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Translation and Interpreting Studies
APPLICATION INFORMATION for admission in 2019
Dear Applicant
We would like to thank you for the interest you have shown in
our postgraduate translation and interpreting courses at the
University. In order for your application to be given full
consideration, please take note of the following information.
Entrance Tests
We require all applicants to complete an entrance test for
admission to these courses. Your application will not be marked
complete until this has been submitted. The essays and translations
required are included in this pdf document. To summarise, you need
to:
1) Translate the text for your particular language combination.
N.B. If your source language is not included in this file please
contact the Department ([email protected] or
[email protected])
2) Write an essay of 750 to 1000 words in English on the reasons
for applying to our department and the area(s) of research in
translation or interpreting you might like to research if you are
accepted into the programme.
3) Write the Academic English Assessment essay, following the
instructions given.
These should be uploaded in the form of a pdf document.
Please note that there may be a further language test and
interview for applicants who perform satisfactorily in the entrance
tests.
There will be a further assessment for applicants for
interpreting programmes. Once the entrance tests have been received
you will be given further information.
Important Information
Please read through this information in order to ensure that you
have applied for the programme most suitable for you.
mailto:[email protected]
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Translation courses
The University offers three coursework programmes in either
Translation or Interpreting:
- the Postgraduate Diploma in Translation (Translation OR
Interpreting – one year full-time),
- an Honours in Translation or Interpreting (a one-year course
consisting of five modules including a Research Essay) and
- an MA in Translation or an MA in Translation (Interpreting
option) (a one year programme following on from an Honours degree
in Translation or Interpreting).
N.B. If you do not have a first degree, or if your average for
your majors was below 60% please check that you have applied for
the Postgraduate Diploma (AX010). Please note that the Interpreting
courses are followed in conjunction with short professional courses
at the Wits Language School.
Prof. Judith Inggs ([email protected]) Head of Translation
and Interpreting Studies University of the Witwatersrand Tel: 011
717 4265 Cell: 082 819 4098
mailto:[email protected]
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.
Academic English Assessment For this assessment you are required
to write a short academic essay of 1500 words answering the
following questions: Which skills do translators and interpreters
require? In which ways are they similar or different? This essay
should be well-structured, with an introduction, body and
conclusion. You may not use headings in this essay. You have to
show that you are capable of finding appropriate sources, by
quoting at least three academic, scholarly sources i.e. from
articles or books. Please include a reference list of cited sources
and use the Harvard style of referencing. Make sure that all
references are included where required. Please make sure that your
essay is free of grammatical errors. Please do not ask anyone to
assist you with this task. N.B. Please do not cut and paste from
sources you find on the internet or elsewhere. If you do this you
will automatically fail the entrance portfolio. When submitting
your essay, please save your document as: Academic Assessment Name
Surname Please substitute your own name and surname for "Name" and
"Surname" Submit your essay, by sending it to
[email protected] and cc to [email protected] Should
you have any questions about this essay, please contact either Prof
Judith Inggs (HOD) or Ms Sina Kgafela (Administrator).
mailto:[email protected]:[email protected]
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Entrance test: Afrikaans into English Brief: Translate the
Internet article for publication in the magazine Insig.
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Onderwys in die spervuur
Die haglike toestand van onderwys in Suid Afrika verskyn telkens
op die voorgrond. Koerante en nuusberigte wemel van klagtes oor die
Departement van Onderwys se onvermoë om te verseker dat elke kind
se grondwetlike reg op onderwys vervul word.
Staatskole en handboek keuses
Een van die kwessies wat so onder die radar van ouers deur
gesluip het, was die verwydering van staatskole se keuse oor
handboeke. Hierdie verandering het in 2014 plaasgevind sonder dat
daar veel weerstand gebied is, en nog minder aandag aan die saak
geskenk is deur die algemene publiek. Die inhoud van handboeke vorm
egter die grondslag van dit wat kinders inneem; die inhoud van
hulle handboeke is dit wat hulle moet onthou sodat hulle kennis oor
daardie onderwerp getoets kan word. Die inhoud van handboeke word
in ons kinders se denke ingegraveer… maar wanneer laas het ons as
ouers na die inhoud van daardie handboeke gekyk? Deur aan skole
voor te skryf watter handboeke hulle moet gebruik, word alle keuse
tot die tipe invloed wat daar op kinders se lewens is, verwyder.
Die keuse van invloed word totaal en al oorgelaat aan die staat.
Ons kan selfs sê dat jy die staat betaal om jou kind te
beïnvloed.
Nuwe gevorderde danspassies vir privaatskole
’n Ander kwessie wat nie veel aandag geniet nie, is die
regulering van privaatskole. In ’n artikel getiteld Privaatonderwys
Binnekort Slegs Vir Rykes, verduidelik die Vereniging vir
Tuisonderwys die impak van die nuwe regulasies op privaatonderwys.
Die staat plaas ’n enorme administratiewe las op privaatskole om te
registreer en geregistreer te bly. Hierdie jaar het die staat
hierdie las nog swaarder gemaak deur die aanvaarding van ’n beleid
waarvolgens privaatskole deur Umalusi gemonitor moet word. Volgens
’n Moneywebberig gaan die kostes van assessering vir ’n skool van
600 leerlinge styg van ongeveer R7000 per jaar tot R70 000 per
jaar. Bo en behalwe hierdie kostes moet privaatskole ook nog ’n
groot hoeveelheid administrasie verrig om voor te berei vir
inspeksies van Umalusi. Sommige skole gaan personeellede moet
aanstel om hierdie administrasie te doen.
Maar waarom al die weerstand teen privaatonderwys? Baie
privaatskole sien hulself as vennote van die Departement van
Basiese Onderwys (DBO), aangesien die DBO self nie die las van die
aanvraag na onderwys in Suid Afrika kan dra nie. As ’n mens kyk na
die Independant Examinations Board (IEB) slaagsyfer, blyk dit ook
of privaat onderwysinstansies hul beter van hul taak kwyt as
staatsonderwysinstansies. In Desember 2013 is daar berig dat die
IEB slaagsyfer vir hierdie instansies vanaf 98.2% tot 98.6% in 2013
gestyg het. Tog kom juis hierdie instansies, wat hulle goed van
http://www.tuisskolers.org/home/entry/privaatonderwys-binnekort-slegs-vir-rykes.htmlhttp://www.moneyweb.co.za/moneyweb-south-africa/sas-independent-schools-jump-through-hoops
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hulle taak kwyt, nou ook in die DBO se visier. Kan dit wees
omdat die nasionale slaagsyfer vir matriek slegs 78.2% is, en dit
terwyl kandidate slegs 30% nodig het om te slaag.
Privaatonderwys bied dus tans ’n alternatief vir staatskole en
was tot onlangs toeganklik vir heelwat gemiddelde Suid-Afrikaanse
gesinne. Dit wil egter blyk of privaatonderwys meer as een
bedreiging vir die regering inhou en dat hulle toegang daartoe
probeer beperk. [TRANSLATE UP TO HERE.] Die Vereniging vir
Tuisskool het onlangs op hulle webwerf geskryf: “Alhoewel die
grondwet burgers die reg gee tot onafhanklike skole, gebruik die
regering ‘n grondwetlike bepaling dat privaatskole geregistreer
moet wees as ’n middel omprivaatskole weg te reguleer, sodat
privaatskole binnekort slegs bekostigbaar sal wees vir rykes. (Waar
die ministers hulle kinders heen kan stuur)”
Die realiteit is dit: die staat het minder beheer oor die
kurrikulum en die handboeke wat deur privaatskole gebruik word.
Ouers wat bewus is van die belangrikheid van die inhoud van dit wat
in hulle kinders se denke ingegrafeer word, vind soms ‘n werkbare
oplossing deur hulle kinders in ‘n skool te plaas wat se waardes en
geloof die selfde is as die ouers se waardes en geloof. Maar wat
gebeur wanneer ouers net nie meer hierdie stukkie “vryheid” kan
bekostig nie? Dan moet kinders terug geplaas word in die
staatsskoolsisteem waar ouers weereens die staat betaal om hulle
kinders se denke te beheer, of ouers moet alternatiewe soek.
Tuisonderwys spring nie DBO se tirade vry nie
Vanaf 1994 tot en met 2011 was Tuisonderwys die keuse vir sowat
57 000 tuisskolers. (Die 57 000 is verkry vanaf die 2011 sensus
getalle en die getal het waarskynlik heelwat gegroei tussen 2011 en
2014) Tuisonderwys, asook die verskynsel van klein-of
ongeregistreerde skole, bied dikwels ‘n werkbare oplossing tot
bogenoemde kwessies. Maar van die begin van 2014 af blyk dit of die
onderwysdepartement ook hulle mes in het vir die tuisskool
gemeenskap. In ’n artikel getiteld Onweerswolke dreig vir
Tuisonderwysbeskryf die bestuurder van die Pestalozzi Trust,
Leendert van Oostrum, die ontwikkeling van toenemende samewerking
tussen drie partye wat op die lange duur tuisonderwys drasties sal
inperk. Die drie partye is die staat, onderwysvakbonde en
institusionele beleggers. Heelwat het hierdie jaar gebeur wat
bevestig dat die bekommernisse van die Pestalozzi Trust geldig is,
insluitende die beoogde drakoniese regulasies oor tuisonderwys van
die Departement van Basiese Onderwys (DBO) wat uitgelek het. Die
voorgestelde regulasies maak inbreek op tuisskolers se grondwetlike
reg om hulle kinders onafhanklik te onderrig.
In 2001 het die voormalige minister van onderwys, prof. Kader
Asmal reeds die houding van die regering teenoor onderwys duidelik
gestel: “No. I’ve always believed in a unitary school system, like
the German system, but the Constitution says there will be private
schools so I have no problem with them. There are many private
schools with a Cambridge examination which I have problems with.
It’s based entirely on an English syllabus, and we’re trying to
create a South African school system with values that are truly
South African.”
http://www.pestalozzi.org/nuusbriewe/2013.1.pdfhttp://www.pestalozzi.org/nuusbriewe/2013.1.pdfhttp://www.pestalozzi.org/nuusbriewe/2013.1.pdfhttp://www.pestalozzi.org/nuusbriewe/2013.1.pdfhttp://www.pestalozzi.org/nuusbriewe/2013.1.pdfhttp://www.pestalozzi.org/nuusbriewe/2013.1.pdfhttp://www.pestalozzi.org/nuusbriewe/2013.1.pdf
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Lojaliteit teenoor Suid-Afrika, beteken nie dat ouers met
minderwaardige onderwys vir hulle kinders tevrede hoef te wees nie.
In Junie maand het Nuus24 berig dat Suid-Afrika se Wiskunde- en
Wetenskaponderwys die slegste in die Wêreld is en dat die algehele
Suid-Afrikaanse Onderwysstelsel amptelik die powerste
onderwyssisteem in die wêreld is. In hierdie artikel word daar
verwys na ‘n ministeriële verslag wat aandui dat die
onderwysstrategie verouderd is, en dat die tekort aan onderwysers,
asook die vele kurrikulumveranderinge, onderwys negatief
beïnvloedhet.
Transformasie in trurat?
Soos met baie van die nuutgevonde “vryhede” wat die massas deur
middel van die nuwe grondwet ontvang het, blyk dit of die reg tot
keuse van onderwys nie meer ‘n reg is wat binne die gemaksone van
die regering val nie. Die regering en meer spesifiek die DBO is
tans duidelik nie in staat om hulle taak om die toekomstige leiers
en bewoners van Suid-Afrika optelei, uit te voer nie. Eerder as om
hulle eie tekortkominge aan te spreek, probeer hulle beheer
uitoefen oor sisteme wat wel werk.
Terwyl die lot van tuisskolers dalk nie vir die man op straat ‘n
groot kwessie is nie, is die onderdrukking van ouers se vryheid tot
insette, keuses en ‘n verskeidenheid van opsies ten opsigte van die
inhoud en metode van hulle kinders se onderwys, skokkend. Die
moontlike verhindering om te kan kies op watter fondament jou kind
se denke gebou word, behoort elke burger regop te laat sit. Die
moontlike lamlêende gevolge op die toekoms van ons kinders en ons
land, behoort elke ouer op te roep tot pro-aktiewe aksie om die
aanval op die onderwys van kinders in Suid Afrika te stuit.
Gelukkig is die tuisonderwysverenigings in Suid-Afrika uitgenooi
deur die DBOom deel te neem aan die hersiening en finalisering van
die beoogde beleid en regulasies oor tuisonderwys. Hierdie
vergaderings gaan plaasvind op 9 en 10 Oktober 2014 en 29 en 30
Januarie 2015 in Pretoria. Tuisonderwysverenigings vanoor die hele
land beplan om verteenwoordigers na hierdie vergaderings te stuur
en alles in hulle vermoë te doen om die vryheid van ouers, om die
soort onderwys vir hulle kinders te kan kies, te behou. Die
verenigings werk ook almal saam in die Suid-Afrikaanse Koalisie vir
Tuisonderwys.
Die Vereniging vir Tuisonderwys nooi ouers om die Johannesburg
Tuisskool Ekspo by te woon. Die ekspo vind plaas op 27 September
2014, by NG Kerk Witfield in Boksburg om 9:00. Toegang tot die
ekspo is R30 per volwassene en kinder onder 18 verkry gratis
toegang. Toegang tot die ekspo sluit ook in ’n gratis oppasdiens
vir kinders onder 12 asook komplimentêre toegang tot die seminaar
bydraes. Terwyl van die lesings tuisskoolgeoriënteer is, sal elke
ouer wat betrokke wil wees by hulle kinders se onderwys (al is dit
nie deur middel van tuisonderwys nie), kan baat vind by die lesings
en ook die produkte en dienste wat uitgestal sal word.
Source:
http://www.dievryburger.co.za/2014/09/ekspo-tuisonderrig/ Word
count: 507
http://www.tuisskolers.org/about-us/provincial-associations.html
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Entrance Test – English into European and Asian languages
Brief: Translate into your mother tongue for an audience with a
similar profile.
___________________________________________________________________________
There is one sure way to save our ailing churches – give them
away
Simon Jenkins
There is no way it looks good. Two thousand medieval churches in
England have fewer than 10 worshippers, and 8,000 more can barely
muster 20. In Britain there are more Muslims going to mosques than
Anglicans going to church. Yet almost all are listed as historic.
These lovely buildings are simply emptying. Doors are locked. Grass
grows in churchyards.
More than 900 churches are now on the English Heritage “at risk”
register, with 159 added last year alone. In 2013, the former
archbishop of Canterbury George Carey warned that the Church of
England was “a generation away from extinction”.
Yet it is trapped in its own coffins. England’s churches tower
over every community in the land, yet barely 2% of those
communities profess any link to them. The rest see them as
sanctuaries of a dying sect, a gaunt, empty presence lurking in
their midst. At the present rate, they must one day collapse into
ruin.
Anyone coming fresh to the Church of England’s predicament sees
only the proverbial frog in boiling water. There is no way it can
cope with its architectural inheritance. The church’s legendary
wealth can only just pay for its clergy, who spend much of their
time racing round seeking builders to patch roofs.
Britain’s railways in the 1950s were in a similar plight, with
empty trains rattling through a beautiful but deserted countryside.
When Dr Beeching reported in 1963, there was no way anyone could
see his rural lines reviving. It was not profitable passengers they
lacked, it was any passengers at all.
Likewise the Church of England plainly needs to dispose of a
large swath of its capacity, probably at least half. But unlike the
railways, its buildings cannot be demolished. So it agonises not
over how to dispose of them but how to fill them. Given that half
are rural, it is like praying for a revival not of the church but
of the entire middle ages
Ideas bloom for “reaching out”, embracing ethnic minorities and
“engaging” with non-worshippers. Under the present archbishop,
Justin Welby, as under Carey and Rowan Williams, Anglicans seem
happiest in evangelical mode, with their backs to the wall.
A recent critique of this approach, by the Guardian’s Andrew
Brown, points out that a decade of sustained evangelism has not
“registered even a pimple on the chart of decline”. Only the urban
lonely seemed to respond to the evangelists’ appeal – as long as
they were lonely.
Yet there is an extraordinary exception to this trend: the 42
English cathedrals. In the last century it was widely thought they
would deteriorate, stuck in ageing city centres without
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specific parochial commitment. Their decline matched that of
local churches, but their gargantuan repair bills presaged
hopelessness.
With the turn of the 21st century, something happened. From
declining by some 5% a year, cathedral attendance numbers began to
rise. Today, service attendance has grown by almost a third in a
decade. This is quite apart from the boom in tourist visitors, now
some 8 million a year. Cathedral revenues have doubled in 10 years
and fundraising has proved an invariable success. Ten cathedrals
now charge for entry and more could do so, relieving the call on
central funds.
[STOP TRANSLATING HERE]
Whatever churches were getting wrong, cathedrals seemed to be
getting right. Explaining this paradox has become an Anglican
cottage industry. Cathedrals are semi-autonomous fiefdoms. Their
deans and chapters can be ferociously introverted, dynamic and
entrepreneurial. They are relatively free from the bureaucracy that
grips the church’s national establishment and its enslaving
meetings culture.
Attendances have risen most of all at evensong, congregations
clearly drawn by music. Cathedrals have also become art galleries
and concert halls, theatres and conference venues, social centres
and schools. Canterbury holds sumptuous degree ceremonies for Kent
University. St Albans is a one-stop shop to rival the local high
street. Blackburn has initiated the comprehensive rebuilding of the
town’s “cathedral quarter”. These institutions took the reins of
David Cameron’s debilitated local government.
The appeal of the modern cathedral goes deeper. The religious
thinktank Theos reports that a sixth of atheists and a quarter of
lapsed Christians still visit cathedrals. They appeal to the
“marginally” religious, those who decorously call themselves
agnostic – if only when challenged. The sociologist Grace Davie
wonders how many of the new “worshippers” are really worshipping.
She sees cathedrals as places of “vicarious religion”. They are
anonymous, where people can come and go without pressure or
welcome, let alone having to hug strangers.
Visitors can “hide behind a pillar”. They need not pray or sing.
They can listen to music and contemplate a sublime building
without, as Brown puts it, “all that banging on about Jesus”.
I would go further. Cathedrals present themselves, like castles,
as the great memorials to the nation’s past. The two dozen
pre-Reformation survivors are, to me, the most beautiful things the
English ever created. They are museums of medieval architecture,
art, sculpture, stained glass and woodwork beyond compare. Filled
with sunlight and music at the end of the day, they offer an
irresistible experience. The key here is that a wider community of
the unaffiliated, even the unbelieving, has come to see cathedrals
as something it “owns”. If biscuit tins are any guide, half of
England owns Salisbury Cathedral.
Whether this can be replicated at parish level must be doubted.
But this issue of ownership surely can. As long as parish churches
are seen as shrines belonging to a tiny minority of the community,
any hope of wider commitment is pie in the sky. Struggling local
churches must be secularised, desanctified. They must be vested in
an endowed local trust or parish council that literally owns them,
so they become community assets, for whose upkeep local rates
can
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be levied, as with public parks and gardens. There will be many
spills along the way. But these buildings cannot be demolished or
nationalised. There is simply no alternative.
The railway parallel suggests nothing is for ever. Years after
the Beeching cuts, many of his branch lines have been brought back
into use by the boom in rail tourism, . There are now some 200
“heritage” railways in Britain, most on Beeching lines. But it took
voluntary effort, imagination and, above all, ownership to bring
this about. If Britain one day really does see a Christian revival,
“heritage” churches will have been preserved and at its service.
For the time being, there is no point in pretending.
Source:
https://www.theguardian.com/commentisfree/2016/oct/10/save-ailing-churches-desanctified-secularised
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Entrance Test: English into South African languages
Brief: Translate into your mother tongue for a South African
audience
___________________________________________________________________________
Teach children in their mother tongue
David Harrison
Many parents find the debates about mother tongue instruction
confusing. All they want to
know is, “what is best for my child”? Is it better to introduce
English sooner or later?
Will my child get mixed up if he or she learns more than one
language at the same time? Is it
best to send them to an English-medium or mother tongue
preschool? Unfortunately,
language debates tend to be dogmatised by advocates of one or
other “big idea”.
Consequently, introducing a second language to children at a
young age is regarded as either
a “good” or a “bad” thing.
This polarised thinking is not surprising, because language is
so powerful. Words reflect
one’s identity and are a potent means of persuasion. Complex
issues are reduced to simplistic
sound bites by smoothing over life’s contradictions. So, how do
we make sense of mother
tongue debates in emotive and ideologically contested spaces?
One perspective is to focus on
the dynamics of the brain, drawing on biology to demonstrate the
value of mother tongue
storytelling and reading.
When a parent reads to a child, different cells of the brain are
stimulated at the same time.
This stimulation integrates nerve cells into virtual circuits
that get stronger every time the
child hears a story. The sense of security, love and happiness
they feel in their mother or
father’s arms causes the brain to release happy
neurotransmitters that motivate curiosity and a
desire to learn. These circuits are the basis for critical
thinking, imagination and empathy.
In other words, word patterns become the blueprint of who we are
and how we think.
Identity and intellect fuse together in the workings of our
brain, which is most receptive to
stimulation in the first few years of life.
-
Children therefore learn better when they are taught in the
language that has shaped and
primed their brains. Of course, our identities change over the
course of life as neural circuits
adapt to new stimuli.Once people achieve a high level of
second-language proficiency, they
may even switch to a new primary identity in which they think
and talk most freely in their
adopted mother tongue. Yes, a child can learn a second or third
language early on.
However, their ability to truly master it depends on the
intensity of exposure and the
proficiency of their parent or teacher. It can only become their
logical language of learning if
they get so good at the new language that it rewires the neural
circuitry that defines their very
identity.
Children should first learn to swim in words spoken and written
in the language of the person
who cares for them most. Arguably, sooner or later, children in
South Africa will need to
learn English.But here’s the rub: sudden transitions to English
as their language of instruction
can be damaging, especially if it happens before they can read
and speak it well.
This disruption can trigger an identity crisis – a “brain shock”
from which children may never
recover. Many eventually drop out of school because they no
longer know who they are and
have not mastered the basic conceptual tools of learning.
If we are to inculcate in children a love of books and an
intuition to learn, we must tap into
the most primal connections that make them who they are: the
deep bonds between mother
and child, and the profound links between the emotional, sensory
and cognitive domains of
the brain that form in the first few years of life.
Harrison is the chief executive of the DG Murray Trust
Source:
http://www.news24.com/Columnists/GuestColumn/teach-children-in-their-mother-
tongue-20170421
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Entrance Test: English into Spanish
Brief: Translate into your mother tongue for a South African
audience
___________________________________________________________________________
Teach children in their mother tongue
David Harrison
Many parents find the debates about mother tongue instruction
confusing. All they want to
know is, “what is best for my child”? Is it better to introduce
English sooner or later?
Will my child get mixed up if he or she learns more than one
language at the same time? Is it
best to send them to an English-medium or mother tongue
preschool? Unfortunately,
language debates tend to be dogmatised by advocates of one or
other “big idea”.
Consequently, introducing a second language to children at a
young age is regarded as either
a “good” or a “bad” thing.
This polarised thinking is not surprising, because language is
so powerful. Words reflect
one’s identity and are a potent means of persuasion. Complex
issues are reduced to simplistic
sound bites by smoothing over life’s contradictions. So, how do
we make sense of mother
tongue debates in emotive and ideologically contested spaces?
One perspective is to focus on
the dynamics of the brain, drawing on biology to demonstrate the
value of mother tongue
storytelling and reading.
When a parent reads to a child, different cells of the brain are
stimulated at the same time.
This stimulation integrates nerve cells into virtual circuits
that get stronger every time the
child hears a story. The sense of security, love and happiness
they feel in their mother or
father’s arms causes the brain to release happy
neurotransmitters that motivate curiosity and a
desire to learn. These circuits are the basis for critical
thinking, imagination and empathy.
In other words, word patterns become the blueprint of who we are
and how we think.
Identity and intellect fuse together in the workings of our
brain, which is most receptive to
stimulation in the first few years of life.
-
Children therefore learn better when they are taught in the
language that has shaped and
primed their brains. Of course, our identities change over the
course of life as neural circuits
adapt to new stimuli.Once people achieve a high level of
second-language proficiency, they
may even switch to a new primary identity in which they think
and talk most freely in their
adopted mother tongue. Yes, a child can learn a second or third
language early on.
However, their ability to truly master it depends on the
intensity of exposure and the
proficiency of their parent or teacher. It can only become their
logical language of learning if
they get so good at the new language that it rewires the neural
circuitry that defines their very
identity.
Children should first learn to swim in words spoken and written
in the language of the person
who cares for them most. Arguably, sooner or later, children in
South Africa will need to
learn English.But here’s the rub: sudden transitions to English
as their language of instruction
can be damaging, especially if it happens before they can read
and speak it well.
This disruption can trigger an identity crisis – a “brain shock”
from which children may never
recover. Many eventually drop out of school because they no
longer know who they are and
have not mastered the basic conceptual tools of learning.
If we are to inculcate in children a love of books and an
intuition to learn, we must tap into
the most primal connections that make them who they are: the
deep bonds between mother
and child, and the profound links between the emotional, sensory
and cognitive domains of
the brain that form in the first few years of life.
Harrison is the chief executive of the DG Murray Trust
Source:
http://www.news24.com/Columnists/GuestColumn/teach-children-in-their-mother-
tongue-20170421
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Entrance test: French into English
Le dimanche 07 septembre 2008
Adolescents téméraires, chauffeurs dangereux
Judith Lachapelle
La Presse
Les jeunes conduisent trop vite, les jeunes ont trop
d’accidents... Mais quels jeunes? Pas tous, préviennent les
experts. Comment les repérer? Avant qu’ils ne soient sur la
route...
Des chercheurs montréalais ont prouvé pour la première fois que
des adolescents de 14 ans à la conduite téméraire sur un simulateur
de conduite deviennent des chauffeurs à problèmes une fois la
vingtaine atteinte. Les comportements à risque, disent-ils, peuvent
donc être dépistés bien avant qu’un volant soit confié aux
apprentis. «Il est possible de distinguer les personnes qui sont le
plus à risque et de leur suggérer éventuellement de suivre certains
programmes», a révélé à La Presse le professeur de psychologie
Jacques Bergeron, de l’Université de Montréal, qui a copiloté
l’étude à paraître dans les prochains mois. Une centaine
d’adolescents québécois (tous des garçons) ont été suivis par les
chercheurs sur une période de six ans. Lors de la première
rencontre, ces jeunes de 14 et 15 ans ont pris le volant d’un
simulateur de conduite par ordinateur. «On s’est rendu compte qu’on
pouvait distinguer les gens qui ont déjà des attitudes très, très
téméraires à l’égard de la route. Des jeunes qui nous disent même
qu’ils ont bien hâte d’avoir leur permis pour pouvoir faire de la
vitesse.» Six ans plus tard, les mêmes adolescents, devenus des
détenteurs de permis âgés de 20 ou 21 ans, ont été convoqués à
nouveau dans le laboratoire. Les chercheurs ont examiné le dossier
de conduite de chacun. Ceux qui s’étaient révélés des adolescents
téméraires et imprudents sur le simulateur routier avaient accumulé
plus d’infractions et avaient été impliqués dans plus d’accidents
que les autres. Le simulateur a révélé les comportements dangereux,
mais les chercheurs ont notamment observé le comportement de ces
jeunes à vélo. «Ils étaient téméraires à bicyclette, ils le sont
devenus en voiture», dit Jacques Bergeron. L’accent est mis sur les
cas problèmes, mais l’étude montre aussi que ce ne sont pas tous
les jeunes qui sont grisés par la vitesse et les manœuvres
dangereuses. «On a tendance à parler des jeunes en général, dit
Jacques Bergeron. Mais il ne faut pas oublier que les personnes ne
font pas toutes preuve de la même témérité.» Des cours controversés
Les simulateurs de conduite pourraient bientôt être utilisés dans
les examens
mailto:[email protected]
-
d’obtention de permis et dans les nouveaux cours de conduite.
C’est en tout cas ce qu’étudie François Bellavance, professeur à
HEC Montréal, qui travaille actuellement à l’élaboration du nouveau
curriculum des cours de conduite qui seront obligatoires l’an
prochain. Grâce aux simulateurs, dit M. Bellavance, «on peut
simuler toutes sortes de conditions. On pourrait penser à une
partie du test qui se passerait sur simulateur pour voir le
comportement des nouveaux conducteurs.» Les simulateurs sont déjà
utilisés pour évaluer la perception du risque par l’apprenti
conducteur en Colombie-Britannique, en Angleterre, en
Nouvelle-Zélande et en Australie. Mais le retour des cours de
conduite obligatoires l’an prochain suscite bien du scepticisme
parmi les experts en sécurité routière. Certains n’hésitent pas à
qualifier la mesure de «totalement démagogique et insensée». Le
professeur Guy Paquette, de l’Université Laval, est du nombre.
«Tout ça est gênant parce que toutes les études menées au Canada et
à l’étranger montrent que les cours de conduite n’améliorent en
rien le bilan. Pire, dans certains cas, ils peuvent le détériorer
parce que les jeunes formés afficheraient une trop grande
confiance.»
[STOP TRANSLATING HERE]
«Et c’est sans compter les problèmes que ça va poser. Je ne
voudrais pas être, par exemple, le père d’une jeune fille de
Rivière-au-Renard, en Gaspésie, ou de Forestville, sur la
Côte-Nord, où l’école la plus proche est à 150 km! Comment on s’y
rend? Sans permis? Ce n’est pas le père qui va prendre deux heures
pour y aller s’insurge Guy Paquette. Le coût d’accès à la conduite
pour les jeunes en région va devenir prohibitif.» Selon M.
Paquette, le parent accompagnateur joue un plus grand rôle dans
l’apprentissage de la conduite que n’importe quel cours. Dans une
étude qu’il a menée auprès de plus de 1200 apprentis conducteurs,
Guy Paquette a noté l’influence déterminante du parent
accompagnateur – souvent la mère – dans le comportement de
l’apprenti conducteur. Difficile d’avoir le pied lourd quand maman
est cramponnée au siège du passager... «Mais dès qu’il n’est plus
surveillé, le jeune se sent libre et c’est là qu’apparaissent les
comportements dangereux.» Par contre, il a constaté que le parent
accompagnateur n’enseignait pas toujours à son enfant comment
effectuer certaines manœuvres délicates, comme le dépassement, que
le jeune doit alors apprendre par lui-même... avec les risques que
cela comporte. La conclusion de Guy Paquette? «Je crains que le
retour des cours de conduite ne se traduise par une
déresponsabilisation des parents, dit-il. Je crois beaucoup en un
système qui ferait en sorte que les parents puissent continuer à
jouer leur rôle.» Il suggère notamment que les parents se donnent
la peine d’accompagner leur enfant à la SAAQ au moment de l’examen
pour le permis d’apprenti conducteur. De la documentation sur
l’accompagnement pourrait aussi leur être remise en mains
-
propres. Immaturité et inexpérience D’autres mesures,
controversées et impopulaires, pourraient aider à abaisser le bilan
routier meurtrier chez les jeunes. Deux facteurs comptent pour
beaucoup dans le comportement dangereux de certains jeunes au
volant: l’immaturité et l’inexpérience. «Les études psychologiques
montrent que le cerveau n’est pas complètement développé, à 16 ans,
pour les questions de jugement et d’appréciation du danger», dit
Jacques Bergeron. Entre 16 et 18 ans, la maturation est importante.
«Mais certains vont atteindre la maturation plus tôt, d’autres ne
l’atteindront jamais.» Repousser l’âge d’obtention du permis à 18
ans ferait certainement une différence sur le bilan routier,
estiment les experts. Les jeunes seraient toujours inexpérimentés,
mais ils seraient plus mûrs. Sauf que... «On accorde énormément de
place à la voiture au détriment des transports en commun, et les
parents en ont assez de faire le taxi pour reconduire leurs
enfants!» dit Jacques Bergeron. C’est pourquoi la plupart des
législations privilégient l’obtention graduelle du permis à partir
de l’âge de 16 ans. Guy Paquette préfère cette mesure à un permis à
18 ans. «Si on oblige un jeune à rester à l’école jusqu’à 16 ans,
c’est qu’à 16 ans, il doit travailler. Or, très souvent, les jeunes
n’ont pas le choix, surtout en région: ils doivent pouvoir
conduire.» Ailleurs au pays, les législations limitent le nombre de
passagers que peut transporter l’apprenti conducteur (voir
encadré). Une mesure à laquelle Guy Paquette s’oppose également.
«On irait contre nos campagnes qui prônent la conduite désignée. On
dirait aux jeunes de rentrer chacun de leur côté après avoir pris
un verre? Ça n’a pas de sens. Les policiers sont déjà incapables de
faire respecter le port de la ceinture de sécurité qui,
malheureusement, a eu tendance à s’éroder chez les jeunes...»
http://www.cyberpresse.ca/article/20080907/CPACTUALITES/80906131/7044/CPACTUALITES
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Entrance Test: German into English
Mit der Lokomotive durch Australien
Australien ist alles gleichzeitig: Insel, Land, Kontinent und
der sechstgrößte Staat der Welt.
Die meisten Städte liegen an der Küste, teilweise tausende
Kilometer voneinander entfernt.
Doch der Kontinent lässt sich auch gut per Zug durchqueren.
Australien Lokomotive
© dpa
Auf einem Schienenstrang durch menschenleere Wüsten: Von Darwin
nach Adelaide ist der
"Ghan" 2979 Kilometer unterwegs.
Zwei Lokomotiven, 800 Meter Zug und 2979 Kilometer Schienen vor
der Brust: Zu Beginn
der Bahnreise längs durch Australien knistert in Darwin das
Reisefieber. In zweieinhalb
Tagen zuckelt der “Ghan“ durch den trockensten Kontinent der
Welt, vom tropischen Norden
bis Adelaide im Süden. Rotes Niemandsland liegt vor den
Reisenden - und eine Menge
Naturspektakel vor den Fenstern.
Der Zug kriecht in Darwin aus dem Bahnhof. Der wuchtige “Ghan“
sieht in der städtischen
Enge wie ein Elefant im Porzellanladen aus. Seine Welt ist das
Outback, wo die Landschaft
weit und die Bebauung extrem spärlich ist. Dort gewinnt er an
Fahrt und beschleunigt auf 115
-
Kilometer in der Stunde. Der Zug rast aber nicht - er reist.
Nichts muss so schnell wie
möglich gehen, keiner ist gehetzt. Für die Passagiere ist der
Weg das Ziel. Wer es eilig hat,
fliegt lieber.
Die tropische Küstenlandschaft verliert sich schnell; die üppig
grünen Büsche und Bäume
werden schon auf den ersten 100 Kilometern immer spärlicher.
Stahlblauer Himmel und
weiße Wölkchen hängen über der berühmten rostroten Erde des
Landes. Eine
Riesenstaubwolke am Horizont verrät Leben - hier muss eine der
riesigen Rinderfarmen sein.
Im “Ghan“ ist gerade Lunch angesagt: Gold- und Platinum-Gäste
werden für den stolzen
Preis, den sie hingeblättert haben, im Restaurant verwöhnt.
Pilzragout und Lachssalat stehen
auf dem Menü.
Australien Lokomotive© dpaAusflug ins Palm Valley: Die
"Ghan"-Reisenden sind nicht
immer im Zug, sondern manchmal auch im Geländewagen
unterwegs.Der Zug stoppt in
Katherine, rund 320 Kilometer südlich von Darwin. Die Passagiere
können die spektakuläre
Katherine-Schlucht erkunden, in der mit Felsenmalereien der dort
ansässigen Jawoyn gibt,
eines der mehr als 500 Ureinwohner- oder Aborigine-Stämme. Nach
der Weiterfahrt richtet
sich die Zuggesellschaft langsam auf den Abend ein. Die
untergehende Sonne strahlt die
Landschaft glutrot an. Der Zug wirft nach Osten lange Schatten
auf die Steppe. Wer rechts
sitzt, bekommt den Sonnenuntergang mit, die Gäste links müssen
auf “ihr“ Naturspektakel,
den Sonnenaufgang, bis zum Morgen warten.
In den Abteilen lassen die “guten Feen“ des Personals die Betten
herunter. In der Goldklasse
teilen sich zwei Reisende ein Abteil mit Etagenbetten, die
Platinum-Kabinen haben
ausgeklappte Doppelbetten. Es ist stockfinster draußen. Keine
Lichtquelle trübt den Horizont.
Der Zug ruckelt unter Aufsicht von Dean Duka sanft über die
Schienen. Sein Albtraum in den
gut 55 Stunden bis Adelaide: Verspätung durch Überschwemmungen,
Frachtzüge oder
technische Probleme. “Wer lange auf diese Reise gespart hat und
in Katherine oder Alice
Springs nicht genug Zeit für Ausflüge hat, wird zurecht
stinksauer“, sagt er.
Der “Ghan“ unternahm 1929 seine Jungfernfahrt. Damals wurde der
Abschnitt von Adelaide
bis Alice Springs im Zentrum Australiens eröffnet. Es sollte 75
Jahre dauern, bis die Gleise
2004 auch Darwin erreichten. Benannt wurde der Zug nach
afghanischen Kameltreibern, die
den Kontinent im 19. Jahrhundert erschließen halfen.
-
Dean Duka ist an diesem Tag entspannt. Auf die Minute pünktlich
rollt der Zug in Alice
Springs ein. Viele Reisende unterbrechen die Fahrt hier für ein
paar Tage. Es gibt jede Menge
Ausflugsziele, darunter die spektakuläre Sandsteinformation
Uluru, früher Ayers Rock
genannt, und Hermannsburg, wo deutschstämmige Missionare im 19.
Jahrhundert damit
begannen, Ureinwohner zu Christen zu machen.
[STOP TRANSLATING HERE]
Von Hermannsburg zwei Stunden entfernt ist das Palm Valley mit
dem Aborigine-Namen
Mpulungkinya. Hier sind die letzten Überreste der üppigen
Tropenlandschaft zu sehen, die
Australien einst nicht nur im Norden bedeckte. 12 300 Palmen
stehen in der Schlucht
zwischen den roten Felsen, teils mehr als 30 Meter hoch und 100
bis 300 Jahre alt. Das Tal
kann nach einer Fahrt in einem Bus mit Allradantrieb nur zu Fuß
erkundet werden - und das
ist ein Ohren- und Augenschmaus: Vögel, Zikaden, Bienen, rote
Kerzenblumen, gelbe
Büsche, so etwas wie blaue Mini-Veilchen und grüne Büsche in
allen Schattierungen sind zu
sehen.
Alice Springs macht einen gespaltenen Eindruck. Hier die weißen
Australier, da die
Ureinwohner, die am Sonntag auf dem Flohmarkt in der zweiten
Reihe auf der Wiese sitzen
und Malereien verkaufen. “Wir arbeiten daran,
zusammenzuwachsen“, sagt Deborah Rock,
die eine rustikale, aus Holzplanken des alten “Ghan“-Zugs
gebaute Pension betreibt. Sie
selbst hat gerade angefangen, die Sprache der Arrente zu lernen,
und eine Gruppe engagierter
Einwohner träumt davon, Alice Springs irgendwann offiziell zu
einer zweisprachigen Stadt
zu machen.
Mit dem “Ghan“ geht es nachmittags weiter. Wieder beginnt das
Sonnenuntergangsspektakel.
Vor dem Horizont im Westen zeigen sich die Bäume wie für immer
verewigt als
messerscharfe Scherenschnitte. Dann wird es Nacht, und nach
einem weiteren farbenfrohen
Sonnenaufgang rückt vor Adelaide das Urbane langsam wieder ins
Blickfeld.
Christiane Oelrich, dpa Source:
http://www.merkur-online.de/reise/reiseziele/australien/lokomotive-durch-australien-
938644.html
-
Entrance Test – Italian into English Brief: Translate the
article below for an English speaking audience
___________________________________________________________________________
Ciclisti, strage infinita sulle strade italiane: un morto ogni
35 ore
Siamo un paese "nemico" della bicicletta e chi pedala per lavoro
(come i professionisti) o per andare al lavoro (come i ciclisti
urbani) continua a farlo a rischio e pericolo quotidiano schivando
buche o incroci mal segnalati, pedalando nel traffico dei motori o
su piste ciclabili al limite della praticabilità. Pochi giorni fa
il sottosegretario ai Trasporti Riccardo Nencini, a margine della
presentazione del Gran Premio della Liberazione, aveva ribadito
l’urgenza di una legge "salvaciclisti" E' una strage infinita:
professionisti, amatori o semplici cittadini che inforcano la bici
per i loro spostamenti quotidiani sono gli utenti più vulnerabili,
il vaso di coccio che troppo spesso finisce schiacciato da auto e
mezzi pesanti, travolto a un incrocio, superato a distanza
ravvicinata e fatto cadere come un birillo. Stamattina è successo a
Michele Scarponi, già vincitore del Giro d’Italia 2011 e capitano
dell’Astana, che si stava allenando a pochi passi da casa, nella
sua Filottrano, travolto e ucciso da un furgone. Ma morti e feriti
sono all’ordine del giorno tra chi pedala sulle nostre strade: nel
2015 l’Istat ha stimato che almeno 45 al giorno siano coinvolti in
incidenti e i morti in sella a una bici sono stati 252, uno ogni 35
ore. La sicurezza dei ciclisti è un tema che fino a oggi la
politica non è riuscita ad affrontare compiutamente, spesso con
annunci cui non sono seguiti fatti concreti. Pochi giorni fa il
sottosegretario ai Trasporti Riccardo Nencini, a margine della
presentazione del Gran Premio della Liberazione, aveva ribadito la
necessità e l’urgenza di una legge per tutelare i ciclisti:
"Dobbiamo ancora stabilire qual è l’attaccapanni normativo, se il
Codice della Strada che riprende il suo percorso a giorno al Senato
oppure un decreto del Mit. Rimane l’urgenza dell’oggetto perché
l’utenza debole di cui fanno parte i ciclisti, motociclisti e
pedoni ha un numero di morti decisamente troppo alto. Il 50 per
cento della mortalità stradale è fatta da utenza debole". Se questo
provvedimento “salva ciclisti” assumerà la forma del decreto ci
vorrà qualche settimana, altrimenti se andrà a modificare il Codice
delle Strada si parla di mesi: l’unica cosa certa, purtroppo, è che
in questo lasso di tempo chi pedala continuerà a essere esposto ai
mille pericoli della strada e non avrà almeno uno strumento
normativo atto a proteggerlo. Perché le strade italiane, con
pochissime eccezioni, non sono affatto amiche della bicicletta e
chi pedala per lavoro (come i ciclisti professionisti) o per andare
al lavoro (come i ciclisti urbani) continua a farlo a rischio e
pericolo quotidiano schivando buche e attraversando incroci mal
segnalati, pedalando in mezzo al traffico motorizzato o su piste
ciclabili al limite della praticabilità. Al Senato a fine marzo è
stato presentato il disegno di legge n. 2658 “salvaiciclisti” con
“modifiche all’articolo 148 del Codice della Strada in materia di
tutela della sicurezza dei ciclisti” per introdurre l’obbligo di
sorpasso ad almeno 1,5 metri di distanza laterale dal ciclista
aggiungendo al testo l’articolo 3-bis: “È vietato il sorpasso di un
velocipede a una
-
distanza laterale minima inferiore a un metro e mezzo”.
Un’iniziativa tardiva che, con la legislatura ormai agli sgoccioli,
difficilmente approderà in aula e che arriva a 5 anni dalla nascita
del movimento #Salvaiciclisti che questi provvedimenti continua a
chiederli ogni volta che gli attivisti si ritrovano, spesso per
commemorare con una ghost bike un loro amico-di-pedale che non ce
l’ha fatta perché la mattanza dei ciclisti è pressoché quotidiana.
[STOP TRANSLATING HERE] Non solo ciclisti professionisti, si
diceva, perché basta cercare “ciclista” sul web e nella sezione
notizie ci s’imbatte in un vero e proprio bollettino di guerra, con
nomi di persone comuni accomunate dalla passione per la bici e da
un destino tragico, falciate mentre erano in sella: come Don
Virginio, il parroco in sella investito dal tram a Torino, o il
ciclista investito a Bologna e lasciato sull'asfalto senza essere
soccorso; o l’amatore finito sotto le ruote di un trattore nel
Vercellese; o la donna in bici travolta e uccisa da
un’autoambulanza a Monza, solo per citare i casi delle ultime
settimane. La casistica è molto variegata, chi pedala finisce per
diventare un numero in una casella che tiene il macabro conto di
morti e feriti, ma dietro le fredde cifre ci sono vite spezzate di
persone che non finiscono dentro le statistiche: Michele Scarponi
avrebbe compiuto 38 anni a settembre, lascia due gemellini e una
moglie, se n’è andato in una mattinata di primavera mentre stava
pedalando e fra pochi giorni avrebbe preso parte al Giro d’Italia
da capitano della sua squadra, dopo una vita da gregario. L’Aquila
di Filottrano non vola più, le nostre strade dominate dai motori
continuano a mietere vittime tra i ciclisti e ogni volta che si
sale in sella un brivido corre lungo la schiena: “Chi sarà il
prossimo?”
http://www.repubblica.it/cronaca/2017/04/22/news/ciclisti_strage_infinita_un_morto_ogni_35_ore-163627361/
http://www.repubblica.it/cronaca/2017/04/22/news/ciclisti_strage_infinita_un_morto_ogni_35_ore-163627361/http://www.repubblica.it/cronaca/2017/04/22/news/ciclisti_strage_infinita_un_morto_ogni_35_ore-163627361/
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Entrance Test – Portuguese into English
Brief – Translate the attached article for an English speaking
audience
___________________________________________________________________________
Valorizar escola e professor
Manuel Carvalho da Silva
No discurso político e social sobre a educação, o ensino e a
formação, desde logo dos jovens, existe unanimidade quanto ao
reconhecimento de que essa deve ser uma área prioritária de
investimento para se alcançar o desenvolvimento da sociedade e do
país.
Entretanto, quando observamos a forma como diversos governos
trataram a escola e os professores, somos levados a concluir que a
bota não dá com a perdigota. Também já constatámos que a aposta
numa maior escolaridade e formação é sempre um ganho para quem as
faz, mas se o país não tiver uma matriz de desenvolvimento que
integre as formações adquiridas, pouco ganha numa perspetiva
estratégica. As jovens gerações, com mais conhecimento e
preparação, são "convidadas" a emigrar acabando por ir dar
contributo ao desenvolvimento de outros países.
A escola pública portuguesa no global é uma boa escola, tem dado
contributos extraordinários para avanços do país em múltiplos
campos. O que nos tem faltado é um projeto de desenvolvimento que,
por um lado, seja capaz de integrar formações e qualificações
adquiridas e, por outro, seja gerador de dinâmicas propiciadoras de
acertos (organizacionais, curriculares, pedagógicos e outros) em
todo o sistema de ensino.
A escola portuguesa aguentou-se, apesar do chorrilho de
suspeições e ataques aos professores ao longo dos anos. Tais
práticas, prosseguidas por governantes obcecados por projetos
pessoais prenhes de determinismos, mas sem sustentação empírica e
científica, e apoiadas por formadores de opinião sempre ao serviço
das "propostas inovadoras" do poder e da cartilha neoliberal,
desgastaram violentamente uma geração de professores, facilitaram a
amputação de meios humanos e materiais à escola, prejudicaram a
necessária renovação do quadro de professores nos diversos graus de
ensino, alimentaram perigosas roturas entre gerações, complicaram
as condições necessárias para uma boa gestão das escolas.
O contexto político que se tem vivido nestas quase duas décadas
que já levamos no século XXI e a panóplia de fundamentalismos
transportados pela "crise" conseguiram distanciar os portugueses de
uma observação objetiva sobre os rumos e opções seguidas.
Entretanto, aquando do confronto de posições em torno da questão
dos Contratos-Programa, sentiu-se um interessante despertar dos
portugueses e das famílias que, de forma esmagadora, souberam
rechaçar interesses egoístas (privados) e apoiar os interesses
coletivos e a escola pública. Parece-me que, nas últimas semanas, a
propósito de novas questões e de movimentações dos professores e
seus sindicatos, esses sinais mostram amadurecimento e uma perceção
bem melhor sobre como estão a funcionar as escolas, sobre as
condições de trabalho e o papel dos professores.
-
O Ministério da Educação está sob fogo das forças de Direita e
conservadoras, exatamente porque intervém numa área estratégica
para o modelo de desenvolvimento do país. É por isso também que,
ciclicamente, os sindicatos e, em particular, a FENPROF são
vilipendiados e insultados, sendo as suas propostas, no
fundamental, muito válidas. Será que o Governo e aquela equipa
ministerial em particular, estão capazes de ultrapassar hesitações
e, com coerência, coragem e empenho, encetarem paulatinamente a
necessária correção de políticas?
A discussão do "Perfil do Aluno" pode constituir uma reforma de
interesse se não ficar pela apresentação; se entretanto forem
encetadas respostas que melhorem a rede escolar e tratem,
nomeadamente, do número e rejuvenescimento dos professores, dos
currículos, do sistema de avaliação; se for garantida autonomia às
escolas e não mudança de subjugações.
[STOP TRANSLATING HERE]
É insustentável a precariedade de trabalho que afeta cerca de 20
000 dos professores tutelados pelo Ministério e milhares e milhares
de outros trabalhadores das escolas - alguns destes pagos a menos
de 3 euros por hora, mas a desempenharem importante papel de
acompanhamento de crianças e adolescentes. Não se pode ter apenas
451 professores com menos de trinta anos num universo de 110 000.
Os professores não podem continuar a trabalhar, em média, 46 horas
por semana entre atividade letiva e não letiva e sem carreiras
dignas.
INVESTIGADOR E PROFESSOR UNIVERSITÁRIO
http://www.jn.pt/opiniao/carvalho-da-silva/interior/valorizar-escola-e-professor-6238448.html
http://www.jn.pt/opiniao/carvalho-da-silva/interior/valorizar-escola-e-professor-6238448.htmlhttp://www.jn.pt/opiniao/carvalho-da-silva/interior/valorizar-escola-e-professor-6238448.html
Information for Applicants for 2019APPLICATION INFORMATION for
admission in 2019
Academic English AssessmentAcademic English Assessment
Entrance Test Afrikaans into EnglishEntrance Test_ English into
European and Asian LanguagesEntrance Test – English into European
and Asian languagesBrief: Translate into your mother tongue for an
audience with a similar
profile.___________________________________________________________________________There
is one sure way to save our ailing churches – give them awaySimon
Jenkins0TT0There is no way it looks good. Two thousand medieval
churches in England have fewer than 10 worshippers, and 8,000 more
can barely muster 20. In Britain there are more Muslims going to
mosques than Anglicans going to church. Yet almost all are
lis...More than 900 churches are now on the English Heritage “at
risk” register, with 159 added last year alone. In 2013, the former
archbishop of Canterbury George Carey warned that the Church of
England was “a generation away from extinction”.Likewise the Church
of England plainly needs to dispose of a large swath of its
capacity, probably at least half. But unlike the railways, its
buildings cannot be demolished. So it agonises not over how to
dispose of them but how to fill them. Given t...Ideas bloom for
“reaching out”, embracing ethnic minorities and “engaging” with
non-worshippers. Under the present archbishop, Justin Welby, as
under Carey and Rowan Williams, Anglicans seem happiest in
evangelical mode, with their backs to the wall.Source:
https://www.theguardian.com/commentisfree/2016/oct/10/save-ailing-churches-desanctified-secularised
Entrance Test_ English into South African LanguagesEntrance
Test: English into South African languagesBrief: Translate into
your mother tongue for a South African
audience___________________________________________________________________________Teach
children in their mother tongue
Entrance Test_ English into SpanishEntrance Test: English into
SpanishBrief: Translate into your mother tongue for a South African
audience___________________________________________________________________________Teach
children in their mother tongue
Entrance Test_French into EnglishEntrance Test_German into
EnglishChristiane Oelrich, dpa
Entrance Test_Italian into
English___________________________________________________________________________Ciclisti,
strage infinita sulle strade italiane: un morto ogni 35 ore
Entrance Test_Portuguese into English