Do You Have To Earn Your Degree Locally Any Longer Pronunciation Get Better In Another Language Translation And Interpreting Methods And Approaches Christian Home Schooling
Thinking of upgrading your education? Or earning your first degree? It’s a good idea in todays competitive job market place. Your competition, being other’s seeking the same job as you, the resumes that generally get pushed to the top of the pile are those that have a college degree, or some other form of training directly related to the job in question.
Of course not all of us have had the luxury of being able to attend college, often for a variety of different reasons.Some didn’t have the financial where abouts to make it happen, others had family to support. NO matter what your reason was before, you need to know that it’s not a forever decision. There are changes happening today in the education sector that are making it possible for almost anyone to step up and earn their college degree. What are these changes?
Accredited online college degrees, and distance learning.
The distance learning market has been growing exponentially ever since the dawn of the Internet. It’s quickly becoming the preferred option for retraining and adult education for those looking to change careers or seek a promotion within their current job. What’s the big advantage? Flexibility! You don’t need to live near a college, heck you don’t even need a library close by to enroll for an online accredited college degree.
Students in Maine are enrolled in schools in Phoenix taking their classes and graduating often times without ever meeting their instructor or any classmates. Does this mean the quality of the degree is less? Or Employers will frown upon the fact that you earned your college degree online? Not a chance, employers recognize that todays world is fast moving and not very forgiving to those of us that need to attain some further education. By enrolling in an accredited online college degree program you’re able to hold down your current full or part time employment and tend to your studies on your own terms, not those of some professor or college that sets class and lecture times.
Without a doubt, online distance education is a market that is going to continue to grow in the years to come. AS more and more baby boomers retire, there are more and more middle management and other skilled positions opening up. What do we need to have to be at the top of the list for that job? Experience, and education. One’s hardly worth it without the other any more. So take some time and research accredited online college degrees in your area. Don’t hesitate, because the quicker you enroll and start the process the sooner you’ll graduate with your newly appointed degree.
Pronunciation can affect how we communicate. Many people, who have had a go at learning a foreign language, have experienced that sinking feeling when they try a well-constructed sentence in another language only to be met with a blank face.
Why is this?
Languages are built on sounds. If I speak English and live in an English-speaking country I expect a speaker to say sounds in a particular way. In French or Spanish I would expect to hear different sounds. When we can’t recognise the sound we try and adjust how we are listening, a bit like tuning a radio, but if we can’t guess the sound, the chances are we won’t understand what is being said.
The Blocks of Pronunciation
Pronunciation has two main aspects to it, physically producing it and the sound that is produced from it, the hearing of the sound. As we get older the ability to do both of these, i.e. physically work out how to make the sound and recognise it, can diminish. This doesn’t mean we can’t continue to learn new languages but we need some extra tricks to help us.
Let’s look at some ideas on what we can do when we learn a new language.
How am I saying it?
Try saying the letters. Notice how your mouth is working. If you don’t know how a sound is physically made you may find it harder to say it.
What sounds are the same?
English has many more sounds than other languages but it also has a lot of sounds in common with other languages. Good dictionaries in a new language will usually offer an English sound or word to compare with. Use it to check what sounds are similar.
Which sounds are hard to say?
Go through the alphabet of the new language and mark out the ones you find hard to say. Give them some attention. Try and physically make the sound and see how your mouth works. Say the alphabet. Look at how children use the alphabet song in English to help them remember the alphabet, doing the same in a new language will also help memorise the letters and sounds.
Read out loud.
Find some reading form your course book or any other book. There are two advantages here. One you get to say the letters and words. Secondly you get to practise sounds that you expect to hear and you become accustomed to the sounds of the language.
How good do I need to be?
There is much discussion on this. For many of us the ability to get by in other languages is good enough. If we can say what we want, simply, slowly and the person we are speaking to, can understand us, then our pronunciation is probably good enough. After that it is a matter of choice. Some people become very good at other languages and get to very good levels of pronunciation. Not many of us are such gifted linguists but there’s no reason why we can’t make the words so that people can understand us.
The disciplines of language translation and interpreting serve the purpose of making communication possible between speakers of different languages.
In the past there has been a tendency to perceive interpreting as an area of translation, but from the second half of the 20th century differentiation between the two areas has become necessary.
As supported by many researchers, translation and interpreting can be perceived as the process that allows the transfer of sense from one language to another, rather than the transfer of the linguistic meaning of each word.
Firstly it is necessary to understand the difference between the concepts of linguistic meaning and sense.
According to the definition given by Bolinger and Sears, “the word is the smallest unit of language that can be used by itself” (Bolinger and Sears, 1968:43). Each unit has a lexical meaning, which determines the value and the identity of each word in a specific language. However this does not necessarily mean that lexical units also correspond to the basic meaningful elements in a language, as meaning is usually carried by units that can be smaller or larger than the word.
Furthermore each word corresponds to a phoneme. However a phoneme can carry several linguistic meanings, depending on the way it relates to the rest of the speech. For example, the Italian translation of the English phoneme /nait/, isolated from its context, can be either “cavaliere” (knight) or “notte” (night). However if the speaker talked about a “chivalrous and courageous knight”, there would be no hesitation in choosing the Italian translation “cavaliere”, rather than “notte”.
Therefore Seleskovitch points out that when drawing a difference between linguistic meaning and sense it is important to remember that in speech words lose some of the potential meanings attached to their phonemic structure and retain only their contextual relevant meaning.
However even whole utterances that have a clear linguistic meaning can raise problems if isolated from the context. Therefore during the act of communication the listener automatically attaches his previously acquired knowledge to the language sounds, which immediately clarifies the sense of the utterance. This cognitive addition is independent from the semantic components of the speech and represents another fundamental difference between linguistic meaning and sense.
This cognitive process is significantly reduced in translation compared to interpreting, especially when dealing with ancient or unfamiliar texts, as the translator can take his time to analyse every single word or phrase, preventing consciousness from immediately identifying the sense of the utterance. Interpreters instead are restricted by the immediacy of the process of communication and have to grasp the meaning regardless of the equivalence at the word-level.
Memory is another fundamental part of communication, as the listener retains his previously acquired knowledge to grasp the sense.
Seleskovitch also adds that sense is always conscious. When we speak our own language the choice of words is not deliberate. All we do is to convey the message in the best way we can, so the result can change from one speaker to another. As a consequence, there can be several ways to express the same idea but all the utterances produced with that purpose would reflect a particular shape, which results from the semantics of a specific language.
Nevertheless different languages do not express the same idea with the same semantic components and that is why a simple conversion of one language into another cannot be satisfactory in translation or interpreting.
Seleskovitch argues that words are meaningless unless there is a cognitive addition on behalf of both the sender and the recipient of the message. Words become meaningful only when referred to a specific object or concept. However words that have the same meaning in different languages do not associate with the same words in more complex contexts designing the same thing in different languages. This is because languages only reveal part of our knowledge, thus leaving implicit concepts unsaid.
Therefore the cognitive addition is necessary.
For example, the literary English translation of the of the Italian phrase:
Il presidente del Consiglio si
The standards and motivation for a Christlike homeschool is dominated by the juvenile’s work that is based from the Testament, wherein the course of study of the lad should be left in the moms’ control.
As seen in all Christlike homeschools, parents educate the word of the lord, to cultivate their young people for favorable Christianly understanding, and impart values that are critical in their traditional affairs as well as when they establish age of consent. This facet of teaching is not found in the course of study at most every public school.
Christian like homeschools are particular for each house. Some perfectly prepare their homeschooling environment and curriculum to look very similar a “junior high school”, definitive with textbooks, desks, flag salute, and yes, recess.
Others create homeschooling in their everyday activities, concluding not so much in employing workbooks, essential texts and schedules. Here, both kids and dads grasp through experiences; teaching, intellectual acquirement and being trained is part of their prevailing schedule by choice of a closely regulated public school session.
Whatever is each families homeschool style, their ground is all uniform, that of giving their children eminent pointers while at the same time instructing in them how to arise to become significant thinkers and individualistic persons that are observant and conscious of the choices they formulate.
Families that homeschool cut down its atmosphere to fit both their viewpoints and style; there is no inapt or precisely way to define and formulate an encompassment for their home sweet home Christianlike method of schooling.
Christian homeschoolers give the go-ahead to the moms to express God’s word to their adolescent children. It is a setting of religious and upstanding positive reinforcement through which youngsters are being taught seriously in the testament of God, above all to statute and think as Christly followers.
Typically, the course of study in a Christian homeschool invests a considerable amount of time in the study of the God’s word, wherein the focus is the Lord’s good book.
Christians opt for to school at home in order to broaden the mind of their young people. It could be said that they predominantly do this because of their good faith that the Almighty God’s schedule is revealed through moms raising and coaching their own youngsters. In fact, Christians firmly respect that it is the way of the Bible; there is no other academic organization than this. Christ followers without doubt affirm that the Almighty God did not even hint at schools to be attended by His congregation; that schools were a product of the individual..
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