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In closing, let me say a few words to all those that I have met and to all those who have supported me at this convention and across the country. There were hard hours on our journey, and often we sailed against the wind. But always we kept our rudder true, and there were so many of you who stayed the course and shared our hope. You gave your help; but even more, you gave your hearts.

And because of you, this has been a happy campaign. You welcomed Joan, me, and our family into your homes and neighborhoods, your churches, your campuses, your union halls. And when I think back of all the miles and all the months and all the memories, I think of you. And I recall the poet's words, and I say: "What golden friends I had."

Among you, my golden friends across this land, I have listened and learned.

I have listened to Kenny Dubois, a glassblower in Charleston, West Virginia, who has ten children to support but has lost his job after 35 years, just three years short of qualifying for his pension.

I have listened to the Trachta family who farm in Iowa and who wonder whether they can pass the good life and the good earth on to their children.

I have listened to the grandmother in East Oakland who no longer has a phone to call her grandchildren because she gave it up to pay the rent on her small apartment.

I have listened to young workers out of work, to students without the tuition for college, and to families without the chance to own a home.

I have seen the closed factories and the stalled assembly lines of Anderson, Indiana and South Gate, California, and I have seen too many, far too many idle men and women desperate to work.

I have seen too many, far too many working families desperate to protect the value of their wages from the ravages of inflation.

Yet I have also sensed a yearning for a new hope among the people in every state where I have been.

And I have felt it in their handshakes, I saw it in their faces, and I shall never forget the mothers who carried children to our rallies.

I shall always remember the elderly who have lived in an America of high purpose and who believe that it can all happen again.

Tonight, in their name, I have come here to speak for them. And for their sake, I ask you to stand with them. On their behalf I ask you to restate and reaffirm the timeless truth of our Party.

I congratulate President Carter on his victory here.

I am -- I am confident that the Democratic Party will reunite on the basis of Democratic principles, and that together we will march towards a Democratic victory in 1980.

And someday, long after this convention, long after the signs come down and the crowds stop cheering, and the bands stop playing, may it be said of our campaign that we kept the faith.

May it be said of our Party in 1980 that we found our faith again.

And may it be said of us, both in dark passages and in bright days, in the words of Tennyson that my brothers quoted and loved, and that have special meaning for me now:

"I am a part of all that I have met
To [Tho] much is taken, much abides
That which we are, we are --
One equal temper of heroic hearts
Strong in will
To strive, to seek, to find, and not to yield."

For me, a few hours ago, this campaign came to an end.

For all those whose cares have been our concern, the work goes on, the cause endures, the hope still lives, and the dream shall never die.


設問 1 通常の語学学習法と通訳訓練法の相違点を挙げてください。

設問 2 シャドウィングとはどのような練習ですか。

設問 3 スラッシュ・リーディング練習のおもな目的とその効果を挙げ、その理由を簡単に書いてください。

設問 4 リテンション力を強化すると思われる練習を幾つか挙げ、どうしてそう思うかを記してください。

設問 5 「はじめてのウィスパリング」 p141-142 、文章の概要を述べてください。(1/3くらいにする。)

設問 6 頭語なし訳とサイトラの違いを述べ。「実践ゼミ」p114をサイトラしてください


Techniques for Self-directed Interpreter Training or What Can I Do at Home to Become a Better Interpreter?
Cynthia Miguélez, professor of translating and interpreting, Universidad de Alicante, Alicante, Spain

In this presentation, methods that can be used by both aspiring and practicing interpreters to develop or hone their skills independently will be explained and demonstrated. The three major modes of interpreting (sight, consecutive, and simultaneous) will be discussed, with special emphasis given to simultaneous. In addition to strategies for self-directed interpreting practice, the discussion will cover self- eval uation techniques, materials selection and adaptation, preparation strategies, and equipment needs. Mention will also be made of some of the materials currently available for self-study in interpretation.

Performance Assessment in Interpreter Education and the Workplace
David Burton Sawyer, assistant professor and head of the German Program, Monterey Institute of International Studies Graduate School of Translation and Interpretation, Monterey, California

Performance assessment remains underdeveloped in the theory and practice of conference interpretation. This presentation addresses the need for valid and reliable assessment in training and the workplace. Types of assessment and their purpose and role in measuring interpreter performance will be discussed. In the form of a research agenda that can be applied to interpreter education programs and institutions hiring interpreters, steps to improving the quality of assessment practice, both in formal testing and in the classroom, will be presented.

Memory Enhancement in Interpreter Training
Sheng-Jie Chen, assistant professor, National Yunlin University of Science and Technology, Taipei City, Taiwan

This presentation reviews the literature for enhancing human memory and for enhancing the memory of student interpreters. It introduces five memory strategies: pegging, picturalization, location methods, absurdity, and gist words, and reports on the use of these memory strategies by student interpreters of different language and interpretation backgrounds. This study answers three questions: Is memory a significant factor affecting a student interpreter's performance? What memory strategies may help student interpreters enhance their memory? Do different language and interpretation backgrounds cause students to use different memory

• Frank Felberbaum, President of Memory Training Systems, will show us how to become moreefficient, effective, and powerful on the job by mastering the basic mental functions behind memory

Q: How can I improve my memory? Is there an daily exercise I can do to improve it?

A: The most important component of memory is attention. By choosing to attend to something and focus on it, you create a personal interaction with it, which gives it personal meaning, making it easier to remember.

Elaboration and repetition are the most common ways of creating that personal interaction. Elaboration involves creating a rich context for the experience by adding together visual, auditory, and other information about the fact. By weaving a web of information around that fact, you create multiple access points to that piece of information. On the other hand, repetition drills in the same pathway over and over until it is a well-worn path that you can easily find.

(Bloggers: please note we have moved. If you are interested in linking to this post, please link to its new location http://www.sharpbrains.com/blog/2006/11/06/brain-coach-answers-how-can-i-improve-my-short-term-memory-is-there-an-daily-exercise-i-can-do-to-improve-it/).

One common technique used by students, is actually, not that helpful. Mnemonic techniques of using the first letter of each word in a series won’t help you remember the actual words. It will help you remember the order of words you already know. The phrase My Very Energetic Mother Just Screamed Utter Nonsense can help you remember the order the planets in our solar system, but it won’t help you recall the individual planet names: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune.

These techniques do help you improve your memory on a behavioral level, but not on a fundamental brain structure level. The main reason it gets harder for you to learn and remember new things as you age is that your brain’s processing speed slows down as you get older. It becomes harder to do more than one thing at the same time, so it’s easier to get confused. Your brain may also become less flexible, so it’s harder to change learning strategies in mid-stream. All these things mean it becomes harder to focus. So far, there’s nothing you can do to change your brain’s processing speed, but there are techniques you can use to increase your learning performance, even if your processing speed has slowed.

Alertness, focus, concentration, motivation, and heightened aw

開く トラックバック(21)


問 1 p83 の文章をメモ化してください。

問 2 p83の文章の概要を述べてください。(1/3くらいにする。)

問 3 頭語なし訳とサイトラの違いを述べ。p114をサイトラしてください。

問 4 Chairman Okuda Speech をアメリカの小学生でもわかる話し言葉にパラフレーズしてください。

Measures for Dealing with Employment of Young People
It goes without saying that reform of the administrative structure and streamlining of government operations are matters we must seriously address. But, in view of the deteriorating public safety situation in the country, we must increase the number of police officers to protect the nation's safety and give the people a sense of security. We can improve indispensable public services, such as day care and environmental preservation, by abolishing or curtailing public services losing relevance. Public services should be considered as a way of providing jobs for young people, because these indispensable services are jobs young people can devote themselves to.

問 5 価格交渉のシナリオを書いてください。(リテンション・リプロダクション練習と商談通訳練習を参考にしてよい。)   A社(日本側) B社(外国側)で    A ・ B とも 5センテンス以上


1. They are few (______) in the park. 見物人
2. The technicians are installing the mahine in the (______) 施設
3. The man is fixing the (______) 器具、楽器
4. The dancers are leaning oer the (______) 手すり
5. The (______) is quite messy. 倉庫
6. The cartons are stacked at the (______) 縁石
7. The freeway is (______) to the railway. 平行している
8. Some (______) is being unloaded from the airplane. 農作物
9. The pickup is being (______) away by a wrecker. けん引されている
10. The tower is (______) on the shallow water of the creak. 映っている

The (11.b______) is (12.______) (13.______) (14.______)

 (15. V______) are not (16.______) on this ( 17.______) (18. s______)

 Some buckets are (19. s______) on the (20. p______) road.


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