Introduction To Interpreting

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 permission in writing from the Arabic and Translation Studies Division, School of Continuing Education, The
American University in Cairo.
2007
ii
Forward
Changes in how professional translators practice their profession have been
recently frequent. They are not only derived by the growth of the young
discipline of translation, which is the success story of the 1980s, but also by
changes in the world around us such globalized societies and economies, the
spread of internet, 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 globalization requires interdisciplinary approach to translation that
stresses the need for a translator with background knowledge in various fields.
This necessitates training the learners in more than one field of specialization,
and hence a career certificate which focuses on the specializations of legal, UN
and economic translation on the one hand, and a career certificate which
includes 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 in the Foundation Certificate in Translation and Interpreting with a
focus on CAT tools and translation software programs does not only train
learners on computer-assisted translation, but takes them directly into the online translation environment. To satisfy a need for the translator as intercultural
communicator, also derived from globalization and the spread of new
technologies, new courses such as literary translation and audiovisual
translation were offered in a Career Certificate in Media and Literary
Translation.
The changes in the translation market have been given due focus in the
advanced courses such as Advanced Translation Problem-Solving Strategies
and Translation Portfolio and Project, which focus on topics such as translation
market and environment, project management in translation, code of ethics etc.
Learners 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 translation as a translator/client relationship and translation as a
mental process.
Furthermore, the translation diploma at ATS can be viewed as comprising three
stages. The first stage (The Foundation Certificate in Translation and
Interpreting) develops all basic translation skills required to produce an
acceptable translation including command of the language, familiarity with
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culture, computer skills and e-tools for translators, background knowledge, and
contrastive and transfer skills between the source and the target languages.
Finishing this stage, a trainee can produce a good translation of a general text
but not necessarily of a specialized text such as legal, UN and journalistic texts.
The second stage (The Career Certificate in Legal and UN Translation and The
Career Certificate in Literary and Audiovisual Translation) focus on the textspecific features in translation so that a trainee can be able to produce a
translation in a specialized field. After the career certificate, the trainee can
produce 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 level of
professionalism which makes the trainee ready to go to the market after being
enlightened on many issues related to translation theory and the translation
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 major 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: Multiligual matters.
Offered as customized; the number of CEUs depends on client's request.
Syllabus / Training Outline:

Serial* Title/subtitle
1
Typology of Interpreting
Introduction and Assignments
Assignment
Selected readings on theories of interpreting
(At sight) General texts
Translate texts on:

- Mass media
- - Child Labour
Prepare some texts on:
- Technology
- Ethics of translation
(At sight) General texts

Quiz
Translate Texts on:

- technology
- Ethics of Translation
Prepare some texts on population and food
(At sight) Population & food

Quiz
Translate Texts on population and food

Prepare some texts on;
- World War II
- Water Crisis
(At sight) Environment

Quiz
Translate Texts on:

- World War II
- Water Crisis
Prepare some texts on management.
(At sight) Management

Quiz
Translate texts on management.

Prepare some texts on diplomacy.
(At sight) Diplomacy

Quiz
Translate texts on diplomacy.

Prepare some texts on elections.
(At sight) Elections

Quiz
Translate texts on elections.

Prepare some texts on economics.
(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.
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Assessment of Learning outcomes

Frequency** : Seven assessments and a final exam.
Type: At sight Interpreting
An ongoing assessment scheme will be implemented with the class teacher as follows:
Session 01 and 02:
Sessions 03 to 09:
Sessions 12:
Sessions 03 - 09
Session 12: Final
No assessment
5 points for a written quiz
5 points for oral production
End-of-term Examination
70 points
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@aucegypt.edu
**
Exact dates will be announced in class two sessions before the quiz, exam, or project is due.
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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.
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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 measure
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
SCEs attendance policy, learners must
attend at least 75% of the class sessions
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
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
circumstances beyond their control.
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
incomplete grade will result in the final
grade being recorded as "F".
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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.
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Learner Petitions and Grievances:

You may appeal to a division
administrator in any aspect pertaining to
class instruction, learning environment, 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 final.
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 of
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 at
SCE for one 12-week term and failing the
course.
In instances of a third offense, you will be
permanently dismissed from SCE.
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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
persons ability or opportunity to perform
his or her job or educational pursuits.
SCE is committed to providing a secure
educational and work environment for its
learners,
instructors,
staff,
and
administrators.
Photocopying:
Photocopying textbooks and original
content including computer software is a
violation
of
AUC
copyright
and
photocopying policies and thus will not be
allowed in SCE classes.
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Smoking:
Smoking is not allowed in any SCE
building, 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-ofterm testing sessions.
You should turn off your phone during any
class time and/or testing session.
Misconduct:
Acceptable adult behavior is expected of
SCE learners in the classroom and on
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.
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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
................................................................................... 16
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
......................................................... 55
................................................................................................................................. 57
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...................................................................................................... 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, mainly
at sight, consecutive and simultaneous interpreting. They also practice samples
of each. Later, the learners will take one session of simultaneous interpreting 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
accurately.
Material:
-

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; because 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 involves some of the
same mental processes. In the case of sight translation, the input is visual (the written
word) rather than oral (the spoken word), but the interpreter still has to process a
thought in the source language and generate the target language version of that
thought while simultaneously processing the next source language thought, and so on.
Some interpreters find sight translation more difficult than the other modes of
interpreting because they have more trouble focusing on meaning rather than words-the essence of proper interpretation--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 improve and maintain reading comprehension is one
reason why interpreters should read 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 difficult 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 written
language into oral language, often without the opportunity to carefully prepare it.
Since formal written language usually involves longer, more complex sentences than
oral language, the task of interpreting the text can be more challenging, particularly in
the areas of appropriate and natural expression and grammatical coordination. Also,
the interpreter has to move to a different system of organizational cues, moving from
punctuation to the use of pauses and intonation, 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 translation is difficult is because professional interpreters
perform it less frequently than other modes of interpreting.
Professional interpreters typically recognize three modes of interpreting: consecutive
interpreting, simultaneous interpreting, and sight translation. Among 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 language
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
(interrelationships of ideas)
4. Prediction: Interpreters should be versed in the various writing styleslegal
documents, 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 country 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, etc.
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. Interpreters
should read as much and as widely as possible.
2- Pacing: The interpreter must translate the document quickly without omitting
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 sort of
jerkiness can be distracting to the listener. But going too slowly is disruptive for
both speakers and listeners. The interpreter should be familiar with the
terminology and phrasing of the type of documents being interpreted so that the
interprtation sounds as if the interpreter were merely reading a document 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, texts
which relate to technological subject areas or texts which deal with the practical
application of very specialized information. All in all, translating specialized texts
requires a high level of subject knowledge and mastery of the relevant
terminology and writing conventions. Generally, there 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 distinguish it
from other types as it contains specific terminology to address the text's issues, and
avoids colloquial terms, humor and critical language. Like specialized 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 structure
contains no specific terms to cover the text's issues and may include colloquial
expression. Such texts can also include figurative language and different styles of
sentences.
Sources:
http://www.cgu.edu/pages/905.asp
http://www.classicalco-op.com/co_op_new/ce_tiki/tikihttp://ar.onehourtranslation.com/translation/translation-knowleadge-base/conceptback-translation-definition-and-what-it-used-for#sthash.X904eO3s.dpuf
http://www.geocities.com/~tolk/lic/LIC990329p4.htm
http://www.openstarts.units.it/dspace/bitstream/10077/2443/1/01.pdf
https://www.google.com.eg/#fp=d79654f60af1bc0f&q=At+sight+translation
http://repositori.uji.es/xmlui/bitstream/handle/10234/19393/31449.pdf?...1
http://www.legallanguage.com/legal-articles/shortcomings-sight-translation/
Page 4

Session Title: Two
A practical session of at sight interpreting using general texts on the paragraph
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:
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 audience
is included in the category of mass media.
Mass media is a broad term under which includes every thing or anything that
conveys 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 included in the
category of mass media.
Though the term was coined in the 1920s when the radio and the television were
revolutionizing the world into modern times, the concept of mass media is as old as the
human civilization itself.
Media like our lives do today. We can not live without mass media as it surrounds 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 China.
Though it was the first book to be officially published, many historians claim 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
communication 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

revolutionized the visual form of communication. Now the people could not only hear
the news but they could also see it.
Although drama and plays had been popular even before the concept of any
particular 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 match of their
favorite sport.
Similarly music videos, soaps, various talk shows started to become popular on
televisions.
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, keeping
people updated minute by minute details of all the important events occurring 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 believed 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 second,
through emails you can get connected to some one form another part of the world 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 werent popular amongst the masses until the mid
90s.
Within the span of ten to fifteen years mobile phones have become so popular that
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
were 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 technology.
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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Session Title: Three
A practical session of at sight interpreting using general texts on the paragraph
level. Translation is practiced from Arabic into English and vice versa.
Learning outcomes:
Material:
Assignments:
Prepare texts on Population and Food for session four.
Learners should read widely on Population and Food. They should not only
collect the key terminology in the field, but also get all necessary background
knowledge to compensate for any shortage of comprehension. At the beginning
of the next session, 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 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
session.
Page 10

English Text 3.1
General Topic
Technology
Technology is the making, modification, usage, and knowledge of tools, machines,

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 also refer to the collection of such tools, including
machinery, modifications, 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 specific areas: examples
include construction technology, medical technology, and information technology.
The human species' use of technology began with the conversion of natural resources
into simple tools. The pre historical discovery of the ability to control fire increased the
available sources of food and the invention of the wheel 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 been used
for peaceful purposes; the development of weapons of ever-increasing destructive power has
progressed throughout history, from clubs to nuclear weapons.
Technology has affected society and its surroundings in a number of ways. In many
societies, technology has helped develop more advanced economies (including today's global
economy) and has allowed the rise of a leisure class. Many technological processes produce
unwanted by-products, known as pollution, and deplete natural resources, to the detriment of
the Earth and
its environment.
Various
implementations
of
technology
influence
the values of a society and new technology often raises new ethical questions. Examples
include the rise of the notion of efficiency in terms of human productivity, a term originally
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 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:
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
compensate for any shortage of comprehension. At the beginning of the next
session, 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.
session.
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 poorest
countries in the world. Periodic drought, dependence on rain-fed agriculture, low
agricultural productivity, and frequent conflict undermine local food production,
contribute to food insecurity, and create greater dependence 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 insecure. 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 imports
(such as rice) as West Africa, this combination of factors makes most countries in East
Africa especially vulnerable to higher global food prices. Recent research in nine
developing countries found that higher prices of staple food commodities were associated
with a significant increase in poverty.5 This increasing 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 higher prices for several
reasons, including: lack of available land, inadequate irrigation, rising fertilizer prices,
inability to get insurance and loans, and reluctance to risk investment with no guaranteed
return. In fact, despite the higher 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 have both physical
and economic access to sufficient food to meet their dietary needs 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 population
growth and an increasing demand for food. Population growth, however, is one of several
demographic factors likely contributing to the current food crisis. Urbanization, the growth
of the middle class and associated changes in consumption patterns, 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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59 ( ) 2
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22
921 . 2959
.

2 311

.

211 .
911 9131
.
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( 512)
www.majalla.com/arb/2011/11/article5522951
2 2199
Page 16
Demography
Prepared by
Iman Ibrahim
Khaled Samra
Mahmoud Omar
Nermeen Yehia
Rania Fawzy
Rosette Francis
Sally Mohamed Emam
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.
Agespecific 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.
70.
Lactating mother / Nursing mother / breastnursing

Menopause
71.
Menopausal age
72.
Multigravida
73.
Family planning program
74.
Head of the household
75.
Married life
76.
Sterility
) (
Page 19

( )
Infertility
Sterilization
77.
Conception
78.
A barren woman
79.
Fecundity
80.
Average parity
81.
Biological family
82.
Nuclear family
83.
Bread winner
84.
Civil marriage
85.
( Consensual marriage
86.
Common law marriage
87.
Dowry
88.
Endogamy
89.
()
Foster parents
90.
Child adoption
91.
Marital status
92.
Widower
Widow
93.
Polyandry
94.
Monogamy
95.
Polygamy
96.
Post-natal care
97.
Pre-marital examinations
98.
Spouse
99.
Sibling
100.
/ ()
Spacing of children
101.
Social Security Record
102.
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.
113.
Displacement
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.
126.
Concealed (much less frequent)/ Disguised

unemployment
Cosmopolitan society
127.
Public housing
128.
Residential density
129.
Urbanization
Page 21

130.
Social mobility
131.
Social stratification
132.
Socialization
133.
Occupational qualifications
Squatter
/) (
134.
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
session, learners will take a quiz of terminology on Management. The quiz
subject . The objective of the quiz is to translate 60% of the terms correctly, i.e.
session.
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, unchecked hunting, soil
erosion and contamination of land and water by human waste occur when thousands of
humans are forced to settle in a new area. During the Rwandan 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 other infrastructure. While
these don't form part of the natural environment, the destruction of wastewater treatment
plants, for example, severely degrades regional water quality. During the 1990s fighting
in Croatia, chemical manufacturing plants were bombed; because treatment facilities for
chemical spills weren't functioning, 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 support 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 wheat, cotton and other crops, while vast
stands of timber were clear-cut to meet wartime 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 stream that is used to buy weapons," said Bruch.
Scorched Earth Practices: The destruction of one's own homeland is a time-honored,
albeit tragic, wartime custom. The term "scorched earth" originally applied to burning
crops and buildings that might feed and shelter the enemy, but it's now applied to any
environmentally destructive strategy. To thwart invading Japanese troops during the
Second Sino-Japanese War (1937-1945), Chinese authorities dynamited a dike on the
Yellow River, drowning thousands of Japanese soldiers -- and thousands of Chinese
peasants, while also flooding millions of square miles of land.
Page 24

Arabic Text 5.1

) : (Water Crisis ): (Water Shortage
.
.
.
:
992 .
2.3
.
.

.
2117
" : " "

".

.

.
.
.
Page 25

Arabic Text 5.2
:
-:
....
..
.
.

.

. .
http://ar.wikipedia.org
( 915)
Page 26
Environment and Ecology

Prepared by
Ahmed Abdel Moneim
Dalia Raouf
Hanan El Sanhoury
Marwa Farouk Hassan
Mohamed El Husseiny
Ms. Rosette Francis
Nermeen Yehia
Rania Magdy
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
A.
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
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
B.
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
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
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
C.
D.
Page 30

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.
144.
Emission trading
Jump to: navigation, search
Energy- intensive technology
145.
Noxious emissions
146.
Off-gases
147.
Off-odor
148.
Exhausts
E.
Page 31

149.
Fossil fuel
150.
Fumes
151.
Fumigation)
152.
Vapors
153.
Global Warming
154.
Greenhouse effect
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
Miscellaneous
168.
Pumping station
169.
Organic components
170.
Hygiene
155.
F.
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:
Texts on management.
Assignments:
Prepare texts on Diplomacy for session seven.
Learners should read widely on Diplomacy. They should not only collect the
session, learners will take a quiz of terminology on Diplomacy. The quiz
session.
Page 35

English Text 6.1
What is Management?
As there is no universally accepted definition for management, it is

difficult to define it.
But a simple traditional definition, defines it as the "art of getting things
done by others". This definition brings in two elements namely
accomplishment of objectives, and direction of group activities towards the
goal. The weaknesses of this definition is that firstly it uses the word "art",
whereas management is not 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 process "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 things. Secondly it states four management activities:
Planning, organizing, actuating, and controlling. Planning is thinking of an
actions in advance.
Organizing is coordination of the human and material resources of an
organization. Actuating is motivation and direction of subordinates.
Controlling means the attempt to ensure no deviation from the norm or plan.
Thirdly it states that manager uses people and other resources. For example a
manager who wants to increase the sales, might try not only to increase the
sales force, but also to increase advertising budget. And fourthly, it states that
management involves the act of achieving the organization's objectives.
http://en.wikibooks.org/wiki/Management_Concepts_and_Applications/Management
Page 36

Arabic Text 6.1

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-
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Page 37
Expressions of Management
Management
1.
planning
2.
organizing
3.
directing
4.
controlling
5.
System analysis
6.
Iinputs
7.
Processes
8.
Outputs
9.
Feedback
10.
Educational policy
11.
Politics
12.
manager
13.
middle managers
14.
top management
15.
skill
16.
efficiency
17.
effectiveness
18.
humanism
19.
human relations approach
20.
Goals
21.
organization
22.
Organizational functions
23.
career
24.
performance
25.
productivity
26.
authority
27.
bureaucracy
28.
decision making
29.
Management by objective
30.
scientific Management
) (

Page 38

31.
Management total quality (T.Q.M(
32.
control total quality (T.Q.C(
33.
centralization
34.
classical school
35.
leadership
36.
trans formational leadership
37.
systems theory
38.
contingency theory
39.
Information systems
40.
strategic planning
41.
organization structure
42.
delegation of authority
43.
Centralization and decentralization
44.
formalism
45.
informal
46.
organizational manual
47.
job description
48.
incentives
49.
communication
50.
barriers
51.
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:
Texts on diplomacy.
Assignments:
Prepare texts on Elections for session eight.
Learners should read widely on Elections. They should not only collect the key
terminology in the field, but also get all necessary background knowledge to
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%
enables the learner to get the full mark.
session.
Page 40

English Text 7.1
The Functions of Diplomacy

The act of conducting negotiations between two persons, or two nations at a large
scope is essential to the upkeep of international affairs. Among the many functions of
diplomacy, some include preventing war and violence, and fortifying relations between
two nations. Diplomacy is most importantly used to complete a specific agenda. Therefore
without diplomacy, much of the worlds affairs would be abolished, international
organizations would not exist, and above all the world would be at a constant state of war.
It is for diplomacy that certain countries can exist in harmony.
There has not been a documented start of diplomacy; however there have been
instances 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 as organized by
the Greek City States. The origin of the word diploma comes from different sides of the
earth. In Greece diploma meant folded in two, while in Ancient Rome the word was
used to describe travel documents. Often times the word diplomacy is given many
meanings. Many times will the words policy and the word negotiation 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 similar in
some cases, they are not the exactly the same.
While many are not able to find a clear beginning or creation of diplomacy,
modern diplomacy has become much more advanced and many aspects have changed over
the years. The Peace of Westphalia in 1648 created the first modern diplomatic congress
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 diplomacy. 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 diplomacy
the world has today. Many could argue that diplomacy is a product of society and history
itself. As countries progress different aspects are added to diplomacy. Separation of
powers, national interest, and a countrys sovereignty are only a few elements that were
added to modern diplomatic history. Therefore, diplomacy can be seen as an everchanging concept, the same way International Relations between countries fluctuate.
http://www.e-ir.info/2011/07/20/the-functions-of-diplomacy/
Page 41

Arabic Text 7.1
:
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( diploma
/ )
.

.
.
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.
:

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.

.

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:
-9 :

( ).
-1 :
Page 42
( ).

. . :
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:
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( 705)
Page 43

Arabic Text 7.2

:

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.
http://www.siironline.org
( 71)
Page 44
Prepared by:
Marwa Anas
Marwa Farouk Hassan
Rania Magdy
Yasser Taha
Diplomacy and International Relations Terminology

A.
1.
2.
Diplomatic Relations and Missions
Diplomacy (n.)
3.
Courtesies of Diplomacy
Shuttle Diplomacy
4.
To practise diplomacy
) / (
5.
Diplomat (n.)
6.
Diplomatic affairs
7.
Diplomatic bag
Diplomatic pouch (Amr.)
8.
Diplomatic courier
Diplomatic Corps
9.
) (
/ /) (

10.
11.
Diplomatic channels
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
Diplomatic corps
) (
31.
Statesman
32.
Statesmanship = Statecraft
) (
33.
Dean Of Diplomatic Corps
34.
Doyenne:
35.
Acting Secretary General
/ /
36.
Charge daffaires (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
30.
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.
53.
Accession to an alliance
Entering into an alliance
Balance of power
54.
Tripartite representation
55.
Multiple representation
) (
56.
Accredited representative
57.
Common interests
58.
International solidarity
59.
Espionage (F.)
60.
Coup detat (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
71.
In good faith
Bona fide
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
) (
70.
B.
Diplomatic Meetings
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
) (
Diplomatic Instruments and

Documents
Treaty of alliance
84.
C.
91.
) /
Page 48

92.
Pact of non-aggression
93.
Credentials (from ambassadors to heads of

states)
Functions and Authorities
94.
Terms Of Reference (TOR)
95.
Prerogatives
96.
To grant a concession
To withdraw a concession
D.

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.
111.
/ /
Ambassadorial Related Terms
Ambassador Extraordinary
Page 49

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.
124.
Consulate
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.
133.
Attach
Air Attach
134.
Commercial Attach
135.
Cultural Attach
112.
Page 50

136.
Press Attach
137.
Naval Attach
138.
Military Attach
139.
Scientific Attach
International Policies
H.
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.
Dtente (F.):
/() (
)
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
147.
Page 51

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:
Texts on Elections
Assignments:
Prepare texts on Economics for session nine.
Learners should read widely on Economics. They should not only collect the key
terminology in the field, but also get all necessary background knowledge to
session, learners will take a quiz of terminology on Economics. The quiz
session.
Page 53

English Text 8.1
Elections in the world

Citizens determine their nations interactions with the world through elections,
collectively and even with individual acts. As globalizations forces buffet the world, seen
time and time again since the start of the 21stcentury, the internal politics of any state can
permanently alter course for other nations: the ruling Taliban in Afghanistan
allowed jihadists to plot air attacks on the US World Trade Center and Pentagon; rising
home prices in the US and unsustainable mortgages triggered a global credit crisis and
recession; budget mismanagement and debt in Greece spread panic which called for
austerity measures throughout the European Union; and the self-immolation of a hopeless
street vendor in Tunisia stirred thoughts of revolution and unrest throughout the Middle
East and beyond.
Citizen reactions are only magnified by rapid growth of satellite television
networks, cell phones, the internet, and social media like Facebook and Twitter. With a
click of button, thousands and then millions can view a politicians embarrassing slip of
tongue, widening inequality, pollutants crossing borders, work conditions of factories that
make favorite products, devastation left by natural disaster followed by spontaneous
generosity whether for victims of a hurricane in Louisiana or earthquake-tsunami victims
in Indonesia and Japan. Foreign policy in action viewed on global media prompts strong
citizen reactions, and elections mold foreign policy.
The electoral systems and forms of government are many and varied plurality,
majority or proportional representation; presidential and parliamentary. Yet citizens
expect their leaders to provide jobs, education and healthcare, while ensuring adequate
supplies of energy and clean water, overseeing fair pricing and regulations, and protecting
borders and culture. And of course, citizens expect 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 elections,
the primary concern of these leaders is to satisfy their citizens demands, and yet that can
set them up against other countries interests.: Frances incumbent president seeks to
mollify citizens by announcing early withdrawal of troops from the NATO operation in
Afghanistan, enraging other members; US candidates, blaming China for a loss of jobs,
call for a protectionist stance; Russias 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 risk unrest
This YaleGlobal special section presents articles that analyze the national election
campaigns and the consequences that so often reach beyond borders.
http://yaleglobal.yale.edu/content/world-elections-global-challenges
Page 54

Arabic Text 8.1

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Page 55

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Page 56

Arabic Text 8.2
,
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,
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http://ar.wikipedia.org
( 92)
Page 57

Arabic Text 8.3

:

.

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( 275)
Page 58
Elections, Parliament & Parties Terminology Elections

Prepared by:
Dalia Raouf
Marwa Anas
Marwa Farouk Hassan
Mona Gobba
A.
Types of elections
1.
One- man- one- seat system
2.
Presidential elections
3.
Ticket/Slate Election System
4.
Municipal elections:
5.
Rigged elections
Rania Magdy
Samar Abul Nur
Sherine Nabih
Yasser Taha
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
C.
Before Elections
12.
Polling station
13.
Elector / Voter
/

) (
/
Page 59

/
()
( )

/
(
... )
( )
()

Page 60
Election round
14.
To campaign for the election
15.
Platform
16.
Rally
17.
)Canvass (n.
18.
Stump Speeches
19.
Electioneering:
20.
)Electioneerer (n.
21.
He is fighting the election
22.
Poll
23.
Party Slates
24.
Turnout
25.
Proportional representation
26.
Independent candidate
27.
Labo(u)r
28.
Professional candidate/ Brackets
29.
Workers and Farmers
30.
Opponents
31.
To muzzle opposition
32.

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
( )

( )

() ( )

( )

Ballot booth
52.
To cast ones ballot
53.
Valid ballot papers

Invalid ballot papers
54.
Ballot boycott
55.
)Vote (n.
56.
Voteless
57.
Voting card
58.
To cast ones vote
59.
Votes cast
60.
To put sth. To the vote:
61.
To vote sth down:
62.
To vote through:
63.
To Count the votes

Sorting votes
Sorting machines
64.

( / )
Page 62
To deprive the right to vote
65.
To Exercise ones right to vote
66.
To pool the votes
67.
To poll the majority of votes
68.

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

) (
Page 64
))
() ( /
)
Opinion poll:
107.
Referendum:
108.

() (
)
( )

( / /
)

/
( )

Page 65
Plebiscite:
109.
Questionnaire:
110.
)Rapporteur (F.
111.
Elective seats
112.
Unanimity
113.
Disguised unanimity
114.
D.
After Elections and Scrutinizing

Tie (usually singular):
115.
Nays
116.
Quorum
117.
To ascertain the quorum
118.
The teller
119.
( Scrutineer:
120.
Re-election
121.
By-election
122.
Winning the elections

E.

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 Peoples 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:
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
and services is primarily left to individuals or to a group of people. It is based on the
principle that these entrepreneurs can own property and conduct their business with the
view of making a profit from their efforts. All businesses need 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
nonquantitative information are visual impressions, conversations, television programs,
newspaper stories. Quantitative information is such information that is expressed 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 cost of purchased
equipment). Nonmonetary information is often included in accounting reports for reader's
understanding the report (i.e. number of employees or products sold).
Accounting information consists of operating information, financial accounting
and management accounting. Operating information is required to conduct an
organization's day-to-day activities. This information constitutes the largest quantity of
accounting information and provides the basic data for both management accounting and
financial accounting. (Example: In the stockroom the material list has 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
sectors 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
other information. This information is used by persons who have to carry out their
management responsibilities and it is used in three management functions planning,
implementation and control.
Page 70

Arabic Text 9.1

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Page 72

Arabic Text 9.2

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2117
9191
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http://islamtoday.net
( 922)
Page 73
Expressions
Entrepreneurs
planning and maintaining information
quantitative or -quantitative
monetary amounts
Nonmonetary information
financial accounting
management accounting
Operating information
internal user
external users
Page 74

Session Title: Ten
A practical session of consecutive interpreting. Students should be able to
interpret 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 interpret
simultaneously up to two minutes from Arabic into English and vice versa. 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-correction;
3. deliver at a steady rate; and
4. interpret simultaneously for up to two minutes.
Material:
Selected texts.
Page 76

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

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Introduction To Interpreting

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Arabic & Translation Studies Division

This is a first draft of STTI104 Introduction to Interpreting

Dr. Hussein Ali

The American University in Cairo

Offered as customized; the number of CEUs depends on client's request.

Syllabus / Training Outline:

(At sight) General texts

Translate texts on:

(At sight) General texts

Translate Texts on:

(At sight) Population & food

Translate Texts on population and food

(At sight) Environment

Translate Texts on:

(At sight) Management

Translate texts on management.

(At sight) Diplomacy

Translate texts on diplomacy.

(At sight) Elections

Translate texts on elections.

(At sight) Economics

Translate texts on economics.

Session: In this course one session equals 2.5 contact hours.

Assessment of Learning outcomes

Classroom Guidelines for SCE Learners

CLASSROOM GUIDELINES FOR SCE

Learner Evaluation of Instruction:

Learner Petitions and Grievances:

Arabic and Translation Studies Division

Certificate Title: Foundation Certificate in Translation and Interpreting

Selected readings on theories of interpreting

Arabic and Translation Studies Division

Theory of Translation and Interpreting

Arabic and Translation Studies Division

Elements of Sight Translation

Arabic and Translation Studies Division

Challenges of At Sight Translation

Arabic and Translation Studies Division

Certificate Title: Foundation Certificate in Translation and Interpreting

Arabic and Translation Studies Division

The Concept of Mass Media

Arabic and Translation Studies Division

Where radio initiated the concept of audio mass communication, television

Arabic and Translation Studies Division

Arabic and Translation Studies Division

Arabic and Translation Studies Division

Certificate Title: Foundation Certificate in Translation and Interpreting

Arabic and Translation Studies Division

Technology is the making, modification, usage, and knowledge of tools, machines,

Arabic and Translation Studies Division

Arabic and Translation Studies Division

Arabic and Translation Studies Division

Certificate Title: Foundation Certificate in Translation and Interpreting

Arabic and Translation Studies Division

Population's Role in the Current Food Crisis;

Arabic and Translation Studies Division

Arabic and Translation Studies Division

Intercensal population estimates

Annual migration rate

Illegitimate birth rate

Infant mortality rate

Age-specific fertility rates