Introduction to Interpreting STUDY GUIDE

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 client�s request.

v

Syllabus / Training Outline:

Serial* Title/subtitle Assignment

1 Typology of Interpreting

Introduction and Assignments

Selected readings on theories of interpreting

2 (At sight) General texts Translate texts o

n:

- Mass media

- - Child Labour

Prepare some texts on:

- Technology

- Ethics of translation

3 (At sight) General texts

Quiz Translate Texts on:

- 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.

10 Consecutive interpreting

11 Simultaneous interpreting

12 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 70 points

Session 12: Final 30 points

Total 100 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 instances 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 assessment 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 response and comments, changes can be made.

� Please take these evaluations seriously and answer all the questions honestly. 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 divisionadministrator 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 not 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 includes

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 will be recorded as ‘F’.

� The penalty for a second offense is automatic suspension from studying atSCE 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 harassment.

� 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 itslearners, 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 SCEbuilding, including classes, lounges, workspaces, single-occupancy

offices,

balconies, stairwells, open-areas within

:�� 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-of-

term 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 university campuses.

� Breach of such behavior will be reported by the instructor to the Division Director,

:�� .�� 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

Population�s 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


Certificate Title: Foundation Certificate in Translation and 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

Page 1


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.


Page 2


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 styles—legal 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 look) to your audience.

� Practice with a variety of type faces and formats.


Page 3


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 text�s language and structure disti

nguish it from other types as it contains specific terminology to address the te

xt�s 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 text�s linguistic str

ucture contains no specific terms to cover the text�s 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/tiki-

http://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/


Page 4




Session Title: Two


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:


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


Page 5


English Text 2.1

The Concept of Mass Media

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.


Page 6


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.


Page 7


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


Page 8


Arabic Text 2.1

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Page 9




Session Title: Three


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:




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.


Page 10


English Text 3.1

General Topic

Technology

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

today�s 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


Page 11


Arabic Text 3.1

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Page 12


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Page 13




Session Title: Four


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:




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 minutes.

Another 5 marks are given for the oral production of the learner during the sess

ion.


Page 14


English Text 4.1

Population�s 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 doesn�t 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 isn�t 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


Page 15


Arabic Text 4.1

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Page 16


Demography

Prepared by

Iman Ibrahim Rania Fawzy Khaled Samra

Rosette Francis Mahmoud Omar

Sally Mohamed Emam Nermeen Yehia Sherine

Nabih

A. Demography

�� 1. Aboriginals

��

2. Demographic statistics

3. Pilot survey

4. Intercensal population estimates

�� /�� /��

B. Statistics

��5. Statistical chart

�� 6. Epidemiological statistics

�� 7. Statistics on migrants

�� 8. Statistical estimation

�� C. Rates

��9. Annual migration rate

10. Illegitimate birth rate

�� 11. Infant mortality rate

�� 12. Remarriage rate

13. Reproduction rate

14. Morbidity rate

�� /�� /�� /�� 15. Age-specific fertility rates

�� 16. Age-specific birth rates

�� 17. Crude death rate

�� 18. Optimum rate of growth

�� 19. Neo-natal mortality rate

�� 20. Depopulation/ Population decline

�� /��


Page 17


21. Working population

�� 22. Unoccupied population

�� 23. Self employed

�� 24. Population census

�� 25. Overpopulation

26. Actual / De facto population

�� /�� /�� 27. De jure population

)�� ( ��

28. Agricultural population

�� 29. Drifts of population

30. Population density

31. Population explosion

�� /�� /�� 32. Population forecast

�� 33. Population mobility

�� /�� /�� 34. Adventitious rural population

��

��

35. Age distribution in a population

��

36. Population statistics

�� 37. Population growth

�� 38. Redistribution of population

�� 39. Population cluster

�� 40. Young population

�� 41. Old population

)�� ( �� 42. Urban population

�� 43. Population at risk

�� 44. Age–specific mortality

�� 45. Age group/ bracket

�� 46. Birth record/ register

Birth registration

�� 47. Stillbirth (n.)

�� 48. Dependent children

��


Page 18


49. Child/ family allowance

�� /�� 50. Adolescence

�� 51. Adult

��

52. Age of majority

�� 53. Adult mortality

�� 54. Minor

��55. The Aged/ The Elderly

�� /�� 56. Dependent elderly

�� 57. Pensioners

�� /��58. Old age/ Senescence

��59. Long-lived person

��60. Centenarians

��D. Gender and female �� 61. Birth attendant/ Midwife

�� /��62. Female circumcision

�� 63. Female genital mutilation (FGM)

�� 64. Infibulation

��

65. Incrimination

�� 66. Decriminalization of abortion

�� /�� 67. Legal abortion

�� 68. Gender bias

69. Lactating mother / Nursing mother / breast- nursing

�� 70. Menopause

�� 71. Menopausal age

�� 72. Multigravida

�� 73. Family planning program

�� 74. Head of the household

�� 75. Married life

��

76. Sterility

)��( ��


Page 19


Infertility )�� ( ��77. Sterilization

:��78. Conception

�� 79. A barren woman

�� 80. Fecundity

�� /�� 81. Average parity

��

82. Biological family

�� 83. Nuclear family

�� 84. Bread winner

�� 85. Civil marriage

�� 86. Consensual marriage (

�� 87. Common law marriage

��

88. Dowry

��89. Endogamy

90. Foster parents

�� /�� )��( �� 91. Child adoption

�� 92. Marital status

�� 93. Widower

Widow

�� 94. Polyandry

��

95. Monogamy

�� 96. Polygamy

��

97. Post-natal care

�� 98. Pre-marital examinations

99. Spouse

�� /�� /��100. Sibling

�� /��101. Spacing of children

)��( �� /��

102. Social Security Record

��


Page 20


103. Family disintegration

�� 104. Kinship

�� 105. Internal migration

��

106. Rural-urban migration

�� 107. Emigration

��

108. Immigration (

�� 109. Labor migration

��

110. Brain drain

�� (

111. Forced migration

�� 112. Displacement

��113. Evacuation

Evacuees

��

��114. Repatriation

�� 115. Resettlement

�� 116. Communicable disease

�� /�� 117. Endemic disease

�� 118. Epidemic disease

�� 119. Genetic disease

�� 120. Annual death probability

�� 121. Religious minority

�� 122. Ethnic minority

�� 123. Built-up area

�� /�� 124. Informally - built area

�� 125. Concealed (much less frequent)/ Disguised unemployment

126. Cosmopolitan society

��

�� /�� 127. Public housing

�� 128. Residential density

�� 129. Urbanization

��


Page 21


130. Social mobility

�� 131. Social stratification

�� /��

132. Socialization

�� 133. Occupational qualifications

�� 134. Squatter

�� /)�� ( ��


Page 22




Session Title: Five


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:


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.




ion.


Page 23


English Text 5.1

Environment after World War II

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 country�s 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 enemy�s roads, bridges, utilities and o

ther infrastructure. While these don�t 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 weren�t 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 one�s 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 it�s 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.


Page 24


Arabic Text 5.1

��

��

: (Water Shortage) �� : (Water Crisis) �� .�� .�� .��

: �� . �� 992 �� 2.3 �� . �� .�� .�� 2117 �� "� "�� " :�� ."��

��

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Page 25


Arabic Text 5.2

��

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http://ar.wikipedia.org

)�� 915(


Page 26


Prepared by

Environment and Ecology

Ahmed Abdel Moneim Mohamed El Husseiny Dalia Raouf

Ms. Rosette Francis Hanan El Sanhoury Nerme

en Yehia

Marwa Farouk Hassan Rania Magdy

A. Ecology

�� 1. Ministry of Environmental Affairs

�� 2. Ecosystem

�� 3. Ecosphere

�� 4. Ecoclimate

�� 5. Ecodevelopment

�� 6. Ecologist

�� 7. Ecology

�� 8. Earth Charter

�� 9. Earth Day

)�� ( �� 10. Abyssal environment

�� 11. Aquatic life

�� 12. Affordable water

�� /�� 13. Running water

�� 14. Groundwater

�� 15. Coastal area/ Littoral zone

�� 16. Coastal waters

��

17. Ocean floor

�� 18. Sea bed

�� 19. Fisheries

�� 20. Shellfishery

�� 21. Fish shoal

��

22. Juvenile fish

�� – �� 23. Juvenile water

��


Page 27


24. River-borne sediments

�� 25. Climatology

�� 26. Agro climatology

�� 27. Ambient air

�� 28. Ambient temperature

��

29.

and Fauna Flora

�� )�� /��(30. Forestry

�� 31. Arable land/ Cultivable land

�� 32. Seasonal crops

�� 33. Vegetarian

�� 34. Glaciology

�� 35. Ice cap

��

36. Ontology

��

37. Biodiversity

�� 38. Metabolism

�� /��39. Acclimatization

��40. Wild animals

��

41. Wildlife

�� 42. Captive animals

�� 43. Semi-captive animals

�� 44. Cattle grazing

�� 45. Sedimentary rocks

��

B. Climate Changes

�� 46. Adverse climate change

�� 47. Global climate change

�� 48. Air mass

�� 49. Cyclone

�� 50. Hurricane

)�� ( ��51. Smog

)�� (�� 52. Dust storm

�� 53. Sand storm

��


Page 28


54. Wind storm

�� 55. Easterlies

�� 56. Westerlies

�� 57. Monsoon winds

�� 58. Storm abated

�� 59. Equator

�� 60. Dew

��61. Humidity

��62. Mist

�� /��63. Egyptian Environmental Affairs Agency (EEAA)

�� 64. Environmental friendly

�� 65. Green belt

��

66. Conservation of nature

�� 67. Clean technology

�� 68. Clearing up pollution

�� 69. Air-quality control

�� 70. Decontamination/ Depollution

�� 71. Desalination

)�� ( �� 72. Detoxication

)��( �� 73. Disaster management

�� 74. Pollution control

�� 75. Restoration of soil

�� 76. Afforestation

)�� ( ��77. Ozone hole

�� 78. Ozone-friendly technology

�� 79. Energy conservation law

�� 80. Green car

�� 81. Biofuel

�� 82. Smokeless fuel

�� 83. Zero Emission Vehicle

�� 84. Collection of household refuse

�� 85. Sorting of refuse

�� 86. Sanitary landfill

�� 87. Rational Waste Management

��


Page 29


88. Hygienic waste disposal

�� 89. Rationalization of hunting animals

�� 90. Hazard prediction

�� C. Natural Phenomena

�� 91. Age-old forests

��

92. Air current

�� 93. Beach erosion

�� 94. Land erosion

�� 95. Coral reefs

�� 96. Deglaciation

�� 97. Desertification

��98. Ebb and tide

�� 99. Marshlands

��100. Pristine area

�� /�� 101. Quick sands

�� 102. Sand dunes

�� 103. Sand flats

�� 104. Uplands

��105. Vortex

��106. Water falls

��D. Natural Disasters

�� 107. Biodeterioration

�� 108. Bush fire

�� 109. Conflagration

��

110. Disaster-prone area

�� 111. Disaster-stricken area

�� 112. Distressed area

�� 113. Drought- prone area

�� 114. Endangered natural resources

�� 115. Endangered species

��

116. Extinct species

�� )��( ��117. Famine

��



E. Environmental Abuse

�� 118. Environment degradation

�� 119. Agrochemicals

�� 120. Deforestation

�� 121. Soil degradation

�� 122. Over grazing

�� 123. Overcropping

�� 124. Overfertilization

�� /�� 125. Overfishing

�� 126. Air pollution load

�� 127. Airborne contaminant = Air pollutant

�� /�� 128. Airborne emissions

�� 129. Airborne particles

�� 130. Airborne pollutants

�� 131. Airborne pollution

�� 132. Breakdown of wastes

�� 133. Build up of pollutants

�� 134. Disposal of wastes

�� )�� (135. Dump

)��( �� 136. Dumping at sea

�� 137. Effluent discharge

�� 138. Incineration of wastes

�� /��139. Refuse/ Garbage collection

�� 140. Contaminant

Contamination

�� /�� )�� ( ��141. Contaminated food

�� 142. Dust deposit

�� 143. Emission trading

Jump to: navigation, search

��

144. Energy- intensive technology

�� 145. Noxious emissions

�� 146. Off-gases

�� 147. Off-odor

�� 148. Exhausts

��


Page 31


149. Fossil fuel

�� 150. Fumes

��151. Fumigation)

��152. Vapors

��153. Global Warming

�� 154. Greenhouse effect

�� 155. Greenhouse gases

�� 156. Radiation

��157. Carcinogen

�� 158. Carbon release

�� 159. Cement plants

�� 160. Combustion residue

�� 161. Depletion of Ozone Layer

�� 162. Sanitary drainage

�� 163. Sewer

�� 164. Toxics

��165. Thermal pollution

�� 166. Marine pollution

�� 167. Oil spill

�� F. Miscellaneous

��168. Pumping station

�� 169. Organic components

�� /��170. Hygiene

��


Page 32


Environment and Ecology

1. Deforestation

2. Recycling

3. Wetlands

4. Asbestos

5. Infrared Radiation

6. Ultraviolet Radiation UV

7. Aerosols

8. Global Warming

9. Cleaner Production

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

��


Page 33

32. Acid Rain


�� 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

��


Page 34




Session Title: Six



‘Management’. Translation is practiced from Arabic into English and vice versa.

Learning outcomes:



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 thekey 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.




ion.


Page 35


English Text 6.1

What is Management?

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 organization�s objectives.

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



Arabic Text 6.1

��

:�� .�� .�� .�� .�� . �� .�� .�� .�� .�� .�� .�� . �� -�� –�� .�� .��


Page 37


Expressions of Management

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

�� )��( ��


Page 38


31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

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

��


Page 39




Session Title: Seven



‘Diplomacy’. Translation is practiced from Arabic into English and vice versa.

Learning outcomes:


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 keyterminology 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.



ion.


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/


Page 41


Arabic Text 7.1

��

.��

�� :�� diploma �� ( �� )�� /�� δίπλωμα�� .�� .�� .��

:�� .�� .�� .��

�� :�� : �� -9.)�� ( �� : �� -1


Page 42


.)�� ( ��

�� .�� .��

�� .��

�� .��

:�� .��

)�� 705( ��


Page 43


Arabic Text 7.2

��

:��

�� .��

�� .��

http://www.siironline.org

)�� 71(


Page 44


Prepared by:

Marwa Anas Rania Magdy

Marwa Farouk Hassan Yasser Taha

Diplomacy and International Relations Terminology

A. Diplomatic Relations and Missions

�� 1. Diplomacy (n.)

�� /��2.

Courtesies of Diplomacy

�� 3. Shuttle Diplomacy

�� 4. To practise diplomacy

�� )�� /�� ( ��5. Diplomat (n.)

��

6. Diplomatic affairs

7. Diplomatic bag

Diplomatic pouch (Amr.)

�� Diplomatic courier )�� ( �� 9. Diplomatic Corps

/�� /)��( ��

10.

Diplomatic channels

�� /��11. Diplomatic crisis

�� 12. Diplomatic correspondent

)��( �� 13. Diplomatic efforts

�� /��14. Diplomatic entry visa

�� 15. Diplomatic exemption

�� 16. Diplomatic gallery

��

17. Diplomatic hitch

�� 18. Diplomatic immunity

��


Page 45


19. Diplomatic Parlance (F.)

�� 20. Diplomatic privileges

�� 21. Diplomatic representation

�� 22. Diplomatic status

�� 23. Diplomatic ties

�� 24. To establish diplomatic relations

�� 25. To re-establish/ resume diplomatic relations

�� 26. - Break off diplomatic relations

��

27. Suspension of diplomatic relations

�� /��28. Freezing diplomatic relations

�� 29. Normalization of relations

��

30. Diplomatic corps

)�� ( �� 31. Statesman

�� /�� 32. Statesmanship = Statecraft

)�� ( �� 33. Dean Of Diplomatic Corps

��

34. Doyenne:

�� 35. Acting Secretary General �� 36. Charge d’affaires (F.)

:�� 37. High Commissioner

�� 38. Persona grata (L.)

�� 39. Persona non grata (L.)

�� /�� 40. Foreign community

�� 41. Extraordinary envoy

�� 42. Itinerant envoy (eye)

�� 43. Fact-finding mission

��


Page 46


44. Agrement (F.)

45. Ad referendum (L.)

�� /�� /�� /�� 46. Unfriendly act

�� 47. Act of courtesy

�� 48. Exchange of courtesies

�� 49. To abide by the resolution

�� /�� /��50. Abidance by the law

�� /�� /��51. To accede to a treaty

�� 52. Accession to an alliance

Entering into an alliance

53. Balance of power

�� /��

54. Tripartite representation

�� 55. Multiple representation

)�� ( �� 56. Accredited representative

�� 57. Common interests

�� 58. International solidarity

�� 59. Espionage (F.)

�� /��60. Coup d’etat (F.)

)��( �� 61. Reformation of the government

�� 62. De facto recognition (L.)

�� 63. De jure recognition (L.)

�� 64. Fait accompli (F.)

�� /�� 65. Status quo (L.)

�� 66. Striking force

�� 67. Force Majeure (F.)

�� /�� 68. Goodwill mission

�� 69. Good offices

��


Page 47


Bona fide �� /�� 71. Hard-liner

��72. The Haves and Have-nots Countries

�� 73. Political impasse

�� /�� 74. Mediation

)�� ( ��75. Memorandum (memo) (L.)

��

76. Subjects

�� 77. Native born citizen

�� 78. Acquired nationality

�� 79. Right of Asylum

�� 80. Square report

�� 81. Square refusal

�� 82. Discriminatory treatment

�� 83. Walkout

)�� ( ��B. Diplomatic Meetings

84. Audience: a formal meeting with a very important person

�� /��( �� )�� /��85. Audience room

�� 86. Ceremonials (Protocol)

�� /�� /�� 87. Ceremonial mission

�� 88. Protocol book

�� 89. Chief of protocol = master of ceremonies

�� 90. Red carpet reception

C. Diplomatic Instruments and

Documents

)�� ( �� 91. Treaty of alliance

��


Page 48


92. Pact of non-aggression

�� 93. Credentials (from ambassadors to heads of states)

�� /��D. Functions and Authorities �� 94. Terms Of Reference (TOR)

�� /��95. Prerogatives

96. To grant a concession

To withdraw a concession

�� ( �� )�� 97. Absolute government

�� 98. Absolute power

�� 99. Ex-officio member (L.)

�� 100. Abuse of right

�� 101. Abuse of office

�� 102. Abuse of power

�� 103. Vested with full powers

�� /�� 104. To curtail the powers

�� 105. Authorized official

�� 106. Central authority

��

107. Concerned authority

�� 108. Constitutional authority

�� 109. Delegation of authority

�� 110. To exercise authority

To exercise patience

�� /�� /��

E. Ambassadorial Related Terms �� 111. Ambassador Extraordinary

��


Page 49


112. Ambassador Plenipotentiary

Minister plenipotentiary

�� 113. Ambassador at large

�� 114. Roving ambassador

�� 115. Ambassadorial rank (order)

116. To recall (summon) an ambassador

�� /�� 117. To withdraw an ambassador

�� 118. Notification on arrival of an ambassador

�� 119. Offence against an ambassador

�� 120. Official residence of the ambassador

�� 121. Embassy Spokesperson

�� 122. Embassy Staff

�� /�� 123. First Secretary of an embassy

�� F. Consulate

��124. Consulate General

�� 125. Consul General

�� 126. Honorary Consul

�� 127. Vice-Consul

�� 128. Consular Agent

�� 129. Consular Corps

�� 130. Consular immunities

�� 131. Consular jurisdiction

�� /�� 132. Consular privileges

�� G. Attaché

��133. Air Attaché

�� 134. Commercial Attaché

�� 135. Cultural Attaché

��


Page 50


136. Press Attaché

�� 137. Naval Attaché

�� 138. Military Attaché

�� 139. Scientific Attaché

�� H. International Policies

�� 140. Policy of appeasement

�� 141. Policy of austerity

�� 142. Policy of deterrence

�� 143. Policy of fait accompli

�� 144. Policy of rapprochement (F.):

�� 145. Wait and see policy

�� 146. Détente (F.):

/�� ( �� )��()��147. Entente(F.): international understanding

�� )��(I. State of War

�� 148. Adverse attitude

�� /��149. Adverse interests

�� /�� 150. Adverse opinion

�� /�� /�� /�� 151. Aggravated assault

�� /�� 152. Alliance for peace

�� 153. Breach of peace

�� 154. To bear the brunt

�� 155. Banishment/ Exile

Local banishment

�� /��

156. To impose a curfew

�� 157. Coalition government

�� 158. Colonialism

��


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159. Grip of colonialism

�� 160. Decolonization

�� 161. To reach a compromise

162. Deadlock

(Stalemate)

�� /�� /�� 163. World denunciation

�� 164. Deterioration of relations/ situation

�� /�� 165. Treason

�� /)�� ( ��166. War of extermination

(Genocide)

�� )�� ( �� 167. War reparations

�� 168. Repatriation of Prisoners Of War (POWs) �� /�� 169. Repatriation of refugees

�� /��170. Redeployment of troops

)��( �� 171. Ethnic cleansing

��


Page 52




Session Title: Eight



‘Elections’. Translation is practiced from Arabic into English and vice versa.

Learning outcomes:



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 keyterminology 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.




ion.


Page 53


English Text 8.1

Elections in the world

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


Page 54


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Page 58


Elections, Parliament & Parties Terminology Elections

Prepared by:

Dalia Raouf Rania Magdy

Marwa Anas Samar Abul Nur

Marwa Farouk Hassan Sherine Nabih Mona G

obba Yasser Taha

A. Types of elections

1. One- man- one- seat system

2. Presidential elections

3. Ticket/Slate Election System

4. Municipal elections:

5. Rigged elections

6. Election by acclamation

7. Election by general consent

8. Election by secret ballot

9. Run-off vote

��

�� /��

B. Election supervision �� 10. Electoral College

11. Judicial supervision

��

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C. Before Elections �� 12. Polling station

13. Elector / Voter

)�� ( ��

�� /��


Page 59


14. Election round

15. To campaign for the election

16. Platform

17. Rally

18. Canvass (n.)

19. Stump Speeches

20. Electioneering:

21. Electioneerer (n.)

22. He is fighting the election

23. Poll

24. Party Slates

25. Turnout

26. Proportional representation

27. Independent candidate

28. Labo(u)r

29. Professional candidate/ Brackets

30. Workers and Farmers

31. Opponents

32. To muzzle opposition

�� /��

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Page 60


33. Staunch Supporters

34. Public protests

35. Mobilization of the public

�� /�� Mobilization of the masses �� 36. Electorate

��

37. To carry out an election

38. To challenge the result of the elections

39. To conclude the election

40. To conduct the election

41. To declare the election invalid

42. To withdraw from an election

43. Election day

��

�� /��

44. Election nominations

45. Impartiality of elections

�� Neutrality of elections �� /��46. Integrity of elections

47. Manipulation of elections

48. Eligible for immediate election

49. Disqualified for elections

50. The election is valid

51. Balloting

��

�� /��


Page 61


52. Ballot booth

53. To cast one’s ballot

54. Valid ballot papers

Invalid ballot papers

55. Ballot boycott

56. Vote (n.)

57. Voteless

58. Voting card

59. To cast one’s vote

60. Votes cast

61. To put sth. To the vote:

62. To vote sth down:

63. To vote through:

64. To Count the votes

Sorting votes

Sorting machines

)�� ( ��

��

)�� ( �� )�� ( �� )��( �� )�� ( ��

65. To deprive the right to vote

66. To Exercise one’s right to vote

67. To pool the votes

68. To poll the majority of votes

�� )�� ( /��


Page 62


69. To vote on (a motion)

70. To vote (somebody) in

71. To vote (somebody) out

72. To vote for

�� /��

.. ��

.. �� )��( ��To vote in favor of �� 73. To vote against

74. To Vote article by article

75. To vote by roll call

��

�� Roll = list of names �� 76. To vote by secret ballot

77. To vote by show (raise) of hands

78. To vote by standing and sitting

79. To abstain from voting

80. Abstentions

81. Casting vote:

82. Dissenting vote

83. List of voters

84. Non-voting

85. Members present and voting

86. Nomination: 1)

87. To close nominations

88. To Second a nomination

��

�� /�� /�� /��


Page 63


89. Nominee

90. Null and void

91. Candidacy/ Candidature:

92. List/ Slates of candidates

93. The Presidential Candidate

94. To declare a candidacy in order

95. To declare a candidacy out of order

96. To waive his candidacy

97. Chairman (president)/ chairperson/ chair

98. Elected Chairperson

99. Constituency

100. Carving out the constituencies

101. Motion:

102. To vote on the motion

103. Debatable motion

��

�� /��

�� Undebatable motion ��

�� 104. Motion of confidence

Motion of non-confidence ��

��

105. Procedural motion

106. Substantive motion

��

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Page 64


107. Opinion poll:

108. Referendum:

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/�� ( )��( ��)��

109. Plebiscite:

110. Questionnaire:

111. Rapporteur (F.)

112. Elective seats

113. Unanimity

114. Disguised unanimity

��

�� ( )��( �� )�� )�� ( ��

��

D. After Elections and Scrutinizing ��

115. Tie (usually singular):

116. Nays

117. Quorum

118. To ascertain the quorum

119. The teller

120. Scrutineer: (

121. Re-election

122. By-election

��

�� /�� /�� ( �� )�� /��

)�� ( ��

E. Winning the elections ��


Page 65


123. To win uncontested/ unopposed

124. (win by a) Landslide

125. Thin/ narrow majority

126. Absolute majority

127. Sweeping majority

128. Overwhelming majority

129. Consensus

�� )�� ( ��

F. Parliament �� 130. Member of Parliament (MP)

131. Parliamentarian

132. The Speaker: an official who controls

��

�� /��discussions in a parliament �� 133. Dissolution of parliament

134. Parliamentary immunity

135. Parliamentary session

136. Ad hoc committee

��

��

G. Types (names) of Parliaments �� )��( ��137. US Congress

138. Congressional hearings

139. Congressman

140. The Senate:

141. Senator

)�� ( ��

��


Page 66


142. House of Representatives

143. House Member

144. The British Parliament

145. House of Commons (lower house):

146. House of Lords (upper house):

147. The French National Assembly

148. (the west German) Bundestag

149. The People’s Assembly

150. The Shura Consultative Council

151. Duma

152. The Diet

153. Keneseth

�� )��( ��

)�� ( �� )�� ( �� H. Constitution

��154. To abide by the Constitution

155. Preamble of the Constitution

156. Provisions of the Constitution

157. Constitutional Act

158. To Constitutionalise

159. To amend the Constitution

160. To introduce amendments

��

�� /�� /��


Page 67


161. Appendix (a part at the end of a book

containing additional info.) ��162. Legislative action

163. Legislation (law making)

164. Legislator (law maker)

165. Legislature

166. Legitimacy

��

)�� ( ��

�� /��)�� ( �� /��I. Political Parties

�� 167. Liberal Party

168. Ruling Party

169. Opposition Party

170. Marginal Parties

171. Socialist Party

172. Communist Party

173. Centrist Party

174. Right-wing

Left-wing

175. Clandestine Party

)�� /��( ��

�� Clandestine = secret �� 176. Banned Party (outlawed)

177.

�� Party�s Manifesto ��

J. Miscellaneous

��


Page 68




Session Title: Nine


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:


reproduce ideas in the target language while scanning a 250-word text.

Material:

� Selected readings on theories of interpreting.� Texts on economics.


Page 69


The need of information. Accounting as an information

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 reader�s 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

zation�s 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.


Page 70


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Page 73


Expressions

Entrepreneurs

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�� quantitative or -quantitative �� monetary amounts �� Nonmonetary infon �� fing

�� management accounting �� Operating information �� internal user �� external users ��


Page 74




Session Title: Ten


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:


1. take notes based on a one-minute text;

2. list key words reflecting the meaning of the text;

3. reformulate messages in the target language; and

4. interpret consecutively for up to one minute.

Material:

� Selected texts.


Page 75




Session Title: Eleven


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:


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.





Session Title: Twelve


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 texts, and another out of 4 English texts.

� Learners will be asked to interpret each text at sight in not more than 5 minutes.

� Learners should start interpreting within less than 30 seconds from the time they 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


Page 77

Introduction to Interpreting STUDY GUIDE

Documents

Transcript of Introduction to Interpreting STUDY GUIDE