This document summarizes some of the challenges faced when translating from English to Urdu. It discusses how the two languages have different structures, with English using S+V+O and Urdu using S+O+V. It also notes issues with words that have multiple meanings in English but only one in Urdu. Some concepts like "Hope" and "Oxford" are difficult to directly translate due to cultural differences. Certain verbs and compound words in English are also challenging to render in Urdu. Overall, the document outlines language structure differences and issues with ambiguous, culture-specific, and multi-word terms during translation between the two languages.
This document is about sentence structure. How a sentence is formed? What are the proper ways to form a sentence. Different patterns to make a correct sentence form.
This document is about sentence structure. How a sentence is formed? What are the proper ways to form a sentence. Different patterns to make a correct sentence form.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. THEME OF THE STORY
The theme of this story is that it
is not our will but our fate is
responsible for our actions, and
fate is basically predetermined
event and unalterable from
eternity.
3. Huddles in Translation
Language Structure
language Structure is the first huddle that the
translator face.
like ; we have to translate work from English
structure to Urdu language structure.
Both languages have different language structure.
Like English language structure ; S+V+O
Urdu language structure ; S+O+V
4. Multiple Meanings
I found some multiple meanings
words in this translation process;
Like will , well, fix, matter, rest,
crack, compartment etc
All these words created problem
during the process of translation
due to their multiple meanings.
5. Missing Words
There are few words that cannot be
translated due to cultural, religion ,or
ethnicity.
Like in this story the of country, “Hope”
The word “oxford”
And greeting word “Hello”
6. Categories of Verbs
There are some verbs which is also
known as peripheral Verbs.
Like fell into, got up, look at, jump
off, believe in, indulge in, sat down,
shave off, and slow down etc.
7. Compound words
There are also some compound
words which created problem
during the process of translation.
Like newspaper, fingerprints,
checkpoint
