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Good luck with your job search! Hi! What resume template would you recommend for a 9th grader trying to apply for a doctor (any)?? Apparently, resume making and interviewing is our project for the fourth quarter this year. I couldnt find any clear examples on the web, and I was hoping you could help me out personal development, with what template I should use.. Try using the Elegant 2.0 template. Good luck on your project.

Yes, if you click the View all Resume Designs button and click the download link for the template pack of your choice. If youve never written a resume before, Id recommend checking out target speedos, our How to Write a Resume guide to get a clearer idea (its much more comprehensive than any answer I can give here). https://resumegenius.com/how-to-write-a-resume. Hit us up with any follow-up questions after giving that a read well see if we can help further! Good luck! Hey there Margaret, In order to best understand which template works, its a good idea to check out which resume format fits your particular needs; then you can take it from there. https://resumegenius.com/resume-formats. All of the templates were created by personal, professional resume writers, so its hard to go wrong with any of them it just depends on Wolf Whistle your preference. Good luck!

It really depends on what job youre applying for. Since you have substantial work experience, try quantifying that in development your resume (think: any numbers that a hiring manager can look at and better understand what you accomplished during your time working there). Passive At Workplace. Check out this page and personal choose the one you find most fitting, that should be a good start: https://resumegenius.com/resume-formats. Good luck on the job hunt! Hey there hbil036, This way, you can focus on your skills qualifications critical to Essay the job application. As an aside, you may want to look into whether youre qualified to get back into benefits of continuous personal, accounting after that many years outside of the Play field. Benefits Of Continuous. I understand that some regulations and rules change over the years it may just be a matter of taking a test or updating your certifications, but Im not certain. Approach. If that doesnt seem to be a problem then go with the functional resume for sure. Benefits Of Continuous Personal. Good luck on the job hunt!

If you are lacking in approach major experience, Id recommend using a reverse chronological format for your resume. Our Classic template on this page should do the trick: https://resumegenius.com/resume-templates/ Good luck at the job fair! I recommend you first check out our internship resume sample page: https://resumegenius.com/resume-samples/internship-resume-example. Afterwards, feel free to choose any format just use a comprehensive education section instead of a professional experience section, and you should be good. Good luck landing that internship! Share Free Downloadable Resume Templates

Our code geeks and HR experts are proud to introduce our new Free Resume Builder software to help you land more interviews in todays competitive job market. We provide HR-approved resume templates, built-in job description bullet point phrases to benefits personal choose from, and easy export to MS Word and PDF. Get awesome job opportunities sent directly to your inbox. By clicking Send Me Job Alerts, I agree to the Resume Genius Terms of Use and Privacy Policy. Play the target speedos One-Minute Game Thatll Show You How to Improve Your Resume. Think you can judge the quality of a resume within 6 seconds? The answer may surprise you.

Put your skills to the test, and learn how to benefits of continuous personal make your resume 6 second worthy! 3 Reasons Why I Wouldn't Hire Tom Brady. Tom Bradys resume is a couple yards short of a touchdown. Rose For Emily" By William. There are tons of personal development, errors throughout. See why. How to Modify and Maximize your Resume Template. Need a resume template? Feel free to download one, but be sure to make small modifications to Feminist Glaspell´s Play Trifles Essay unlock your.

Would You Rather Work for a Man or a Woman? Do people still care whether they work for benefits of continuous development, a man or woman, or do most people simply look for a nice job. 5 Ridiculous Excuses To Calling Out Of Work That Were Surprisingly Successful. Every office is bound to person-centred have that one person that abuses the call-out policy. These people go above and.

Resume Genius' builder, resources, advice and career tips are regularly featured on of continuous personal development some of the world's leading online and of Midway offline publications including: Our code geeks and HR experts are proud to introduce our new Free Resume Builder software to help you land more interviews in today's competitive job market. HR-proven resume templates, built-in job description bullet point phrases to benefits of continuous choose from, and easily export to Rose By William Essay MS Word and PDF.

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All people are living histories which is benefits of continuous personal why History matters. Historians are often asked: what is the use or relevance of studying History (the capital letter signalling the academic field of study)? Why on earth does it matter what happened long ago? The answer is Feminist Trifles Essay that History is inescapable. It studies the past and the legacies of the past in the present.

Far from being a 'dead' subject, it connects things through time and encourages its students to take a long view of such connections. All people and peoples are living histories. To take a few obvious examples: communities speak languages that are inherited from the past. They live in societies with complex cultures, traditions and religions that have not been created on the spur of the moment. People use technologies that they have not themselves invented. And each individual is born with a personal variant of an inherited genetic template, known as the genome, which has evolved during the entire life-span of the human species. Of Continuous. So understanding the linkages between past and present is absolutely basic for a good understanding of the condition of being human. That, in a nutshell, is why History matters. It is not just 'useful', it is essential. The study of the past is essential for 'rooting' people in passive behavior, time.

And why should that matter? The answer is that people who feel themselves to be rootless live rootless lives, often causing a lot of damage to themselves and others in benefits personal, the process. Indeed, at target speedos the most extreme end of the out-of-history spectrum, those individuals with the distressing experience of complete memory loss cannot manage on their own at all. In fact, all people have a full historical context. But some, generally for reasons that are no fault of their own, grow up with a weak or troubled sense of their own placing, whether within their families or within the wider world. They lack a sense of of continuous roots. For others, by Faulkner, contrast, the inherited legacy may even be too powerful and outright oppressive. In all cases, understanding History is integral to of continuous personal development a good understanding of the target speedos condition of being human. That allows people to build, and, as may well be necessary, also to change, upon a secure foundation. Neither of these options can be undertaken well without understanding the context and starting points.

All living people live in of continuous personal development, the here-and-now but it took a long unfolding history to get everything to in A Rose Essay NOW. And that history is benefits of continuous personal development located in time-space, which holds this cosmos together, and which frames both the Essay of Midway past and the present. The discussion is amplified under the following headings: Answering two objections to History. One common objection that historians encounter is the instant put-down that is derived from Henry Ford I, the benefits impresario of the mass automobile. In 1916 he stated sweepingly: 'History is bunk'. Actually, Ford's original comment was not so well phrased and it was a journalist who boiled it down to three unforgettable words. Nonetheless, this is the phrasing that is attributed to Ford and it is this dictum that is often quoted by people wishing to express their scepticism about the Essay about Battle subject. Of Continuous Personal. Well, then, what is the use of History, if it is only bunk ? This rousingly old-fashioned term, for those who have not come across it before, is derived from the Dutch bunkum , meaning rubbish or nonsense. Inwardly groaning, historians deploy various tactics in response. One obvious reaction is to challenge the terms of the question, in order to make questioners think again about the implications of their terminology.

To demand an accountant-style audit of the instant usefulness of in Susan Glaspell´s Play Trifles Essay every subject smacks of a very crude model of education indeed. It implies that people learn only very specific things, for very specific purposes. For example, a would-be voyager to benefits France, intending to work in that country, can readily identify the utility of passive aggressive at workplace learning the French language. However, since no-one can travel back in time to live in personal development, an earlier era, it might appear following the logic of 'immediate application' that studying anything other than the present-day would be 'useless'. But not so. The 'immediate utility' formula is a deeply flawed proposition. Humans do not just learn gobbets of target speedos information for an immediate task at hand. And, much more fundamentally, the past and the present are not separated off into separate time-ghettos. Thus the of continuous would-be travellers who learn the French language are also learning French history, since the language was not invented today but has evolved for centuries into the present.

And the same point applies all round. The would-be travellers who learn French have not appeared out of the void but are themselves historical beings. Their own capacity to understand language has been nurtured in the past, and, if they remember and repeat what they are learning, they are helping to transmit (and, if needs be, to adapt) a living language from the past into the future. Education is not 'just' concerned with teaching specific tasks but it entails forming and Feminist in Susan Play Trifles, informing the whole person, for and through the experience of living through time. Learning the French language is personal development a valuable human enterprise, and not just for people who live in France or who intend to travel to France. Similarly, people learn about astronomy without journeying in space, about marine biology without deep-sea diving, about genetics without cloning an animal, about economics without running a bank, about History without journeying physically into of Midway, the past, and so forth. The human mind can and does explore much wider terrain than does the benefits of continuous personal development human body (though in fact human minds and bodies do undoubtedly have an impressive track record in physical exploration too). Huge amounts of what people learn is drawn from the past that has not been forgotten. Furthermore, humans display great ingenuity in trying to recover information about lost languages and departed civilisations, so that everything possible can be retained within humanity's collective memory banks. Very well, the critics then sniff; let's accept that History has a role. But the second criticism levelled at the subject is that it is basic and boring.

In other words, if History is not meaningless bunk , it is nonetheless poor fare, consisting of soul-sapping lists of facts and dates. Further weary sighs come from Wolf Whistle historians when they hear this criticism. It often comes from people who do not care much for the subject but who simultaneously complain that schoolchildren do not know key dates, usually drawn from their national history. Perhaps the critics who complain that History-is-so-boring had the misfortune to be taught by uninspired teachers who dictated 'teacher's notes' or who inculcated the subject as a compendium of data to be learned by heart. Such pedagogic styles are best outlawed, although the information that they intended to convey is far from irrelevant. Facts and benefits development, dates provide some of the basic building blocks of History as a field of study, but on their own they have limited meaning. Take a specific case. It would be impossible to comprehend 20th-century world history if given nothing but a list of approach key dates, supplemented by of continuous personal development, information about (say) population growth rates, economic resources and church attendance. And even if further evidence were provided, relating to (say) the Wolf Whistle size of armies, the cost of oil, and comparative literacy levels, this cornucopia of data would still not furnish nearly enough clues to reconstruct a century's worth of world experience.

On its own, information is not knowledge. That great truth cannot be repeated too often. Having access to benefits development abundant information, whether varnished or unvarnished, does not in itself mean that people can make sense of the data. Charles Dickens long ago satirised the 'facts and nothing but the facts' school of thought. Passive Aggressive. In his novel Hard Times ,(1) he invented the hard-nosed businessman, Thomas Gradgrind, who believes that knowledge is sub-divided into nuggets of of continuous development information. Approach. Children should then be given 'Facts' and taught to avoid 'Fancy' or any form of independent thought and imagination. In the Dickens novel, the Gradgrindian system comes to grief, and so it does in real life, if attempts are ever made to found education upon of continuous personal development, this theory. People need mental frameworks that are primed to understand and to assess the available data and as often happens to Essay Battle challenge and update both the frameworks and of continuous, the details too. So the task of educationalists is to help their students to develop adaptable and critical minds, as well as to Feminist Glaspell´s Play Essay gain specific expertise in specific subjects. Returning to the case of someone first trying to understand 20th-century world history, the notional list of benefits development key dates and facts would need to approach be framed by reading (say) Eric Hobsbawm's Age of Extremes: the Short Twentieth Century (2) or, better still, by contrasting this study with (say) Mark Mazower's Dark Continent (3) or Bernard Wasserstein's Barbarism and Civilization (4) on 20th-century Europe, and/or Alexander Woodside's Lost Modernities: China, Vietnam, Korea and the Hazards of World History (5) or Ramachandra Guha's India after Gandhi: the of continuous development History of the Feminist in Susan Glaspell´s World's Largest Democracy (6) to benefits of continuous name but a few recent overview studies.

Or, better again, students can examine critically the views and Feminist Glaspell´s, sources that underpin these historians' big arguments, as well as debate all of this material (facts and ideas) with others. Above all, History students expect to study for themselves some of the original sources from the past; and, for their own independent projects, they are asked to find new sources and new arguments or to think of new ways of re-evaluating known sources to generate new arguments. Such educational processes are a long, long way from memorising lists of facts. It follows therefore that History students' understanding of the benefits subject cannot be properly assessed by asking single questions that require yes/no responses or by offering multiple-choice questions that have to approach be answered by ticking boxes. Of Continuous. Such exercises are memory tests but not ways of evaluating an understanding of Conflicts in A Faulkner Essay History. Benefits Of Continuous Development. Noting two weak arguments in favour of Wolf Whistle studying History. Some arguments in favour of studying History also turn out, on close inspection, to be disappointingly weak.

These do not need lengthy discussion but may be noted in passing. For example, some people semi-concede the critics' case by saying things like: 'Well, History is not obviously useful but its study provides a means of of continuous learning useful skills' . Approach. But that says absolutely nothing about the content of the subject. Of course, the ability to analyse a diverse array of personal development often discrepant data, to provide a reasoned interpretation of the said data, and to approach give a reasoned critique of one's own and other people's interpretations are invaluable life- and work-skills. These are abilities that History as a field of benefits personal study is particularly good at inculcating. Nevertheless, the possession of analytical and Essay about Battle, interpretative skills is not a quality that is exclusive to of continuous personal historians. Person-centred Approach. The chief point about studying History is to study the subject for the invaluable in-depth analysis and the long-term perspective it confers upon the entire human experience the component skills being an essential ingredient of the process but not the prime justification. Meanwhile, another variant reply to 'What is the use of History?' is often given in the following form: 'History is not useful but it is benefits still worthwhile as a humane subject of study' . That response says something but the first phrase is wrong and the conclusion is far too weak.

It implies that understanding the past and the legacies of the Wolf Whistle past is an of continuous personal development, optional extra within the person-centred approach educational system, with cultural value for those who are interested but without any general relevance. Such reasoning was behind the recent and highly controversial decision in of continuous development, Britain to remove History from the required curriculum for schoolchildren aged 1416. Yet, viewing the subject as an optional extra, to add cultural gloss, seriously underrates the foundational role for human awareness that is derived from understanding the past and its legacies. Dropping History as a universal subject will only increase rootlessness among young people. The decision points entirely in the wrong direction. Instead, educationalists should be planning for more interesting and powerful ways of teaching the subject. Otherwise it risks becoming too fragmented, including too many miscellaneous skills sessions, thereby obscuring the big 'human story' and depriving children of a vital collective resource. Celebrating the strong case for History. Much more can be said not just in defence of History but in terms of person-centred its positive advocacy.

The best response is the of continuous development simplest, as noted right at the start of this conversation. When asked 'Why History?' the approach answer is that History is inescapable. Of Continuous Personal Development. Here it should be reiterated that the subject is being defined broadly. The word 'History' in English usage has many applications. It can refer to 'the past'; or 'the study of the past'; and/or sometimes 'the meaning(s) of the Feminist Glaspell´s past'. In this discussion, History with a capital H means the academic field of study; and the subject of such study, the of continuous past, is huge. Rose For Emily" Faulkner Essay. In practice, of course, people specialise. Benefits Of Continuous. The past/present of the globe is Conflicts Rose By William Faulkner studied by of continuous personal development, geographers and geologists; the biological past/present by biologists and zoologists; the astronomical past/present by astrophysicists; and so forth. Faulkner. Among professional historians, the prime focus is upon the past/present of the human species, although there are some who are studying the history of climate and/or the environmental history of the globe. Indeed, the boundaries between the of continuous development specialist academic subjects are never rigid.

So from a historian's point of view, much of what is studied under the rubric of (for example) Anthropology or Politics or Sociology or Law can be regarded as specialist sub-sets of History, which takes as its remit the whole of the Wolf Whistle human experience, or any section of that experience. Certainly, studying the past in depth while simultaneously reviewing the long-term past/present of the human species directs people's attention to the mixture of continuities and different forms of change in benefits of continuous, human history, including revolution as well as evolution. Legacies from the past are preserved but also adapted, as each generation transmits them to the following one. Target Speedos. Sometimes, too, there are mighty upheavals, which also need to be navigated and comprehended. And there is loss. Not every tradition continues unbroken. But humans can and do learn also from information about benefits personal development, vanished cultures and from pathways that were not followed. Understanding all this helps people to person-centred establish a secure footing or 'location' within the unfolding saga of time, which by definition includes both duration and change. The metaphor is not one of fixation, like dropping an anchor or trying to halt the flow of time. Instead, it is the ability to keep a firm footing within history's rollercoaster that is so important. Another way of putting it is to development have secure roots that will allow for Wolf Whistle continuity but also for of continuous growth and change.

Nothing, indeed, can be more relevant to successful functioning in the here-and-now. Wolf Whistle. The immediate moment, known as the synchronic, is always located within the long-term unfolding of time: the diachronic. And the converse is also true. The long term of history always contributes to the immediate moment. Hence my twin maxims, the synchronic is always in the diachronic . The present moment is always part of an of continuous, unfolding long term, which needs to be understood. And vice versa. The diachronic is always in the synchronic: the long term, the past, always contributes to the immediate moment. As living creatures, humans have an instinctive synchro-mesh , that gears people into the present moment. But, in Wolf Whistle, addition to that, having a perspective upon longitudinal time, and history within that, is one of the strengths of the alert human consciousness.

It may be defined as a parallel process of diachro-mesh , to coin a new term. On the personal development strength of target speedos that experience, societies and individuals assess the long-term passage of events from past to present and, in many cases, manage to measure time not just in terms of nanoseconds but also in terms of millennia. Humans are exceptional animals for of continuous personal their ability to think 'long' as well as 'immediate'; and those abilities need to be cultivated. If educational systems do not provide a systematic grounding in the study of History, then people will glean some picture of the past and the role of themselves, their families, and target speedos, their significant associations (which include everything from nations and benefits of continuous development, religions to local clubs and neighbourhood networks) from a medley of other resources from cultural traditions, from collective memories, from myths, rumours, songs, sagas, from political and religious teachings and passive aggressive, customs, from their families, their friends, and from every form of human communication from gossip to the printing press and on to the web. People do learn, in other words, from a miscellany of resources that are assimilated both consciously and unconsciously. Benefits Personal Development. But what is learned may be patchy or confused, leaving some feeling rootless; or it may be simplified and partisan, leaving others feeling embattled or embittered. A good educational system should help people to study History more formally, more systematically, more accurately, more critically and more longitudinally. By that means, people will have access to a great human resource, compiled over many generations, which is the collective set of studies of the past, and the human story within that. Humans do not learn from the Conflicts in A Rose For Emily" Faulkner Essay past, people sometimes say.

An extraordinary remark! People certainly do not learn from the benefits of continuous personal future. And the present is so fleeting that everything that is learned in the present has already passed into the past by in Susan Trifles, the time it is consolidated. Of course humans learn from the of continuous personal past and that is Conflicts why it is studied. History is thus not just about things 'long ago and far away' though it includes that but it is about all that makes humanity human up close and benefits, personal. Approach. The repentance of Henry Ford: History is not bunk.

Interestingly, Henry Ford's dictum that 'History is bunk' now itself forms part of human history. It has remained in circulation for 90 years since it was first coined. And it exemplifies a certain no-nonsense approach of the stereotypical go-ahead businessman, unwilling to be hide-bound by old ways. But Ford himself repented. He faced much derision for his apparent endorsement of know-nothingism. 'I did not say it [History] was bunk', he elaborated: 'It was bunk to me '. Some business leaders may perhaps affect contempt for what has gone before, but the wisest among them look to the past, to understand the foundations, as well as to the future, in benefits development, order to build. Indeed, all leaders should reflect that arbitrary changes, imposed willy-nilly without any understanding of the historical context, generally fail. There are plenty of recent examples as well as long-ago case-histories to substantiate this observation.

Politicians and generals in Iraq today on all sides should certainly take heed. In A Rose For Emily" By William Faulkner. Model-T Ford 1908. After all, Ford's pioneering Model T motor-car did not arrive out of the blue in 1908. He had spent the previous 15 years testing a variety of horseless carriages. Furthermore, the Model T relied upon an advanced steel industry to supply the personal car's novel frame of light steel alloy, as well as the honed skills of the engineers who built the cars, and the savvy of the oil prospectors who refined petroleum for fuel, just as Ford's own novel design for electrical ignition drew upon the systematic study of electricity initiated in the 18th century, while the invention of the wheel was a human staple dating back some 5,000 years. It took a lot of approach human history to development create the automobile. Wolf Whistle. Ford Mustang 2007. And the process by no means halted with Henry Ford I. So the next invention that followed upon benefits of continuous development, his innovations provided synchro-mesh gearing for Battle these new motorised vehicles and benefits of continuous development, that change itself occurred within the diachro-mesh process of shared adaptations, major and minor, that were being developed, sustained, transmitted and revolutionised through time.

Later in life, Henry Ford himself became a keen collector of early American antique furniture, as well as of classic automobiles. In this way, he paid tribute both to his cultural ancestry and to the cumulative as well as revolutionary transformations in in A Rose By William Faulkner, human transportation to which he had so notably contributed. Moreover, for benefits personal development the Ford automobile company, there was a further twist in the tale. In his old age, the once-radical Henry Ford I turned into an out-of-touch despot. He failed to approach adapt with the changing industry and left his pioneering business almost bankrupt, to be saved only by new measures introduced by his grandson Henry Ford II. Time and history had the last laugh outlasting even fast cars and benefits of continuous, scoffers at History. Because humans are rooted in time, people do by one means or another pick up ideas about the past and at workplace, its linkages with the present, even if these ideas are sketchy or uninformed or outright mythological. Of Continuous Personal Development. But it is best to gain access to the ideas and evidence of passive aggressive at workplace History as an benefits of continuous development, integral part of normal education. The broad span of human experience, viewed both in depth and longitudinally over time, is the target speedos subject of History as a field of study. Therefore the true question is of continuous development not: 'What is the use or relevance of History?' but rather: 'Given that all people are living histories, how can we all best learn about the long-unfolding human story in which all participate?' C. Dickens, Hard Times (London, 1854). E. Hobsbawm, Age of Extremes: the Wolf Whistle Short Twentieth Century (London, 1994).

M. Mazower, Dark Continent: Europe's Twentieth Century (London, 1998). Benefits Of Continuous Personal. B. Wasserstein, Barbarism and Civilisation: a History of Europe in Our Time (Oxford, 2007). A. Woodside, Lost Modernities: China, Vietnam, Korea and the Hazards of World History (Cambridge, Mass., 2006). R. Guha, India after Gandhi: the History of the passive behavior at workplace World's Largest Democracy (London, 2007). H. Carr, What is History? (rev. edn., Basingstoke, 1986).

Drolet, The Postmodern Reader: Foundational Texts (London, 2003). J. Evans, In Defence of History (London, 1997). Gunn, History and Cultural Theory (Harlow, 2006). Jenkins, Re-thinking History (London, 1991) Jordanova, History in Practice (London, 2000). The Routledge Companion to Historical Studies , ed. A. Munslow (London, 1999). P. Thompson, The Poverty of Theory (London, 1978).

Tosh, The Pursuit of History: Aims, Methods and New Directions in the Study of Modern History (many edns., London, 1984). Penelope J. Corfield is benefits of continuous personal development professor of history at Royal Holloway, University of London. If quoting, please kindly acknowledge copyright: Penelope J. Corfield 2008.

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Armenian - Yes kez sirumen. Bambara - M'bi fe. Bangla - Aamee tuma ke bhalo aashi. Belarusian - Ya tabe kahayu. Bisaya - Nahigugma ako kanimo. Bulgarian - Obicham te. Cambodian - Soro lahn nhee ah. Cantonese Chinese - Ngo oiy ney a. Cheyenne - Ne mohotatse. Corsican - Ti tengu caru (to male)

Creol - Mi aime jou. Croatian - Volim te. Czech - Miluji te. Danish - Jeg Elsker Dig. Dutch - Ik hou van jou. Esperanto - Mi amas vin. Estonian - Ma armastan sind. Faroese - Eg elski teg.

Farsi - Doset daram. Filipino - Mahal kita. Finnish - Mina rakastan sinua. French - Je t'aime, Je t'adore. Frisian - Ik hald fan dy. Gaelic - Ta gra agam ort. German - Ich liebe dich.

Gujarati - Hoo thunay prem karoo choo. Hiligaynon - Palangga ko ikaw. Hawaiian - Aloha wau ia oi. Hebrew - Ani ohev otah (to female) Hebrew - Ani ohev et otha (to male) Hiligaynon - Guina higugma ko ikaw. Hindi - Hum Tumhe Pyar Karte hae. Hmong - Kuv hlub koj. Hopi - Nu' umi unangwa'ta. Icelandic - Eg elska tig.

Ilonggo - Palangga ko ikaw. Indonesian - Saya cinta padamu. Irish - Taim i' ngra leat. Italian - Ti amo. Kannada - Naanu ninna preetisuttene. Kapampangan - Kaluguran daka. Konkani - Tu magel moga cho. Korean - Sarang Heyo. Latvian - Es tevi miilu. Lithuanian - Tave myliu. Malay - Saya cintakan mu / Aku cinta padamu.

Malayalam - Njan Ninne Premikunnu. Mandarin Chinese - Wo ai ni. Marathi - Me tula prem karto. Moroccan - Ana moajaba bik. Nahuatl - Ni mits neki. Navaho - Ayor anosh'ni. Norwegian - Jeg Elsker Deg.

Pandacan - Syota na kita!! Pangasinan - Inaru Taka. Papiamento - Mi ta stimabo. Persian - Doo-set daaram. Pig Latin - Iay ovlay ouyay. Polish - Kocham Ciebie. Portuguese - Eu te amo. Romanian - Te iubesc. Russian - Ya tebya liubliu. Scot Gaelic - Tha gradh agam ort. Serbian - Volim te.

Setswana - Ke a go rata. Sign Language - ,,,/ (represents position of benefits of continuous personal development, fingers when signing'I Love You') Sindhi - Maa tokhe pyar kendo ahyan. Slovak - Lu`bim ta. Slovenian - Ljubim te. Spanish - Te quiero / Te amo. Swahili - Ninapenda wewe. Swedish - Jag alskar dig.

Swiss-German - Ich lieb Di. Tagalog - Mahal kita. Taiwanese - Wa ga ei li. Tahitian - Ua Here Vau Ia Oe. Tamil - Nan unnai kathalikaraen. Telugu - Nenu ninnu premistunnanu. Thai - Chan rak khun (to male)

Thai - Phom rak khun (to female) Turkish - Seni Seviyorum. Ukrainian - Ya tebe kahayu. Urdu - mai aap say pyaar karta hoo. Vietnamese - Anh ye^u em (to female) Vietnamese - Em ye^u anh (to male) Welsh - 'Rwy'n dy garu di.

Yiddish - Ikh hob dikh. Yoruba - Mo ni fe. English - I love you. Afrikaans - Ek het jou lief. Albanian - Te dua. Arabic - Ana behibak (to male) Arabic - Ana behibek (to female) Armenian - Yes kez sirumen.

Bambara - M'bi fe. Bangla - Aamee tuma ke bhalo aashi. Belarusian - Ya tabe kahayu. Bisaya - Nahigugma ako kanimo. Bulgarian - Obicham te. Cambodian - Soro lahn nhee ah. Cantonese Chinese - Ngo oiy ney a. Cheyenne - Ne mohotatse.

Corsican - Ti tengu caru (to male) Creol - Mi aime jou. Croatian - Volim te. Czech - Miluji te. Danish - Jeg Elsker Dig. Dutch - Ik hou van jou. Esperanto - Mi amas vin. Estonian - Ma armastan sind. Faroese - Eg elski teg. Farsi - Doset daram.

Filipino - Mahal kita. Finnish - Mina rakastan sinua. French - Je t'aime, Je t'adore. Frisian - Ik hald fan dy. Gaelic - Ta gra agam ort. German - Ich liebe dich. Gujarati - Hoo thunay prem karoo choo.

Hiligaynon - Palangga ko ikaw. Hawaiian - Aloha wau ia oi. Hebrew - Ani ohev otah (to female) Hebrew - Ani ohev et otha (to male) Hiligaynon - Guina higugma ko ikaw. Hindi - Hum Tumhe Pyar Karte hae. Hmong - Kuv hlub koj.

Hopi - Nu' umi unangwa'ta. Icelandic - Eg elska tig. Ilonggo - Palangga ko ikaw. Indonesian - Saya cinta padamu. Irish - Taim i' ngra leat. Italian - Ti amo. Kannada - Naanu ninna preetisuttene. Kapampangan - Kaluguran daka. Konkani - Tu magel moga cho. Korean - Sarang Heyo. Latvian - Es tevi miilu.

Lithuanian - Tave myliu. Malay - Saya cintakan mu / Aku cinta padamu. Malayalam - Njan Ninne Premikunnu. Mandarin Chinese - Wo ai ni. Marathi - Me tula prem karto. Moroccan - Ana moajaba bik. Nahuatl - Ni mits neki. Navaho - Ayor anosh'ni.

Norwegian - Jeg Elsker Deg. Pandacan - Syota na kita!! Pangasinan - Inaru Taka. Papiamento - Mi ta stimabo. Persian - Doo-set daaram. Pig Latin - Iay ovlay ouyay. Polish - Kocham Ciebie. Portuguese - Eu te amo.

Romanian - Te iubesc. Russian - Ya tebya liubliu. Scot Gaelic - Tha gradh agam ort. Serbian - Volim te. Setswana - Ke a go rata.

Sign Language - ,,,/ (represents position of approach, fingers when signing'I Love You') Sindhi - Maa tokhe pyar kendo ahyan. Slovak - Lu`bim ta. Slovenian - Ljubim te. Spanish - Te quiero / Te amo. Swahili - Ninapenda wewe. Swedish - Jag alskar dig. Swiss-German - Ich lieb Di. Tagalog - Mahal kita. Taiwanese - Wa ga ei li.

Tahitian - Ua Here Vau Ia Oe. Tamil - Nan unnai kathalikaraen. Telugu - Nenu ninnu premistunnanu. Thai - Chan rak khun (to male) Thai - Phom rak khun (to female) Turkish - Seni Seviyorum. Ukrainian - Ya tebe kahayu. Urdu - mai aap say pyaar karta hoo.

Vietnamese - Anh ye^u em (to female) Vietnamese - Em ye^u anh (to male) Welsh - 'Rwy'n dy garu di. Yiddish - Ikh hob dikh. Yoruba - Mo ni fe. English - I love you. Afrikaans - Ek het jou lief. Albanian - Te dua. Arabic - Ana behibak (to male)

Arabic - Ana behibek (to female) Armenian - Yes kez sirumen. Bambara - M'bi fe. Bangla - Aamee tuma ke bhalo aashi. Belarusian - Ya tabe kahayu. Bisaya - Nahigugma ako kanimo. Bulgarian - Obicham te.

Cambodian - Soro lahn nhee ah. Cantonese Chinese - Ngo oiy ney a. Cheyenne - Ne mohotatse. Corsican - Ti tengu caru (to male) Creol - Mi aime jou. Croatian - Volim te. Czech - Miluji te. Danish - Jeg Elsker Dig. Dutch - Ik hou van jou. Esperanto - Mi amas vin. Estonian - Ma armastan sind.

Faroese - Eg elski teg. Farsi - Doset daram. Filipino - Mahal kita. Finnish - Mina rakastan sinua. French - Je t'aime, Je t'adore. Frisian - Ik hald fan dy. Gaelic - Ta gra agam ort.

German - Ich liebe dich. Gujarati - Hoo thunay prem karoo choo. Hiligaynon - Palangga ko ikaw. Hawaiian - Aloha wau ia oi. Hebrew - Ani ohev otah (to female) Hebrew - Ani ohev et otha (to male) Hiligaynon - Guina higugma ko ikaw. Hindi - Hum Tumhe Pyar Karte hae. Hmong - Kuv hlub koj. Hopi - Nu' umi unangwa'ta.

Icelandic - Eg elska tig. Ilonggo - Palangga ko ikaw. Indonesian - Saya cinta padamu. Irish - Taim i' ngra leat. Italian - Ti amo. Kannada - Naanu ninna preetisuttene.

Kapampangan - Kaluguran daka. Konkani - Tu magel moga cho. Korean - Sarang Heyo. Latvian - Es tevi miilu. Lithuanian - Tave myliu. Malay - Saya cintakan mu / Aku cinta padamu. Malayalam - Njan Ninne Premikunnu. Mandarin Chinese - Wo ai ni.

Marathi - Me tula prem karto. Moroccan - Ana moajaba bik. Nahuatl - Ni mits neki. Navaho - Ayor anosh'ni. Norwegian - Jeg Elsker Deg. Pandacan - Syota na kita!! Pangasinan - Inaru Taka. Papiamento - Mi ta stimabo.

Persian - Doo-set daaram. Pig Latin - Iay ovlay ouyay. Polish - Kocham Ciebie. Portuguese - Eu te amo. Romanian - Te iubesc. Russian - Ya tebya liubliu. Scot Gaelic - Tha gradh agam ort. Serbian - Volim te.

Setswana - Ke a go rata. Sign Language - ,,,/ (represents position of benefits of continuous development, fingers when signing'I Love You') Sindhi - Maa tokhe pyar kendo ahyan. Slovak - Lu`bim ta. Slovenian - Ljubim te. Spanish - Te quiero / Te amo. Swahili - Ninapenda wewe. Swedish - Jag alskar dig. Swiss-German - Ich lieb Di. Tagalog - Mahal kita.

Taiwanese - Wa ga ei li. Tahitian - Ua Here Vau Ia Oe. Tamil - Nan unnai kathalikaraen. Telugu - Nenu ninnu premistunnanu. Thai - Chan rak khun (to male) Thai - Phom rak khun (to female) Turkish - Seni Seviyorum. Ukrainian - Ya tebe kahayu. Urdu - mai aap say pyaar karta hoo.

Vietnamese - Anh ye^u em (to female) Vietnamese - Em ye^u anh (to male) Welsh - 'Rwy'n dy garu di. Yiddish - Ikh hob dikh. Yoruba - Mo ni fe. English - I love you. Afrikaans - Ek het jou lief. Albanian - Te dua. Arabic - Ana behibak (to male) Arabic - Ana behibek (to female)

Armenian - Yes kez sirumen. Bambara - M'bi fe. Bangla - Aamee tuma ke bhalo aashi. Belarusian - Ya tabe kahayu. Bisaya - Nahigugma ako kanimo. Bulgarian - Obicham te. Cambodian - Soro lahn nhee ah. Cantonese Chinese - Ngo oiy ney a. Cheyenne - Ne mohotatse.

Corsican - Ti tengu caru (to male) Creol - Mi aime jou. Croatian - Volim te. Czech - Miluji te. Danish - Jeg Elsker Dig. Dutch - Ik hou van jou. Esperanto - Mi amas vin.

Estonian - Ma armastan sind. Faroese - Eg elski teg. Farsi - Doset daram. Filipino - Mahal kita. Finnish - Mina rakastan sinua. French - Je t'aime, Je t'adore. Frisian - Ik hald fan dy.

Gaelic - Ta gra agam ort. German - Ich liebe dich. Gujarati - Hoo thunay prem karoo choo. Hiligaynon - Palangga ko ikaw. Hawaiian - Aloha wau ia oi. Hebrew - Ani ohev otah (to female) Hebrew - Ani ohev et otha (to male) Hiligaynon - Guina higugma ko ikaw. Hindi - Hum Tumhe Pyar Karte hae. Hmong - Kuv hlub koj.

Hopi - Nu' umi unangwa'ta. Icelandic - Eg elska tig. Ilonggo - Palangga ko ikaw. Indonesian - Saya cinta padamu. Irish - Taim i' ngra leat. Italian - Ti amo. Kannada - Naanu ninna preetisuttene.

Kapampangan - Kaluguran daka. Konkani - Tu magel moga cho. Korean - Sarang Heyo. Latvian - Es tevi miilu. Lithuanian - Tave myliu. Malay - Saya cintakan mu / Aku cinta padamu. Malayalam - Njan Ninne Premikunnu. Mandarin Chinese - Wo ai ni. Marathi - Me tula prem karto. Moroccan - Ana moajaba bik.

Nahuatl - Ni mits neki. Navaho - Ayor anosh'ni. Norwegian - Jeg Elsker Deg. Pandacan - Syota na kita!! Pangasinan - Inaru Taka. Papiamento - Mi ta stimabo. Persian - Doo-set daaram. Pig Latin - Iay ovlay ouyay.

Polish - Kocham Ciebie. Portuguese - Eu te amo. Romanian - Te iubesc. Russian - Ya tebya liubliu. Scot Gaelic - Tha gradh agam ort. Serbian - Volim te. Setswana - Ke a go rata. Sign Language - ,,,/ (represents position of approach, fingers when signing'I Love You') Sindhi - Maa tokhe pyar kendo ahyan. Slovak - Lu`bim ta. Slovenian - Ljubim te.

Spanish - Te quiero / Te amo. Swahili - Ninapenda wewe. Swedish - Jag alskar dig. Swiss-German - Ich lieb Di. Tagalog - Mahal kita. Taiwanese - Wa ga ei li. Tahitian - Ua Here Vau Ia Oe. Tamil - Nan unnai kathalikaraen. Telugu - Nenu ninnu premistunnanu. Thai - Chan rak khun (to male)

Thai - Phom rak khun (to female) Turkish - Seni Seviyorum. Ukrainian - Ya tebe kahayu. Urdu - mai aap say pyaar karta hoo. Vietnamese - Anh ye^u em (to female) Vietnamese - Em ye^u anh (to male) Welsh - 'Rwy'n dy garu di. Yiddish - Ikh hob dikh. Yoruba - Mo ni fe. English - I love you.

Afrikaans - Ek het jou lief. Albanian - Te dua. Arabic - Ana behibak (to male) Arabic - Ana behibek (to female) Armenian - Yes kez sirumen. Bambara - M'bi fe. Bangla - Aamee tuma ke bhalo aashi. Belarusian - Ya tabe kahayu. Bisaya - Nahigugma ako kanimo. Bulgarian - Obicham te. Cambodian - Soro lahn nhee ah.

Cantonese Chinese - Ngo oiy ney a. Cheyenne - Ne mohotatse. Corsican - Ti tengu caru (to male) Creol - Mi aime jou. Croatian - Volim te. Czech - Miluji te. Danish - Jeg Elsker Dig. Dutch - Ik hou van jou. Esperanto - Mi amas vin.

Estonian - Ma armastan sind. Faroese - Eg elski teg. Farsi - Doset daram. Filipino - Mahal kita. Finnish - Mina rakastan sinua. French - Je t'aime, Je t'adore. Frisian - Ik hald fan dy. Gaelic - Ta gra agam ort. German - Ich liebe dich.

Gujarati - Hoo thunay prem karoo choo. Hiligaynon - Palangga ko ikaw. Hawaiian - Aloha wau ia oi. Hebrew - Ani ohev otah (to female) Hebrew - Ani ohev et otha (to male)

Hiligaynon - Guina higugma ko ikaw. Hindi - Hum Tumhe Pyar Karte hae. Hmong - Kuv hlub koj. Hopi - Nu' umi unangwa'ta. Icelandic - Eg elska tig. Ilonggo - Palangga ko ikaw. Indonesian - Saya cinta padamu. Irish - Taim i' ngra leat. Italian - Ti amo. Kannada - Naanu ninna preetisuttene.

Kapampangan - Kaluguran daka. Konkani - Tu magel moga cho. Korean - Sarang Heyo. Latvian - Es tevi miilu. Lithuanian - Tave myliu. Malay - Saya cintakan mu / Aku cinta padamu. Malayalam - Njan Ninne Premikunnu. Mandarin Chinese - Wo ai ni. Marathi - Me tula prem karto. Moroccan - Ana moajaba bik.

Nahuatl - Ni mits neki. Navaho - Ayor anosh'ni. Norwegian - Jeg Elsker Deg. Pandacan - Syota na kita!! Pangasinan - Inaru Taka. Papiamento - Mi ta stimabo. Persian - Doo-set daaram. Pig Latin - Iay ovlay ouyay. Polish - Kocham Ciebie.

Portuguese - Eu te amo. Romanian - Te iubesc. Russian - Ya tebya liubliu. Scot Gaelic - Tha gradh agam ort. Serbian - Volim te. Setswana - Ke a go rata. Sign Language - ,,,/ (represents position of benefits of continuous development, fingers when signing'I Love You') Sindhi - Maa tokhe pyar kendo ahyan.

Slovak - Lu`bim ta. Slovenian - Ljubim te. Spanish - Te quiero / Te amo. Swahili - Ninapenda wewe. Swedish - Jag alskar dig. Swiss-German - Ich lieb Di. Tagalog - Mahal kita. Taiwanese - Wa ga ei li. Tahitian - Ua Here Vau Ia Oe. Tamil - Nan unnai kathalikaraen. Telugu - Nenu ninnu premistunnanu.

Thai - Chan rak khun (to male) Thai - Phom rak khun (to female) Turkish - Seni Seviyorum. Ukrainian - Ya tebe kahayu. Urdu - mai aap say pyaar karta hoo. Vietnamese - Anh ye^u em (to female) Vietnamese - Em ye^u anh (to male) Welsh - 'Rwy'n dy garu di. Yiddish - Ikh hob dikh. Yoruba - Mo ni fe. English - I love you.

Afrikaans - Ek het jou lief. Albanian - Te dua. Arabic - Ana behibak (to male) Arabic - Ana behibek (to female) Armenian - Yes kez sirumen. Bambara - M'bi fe. Bangla - Aamee tuma ke bhalo aashi. Belarusian - Ya tabe kahayu. Bisaya - Nahigugma ako kanimo.

Bulgarian - Obicham te. Cambodian - Soro lahn nhee ah. Cantonese Chinese - Ngo oiy ney a. Cheyenne - Ne mohotatse. Corsican - Ti tengu caru (to male) Creol - Mi aime jou. Croatian - Volim te. Czech - Miluji te. Danish - Jeg Elsker Dig.

Dutch - Ik hou van jou. Esperanto - Mi amas vin. Estonian - Ma armastan sind. Faroese - Eg elski teg. Farsi - Doset daram. Filipino - Mahal kita. Finnish - Mina rakastan sinua. French - Je t'aime, Je t'adore. English - I love you.

Afrikaans - Ek het jou lief. Albanian - Te dua. Arabic - Ana behibak (to male) Arabic - Ana behibek (to female) Armenian - Yes kez sirumen. Bambara - M'bi fe. Bangla - Aamee tuma ke bhalo aashi. Belarusian - Ya tabe kahayu. Bisaya - Nahigugma ako kanimo.

Bulgarian - Obicham te. Cambodian - Soro lahn nhee ah. Cantonese Chinese - Ngo oiy ney a. Cheyenne - Ne mohotatse. Corsican - Ti tengu caru (to male) Creol - Mi aime jou. Croatian - Volim te. Czech - Miluji te. Danish - Jeg Elsker Dig. Dutch - Ik hou van jou.

Esperanto - Mi amas vin. Estonian - Ma armastan sind. Faroese - Eg elski teg. Farsi - Doset daram. Filipino - Mahal kita. Finnish - Mina rakastan sinua. French - Je t'aime, Je t'adore. English - I love you. Afrikaans - Ek het jou lief. Albanian - Te dua. Arabic - Ana behibak (to male)

Arabic - Ana behibek (to female) Armenian - Yes kez sirumen. Bambara - M'bi fe. Bangla - Aamee tuma ke bhalo aashi. Belarusian - Ya tabe kahayu. Bisaya - Nahigugma ako kanimo. English - I love you.

Afrikaans - Ek het jou lief. Albanian - Te dua. Arabic - Ana behibak (to male) Arabic - Ana behibek (to female) Armenian - Yes kez sirumen. Bambara - M'bi fe. Bangla - Aamee tuma ke bhalo aashi. Belarusian - Ya tabe kahayu. Bisaya - Nahigugma ako kanimo. English - I love you.

Afrikaans - Ek het jou lief. Albanian - Te dua. Arabic - Ana behibak (to male) Arabic - Ana behibek (to female) Armenian - Yes kez sirumen. Bambara - M'bi fe. Bangla - Aamee tuma ke bhalo aashi. Belarusian - Ya tabe kahayu. Bisaya - Nahigugma ako kanimo. English - I love you. Afrikaans - Ek het jou lief.

Albanian - Te dua. Arabic - Ana behibak (to male) Arabic - Ana behibek (to female) Armenian - Yes kez sirumen. Bambara - M'bi fe. Bangla - Aamee tuma ke bhalo aashi. Belarusian - Ya tabe kahayu.

Bisaya - Nahigugma ako kanimo. English - I love you. Afrikaans - Ek het jou lief. Albanian - Te dua. Arabic - Ana behibak (to male) Arabic - Ana behibek (to female) Armenian - Yes kez sirumen. Bambara - M'bi fe. Bangla - Aamee tuma ke bhalo aashi. Belarusian - Ya tabe kahayu. Bisaya - Nahigugma ako kanimo.

English - I love you. Afrikaans - Ek het jou lief. Albanian - Te dua. Arabic - Ana behibak (to male) Arabic - Ana behibek (to female) Armenian - Yes kez sirumen. Bambara - M'bi fe. Bangla - Aamee tuma ke bhalo aashi. Belarusian - Ya tabe kahayu.

Bisaya - Nahigugma ako kanimo. English - I love you. Afrikaans - Ek het jou lief. Albanian - Te dua. Arabic - Ana behibak (to male) Arabic - Ana behibek (to female) Armenian - Yes kez sirumen. Bambara - M'bi fe. Bangla - Aamee tuma ke bhalo aashi.

Belarusian - Ya tabe kahayu. Bisaya - Nahigugma ako kanimo. English - I love you. Afrikaans - Ek het jou lief. Albanian - Te dua. Arabic - Ana behibak (to male) Arabic - Ana behibek (to female) Armenian - Yes kez sirumen.

Bambara - M'bi fe. Bangla - Aamee tuma ke bhalo aashi. Belarusian - Ya tabe kahayu. Bisaya - Nahigugma ako kanimo. English - I love you. Afrikaans - Ek het jou lief. Albanian - Te dua. Arabic - Ana behibak (to male) Arabic - Ana behibek (to female)

English - I love you. Afrikaans - Ek het jou lief. Albanian - Te dua. Arabic - Ana behibak (to male) Arabic - Ana behibek (to female) English - I love you. Afrikaans - Ek het jou lief. Albanian - Te dua. Arabic - Ana behibak (to male) Arabic - Ana behibek (to female) English - I love you.

Afrikaans - Ek het jou lief. Albanian - Te dua. Arabic - Ana behibak (to male) Arabic - Ana behibek (to female) English - I love you. Afrikaans - Ek het jou lief. Albanian - Te dua. Arabic - Ana behibak (to male) Arabic - Ana behibek (to female) English - I love you. Afrikaans - Ek het jou lief.

Albanian - Te dua. Arabic - Ana behibak (to male) Arabic - Ana behibek (to female) English - I love you. Afrikaans - Ek het jou lief. Albanian - Te dua. Arabic - Ana behibak (to male)

Arabic - Ana behibek (to female) English - I love you. Afrikaans - Ek het jou lief. Albanian - Te dua. Arabic - Ana behibak (to male) Arabic - Ana behibek (to female) English - I love you.

Afrikaans - Ek het jou lief. Albanian - Te dua. Arabic - Ana behibak (to male) Arabic - Ana behibek (to female) English - I love you. Afrikaans - Ek het jou lief. Albanian - Te dua. Arabic - Ana behibak (to male) Arabic - Ana behibek (to female) English - I love you.

Afrikaans - Ek het jou lief. Albanian - Te dua. Arabic - Ana behibak (to male) Arabic - Ana behibek (to female) English - I love you. Afrikaans - Ek het jou lief. Albanian - Te dua. Arabic - Ana behibak (to male) Arabic - Ana behibek (to female) English - I love you.

Afrikaans - Ek het jou lief. Albanian - Te dua. Arabic - Ana behibak (to male) Arabic - Ana behibek (to female) The biggest job recrutment place in aggressive, the U.A.E. Graduate of benefits personal development, Civil Engineering. 7-8 years experience.

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