Professional Documents
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Order Full Id 6133 960
Order Full Id 6133 960
Original
«Jim sat down and smiled.
“Della,” said he, “let’s put our Christmas gifts away and keep them
a while. They’re too nice to use now. I sold the watch to get the money
to buy the combs. And now I think we should have our dinner.»
Translate
притримаємо їх. Вони надто гарні, щоб ними користуватися зараз. Я продав
потрібно повечеряти.»
Для того, щоб при перекладі повною мірою відобразити іронію автора
№ Word Translation
1 Enigma Загадка
2 Inquiry Розслідування
3 Ancestors Предки
4 Ingenious Винахідливий
5 Entrust Довіряти
11 Memorandum Пам'ятка
12 Cipher Шифр
13 Pun Каламбур
14 Divisions Розділили
16 Brim Край
17 Wealth Стан
18 Estimate Оцінювати
19 Setting Оправа
20 Crucifix Розп'яття
21 Sneer Насмішка
23 Conviction Заключення
24 Remnants Залишки
25 Fanciful З причудами
26 Depicted Зображений
27 Durable Довговічний
30 String Бечевка
31 Dig Копати
33 Excavate Викопати
34 Scoundrel Мерзотник
35 Anxiety Хвилювання
36 Farce Фарс
37 Lantern Ліхтар
38 Twirl Вертіти
39 Evidence Посвідчення
40 In vain Ретельно
41 Desolate Безлюдний
42 Landmark Орієнтир
44 Uneasiness Переживання
45 Scythe Коса
46 Spade Лопата
47 Embark Відправитись
48 Grasp Схопити
49 Luster Блиск
50 Triumphant Тріумфальний
51 Index Вказівка
52 Be feverish Лихорадити
54 Artificial Штучний
56 Antennae Вуса
57 Ail Хворіти
59 anxiety хвилювання
60 Misfortunes Негоди
61 Forefathers Предки
63 Myrtle Мирт
65 Subject to Схильний до
68 Scarabaeus Скарабей
69 Extremity Кінцівка
70 Gambols Стрибки
71 excited Схвильований
72 befooled Обманутий
74 vaporized Зникати
75 contaminated Забруднений
79 barfing up Нудити
80 defeated переможений
81 muttered бормотів
83 trembling тремтіти
84 hesitate Сумніватися
85 slipped підсковзнутися
86 squalls Шквал
87 stretching розтягування
92 misspelled Опечатка
93 wheeled колесний
94 embarrassed засоромлений
95 harsher Різкий
96 chunk ломоть
97 shuddered здригнувся
98 shivering тремтіння
99 chattering Болтовня
роздратований
картками
курорт
намистини
In a small part of the city West of Washington Square, the streets have gone
wild. They turn in different directions. They are broken into small pieces called
“places.” One street goes across itself one or two times. A painter once discovered
something possible and valuable about this street. Suppose a painter had some
painting materials for which he had not paid. Suppose he had no money. Suppose a
man came to get the money. The man might walk down that street and suddenly
meet himself coming back, without having received a cent! This part of the city is
called Greenwich Village. And to old Greenwich Village the painters soon came.
Here they found rooms they like, with good light and at a low cost. The Last Leaf
Sue and Johnsy lived at the top of a building with three floors. One of these young
women came from Maine, the other from California. They had met at a restaurant
on Eighth Street. There they discovered that they liked the same kind of art, the
same kind of food, and the same kind of clothes. So they decided to live and work
together. That was in the spring. Toward winter a cold stranger entered Greenwich
Village. No one could see him. He walked around touching one person here and
another there with his icy fingers. He was a bad sickness. Doctors called him
Pneumonia. On the east side of the city he hurried, touching many people; but in
the narrow streets of Greenwich Village he did not move so quickly. Mr.
Pneumonia was not a nice old gentleman. A nice old gentleman would not hurt a
weak little woman from California. But Mr. Pneumonia touched Johnsy with his
cold fingers. She lay on her bed almost without moving, and she looked through
the window at the wall of the house next to hers. One morning the busy doctor
spoke to Sue alone in the hall, where Johnsy could not hear.
Останній листок
О. Генрі
Маємо речення з оригінального тексту : «In a small part of the city West of Washington
Square, the streets have gone wild. They turn in different directions. They are broken into small
pieces called “places.”» Якщо перекладати дослівно, то вираз have gone wild означає
«збожеволіти, вийти з-під контролю». Тобто, використовуючи цю метафору, автор хотів
показати, що вулиці міста не простягаються рівною дорогою, а мають розгалуження,
утворюючи невеличкі провулки. «They are broken into small pieces», дослівно – «розбиті
на маленькі шматочки»
В українському перекладі це звучить так:
«В невеличкому районі на захід від площі Вашінгтона вулиці показилися й розбились на
речення. Змісту інформації стало менше, але це не дуже вплинуло на передачу сенсу
«Suppose he had no money. Suppose a man came to get the money. The man might walk down
that street and suddenly meet himself coming back, without having received a cent!» У
наведеному прикладі автор використав стилістичний прийом – повторення (Suppose) .
Цей стилістичний засіб використовується з метою показу емоційності.
У перекладі українською мовою цього повторення немає, тому речення втрачає емоційне
забарвлення та експресію.
«. Уявімо собі, що збирач боргів з рахунком за фарби, папір та полотно, йдучи цим
маршрутом, раптом стрічає самого себе, коли він уже повертається назад, не діставши
в оплату жодного цента!»
Тож можна зробити висновок, що при перекладі тексту дуже важливим є
збереження деталей , які зображує автор в оригінальному тексті, збереження емоційності
та настрою, а також повна передача та заміна еквівалентами мовою перекладу
стилістичних прийомів і технік.
CHURCHILL'S SPEECH
Turning once again, and this time more generally, to the question of invasion, I would observe
that there has never been a period in all these long centuries of which we boast when an absolute
guarantee against invasion, still less against serious raids, could have been given to our people.
In the days of Napoleon, of which I was speaking just now, the same wind which would have
carried his transports across the Channel might have driven away the blockading fleet. There was
always the chance, and it is that chance which has excited and befooled the imaginations of
many Continental tyrants. Many are the tales that are told. We are assured that novel methods
will be adopted, and when we see the originality of malice, the ingenuity of aggression, which
our enemy displays, we may certainly prepare ourselves for every kind of novel stratagem and
every kind of brutal and treacherous manœuvre. I think that no idea is so outlandish that it should
not be considered and viewed with a searching, but at the same time, I hope, with a steady eye.
We must never forget the solid assurances of sea power and those which belong to air power if it
can be locally exercised.
Sir, I have, myself, full confidence that if all do their duty, if nothing is neglected, and if the best
arrangements are made, as they are being made, we shall prove ourselves once more able to
defend our island home, to ride out the storm of war, and to outlive the menace of tyranny, if
necessary for years, if necessary alone. At any rate, that is what we are going to try to do. That is
the resolve of His Majesty's Government – every man of them. That is the will of Parliament and
the nation. The British Empire and the French Republic, linked together in their cause and in
their need, will defend to the death their native soil, aiding each other like good comrades to the
utmost of their strength.
Even though large tracts of Europe and many old and famous States have fallen or may fall into
the grip of the Gestapo and all the odious apparatus of Nazi rule, we shall not flag or fail. We
shall go on to the end. We shall fight in France, we shall fight on the seas and oceans, we shall
fight with growing confidence and growing strength in the air, we shall defend our island,
whatever the cost may be. We shall fight on the beaches, we shall fight on the landing grounds,
we shall fight in the fields and in the streets, we shall fight in the hills; we shall never surrender,
and if, which I do not for a moment believe, this island or a large part of it were subjugated and
starving, then our Empire beyond the seas, armed and guarded by the British Fleet, would carry
on the struggle, until, in God's good time, the New World, with all its power and might, steps
forth to the rescue and the liberation of the old.
ПРОМОВА ЧЕРЧІЛЯ
МИ БУДЕМО БИТИСЯ НА ПЛЯЖАХ
ніколи не було періоду у всі ці довгі століття, якими ми хвалимось, коли абсолютна
гарантія проти вторгнення, ще менше від серйозних набігів, могла б мати дано нашому
народу. За часів Наполеона, про які я зараз говорив, той самий вітер, який би перевозив
його транспорти через Ла-Манш, міг би відігнати блокаду флоту. Завжди був такий шанс,
і саме такий шанс збудив і одурив уяви багатьох континентальних тиранів. Багато казок,
оригінальність злоби, винахідливості агресії, яку проявляє наш ворог, ми, безумовно,
ніколи не повинні забувати суцільні гарантії морської енергетики та ті, які належать до
якщо всі виконують свій обов'язок, якщо нічого не буде нехтувати, і якщо найкращі
своїй справі та у своїх потребах, захищатимуть до смерті свій рідний ґрунт, допомагаючи
один одному, як добрі товариші, у всіх силах.Навіть якщо величезні простори Європи,
багато стародавніх і прославлених Держав впали або можуть потрапити в лещата Гестапо
захищати наш острів, якою б не була ціна, ми будемо битися на узбережжях, ми будемо
цей Острів або більша його частина буде поневолена і буде вмирати з голоду, тоді наша
Імперія за морем, озброєна і під охороною Британської Флоту, буде продовжувати битву,
до тих пір, поки, в благословенний Богом час, Новий Світ, з усією його силою і міццю, не
Для того, щоб переклад такого виду письма був якісним та передавав
«We shall go on to the end. We shall fight in France, we shall fight on the seas and oceans, we
shall fight with growing confidence and growing strength in the air, we shall defend our island,
whatever the cost may be. We shall fight on the beaches, we shall fight on the landing grounds,
we shall fight in the fields and in the streets, we shall fight in the hills»
Коли ми досягли глибини п'яти футів, але ніяких ознак скарбу не було видно. Легран
нічого не сказав, і я почав сподіватися, що фарс закінчився. Однак мій друг, хоч і був явно
дуже засмучений, задумливо витер лоб і продовжував. Ми вже розкопали все коло
діаметром у чотири фути, а тепер пішли на глибину в два фути. Все ще нічого не
з'являлося. Легран виліз з ями, з гірким розчаруванням на обличчі почав повільно
надягати пальто. Я не зробив жодного зауваження. Юпітер, за сигналом свого господаря,
почав збирати свої інструменти. Ми зробили, мабуть, з десяток кроків у цьому напрямку,
як раптом до Юпітера підійшов Легран і схопив його за комір. Здивований негр
розплющив очі і рот, випустив лопати і впав на коліна. "Негідник, - промовив Легран,
шиплячи склади між зціпленими зубами, - пекельний чорний лиходій! -Говори, я тобі
кажу! -Відповідай мені негайно, де у тебе ліве око?" "О, Маса Воля! Хіба це не моє ліве
око?" - заревів переляканий Юпітер, поклавши руку на праве око і тримаючи її там. "Я так
і думав! -Я так і знав! Ура!" - закричав Легран, відпускаючи негра, і почав танцювати, як
божевільний. "Ходімо, треба повертатися, - сказав він нарешті, - гра ще не скінчилася", і
знову повів до тюльпанового дерева. Мій друг Легран переніс мітку з того місця, де впав
жук, на місце за три дюйми на захід Ми взяли лопати і почали працювати. Я був
втомлений, але схвильований. Ми копали з нетерпінням, шукаючи скарб, і незабаром наші
лопати натрапили на людські кістки двох скелетів. Потім з'явилася скриня. Тремтячи від
хвилювання, ми відтягнули два засуви на кришці і завмерли від подиву. Перед нами була
купа золота і коштовностей. Оговтавшись від заціпеніння, ми подумали про те, як вивезти
скарб. Ніч добігала кінця і треба було донести скарб додому до світанку. Насилу ми
підняли скриню з ями і поспішили додому. Скриня була повна до країв, і ми витратили
цілий день на те, щоб упорядкувати її вміст. Коли ми це зробили, то виявилося, що ми
володіємо багатством більш ніж на чотириста п'ятдесят тисяч доларів. Це були золоті
старовинні французькі, іспанські, німецькі та англійські гроші.. Там були великі діаманти
- всього сто десять; вісімнадцять рубінів чудового блиску; триста десять смарагдів, всі
дуже гарні; і двадцять один сапфір, з опалом.. Крім того, там була величезна кількість
прикрас з чистого золота: сережки, ланцюжки, розп'яття, чаші, золоті годинники, руків'я
мечів та багато інших предметів, яких я не можу пригадати. Весь вміст скрині ми оцінили
в півтора мільйона доларів. Коли, нарешті, ми закінчили огляд, Легран почав докладно
пояснювати, як він знайшов розгадку цієї надзвичайної загадки. "Ви пам'ятаєте, - сказав
він, - той вечір, коли я передав вам малюнок скарабея. Ти пам'ятаєш також, що я
розсердився на тебе, коли ти сказав, що мій малюнок нагадує мертву голову. Я думав, що
ви жартуєте, але потім згадав про дивні плями на спині комахи і погодився, що ваше
зауваження мало під собою певні підстави. Але насмішка над моїми графічними
здібностями роздратувала мене - адже я вважаюся хорошим художником - і тому, коли ви
простягнули мені клаптик пергаменту, я був готовий зім'яти його і зі злості кинути у
вогонь". "Ти маєш на увазі клаптик паперу, - сказав я. - Ні, це був шматок дуже тонкого
пергаменту. Він був досить брудний, як ти пам'ятаєш. Мій погляд впав на малюнок, і ви
можете уявити моє здивування, коли я побачив мертву голову якраз там, де, як мені
здалося, я намалював жука. Я взяв свічку і почав уважніше розглядати пергамент.
Перевернувши його, я побачив на звороті свій власний малюнок, точно такий же, як я
його зробив. Моєю першою думкою було, що на іншій стороні пергаменту зображений
череп. Але дивним було те, що цей череп не тільки обрисами, але й розмірами дуже
нагадував мій малюнок. Цей збіг мене на деякий час абсолютно спантеличив. Я чітко
пам'ятав, що ніякого малюнка на пергаменті не було, коли я робив свій ескіз скарабея. Я
був у цьому впевнений, бо пам'ятав, як перегортав спочатку один бік, а потім інший,
шукаючи найчистішого місця...
Edgar Po «The Gold Bug»
Translate
Many years ago I was friends with a certain Mr. William Legrand. He was descended from an
ancient Huguenot family, and had once been a wealthy man. But a series of hardships brought
him almost to poverty, and to avoid the humiliation inevitable with the loss of wealth, he left
New Orleans, the city of his ancestors, and settled on Sullivan's Island near Charleston, South
Carolina.
Legrand built himself a small cabin, where he was living when I happened to meet him. Our
acquaintance soon turned into friendship, because there was a lot in the character of this hermit
that aroused curiosity and caused respect. Legrand had a good education and an extremely strong
mind, but he was infected with misanthropy, and from time to time he was imbued with
enthusiasm, then fell into melancholy. He had many books, although he rarely looked at them,
preferring instead to go hunting and fishing or wander over the shore and in myrtle thickets,
where he searched for various shells and insects. His collection of insects would have been the
envy of even the Swamerds. In these wanderings Legrand was usually accompanied by an old
black man named Jupiter.
Harsh winters at the latitude of Sullivan's Island are a rare occurrence, and in autumn it is almost
never necessary to heat the premises. However, in the middle of October 18++ it was quite a cold
day. Just before sunset, I finally made my way through the thickets to the cabin of a friend I
hadn't seen in weeks. I lived in Charleston at the time, nine miles from the island, which in those
days was much harder to get to than it is now.
When I got to the cabin, I knocked as usual, and not hearing an answer, I took the key from a
hiding place I knew, unlocked the door and entered. The owners returned as soon as it was dark,
and greeted me very sincerely. Jupiter, smiling broadly, began to cook marsh partridges for
dinner. Legrand was in another fit of feverish enthusiasm - perhaps, there is no other way to say
it. He found a new species of bivalve, and even more than that - he hunted down and with
Jupiter's help caught a beetle, supposedly completely unknown to science, and tomorrow was
going to listen to my opinion about it.
- Why not today?" - I asked, rubbing my hands over the fire and mentally sending the whole
beetle breed to hell.
- I wish I had known you were here!" exclaimed Legrand, "but I haven't seen you for so long,
and how could I have known you would come today? On the way home we met Lieutenant J++
from the fort, and I, without thinking, gave him a beetle for the evening. So you won't see him
until the morning. Spend the night with us, and at dawn I will send Jup to bring the beetle. It's the
most beautiful thing I've ever seen!
- There's no dawn! The beetle, that's what. It is bright golden in color, the size of a large hickory
nut and has two black spots on the top of its back, and the third one on the bottom. The antennae
are thin...
-- Thin, but heavy!" added Jupiter, "but this beetle is made of solid gold, every speck of it is
gold, inside and out, and I've never seen such a heavy beetle in ages.
Legrand sat down at a small table, where there was a pen and ink, but not a scrap of paper. He
looked in the drawer, but there was no paper there either.
He took out a piece of what seemed to me to be very dirty paper from his pocket and began to
sketch the outline of the beetle on it. And I was still sitting by the fireplace, not yet having time
to warm up. Legrand finished his drawing and, without getting up, handed me the paper.
- Yes, - I said, carefully examining the picture, - the beetle is really strange, to tell the truth, - I
have never seen anything like it in my life... Unless it is, maybe, a skull, a skull with bones
crosswise. In any case, this beetle does not look like anything in the world as an emblem of
death.
- A skull!" repeated Legrand. "Indeed, on paper it does look like one. Indeed it does.
- but you, Legrand, are no artist. I'd rather wait until I see the beetle itself if I want to get an idea
of its appearance.
- "Well, your will," Legrand muttered a little resentfully, "I draw pretty well, at least I think so.
I've had good teachers, and I'm not entirely without skill, I dare say.
- Well, then, you're joking, my dear fellow," I said. "There's a pretty good skull here.
- Maybe you really drew them, - I said, - but I can't see them.
Saying nothing more, I returned the papers to Legrand, not to annoy him unnecessarily. But still
I was very surprised why the matter had turned out this way, and I could not understand what
had set Legrand off balance. As for the image of the beetle - there really were no antennae
visible, and the beetle itself looked more like a skull.
Legrand took the piece of paper angrily and was about to crumple it up to throw it into the fire,
apparently, when something drew his attention to the drawing. Instantly his face turned purple,
and then became deathly pale. For several minutes he stared at the picture without moving. Then
he got up, took a candle from the table and sat down on a sea chest in the farthest corner of the
room. There he again began to carefully examine the paper from all sides. He did not speak, and,
although his behavior surprised me, I preferred to remain silent, so as not to worsen the already
wicked humor of my friend.
Soon Legrand took out a wallet from his surdut's pocket, carefully put a piece of paper in it and,
hiding it in the desk, closed the drawer. At first I intended to spend the night in the hut, as I had
done many times before, but the mood of my hosts convinced me that it was better to leave.
Legrand did not insist on my staying, but he shook my hand more sincerely than usual at parting.
I did not see Legrand for about a month. Then one day his servant, Jupiter, came to see me in
Charleston. I never saw the good old nigger so anxious, and I wondered if some misfortune had
befallen my friend.
- Ah, Jupe," I said, "what's new with you? How is your master?
- Very weak, Jupiter?! Why didn't you say so in the first place? Is he lying down?
- Of course he's lying down! When he wanders off, you can't find him with a candle. So it is. My
heart aches for that pea-brained Massa Wil.
- Jupiter, I'd still like to understand what you're talking about. So, you say your master is sick.
Do you know what he's sick with?
- Don't have a heart for me, masses. My master doesn't complain about anything. But why does
he wander around all day long like that, and he's as white as a sheet? And why is he always
counting and counting?
- He's counting all sorts of things on the ground - such strange things that I've never seen before.
It scares the hell out of me. I keep an eye on him. And yesterday he jumped up before sunrise
and disappeared for the whole day.
- What? Oh, I see. No, no, don't be so hard on him, Jupiter, don't beat him. He can't stand it, poor
thing. Can't you tell me what has happened to him, what has caused him to behave so strangely?
Has anything happened since I was with you?
- No, massa, nothing has happened since then. But the one before that did. The very day you
came.
- The what?
- The bug. I'm pretty sure that golden bug bit Massa Wil on the head, by golly.
- Because he's got big jaws and a big mouth. I've never seen such a damn beetle wiggling its legs
like that and biting everything in sight. Masa Wil grabbed it quickly, and then stood still and let
it go, so that's probably when it bit him.
- So, you think your master was bitten by a bug and that's why he got sick?
- How? Why does he talk about gold in his dreams? That's how I know.
"Darling! Why have you not come to see me for so long? I hope you are not offended by my
irritation? No, of course not.
During the time that I did not see you, I had a lot of trouble. I have something to tell you, though
I don't really know how to do it, and I'm not sure if it's even necessary.
I haven't been feeling very well these last few days, and poor Jup is driving me to despair with
his overprotectiveness.
If you have such an opportunity, please come with Jupiter. Please do. I would like to see you
tonight, it is very important. Very important, I assure you.
Sincerely yours.
William Legrand."
For some reason, the tone of this note alarmed me greatly. It was not written in Legrand's style at
all. . Without a moment's hesitation, I prepared to leave with the negro.
Having made sure that no good explanation could be extracted from Jupiter, who had only the
beetle on his mind, I jumped into the boat and set the sail. It was about three o'clock in the
afternoon when we arrived. Legrand was waiting impatiently for us. He shook my hand with
nervous excitement, which could not but disturb me and only increased my suspicions. His face
was pale, even eerie, and his deep-set eyes shone with a feverish glint. Inquiring about his health
and not knowing what to say next, I asked him in vain whether Lieutenant J++ had returned the
beetle to him.
- "Oh, of course!" Legrand replied, flushed, "I took the beetle back the next morning. Now
nothing can separate me from him. And you know, Jupiter was right about him.
Відносно далекій від нас Кенії простіше отримати допомогу від Європи, ніж
Україні. Зокрема, якщо йдеться про сферу захисту тварин. Чому так? Про це
нам розповіла відома зоозахисниця, співзасновниця притулку для
ведмедів «Біла скеля», головна зоологиня Київського зоологічного парку
Марина ШКВИРЯ. Нещодавно вона з чоловіком, співзасновником «Білої
скелі» та зоологом Єгором Яковлєвим, повернулася з мандрівки Кенією.
Деталями своєї подорожі пані Марина ділилася у фейсбуці, викладаючи фото
слоненят, гієн, бегемотів, представників місцевих племен. Усі ці знімки
мають свою передісторію, певні смислові наповнення та навіть уроки для
України. Адже представників кенійської фауни доводиться рятувати часом і
в нас. На загал ми маємо чимало спільних з Кенією зоопроблем, при цьому —
є й чому повчитися у кенійців. Що саме можемо запозичити — далі у розмові
з Мариною Шквирею.
«ПЕРЕСІЧНИЙ КЕНІЄЦЬ РОЗУМІЄ: ПРИРОДА — ЦЕ ГАРАНТІЯ,
ЩО В КРАЇНИ БУДЕ МАЙБУТНЄ»
— Пані Марино, розкажіть для початку, як ви опинилися в Кенії, мені
так здалося, що це були якісь навчально-робочі візити, чи я помиляюся?
— Я взагалі люблю Африку, і це моя друга подорож за схожим маршрутом
до Кенії. Тобто це був приватний візит. Звичайно, як люди професійно
зацікавлені, як біологи, зоологи, як люди, які розвивають свій благодійний
фонд захисту тварин та утримують притулок для ведмедів, передусім ми
шукали можливості поспілкуватися з колегами і загалом подивитися на
стандартні туристичні локації з точки зору вчених, хотіли роззнайомитися з
тамтешньою сферою реабілітації та захисту природи.
У Кенії цього менше, але теж є місця, де вам можуть дозволити контактувати
з тваринами. При цьому є й позитивні практики, до прикладу, місця
розмноження жирафів, де дозволяють згодувати жменю гранул тварині.
Жирафи живуть серед природи, на волі, але можуть підійти до мосту, на
якому стоять люди. Якщо ж вам дозволяють цілий день фотографуватися з
левеням, то це вже тривожний сигнал.
— Прогрес бачите?
— І регрес також. Адже ковідні часи (із суворими карантинними
обмеженнями) були непростими для національних парків, коли знизилася
кількість туристів, а відповідно — коштів. Племінні групи починають
голодувати, бо теж виживають за рахунок туристів. І втрачається
спроможність нормально охороняти територію. А це все економіка. Звісно,
було б найкраще взагалі не пускати туристів до нацпарків. Але без цього
бюджет жодної країни не потягне охорону природи. І треба йти на ці
компроміси. Тому коли ви хочете поїхати в якусь екзотичну країну, трошки
погугліть чи подумайте, якщо хочете побачити слона, порівняйте, чи їхати у
центр прокату, чи поруч є реабілітаційний центр, де можна побачити і
дізнатися більше, отримати теж класні фотографії, але при цьому не бути
причиною експлуатації слонів. А навпаки — допомогти чомусь хорошому. Я
не засуджую нікого, усе досить індивідуально на рівні людини та
суспільства. Але треба трохи думати над тим, що ти робиш. Тоді буде менше
помилок, більше усвідомлення наших вчинків.
Relatively far from us, Kenya is easier to get help from Europe than Ukraine. In
particular, when it comes to the sphere of animal protection. Why is it so? This
was told to us by the well-known animal rights activist, co-founder of the bear
shelter "White Rock", the chief zoologist of the Kyiv Zoological Park Marina
Shkvirya. Recently, she and her husband, the co-founder of "White Rock" and
zoologist Yegor Yakovlev, returned from a trip to Kenya. Maryna shared the
details of her trip on Facebook, posting photos of elephants, hyenas, hippos,
representatives of local tribes. All these pictures have their own background,
certain semantic content and even lessons for Ukraine. After all, representatives of
the Kenyan fauna sometimes have to be rescued here. In general, we have a lot of
animal problems in common with Kenya, and there is a lot to learn from Kenyans.
What exactly we can borrow - further in the conversation with Marina Shkvira.
- Ms. Marina, tell us first of all how you ended up in Kenya, it seemed to me that it
was some kind of study and working visit, or am I mistaken?
- I love Africa in general, and this is my second trip on a similar route to Kenya.
That is, it was a private visit. Of course, as people who are professionally
interested, as biologists, zoologists, as people who develop their charitable
foundation for the protection of animals and maintain a shelter for bears, first of
all, we were looking for opportunities to communicate with colleagues and
generally look at standard tourist locations from the point of view of scientists,
wanted to get acquainted with the local sphere of rehabilitation (RESTORATION
OF HEALTH AND WORKABILITY) and nature protection.
- What did they see that we do not have in our animal protection system, how does
this system (MANY INTERACTING ELEMENTS) work in general, what features
are similar and different? And what did you manage to get acquainted with during
this visit?
- Kenya is a very young country, if we talk about its independence. This country
has a complicated history. Of course, like us, it has many political and economic
problems. It is a country with post-colonial problems and specific ties with the rest
of the world. The main difference between us and Kenya, although we are quite
similar in economic and even mental attributes, (perception and understanding of
the world based on socio-cultural phenomena) is that Kenyans have already
realized the value of wildlife, their animals, ecosystems that have been preserved.
This is something that is still underestimated in Ukraine, believing that it is better
to earn something in six months by mining sand or cutting down trees. Kenya
already understands this itself. Of course, people living below the poverty line
often provoke the spread of poaching. But the average Kenyan understands that
Kenya's nature is something that many other countries do not have, that it is their
value and their economic guarantee that the country will have a future. This is a
typical difference between us and Kenya.
Unlike South Africa, Kenya has a slightly weaker tourism industry, fewer private
foundations and shelters. There is also a little less support from the so-called
Western world, but they themselves pay a lot of attention to these issues. While
communicating with local colleagues, we heard that in their main national parks
the main guidelines are the preservation of the ecosystem. For example, the Masai
Mara National Park or Lake Nakuru are those preserved oases where you can see
the same "Big Five of Africa" (buffalo, elephant, rhino, lion and leopard), fauna,
local population, meet many tourists from different countries, see how they feel
about it. It was interesting for us to observe how the locals, Maasai and other
tribes, guides treat nature conservation. Because when there is a temptation to earn
money, they can sacrifice a good attitude. As an example - we met guides who for
the sake of a good photo of an animal were ready to do anything, even disturb the
animal.
But personally we were lucky. We even noted for ourselves how delicately and
professionally people work, who understand that this is a wild nature, that it is
impossible to interfere too much: if there is an opportunity, we will take a photo,
and if not - then no. That is, we did not have to make any remarks. From this we
conclude that either they really understand the whole problem, or the guides
understood who we are and what we stand for.
- Among the places we managed to visit is the Sheldrick Elephant Shelter. This is a
very famous project in the world, which once began with a small private estate,
back in the colonial period. Then one family just picked up orphaned cubs, raised
them, treated them, tried to return them to the wild, and now it is a huge trust that
works in different directions. Here you can see the rehabilitation center itself,
where elephants, small giraffes, rhinos are rescued, treated, taught to live in the
wild, and then released. The shelter has its own air patrol that can transport injured
animals. It should be noted that these are complex species, large in size, heavy,
dangerous to humans. These animals need specific veterinary care. And to fly
somewhere and get an elephant from a concrete well, provide it with first aid, load
it on a plane and bring it to Nairobi thousands of kilometers away from the place of
rescue is really cool! The trust is also very actively involved in the fight against
poaching, cooperates with the local ranger service, with dog patrols, its specialists
remove poaching traps, help to find poachers. That is, this is a trend that exists in
many countries - a comprehensive approach to solving the problem. Not just to
save one animal, but to help people living in this country to coexist with wild
animals.
- Tell us about the baby elephant you took under your care and why it ended up in
the shelter? And explain whether Kenya has similar problems as we do, since there
are rehabilitation centers, so there are people who initiate, so to speak, their
creation?
- Usually anthropogenic factors work. For example, baby elephants are brought to
the rehabilitation center if they are wounded or if poachers killed their mother, or if
the elephant got into a so-called anthropogenic trap, for example, it got confused
somewhere, fell into a well, etc. There are, of course, natural reasons. It is banal -
predators killed the mother or because of the fire the elephant lagged behind the
group. And here a difficult question arises. Because you can not always interfere in
this natural selection with your human emotions. Because the first baby elephant,
which we took under the care of this foundation, got to it 12 years ago. Several
times we tried to return this elephant to the wild. Each time the elephants drove her
away and left her to die. Therefore, for the last 12 years, she has been returning and
living in the rehabilitation center. Eventually, she died of an illness - there were
some problems with the liver. That is, there are factors that nature regulates itself.
The second baby elephant - Nalek - is still quite young. Elephants, like people,
take a long time to grow up. She is still studying, walking with her older brothers,
if everything goes well, she will be sent to one of the national parks, where she will
continue to study with the formed group of teenagers. All this will be accompanied
by keepers for several years. Then it will be released. And then - as nature allows.
This is a difficult job, because it requires compliance with protocols, a certain
pragmatism, you will not get far on the emotions of kindness to animals.
- What is the system of these centers and shelters in Kenya, because in Ukraine
they can be counted on the fingers of your hands, as you have repeatedly told us?
Who creates them, how do they cooperate with each other?
- There are shelters supported by the state, they exist at national parks. But in most
cases, the rehabilitation sphere is private. There are people who simply cannot stay
away, create a project, explain what they are doing, and expect the support of
sponsors. Kenyans can be considered a little lucky, because for all the years that
the British, French, Germans have been in Africa, these countries now feel a
certain responsibility for Kenya and usually know more about Kenya than about
Ukraine. Therefore, they trust the projects that work there more. And it turns out
that local projects receive a lot of material, financial, and media assistance from the
Western world. It is more difficult with Ukraine. We seem to have the same
problem of corruption as Kenya, but it is even more difficult for us to work with
the West. We can see this on the example of a large number of technical details on
crowdfunding platforms, we have many restrictions to work with grants,
foundations or individuals. And this is just a minus for Ukraine. It is harder for us
only because we are just starting this way. And when you come to Kenya, you see
all these advantages, you understand that this is your future, but it will take another
20-30 years. But there is still some optimism.
Англомовна газетна стаття
The education system in the UK is divided into four main parts, primary education,
secondary education, further education and higher education. Children in the UK
have to legally attend primary and secondary education which runs from about 5
years old until the student is 16 years old.
The education system in the UK is also split into "key stages" which breaks down
as follows:
Primary school education begins in the UK at age 5 and continues until age 11,
comprising key stages one and two under the UK educational system.
Some primary schools are split up into Infant and Junior levels. These are usually
separate schools on the same site. The infant age range (Key Stage 1) is from age 5
to 7. The Junior age range (Key Stage 2) is from age 7 to 11.
Years 7 and 8 are the first two years of secondary school education in the UK. In
some independent schools they are included in the Junior School, in others, they
are part of the Senior School.
Under the UK school system, all students study English, Maths, Sciences, a
Humanity and a Modern Language. Besides these subjects, each school has a list
with optional subjects (Art, Music, Drama, Latin, Sport Science, Design
Technology, Computer Science), and students may choose a few subjects that
interest them.
In some schools, students sit Common Entrance Exam in year 7. There are 3
examination sessions, in November, January and May/June. The transition from
Junior to Senior School (from year 8 to year 9) may be conditioned by the
Common Entrance Exam results in those schools.
Year 9 is a very important year in the British school system, as most of the
students make the transition from Junior School to Senior School. It is also a very
good foundation for the GCSE programme and it is an entry point to all schools.
In the last two years of secondary education, which are called Year 10 and Year
11, starting at age 14, students prepare for GCSE exams that are taken after two
years (General Certificate of Secondary Education).
In the UK school system, during the GCSE programme, students study between 9
and 12 subjects. Some of them are compulsory (English, Math, 2/3 Sciences,
History/Geography, a Modern Language etc.), some are chosen by each student
according to their abilities and preferences. At the end of the 2 year GCSE
programme, following the examinations on each studied subject, students receive
their GCSE Certificates.
The chosen subjects and the GCSE results are very important for their Further
Studies (A-Level or IB) and for their University admission.
IGCSE
Students study between 5 and 7 subjects, English, Maths and Science being
included. Each school has a list of available subjects for IGCSE students. At the
end of Year 11, students take exams in each studied subject and receive IGCSE
Certificates.
A level study
In the UK school system, once a student reaches the age of 16, they can start a 2
year programme which leads to A (Advanced) level examinations. Students
specialise in 3 or 4 subjects, that are usually relevant to the degree subject they
wish to follow at university. A levels are state examinations and are recognised by
all UK universities and by institutions worldwide.
At the end of Year 13, following the examinations in each subject, the students
receive A level Certificates.
Those who would like to study more than 3-4 subjects, may continue their studies
in a broader number of subjects with the International Baccaularete Diploma
Programme, offered by some independent schools.
During the IB, students study 6 subjects, 3 at higher level (HL) and 3 at standard
level (SL). Each school offers different subjects at different study levels (HL/SL).
The IB programme also includes a compulsory Core programme consisting of
Theory of Knowledge (TOK), Extended Essay (EE) and Creativity, Activity,
Service (CAS).
Students take written examinations on each subject at the end of their courses.
International students can either choose a state sixth form college or a college of
further education as an alternative to private education. Both offer GCSE and A
level courses for students from the age of 16. Colleges of further education also
offer foundation and diploma courses. All colleges can prepare students for entry
to a UK university or any university in the world. Bright World works with a
number of state colleges in the UK which provide a multitude of vocational and
academic courses. These courses can enable students to pursue their chosen career
or to gain a place at a university of their choice.
The British school system also extends to BTEC courses which are designed for
students who would like to develop practical knowledge and skills in a specific
subject (Business, Psychology, Engineering, Sport, Art & Design) and find
traditional exams challenging. Focussing on practical, skills-based learning, the
BTEC students are assessed during the course. After each unit students are
assessed through assignments, tasks or tests, and not at the end of the programme
as it happens with GCSE or A-Level students.
From age 17, international students can opt to study one year foundation
programmes, instead of A levels or IB. These courses lead to private examinations
that are an alternative to A levels. Foundation courses at colleges are recognised by
universities with whom they have partnerships.
Some universities also offer foundation courses that lead onto their own degree
programmes.
Bright World has partnerships with a number of colleges and Pathway providers
and can help place students into Foundation and Diploma courses in London and
across the UK.
In the UK, a British bachelors degree normally takes three years to complete and
most are awarded at honours level. Examples of first degrees are: BA (Bachelor of
Arts), BEng (Bachelor of Engineering), and BSc (Bachelor of Science).
State colleges offer some 2 year vocational diplomas that grant exemption from the
first and sometimes second year of a degree programme. Some private tutorial
colleges offer a one year diploma programme which is equivalent to year 1 of
university. Students taking 1 year diplomas are awarded second year entry at some
universities.
Postgraduate courses in the UK education system are very intensive. This means
that the courses are usually much shorter than in other countries. A master's degree
typically takes 12 months to complete, for example an MA - Master of Arts and an
MEng - Master of Engineering. An MBA (Master of Business Administration) is a
high profile Masters course which can take 2 years. Applicants will usually be high
achieving with at least 2 years managerial experience. A PhD research degree in
the UK can take between 2 and 7 years.
boarding schools
Bright World works almost exclusively with privately funded schools and colleges.
A boarding school is a residential school where pupils live and study during the
school year. There are approximately 500 boarding schools across England, Wales,
Scotland and Northern Ireland.
tutorial colleges
Tutorial Colleges start at age 15 and have a more flexible programme range,
focussing on fast access to UK university.
Many of the independent private sixth form colleges in Oxford, Cambridge and
London work on a 'tutorial system' and are often referred to as 'tutorial colleges'.
The tutorial system originates from Oxford and Cambridge Universities and is a
very highly regarded and much tested system. It it is still used today and is the
cornerstone of an 'Oxbridge' education. A tutorial is a small class of only a few
students, in which the tutor (a lecturer or other academic faculty member) gives
individual attention to the students.
A state boarding school is one where you pay for boarding and the education is
free. The government pays for the education as it would at any other state school in
England.
F E Colleges
If you need to improve your English language or study skills before attending a
UK university, pathway providers offer unique foundation courses which often
lead to direct degree-level entry upon completion. There are several private
companies who operate Foundation and Diploma programmes on the campuses of
UK universities. Often these courses offer accelerated access to undergraduate
degrees.
universities
The UK is one of the world's most popular destination for students from overseas.
In fact, more than 400,000 international students enrol each year.International
students considering an education in the UK have a choice of over 140 universities
and higher education institutions, each offering a great range of tertiary
qualifications that will be recognised the world over. Students join a 3 year
undergraduate programme or a 1 year postgraduate course.
UK university placement
For expert advice on UK and US university entry, Bright World has teamed up
with Education Advisers Ltd, whose experienced consultants offer a full range of
Higher Education services for international students. These range from
complimentary advice on the best University Foundation courses, to bespoke
Oxbridge and Medical School coaching and mentorship programmes. You can
visit their websites at www.universityadvice.co.uk or www.best-schools.co.uk or
call +44 1622 813870 for further information.
university guardianship
If you are under 18 when you start university you will need to nominate a UK-
based adult or guardian. Bright World has a programme especially for you.
If you are looking for a place at a UK boarding school Bright World can help you.
Вступ до британської системи освіти
У деяких школах учні складають Єдиний вступний іспит у 7-му класі. Існує 3
екзаменаційні сесії: у листопаді, січні та травні/червні. Перехід з молодшої
до старшої школи (з 8-го до 9-го класу) може бути обумовлений
результатами Єдиного вступного іспиту в цих школах.
Навчання на рівні
Ті, хто хотів би вивчати більше 3-4 предметів, можуть продовжити навчання
з більшої кількості предметів за програмою International Baccaularete Diploma
Programme, що пропонується деякими незалежними школами.
Під час IB студенти вивчають 6 предметів, 3 на вищому рівні (HL) і 3 на
стандартному рівні (SL). Кожна школа пропонує різні предмети на різних
рівнях навчання (HL/SL). Програма IB також включає обов'язкову основну
програму, що складається з теорії знань (TOK), розширеного есе (EE) та
творчості, діяльності, обслуговування (CAS).
університети
підготовчі коледжі
Навчання в підготовчих коледжах починається з 15 років і має більш гнучкий
спектр програм, орієнтованих на швидкий доступ до університетів Великої
Британії.
державні школи-пансіони
textual information that makes it visual, and therefore more convenient for analysis and
process of visualization is the convolution of mental contents into a visual image; being
perceived, the image can be deployed and serve as a support for adequate mental and practical
actions". I understand active visualization tools as not just illustrative material, but a system of
visual information transmission that allows any subject of interaction to manage information.
What are the main competencies formed by the method of visualization? I believe that all the key
competences (according to A.V. Khutorsky) involve the formation of students' abilities to find
and apply the necessary information, memorize language rules faster, establish connections
Visualization prepares and creates favorable conditions for their formation. It is the development
of vital competencies that can give a person the opportunity to navigate in modern society,
information space, rapid development of the labor market, further education. When visualizing
educational material, it should be borne in mind that visual images shorten the chain of verbal
reasoning and can synthesize a schematic image of greater "capacity", thereby compacting
information. 8 Another important aspect of using visual learning materials is to determine the
optimal ratio of visual images and verbal, symbolic information. Conceptual and visual thinking
in practice are in constant interaction. They reveal different aspects of the studied concept,
reflection of reality, but this reflection is abstract. In turn, visual thinking helps to organize
learning; intensification of learning and cognitive activity; formation and development of critical
and visual thinking; visual perception; figurative representation of knowledge and learning
activities; transfer of knowledge and recognition of images; improving visual literacy and visual
culture, etc. Today there is a significant number of visual means of information transmission:
blackboard, posters, diagrams and multimedia projector, prefabricated visual aids (magnetic and
pin boards), demonstration models, computer screen / monitor, interactive whiteboard, etc.
electronic and physical: computer presentations; flash animations; video / audio materials;
images; charts; diagrams; graphs; mind maps, etc. Visualization can be used at all stages of
learning: when explaining new material; when repeating; when consolidating; when controlling
and systematizing; when generalizing; when doing homework; when working independently. 9
Using visualization tools in language lessons, in parallel as pedagogical technologies are used
project method, which involves individual organization of work on educational material. the
technology of critical thinking, which involves the formation of skills in working with
information. Any form of information visualization contains elements of problematic. The task
of the teacher is to use such forms of visualization that would not only complement verbal
information, but also be the carriers of information themselves. The more problematic the visual
information, the higher the degree of mental activity of the student. Multimedia encyclopedias,
intellectual computer games, individual and group tasks for creating presentations, reference
schemes, outlines, plans made in electronic form - form value and content competences.
Переклад анотації з української мови на англійську
Abstracts. The formation of the theory of protection of civil rights and legally protected
interests is associated with a number of issues, including theoretical and methodological ones.
One of the of the main problems of developing such a theory is to build its basis, the starting
point for development of which is the definition of the concept of protection of civil rights and
legally protected interests. Despite the large number of works devoted to the study of various
aspects of protection of civil rights and legally protected interests, it should be noted that the
legal literature has not yet formed an established, full-fledged definition of this concept. The
purpose of the article is to review and organize the areas of civil law doctrine formed according
to certain criteria. the doctrine of civil law of the directions and approaches to the definition of
the concept of protection of civil rights and interests protected by law, and to highlight their
diverse and common nature to develop a holistic view of the ways of understanding this concept
and their classification, as well as presenting our own vision of the optimal methodological basis
for defining the concept of protection of civil rights and interests protected by law. It is
established that in the modern period it is widely recognized that there are three theories, on
which the doctrine of protection of civil rights and legally protected interests is based interests
protected by law and approaches to defining its concept, namely "theory of function", "theory of
measures", "theory of activity". It is found that the dominant in the science of civil law is the
"theory of activity", although there are also points of view which recognize the existence of only
one of these theories, but in their own vision, or refute the existence of all these theories(points
of view, positions) regarding the definition of civil rights protection, singling out, in turn, the
theory of legal means an the theory of legal means and the theory of legal relations.
The optimal methodological basis for defining the concept of protection of civil rights and
interests protected by law will be its integrative legal model, which based on the protection of
civil rights and legally protected interests as intersectoral (mixed) legal institution, which should
exist on the border of substantive and procedural law, contain the norms of private and public
law, and accordingly take into account the material and procedural aspects of the protection of
civil rights and interests protected by interests protected by law and cover its material, procedural
and procedural elements, and also to combine static and dynamic states of protection.
Keywords: concept of protection of civil rights and interests protected by law; approaches;
"theory of function"; "theory of measures"; "theory of activity"; "theory of legal means";"theory
of legal relations"; methodological basis.
Анотація:
Це перша книга про Гаррі Поттера. Відірвавшись від комп'ютерів і телеекранів, сотні
мільйонів дітей та дорослих у всьому світі ЗНОВУ ЧИТАЮТЬ! Такого успіху не знала
жодна художня книга. Казка про хлопчика-чарівника Гаррі Поттера зачарувала всю
планету...
Першу книжку про Гаррі Поттера «А-БА-БА-ГА-ЛА-МА-ГА» презентувала в ніч з 13 на
14 квітня 2002 року. То було грандіозне шоу на нічному Хрещатику, на яке зібралося
більше тисячі людей з дітьми. Ось цитата з «Книжкового огляду»: — У ніч з 13 на 14
квітня пересічні кияни і гості столиці могли спостерігати справжнє диво: справді, де ще
зараз в Україні можна зустріти велику чергу? Та ще й опівночі? І не просто чергу, а чергу
за книгою? За україномовною книгою? Таке може бути лише тоді, коли до справи
береться Іван Малкович та його видавництво «А-БА-БА-ГА-ЛА-МА-ГА»...
Українські переклади і обкладинки вважаються одними з найкращих у світовій
«Поттеріані». Оригінальні обкладинки українського «Поттера» багато фахівців визнають
узагалі найкращими...
Переклад 5-го, 6-го та 7-го томів українські читачі мали змогу прочитати чи не
найпершими в світі після англомовних «поттероманів»...
Нагороди
1-ша премія Національного конкурсу «Книга року-2002»
Перед виходом заключної саги про Гаррі Поттера в ефір вийшло велике телеінтерв’ю з
ДЖОАН РОЛІНҐ, записане в її кабінеті. Єдиною книжкою, повернутою до глядачів
«лицем», став перший том абабагаламазького «Гаррі Поттера» . (Переклад 5-го і 7-го
томів «Гаррі Поттера» «А-БА-БА-ГА-ЛА-МА-ГА» видала першою в світі)
Annotation:
This is the first Harry Potter book. Torn away from computers and TV screens, hundreds of
millions of children and adults around the world are reading again! No fiction book has ever
known such success. The tale of the boy wizard Harry Potter fascinated the whole planet...
The first Harry Potter book "A-BA-BA-GA-LA-MA-GA" was presented on the night of April
13-14, 2002. It was a grand show on the night Khreshchatyk, which gathered more than a
thousand people with children. Here is a quote from the "Book Review": - On the night of April
13-14, ordinary Kyiv residents and guests of the capital could see a real miracle: indeed, where
else in Ukraine can you meet a long queue? And even at midnight? And not just a queue, but a
queue for a book? For a Ukrainian-language book? This can happen only when Ivan Malkovych
and his publishing house "A-BA-BA-GA-LA-MA-GA" get down to business...
Ukrainian translations and covers are considered one of the best in the world "Potteriana". Many
experts recognize the original covers of the Ukrainian "Potter" as the best in general...
Ukrainian readers had the opportunity to read the translation of the 5th, 6th and 7th volumes
almost the first in the world after the English-speaking "Potter fans"...
Awards
1st prize of the National competition "Book of the Year-2002"
Before the release of the final Harry Potter saga, a big TV interview with J.K. Rowling, recorded
in her office, was broadcast. The only book turned to the audience "face" was the first volume of
the Ababagalamazi "Harry Potter". (The translation of the 5th and 7th volumes of "Harry Potter"
was published by "A-BA-BA-GA-LA-MA-GA" first in the world)
Переклад анотації з англійської мови на українську :
Abstract: Although criticism of Enlightenment ideas hasbecome widespread within
academic circles, the basic Enlightenment narrative – an inexorable movement to a
progressive condition – remains a dominant assumption within the discourses of
modernization and democratization. This article analyzes how the ‘progressive’
imagination of Euromaidan protesters in Ukraine discursively produced the
internal ‘other’ as a singular monolithic subject whose ‘underdeveloped’
intellectual condition was judged against an imagined scale of human progression.
The argument is explicated through the discourse analysis of popular blogs on
Ukrainian Pravda – a political web site that played a crucial role in organizing
Maidan protests. The article analyzes 189 postings of Ukrainian Pravda bloggers
starting from 26 November 2013 – the day when the bloggers’ group ‘Maidan’ was
formed – until 21 January 2014, which denoted the beginning of a murderous stage
of the Maidan protest.
differences in group success affect the factors that lead to identification and
ultimately the incidence of group-supportive
addition, the study finds a strong association between the strength of identification
and the incidence of group-supportive
ВСТУП…………………………………………………………………………
ВИСНОВОК………………………………………………………………..
Завдання дослідження :
Характерні особливості:
6. Електронний ресурс
https://mix.sumdu.edu.ua/textbooks/3703/467710/index.html
7. Електронний ресурс
https://uk.wikipedia.org/wiki/%D0%9F%D0%B5%D1%80%D0%B5%D0%BA
%D0%BB%D0%B0%D0%B4%D0%BE%D0%B7%D0%BD
%D0%B0%D0%B2%D1%81%D1%82%D0%B2%D0%BE
8. Електронний ресурс
http://megalib.com.ua/content/57_415_Problemi_perekladoznavstva.html