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Arabic & Translation Studies Division

INTRODUCTION TO INTERPRETING

Student Handbook

This is a first draft of STTI104 Introduction to Interpreting Student Handbook (Fall '13)

All rights reserved. No part of this handbook may be reprinted or reproduced or utilized in any form or by any electronic, mechanical or other means, including photocopying and recording, or in any information or retrieving system without p ermission in writing from the Arabic and Translation Studi es Division, School o f Continuing Education, The American University in Cairo. 2007

ii Forward

Changes in how professional translators practice their profession have been rece ntly frequent. They are not only derived by the growth of the young discipline o f translation, which is the success story of the 1980s, but also by changes in t he world around us such globalized societies and economies, the spread of intern et, and the need for intercultural communication, not to mention the changes in the geography of translation with the move of the multi-million industry towards the Middle East and the Arabic language. Translation in the era of globalizat ion requires interdisciplinary approach to translation that stresses the n eed for a translator with background knowledge in various fields. This necessita tes training the learners in more than one field of specialization, and hence a career certificate which focuses on the specializations of legal, UN and econom ic translation on the one hand, and a career certificate which include s journalistic, literary and audio-visual translation on the other hand. Taking a quick path unto automation and digitalization, the translation profession nowadays looks into practical techniques to help translators produce more and waste less. The new course `Technology for Translators and Interpreters' i n the Foundation Certificate in Translation and Interpreting with a focus on C AT tools and translation software programs does not only train learners on computer-assisted translation, but takes them directly into the on- line tran slation environment. To satisfy a need for the translator as intercultural commu nicator, also derived from globalization and the spread of new technologies, n ew courses such as literary translation and audiovisual translatio n were offered in a Career Certificate in Media and Literary Translati on. The changes in the translation market have been given due focus in t he advanced courses such as Advanced Translation Problem-Solving Strategies and Translation Portfolio and Project, which focus on topics such as translation mar ket and environment, project management in translation, code of ethics etc. Lear ners in the Professional Diploma in Translation and the Professional Diploma in Translation and Interpreting are nourished from day one on the highest standards of professionalism of translation as an activity in the market of service, of t ranslation as a translator/client relationship and translation as a mental proce ss.

Furthermore, the translation diploma at ATS can be viewed as comprising three st ages. The first stage (The Foundation Certificate in Translation and Interpretin g) develops all basic translation skills required to produce an acceptable tran slation including command of the language, familiarity with iii culture, computer skills and e-tools for translators, background knowledge, and contrastive and transfer skills between the source and the target languages. Fi nishing this stage, a trainee can produce a good translation of a general text b ut not necessarily of a specialized text such as legal, UN and journalistic text s. The second stage (The Career Certificate in Legal and UN Translation and The Career Certificate in Literary and Audiovisual Translation) focus on the text- s pecific features in translation so that a trainee can be able to produce a trans lation in a specialized field. After the career certificate, the trainee can pro duce a sound translation in a certain specialization, but he may not be aware of many factors related to the environment of translation such as certain code of ethics, rates, project management etc. The diploma is the leve l of professionalism which makes the trainee ready to go to the market after b eing enlightened on many issues related to translation theory and the translati on market.

Dr. Hussein Ali Director, Arabic and Translation Studies Division

iv The American University in Cairo School of Continuing Education Arabic and Translation Studies Division CURRICULUM DESIGN FORM

Course Title: Introduction to Interpreting Course Code: STTI 104 Course Type: (Regular / Customized): Regular/Customized Number of Continuing Education Units (CEUs): 3.0 1 Target Audience: Learners with limited experience, knowledge sets and/or skills of interpreting Course Pre-requisites (if any): None Course Description: This course provides an overview of interpreting typology and training on the ma jor techniques in the different types of interpreting with focus on interpreting as a tool for enhancing the speed of the mental translation process. Learning outcomes: By the end of this course, learners will be able to 1. explain the differences among the different types of interpreting; 2. scan a page of print for main ideas; 3. reproduce main ideas in the target language while scanning; 4. interpret texts of up to 250 words at sight; 5. interpret consecutively up to 1 minute; and 6. interpret simultaneously up to 2 minutes. Instructional Materials: 1. Introduction to Interpreting. ATS Student Workbook. (Updated Every Term) 2. Mizuno, A. (2005). Process model for simultaneous interpreting and working memory [Electronic version]. Meta, 50(2), Retrieved Oct. 1-9, 2005, from http: //www.erudit.org/revue/meta/2005/v50/n2/0110ar.html 3. Schaffner, C. (2004). Translation research and interpreting research. UK: M ultiligual matters.

1 Offered as customized; the number of CEUs depends on clients request. v Syllabus / Training Outline: Serial* Title/subtitle 1 Typology of Interpreting Introduction and Assignments Selected readings on theories of interpreting 2 (At sight) General texts n: Mass media - Child Labour Prepare some texts on: Technology Ethics of translation 3 (At sight) General texts Quiz technology Ethics of Translation Prepare some texts on population and food 4 (At sight) Population & food Quiz Translate Texts on population and food Prepare some texts on; World War II Water Crisis 5 (At sight) Environment Quiz Translate Texts on: World War II Water Crisis Prepare some texts on management. 6 (At sight) Management Quiz Translate texts on management. Prepare some texts on diplomacy. 7 (At sight) Diplomacy Quiz Translate texts on diplomacy. Prepare some texts on elections. 8 (At sight) Elections Quiz Translate texts on elections. Prepare some texts on economics. 9 (At sight) Economics Quiz Translate texts on economics. Assignment

Translate texts o

Translate Texts on:

10 11 12

Consecutive interpreting Simultaneous interpreting Final Exam

Instructional Methods: Learners will experience interactive, practice and skill-based learning.

* Session: In this course one session equals 2.5 contact hours. vi Assessment of Learning outcomes Frequency** : Seven assessments and a final exam. Type: At sight Interpretin g An ongoing assessment scheme will be implemented with the class teacher as follo ws: Session 01 and 02: No assessment Sessions 03 to 09: 5 points for a written quiz 5 points for oral production Sessions 12: End-of-term Examination Sessions 03 - 09 Session 12: Final Total 100 points 70 points 30 points

For further information or Inquiries: Please see the Assistant Division Director for Regular Programs in Room 617 SCE, or call 2797-6873, or email m_shorbargy@a ucegypt.edu

** Exact dates will be announced in class two sessions before the quiz, exam, or project is due. vii

viii Classroom Guidelines for SCE Learners CLASSROOM GUIDELINES FOR SCE LEARNERS Attendance Policy: You must attend at least 75% of the class sessions. Failure to do so will result in failing the course, although you will be allowed to attend classes. : % 57 .

. Punctuality Policy: You are expected to arrive on time for all scheduled classes and laboratory sessions. You will be considered late if you enter the class any time after the start of instruction. You are allowed to be late twice without penalty. All successive instance s of : . . .

tardiness will be counted as absences, although you will be allowed to attend the class. Grading System: . : Learners are assessed throughout the

term by tests, quizzes, assignments, projects or other means of evaluation. End-of-term achievement tests mea sure learners' overall performance in the

. course. The final grade in each course is based on learners' performance on continual ass essment measures and the final test. Final course grades are NOT based on . . attendance, since in accordance with

" " SCE's attendance policy, learners must attend at least 75% of the class sessions %57

in order to be allowed to take the final examination. At the end of each term, final course grades are posted on the divisional bulletin boards along with learners' ID numbers, NOT their names. Accordingly, the ID number is necessary to know your course grade. . . Incomplete Grade: : An incomplete grade (I) for any scheduled I, ( course may be given at the discretion of the course instructor only to learners who have attended the course, but cannot sit for the final examination or cannot complete course requirements due to circ umstances beyond their control.

)Incomplete In order to record the final course grade,

all requirements should be completed before the end of the second week of the following term. Failure to change an in complete grade will result in the final grade being recorded as "F". . ." " ix Learner Evaluation of Instruction: Learner evaluation of instruction is very important. Based upon your respons e and comments, changes can be made. Please take these evaluations seriously and answer all the questions honest ly. Remember that instructors are not permitted to see their evaluation results until after your grades are posted. SCE values your input. : . . . . Learner Petitions and Grievances: : You may appeal to a division administrator in any aspect pertaining to class instruction, learning environmen t, or administration processes. You may seek resolution at higher administrative levels if the matter is no t resolved. The decision of the Associate Dean for Instructional Affairs is fi nal. Anonymous complaints or petitions will be completely disregarded. All petitions are handled with discretion, protecting your best interests. Cheating: Cheating is not acceptable in an institution dedicated to learning. Cheating in cludes giving or receiving information during an examination, using unauthorized material during an examination, and other acts o f academic dishonesty, including plagiarism. If you are caught cheating on the final examination, your final course grade wil l be recorded as `F'. The penalty for a second offense is automatic suspension from studying at SCE for one 12-week term and failing the . . . . ( "F" .

. .)

course. In instances of a third offense, you will be 21 . permanently dismissed from SCE. . Harassment: SCE does not tolerate any form of harassment, including sexual hara ssment. Sexual harassment is any conduct of a sexual nature that significantly impairs a person's ability or opportunity to perform his or her job or educational pursuits. SCE is committed to providing a secure educational and work environment for its learners, instructors, staff, and administrators. : . . .

x Photocopying: Photocopying textbooks and original content including computer software is a violation of AUC copyright and photocopying policies and thus will not be all owed in SCE classes. :

. Smoking: Smoking is not allowed in any SCE building, including classes, lounges, workspaces, offices, balconies, stairwells, open-areas within :

single-occupancy

buildings, and outside the entrance of buildings. Cellular / Mobile Phone: SCE prohibits the use of cellular/mobile phones in the classroom and during the administration of entrance and end-ofterm testing sessions. You should turn off your phone during any class time and/or testing session. . : . . Misconduct: Acceptable adult behavior is expected of SCE learners in the classroom and on u niversity campuses. Breach of such behavior will be reported by the instructor to the Division Dire ctor, : . and learners involved will be referred to

the Learner Disciplinary Committee. .

xi Table of Contents Session Title: One ............................................................ ......................................................... 1 Theory of Translation and Interpreting ......................................... ......................................... 2 Session Title: Two ............................................................ ........................................................ 5 The Concept of Mass Media ...................................................... ............................................ 6 The Electronic Media:........................................................... ................................................. 7 ............ 9

..................................................................

Session Title: Three .......................................................... ...................................................... 10 General Topic................................................................... .................................................... 11 ................. 12

........................................................................

Session Title: Four ........................................................... ....................................................... 14 Populations Role in the Current Food Crisis; .................................. ................................... 15 Focus on East Africa ........................................................... ................................................. 15 East Africa and Food Security .................................................. ........................................... 15 Population and the Current Food Crisis..........................................

..................................... 15

............................................... Demography...................................................................... ................................................... 17 Session Title: Five ........................................................... ....................................................... 23

Environment after World War II.................................................. ........................................ 24 ............................ ................................................................... 25 .............. ................................................................................ ......................................... 26 Session Title: Six ............................................................ ........................................................ 35 What is Management?............................................................. ............................................. 36

........................................................................ ................... 37 Expressions of Management ...................................................... .......................................... 38

Session Title: Seven........................................................... ..................................................... 40 ........................... ................................................................................ .................. 42 ............................. . 44 Diplomacy and International Relations Terminology............................... ........................... 45 Session Title: Eight .......................................................... ....................................................... 53

Elections in the world ......................................................... ................................................. 54 ................................................................................ ......................... 57 xii ................................................................. .. 58 Elections, Parliament & Parties Terminology Elections........................... ........................... 59 Session Title: Nine............................................................ ...................................................... 69

The need of information. Accounting as an information ........................ ........................... 70 ............................................ ....................................................... 71 ........................... 73 Expressions .................................................................... ...................................................... 74 Session Title: Ten ............................................................

....................................................... 75 Session Title: Eleven ......................................................... ..................................................... 76 Session Title: Twelve ......................................................... .................................................... 77

xiii Arabic and Translation Studies Division

Certificate Title: Foundation Certificate in Translation and Interpreting Course Title: Introduction to Interpreting Session Title: One Description of session and main activities: Students learn how to differentiate among different types of interpreting, mainl y at sight, consecutive and simultaneous interpreting. They also practice sample s of each. Later, the learners will take one session of simultaneous interpretin g in the simultaneous interpreting lab. In this session, however, they practice chuchotage as a kind of simultaneous interpreting. Translation is practiced from Arabic into English and vice versa.

Learning outcomes: By the end of the class session, students will be able to differentiate among different types of interpreting; perform basic techniques and processes of consecutive interpreting accurately; and perform basic techniques and processes of simultaneous interpreting accurat ely.

Material: Selected readings on theories of interpreting General texts for interpreting

Introduction to Interpreting Arabic and Translation Studies Division

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Theory of Translation and Interpreting Introduction: At sight translation is often an important part of the interpreter training; bec ause it appears to be such a simple task, not much attention is devoted to it. In fact, sight translation is just as difficult as simultaneous interpretation, and invol ves some of the same mental processes. In the case of sight translation, the inp ut is visual (the written word) rather than oral (the spoken word), but the inte rpreter still has to process a thought in the source language and generate t he target language version of that thought while simultaneously processing the next source language thought, and so on. Some interpreters find sight translati on more difficult than the other modes of interpreting because they have more tr ouble focusing on meaning rather than words-- the essence of proper interpretati on--when the message is written in black and white on a piece of paper. Reading comprehension is an important element of sight translation, and the need to impr ove and maintain reading comprehension is one reason why interpreters should rea d as much and as widely as possible. Another aspect of sight translation that should be emphasized is delivery. It is very important that the interpreter speak loudly and enunciate clearly, with proper intonation and voice modulation. Smooth pacing is also essential; sudden starts and stops and long pauses while the interpreter figures out a dif ficult translation problem are distracting to the listener. Ideally, a sight translation should sound as if the interpreter were merely reading a document written in the target language. In sight translation, the interpreter may have to interpret carefully prepared w ritten language into oral language, often without the opportunity to carefully p repare it. Since formal written language usually involves longer, more complex s entences than oral language, the task of interpreting the text can be more chall enging, particularly in the areas of appropriate and natural expression and gram matical coordination. Also, the interpreter has to move to a different system of organizational cues, moving from punctuation to the use of pauses and intonatio n, and this involves segmenting the ideas in a way that is often quite different from the way ideas are organized in writing. Another reason why sight translati on is difficult is because professional interpreters perform it less frequently than other modes of interpreting. Professional interpreters typically recognize three modes of interpreting: conse cutive interpreting, simultaneous interpreting, and sight translation. Amo ng these three modes of interpreting, some interpreters find sight translation to be the most difficult, but this is possibly because they perform the other modes of interpreting more frequently.

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Elements of Sight Translation 1. Conservation: the interpreter should conserve the register of the source lan guage text (complex vs. simple, formal vs. informal)

2. Written language: Written material is more densely packed with information than spoken language. Punctuation may serve the function of intonation. 3. Reading Comprehension: Interpreters must be adept at grasping the meaning of written texts and understanding the material explicitly and implicitly (interre lationships of ideas) 4. Prediction: Interpreters should be versed in the various writing styleslegal d ocuments, personal and business correspondence, technical reports so they can be alert to common constructions that may pose translation problems. Process of Sight Translation 1. Scan the document to determine the subject matter, context, style, and count ry of origin. 2. Make a mental note of common pitfalls unique to the source language. 3. Skim the passages quickly and identify key features, commas, parentheses, et c. 4. Translate sentence by sentence, focusing on one unit of meaning at a time. 5. Maintain a steady pace, translating as smoothly as possible. General Strategies for At Sight Translation 1- Reading Comprehension: is an important element of sight translation. Interpr eters should read as much and as widely as possible. 2- Pacing: The interpreter must translate the document quickly without omitti ng anything. Going too fast results in translation error or in sudden stops and long pauses while the interpreter figures out a difficult translation problem. That s ort of jerkiness can be distracting to the listener. But going too slowly is disruptive for both speakers and listeners. The interpreter should be familiar wi th the terminology and phrasing of the type of documents being interpreted so t hat the interprtation sounds as if the interpreter were merely reading a documen t written in the target language. Detailed Steps for Practicing Translate as smoothly as possible. Look up and keep a glossary of any difficult terms. Practice out loud always, with or without an audience. Record yourself on audio (or videotape) so that you know how you sound (and lo ok) to your audience. Practice with a variety of type faces and formats.

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Challenges of At Sight Translation 1. Time constraints 2. Distractions

3. Lack of time to look up a term Specialized texts: They are produced by technical or specialist writers , or more specifically, tex ts which relate to technological subject areas or texts which deal with the prac tical application of very specialized information. All in all, translating spec ialized texts requires a high level of subject knowledge and mas tery of the relevant terminology and writing conventions. Generally, t here are some features that characterize specialized texts as the followings : Specialized texts: often contain bullets, and numbered items. often contain short sentences. contain no humor. use specific terminology. Semi-specialized texts; The author of this sort of text also has the purpose of explaining a specific topic, but a technical texts language and structure disti nguish it from other types as it contains specific terminology to address the te xts issues, and avoids colloquial terms, humor and critical language. Like spec ialized texts, vague terms and figurative language have no place in that kind of text, while authors use few, if any, interrogative and imperative sentences. General texts; the author handles a general topic, and the texts linguistic str ucture contains no specific terms to cover the texts issues and may include col loquial expression. Such texts can also include figurative language and differen t styles of sentences. Sources: http://www.cgu.edu/pages/905.asp http://www.classicalco-op.com/co_op_ne w/ce_tiki/tikihttp://ar.onehourtranslation.com/translation/translation-knowleadge-base/concept back-translation-definition-and-what-it-used-for#sthash.X904eO3s.dpuf http://www .geocities.com/~tolk/lic/LIC990329p4.htm http://www.openstarts.units.it/dspace/b itstream/10077/2443/1/01.pdf https://www.google.com.eg/#fp=d79654f60af1bc0f&q=At +sight+translation http://repositori.uji.es/xmlui/bitstream/handle/10234/19393/3 1449.pdf?...1 http://www.legallanguage.com/legal-articles/shortcomings-sight-tra nslation/ Introduction to Interpreting Arabic and Translation Studies Division Page 4

Certificate Title: Foundation Certificate in Translation and Interpreting Course Title: Introduction to Interpreting Session Title: Two Description of session and main activities: A practical session of at sight interpreting using general texts on the paragrap h level. Translation is practiced from Arabic into English and vice versa.

Learning outcomes:

By the end of the class session, students will be able to 1. paraphrase a paragraph for meaning in the source language; and 2. reproduce the meaning in the target language while scanning.

Material: Selected readings on theories of interpreting General texts for interpreting

Introduction to Interpreting Arabic and Translation Studies Division English Text 2.1 The Concept of Mass Media

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Mass media can be defined as the media used for addressing or communicating with the masses. Anything that serves the source for communication amongst a large a udience is included in the category of mass media. Mass media is a broad term under which includes every thing or anything that con veys a message to the masses is included. From news papers to books, from radios to televisions, form the mobile phones to ipods and to the internet, all are in

cluded in the category of mass media. Though the term was coined in the 1920's when the radio and the television were re volutionizing the world into modern times, the concept of mass media is as old a s the human civilization itself. Media like our lives do today. We can not live without mass media as it surround s us like a shadow. The mass media is used by the masses for the following basic purposes: To get news and information For entertainment i.e. music, movies, sports and drama For communicating with other people. Serving the above purposes, below given are three broad categories of mass media : Publishing Media: The publishing media is the oldest form of mass media. This media includes books , news papers and magazine. The concept of books is not new. It is believed that the first ever book in the world was printed in 863 AD in Ch ina. Though it was the first book to be officially published, many historians cl aim that books has been released way before this time. News papers are also not new. They were developed during the 17thcentury in England and by the 19thcentury were common mass media. The publishing media or the print media is now are the only source of mass commu nication any more therefore there has been a decline in its popularity but still is a very important source of mass media still popular amongst the huge masses.

Introduction to Interpreting Arabic and Translation Studies Division

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Broadcasting Media: The broadcasting media includes radio and television. These two media are probably the most highlighted inventions of the 20th century . The invention of radio changed the face of the earth forever. People could now hear news form around the world live sitting at their homes.

Where radio initiated the concept of audio mass communication, television revolu tionized the visual form of communication. Now the people could not only hear th

e news but they could also see it. Although drama and plays had been popular even before the concept of any particu lar mass media, they were revolutionized into movies, films, and tele serials to be displayed on TV. Sports were also recorded or broadcasted live via radios and televisions making the life of people easy who had to go to stadiums and buy tickets to watch a mat ch of their favorite sport. Similarly music videos, soaps, various talk shows started to become popular on t elevisions. Today the broadcasting media is the most popular media amongst the masses. News channels cover a story and an event within seconds of their occurring, keep ing people updated minute by minute details of all the important events occurrin g in the world. The Electronic Media: The electronic media is the new age media which includes computers, mobile phones, internet, ipods, CD players, tape recorders etc. The electronic media is what our world revolves around today. Internet is believ ed to be the services of the services. It is the media which connects the entire globe. It is the wonder of the modern world on which our modern age largely depends on. If you want to search for something Google finds it for you in less than a secon d, through emails you can get connected to some one form another part of the wor ld in just few seconds.

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Another marvel of the modern age is the mobile phone. Mobile phones were first introduced in 1979 in Japan but they weren't popular amongst the masses until the mid `90s. Within the span of ten to fifteen years mobile phones have become so popular tha t the young generation can actually not live without it. Today mobile phones are not just simple portable telephones but they are more of computers. Cassette players which have now been revolutionized into ipods and CD players we re also an important invention. The most important invention of them all is perhaps the computers which not only turned the electronic media around but also changed the face of modern technolo gy. Without computers internet would have been impossible. http://hassam.hubpages.com/hub/Types-Of-Mass-Media

Introduction to Interpreting Arabic and Translation Studies Division Arabic Text 2.1

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Certificate Title: Foundation Certificate in Translation and Interpreting Course Title: Introduction to Interpreting Session Title: Three Description of session and main activities: A practical session of at sight interpreting using general texts on the paragrap h level. Translation is practiced from Arabic into English and vice versa.

Learning outcomes: By the end of the class session, students will be able to 1. paraphrase a paragraph for meaning in the source language; and 2. reproduce the meaning in the target language while scanning.

Material: Selected readings on theories of interpreting General texts for interpreting

Assignments: Prepare texts on `Population and Food' for session four. Learners should read widely on `Population and Food'. They should not only collect t he key terminology in the field, but also get all necessary background knowledge to compensate for any shortage of comprehension. At the beginning of the next s ession, learners will take a quiz of terminology on `Population and Food'. The quiz consists of key terms that learners will most likely encounter while reading on the subject. The objective of the quiz is to translate 60% of the terms correct ly, i.e. 60% enables the learner to get the full mark. The quiz is out of 5 marks; it consists of 50 key terms to translate in 30 minut es. Another 5 marks are given for the oral production of the learner during the session.

Introduction to Interpreting Arabic and Translation Studies Division English Text 3.1 General Topic Technology

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Technology is the making, modification, usage, and knowledge of tools, machine s, techniques, crafts, systems, and methods of organization, in order to solve a problem, improve a preexisting solution to a problem, achieve a goal, handle an applied input/output relation or perform a specific function. It can al so refer to the collection of such tools, including machinery, modificat ions, arrangements and procedures. Technologies significantly affect human as well as other animal species ability to control and adapt to their natural environments. The term can either be applied generally or to s pecific areas: examples include construction technology, medical technology, a nd information technology. The human species use of technology began with the conversion of natural resour ces into simple tools. The pre historical discovery of the ability to co ntrol fire increased the available sources of food and the invention of the w heel helped humans in travelling in and controlling their environment. Recent technological developments, including the printing press, the telephone, and the Internet, have lessened physical barriers to communication and allowed humans to interact freely on a global scale. However, not all technology has be

en used for peaceful purposes; the development of weapons of ever-increasing de structive power has progressed throughout history, from clubs to nuclear weapons. Technology has affected society and its surroundings in a number of ways. In ma ny societies, technology has helped develop more advanced economies (including todays global economy) and has allowed the rise of a leisure class. Many tech nological processes produce unwanted by-products, known as pollution, and deple te natural resources, to the detriment of the Earth and its environment. Various implementations of technology influence the values of a soc iety and new technology often raises new ethical questions. Examples include the rise of the notion of efficiency in terms of human productivity, a term origin ally applied only to machines, and the challenge of traditional norms. http://en.wikipedia.org/wiki/Technology

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Certificate Title: Foundation Certificate in Translation and Interpreting Course Title: Introduction to Interpreting Session Title: Four Description of session and main activities: A practical session of at sight interpreting on the paragraph level, using texts on `Population and Food'. Translation is practiced from Arabic into English and vice versa.

Learning outcomes: By the end of the class session, students will be able to 1. paraphrase a paragraph for meaning in the source language; and 2. reproduce the meaning in the target language while scanning.

Material:

Selected readings on theories of interpreting Texts on `Population and Food'

Assignments : Prepare texts on `Environment' for session five. Learners should read widely on `Environment'. They should not only collect the key terminology in the field, but also get all necessary background knowledge to co mpensate for any shortage of comprehension. At the beginning of the next sessio n, learners will take a quiz of terminology on `Environment'. The quiz consists of key terms that learners will most likely encounter while reading on the subject . The objective of the quiz is to translate 60% of the terms correctly, i.e. 60% enables the learner to get the full mark. The quiz is out of 5 marks; it consists of 50 key terms to translate in 30 min utes. Another 5 marks are given for the oral production of the learner during the sess ion.

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Populations Role in the Current Food Crisis; Focus on East Africa

East Africa and Food Security East Africa, which includes Burundi, Eritrea, Ethiopia, Kenya, Rwanda, Somalia, Tanzania, and Uganda, imports fertilizers and food and contains some of the poor est countries in the world. Periodic drought, dependence on rain-fed agriculture , low agricultural productivity, and frequent conflict undermine loc al food production, contribute to food insecurity, and create greater depend ence on food aid. For example, the December 2007 post-election conflict in Kenya disrupted production and trade and displaced farmers and laborers, which caused the normally food-secure regions of Central and Western Kenya to become food in secure. The conflict resulted in a post-harvest loss of 300,000 metric tons of maize.4 While East Africa is not as dependent on food imp orts (such as rice) as West Africa, this combination of factors makes most count ries in East Africa especially vulnerable to higher global food prices. Recent r esearch in nine developing countries found that higher prices of staple food com modities were associated with a significant increase in poverty.5 This increasin g poverty and food security have led to an immediate need for food aid in several East African countries. Unfortunately, however, food aid volumes are near a 50-year low and the higher food prices mean that money dedicated to food aid simply doesnt provide as much food as in the past.6 One might expect higher food prices to benefit rural farmers and lead to higher

incomes and increased production, but in East Africa this isnt necessarily the case. It is difficult for small farmers to increase production in response to hi gher prices for several reasons, including: lack of available land, inadequate i rrigation, rising fertilizer prices, inability to get insurance and loans, and r eluctance to risk investment with no guaranteed return. In fact, despite the hig her prices of the foods they are producing, farmers in some parts of East Africa have actually planted less this year.7 In recent history, East Africa has been one of the most food-insecure regions in the world. Food security, which is defined as "when all people at all times hav e both physical and economic access to sufficient food to meet their dietary nee ds for a productive and healthy life,"8 is a broad and complex measure. Population and the Current Food Crisis The majority of recent reports on the food crisis focus principally on populatio n growth and an increasing demand for food. Population growth, however, is one of several demographic factors likely contributing to the current food crisis. Urba nization, the growth of the middle class and associated changes in consumption p atterns, migration and wage employment, large family size, and HIV/AIDS are all contributing factors as well. http://www.prb.org/Articles/2008/foodsecurityeastafrica.aspx

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www.majalla.com/arb/2011/11/article5522951 2199 Introduction to Interpreting Arabic and Translation Studies Division Demography Prepared by Iman Ibrahim Nabih A. 1. 2 Page 16

Rania Fawzy Khaled Samra Rosette Francis Mahmoud Omar Sally Mohamed Emam Nermeen Yehia Sherine Demography Aboriginals

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Demographic statistics Pilot survey Intercensal population estimates / Statistics Statistical chart Epidemiological statistics Statistics on migrants Statistical estimation Rates Annual migration rate

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10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. / /

Illegitimate birth rate Infant mortality rate Remarriage rate Reproduction rate Morbidity rate / /

Age-specific fertility rates Age-specific birth rates Crude death rate Optimum rate of growth Neo-natal mortality rate Depopulation/ Population decline

Introduction to Interpreting Arabic and Translation Studies Division 21. 22. 23. 24. 25. 26. 27. / Working population Unoccupied population Self employed Population census Overpopulation Actual / De facto population / De jure population ) ( Agricultural population Drifts of population Population density / Population explosion / Population forecast Population mobility / Adventitious rural population

Page 17

28. 29. 30. 31. 32. 33. 34.

35.

Age distribution in a population

36. 37. 38. 39. 40. 41. ) 42. 43. 44. 45. 46. Birth registration 47. 48. (

Population statistics Population growth Redistribution of population Population cluster Young population Old population Urban population Population at risk Agespecific mortality Age group/ bracket Birth record/ register Stillbirth (n.) Dependent children

Introduction to Interpreting Arabic and Translation Studies Division 49. 50. 51. / Child/ family allowance Adolescence Adult

Page 18

52. 53. 54. 55. 56. 57. 58. / /

Age of majority Adult mortality Minor The Aged/ The Elderly Dependent elderly Pensioners Old age/ Senescence

59. 60. D. 61. 62. 63. 64.

Long-lived person Centenarians Gender and female Birth attendant/ Midwife / Female circumcision Female genital mutilation (FGM) Infibulation

65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. ) /

Incrimination Decriminalization of abortion Legal abortion Gender bias Lactating mother / Nursing mother / breast- nursing Menopause Menopausal age Multigravida Family planning program Head of the household Married life Sterility

Introduction to Interpreting Arabic and Translation Studies Division Infertility 77. 78. 79. 80. 81. / Sterilization Conception

Page 19 ) (

A barren woman Fecundity Average parity

82.

Biological family

83. 84. 85. 86. 87. 88. 89. 90. ) 91. 92. 93. Widow 94. 95. 96. 97. 98. 99. 100. 101. ) 102. ( / ( /

Nuclear family Bread winner Civil marriage Consensual marriage ( Common law marriage Dowry Endogamy Foster parents Child adoption Marital status Widower Polyandry Monogamy Polygamy Post-natal care Pre-marital examinations / Spouse Sibling

/ Spacing of children / Social Security Record

Introduction to Interpreting Arabic and Translation Studies Division 103. 104. 105. Family disintegration Kinship Internal migration

Page 20

106. 107.

Rural-urban migration Emigration

108. 109.

Immigration ( Labor migration

110.

Brain drain ( Forced migration Displacement Evacuation

111. 112. 113. Evacuees

114. 115. 116. 117. 118. 119. 120. 121. 122. 123. 124. 125. 126. / / /

Repatriation Resettlement Communicable disease Endemic disease Epidemic disease Genetic disease Annual death probability Religious minority Ethnic minority Built-up area Informally - built area Concealed (much less frequent)/ Disguised unemployment Cosmopolitan society

127. 128. 129.

Public housing Residential density Urbanization

Introduction to Interpreting Arabic and Translation Studies Division 130. 131. 132. 133. 134. /) / Social mobility Social stratification Socialization Occupational qualifications ( Squatter

Page 21

Introduction to Interpreting Arabic and Translation Studies Division

Page 22

Certificate Title: Foundation Certificate in Translation and Interpreting Course Title: Introduction to Interpreting Session Title: Five Description of session and main activities: A practical session of at sight interpreting using texts of about 250 words on `Environment'. Translation is practiced from Arabic into English and vice versa. Learning outcomes: By the end of the class session, students will be able to reproduce meaning in the target language while scanning a 250-word text.

Material: Selected readings on theories of interpreting. Texts on environment.

Assignments: Prepare texts on `Management' for session six. Learners should read widely on `Management'. They should not only collect the key terminology in the field, but also get all necessary background knowledge to com pensate for any shortage of comprehension. At the beginning of the next session , learners will take a quiz of terminology on `Management'. The quiz consists of key terms that learners will most likely encounter while reading on the subject . The objective of the quiz is to translate 60% of the terms correctly, i.e. 60% enables the learner to get the full mark. The quiz is out of 5 marks; it consists of 50 key terms to translate in 30 min utes. Another 5 marks are given for the oral production of the learner during the sess ion.

Introduction to Interpreting Arabic and Translation Studies Division English Text 5.1 Environment after World War II

Page 23

Refugees: When warfare causes the mass movement of people, the resulting impacts on the environment can be catastrophic. Widespread deforestation, uncheck ed hunting, soil erosion and contamination of land and water by human waste oc cur when thousands of humans are forced to settle in a new area. During the Rwan dan conflict in 1994, much of that countrys Akagera National Park was opened to refugees; as a result, local populations of animals like the roan antelope and the eland became extinct. Infrastructure Collapse: Among the first and most vulnerable targets of attack in a military campaign are the enemys roads, bridges, utilities and o ther infrastructure. While these dont form part of the natural environment, the destruction of wastewater treatment plants, for example, severely degrades regi onal water quality. During the 1990s fighting in Croatia, chemical manufacturing plants were bombed; because treatment facilities for chemical spills werent fu nctioning, toxins flowed downstream unchecked until the conflict ended. Increased Production: Even in regions not directly affected by warfare, increased production in manufacturing, agriculture and other industries that su pport a war effort can wreak havoc on the natural environment. During World War I, former wilderness areas of the United States came under cultivation for whea t, cotton and other crops, while vast stands of timber were clear-cut to meet wa rtime demand for wood products. Timber in Liberia, oil in Sudan and diamonds in Sierra Leone are all exploited by military factions. "These provide a revenue st ream that is used to buy weapons," said Bruch. Scorched Earth Practices: The destruction of ones own homeland is a time-honore d, albeit tragic, wartime custom. The term "scorched earth" originally applied t o burning crops and buildings that might feed and shelter the enemy, but its no w applied to any environmentally destructive strategy. To thwart invading Japanese troops during the Second Sino-Japanese War (1937-1945), Chinese auth orities dynamited a dike on the Yellow River, drowning thousands of Japanese sol diers -- and thousands of Chinese peasants, while also flooding millions of squa re miles of land.

Introduction to Interpreting Arabic and Translation Studies Division Arabic Text 5.1

Page 24

: (Water Shortage) . . . :

: (Water Crisis)

. . . .

992 2.3

" : ."

"

"

2117

. . .

Introduction to Interpreting Arabic and Translation Studies Division Arabic Text 5.2

Page 25

.... .. . . . http://ar.wikipedia.org ) 915( .

Introduction to Interpreting Arabic and Translation Studies Division

Page 26

Prepared by Environment and Ecology Ahmed Abdel Moneim Mohamed El Husseiny Dalia Raouf Ms. Rosette Francis Hanan El Sanhoury en Yehia Marwa Farouk Hassan Rania Magdy A. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. Ecology Ministry of Environmental Affairs Ecosystem Ecosphere Ecoclimate Ecodevelopment Ecologist Ecology Earth Charter Earth Day ) ( Abyssal environment Aquatic life Affordable water / Running water Groundwater Coastal area/ Littoral zone Coastal waters Ocean floor Sea bed

Nerme

19. 20. 21. 22. 23.

Fisheries Shellfishery Fish shoal Juvenile fish Juvenile water

Introduction to Interpreting Arabic and Translation Studies Division 24. 25. 26. 27. 28. 29. and Fauna Flora 30. 31. 32. 33. 34. 35. 36. ) / ( Forestry River-borne sediments Climatology Agro climatology Ambient air Ambient temperature

Page 27

Arable land/ Cultivable land Seasonal crops Vegetarian Glaciology Ice cap Ontology

37. 38. 39. 40.

Biodiversity Metabolism / Acclimatization Wild animals

41. 42. 43. 44. 45. B. 46. 47. 48. 49. 50. 51. ) 52. 53. ( )

Wildlife Captive animals Semi-captive animals Cattle grazing Sedimentary rocks Climate Changes Adverse climate change Global climate change Air mass Cyclone Hurricane ( Smog Dust storm Sand storm

Introduction to Interpreting Arabic and Translation Studies Division 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. / Wind storm Easterlies Westerlies Monsoon winds Storm abated Equator Dew Humidity Mist

Page 28

Egyptian Environmental Affairs Agency (EEAA) Environmental friendly Green belt

66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. 87.

Conservation of nature Clean technology Clearing up pollution Air-quality control Decontamination/ Depollution ) Desalination ( Detoxication ) ( Disaster management Pollution control Restoration of soil ) Afforestation ( Ozone hole

Ozone-friendly technology Energy conservation law Green car Biofuel Smokeless fuel Zero Emission Vehicle Collection of household refuse Sorting of refuse Sanitary landfill Rational Waste Management

Introduction to Interpreting Arabic and Translation Studies Division 88. 89. 90. C. 91. Hygienic waste disposal

Page 29

Rationalization of hunting animals Hazard prediction Natural Phenomena Age-old forests

92. 93. 94. 95. 96. 97. 98. 99. 100. 101. 102. 103. 104. 105. 106. D. 107. 108. 109. 110. 111. 112. 113. 114. 115. 116. 117.

Air current Beach erosion Land erosion Coral reefs Deglaciation Desertification Ebb and tide Marshlands Pristine area / Quick sands Sand dunes Sand flats Uplands Vortex Water falls Natural Disasters Biodeterioration Bush fire Conflagration Disaster-prone area Disaster-stricken area Distressed area Drought- prone area Endangered natural resources Endangered species Extinct species ) ( Famine

Introduction to Interpreting

Arabic and Translation Studies Division E. 118. 119. 120. 121. 122. 123. 124. 125. 126. 127. 128. 129. 130. 131. 132. 133. 134. 135. ) 136. 137. 138. 139. 140. Contamination / ) ( 141. 142. 143. Jump to: navigation, search ( Environmental Abuse Environment degradation Agrochemicals Deforestation Soil degradation Over grazing Overcropping Overfertilization / Overfishing Air pollution load

Page 30

Airborne contaminant = Air pollutant / Airborne emissions Airborne particles Airborne pollutants Airborne pollution Breakdown of wastes Build up of pollutants Disposal of wastes ) ( Dump Dumping at sea Effluent discharge Incineration of wastes / Refuse/ Garbage collection Contaminant

Contaminated food Dust deposit Emission trading

144. 145. 146. 147. 148.

Energy- intensive technology Noxious emissions Off-gases Off-odor Exhausts

Introduction to Interpreting Arabic and Translation Studies Division 149. 150. 151. 152. 153. 154. 155. 156. 157. 158. 159. 160. 161. 162. 163. 164. 165. 166. 167. F. 168. 169. Fossil fuel Fumes Fumigation) Vapors Global Warming Greenhouse effect Greenhouse gases Radiation Carcinogen Carbon release Cement plants Combustion residue Depletion of Ozone Layer Sanitary drainage Sewer Toxics Thermal pollution Marine pollution Oil spill Miscellaneous Pumping station Organic components

Page 31

170.

Hygiene

Introduction to Interpreting Arabic and Translation Studies Division Environment and Ecology 1. 2. 3. 4. 5. 6. 7. 8. 9. Deforestation Recycling Wetlands Asbestos Infrared Radiation Ultraviolet Radiation UV Aerosols Global Warming Cleaner Production

Page 32

10. Environment 11. Eutrophication 12. Bioaccumulation 13. Biodiversity 14. Drought

15. Sanitary Landfilling 16. Dioxins 17. Over Grazing 18. Organic Farming 19. Food Chain 20. Renewable Energy 21. Algea 22. Biogas 23. Atmosphere 24. Biosphere 25. Hydrosphere 26. Lithosphere 27. Composting 28. Environmental Disasters 29. Pesticides 30. Natural Park 31. Environmental Auditing

Introduction to Interpreting

Page 33

32. Acid Rain Arabic and Translation Studies Division

33. Hazardous Substances and Wastes 34. Phytoplankton

35. Ecosystem 36. Stabilization of organic matters 37. Environmental Risk Assessment 38. Environmental Impact Assessment 39. Ozone Layer 40. Greenhouse Effect 41. CFCs 42. PCBs 43. End of Pipe Treatment

Introduction to Interpreting Arabic and Translation Studies Division

Page 34

Certificate Title: Foundation Certificate in Translation and Interpreting Course Title: Introduction to Interpreting Session Title: Six Description of session and main activities: A practical session of at sight interpreting using texts of about 250 words on `Management'. Translation is practiced from Arabic into English and vice versa.

Learning outcomes: By the end of the class session, students will be able to reproduce meaning in the target language while scanning a 250-word text.

Material: Selected readings on theories of interpreting. Texts on management.

Assignments: Prepare texts on `Diplomacy' for session seven. Learners should read widely on `Diplomacy'. They should not only collect the key terminology in the field, but also get all necessary background knowledge to compensate for any shortage of comprehension. At the beginning of the next ses sion, learners will take a quiz of terminology on `Diplomacy'. The quiz consists of key terms that learners will most likely encounter while reading on the subject. The objective of the quiz is to translate 60% of the terms correctly, i.e. 60% enables the learner to get the full mark. The quiz is out of 5 marks; it consists of 50 key terms to translate in 30 min utes. Another 5 marks are given for the oral production of the learner during the sess ion.

Introduction to Interpreting Arabic and Translation Studies Division English Text 6.1 What is Management?

Page 35

As there is no universally accepted definition for management, it is difficult t o define it.

But a simple traditional definition, defines it as the "art of getting things do ne by others". This definition brings in two elements namely accomplishment of o bjectives, and direction of group activities towards the goal. The weaknesses of this definition is that firstly it uses the word "art", whereas management is n ot merely an art, but it is both art and science. Secondly, the definition does not state the various functions of a manager clearly.

A more elaborate definition given by George R. Terry, defines management as a pr ocess "consisting of planning, organizing, actuating and controlling, performed to determine and accomplish the objectives by the use of people and resources." Firstly it considers management as a "process" i.e. a systematic way of doing th ings. Secondly it states four management activities: Planning, organizing, actua ting, and controlling. Planning is thinking of an actions in advance.

Organizing is coordination of the human and material resources of an organizatio n. Actuating is motivation and direction of subordinates. Controlling means the attempt to ensure no deviation from the norm or plan. Thirdly it states that man ager uses people and other resources. For example a manager who wants to increas e the sales, might try not only to increase the sales force, but also to increas e advertising budget. And fourthly, it states that management involves the act o f achieving the organizations objectives.

http://en.wikibooks.org/wiki/Management_Concepts_and_Applications/Management

Introduction to Interpreting

Arabic and Translation Studies Division Arabic Text 6.1

Page 36

: . . . . . . . . . . . . . .

Introduction to Interpreting Arabic and Translation Studies Division Expressions of Management

Page 37

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28.

29. 30. Management planning organizing directing controlling System analysis Iinputs Pro cesses Outputs Feedback Educational policy Politics manager middle managers top management skill efficiency effectiveness humanism human relations approach Goals organization Organizational functions career performance productivity authority bureaucracy decision making Management by objective scientific Management ) (

Introduction to Interpreting Arabic and Translation Studies Division 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44.

Page 38

45. 46. 47. 48. 49. 50. 51. Management total quality (T.Q.M( control total quality (T.Q.C( centralization classical school leadership trans formational leadership systems theory contingency theory Information systems strategic planning organization structure delegation of authority Centralization and decentralization formalism informal organizational manual job description incentives communication barriers human resources

Introduction to Interpreting Arabic and Translation Studies Division

Page 39

Certificate Title: Foundation Certificate in Translation and Interpreting Course Title: Introduction to Interpreting Session Title: Seven Description of session and main activities: A practical session of at sight interpreting using texts of about 250 words on `Diplomacy'. Translation is practiced from Arabic into English and vice versa.

Learning outcomes: By the end of the class session, students will be able to reproduce meaning in the target language while scanning a 250 word text.

Material: Selected readings on theories of interpreting. Texts on diplomacy.

Assignments:

Prepare texts on `Elections' for session eight. Learners should read widely on `Elections'. They should not only collect the key terminology in the field, but also get all necessary background knowledge to com pensate for any shortage of comprehension. At the beginning of the next session , learners will take a quiz of terminology on Elections. The quiz consists of key terms that learners will most likely encounter while reading on the subject. The objective of the quiz is to translate 60% of the terms correctly, i.e. 60% enab les the learner to get the full mark. The quiz is out of 5 marks; it consists of 50 key terms to translate in 30 min utes. Another 5 marks are given for the oral production of the learner during the sess ion.

Introduction to Interpreting Arabic and Translation Studies Division

Page 40

English Text 7.1 The Functions of Diplomacy

The act of conducting negotiations between two persons, or two nations at a larg e scope is essential to the upkeep of international affairs. Among the many func tions of diplomacy, some include preventing war and violence, and fortifying rel ations between two nations. Diplomacy is most importantly used to complete a spe cific agenda. Therefore without diplomacy, much of the world's affairs would be ab olished, international organizations would not exist, and above all the world wo uld be at a constant state of war. It is for diplomacy that certain countries ca n exist in harmony. There has not been a documented start of diplomacy; however there have been inst ances ranging back to the 5th century where diplomacy arose in certain nations. Dating back to 432 B.C, the Congress of Sparta was an illustration of diplomacy a s organized by the Greek City States. The origin of the word diploma comes from di fferent sides of the earth. In Greece diploma meant folded in two, while in Ancien t Rome the word was used to describe travel documents. Often times the word dipl omacy is given many meanings. Many times will the words policy and the word negotia tion be seen as synonyms; hence the word diplomacy and foreign diplomacy are deemed to be similar. These synonyms of diplomacy are all faulty. While they may be very simil ar in some cases, they are not the exactly the same. While many are not able to find a clear beginning or creation of diplomacy, mode rn diplomacy has become much more advanced and many aspects have changed over th e years. The Peace of Westphalia in 1648 created the first modern diplomatic con gress in addition to creating a new world order in central Europe based on state sovereignty. Much of Europe began to change after the introduction of modern di plomacy. The New World Order began to bloom in all of Central and Western Europe . Great Britain argued for the balance of power which kept European diplomacy alive for the next 200 years. Every country in Europe contributed a little to the dipl omacy the world has today. Many could argue that diplomacy is a product of socie ty and history itself. As countries progress different aspects are added to dipl omacy. Separation of powers, national interest, and a country's sovereignty are on ly a few elements that were added to modern diplomatic history. Therefore, diplomacy can be seen as an ever- changing concept, the same way Internat ional Relations between countries fluctuate.

http://www.e-ir.info/2011/07/20/the-functions-of-diplomacy/

Introduction to Interpreting Arabic and Translation Studies Division

Page 41

Arabic Text 7.1

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: . . .

: .) ( : Introduction to Interpreting Arabic and Translation Studies Division .) (

: -1

Page 42

. :

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Introduction to Interpreting Arabic and Translation Studies Division Arabic Text 7.2

Page 43

http://www.siironline.org ) 71(

Introduction to Interpreting Arabic and Translation Studies Division Prepared by: Marwa Anas Marwa Farouk Hassan

Page 44

Rania Magdy Yasser Taha

Diplomacy and International Relations Terminology A. 1. 2. Courtesies of Diplomacy 3. 4. 5. ) / Shuttle Diplomacy To practise diplomacy ( Diplomat (n.) Diplomatic Relations and Missions / Diplomacy (n.)

6.

Diplomatic affairs

7. Diplomatic pouch (Amr.) Diplomatic courier 9. / 10. Diplomatic channels / 11. 12. 13. 14. 15. 16. ) (

Diplomatic bag ) Diplomatic Corps (

/)

Diplomatic crisis Diplomatic correspondent Diplomatic efforts / Diplomatic entry visa Diplomatic exemption Diplomatic gallery

17. 18.

Diplomatic hitch Diplomatic immunity

Introduction to Interpreting Arabic and Translation Studies Division 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29.

Page 45

Diplomatic Parlance (F.) Diplomatic privileges Diplomatic representation Diplomatic status Diplomatic ties To establish diplomatic relations To re-establish/ resume diplomatic relations - Break off diplomatic relations Suspension of diplomatic relations / Freezing diplomatic relations Normalization of relations

30. ) 31. 32. ) 33.

Diplomatic corps Statesman / Statesmanship = Statecraft Dean Of Diplomatic Corps

34. 35. 36. : 37. 38. 39. 40. 41. 42. 43. /

Doyenne: Acting Secretary General Charge d'affaires (F.) High Commissioner Persona grata (L.) Persona non grata (L.) Foreign community Extraordinary envoy Itinerant envoy (eye) Fact-finding mission

Introduction to Interpreting Arabic and Translation Studies Division 44. Agrement (F.)

Page 46

45. 46. 47. 48. 49. 50. 51.

/ /

Ad referendum (L.) Unfriendly act Act of courtesy Exchange of courtesies To abide by the resolution / / Abidance by the law / / To accede to a treaty Accession to an alliance Balance of power

52. Entering into an alliance 53. /

54. 55. 56. 57. 58. 59. 60. ) 61. 62. 63. 64. 65. 66. 67. 68. 69. Introduction to Interpreting ( )

Tripartite representation Multiple representation ( Accredited representative Common interests International solidarity / Espionage (F.) Coup d'etat (F.)

Reformation of the government De facto recognition (L.) De jure recognition (L.) / Fait accompli (F.) Status quo (L.) Striking force / Force Majeure (F.) Goodwill mission Good offices

Arabic and Translation Studies Division Bona fide 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. ) Hard-liner

Page 47 /

The Haves and Have-nots Countries / Political impasse

Mediation ( Memorandum (memo) (L.) Subjects Native born citizen Acquired nationality Right of Asylum Square report Square refusal

82. 83. B. 84. ) 85. 86. 87. 88. 89. 90. C. Documents ) 91. ( / )

Discriminatory treatment Walkout (

Diplomatic Meetings

Audience: a formal meeting with a very important person / Audience room / Ceremonials (Protocol) Ceremonial mission Protocol book Chief of protocol = master of ceremonies Red carpet reception Diplomatic Instruments and ( Treaty of alliance

Introduction to Interpreting Arabic and Translation Studies Division 92. Pact of non-aggression

Page 48

93. D. 94. 95.

Credentials (from ambassadors to heads of states) Functions and Authorities Terms Of Reference (TOR) / Prerogatives To grant a concession ( Absolute government Absolute power Ex-officio member (L.)

96. To withdraw a concession ) 97. 98. 99.

100. 101. 102. 103. 104. 105. 106. 107. 108. 109. 110. To exercise patience / E. 111. / /

Abuse of right Abuse of office Abuse of power Vested with full powers To curtail the powers Authorized official Central authority Concerned authority Constitutional authority Delegation of authority To exercise authority

Ambassadorial Related Terms Ambassador Extraordinary

Introduction to Interpreting Arabic and Translation Studies Division

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112. Minister plenipotentiary 113. 114. 115. 116. 117. 118. 119. 120. /

Ambassador Plenipotentiary Ambassador at large Roving ambassador Ambassadorial rank (order)

To recall (summon) an ambassador To withdraw an ambassador Notification on arrival of an ambassador Offence against an ambassador Official residence of the ambassador

121. 122. 123. F. 124. 125. 126. 127. 128. 129. 130. 131. 132. G. 133. 134. 135. / /

Embassy Spokesperson Embassy Staff First Secretary of an embassy Consulate Consulate General Consul General Honorary Consul Vice-Consul Consular Agent Consular Corps Consular immunities Consular jurisdiction Consular privileges Attach Air Attach Commercial Attach Cultural Attach

Introduction to Interpreting Arabic and Translation Studies Division 136. 137. 138. 139. H. 140. 141. 142. 143. 144. Press Attach Naval Attach Military Attach Scientific Attach International Policies Policy of appeasement Policy of austerity Policy of deterrence

Page 50

Policy of fait accompli Policy of rapprochement (F.):

145. 146. ) 147. I. 148. 149. 150. 151. 152. 153. 154. 155. Local banishment / 156. 157. 158. / / / / / / /

Wait and see policy ( Dtente (F.): ) (

Entente(F.): international understanding ) ( State of War Adverse attitude Adverse interests Adverse opinion Aggravated assault Alliance for peace Breach of peace To bear the brunt Banishment/ Exile

To impose a curfew Coalition government Colonialism

Introduction to Interpreting Arabic and Translation Studies Division 159. 160. 161. 162. (Stalemate) 163. 164. 165. 166. / / Grip of colonialism Decolonization To reach a compromise Deadlock

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World denunciation / /) Deterioration of relations/ situation Treason ( War of extermination

(Genocide) ) 167. 168. 169. 170. 171. ) ( War reparations /

Repatriation of Prisoners Of War (POWs) Repatriation of refugees / Redeployment of troops ( Ethnic cleansing

Introduction to Interpreting Arabic and Translation Studies Division

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Certificate Title: Foundation Certificate in Translation and Interpreting Course Title: Introduction to Interpreting Session Title: Eight Description of session and main activities: A practical session of at sight interpreting using texts of about 250 words on `Elections'. Translation is practiced from Arabic into English and vice versa.

Learning outcomes: By the end of the class session, students will be able to reproduce meaning in the target language while scanning a 250-word text.

Material: Selected readings on theories of interpreting Texts on `Elections'

Assignments: Prepare texts on `Economics' for session nine. Learners should read widely on `Economics'. They should not only collect the key terminology in the field, but also get all necessary background knowledge to com pensate for any shortage of comprehension. At the beginning of the next session, learners will take a quiz of terminology on `Economics'. The quiz consists of key terms that learners will most likely encounter while reading on the subj ect. The objective of the quiz is to translate 60% of the terms correctly, i.e. 60% enables the learner to get the full mark. The quiz is out of 5 marks; it consists of 50 key terms to translate in 30 min utes. Another 5 marks are given for the oral production of the learner during the sess ion.

Introduction to Interpreting Arabic and Translation Studies Division English Text 8.1 Elections in the world

Page 53

Citizens determine their nation's interactions with the world through elections, c ollectively and even with individual acts. As globalization's forces buffet the wo rld, seen time and time again since the start of the 21stcentury, the internal p olitics of any state can permanently alter course for other nations: the ruling Taliban in Afghanistan allowed jihadists to plot air attac ks on the US World Trade Center and Pentagon; rising home prices in the US and unsustainable mortgages triggered a global credit cris is and recession; budget mismanagement and debt in Greece spread panic which cal led for austerity measures throughout the European Union; and the self-immolatio

n of a hopeless street vendor in Tunisia stirred thoughts of revolution and unre st throughout the Middle East and beyond. Citizen reactions are only magnified by rapid growth of satellite television net works, cell phones, the internet, and social media like Facebook and Twitter. Wi th a click of button, thousands and then millions can view a politician's embarras sing slip of tongue, widening inequality, pollutants crossing borders, work cond itions of factories that make favorite products, devastation left by natural dis aster followed by spontaneous generosity whether for victims of a hurricane in L ouisiana or earthquake-tsunami victims in Indonesia and Japan. Foreign policy in action viewed on global media prompts strong citizen reactions, and elections m old foreign policy. The electoral systems and forms of government are many and varied plurality, maj ority or proportional representation; presidential and parliamentary. Yet citizens expect their leaders to provide jobs, education and healthcare, whil e ensuring adequate supplies of energy and clean water, overseeing fair pricing and regulations, and protecting borders and culture. And of course, citizens exp ect leaders of other states to reciprocate in their trade and other policies. In 2012, election campaigns are underway for choosing leaders of Egypt, France, Russia, Mexico, Turkey, the United States and other nations. While confronting e lections, the primary concern of these leaders is to satisfy their citizens' deman ds, and yet that can set them up against other countries' interests.: France's i ncumbent president seeks to mollify citizens by announcing early withdrawal o f troops from the NATO operation in Afghanistan, enraging other members; US cand idates, blaming China for a loss of jobs, call for a protectionist stance; Russi a's candidates rail against corruption while trying to present a positive outlook for foreign investors. In China, the leaders are selected by the Communist Party which must also take into account public sentiments. The next set of leaders in China must reassess past policies of lending to troubled economies in the West and still deliver growth, jobs and improvements in the standard of living or ris k unrest This YaleGlobal special section presents articles that analyze the national elec tion campaigns and the consequences that so often reach beyond borders. http://yaleglobal.yale.edu/content/world-elections-global-challenges Introduction to Interpreting Arabic and Translation Studies Division Arabic Text 8.1

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Introduction to Interpreting Arabic and Translation Studies Division .

Page 55

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Introduction to Interpreting Arabic and Translation Studies Division Arabic Text 8.2

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. http://ar.wikipedia.org ) 92(

Introduction to Interpreting Arabic and Translation Studies Division Arabic Text 8.3

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: .

275 (

Introduction to Interpreting Arabic and Translation Studies Division Elections, Parliament & Parties Terminology Elections

Page 58

Prepared by: Dalia Raouf Marwa Anas Marwa Farouk Hassan obba A. 1. 2. 3. 4. 5. Types of elections One- man- one- seat system Presidential elections Ticket/Slate Election System Municipal elections: Rigged elections

Rania Magdy Samar Abul Nur Sherine Nabih Mona G Yasser Taha

6. 7. 8.

Election by acclamation Election by general consent Election by secret ballot

9.

Run-off vote

/ B. 10. 11. Election supervision Electoral College Judicial supervision

C. 12. 13. ) /

Before Elections Polling station Elector / Voter

Introduction to Interpreting Arabic and Translation Studies Division 14. 15. 16. 17. 18. 19. 20. 21. 22. Election round To campaign for the election Platform Rally Canvass (n.) Stump Speeches Electioneering: Electioneerer (n.) He is fighting the election

Page 59

23. 24. 25. 26.

Poll Party Slates Turnout Proportional representation

27. 28. 29. 30. 31. 32.

Independent candidate Labo(u)r Professional candidate/ Brackets Workers and Farmers Opponents To muzzle opposition /

) )

( (

/ ( ... ( ) (

) )

Introduction to Interpreting

Page 60

Arabic and Translation Studies Division 33. 34. 35. Staunch Supporters Public protests Mobilization of the public

/ Mobilization of the masses 36.

Electorate

37. 38. 39. 40. 41. 42. 43.

To carry out an election To challenge the result of the elections To conclude the election To conduct the election To declare the election invalid To withdraw from an election Election day

44. 45. Neutrality of elections 46. 47. 48.

Election nominations Impartiality of elections /

Integrity of elections Manipulation of elections

Eligible for immediate election

49. 50. 51.

Disqualified for elections The election is valid Balloting

Introduction to Interpreting Arabic and Translation Studies Division

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52. 53. 54. Invalid ballot papers 55. 56. 57. 58. 59. 60. 61. 62. 63. 64.

Ballot booth To cast one's ballot Valid ballot papers

Ballot boycott Vote (n.) Voteless Voting card To cast one's vote Votes cast To put sth. To the vote: To vote sth down: To vote through: To Count the votes

Sorting votes Sorting machines )

) ) )

( (

65. 66. 67. 68. )

To deprive the right to vote To Exercise one's right to vote To pool the votes To poll the majority of votes ( /

Introduction to Interpreting Arabic and Translation Studies Division 69. 70. 71. 72. / .. .. ) ( To vote in favor of 73. 74. To vote on (a motion) To vote (somebody) in To vote (somebody) out To vote for

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To vote against To Vote article by article

75.

To vote by roll call

Roll = list of names 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. 87. 88.

To vote by secret ballot

To vote by show (raise) of hands To vote by standing and sitting To abstain from voting Abstentions Casting vote: Dissenting vote List of voters Non-voting Members present and voting Nomination: 1) To close nominations To Second a nomination

Introduction to Interpreting Arabic and Translation Studies Division 89. Nominee

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90. 91. 92. 93. 94. 95. 96. 97. 98. 99. 100. 101. 102. 103.

Null and void Candidacy/ Candidature: List/ Slates of candidates The Presidential Candidate To declare a candidacy in order To declare a candidacy out of order To waive his candidacy Chairman (president)/ chairperson/ chair Elected Chairperson Constituency Carving out the constituencies Motion: To vote on the motion Debatable motion

Undebatable motion 104. Motion of confidence Motion of non-confidence

105. 106.

Procedural motion Substantive motion

Introduction to Interpreting Arabic and Translation Studies Division 107. 108. ) / ) ) ( ) ( Opinion poll: Referendum:

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109.

Plebiscite:

110. 111. 112. 113. 114.

Questionnaire: Rapporteur (F.) Elective seats Unanimity Disguised unanimity

) )

( )

( (

D.

After Elections and Scrutinizing

115. 116.

Tie (usually singular): Nays

117. 118. 119. 120. 121. 122.

Quorum To ascertain the quorum The teller Scrutineer: ( Re-election By-election

/ /

) E.

( Winning the elections

Introduction to Interpreting Arabic and Translation Studies Division 123. 124. 125. 126. 127. 128. To win uncontested/ unopposed (win by a) Landslide Thin/ narrow majority Absolute majority Sweeping majority Overwhelming majority

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129.

Consensus

) F. 130. 131. 132.

( Parliament Member of Parliament (MP) Parliamentarian The Speaker: an official who controls

/ discussions in a parliament 133. Dissolution of parliament 134. 135. 136. Parliamentary immunity Parliamentary session Ad hoc committee

G. 137. 138. 139. 140. 141. )

Types (names) of Parliaments US Congress Congressional hearings Congressman The Senate: Senator

Introduction to Interpreting Arabic and Translation Studies Division

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142. 143. 144. 145. 146. 147. 148. 149. 150. 151. 152. 153. ) (

House of Representatives House Member The British Parliament House of Commons (lower house): House of Lords (upper house): The French National Assembly (the west German) Bundestag The People's Assembly The Shura Consultative Council Duma The Diet Keneseth

) ) H. 154. 155. 156. 157. 158.

Constitution

To abide by the Constitution Preamble of the Constitution Provisions of the Constitution Constitutional Act To Constitutionalise

159. 160.

To amend the Constitution To introduce amendments

Introduction to Interpreting Arabic and Translation Studies Division 161. Appendix (a part at the end of a book containing additional info.) 162. Legislative action 163. 164. 165. 166. Legislation (law making) Legislator (law maker) Legislature Legitimacy

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( / Political Parties Liberal Party Ruling Party Opposition Party Marginal Parties Socialist Party Communist Party

) I. 167. 168. 169. 170. 171. 172.

173. 174. Left-wing 175. ) / (

Centrist Party Right-wing

Clandestine Party

Clandestine = secret 176. 177. Partys Manifesto J.

Banned Party (outlawed)

Miscellaneous

Introduction to Interpreting Arabic and Translation Studies Division

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Certificate Title: Foundation Certificate in Translation and Interpreting Course Title: Introduction to Interpreting Session Title: Nine Description of session and main activities: A practical session of at sight interpreting using texts of about 250-words on `Economics'. Translation is practiced from Arabic into English and vice versa.

Learning outcomes: By the end of the class session, students will be able to reproduce ideas in the target language while scanning a 250-word text.

Material: Selected readings on theories of interpreting. Texts on economics.

Introduction to Interpreting Arabic and Translation Studies Division The need of information. Accounting as an information

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Our economic environment is one where the production and distribution of goods a nd services is primarily left to individuals or to a group of people. It is base d on the principle that these entrepreneurs can own property and conduct their b usiness with the view of making a profit from their efforts. All businesses nee d a system of planning and maintaining information about their financial affairs . Different types of information might be useful to people interested in the firm. Information can be either quantitative or non-quantitative. Examples of nonquant itative information are visual impressions, conversations, television programs, newspaper stories. Quantitative information is such information that is expresse d in numbers. Accounting is primarily concerned with quantitative information but it is one of several types of quantitative information which is distinguished from the other types in that it usually is expressed in monetary amounts (i.e. acquisition cos t of purchased equipment). Nonmonetary information is often included in accounti ng reports for readers understanding the report (i.e. number of employees or pr oducts sold).

Accounting information consists of operating information, financial accounting a nd management accounting. Operating information is required to conduct an organi zations day-to-day activities. This information constitutes the largest quantit y of accounting information and provides the basic data for both management acco unting and financial accounting. (Example: In the stockroom the material list ha s to be known to order new supply of depleted sorts). Financial accounting provides information both for internal users (owners, managers) as well as external users (shareholders, banks, trade partners, government, investors, general public). Content of financial accounting reports is identical for every entrepreneur (it is needed for comparison among firms and se ctors of industry) and users will not understand them without knowing the ground rules of their preparation. Management accounting information is shaped from summaries of operating and othe r information. This information is used by persons who have to carry out their m anagement responsibilities and it is used in three management functions planning , implementation and control.

Introduction to Interpreting Arabic and Translation Studies Division Arabic Text 9.1

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Introduction to Interpreting Arabic and Translation Studies Division

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Introduction to Interpreting Arabic and Translation Studies Division Arabic Text 9.2

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Introduction to Interpreting Arabic and Translation Studies Division Expressions

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Entrepreneurs

planning and maintaining information

on ing

quantitative or -quantitative monetary amounts Nonmonetary in management accounting Operating information internal user

external users

Introduction to Interpreting Arabic and Translation Studies Division

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Certificate Title: Foundation Certificate in Translation and Interpreting Course Title: Introduction to Interpreting

Session Title: Ten Description of session and main activities: A practical session of consecutive interpreting. Students should be able to inte rpret consecutively up to one minute from Arabic into English and vice versa.

Learning outcomes: By 1. 2. 3. 4. the end of the class session, students will be able to take notes based on a one-minute text; list key words reflecting the meaning of the text; reformulate messages in the target language; and interpret consecutively for up to one minute.

Material: Selected texts.

Introduction to Interpreting Arabic and Translation Studies Division

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Certificate Title: Foundation Certificate in Translation and Interpreting

Course Title: Introduction to Interpreting Session Title: Eleven Description of session and main activities: A practical session of simultaneous interpreting . Students should be able to i nterpret simultaneously up to two minutes from Arabic into English and vice vers a. This session should be conducted in the simultaneous interpreting lab.

Learning outcomes: By the end of the class session, students will be able to 1. respond to input with good voice quality; 2. use adjustment strategies such as addition, inference, omission, and self-c orrection; 3. deliver at a steady rate; and 4. interpret simultaneously for up to two minutes.

Material: Selected texts.

Introduction to Interpreting

Arabic and Translation Studies Division

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Certificate Title: Foundation Certificate in Translation and Interpreting Course Title: Introduction to Interpreting Session Title: Twelve Description of session and main activities: The final test. The test will be conducted on a one-on-one basis. Learners will choose, at random, a text of about 50 words out of 4 Arabic text s, and another out of 4 English texts. Learners will be asked to interpret each text at sight in not more than 5 minu tes. Learners should start interpreting within less than 30 seconds from the time t hey receive the texts. Each text will be evaluated out of 15 marks by the class instructor. Grade distribution is as follows; 10 marks on accuracy 3 marks on voice clarity and intonation 1 marks on starting within 30 seconds 1 marks on finishing within the given time

Introduction to Interpreting

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