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El error de traducción que casi desata la tercera Guerra Mundial

El error de traducción que casi desata la tercera Guerra Mundial | Metaglossia: The Translation World | Scoop.it

Durante los años de la Guerra Fría, desde el final de la II Guerra Mundial hasta la caída del Muro de Berlín, cualquier hecho puntual era susceptible de malinterpretarse y generar un nuevo conflicto bélico a nivel mundial. Uno de esos hechos fue un error de traducción de las palabras del dirigente soviético Nikita Khrushchev.

En junio de 1956, y tras un golpe de estado, Nasser era elegido presidente de Egipto. Sus primeras medidas cambiaban el rumbo de Egipto: reemplazó las políticas pro-occidentales de la monarquía por una nueva política panarabista cercana al socialismo y nacionalizó el Canal de Suez. Las consecuencias fueron inmediatas… la Guerra del Sinaí que implicó militarmente a Reino Unido, Francia e Israel contra Egipto....

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UN Careers - jobs in this network (Translators, Revisers, Editors, etc.)

UN Careers -  jobs in this network (Translators, Revisers, Editors, etc.) | Metaglossia: The Translation World | Scoop.it

Vacancies in this network: Translators, Revisers, Editors, etc.

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Derriba tecnología barreras del idioma - Periódico am

Derriba tecnología barreras del idioma - Periódico am | Metaglossia: The Translation World | Scoop.it
THE NEW YORK TIMES / JULIE WEED Publicada el 01/03/2015


Aplicaciones de traducción han mejorado y ello ha permitido que más personas las usen por su precisión con sonidos, texto y significado.

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El sector de la tecnología está haciendo todo lo que puede para derribar la Torre de Babel.

Recientemente, Skype, el servicio de videollamadas de Microsoft, inició la traducción simultánea entre hablantes de inglés y de español. Para no quedarse atrás, Google anunció actualizaciones a su aplicación de traducción para teléfonos.

Google Translate ofrece ahora traducciones por escrito en 90 idiomas, así como la capacidad para oírlas cuando se habla en unos cuantos idiomas populares. En la actualización, la aplicación reconocerá automáticamente si alguien habla en un idioma popular y automáticamente lo convertirá en texto escrito.

Desde luego que la tecnología para traducir una lengua en otra puede ser todavía rotundamente terrible, o “rotundamente herbal”, como se supone que dije en una prueba de Skype.

Sin embargo, esas quejas son hoscas en comparación con lo que también pareció un milagro fundamental: en cuestión de minutos, yo ya estaba acostumbrado al proceso y hablaba libremente con un colombiano sobre su esposa, sus hijos y su vida en Medellín (o “Meidi A”, como lo escuchó primero Skype, pero que luego le entendió bien). Lo único más grande que nos separaba -el idioma- había comenzado a desaparecer.

Esos errores en el lenguaje son una parte crítica de cómo mejorar los productos en internet. Los servicios se mejoran con el uso, a medida que el aprendizaje de las computadoras examina los resultados y ajusta el desempeño. Así fue como la característica para revisar la ortografía se hizo confiable, y así es como progresan los servicios de búsquedas, mapas con direcciones y muchos otros, en línea.

“El programa aprende como usted, usando las conversaciones” es como lo expresó Sebastián Cuberos, mi nuevo amigo de Colombia, durante nuestra llamada por Skype. “En este momento, es bastante bueno”. La gramática no es perfecta, pero usted entiende a qué está haciendo referencia.

Sólo unas cuantas miles de personas están utilizando el servicio en Skype. A medida que aprende de ellas, atraerá a más de las casi 40 mil personas que esperan probar el servicio español-inglés. Aun en esta etapa temprana, provoca la posibilidad de tener clases de estudios sociales con niños en Estados Unidos y México, o hacer periodismo en el que se puede conversar en vivo con una familia en Siria.

Google dice que su aplicación Translate se ha instalado más de 100 millones de veces en teléfonos con Android, la mayoría de los cuales podían recibir la actualización.

“Tenemos 500 millones de usuarios activos de Translate cada mes, en todas nuestras plataformas”, comentó Macduff Hughes, el director de ingeniería de Google Translate. Dado que de 80% a 90% de la red está en solo 10 idiomas, agregó, la traducción se vuelve una parte crítica del aprendizaje de muchas personas.

La traducción automática de páginas de internet a idiomas importantes es una característica en el buscador Chrome de Google. La gente que utiliza el buscador puede traducir una página que está en inglés al, por decir algo, coreano. También son 140 los idiomas a los cuales es posible cambiar cosas como la configuración de Gmail.

Se puede configurar el correo electrónico con idiomas como el klingon, pirata o elmer fudd. Otras opciones, como cheroki, son más serias, y Google aspira a, finalmente, tenerlos como idiomas en los que se puedan hacer traducciones completas.

Asimismo, anunciará pronto un servicio que permite sostener el teléfono hacia el letrero con el nombre de una calle en otro país y, automáticamente, tener la traducción en la pantalla.

El motor Bing Translation de Microsoft se usa en Twitter y Facebook. Éste, que también incluye la comunicación que atraviesa las fronteras del idioma al operar el servicio más grande del mundo para compartir fotografías, tiene sus propios esfuerzos en la traducción.

Miles de personas se han inscrito a una lista de espera de Microsoft porque Skype ofrecerá traducción simultánea en otros idiomas, como chino y ruso.

Alimentar al “corpus”, como llaman los ingenieros en lingüística a su base de datos de idiomas, se ha vuelto algo crítico en algunos países, así como para el beneficio del aprendizaje de las máquinas.

Google, que utiliza la traducción hecha por humanos para empezar su servicio, añadió hace poco el kazajo, después de que un funcionario gubernamental salió en televisión para pedirle ayuda a la gente. “Las personas pueden pedir con muchísima fuerza que agreguemos su idioma al servicio”, notó Hughes.

No obstante, a algunos expertos les preocupa que las máquinas vean más profundamente los usos individuales del significado con cosas como la entonación y el humor. ¿Qué significará, como con nuestros términos de búsqueda y nuestros ‘me gusta’ del Facebook, si se convierten en alimento para anunciantes y fuerzas del orden?

“La tecnología es potencialmente mágica, pero las amenazas también son reales”, dijo Kelly Fitzsimmons, cofundadora de Hypervoice Consortium, que investiga el futuro de la comunicación. “¿Qué significaría tener un corpus de conversaciones después de un cambio de régimen, y al nuevo gobierno no le gustó lo que dijiste?”.

Actualmente, dijo Fitzsimmons, sólo 1% de los consumidores consiente que se los grabe abiertamente. No obstante, eso es lo que hace la gente cuando ayuda al aprendizaje de las máquinas de traducción, o cuando usa asistentes a base de voz, como Siri.

Ella piensa que las personas mejorarán en el manejo de su propia privacidad para no subcontratársela a los proveedores de servicios. Sin embargo, por ahora, Olivier Fontana, el director de marketing de productos del proyecto Skype, dice que las conversaciones se separan en archivos distintos antes de que la gente revise la calidad de la traducción. “No hay forma de saber quién dijo qué”, notó. “La Oficina Nacional de Seguridad no podría encontrarle lógica a esto”.

Hughes dijo que Google también es cuidadoso en cuanto a lo que hace con la voz, en parte, debido a los problemas potenciales en torno a la seguridad biométrica en el caso de que el reconocimiento de la voz remplace a la contraseña.

Además, dijo, “hay algo que decir por hacer que su traductor sea diferente; si yo hablo chino, tendría la voz de una mujer para que la gente sepa que es una traducción”.
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How good is your English?

How good is your English? | Metaglossia: The Translation World | Scoop.it
Take Aptis, a computer-based test from British Council.

The British Council launched Aptis, a computer-based English language proficiency test for teens, by conducting an inter-school challenge. Ten schools from Chennai took part and the finalists were pitched against each other in a public speaking competition.

V.S. Aarthi from SBOA, Anna Nagar, won the first prize. The first and the second runners-up were Amrutha Desikan and Akilesh Raman from PSBB, KK Nagar. “It was a very good platform to assess our English language skills. This is the first time I have got such an opportunity. It was a useful learning experience and it has given me the confidence to perform better in the future,” said Aarthi.

Mei-Kwei Barker, Director South India, British Council, congratulated the students on their success. “It’s great to see so many students excited about learning English,” she said. The test caters to educational institutions and helps them test the level of English proficiency of their students. It measures listening, reading, writing and speaking skills of students and has been specially designed for learners of English between 13 and 17 years of age.

Keywords: British Council
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Inuugatta Language Conference wraps up in Iqaluit | Government of Nunavut

Inuugatta Language Conference wraps up in Iqaluit | Government of Nunavut | Metaglossia: The Translation World | Scoop.it
Inuugatta Language Conference wraps up in Iqaluit

February 27, 2015
News Release

For Immediate Release

Inuugatta Language Conference wraps up in Iqaluit

IQALUIT, Nunavut (Feb 27, 2014) - The Inuugatta Language Conference concluded this week in Iqaluit with a renewed commitment to the importance of Inuktut and its role in promoting Inuit social and cultural well-being.

"Inuktut defines who we are as Nunavummiut and Inuit across the Arctic," said Minister of Languages George Kuksuk. "We must work together to plan the next steps to strengthen our language and our culture."

The conference was jointly hosted by Languages Commissioner Sandra Inutiq and Minister of Languages George Kuksuk, in collaboration with Nunavut Tunngavik Incorporated and the Inuit Uqausinginnik Taiguusiliuqtiit. Inuugatta brought together over 70 participants from around Nunavut, and other areas of the circumpolar world and Canada.

"Nunavut recognizes the importance of our language to our cultural well-being as Inuit," said Languages Commissioner Sandra Inutiq. "The Official Languages Act and Inuit Language Protection Act affirm the importance of our language rights, but it is important for Nunavummiut to use and exercise their rights for our language to thrive."

During the conference, presentations and hands-on workshops focused on the status, history and importance of Inuktut today. The conference also reviewed lessons learned in the revitalization and protection of indigenous and vulnerable languages.

Outcomes from the conference include recommendations that will inform the government and its partners in planning the next steps to further revitalize and strengthen the use of Inuktut. This includes enhanced support for culture, arts and media, and addresses the needs for language standards in education, training and the development of materials.

A follow-up report will summarize the conference proceedings.

 

###

 

Media Contact:

Elizabeth Roberts

Communications Officer

Culture and Heritage

867-975-5543

EARoberts@gov.nu.ca

 

Vinnie Karetak

Public Affairs Officer

Office of the Languages Commissioner

867-975-5080

vkaretak@langcom.nu.ca

Document(s): 
2015-02_ch_olc_nr08_inuugatta_language_conference_wraps_up_in_iqaluit_-_eng.pdf
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Indian Languages Have Few Takers In U.S. | Link Newspaper

Indian Languages Have Few Takers In U.S. | Link Newspaper | Metaglossia: The Translation World | Scoop.it
Indian Languages Have Few Takers In U.S.
WASHINGTON – Despite the Indian economy’s rapid growth and the increase in U.S.-India ties, American students continue to display low interest in Indian languages, preferring instead languages like Chinese, Korean or Arabic, according to a new language survey.
Students in U.S. colleges and universities are not signing up for Indian languages at remotely the scale languages like Arabic, Chinese or Korean experience, a South Asia expert noted citing the survey by the Modern Language Association (MLA).
“Indian languages follow a path less travelled,” wrote Alyssa Ayres, senior fellow at the Council on Foreign Relations, citing MLA’s quadrennial language enrolments survey of foreign languages in U.S. higher education.
“The big post-9/11 national security interest that resulted in many more Americans studying Arabic did not have the same impact on Indian languages, she noted
Nor has India’s economic rise resulted in the dramatic growth in numbers languages like Japanese, Chinese, and Korean have seen, Ayers said.
“Of course it’s harder to compare India’s many languages with each of these, but even when including all the Indian language enrolments in the United States combined, the number still doesn’t cross 4,000,” she noted.
For 2013, Indian language enrolments dropped to 3,090 from the 3,924 of 2009. These included Hindi (1800), Hindi-Urdu (533), Urdu (349), Punjabi (124), Tamil (82), Bengali (64), Telugu (51), Malayalam (44), Nepali (27), Gujarati (6) Kannada (5) and Marathi (5).
Ayers contrasted it with the scale of study that Japanese (nearly 67,000), Chinese (over 61,000), and Korean (more than 12,000) had in the U.S. during 2013.
“In the case of India and its official and many other languages, I’m afraid that Americans do not see these as a high priority compared with other choices,” she said.
The pattern appears as well in U.S. study abroad destinations, where India does not even make the top ten, Ayers said.
According to the survey during 2013, the year the newly-released data covers, foreign language enrolments dropped overall by 6.7 percent since the prior survey year, 2009.
Only four languages saw increases in their enrolments from 2009 to 2013:
Korean, with a whopping nearly 45 percent, American Sign Language, Portuguese and Chinese.
The most studied foreign language in the U.S. was Spanish, with nearly 800,000 enrolments, and French occupied the second slot with nearly 200,000.
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Cognition and personality: an analysis of an emerging field: Trends in Ecology & Evolution

Cognition and personality: an analysis of an emerging field: Trends in Ecology & Evolution | Metaglossia: The Translation World | Scoop.it
Cognition and personality: an analysis of an emerging field
Andrea S. Griffin, Lauren M. Guillette, Susan D. Healy
DOI: http://dx.doi.org/10.1016/j.tree.2015.01.012
Publication stage: In Press Corrected Proof
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•We question whether variation in personality relates to variation in cognition.
•We propose ways to establish whether cognitive abilities are consistent.
•We suggest possible shapes of a relationship between personality and cognition.
•We point to two key challenges in addressing personality–cognition relationships.
It is now well established that individuals can differ consistently in their average levels of behaviour across different contexts. There have recently been calls to apply the same adaptive framework to interindividual differences in cognition. These calls have culminated in the suggestion that variation in personality and cognition should correlate. We suggest that both these appealing notions are conceptually and logistically problematic. We identify the first crucial step for establishing any cognition–personality relationship. This is to determine the degree to which cognitive abilities yield consistent task performance. We then suggest how to establish whether such consistency exists. Finally, we discuss why formulating predictions about how cognition might be related to personality is much more difficult than is currently realised.

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The truth about the Sound of Music family

The truth about the Sound of Music family | Metaglossia: The Translation World | Scoop.it
When it was released 50 years ago, The Sound of Music became one of the most successful films of all time. It was based on the true story of the von Trapp family (above) - but what did they think of it and was their life really like it was portrayed in the movie?

"Everyone thinks the Sound of Music was exactly the way things happened, and of course it wasn't because there had to be artistic licence," says Johannes von Trapp. He is the youngest son of Georg and Maria - the decorated naval commander and singing nun turned governess of the film.

"This was the Hollywood version of the Broadway version of the German film version of the book that my mother wrote.

"It's like the parlour game where you whisper a word in your neighbour's ear and he whispers it and it goes around the room - by the time it comes back it's usually changed a bit."

When the Sound of Music came out in March 1965, 20th Century Fox put on a special screening for the family in New York. Johannes was a young recruit in the US army and applied for leave but was refused.

Continue reading the main story
Find out more

Johannes von Trapp spoke to Louise Hidalgo for Witness on BBC World Service Radio. Listen on air and online from Monday 2 March.

"So I went absent without leave. I borrowed a car from a friend and I had to save my last dollar for the Holland tunnel to get across the Hudson River.

"A lot of my family's friends were there, and my mother of course, and my brothers and sisters. And it was very emotional and powerful. I remember at the wedding scene my mother got up from her chair and started walking towards the screen, she was so impacted."


Julie Andrews with other members of the cast in The Sound of Music
In real life the oldest von Trapp child was Rupert but in the film it's a girl, sixteen-year-old Liesl who falls in love with the boy who delivers telegrams, Rolfe.

"In the real family my oldest sister was Agatha and she was a very introverted person," says Johannes, "and the thought of her doing that song and dance routine with the telegraph boy had us all rolling in the aisles in stitches."

There were other differences too.

Johannes was born in 1939 - by then his mother and father had been married for 12 years and had already had two children together, to add to the seven that the widowed Captain von Trapp had from his first marriage.

In the film the couple marry in 1938 and as Johannes says: "It was quite tough enough with seven kids for the movie company."

The von Trapp children also already played music before Maria came to their home as a governess. "My mother was the energy and the instigator that took them to almost concert quality," says Johannes.


Maria von Trapp in Vermont where the family made a new home after leaving Austria
But it was another important figure in their life, the priest, Father Franz Fausner, who was instrumental in their musical success, touring with them in Europe and America. He was left out of both the film and the Broadway musical.

Continue reading the main story

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It turned out so nice - especially the beginning with the mountains and me coming up over the meadow”

Maria von Trapp
Another more hurtful change was the portrayal of Georg von Trapp. Far from being the distant rather domineering father of the Sound of Music, Johannes says he was "a very charming man, generous, open, and not the martinet he was made out to be both in the stage play and in the film. My mother did try to alter that portrayal for the film, but she was not successful."

It was Maria von Trapp's book, The Story of Trapp Family Singers, which was published in 1949 that inspired first the musical and then the film.

The family had lost all their money when the Austrian bank that held it failed in the 1930s - they managed to keep their villa outside Salzburg.

But after the Nazi annexation of Austria in March 1938, life became increasingly untenable and later that year they left.

They didn't cross the mountains as shown in the film though - they went by train to go on a concert tour from which they never returned. They finally travelled by boat to New York and when they arrived had only a few dollars to their name.


They continued giving performances and later bought a farm in Vermont where the family still runs a hotel, the Trapp Family Lodge. But when Georg died in 1947 Maria was left with 10 children to support.

That's when she wrote the book which became a best-seller. A German-language film and the musical followed.

Maria later recalled, in a BBC interview, that she only learned Hollywood was making a film when she read about it in a newspaper.

"I felt very alarmed," she said. "I didn't know what they are going to do with us… Hollywood being Hollywood, [I thought] they will have me three times divorced and five times married or whatever. And then it turned out so nice - especially the beginning with the mountains and me coming up over the meadow."


She had some reservations about how her character, played by Julie Andrews, was portrayed though: "My long drawn out misery is, I can't get these diverse Marias to be as wild and untamed as I was at that age - they are all very ladylike you see and I was not."

Maria was a "force of nature" says Johannes. "It wasn't easy to disagree with her but she kept everything together… She was an extraordinarily strong person and that was both wonderful and sometimes difficult.

"She did everything quickly. She walked very fast, with a rolling gait developed from hiking in the Austrian mountains and it was hard to keep up with her. She ate fast, she drove too fast. My wife borrowed her car once to go the village, and was astonished that everyone in front gave way when they saw my mother's car coming."


Johannes von Trapp with Julie Andrews who plays his mother, Maria, in the film
Music was always part of the von Trapps' life, even when they weren't performing.

"I can remember times I'd be washing the pots and pans in the kitchen and my sister Hedwig had been cooking, and we'd start singing and harmonising, and then another family member would come and join us. And soon the guests would leave their tables and come into the kitchen to hear us sing," says Johannes.

He acknowledges that it has been hard at times to live alongside the Hollywood version of their life. "But I've come to grips with it," he says.

"There were many years when I really was annoyed by it. But I've been so impressed by how many people say it's been inspirational to them, that I put it on one side, in the public performance part of my life, and get on with my own life in private."

Johannes von Trapp spoke to Louise Hidalgo for Witness on BBC World Service Radio. Listen on air and online from Monday 2 March.
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Yes, Sign Language Does Include Words For Duckface, Selfie And Even Emoji

Yes, Sign Language Does Include Words For Duckface, Selfie And Even Emoji | Metaglossia: The Translation World | Scoop.it
Sign language is no different to other languages: it evolves over time alongside society and culture. Technology, specifically the internet, has not only drastically altered the way we communicate, but also the words we use. So, yes, it is possible to sign “photobomb” and “duckface”, if the need happens to arise.

When we asked if he had ever heard of Lifeprint, he hadn’t. Douglas is an ASL artist, actor and educator and the current coordinator of ASL Slam, a space for Deaf performing artists to share poetry and storytelling in American Sign language.

Mike Sheffield over at Hopes & Fears got in touch with Douglas Ridloff, coordinator of “ASL Slam” and asked for his help translating internet slang into gesticulations. What’s fascinating about the article is that Sheffield videoed Ridloff signing the different words, with the help of one of his students, 12-year-old Tully Stelzer.

You can see some of the terms signed in the embedded clips below (courtesy of H&F):

Emoji
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Assamese dictionary on Science, Technology-The Assam Tribune Online

Assamese dictionary on Science, Technology-The Assam Tribune Online | Metaglossia: The Translation World | Scoop.it
Assamese dictionary on Science, Technology
Staff correspondent
 DIBRUGARH, Feb 27 – The first-ever Assamese dictionary of Science and Technology, running into 1,150 pages and containing more than 40,000 entries, was released on Thursday at the Rangghar Auditorium of Dibrugarh University.
The dictionary compiled, edited and published by Dr Devabrata Sharma, Chief Editor of Asomiya Jatiya Abhidan, was released by Dr Alak Kumar Buragohain, the Vice Chancellor of Dibrugarh University. Noted linguist and lexicographer Dr Bhimkanta Baruah, Jayanta Kumar Borgohain, Executive Director of Oil India Limited, and renowned innovator Uddhab Bharali attended the release function as special guests.

The function was presided over by Dr Madan Sharma, professor, Department of Foreign Language, Tezpur University.

Dr Alak Kumar Buragohain, while releasing the dictionary, lauded the efforts of the publishers for the noble venture. He said that a dictionary on Science and Technology in the Assamese language was very essential. “We cannot perform our daily activities without Science and Technology,” he said.

Jayanta Kumar Borgohain, Executive Director of Oil India Limited, said that the publication of the Assamese dictionary on Science and Technology would go a long way in not only fulfilling the need, but also enriching the Assamese language. Dr Bhimkanta Baruah said the publication of the dictionary was a milestone. Uddhab Bharali, a visiting Director of the Dibrugarh University Institute of Engineering and Technology, and a few other guests also addressed the gathering.
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Sign Language Bible app in Japan could ‘change Deaf culture’ - United Bible Societies

Sign Language Bible app in Japan could ‘change Deaf culture’ - United Bible Societies | Metaglossia: The Translation World | Scoop.it
A new Sign Language Bible app in Japan is not only giving Deaf Japanese people instant access to Scriptures in their mother tongue, but its development could help Sign Language Bible translation globally.

Japanese Sign Language (JSL) is the mother tongue of around 320,000 people in Japan. Never having heard spoken Japanese, they find it very hard to read written Japanese – it is, in effect, a second language for them. That’s why work has been ongoing for the past 20 years to translate the Bible into JSL – a project called ViBi (Video Bible).


People signing a hymn during a service at the Tokyo Deaf Church.
It’s a time consuming and expensive process, and so far only 20% of the Bible is available in JSL. But the Japan Deaf Evangel Mission (a coalition of churches and Christian organisations, including the Japan Bible Society) is determined to complete the full Bible by 2033, dependent on funding.

Late last year their work to make JSL Scripture easily accessible to Deaf people took a giant leap forward with the launch of the free ViBi app for phones and tablets. Not only can Deaf people in Japan now carry Scriptures in their mother tongue in their pocket, instantly navigating to the verse they wish to watch, the app also allows them to record their own video notes and attach them to specific verses.

Simon Cozens, who developed the app, explains why this note-making feature was added:

“When we started discussing adding this feature, we thought, ‘Why don’t we make it so they can enter their notes in JSL instead of as text? It’s a first class language so let’s treat it like one. Let’s have a completely immersive JSL environment!’ At that point, the ViBi director signed excitedly, ‘If you do this, it will change Deaf culture!’”


A Deaf Bible study group watching a passage of Scripture during a meeting in a cafe in Tokyo
The development of ViBi’s video notes feature could also potentially bring benefits to Sign Language Bible translation efforts around the world. The SignLab app, which Mr Cozens has also developed, allows Sign Language development field workers to use the app to show draft Sign Language translations to Deaf communities and record their feedback on specific verses. It is hoped that this tool will help improve the speed and accuracy of Sign Language Bible translation around the world.

Please pray for the ongoing work to translate the whole Bible into Japanese Sign Language, and for Sign Language Bible translation projects around the world. Click here to read more about Sign Language Bible translation.

You can also read more about the ViBi project here in English or here in Japanese.

You can also download the app for iOS and Android. 

You can also watch the JSL Scriptures on ViBi’s YouTube channel.

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Bill Hand: Dropping the violent terminology from the newsroom - Local Columns - Sun Journal

Bill Hand: Dropping the violent terminology from the newsroom - Local Columns - Sun Journal | Metaglossia: The Translation World | Scoop.it
Bill Hand: Dropping the violent terminology from the newsroom

By Bill Hand, Sun Journal Staff
Published: Saturday, February 28, 2015 at 05:09 PM.
We in the news business traditionally use some pretty violent terms in our shop talk.

You know how every trade has its special lingo. Actors talk about working the boards, breaking legs, using teasers and tormentors – you’d think you’d just walked into a Mafia reunion. They also refuse to say the word “Macbeth,” which is considered bad luck, especially if you’re Macbeth who gets his head cut off in the end.

Oh. Spoiler alert.

Then there’s hospital people who can’t even speak if they aren’t using acronyms: NPO (nothing per oral), PRN (Taken as Needed, and I’ll never understand how they got P, R and N out of that) or ICU. As in, “Judy, it’s kind of dark in this supply closet so be careful not to bump into me here.” “It’s okay, Rhonda. ICU.”

Well, in newspapers we’re all about violence and rudeness.

For instance: All those head-and-shoulder pictures we use of people? We call them mugshots. It doesn’t matter if you’re a thug or the President, it’s still a mugshot.

If a story is not used, it is killed. When we file a story for the layout people to find, we don’t title it, we slug it.
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Nausikaa. Traduction de Leconte de Lisle. Compositions décoratives par Gaston de Latenay. - The London International Antiquarian Book Fair - Olympia

Nausikaa. Traduction de Leconte de Lisle. Compositions décoratives par Gaston de Latenay. - The London International Antiquarian Book Fair - Olympia | Metaglossia: The Translation World | Scoop.it
HOMER – LECONTE DE LISLE – LATENAY (GASTON DE)
Nausikaa. Traduction de Leconte de Lisle. Compositions décoratives par Gaston de Latenay. Paris, H. Piazza et Cie. 1899

Description
Large 4to, publisher’s illustrated blue wrappers, large coloured floral composition on first side, coloured vignette on rear cover, in the rare cream paper chemise with title in gold and embossed vignette, (chemise & slipcase by Devauchelle). 3 blank leaves, title, 45pp., 2 unnumbered leaves, 3 blank leaves. COVER DESIGN, ORNAMENTAL LETTERS, FLEURONS, TAILPIECES AND LARGE COMPOSITIONS BY GASTON DE LATENAY (1859-1943) delicately coloured in E. Greningaire’s workshop. Complete.

Footnote
First edition. A MASTERPIECE OF FIN DE SIÈCLE BOOK ILLUSTRATION. The story is an episode from the Odyssey, translated by Leconte de Lisle, the leader of the Parnassian poets. « The immobility and static archaeological style of the poetry is matched here by the pale, cool, lyrical colouring and formalized linear style of the illustrations – landscapes with classical figures rhythmically disposed » (Turn of a Century). It is the only book illustrated by the great French artist, best known for his beautiful prints.

Current Condition
Excellent copy.

Price
£2950.00
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Facultad de Traducción e Interpretación > Conferencia a carho de Edward Wilson-Lee: "Shakespeare and the Source of de Nile"

Facultad de Traducción e Interpretación > Conferencia a carho de Edward Wilson-Lee: "Shakespeare and the Source of de Nile" | Metaglossia: The Translation World | Scoop.it
Universidad de Granada - Facultad de Traducción e Interpretación

El próximo martes 3 de marzo a las 12:00 horas en el aula 15 de la Facultad de Traducción e Interpretación, Edward Wilson-Lee (Universidad de Cambridge) impartirá la conferencia “Shakesperare and the Source of de Nile”. Presenta José María Pérez Fernández (Universidad de Granada).

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Backgrounder: Xinhua's presence on global social media

Backgrounder: Xinhua's presence on global social media | Metaglossia: The Translation World | Scoop.it
Backgrounder: Xinhua's presence on global social media

ENLARGE
(GlobalPost/GlobalPost)
BEIJING, March 1 (Xinhua) -- Xinhua News Agency on Sunday launched its unified official account "New China" on three overseas social media platforms -- Twitter, Facebook and Youtube, releasing news 24 hours a day in English.

With the rise of social media across the world, Xinhua started its presence on Twitter, Facebook and Youtube at the end of 2013, expanding its influence with the help of the platforms and actively exploring the way to promote international communication.

As of January 2015, Xinhua opened a total of 30 accounts in different languages on the three platforms, of which the most influential are the official accounts on Twitter and Facebook, with 1.3 million and 740,000 followers respectively. These accounts have played a role in promoting understanding between China and the outside world.

However, the parallel operation of multiple accounts and the lack of overall planning at the initial stage made it difficult for Xinhua to catch up with the world's leading media.

Based on the original official accounts, Xinhua decided to pool its resources and operate only one account on each of the three platforms with a new brand "New China" ("Xinhua" literally means "New China" in Chinese) as from March 1, which marks a new phase for Xinhua's presence on global social media.

Xinhua plans to transform its official accounts into influential news distribution channels, turning them into a flagship of Chinese media on global social media.

Following the launch of the English accounts, Xinhua also plans to open accounts in other languages later.

Xinhua News Agency, founded in 1931, is China's national news agency as well as a global news and information provider.

Headquartered in Beijing, Xinhua has 31 domestic provincial bureaus and 180 branches overseas, which forms an extensive news gathering network that covers almost all corners of the globe.

Copyright 2014 Xinhua News Agency.

Xinhua is China's state-run news agency.

All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.
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Pequeno Príncipe cai em domínio público e é relançado

Pequeno Príncipe cai em domínio público e é relançado | Metaglossia: The Translation World | Scoop.it
A história de O Pequeno Príncipe, personagem que encantou gerações  mundo afora e marcou como poucos o mercado...
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Teen opinion: why I love World Book Day

Teen opinion: why I love World Book Day | Metaglossia: The Translation World | Scoop.it
World Book Day is now almost upon us, with schools everywhere putting the finishing touches to their plans of events and activities to celebrate the art of reading, and literature as a whole.

It is one of my favourite days of the year, not only because I am a massive book nerd and geek, and not only because it encourages reading and emphasises its importance for all people, but also because of the fun things which take place throughout the day that I can get involved with, the events that I help run, and the £1 book tokens which are made available to all students so that anyone, no matter who they are, is able to get their hands on a book.

This year’s World Book Day will be unique in the sense that my school has chosen to tie it in with the 70th anniversary of the Holocaust. As part of the celebrations, and to remember those who died at the hands of the Nazis, all students and staff have been encouraged to read Diary of a Young Girl, Anne Frank’s poignant account of her time in the Secret Annex where she successfully hid from the Nazis for a period of just over two years.


Anne Frank: 10 beautiful quotes from The Diary of a Young Girl
Read more
Displays regarding the Holocaust, Anne Frank and her diary have already been put up, and it is my hope that many people will join in and read The Diary of a Young Girl in order to commemorate such a tragic and historic event.

I purchased my copy only a few days ago; disgracefully, I know very few details about the Holocaust itself, so through World Book Day and reading Anne Frank’s diary I hope to become more educated about it.

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Our World Book Day displays are already up.
Of course, regular events will also be running alongside the Holocaust memorial activities.

A competition for National Book Tokens, a big book swap/sale, a teachers’ “Shelfie” competition, fun in-lesson activities such as quizzes… It’s certainly looking to be a great year for World Book Day fun!

In the past, a fictional character fashion show and even a book-themed game show have been organised – I myself hosted a version of the game show Pointless on World Book Day last year, pitting the four school houses against each other competing for house points. Consisting of three rounds of intense questions regarding children’s and teen/YA literature, it was a huge success and, though I have not arranged to do another show this year, a version of ITV’s The Chase is in the planning stages for charity events later in the year. (By the way: yes, I do realise the startling similarities between my school and Hogwarts. We even have house colours and ties, and the winning house at the end of the year does win the House Cup…!)


What to wear on World Book Day 2015
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One of the most popular recurring ideas is for students and staff to dress up as literary characters on the day, and already costume ideas have begun flying around – I have my outfit all planned out, though I’m fairly sure dressing up as Hermione Granger for the second year running may be considered cheating…

This year’s theme is “Fantasy, Dystopian and Science Fiction” – I reckon I’ll fit into the ‘fantasy’ character very well! In the past I have seen some amazing and inventive costumes, ranging from modern favourites such as Harry Potter and Katniss Everdeen to classic characters such as Bilbo Baggins and Tom Sawyer. Even some costumes inspired by the Hitchhiker’s Guide to the Galaxy and The Wizard of Oz have made their appearance in my school, and I’m sure that this year even more excellent and imaginative renditions will crop up in the hallways.

What sorts of events is your school hosting this year, and who are you planning to dress up as? Email us at childrens.books@theguardian.com, or message us on twitter (@GdnChildrensBks, and BritishBiblioholic directly, @thereaderrunt).
And don’t forget, we are calling for you to share your best costume ideas and how you made them – and the best costume idea will win £50 in National Book Tokens! Find out more here.
There are lots more fundraising ideas and educational resources for UK schools and libraries at bookaid.org/worldbookday.
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Un prof de français remplacé par un outil de traduction automatique à Montréal

Un prof de français remplacé par un outil de traduction automatique à Montréal | Metaglossia: The Translation World | Scoop.it
Une école alternative en banlieue de Montréal, faute de pouvoir recruter un professeur de français, a choisi de recourir au logiciel de traduction automatique Rosetta Stone.

L'école Howard Billings "a actuellement des difficultés à trouver un nouvel enseignant pour le cours de français, seconde langue", a expliqué mercredi le rectorat local de Chateaugay, petite localité située à 20 km au sud-est de Montréal.

Le cours de français est donné par des enseignants d'autres matières et anglophones qui, "comme ressource d'appui", utilisent un logiciel de traduction automatique.

Dans l'esprit alternatif de l'école
Ce logiciel "est d'ailleurs utilisé dans plusieurs écoles pour soutenir l'apprentissage d'une seconde langue", a soutenu la direction de l'établissement.

L'école devait organiser mercredi une réunion de parents d'élèves afin de les rassurer sur la qualité de l'enseignement et leur promettre que les élèves "seront prêts pour les examens finaux".

L'école a expliqué très sérieusement que le recours à un logiciel de traduction s'inscrivait dans l'esprit même d'une école alternative : "Le concept même du programme alternatif est d'utiliser d'autres méthodes d'enseignement pour soutenir les élèves pour lesquels la salle de classe n'est pas un contexte propice à l'apprentissage".
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Galaxy S6 vs iPhone 6

Galaxy S6 vs iPhone 6 | Metaglossia: The Translation World | Scoop.it
SMARTPHONE - A quelques heures de la présentation du Galaxy S6, tout Samsung croise les doigts pour que le dernier smartphone maison fasse un effet boeuf. Conçu comme un produit haut de gamme, il doit lui permettre de redevenir un vrai ...
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Acerca de la nomenclatura de las 2.019 calles de la ciudad de Ambato

Acerca de la nomenclatura de las 2.019 calles de la ciudad de Ambato | Metaglossia: The Translation World | Scoop.it
De todas estas calzadas, 1.904 no cuentan con el sustento técnico que justifique el por qué de sus nombres. La gente de todos modos los utiliza como referentes para ubicarse.

Pedro Reino Garcés, historiador/cronista oficial de Ambato

Por invitación de la Dirección de Cultura de la Municipalidad de Ambato, el viernes 6 de mayo de 2011, con el Coordinador de la Alcaldía y funcionarios, se acordó remitir un informe sobre aspectos críticos y de desorden relacionados con la nomenclatura de las calles urbanas.

Para poder cumplir el cometido se nos entregó un material impreso de 68 páginas, bajo el título de Ordenanza que regula el sistema Alfa – numérico de nomenclatura para las vías de la ciudad y sus obras de interés público.

De igual modo, se nos hizo llegar un material digital  que contiene información biográfica y bibliográfica como soporte de la denominación de las referidas calles. Esto está bajo el nombre de Diccionario de Nomenclatura.

En 4 hojas iniciales, constan las razones y las ordenanzas que admiten que “el 18 de noviembre de 1993, el Concejo Cantonal aprobó la ordenanza de aplicación de la nueva nomenclatura de la ciudad de Ambato y sus parroquias, que resulta igualmente caduca”.

Esto, porque venía funcionando una ordenanza del 3 de octubre de 1957. Hay disposiciones y resoluciones desde 1993 y se concluye en que queda discutida y aprobada la nueva ordenanza el 27 de julio de 2004, con firma y rúbrica del alcalde, del vicepresidente y de la secretaria del Concejo Cantonal.

El sistema propuesto, según la última ordenanza, divide a la ciudad en 27 zonas, y se explica que “las calles de cada una (de las zonas) tienen una temática específica”.

El fundamento para ponerles nombre está contenido del siguiente modo en el Considerando: “Que el Concejo Cantonal en diferentes fechas expidió ordenanzas  particulares tendientes a perpetuar y honrar la memoria de ilustres visitantes, ciudades relevantes y hombres ambateños que se han destacado  y contribuido al desarrollo material e intelectual de la ciudad”.

En relación con este Considerando, que se infiere como aplicable a la ciudad, y es excluyente para las cabeceras parroquiales, no hay relación con las 27 zonas, ya que no solamente aluden a los 3 tópicos: Ilustres visitantes, ciudades relevantes y ambateños destacados. Hay 24 fuera del considerando.

En lo que tiene que ver con los visitantes ilustres, en mi opinión, no hay razón para que Ambato les otorgue perpetuidad, debido al carácter subjetivo del  insigne personal. Además, hay muchos que pasaron de modo no oficial.

Cosa que tampoco se aclara. Es un argumento falto de autoestima,  con que se maneja la trascendencia, que significa en nuestra cultura, la re-denominación topográfica.

¿Sería por esto que no aparece este tópico entre los 27 propuestos?

En relación con los aplicados a las 27 zonas, hay redundancia y falta de clasificación sistematizada, en la propia estructura.

El problema se agrava por la falta de correspondencia y de sustento racional entre la denominación de la calle y el respaldo contenido en el llamado Diccionario de Nomenclatura, que lo diré enfáticamente, es vergonzante para la ciudad.

Según el documento estudiado, hay 2.019 denominaciones de calles y avenidas. Es decir, que debemos tener igual número de calzadas, salvando el caso de que se pueden disminuir en poquísima proporción porque algunas vías catalogadas en zonas de tópico designativo diferente, se prolongan a barrios y ciudadelas de otra temática, en donde, por falta de criterio técnico estructurativo, se vuelven a mencionar.

De esta realidad se desprenden 2 aspectos graves en estas faltas de correspondencias: Si tenemos 2.019 nombres en la nomenclatura, debe haber el mismo número en las explicaciones del diccionario de la nomenclatura.

Lo que contiene en realidad el Diccionario es 115 explicaciones  supuestamente con fundamento.  Falta  saber las razones de 1.904 denominaciones que no tienen respaldo teórico.

En segundo lugar, la tragedia y la vergüenza, que no solo es municipal, sino de nuestra huella cultural, diré que del análisis que he realizado, por ejemplo se han puesto nombres a las calles bajo el tópico de “ríos del Ecuador”. Así hay 43.

Pero de las 5 explicaciones que aparecen en el Diccionario ni una sola tiene que ver con el tema, donde, además, como ríos se menciona a Atahualpa, Miguel de Cervantes, Los Chasquis y Jorge Jácome Clavijo. Y de una vez diré, que tampoco hay respaldos en el Diccionario  para que se sepa quién fue Jorge Jácome ni Miguel de Cervantes; así como no hay nada que explique sobre Atahualpa, ni Los Chasquis.

Puedo añadir tópico por tópico mi trabajo de revisión, pero no viene al caso para este informe.
Este aspecto debe guardar relación entre los Considerandos de la ordenanza, con el criterio de la zonificación.

Hay 27 zonas y 3 tópicos en el Considerando: ilustres visitantes, ciudades relevantes y hombres ambateños que se han destacado.

Hemos dicho ya que esto se reduciría a 2 ámbitos: nombres de ciudades relevantes y ambateños destacados. Estarían fuera de estas razones por lo menos 20 tópicos.
En realidad estos deben ser replanteados, pues tenemos nombres  extraños a nuestra identidad, que más bien parecemos pueblo de memorias erráticas y errantes.

¿Cuáles son las consideraciones para ponerle a una calle el nombre de un “extranjero ilustre para el Ecuador”? Hay demasiada subjetividad, e insisto, no hay respaldo.

Está Abel Barona, Alcides Naranjo, junto a Monti, a Hideyo Noguchi o a Jodoco Ricke, etc.
Y los 5 nombres que aparecen como personajes universales son explicaciones sin asidero al tema.
En este tópico hay 87 designaciones, en mi criterio, totalmente incoherentes con el contexto de ser identificativos para una calle.

Resulta una suerte de identificación del realismo mágico, por decir lo menos. Los mismos comentarios sobre el tópico Periodismo, primera imprenta  y obras de Juan Benigno Vela.
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Funding for app to support language revitalisation

Funding for app to support language revitalisation | Metaglossia: The Translation World | Scoop.it
Indigenous language classes at Dubbo West Public School: Diane McNaboe, teacher of Aboriginal language and culture, with Bryson (left), Lily and Thomas singing a song. Photo: Peter Rae
Translations between the Wiradjuri and English languages - there will soon be an app for that, and the Aboriginal Language and Culture Nest at Dubbo will play a part in its development.

NSW Aboriginal affairs minister Victor Dominello on Sunday announced $185,000 in funding for the development of an app to support the maintenance and revitalisation of five Aboriginal languages in NSW.

He said the app, through mobile devices, would provide audio recordings of commonly used words and phrases in the languages of Bundjalung, Gamilaraay/ Yuwaalaraay/ Yuwaalayaay, Gumbaynggirr, Paakantji and North West Wiradjuri.

"The content of the app will be determined by communities associated with the Aboriginal Language and Culture Nest sites established in 2014," Mr Dominello said.

"Aboriginal students who have the opportunity to learn traditional language are often more engaged in the classroom - helping them to build a stronger sense of individual pride and cultural identity.

"The sustainability of remaining Aboriginal languages will be compromised if we do not make a long-term investment to train more people to teach traditional languages.

"That's why, through OCHRE: the NSW Government Plan for Aboriginal affairs, we've made a significant investment to revitalise the teaching of language and this initiative will help to bolster the work of the five Aboriginal Language and Culture Nests.

"The Aboriginal Education Consultative Group, the Board of Studies, Teaching and Educational Standards and the Department of Education and Communities will work with the five language nests communities to develop a customised app during 2015.

"A language app may contain word matching and text translation games where learners look at an image or listen to an audio recording.

"It may also be used to identify the written form of the word or to translate phrases between an Aboriginal language and English.

"Once developed, the app will enable knowledge holders across the five nests - which include Aboriginal community elders, language teachers and students - to work collaboratively to learn and record traditional language."

It comes as language program coordinator at Dubbo Diane McNaboe reported of successes on a day where she taught a Dubbo West Public School class how to sing Gugubarra wibiyanha madhandha (that's Kookaburra sits in the old gum tree) in Wiradjuri.

An estimated 108 Indigenous languages in Australia are at risk of extinction, but Wiradjuri is not one of them.

"It is flourishing," Mrs McNaboe said.

For 20 years she had been pushing for languages to be taught, and finally she was starting to see a "big breakthrough".

Last year 49 students graduated from a new course at TAFE Western with a certificate 11 in teaching Aboriginal language.

The Wiradjuri nest is part of the NSW government's plan to revitalise Aboriginal languages.

There are five nests, based at Coffs Harbour, Dubbo, Lightning Ridge, Lismore and Wilcannia, each with as many as 30 schools.
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Internship enhances real-life skills

Internship enhances real-life skills | Metaglossia: The Translation World | Scoop.it
Since August 2014, I have been an intern with Courtney Strong Inc., utilizing a number of skills from undergraduate school, graduate school at Bard CEP, and gaining new skills on the job.

The internship

Courtney Strong Inc. is a marketing communications firm based in Kingston and Washington, D.C. Since its founding in 2006, it has been a leader in clean energy and higher education marketing, having clients such as New York State Energy Research & Development Authority (NYSERDA), the Institute for Building Technology & Safety, the George Washington University, SUNY Orange, SUNY Ulster, the Town of Red Hook, the Center for Resource Solutions, and the Solar Energy Consortium.

The internship was initially planned to be focused on a life cycle assessment (LCA) project that Courtney Strong Inc. had been invited to propose for an aquaponics company. My role was to conduct research, outreach and look for partners and potential funding, as well as work on the project proposal.

I also took on additional tasks, such as researching municipal officials in the towns of the mid-Hudson region and NYSERDA renewable energy contractors, with a focus on those providing service in the mid-Hudson Valley, so that Courtney Strong Inc. could add contact information for these entities to facilitate outreach on opportunities available through NYSERDA (funding for energy efficiency improvements, renewables and technical support). Additionally, I joined a project for the Catskill Center for Conservation and Development. We are working on a Google Earth map of tourist resources available in the Catskill Mountain region that will be available online and available on a computer in the Catskill Center’s Erpf Gallery.

Skills utilized during internship

I found this internship opportunity through the help of Bard CEP faculty and staff. I received academic credit for it through my master’s program in environmental policy. More than that, however, I brought skills from Bard CEP to the internship.

Skills developed at Bard CEP that were utilized during my internship at Courtney Strong Inc. include the following: knowledge of how GIS programs work (and how to add attributes), communications skills and editing and writing (in particular, the skill from our science classes focusing on removing jargon and instead using clear, meaningful words).

Talking with people I don’t know was a skill slightly developed at Bard that my work at Courtney Strong Inc. developed significantly. I developed it by first joining phone conversations with co-workers and LCA experts we were interviewing to be the LCA expert for the project. Then, I led some of the phone calls with LCA experts, asking the questions that had been asked in previous conversations and letting them know about the vision behind our project and about Courtney Strong Inc.’s envisioned role in the project.

New skills gained on the job

New skills gained during the internship include a number of computer skills that are relevant to the practice of environmental policy problem solving:

•How to get a hyperlink for an image on a website so that I could link, not only to the website, but specifically to an image.

•How to use salesforce

•How to use Constant Contact

These are important Web tools for the business world. Salesforce can be used for project management and keeping track of tasks within projects and contacts that are involved in a project. Project management skills are great skills for any person, but salesforce is a popular business tool for project management. Constant Contact is useful for various types of outreach, including environmental outreach. When using Constant Contact, you can keep track of the groups you need to send emails to. Courtney Strong Inc. uses Contstant Contact to email a number of different industries about events they are holding for their work as a NYSERDA subcontractor and for their higher education sector clients.

Conclusions

The synergy between my internship with Courtney Strong Inc. and Bard CEP, along with the skills utilized and improved by both, led to a rich internship experience. The skills I have gained, while gaining work experience, will be useful if I continue working in the environmental field, or if I change my career path.

Emily McCarthy is a student at the Bard Center for Environmental Policy. Sustainably Speaking is written by students, staff and faculty of the center.
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China’s Translation Norm on Terminology of Imported Wines(Part.1)::wines-info

China’s Translation Norm on Terminology of Imported Wines(Part.1)::wines-info | Metaglossia: The Translation World | Scoop.it
Wines-info.com, one of the most authoritative wine information websites in China
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DEAR READER: Linguistic malfeasance in the shortest month - Columbia Missourian

DEAR READER: Linguistic malfeasance in the shortest month - Columbia Missourian | Metaglossia: The Translation World | Scoop.it
COLUMBIA — The stunted little month of February surprisingly was loaded with linguistic malfeasance.

For example:

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 "To conference" popped up in a legislative proposal to create opportunities for medical
students to chat with professionals about rural health issues. Or at least we think that's what it meant. We spent considerable time on the Interactive Copy Editing desk — more fondly called the ICE desk because we are cool — trying to decipher its meaning. Despite the considerable brain power of the people who labor there, we couldn't quite figure out how "to conference." It sounds painful, and we hope we don't need to sort it out again, even if the concept of better rural health sounds like a valuable idea.
"Lensed" made its appearance in a blog column by a Los Angeles writer in a magazine contest entry. Again, it took a bit of sleuthing to figure out the writer was trying to let readers know where a particular movie was shot. I suppose it makes sense, but good writing calls for clear writing, and turning the noun lens into the verb "lensed" doesn't seem to meet the standards.
"Heals" for a story about dressy shoes evoked an a mental ouch, so perhaps the writer had sore tootsies from wearing stilettos. One hopes the blistered heels heal soon.
An email notice from MU about school being closed because of the snowfall on Presidents Day provided a laugh out loud moment. Many employees were freed up for the day, but all "situationally critical" personnel were required to be working. I'm pretty sure the email referred to medical and power plant personnel, and other such vital folks, but those of us who toil to produce the ColumbiaMissourian.com website and its sister publication, The Missourian, also reported for work, as did journalists at the radio and television stations. We thrive on deadlines and adrenaline rush that comes with it, but the new title of "situationally critical" boosted our egos.
Clean, crisp typeface

Thanks to some staff shuffling, now I'm hanging around the print desk more than I'm at the ICE desk — a distance of about 20 feet in the newsroom — but a world apart in functionality, even if the two crews work closely with each other. The print desk gig is not new for me, after all that was the only game in town before we joined the digital spin with an online-first philosophy.

It's been a fun challenge to return to the world of points and picas and design philosophies and typefaces. And, it was fun to learn via NPR that Sweden now has a national typeface. In the tradition of Swedish design, Sweden Sans is a minimalistic as the popular furniture style made by Ikea. 

"The Scandinavian tradition is pretty humble, easygoing and clean," says Stefan Hattenbach, one of the designers of the new Sweden Sans. "Less is more, you could say." 

The Swedes even have a word for it: lagom, which Hattenbach describes as meaning "not too much and not too little."

Recommended reading

In the Personal History feature in the Feb. 23 edition of The New Yorker, readers are provided a glimpse into the venerable magazine's editing process. Mary Norris in "Holy Writ" explains in elegant details about her long-time affiliation with the publication as a copy editor. She offers a homage to the serial comma and why The New Yorker clings to it even as other publications have wiped out that pesky extra punctuation mark. Just as fascinating is the name dropping and the pleasures of editing John Updike, Pauline Kael, Mark Singer and Ian Frazier. And she gets paid for it. If, like me, you are a fan of The New Yorker, you'll definitely want to find this column. 

There were seven participants and seven errors reported in the Show Me the Errors contest in January. The winner for the month is Matt Wilkinson. As the contest's winner, he will receive a Missourian T-shirt and a copy of "My Bookstore."

We invite you to join in the contest by filling out the entry form that can be found at the bottom of every article. If you find any errors in ColumbiaMissourian.com's content, go to the entry box at the end of every article, type in the information and send it along.

We'll take it from there, and your name will be entered in the monthly drawing for the contest winner.

Maggie Walter is an associate professor at the Missouri School of Journalism and an interactive news editor at ColumbiaMissourian.com.   

 


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Presenting the message of Qur’an in simple English

Presenting the message of Qur’an in simple English | Metaglossia: The Translation World | Scoop.it
By Dr Tauseef Ahmad Parray

It is true that a numerous English translations of the Qur’an appeared in the 20th century. This trend continued in the new millennium and many translations were published. From India too there have been some significant contribution in this field of Qur’anic studies.
All the new translations owe a great deal to those published before, but the objective—and the bases for the motivation—of Prof Kidwai’s effort is to promote a wider readership of the Qur’an among English speaking readers. Kidwai is a well-known author of many works on the Qur’an and Islam. The work under review is actually an extension of his previous works. Around 70 English translations of the Qur’an, according to Prof Kidwai, are currently available. But they are addressed mostly to specialist readerships, presupposing and taking for granted some background knowledge of comparative religion, theology, history, geography, and of Qur’anic Arabic terms.
Kidwai’s emphatically points out that the present work is neither the literal meaning nor an English translation of the Qur’an, and in his own words: “The present work is not, strictly speaking, an English translation of the Quran. It attempts to present in simple, fluent English the paraphrase of the meaning and message of the Qur’an. …[T]his is a modest attempt at presenting the meaning and message of the Qur’an in a clear, easy to understand language, supplemented with brief explanatory notes especially for those [who are] new to the Qur’an and Islam”(pp.xi-xii)
To assess and evaluate this argument, I am here presenting, in a comparative way, some selected verses (which are, in some ways, debatable and “variedly” translated verses). Such verses are related to Sura (2:233; 3:159; 42:38), Ulil amr (4:59), Qawamun (4:34), men and women as Libas for each other (2:187) jihad (9:20), Mi’raj/Isra (17:1), Riba (2:275), Prophet ‘Isa’s crucifixion/ raising up (4:157-8), regarding Makr/ plotting (3:54), chastity (24:31), etc. with 3 famous and most widely read English translations of Qur’an, Abdullah Yusuf Ali’s The Holy Qur’an (1977), Marmuduke Pickthall’s Holy Qur’an (1992) and Abdul Majid Daryabadi’s The Glorious Qur’an (2001).
This comparison, on one side, shows that there are both serious as well as minor differences, and sometimes similarity, between Kidiwai’s and other three translations and on the other, it reveals the uniqueness of his effort. For example, 4:34 (“men are the protectors and maintainers of women”; “and (at last) beat them (lightly)” is translated by Kidwai same as that of Yusuf Ali, while Pickthall’s use “incharge” instead of “protectors”. Similarly, 2:275 (“those who devour usury”) is translated same by all of them, except Pickthall, who uses “shallow” instead of “devour”. There are many other such examples of minor and major changes/variations in the translation as well as of similarity between these translations. There are many other such examples of minor and major changes/variations in the translation as well as of similarity between these translations. Moreover, Kidwai translates Rabb as Lord (1:2); Ruh as spirit (70:4) and in 78:38 the spirit (the angel Gabriel); Nur as light (24:35-6): Taqwa as Fear of God (59:18-19). Kidwai occasionally adds parenthesis—to make clear the meaning of some terms and phrases: e.g., “So repent to your Creator and kill yourselves (the wrongdoers among you)” (2:54); “Do they (these Hypocrites)” not know even this much” (2:77); “(The guided ones are) in houses (mosques) which God has allowed to be raised for mentioning His name” (24:36).
In sum, keeping in view the other features of the work as well, especially the brief explanatory notes, bibliography, and the extensive subject index, it may be said that Kidwai’s translation clearly validates and rationalizes its title. It also justifies his claim that it is not a ‘literal’ English translation, but is the “paraphrase of the meaning and message of the Quran” presented in simple and fluent English.
—The author holds a PhD in Islamic Studies from AMU.
Feedback: tauseef.parray21@gmail.com
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Microsoft adds support for new languages in OneNote training courses

Microsoft adds support for new languages in OneNote training courses | Metaglossia: The Translation World | Scoop.it
The OneNote team is looking to assist schools and teachers in particular, even further with OneNoteforTeachers.com. This new site is being offered exclusively for educators in various academic endeavors.

Visiting the site, educators will find tons of interactive guides, also available in five common international languages: Spanish, Portuguese, Simplified Chinese, French and German. The guides are designed to help OneNote users master the suites robust tools for free and in most instances, under an hour.



"Since launching the site, we have seen great engagement from the educator community with average site visit times spanning at least the length of one guide and sharing of this resource on LinkedIn, Twitter, and blogs! We are heavily investing in making OneNoteforTeachers.com even better, with translation of both the site and guides into additional languages. We are also creating a companion set of interactive OneNote guides for students." - OneNote team



The courses cover introductions to the suite, advance scenarios based on teacher feedback, interactive content, and built-in sharing capabilities. Check out the embedded interactive guide above to learn more about OneNote for Teachers.
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Who Is Killing Our Languages? | Devanoora Mahadeva

Who Is Killing Our Languages? | Devanoora Mahadeva | Metaglossia: The Translation World | Scoop.it
The SC judgement giving English supremacy in primary education is the death knell for our mother tongues
DEVANOORA MAHADEVA

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What does one say, who does one ask when 22 Indian languages—all of them recognised by the Constitution and an assortment of minority languages besides—lie inert, their legs lopped off by a recent Supreme Court judgement? While the debate about medium of ins­t­ruction was in progress, the newspapers reported a judge as saying, “A Supreme Court judge from Japan was in Delhi, and he spoke in English. No one would have und­erstood him if he hadn’t spoken in English. Even China, which has conservative ideas about language, is opening up to the possibilities of English.” This sounds a bit like the Kannadiga long years ago, who having returned from an England visit, commented, “Incredible! Even little children in that country speak English.”

If only the judge had pondered a bit, he might have got to know about Japan’s language policy, and realised that Japanese is the language of ins­truction in almost all schools, colleges and institutions of higher learning there. It might have become apparent to him that in China, the languages of instruction are the mother tongue of Mandarin, and for the ethnic minorities Mongolian, Tibetan and Korean. The country is spending heavily to teach English and Spanish but only as languages, and only so that it can expand its empire.

The Scandinavian and G-8 countries, besides other ind­ependent regions, employ the mother tongue as their nat­u­ral medium of instruction even in higher education. All over Asia, it’s the same. In some places, they make marginal changes, but that’s it. In Malaysia, the colonial language of instruction is now being replaced by the mother tongue. The national schools teach in Bahasa Malaysia, while the regional schools use Chinese and Tamil to teach even maths and science. But in India, only the Tamils beat their breasts. Had their language grown as a medium of instruction, ours could have too. The mother tongues of India are pathetically begging for a place, at least in primary education.

To sum up, no independent nation has killed its mother ton­gues and embraced some other language. Some poor countries, crushed by internal problems, still hold up their mother-tongue medium of instruction as a symbol of their sovereignty. The practice across the world is to keep the mother tongue as the language of instruction, and study other languages as languages, and grow. So what is wrong with India? We might have got freedom from physical slavery, but perhaps we aren’t cured of our psychological slavery yet?

Today, the world is driven by “development” and competition. Even from this perspective, China, Japan, Korea and Thailand, countries in our vicinity with some complexity and diversity, are striding ahead. It is possible a connection exists between education in the mother tongue and their pace of development. When common education is provided in the mother tongue, skills and talents emerge from every nook and cranny of a populace, and the nation is enriched. Gainful, skilled activities thrive in every household. Why isn’t this apparent to our legislature, executive and judiciary? Why isn’t this apparent to the globe-trotting IT-BT folks, even from their profit perspective?

This is no inscrutable matter. India has overcome its practice of denying education to the Shudras, and is now talking about universal education. But it has incorporated into its education diseased caste and class divisions, and retained the discrimination and exclusion natural to its four-fold social hierarchy.

 
 
The infection has spread or why have an education system where communities are divided like at ritual meals?
 
 
The Kothari Commission on Education had warned in 1963-64 that education, if it wasn’t common, would create deeper social divisi­ons. Yet, India is practising a discriminatory educat­ion policy. What does this tell us? Perhaps India can’t sleep in peace if it isn’t practising discrimination and exclusion? We have the infection of slavery on the one hand, and the infection of class and caste on the other. These must also have spread to the legislature, executive and judiciary. Thus, we have this education system where communities are separated, like at ritual meals (in a practice described as panktibedha in our languages). We lose out because we don’t realise that the biggest education for India would be for children of all castes, communities, religions to mix when their minds are still fresh and receptive.
Of course, the quality of government schools is declining everyday. We are looking for explanations elsewhere. If common, neighbourhood schooling, with mother tongue as the medium of instruction, is implemented, the poor standards automatically give way to excellence. It is like this: in posh neighbourhoods, the quality of utilities is high. Water and power supply is not disrupted, like in the poor neighbourhoods. Achieving excellence in schooling calls for no extra training, no amenities. Because of unequal education, with no access to a common, neighbourhood education in the mother tongue, village children, street children and children from the oppressed communities are dropping out of school. Our half-hearted, discriminatory education system practises ‘inclusive exclusion’. It flings aside deprived children in such a way that they can never get up and go anywhere again. English is colluding in this, and serving as a big filter.

Looking up to the judicial system isn’t helping, and our hopes and aspirations are fading. In its order on the medium of instruction, the SC has mixed up freedom of expression with freedom to choose the medium of instruction, and stretched it to fraying point. When freedom is stretched this way, doesn’t it become licentiousness?

The language a child learns naturally from its environment is its mother tongue. Our plight is that we are still debating this definition. Anything can happen in a situation like this. And a lot is happening.

The Supreme Court has ruled that the right to choose the med­ium of instruction lies with the child, and the parents. But when does choice arise? When 2-3 opti­ons exist. When only one exists, where is the question of cho­­ice? The basic understanding of education is that it moves from the known to the unknown. Our courts should have paid attention to this aspect at least. After a child has learnt reading and writing in the known language of its environment naturally, then only the question of formally learning a second language comes up. In post-primary education, wherever necessary, the language of instruction could have been revie­wed. This is the wisdom of education. Our courts have destroyed it.

When the states were formed on a linguistic basis, our Constitution makers foresaw the dangers of majority state languages behaving like bullies and stifling other mother tongues coming under their wing (for example, Tulu, Urdu, Konkani, Marathi, Tamil, Telugu and Kodava in Karnataka), and so created strong, sword-like laws to protect minority languages. But these very laws are now helping to murder all regional languages, including min­ority ones. It truly looks like we have no hope of survival. A man can’t deceive anyone as much as he can deceive himself, Gandhiji said. I despair every time I am reminded of this. The SC judgement on medium of instruction in primary education is a solid example of such self-deception, isn’t it?

But we have to confront this problem. This is not just a problem of language. It concerns the freedom, sovereignty, unity and future of India. This is the time for the first citizen of India to look into the plight of our languages. The multitudes who constitute our republic hope he will use his experience, sagacity and wisdom to advise our governments appropriately. This is a time of despair, because the legislature, executive and judiciary are taking positions detrimental to the nation’s future.

If we mean what we say in our Constitution, the Centre, in consultation with the state governments, must arrive at a lan­guage policy that embraces all castes, classes and communities. India deserves an education system that treats everyone equally, and provides fair opportunities. We must not allow the egalitarian dreams of our Constitution to be des­troyed by an education system that thrives on disc­r­i­mination. Education is nothing if it displays no idealism and compassion. It’s now up to our president to take a bold, cou­rageous stand, and dispel the darkness looming on our future generations. India’s young deserve a better, brighter future.

(Kannada writer Devanoor Mahadeva’s award-winning 1990 novel Kusumabaale is now out in English, OUP.)
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