题记: 仅以此文赠送给所有的英语爱好者, 特别是有志于在翻译和口译领域里有所成就的朋友, 并以此激励自己不断地努力.
----爱尔兰都柏林大学 赖小琪
今天收到一封广东省人事考试局发给我的一封邮件, 通知我查看他们的网站里关于领取2010年5月份国家英语二级翻译考试合格证书的相关通知. 虽然我在国外, 可是出国前我叫同学帮我上交人事局的资格认证表里填了邮寄证书的, 所以可能这两天证书就会寄到她宿舍. 真的感到很高兴, 因为我盼这一天盼了很久了, 而且这是我大学本科最后的一个英语考试, 也是最难的一次, 很有纪念意义! 从现在开始我正式加入专业的译员团队里了! 同时邮件里还附带了关于这次考试结果的相关信息. 然而当我看了这些信息, 我的心情感到非常复杂, 喜忧参半.
文件里公布了国家英语翻译两个级别(三级和二级)的通过者名单和人数, 以及历年来的考试情况. 2010年5月的国家英语二级翻译考试中, 笔译的考生为38677人, 通过人数为483人, 通过率为1.25% ; 二级口译考生人数为14736人, 通过人数为64人, 通过率为0.4%, 也就是千分之四. 再看看过去几年的数据, 也是大同小异,
franklin marshall, 这让我感到无比的吃惊.
看着眼前的数据, 我突然明白了为什么现在很多英语考试一年比一年难. 国家翻译资格水平考试设立于2003年. 最近这几年考试的考生, 大概都会在考试前做大量的真题. 我记得当时我是从09年10月的真题开始往回做的, 刚开始做得很头痛, 做题老是很难在规定的时间内完成. 可是慢慢地,
christian louboutin, 我好像发觉越来越顺手, 时间也慢慢够用了. 刚开始我以为自己进步了, 还暗暗高兴. 可是做到05年的题目时, 我居然做完了还有时间多, 真的有点不可思议. 我明显感觉题目好像越来越容易了. 等到做到03年的考卷, 也就是中国第一份英语二级翻译考试的试卷时, 我发现它的难度和09年的相比, 简直是相差太大了!
随着中国对外开放的程度不断提高, 社会对外语能力, 尤其是专业翻译人员的能力的要求越来越高. 同时为了控制通过率, 增加证书的含金量,
abercrombie, 促使国人更加积极地学习, 考试的难度也在加大. 在所有的英语证书考试中, 国家人事考试局举办的国家英语翻译和口译资格水平考试是公认最难的, 是无数莘莘学子们努力追求达到的高度. 它分为三, 二, 一这三个级别. 每个级别都包含有笔译和口译两个考试, 考生可以选择其中一个或者两个来考, 通过任何一个都颁发证书. 笔译和口译证书体现的能力和用途是不同的. 通过笔译的人, 顾名思义, 就是根据笔译水平从事翻译专业文章的工作; 通过口译的人, 就是根据其口译水平来从事不同口译工作.
其实当时国家人事部推出国家翻译考试是有其原因的. 当然, 不可置否, 这个考试的最主要目的是为国家培养和鉴别高水平的专业翻译人员, 促进国家的对外贸易和交流. 然而另一个原因有点有趣. 在2003年以前, 中国的英语教育已经达到了相当高的水平, 国内的疯狂英语学习浪潮已经铺天盖地, 相当一大批的外语人才已经涌现. 当时公认的最高的英语水平考试是专业八级考试. 然而当时已经有不少学者和专家指出: 专业八级已经不能够准确衡量很多考生的英语水平了, 因为很多英语专业甚至非英语专业的学生都可以轻易地考过八级. 这就出现了一个问题: 如果两个人都考过了八级，用人单位如何迅速辩别出哪个人的水平更高， 哪个人更专业？ 虽然可以用八级的分数来评判，可是毕竟一次考试就定＂终生＂好像不公平．对于一个英语专业的本科生而言，专业八级顶多只能考两次，要是两次都考了而且过不了，哪怕你后面再努力十年， 水平远远超过八级也没用，你就是没这个证书，你的＂账面价值＂永远也比不上有证书的人，这显然不公平．所以，响应各大高校学生和专家的呐喊， 国家人事局推出了中国史上最难的英语考试－国家英语翻译考试，旨在在优秀的英语学习者中选择拔尖的部分，让市场可以迅速辩认出不同外语能力的人并且加以利用！
于是，专业资格翻译和口译职称也发生了相应的变化．以前国家人事局在对专业的译员评定职称时是对其学历，译龄等因素进行综合评定的，再来决定他是助理翻译员，中级翻译员， 高级翻译员还是资深翻译员．这样的评定方法其实是不太公平的．一方面这样的评定包含有人为的主观因素，也容易滋生 ＂以钱换职称＂的现象；另一方面它对学历有要求，这就意味着如果你不具备规定的学历水平以上,
abercrombie，哪怕你的翻译水平再高,
abercrombie paris，你也不可能获得职称．所以从０５年开始，国家正式统一实行 ＂以考代评＂， 用翻译考试来评职称，而且对参考的考生的学历不加限制，哪怕你是小学毕业的，只要有本事你就上．这样就给了更多有志于在英语世界里大展拳脚的人机会来展示他们的才华，改变他们的命运．
与此同时,
louboutin，另一个权威的翻译考试，上海中级和高级口译也来和国家翻译考试一争天下，打破了从前英语专业八级一统天下的局面．当然，专业八级证书被打破一统天下的局面的情况早就发生了，比如说一些海外考试如ＢＥＣ高级， 雅思和托福等，早就在和八级一决高下，打得难解难分．但是专业八级的统治地位虽然在一定程度上被动摇了，却依然占据半璧江山. 尽管现在专业八级依然是英语专业学生的一个王牌，但是非英语专业的考生，就算不能考专八，只要有恒心有毅力，一样可以考到比专八含金量更高的证书！上海高级口译证书曾被喻为 ＂黄金证书＂，可见其含金量之高，然而其终究还是不如国家二级口译证书吃香．一方面，它的名字比较吓人：＂高级口译＂，其实它的难度只是介于国家三级口译与二级口译之间，也就是说没有二级口译难；另一方面,
doudoune moncler，颁发的机构实力悬殊，一个是上海市口译办，另一个是国家人事局．不用说，国家人事局颁发的证书肯定比地方性的证书权威．
在各个级别的翻译和口译考试中, 最难的莫过于一级口译考试,也就是我们熟悉的同声传译. 根据国家劳动部和国家人事部对中国职场进行分析, 中国的十大金领职业, 其中同声传译排名第三. 同声传译代表了英语学习的最高境界, 其通过人数屈指可数, 然而社会需求却相当大, 因此其收入之高让人咋舌. 根据调查, 2009年全国同声传译员的平均年薪为96万. 同声传译在国际会议以及国际商务交流中运用普遍, 随着中国对外开放程度的加深, 这种需求只增不减. 同声传译员除了在工作中赚取丰厚的薪金以外, 他们还有大量的机会与不同国家的首脑, 政府要员, 各大跨国公司的CEO等各类优秀人物接触, 扩大其职业圈子, 增加其就业筹码. 因此, 很多同声传译员除了担任口译的工作外,还在大企业或者大集团里工作, 百万年薪对他们来讲只是小菜一碟. 这也就为什么现在很多英语学习者的视线都集中在口译这个黄金领域里, 并且为之奋斗不止!
从2003年5月到今年为止, 国家翻译考试已经走过了8年的春秋. 据统计, 在这八年16次的考试里, 单就英语二级笔译考试而言, 已经有超过25万的考生, 然而只有3000多名考生成功地拿到了证书. 这3000多名考生如今正在为国家的翻译和外贸外交事业而奋斗. 然而无数看不见的孜孜孜不倦的背影,
abercrombie and fitch paris, 仍然在图书馆, 宿舍, 或者房间里的灯下, 正在积极地备考他们想要的证书, 义无反顾. 对于任何一个有志于让英语为其职业生涯锦上添花的人, 都面临着一个无声却巨大的战场. 所有的英语学习者犹如千军万马. 脱颖而出需要的, 不仅仅是承诺, 还有永不磨灭的激情与水滴石穿的坚持,
moncler! “译海” 纵然汹涌, 豪情可敌巨浪! 在此, 祝愿各位英语爱好者, 还有我自己,
abercrombie and fitch, 在这 “译”海中绽放豪情!
Report on Business Seminar
Introduction
Outlined in this report are the details surrounding the completion of our group’s student led presentation. Our seminar was based on the case study entitled ‘Corporatisation of Health Care in India: Can Private Health Service Providers Deliver?’ by Ms. Shalu Bindal. Featured in this report are the aspects regarding the methods used by our group to effectively manage the assigned task. The final part of the report gives a complete account of each individual member’s input throughout the entire process including the writing of this report and the presentation of our case study.
Group Formation and Operation
All members of the group had become quite familiar with each other by the time we focused on this project. In the weeks leading up to our seminar, the group met several times to complete our Case Review Analysis reports. This worked out well as we transitioned into working on our own Case Presentation. Prior to our presentation on the 9th of November, the group met four times over the course of the week to organize and accomplish the task at hand. We agreed as a group that each member had a role in organizing and managing group meetings equally. There was never one person running the show, but we all put in our own input as far as when we would meet, what we would work on, and what we needed to have accomplished before the next meeting. As a group we felt that we knew each others’ strengths and weaknesses after completing the case reviews. Because of this, each member understood their role within the group and how best to play to their strengths.
We all gave everyone the option to research and present on what they felt were the interesting aspects of the case study. The way we set about this was that all group members read the case study and decided on the most important issues in it. After deciding on the learning outcomes we divided the work by assigning each group member with a learning outcome to prepare. Those who did not have a learning outcome to prepare were given the task of creating the slideshow for presentation and to prepare an introductory and concluding piece. These roles ultimately changed as upon receiving feedback from the professor we altered parts of our learning outcomes. The two members who were initially assigned the introduction and conclusion aspects ended up completing different parts of the learning outcomes and helped the other members out with any difficulties or issues that were raised during the completion of the case seminar.
In terms of how the group operated, we felt that by not having a team leader there was a bit of confusion over who was doing what and in what direction the project was going at times. This effectively led to too much time being wasted as separate group members were often completing the same tasks unknown to each other. All group members presented on their own learning outcomes on the day of the seminar which we felt was the optimum method as each member was fully aware of time constraints and on what they had to say. Overall the group operations ran relatively smoothly however not assigning a leader to designate roles created additional problems in the completion of this task that could have been easily avoided. Consequently, no individual felt the pressures and difficulties of managing the entire seminar, which is one reason why we believe we were relatively successful in our presentation.
Preparing the Learning Outcomes
There were several factors influencing our decision on the presentation outcomes. Firstly, we based our learning outcomes on ease of understanding. To be more specific, our learning outcomes can be well understood and accepted after our presentation. We felt this was important as no matter how much we delivered in class, students cannot gain anything if they don’t fully understand what we are talking about. Based on the ease of understanding principle, we did our utmost to explain the relevant concepts like privatisation and corporatisation while also analysing all relevant related issues in a simple and understandable manner. The second factor was insightfulness. When outlining the learning outcomes, we wanted to consider whether they could bring new insights to the class. We tried to explore every aspect which was both relevant to our theme and enlightening for the students. For example, we incorporated new? concepts like privatisation, corporatisation, medical tourism, etc. Moreover, we provided students with scenarios of India’s health care sector and the challenges it is facing as well as providing workable solutions to these challenges. All of these could be valuable insights for all attendants. Thirdly, we ensured that attention was given to the importance of “interest-provoking” topics. Though the content of the seminar was understandable and insightful, were it to be delivered in a rigid way, the audience would not have the motivation to listen, thereby learning nothing in the seminar. Therefore, we tried to fuse different interesting examples and questions into our presentation so as to stimulate students’ interest and to better interact with them. A lively class atmosphere is a must for a successful presentation. Finally, we took into account the professor’s advice on our learning outcomes. As we are not experienced in doing presentations regarding our topic, our initial learning outcomes were insufficient or were out of the expected focus. Therefore it was crucial for us to consult our professor to seek advice on improving our learning outcomes.
Identifying and Embedding Case Issues
When we had our first meeting we discussed the case and all relevant issues. After everyone had completed researching for their topic and any other general issues regarding the case we discussed the issues further. Following this, everyone set out their findings in order for the other group members to formulate suggestions and offer any advice on certain aspects. We also tried to connect the issues with our own backgrounds with regards to national culture. Some of the issues that came up were medical tourism and the fact that corporatisation only benefits the rich and excludes the poor. We embedded these in to the presentation in the form of examples to support our learning outcomes. In addition to this, being a group formed by four different nationalities we compared and contrasted a lot of insights about the health care systems in our respective countries. This was very informative for all of us especially as the differences between our countries regarding this topic are immense in some aspects.
Presentation Roles
We initially set out with a plan consisting of four learning outcomes, an introduction and a
conclusion. During our first group meeting every group member was given the opportunity to choose an area of the presentation that they wanted to focus on. As a group we agreed that Jeff and Xiaoqi were doing the introduction and conclusion and they would help other members in researching relevant case studies and providing insight into the direction of the study. Upon receiving the professor’s email our learning outcomes changed so our roles in the presentation changed as well. Martina’s new learning outcome was broad and contained a lot of information so we decided to divide it up into two learning outcomes. Jeff took responsibility for the new learning outcome. Because of the changes in learning outcomes, Adam and Xiaoqi agreed to divide up their learning outcome and Xiaoqi would do the conclusion. This meant that Martina would do the introduction and first learning outcome. All of these changes led to some confusion with who had what role in the presentation but once this was resolved through effective communication we all agreed that everyone worked well at their assigned roles and that everybody was satisfied with their workload and contribution to the presentation.
Reflections on the Case Analysis and Presentation
Upon reflection there are some things we would do differently if we had to do the presentation again. Firstly, we feel that we should have discussed the case sooner which in turn would have given us more time to rehearse therefore we would have been more confident and less hesitant during the seminar. Secondly, with regards to our meetings we did not utilise our time well, we spent a lot of time sitting around talking however it was not productive enough. We should have set out an agenda prior to each meeting with the relevant issues to discuss. This would have prevented such inefficiency. Thirdly, the issue of punctuality posed a problem when people did not show up on time for our proposed meetings. Therefore the meetings could not commence as originally planned which resulted in valuable time being wasted and was also unfair on the remaining members of the team.
Fourthly, we only sent the professor one email with a proposal for our learning outcomes. We should have had more contact with her as this would have enabled us to focus on the more relevant areas that needed to be addressed during the seminar such as the fact that India was a democratic country and how important this piece of information was for us. Finally we shouldn’t have used memo cards as often as we did during the presentation as we were more inclined to read them which prevented us from interacting properly with our audience
Individual Input Reports
Adam
Adam volunteered to research the learning outcome “The Future Challenges Facing the Indian Health Care Sector”. After coming up with ideas for which implications to focus on such as investments, costs and regulations, he proposed these ideas to all group members to see if they agreed that these were the key factors which India needed to be wary of in the future. Along with Xiaoqi, Adam then began reading and analysing the case and through discussions between themselves they formulated their slides and split the slides so that they would both have an equal workload, with Adam discussing investments and costs. With regards to the report Adam was required to complete a section on how the group roles were formed.
Conor
In completing this task Conor researched the positive and negative implications that Medical Tourism has had on India. He also outlined the opportunities that Medical Tourism could present for businesses not only in India but also for foreign firms seeking international ventures. Conor also gathered many statistics on Medical Tourism worldwide to make comparisons between countries and also to show who is promoting this unique method of tourism and why. He also helped Martina in creating the slideshow design and presented the results of his research on the above topics during the seminar. With regards the report he was in charge of compiling the final draft.
Jeff
Jeff’s role for the seminar changed after our original assumptions about the learning outcomes of the case were reviewed and adjusted by the professor. Initially, he was going to be working along with Martina in examining two of the learning outcomes so that they could cover as much of the topics as possible. Then, after the learning outcomes were revised, his role then became to analyse who exactly was getting involved in the corporatisation of healthcare in India. He examined the healthcare from an investor, marketing, and educational perspective to attempt to provide some scope for the seminar. Concerning the report, he was responsible for completing the first three questions from the outline of the IBM Assignment Details.
Martina
Initially Martina was to work on two of the learning outcomes together with Jeff, but then after the feedback, with the revised learning outcomes they decided to divide up the work among themselves. She worked on finding out and analysing the unique characteristics of the health care sector and compared it to other sectors. Martina also worked on the introduction section and the introductory question of the seminar. Furthermore she worked with Conor on the creation of the slides. With regards to the group report Martina put together the group’s answers concerning how the case issues were identified and embedded into the case.
Noelle
After liaising with Anne with regard to the learning outcomes and taking on board any suggestions or recommendations she made, Noelle’s role remained unchanged. Noelle was responsible for distinguishing between corporatization and privatisation of health care services, explaining the meaning of the two terms and finding an appropriate definition for corporatization. She then discussed the reasons behind the sudden shift towards corporatization and the various contributory factors involved in such a transformation. Regarding the report, Noelle discussed the changes that would be made if the presentation/ case analysis had to be done again.
Xiaoqi
Xiaoqi was originally responsible for the introduction part of the presentation. In the meantime he contributed ideas and questions to be asked by Adam and Conor, who were responsible for the “Challenges Facing India Health Care Sector” and “Medical Tourism” respectively, during the seminar. However his task was later re-arranged. Martina undertook the introduction and characteristics of the health care sector, while Xiaoqi was responsible for elaborating the regulation problems of India’s health care sector and making the conclusion of the presentation.
Conclusion
Overall we felt that this case-led seminar task was undertaken by our group quite effectively. We attempted to cover all relevant issues that we found in the case and present them in an interesting and engaging manner in our seminar. As we have highlighted above we did feel that there were areas within the seminar aspect of the task that could have been improved. Despite these areas, as a group we felt that we utilised each member’s strengths correctly and that this contributed towards the overall success in managing and organising the group.
生活有时需要一份简单的心境
多希望此刻能有个人抱抱我
fish tried to jump out the water, jump to its dream of sky; birds constantly rushed off, to feel close to the water. Fish jumped again and again, but always in the tail has not left the sea to fall heavily, and once fell to the shore, is the high tide the water saved it; birds close to the sea again, but always in just hug sea ??water, they were delaying the wet feathers, it's friends to help it escape from danger time and time again.
fish do not want to give up, because it was blue sky and calling it; birds are reluctant to give up, because it felt the sea is its true home. Thus, fish and birds kept trying to close, but they are close to the dream in the process, closer to death.
