On 10/23/07, Penguino <[EMAIL PROTECTED]> wrote:
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>
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> On 10/23/07, Penguino <[EMAIL PROTECTED]> wrote:
> >
> >
> >
> > On 10/23/07, Yoav Nir < [EMAIL PROTECTED]> wrote:
> >
> > > Should it be {lo nu cpare}, or should we use {du'u} or {su'u}?
> > > I thought that {nu} is specific to events, whereas {su'u} is more
> > > general. Or is crawling an event/achievement?
> > >
> > > mi'e ioav
> > >
> > > On 10/23/07, Pierre Abbat < [EMAIL PROTECTED] > wrote:
> > > >
> > > > On Tuesday 23 October 2007 02:51, John Daigle wrote:
> > > > > Hello to the mailing list. mi'e djan.
> > > > >
> > > > > I have just started writing my blog in lojban. I thought it would
> > > > be a good
> > > > > idea to write about what my son does, because he does very simple
> > > > things.
> > > > > I'm thinking of creating a few kid's books in lojban. It turns out
> > > > to be
> > > > > hard to keep it simple! Even a sentence like "Connor is learning
> > > > to crawl"
> > > > > is difficult. For a kid's book, I would stick to "Connor is
> > > > crawling."
> > > > >
> > > > > Anyway, for today, this is what I wrote:
> > > > >
> > > > > la kan,r. cilre cpare le loldi .i le cpare be le loldi cu frili
> > > > .ui .i la
> > > > > kan,r. cilre sanli. .i le sanli. cu nandu .oi
> > > > >
> > > > > This is what I meant to say:
> > > > >
> > > > > Connor is learning to crawl (lit. Connor is climbing on floors in
> > > > a
> > > > > learning way). Crawling is easy! Connor is learning to stand.
> > > > Standing is
> > > > > hard!
> > > > >
> > > > > Perhaps someone could tell me what I actually said? And perhaps
> > > > how to say
> > > > > what I wanted to say? Note: I'm trying to stick to the gismu as
> > > > much as
> > > > > possible.
> > > >
> > > > Connor is learning-crawling the floor. The crawler on the floor is
> > > > easy!
> > > > Connor is learning-standing. The stander is hard.
> > > >
> > > > la kan,r. cilre fi lo nu cpare le loldi .i lo nu cpare lo loldi cu
> > > > frili .ui .i la kan,r cilre fi lo nu sanli .i lo nu sanli cu nandu
> > > > .oi
> > > >
> > > > {lo nu cpare} could go in either x2 or x3 of {cilre}:
> > > > la kan,r. cilre lo nu cpare kei lo nu klama .i
> > > > la kan,r. cilre lo du'u muvgau lo mokau sluni kei lo nu cpare
> > > >
> > > > > The gismu cpare is listed as climb/clamber/creep/crawl, but the
> > > > lojban
> > > > > translator sticks to "climb-er(s)". What is the correct usage?
> > > >
> > > > If x3 is horizontal, it's "crawl"; if x3 is vertical, it's "climb".
> > > > Glenn
> > > > Doman, when talking about children moving, distinguishes between
> > > > "creep"
> > > > and "crawl" based, IIRR, on whether the child lifts the belly off
> > > > the floor.
> > > >
> > > > I just had an idea - "chromatograph" could be {parxumlanli}. How
> > > > does that
> > > > sound?
> > > >
> > > > Pierre
> > > >
> > > >
> > > >
> > > >
> > >
> > >
> > I think {du'u} refers to a proposition; it is often used for
> > "epistemology words", like {djuno} "know" or {sruma} "assume"
> > {su'u} can be used as a generalized abstraction - you can use it if you
> > don't want to think about the finer differences between the abstractors.
> > Personally I'd use {zu'o} "activity of" in this situation, although {nu}
> > is fine too.
> >
> By the way, here's my translation:
> la kanr. cilre fi lezu'o cidydzu .i .ui lezu'o cidydzu cu frili .i la
> kanr. cilre fi lezu'o sanli .i .a'i lezu'o sanli cu nandu
>
Hmm... perhaps the second and fourth sentences can be shortened further by
use of appropriate attitudinals.
la kanr. cilre fi lezu'o cidydzu .i .uifu'i zu'o cidydzu .i la kanr. cilre
fi lezu'o sanli .i .oifu'inai zu'o sanli
