mary
TRANSCRIPT
1. trad rom-engl
http://www.romlit.ro/ce_mai_e_nou_n_proza_ceh_contemporan
În ultimele decenii, din literatura cehă s-au tradus în limba română aproape exclusiv „nume
mari”, adică scriitori cunoscuţi şi recunoscuţi nu numai în ţara lor de origine, ci şi în lume. Este
vorba, în primul rând, de Milan Kundera (n. 1.04.1929; nu de mult a sărbătorit 85 de ani), de la o
vreme autor de expresie franceză, care se defineşte el însuşi drept „scriitor european”. În română
au fost traduse, printre altele, romanele sale Gluma, Viaţa e în altă parte, Insuportabila uşurătate
a fiinţei, Cartea râsului şi a uitării, şi, mai recent, din franceză, Nemurirea, Lentoarea, Identitatea
şi Ignoranţa. De asemenea, de o bună primire a publicului cititor român se bucură şi Bohumil
Hrabal (1914-1997), povestitor excelent al cărui centenar îl comemorăm anul acesta în toată
Cehia prin ediţii noi, expoziţii, conferinţe ş.a.m.d.
What’s new in modern/contemporary Czech literature?
In the last decades of Czech literature were translated into Romanian almost exclusively "big
names", namely that writers known and recognized not only in their home country but also in the
world. It is about, firstly of Milan Kundera (b. 01/04/1929, it is not much since he has celebrated
85 years) at a time a writer of French expression who defines itself as an "European writer". Into
Romanian were translated, among others, his novels: Joke, Life is Elsewhere, The Unbearable
Lightness of Being, The Book of Laughter and Forgetting, and, more recently, from French,
Immortality, Slowness, Identity and Ignorance. Also, of a good receiving of the Romanian
readers enjoys Bohumil Hrabal (1914-1997), excellent storyteller whose centenary we are
commemorating this year throughout the Czech Republic through new editions, exhibitions,
conferences, etc.
2. trad engl-rom
În cursul anului 2003, mass-media din România sa confruntat cu o presiune sporită și cu o
intimidare din partea autorităților. Procese împotriva jurnaliștilor și instituțiilor mass-media au
fost destul de frecvente. Mai mult de 400 de dosare penale au fost aduse împotriva mass-media
pe parcursul anului, în ceea ce privește marea majoritate defăimarea, care rămâne o infracțiune
penală. Deși închisoarea pentru insultă au fost desființata, au fost reținute pentru calomnie sau
pentru "răspândirea de informații false." Cele mai multe urmăriri penale au dus la sancțiuni
financiare excesive sau pedepse cu închisoarea cu suspendare. Numărul de atacuri fizice asupra
jurnaliștilor care investigheaza corupția, sau alte subiecte sensibile a crescut, mai ales în
provincie. În martie, poliția a găsit trupul lui Iosif Costinaș, un jurnalist de la ziarul Timișoara,
care a dispărut în iunie 2002.
3. eseul
I was bedding the title on the page and when I am thinking of what I have in mind and of what i
need to put on the paper, I start smiling.
Few are the people you can categorize as examples for others and instead of going to beginners
as I was distributted i asked to do Mrs’. Osman course because i see in her an example . When
she explained how the couse will be and which will be the expectations I knew that I can fold
this program. But as in life occur unforeseen things, unfortunately: in the first half i have lost
three weeks because i had facial paralysis, plus two weeks in which my boys have made
chickenpox and i had to take care of them. I see my colleagues progress in the course and that is
what i appreciate the most, but, as the teacher mentions, I have to catch up what I have missed
while I was detained due to illness. There's nothing to dislike in the practical course . Touching
all sorts of topics. I love the material work but what i love the most most is the way in which the
teacher interacts with all the students to get involved in class. The fact that every year she is
trying to adapt the materials in order to stimulate the students in a continuous learning process.
Also the portfolio themes that although are optional, students consider them essential in
developing articulation. For us, all this matter and help us to improve our oral communication.
Student-teacher communication is essential also for the teacher in order to assess students, but
more for the students in decreasing their inhibition in oral or written communication, in this
respect Ms. Osman works with the nonchalance of a leader that knows how to stimulate students
to be active and not just be present in his course.
Although I don’t want to become a teacher, if I were, this kind of teacher I would like to be. I
think there isn’t a greater satisfaction for a teacher to see that he is chosen be he’s students and
that they give results after the method by which you teach.