Want to know how to order a beer in every country you visit? This is the app for you.
2. Busuu
Where Byki offers breadth, Busuu provides depth. Available in Spanish, Russian, Portuguese, Italian, French and German, Busuu has a similar interface to Rosetta Stone in terms of exercises and format. Native speaker sound, illustrations, colorful flashcards, dialogues and audiovisual quizzes make for an engaging and active learning experience. Students are rewarded with Busuu berries at the end of each level.
Another great feature is that Busuu allows you to review your mistakes. You can acquire vocabulary pertaining to a variety of themes, including work, sports, days of the week, body parts, telling time, dates and seasons, family members, numbers, colors, meals, directions, pets, geography, clothes, fruits, vegetables and more.
3. Vocabology
This vocabulary-boosting app is designed for the daily language apprentice. It allows you to get a word-of-the-day in Spanish, Portuguese, German, Italian, French and English from a variety of sources. Because repetition is often the secret to retention, Vocabology uses the word of the day in multiple contexts, including an addictive quiz.
4. Flashcards Deluxe
One of the best ways to commit all of this vocabulary to memory is to review it throughout the day. This app allows you to create your own deck of flashcards with words you come across in your studies and to import decks from the shared library. You can personalize the backgrounds of the cards, add photos and sounds from your smartphone or from the app’s website, modify font size and colors, set up a slideshow and flag cards for more intensive review.
As you go through your cards, you signal your responses as either correct, incorrect or “strong correct” (meaning no need for further review). The program then schedules the cards in spaced repetition as a function of these responses so that you don’t under-study certain words and over-study the ones you have mastered. Using the Leitner card order option, you can also focus solely on the cards you’ve gotten wrong recently. Spend ten minutes with this app every morning when you wake up and/or at night when you go to bed for optimum retention.
5. Radio/Newspaper apps
As your familiarity with the language increases, you can begin to immerse yourself in the culture of your travel destination by listening to the national radio stations and reading local press articles. If you are traveling to Spain, for example, download the RNE app, Radio Nacional de España to listen to any of the six national radio stations, and El Paisto enrich your vocabulary while reading up on trending topics, current affairs and popular culture. Unlike mobile sites, these radio-streaming and content apps are perfectly adapted to your particular smartphone platform and therefore supply an optimized interface. You don’t have to sort through several web pages to get where you want — in one click, you can stream the radio station of your choice, as effortlessly as if you were flipping channels on the highway in Spain. And in one click, you can read news articles in a format carefully tailored to your smartphone screen.
The rapidity of speech may be intimidating at first but if you undertake this exercise regularly, you’ll soon be amazed to find yourself deciphering fragments of conversations and recognizing the vocabulary words you have acquired.
There are hundreds of other interesting language apps out there but with these five alone, you can build a comprehensive and personalized program for foreign language acquisition. So how much time do you need to devote to this in order to see any tangible results?
Remember that we are not talking about fluency here (though multilingualism is a fantastic goal), but rather elementary communication in the context of international business. One school of thought makes the argument that you can get by in a foreign country with a lexicon of 100 words. With 100 words at your disposal, you are able to comprehend some of what is said around you, express your essential needs and ask basic questions. A pocketbook vocabulary of 100 words will allow you to order wine for your table at a company lunch, ask when your clothes will be dry-cleaned, inquire as to the best cup of coffee near your hotel and get directions to a local pharmacy.
And if you’re armed with 100 words, you’re less likely to be taken advantage of by that taxi driver who mistakes you for a novice and opts for the extra-long route to the hotel. Your ability to communicate in the local language, albeit on a rudimentary level, will place you in a different category of tourists or business travelers, one that is treated with more respect. You will also derive more satisfaction from mundane tasks like checking out of your hotel, since everyday interactions such as these become opportunities to practice your newfound vocabulary in context.
So next time you’re on the road-lugging around your suitcase, smoothing the wrinkles out of your suit, and struggling to get some shuteye — explore these apps for hours of distraction (even relaxation!) and acquire new language skills in the process. We’re sure that doing so will broaden your horizons and deepen your appreciation of the cultures with which you do business.
About the Author
Acclaro is a global translation and localization firm that helps the world’s leading brands succeed across cultures. Acclaro offers a full range of services for creating and maintaining multilingual marketing campaigns, websites, documents, software and much more. From Asia to Europe and the Americas, Acclaro gives clients a local voice in global markets.
what’s the interesting language to learn? I’d like to learn German Russian Dutch or Danish?
I can’t decide so someone tell me.
and which’s the easiest one?
PS I speak Japanese and English.
only european languages pls
Arabic?
HOW FREE IS SPEECH ?
It was in the name of freedom of speech, we are told, that editors across Europe insisted on publishing the highly insulting cartoons of the Prophet Muhammad (SAW). Offending Muslims across the globe was necessary, it appears, to make a point – that freedom of speech is an inviolable right.
The recent remarks by the right wing Dutch MP, Geert Wilders, openly calling for the banning of the Quran by describing it as fascist text at the root of terrorism and calling for the deportation of those who do not agree with the Dutch/European values, has also been protected under the provision of freedom of speech.
So it appears the west will go to great lengths to guarantee this provision, doing so in the face of large demonstrations, threats and backlash. But freedom of speech is a farce and its application selective.
There are numerous ‘speech’ related offences across countries that claim to be the bastions of free speech. There are limits and laws that prevent the incitement of racial hatred and incitement to acts of violence and murder. Numerous European countries including Austria, Denmark, Norway, Finland, Germany, Greece, Ireland, Italy, Switzerland, and some US states all have acts against blasphemy. In the US, the constitutional right to free speech can be suspended if it is deemed likely to cause imminent lawlessness.
And the scope of speech related offences has been consistently expanded in Britain since 7/7, with the introduction of offences related to the ‘glorification’ of terrorism, a speech crime that can lead to prosecution and lengthy sentencing.
It would appear that whilst preaching freedom of speech, the west acknowledge that speech needs limits, protected by law to prevent society descending into hatred, violence and, ultimately, chaos.
We must also ask what type of a society would emerge if people were granted the ‘right’ to insult, offend and ridicule each other, as a right in itself. For there is a difference between believing ‘speak the truth and the truth may offend’ and granting the right to offend per se, a belief upon which western comedy is notoriously premised: at the height of the controversy over the Danish cartoons, arguments that defended an archaic, peculiar and divisive European tradition were mingled with the right to free speech.
Such attitudes erode the common social bonds that gel society by doing away with respect and working in mutual partnership, leading to anti social undercurrents and attitudes, all of which the west is now coincidently trying desperately to confront. How can a society claim to be civilised when it believes it ok to offend and ridicule en mass and then protect the culprits? The growing social breakdown and atomisation of western society all undermine those very claims to civilisation.
In the case of the Danish cartoons and the deafening silence that has met right wing antagonism towards Islam, such as the provocations of Geert Wilders, the western media and parts of its intelligentsia appear to have been keen to make a point particular to Muslims.
The west believes its civilisation is premised on numerous liberties, free speech being one, that cannot be compromised because they were instrumental in unlocking Europe from a prolonged period of ackwardness. A repressive religious authority was ultimately done away with through the triumph of these liberties. As many editorials alluded to then and since, making a stand against a similar backward religious force required, it appeared, that Muslims be taught a lesson: liberal values are sacrosanct, and the west will not be dragged back to the dark ages by a pre-modern, unreformed religious complaint.
Islam and Muslims, however, will not be lectured about the ability to account from those who believe nothing of much value predated their local, continental reformation. A central concept to Islam is the notion of ‘enjoining the good and forbidding the wrong’, an idea which has its own, distinct philosophical origin and which requires society openly challenge and account those charged with managing their affairs, through individual or organised political activity. The routes of this notion are well documented, in ahadith and ayah, and the attitudes of the early Caliphs, such as Abu Bakr (ra), requesting he be challenged if he failed to obey Allah (swt) and his Messenger (SAW), and numerous others challenges to leading Companions over the administration of public affairs, such as was the case with Omar bin al Khattab and the distribution of the spoils.
Importantly, in this debate about free speech, Muslims are not afraid of being challenged about their beliefs or debating, explaining, or proving them. The Islamic doctrine is built on a rational, intellectual basis that requires thinking as part of adopting its creed, versus blind or ancestral faith. This is poignantly described in the challenge that Allah (swt) puts forward for those who rejected the message of the Prophet Mohammed (saw), and who often resorted to mocking, ridicule and even physical violence against his Companions.
Allah (swt) says in Surah al-Baqarah Verse 23: “And if you are in doubt concerning that which We have sent down (i.e. the Qur’ân) to Our slave (Muhammad Peace be upon him ), then produce a Sûrah (chapter) of the like thereof and call your witnesses (supporters and helpers) besides Allâh, if you are truthful.”
The challenge is intellectual and is issued to the masters of the language in which the Quran is written – produce one chapter, the shortest of which is 3 verses, like that of the Quran. To undermine Islam totally, and the belief of millions of Muslims, this is the only challenge that needs to be met, rather than having to resort to insults. But despite scores of attempts over history, none has ever yielded any results, as many western critics of Islam have accepted. Professor E.H. Palmer wrote in 1820: “That the best of Arab writers has never succeeded in producing anything equal in merit to the Qur’an itself is not surprising”.
The key point here, is that whilst the west believe that offence and insults are somehow an acceptable method of challenging an alternative, a right that must be defended; whereas Islam invites to honest debate. And whilst the west may believe that their contest with any thought system routed in the believe in God was finished centuries ago, because of their defeat of the Church, the growing trend towards Islam challenges this assumption and challenges the west to meet it with an intellectual debate, before peculiar traditions of insult and offence are forwarded in the name of defending free speech.
About the Author
International Schools adapt to IB Diploma Group 1 and 2 curriculum changes
Every five years the IB reviews the curriculum of each of its 6 groups of subjects. This time, however, the last review of Group 1 and 2 subjects has taken a little longer because the IB recognizes that many students in our community have very complex language profiles; many are bilingual and often multilingual. Therefore, in the recent curriculum review, all language courses have undergone significant changes in an effort to meet the needs of our international student body.
As part of their Studies in Language and Literature (Group 1) students can now choose to study Literature and/or Language and Literature. The main aims of these two courses are to “introduce students to a wide range of texts and authors from different periods, styles and genres, develop students’ power of expression, and critical analysis both in oral and written communication, and to promote in students an enjoyment of, and lifelong interest in, language and literature”. These two courses are designed for native speakers who are able to understand and analyse the intricate nuances of the language of the course and who have been able to study this language in an academic context. The expectations of language use, level of analysis and critical reflection are the same for all Language A courses. Both Language A courses are available at Higher and Standard level.
The Language A Literature course encourages students to appreciate literature and to develop an ability to reflect critically on their reading through the study of a wide range of literary texts. As stated in the new curriculum guides, this course is the subject through which the IB’s policy of mother tongue entitlement is delivered. This means that every student should have the opportunity to study their native tongue at this level.
The Language A Language and Literature course is a new course which aims to develop in students the skill of textual analysis of both literary and non-literary texts. In this course students will be encouraged to focus closely on the language of the texts they study and to become aware of the role of each text’s wider context. The course is divided into four equal parts: language in cultural context, language and mass communication, literature: texts and context, and literature: critical study.
Students at Southbank have the opportunity to study the following languages for their Group 1 subject/s: Arabic, Chinese, Danish, Dutch, English, Finnish, French German, Hebrew, Hindi, Italian, Japanese, Norwegian, Persian, Polish, Portuguese, Russian, Spanish and Swedish.
To obtain a bilingual Diploma, students can follow two paths: a) take two Group 1 courses or, since English is the language of instruction for all of the other subjects, take one Group 1 course in a language other than English.
The Group 2 or Language Acquisition courses have also undergone some substantial changes. There are two types of language acquisition courses: Language ab initio and Language B. These two courses are very dynamic and are designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully and explore the culture of the target language. Intercultural understanding is a major cohesive element of the syllabus in all Group 2 languages and adds to the international dimension of the IB programme.
The Language ab initio course is a beginner’s course organized in three themes: individual and society, leisure and work, and urban and rural environment. The aim of this course is to equip students to respond and interact appropriately in a range of everyday situations in an environment where the language is spoken. Each ab initio course has a language specific syllabus. This course is only available at Standard Level.
The Language B is a language learning course designed for students with previous learning experience of the language studied. The focus of this course is on language acquisition and development of language skills. Language skills are developed through the study and use of a range of written and spoken material. This course is offered at Higher and Standard level. The difference between HL and SL is the depth of study of the syllabus, the study of literature, which is now compulsory at HL, and the level of difficulty in the assessment objectives.
The curriculum for both Language B and ab initio courses provide the opportunity for enjoyment, creativity and intellectual stimulation. The topics studied are chosen for their relevance to students’ lives. Coursework, in the form of supervised written assignments, is a new assessment element of all Group 2 courses.
To fulfil the IB Diploma requirements students must study at least one Group 2 language course, unless they have taken two Group 1 courses. Students also have the option of choosing to study a second Group 2 course instead of a Group 6 (the arts) subject.
In my opinion, the new language courses and options now available in Group 1 and 2 offer a more balanced and wider choice to our students. I am pleased to see that the IB continues to recognise language learning as a crucial element in a young person’s academic and cultural development by keeping it at the heart of the IB Diploma programme.
All language teachers at Southbank have been very busy these last few months attending workshops and/or in-service sessions in order to familiarise ourselves with the new curricula. As lifelong learners, teachers are spending many hours studying the new curricula and getting ready for next year. I am sure there will be some challenges ahead; however, I am looking forward to implementing these exciting changes in Southbank International School in London.
About the Author
Gabriela Hudson, Spanish and French Teacher/DP Languages Head of Department/Grade 12 Advisor at Southbank International School.
Southbank International School in London was the first school in the UK to be authorised to offer all three International Baccalaureate (IB) programmes. We have led the way in providing internationally-relevant world class education for more than 30 years and continue to be at the forefront. Welcoming students from every country, Southbank is currently home to 73 nationalities.
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I would like to learn Danish?
Are there any free online courses I could take? i was looking and could only find sample courses and short lessons before they asked for money. blech. Could you help me?
here are 2 web sites to start
http://users.cybercity.dk/~nmb3879/danish.html
http://www.reocities.com/SiliconValley/Horizon/1284/dansk/dkintro.html
good luck 
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Highlights
OSD languages
17 languages:
English,German,French,Spanish,Dutch,Hungarian,Czech,Danish,Norwegian,Swedish, Portuguese,Italian,Finland,Roumania,Greek,Russian,Poland
Bluetooth Phonebook
Radio RDS
Overview
Installation Compatible Volkswagen Sagitar (JettaGolf), Volkswagen Magotan, Volkswagen Touran,tiguan Volkswagen Baro, Skoda Octavia, Passat,Smart fortwo
GPS Navigation Yes,support ROUTE66 & IGO & TOMTOM & Garmin
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Radio AM Yes
FM Yes
RDS Yes
Bluetooth HFP(Hands Free Phone) Yes
A2DP Yes
iPOD compatible Yes
TV Anolog TV No
Digital TV Compatible with DVB-T,ATSC,ISDB-T Box
USB Yes
SD Yes,front
AV in Yes, Compatible with Backup Camera & Parking Radar
CDC compatible Yes
PIP No
Dual zone Yes
Specifications of 09 series
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5. E-book function: read,browse pictures and
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7. Bluetooth: BT-music,phonebook,call record
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7.0 inch digital HD car dvd NAVIGATION SYSTEM(800*480)
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Handbrake control
Electronic anti-shock protection
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Navigation:
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2,Built in GPS: 17 lanugages optional: English,German,French,Spanish
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4, Navigation PCB:COM2,Baud Rate:9600bps,The map path of SD Cards :Storagecard*.exe;The map path of NandFlashs:NandFlash*.exe.
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09 Series Navigation unit
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About the Author
Panatron Corporation was founded in 2000, and has since positioned itself as a market leader in the design and development of car audio & video products. From Car Multimedia & Navigation Systems to Telematics solutions for a well-known Japanese company and aftermarket channel customers worldwide. DVDGPSNavigation.com is a fast-growing online subsidiary of Panatron Corporation that is committed to becoming a loved and trusted web marketplace by offering a superior shopping experience, rapid delivery, and stellar customer service. With our unique focus on cartronic businesses, we strive for long-term relationships that allow us to understand, anticipate and promptly respond to the challenges of our customers’ needs.
Jihad Jane And The Victims Of The Danish Cartoon
Once again, the nefarious schemes of jihadis within the Free World have been exposed. The latest revelation of Colleen LaRose, a Western-born and raised Caucasian American woman participating in jihad against the United States should finally shatter the endlessly spouted deception from Islamists and their apologists. One must wonder if the wall of political correctness protecting the public perception of Islam will crumble due to this latest blow of truth.
Any measures taken against Mohamadans and any responses to the Islamic threat automatically receive the label “racist”. Arab jihadis such as Nidal Malik Hassan is and the nineteen hijackers of the eleventh of September were also Caucasian. The majority of Americans are Caucasian just as the Arab jihadis are. Are we to believe that American Caucasians hate Arab Caucasians due to racism despite the fact both groups belong to the same race?
What is the basis for Islamists’ screeches of “racism” every time a Mohamadan is frisked at an airport boarding area or an Islamic organization is investigated by the media or law enforcement? Actually, the only basis is knowledge of the obsession of the vast majority of Americans with avoiding the mere accusation of racism against themselves. The Islamists’ ubiquitous hurling of the “r-word” against the obstacles in their path to Islamification has served as a permanent “get out of trouble free” card. Their cynical dismisal of facts which undercut the potency of their favorite tactic demonstrates one of their principles: the ends (Islamification) justifies the means (takkiya).
Jihad Jane continues a growing line of American jihadis such as John Allen Mohammed, John Walker Lindh, Adam Gadahn, and Abdulhakim Mujahid Muhammad. This blond, blue-eyed woman could have served as a model for Nazi propaganda. Instead she chose Islam, another form of totalitarianism but no less brutally hostile to representative democracy and the freedoms which it entails and which she exploits. Unfortunately, the altruism of a Pennsylvania police officer prevented this most recent traitor from committing suicide in 2005. However, residents of the Free World were spared from her murderous conspiracy due to the efforts of other law enforcement officials.
Jihad Jane expressed her desperation to do something to ease the suffering of Mohamadans. What exactly is this supposed suffering and what was her plan to help end it? Colleen LaRose and her fellow Mohamadans object to a cartoon drawn by Lars Vilks. Their solution to art which they dislike is to kill of the artist. Mohamadans are practicing the solution to opposition instituted by their namesake whenever he learned of any poetry mocking his supposed prophetic status. Whenever Islamists and their useful idiots spout Islamic propaganda about the alleged compatibility of Islam within a representative democracy, clear-thinking people must keep this plot in mind. This conspiracy to murder belies how freedoms of speech and of expression are obliterated when Islamic principles are imposed. Just as any aspersion on Adolf Hitler in Nazi-dominated territory or objections to Karl Marx in communist regimes inevitably led to death sentences, the adherents of Islam will violently extinguish any source of criticism of the creator of their ideology.
Lost among the details of this most recent manifestation of Islam in action has been the public defamation of an entire group of beings. Lars Vilks’ drawing in question portrayed the head of the inventor of Islam on the body of a dog. The canine community did nothing to deserve this slander of guilt by association. Mohamad ibn Abdullah, the fabricator of Islam, frequently revealed his cynophobia in various Islamic texts. Mohamadans express hostility toward dogs; one could logically assume that the antipathy is mutual. Considering that no dog has admitted to having sexual relations with a nine year old girl nor robbed anyone opposed to his/her absolute dictatorship nor ordered the assassination of political opponents, this writer maintains that dogs, not Mohamadans, deserve the apology from Lars Vilks for his cartoon.
COPYRIGHT BY CHARLES KASTRIOT MARCH 2010
About the Author
I am an aspiring writer and pundit concerned with the jihad against the civilized people of the world in addition to domestic U.S. politics and American football. I post at the following sites:
http://defeatislam.blogspot.com
http://dogged_sage.blogspot.com
Is there any Danish speaking here who can help with this…?
Hi
I am trying to search in google about culinary (cooking) course for chefs taught in Denmark (in any city if not in copenhagen). I couldn’t find in english. Can you make this search, and send me the links of major schools and academies of cooking, I want to know their cost and if they can teach in english.
many thanks.
I actually couldn’t find much, but Vestjyllands Hojskole (school) seems to have classes. The link I included is in english. Vestjylland is no where near Copenhagen:
http://www.vestjyllandshojskole.dk/english/welcome.php
I tried searching other schools like that near copenhagen, but none had chef-courses. Maybe try contacting the tourist site – They MIGHT know something – or know who to ask ;o) Here’s the link for that:
http://www.visitdenmark.com/usa/en-us/menu/turist/turistforside.htm
Hope it helped a bit!?!
How to Say Thank you in Many Different Languages
You can never say Thank you enough my grandmother used to teach me. So what better way than to say it in different languages? It’s by far the most important and first word you should learn in any language, especially if you’re traveling in a foreign country and you don’t speak the language! Thank you is a word that makes everyone feel good.
Arabic: Shoukran
Cambodian: Orkun
Chinese (Cantonese): Doh je
Chinese (Mandarin): Xie-xie
Czech:Dekuju
Danish:Tak
Dutch:Dank je wel
Farsi: Motshakayram
Finnish:Kiitos paljo
French: Merci beaucoups
Gaelic: Go raibh maith agat
German:Danke schön
Greek:Evkaristo
Gujarati:Abhar
Hawaiian:Mahalo
Hebrew:Toda raba
Hindi: Shoukriah
Icelandic:Takk
Italian:Grazie
Japanese:Domo arigato
Korean: Kamsu hamnida
Laotian:Kob chie
Latvian:Paldies
Lithuanian:Attyu
Malay:Terima kasih
Mongolian:Vayarla
Norwegian:Tak
Pilipino (Tagalog):Salamat
Polish:Dziekuje bardzo
Portuguese:Obrigado
Romanian:Multimesk
Russian:Spasibo
Somali:Mahadsanid
Spanish:Muchas gracias
Swahili:Asante sana
Swedish:Tack
Thai:Kabkoon krup (man), Kabkoon ka (woman)
Turkish:tesekkurler ederim
Vietnamese:Cam ôn
Welsh:Diolch yn fawr
THANK YOU for reading this article!!
About the Author
K Mac lives and drives in southern california and is obsessed with traffic and traffic shortcuts – sharing them at
http://www.MYTRAFFICSHORTCUTS.com