TRANSLATION PRACTICE

I. ENGLISH – VIETNAMESE

1. CULTURAL LANDSCAPE

The recognition of the significance of the concept of cultural landscapes

is now widely accepted around the world in cultural heritage conservation
practice. Reflecting this world-wide trend, UNESCO's Operational Guidelines
for World Heritage listing were amended in 1993 to include cultural
landscapes. There is often the tendency to assume that only rural areas. In the
context of the AWPNUC Symposium in Hanoi the cultural landscape construct
is particularly germane because it proposes a contextual view of human settings
where the material cultural and human values are inextricably associated.

The concept of cultural landscapes demands that human settings, urban or

rural, are seen as composite entities where inter-relationships between people,
events and place exist through historic periods. Hence, cultural landscapes have
continuity because they are imprint of human history. they are the results of
human intervention and present a record of human activity and human values.
they reflect our and our predecessors', relationships with our surrounds. They
are a record of who we are and of our experiences, customs, and ideologies.
Thus cultural landscape are a social construct. They are not what we see, but a
way of seeing where we interpret what we see through cultural conditioning.

Give that people value their past, both its physical manifestations and
meaning inherent in places which we are bound up in the world 'heritage', there
are two fundamental canons which apply to the cultural landscape idea:

1. The first canon is the existence of layers in the landscape which can be
read their meaning interpreted. it is the layers which reflect human values and
significance
 2. The second, and following from 1, is that heritage is not a matter of
separator dots on a map where individual sites or buildings are separately listed.
the cultural landscape idea means that everything is interconnected because of
the composite nature of cultural landscapes. People find attachment, and
therefore heritage values, in these interconnections. There is a connection here
with one of the focuses of the Symposium, that is the comprehensive value in
the heritage listing of Urban Conservative Areas where the transaction between
urban patterns, specific components and culture traditions are integrated so that
conservation of social value is awarded due recognition. It also embraces that
fact that there are two categories of cultural landscapes. there are:

(i) the icons or special places, and

(ii) ordinary, everyday places

It is important to remember that the latter are just as important as former

when it comes to deciphering heritage significance. Conservation is not about
protecting only Great White House

(After Ken Taylor, Prof. of Landscape Architecture)

2. BENJAMIN FRANKLIN

Franklin's life is full of charming (interesting) stories which all young men
should know--how he peddled (hawking) ballads in Boston, and stood, the
guest of kings, in Europe; how he worked his pas sage as a stowaway to
Philadelphia, and rode in the queen's own litter in France; how he walked the
streets of Philadelphia, homeless and unknown, with three penny rolls for his
breakfast, and dined at the tables of princess, and received his friends in a
palace; raised a kite from a cow shed, and was showered with all the high
degrees the colleges of the world could give, how he was duped by a false friend
as a boy, and became the friend of all humanity as a man; how he was made
Major Gen era Franklin, only to resign because; as he said, he was no soldier,
and yet helped to organize the army that stood before the trained troops of
England and Germany.

This poor Boston boy, with scarcely a day's schooling, became master of
six languages and never stopped studying; this neglected apprentice tamed the
lightening, made his name famous, received degrees and diplomas from
colleges in both hemispheres, and became forever remembered as " Doctor
Franklin", philosopher, patriot, scientist, philanthropist and statesman. Self-
made, self-taught, self-reared, the candle maker's son gave light to all the world;
the street ballad seller set all men singing of liberty; the runaway apprentice
became the most sought-after man of two continents, and brought his native
land to praise and honor him.

He built America, - for what our Republic today is largely due to the
prudence, the forethought, the statesmanship, the enterprise, the wisdom, and
the ability of Benjamin Franklin. He belongs to the world, but especially does
he belong to America. As the nations honored him while living, so the Re public
glorifies him when dead, and has enshrined him in the choice of its niches - the
one he regarded as the loftiest - the hearts of the common people, from whom
he had sprung and, in their hearts, Franklin will live forever.

3. GETTYSBURG ADDRESS

Four score and seven years ago our fathers brought forth, on this continent,
a new nation, conceived in liberty, and dedicated to the proposition that all men
are created equal.

Now we are engaged in a great civil war, testing whether that nation, or
any nation so conceived, and so dedicated, can long endure. We are met on a
great battle-field of that war. We have come to dedicate a portion of that field,
as a final resting-place for those who here gave their lives, that that nation might
live. It is altogether fitting and proper that we should do this.

But, in a larger sense, we cannot dedicate, we cannot consecrate—we

cannot hallow—this ground. The brave men, living and dead, who struggled
here, have consecrated it far above our poor power to add or detract. The world
will little note, nor long remember what we say here, but it can never forget
what they did here. It is for us the living, rather, to be dedicated here to the
unfinished work which they who fought here have thus far so nobly advanced.
It is rather for us to be here dedicated to the great task remaining before us—
that from these honored dead we take increased devotion to that cause for which
they here gave the last full measure of devotion—that we here highly resolve
that these dead shall not have died in vain—that this nation, under God, shall
have a new birth of freedom, and that government of the people, by the people,
for the people, shall not perish from the earth.

4. AMERICA: THE LAND AND THE PEOPLE

The United States is a varied land – of forests, deserts, mountains, high

flat lands and fertile plains. Almost every kind of climate may be found, but
the country lies mostly in the temperate zone. Including the states of Alaska
and Hawaii, the United States covers an area of 9 million square kilometers.
The continental United States stretches 4,500 kilometers from the Atlantic
Ocean on the east to the Pacific Ocean on the west. It borders Canada on the
north, and reaches south to Mexico and the Gulf of Mexico. A fast railroad
train, raveling 96 kilometers an hour, takes more than 48 hours to cross the
country.

A jet plane crosses the continental United States from east to west in about
five hours. Taking off from an Atlantic coast airport, the plane is soon flying
over the gentle slopes of the Appalachian Mountains. Then, for hundreds of
kilometers it crosses the fertile fields of the farm belt of the great Middle West.
To the north, on clear days, passengers may see the five Great Lakes located
between the United States and Canada. Continuing into the West, the plane flies
over vast prairies and rough cattle-grazing country. Soon the snow-topped
Rocky Mountains appear in the distance. After crossing these high ranges, the
plane can almost glide down into the rich valleys of California and, finally, to
a landing not far from the beaches of the Pacific Ocean.

The United States has long been known as a "melting pot," because many
of its people are descended from settlers who came from all over the world to
make their homes in the new land, which was sparsely populated by native
Indian tribes; The first immigrants in American history came from England and
the Netherlands. Attracted by reports of great economic opportunities and
religious and political freedom, immigrants from many other countries flocked
to the United States in increasing numbers, reaching a peak in the years 1880-
1914. Between 1820 and 1980, the United States admitted almost 50 million
immigrants.

Black people were first brought to America from Africa as slaves. Their
descendants now make up nearly 12 percent of the population. They once lived
mainly in the agricultural South but now are scattered throughout the nation.

In Hawaii, more than a third of the residents are of Japanese descent, a

third is Caucasians, about 15 per cent are of Polynesian background, and the
other are mainly Filipino, Korean and Chinese descent.

The American people are always on the move – from one part of the
country to another, from one city to another, from farm to city, from the city to
the suburbs. One in five Americans moves to a new home every year seeking
new job opportunities, a better climate, or for other reasons.

5. EDUCATION IN AMERICA

American schools, both public and private, consist of 12 years of grades

basically 8 years of elementary school and 4 years of secondary or high school,
although grades 7 and 8, or 7,8 and 9 may be housed together in a middle school
or junior high school. In addition, the elementary school offers five-years-olds
a year of kindergarten, usually half-day sessions, before they have normal
instruction in reading and writing in the first grade. In a few states, two years
of junior college (the first two years of higher education) or a vocational school
are part of the public school system. Schooling is compulsory in most states to
the age of 16.

The public schools are administered by local school boards – groups of

people elected by the voters. The board appoints the superintendent and
sometimes participates in choosing the teachers, decides how school funds are
to be allocated, and has some voice in establishing the curriculum. Local funds
for the schools come largely from property taxes paid by residents of the local
school districts. Thus the people of the entire community, not just the parents
of the children who attend, pay for public schools, which are free and open to
everyone.

In elementary school, all children in a given grade study the same thing.
In junior high school, the student may have a limited choice of subjects. In high
school the choice is wider. While some subjects are required of everyone, some
high school students, in addition, take vocational classes, and others study
subjects that will prepare them for college. Students from both groups study
under the same roof, each selecting courses according to his or her needs and
interests. High school students commonly study four to five basic subjects per
semester, each for approximately an hour a day. Additional courses, such as
physical education, art or music, may meet twice a week.

After high school a person may prepare for a particular vocation or

occupation by attending vocational courses either in a junior college or in a
privately supported training school such as secretarial or industrial school. Or
a person may attend a college or university. The term ‘college’ refers to an
undergraduate institution at confers a Bachelor of Arts or Bachelor of Science
degree after four years of study. A university generally is a group of colleges,
each serving a special purpose: a college of liberal arts, a college of business, a
college of education, and the like. In addition, universities offer graduate
programs. The Master of Arts degree occasionally may be obtained after one
year of additional specialized study, although some institutions require longer
study. The Doctor of Philosophy is the highest degree in the area of the sciences
and humanities. Professional degrees in such fields as medicine and law are
part of the program of graduate education.

Many colleges and universities are privately supported. Man have church
affiliations. In each state, however, there is at least one university and often
several colleges that receive support from state funds. Students in these schools,
however, as well as those in private colleges, must pay tuition, but the state
schools are much less expensive than privates ones, particularly for students
who are residents of the state.

6. SHAKESPEARE

For any Englishman, there can never be any discussion as to who is the
world’s greatest poet and greatest dramatist. Only one name can possibly
suggest itself to him: that of Willian Shakespeare. Every Englishman has some
knowledge, however slight, of the work of our greatest writer. All of us use
words, phrases and quotations from Shakespeare’s writings that have become
part of the common property of the English-speaking people. Most of the time
we are probably unaware of the source of the words we use, rather like the old
lady who was taken to see a performance of Hamlet and complained that ‘it
was full of well-known proverbs and quotations!’

Shakespeare, perhaps more than any other writer, make full use of the
great sources of the English language. Most of us use about five thousand words
in our normal employment of English; Shakespeare in hos works used about
twenty-five thousand! There is probably no better way for a foreigner (or an
Englishman) to appreciate the richness and variety of the English language than
by studying the various ways in which Shakespeare used it. Such a study is well
worth the effort (it is not, of course, recommended to beginners), even though
some aspects of English usage, and the meaning of many words, have changed
since Shakespeare’s day.
 It is paradoxical that we should know comparatively little about the life of
the greatest English author. We know that Shakespeare was born in 1564 in
Stratford-on-Avon, and that he died there in 1616. He almost certainly attended
the Grammar School in the town, but of this we cannot be sure. We know he
was married there in 15582 to Anne Hathaway and that he had three children,
a boy and two girls. We know that he spent much of his life in London writing
his masterpieces. But this is almost all that we do know.

However, what important about Shakespeare’s life is not its incidental

details but its products, the plays and the poems. For many years scholars have
been trying to add a few facts about Shakespeare’s life to the small number we
already possess and for an equally long time critics have been theorizing about
the plays. Sometimes, indeed, it seems that the poetry of Shakespeare will
disappear beneath the great mass of comment that has been written upon it.

Fortunately this is not likely to happen. Shakespeare’s poetry and

Shakespeare’s people (Macbeth, Othello, Hamlet, Falstaff and all the others)
have long delighted not just the English but lovers of literature everywhere, and
will continue to do so after the scholars and commentators and all their works
have been forgotten.

7. A JUGGLER

An African juggler followed, who brought in a large, flat basket covered

with a red cloth, and having placed it in the centre of the arena, he took from
his turban a curious reed-pipe and blew through it. In a few moments the cloth
began to move, and as the pipe grew shriller and shriller two green and gold
snakes put out their strange heads and rose slowly up, swaying to and fro with
the music. The children, however, were rather frightened at their quick darting
tongues, and were much more pleased when the juggler made a tiny orange tree
grow out of the sand and bear pretty white blossoms and clusters of real fruit;
and when he took the fan of a little girl, and changed it into a blue bird that flew
all around the pavilion and sang, their delight and amazement knew no bounds.
 8. SHOOTING AN ELEPHANT

When I pulled the trigger, I did not hear the bang or feel the kick–one
never does when a shot goes home–but I heard the devilish roar of glee that
went up from the crowd. In that instant, in too short a time, one would have
thought, even for the bullet to get there, a mysterious, terrible change had come
over the elephant. He neither stirred nor fell, but every line of his body had
altered. He looked suddenly stricken, shrunken, immensely old, as though the
frightful impact of the bullet had paralyzed him without knocking him down.
At last, after what seemed a long time–it might have been five seconds, I dare
say–he sagged flabbily to his knees. His mouth slobbered. An enormous
senility seemed to have settled upon him. One could have imagined him
thousands of years old. I fired again into the same spot. At the second shot he
did not collapse but climbed with desperate slowness to his feet and stood
weakly upright, with legs sagging and head drooping. I fired a third time. That
was the shot that did for him. You could see the agony of it jolt his whole body
and knock the last remnant of strength from his legs. But in falling he seemed
for a moment to rise, for as his hind legs collapsed beneath him he seemed to
tower upward like a huge rock toppling, his trunk reaching skyward like a tree.
He trumpeted, for the first and only time. And then down he came, his belly
towards me, with a crash that seemed to shake the ground even where I lay.

(by George Orwell)

9. THE RULES FOR BEING HUMAN

1. You will receive a body. You may like it or hate it but it will be yours
for the entire period this time around. It is the only thing you really own, or are
guaranteed to keep for your whole life.

2. You will learn lessons. You are enrolled in a full-time informal school
called life on planet earth. Each day in this school you will have the opportunity
to learn lessons. You may like the lessons, or think them irrelevant or stupid.
 3. There are no mistakes, only lessons. Growth is a process of
experimentation – trial and error. The so-called failed experiments are as much
a part of the process as the experiment that ultimately “works”.

4. A lesson is repeated until learned. It will be presented to you in various

forms until you have learned it. When you’ve learned it, you can then go to the
next lessons. If you don’t learn lessons easy, they become harder. You will
know you’ve learned a lesson when your actions change.

5. Learning lessons does not end. There is no part of life that does not
contain its lessons. Every person, every incident is the universal teacher. If you
are alive, there are lessons to be learned.

6. “There” is no better than “here”. Nothing leads to happiness. When you

“there” has become a “here” you will simply obtain another “there” that again
looks better than “here”.

7. Others are merely mirrors of you. You cannot love or hate something
about another person unless it reflects to you something you love or hate in
yourself.

8. What you create of your life is up to you. You have all the tools and
resources you need; what you do with them is up to you. There are three kinds
of people: those who make things happen, those who watch what happens, and
those who wonder what happened. Take charge of your life or someone else
will.

9. Your answers lie inside you. All you need to do is look, listen, and trust.

10. You will tend to forget all this.

10. CINDERELLA

Many of today’s children learn that Cinderella wore glass slippers, but the
popular heroine didn't always have breakable shoes. Her old and international
story was accidentally slightly changed in that regard by the French writer
Charles Perrault who popularized it with his version, published in 1697.
 Perrault referred to Cinderella's slippers as being made of "verre", the
French word for glass. However, the old French versions which were his
sources used the word "vair"- white squirrel fur. In other words, generations of
children have had the pleasure of the dramatic image of glass shoes because of
a mistranslation.
II. VIETNAMESE - ENGLISH

1. DIỆU LINH

Vào học ở trường Điện ảnh, trong ba học kỳ đầu Diệu Linh học hành rất
tốt, nhưng sau đó bị đuổi vì lơ là học tập, bướng bỉnh và gây ảnh hưởng xấu
cho các bạn. Bố Diệu Linh coi đây là cái cớ để cấm cô tiếp tục ý tưởng theo
học ngành biểu diễn. Ông tìm cho cô một chân làm văn phòng ở công ty lớn tại
TP. Hồ Chí Minh. Cô giả vờ như rất vâng lời cha mẹ vì nó mang lại cho cô một
tấm vé đi TP. Hồ Chí Minh.

Nhưng chỉ nửa tháng sau cô thôi việc và biến mất. Cô tìm được việc làm
cho phòng bán vé của một nhà hát, và từ đó mở to mắt chờ cơ hội. Thỉnh thoảng
cô lại gửi bưu thiếp về nhà từ các địa chỉ khác nhau ở TP. Hồ Chí Minh, và có
một lần đến viếng thăm bác, anh trai của bố cô, để bố mẹ cô yên tâm là cô
không gặp gì rắc rối cả.

Rồi sau đó, có một lần một diễn viên chính trong một vở hài kịch bị ốm
đột xuất và thế là Diệu Linh có cơ hội được lên sân khấu diễn trong một tuần.
Cô diễn một cảnh hài, gây cười theo chủ đề, với một vài cảnh hề tung hứng đã
được luyện tập rất cẩn thận.

Đó là những trò ngớ ngẩn, nhưng Diệu Linh lại coi đây là cơ hội ngàn
vàng, cố đưa vào một vài động tác cải biên mà cô tự nghĩ ra.

Diệu Linh đội tóc giả màu cà rốt, và hoá trang để thay đổi hình dạng lông
mày, và bành miệng rộng ra. Cách làm đó rất hay. Qua đợt biểu diễn ấy Diệu
Linh được một công ty biểu diễn biết đến. Cuộc đời nghệ thuật của Diệu Linh
bắt đầu từ đó.
 2. ĐÌNH LÀNG VIỆT NAM

Đình làng là ngôi nhà công cộng của cộng đồng làng xã Việt Nam. Nơi
đây ba chức năng được thực hiện: hành chính, tôn giáo và văn hoá.

Về chức năng hành chính, đình là chỗ để họp bàn các ‘việc làng’, để xử
kiện, phạt vạ, … theo những quy ước của làng.

Về chức năng tôn giáo, đình là nơi thờ thần của làng, thường là một vị,
nhưng cũng có khi nhiều vị, được gọi là ‘Thành hoàng’ của làng. Việc thờ cúng
Thần làng có từ rất sớm, nhưng lúc đầu không phải diễn ra ở đình mà ở miếu
hoặc đền, sau đó mới chuyển sang đình.

Về chức năng văn hoá, đình là nơi biểu diễn các vở kịch hát như chèo hay
‘hát cửa đình’, nơi tiến hành các lễ hội, trò chơi,… Lệ hát cửa đình đã có từ thế
kỉ XV, nhờ vào tư liệu của bài ca trù ‘Đại nghĩ bát giáp thưởng đào giải văn’
của Lê Đức Mao (1462-1529). Bài văn này soạn ra để hát ở cửa đình Đông
Ngạc. Lệ hát cửa đình chủ yếu phổ biến từ thế kỷ XVII-XVIII.

Thực ra các chức năng trên không bao giờ được tách bạch mà đan xen hoà
quyện với nhau. Có thể coi đình là một toà thị chính, một nhà thờ, và một nhà
văn hoá cộng lại của làng xã Việt Nam.

Đình ở thế kỷ XVII, tuy đã được xây dựng phổ biến ở làng xã đồng bằng
Bắc Bộ, song chưa hẳn làng nào cũng có một ngôi đình riêng. Đình Quế Dương
huyện Đan Phượng (nay thuộc huyện Hoài Đức, Hà Nội) chẳng hạn là ngôi
đình chung của ba xã và là đình chung của tổng, đình hàng tổng.

(Phỏng theo Đinh Khắc Thuận: Tục lệ cổ truyền làng xã Việt Nam)

3.

Người ta tiên đoán rằng một khi thuốc lá biến mất khỏi trái đất này thì thế
giới rất có thể sẽ trở nên hỗn loạn. Có thể đây sẽ là một sự cường điệu hoá,
nhưng chúng ta không thể xem thường không thể xem thường mối nguy hại
của thuốc lá.
 Hút thuốc là một tai hoạ ảnh hưởng đến toàn cầu. Không tính đến các quốc
gia khác, chỉ riêng Việt Nam đã có hàng trăm triệu người hút thuốc lá. Những
người nghiện thuốc lá nói rằng họ có thể nhịn ăn một ngày chứu không thể nhịn
thuốc lá trong hai giờ. Hút thuốc làm ô nhiễm không khí và làm tổn hại đến sức
khoẻ con người, kết quả là làm gia tăng tỉ lệ ung thư phổi một cách đáng kể.

Tổ chức Y tế Thế giới (WHO) đã chọn ngày 7/4 hàng năm làm Ngày Thế
giới không hút thuốc lá. Tác hại của thuốc lá thì ai cũng biết và con số những
nơi công cộng cấm hút thuốc đang ngày càng nhiều. Sự công khai hợp lý mà
công luận đưa ra trong thời gian dài và việc truyền bá các phương cách hữu
hiệu để từ bỏ thuốc lá đã tạo nên các kết quả tích cực và đáng mong đợi đến
nỗi nhiều con nghiện đã nói lời từ biệt với thuốc lá. Sau khi chịu đựng nhiều
cực hình trong quá trình cai nghiện, phần thưởng mà họ nhận được là kết quả
của quá trình cai nghiện đó. Yếu tố quan trọng nhất chắc chắn dẫn đến thành
công trong quá trình từ bỏ thuốc lá là tính kiên trì của con người.

Tuy nhiên, phải thừa nhận rằng chỉ có một số ít người nghiện thuốc lá thực
hiện được bước đột phá này, chủ yếu là những người trung niên, những người
mắc bệnh ở tuổi về già và những người trí thức. Điều đáng quan tâm thật sự là
con số những người trẻ tuổi đang tập tành hút thuốc lá ngày càng gia tăng.

Ngày Thế giới không hút thuốc lá chỉ kéo dài 24 giờ mỗi năm và trôi qua
rất nhanh. Sau ngày đó, nhiều người vẫn hút thuốc lá trở lại. Thật ra, rất nhiều
người không thể bỏ được thuốc lá dù chỉ một ngày: sự cám dỗ của thuốc lá vẫn
còn là điều rất khó kháng cự lại.

4. TÔI ĐI HỌC

Hàng năm cứ vào cuối thu, lá ngoài đường rụng nhiều và trên không có
những đám mây bàng bạc, lòng tôi lại nao nức những kỷ niệm hoang mang của
buổi tựu trường.

Tôi không thể nào quên được những cảm giác trong sáng ấy nảy nở trong
lòng tôi như mấy cánh hoa tươi mỉm cười giữa bầu trời quang đãng.
 Những ý tưởng ấy tôi chưa lần nào ghi lên giấy, vì hồi ấy tôi không biết
ghi và ngày nay tôi không nhớ hết. Nhưng mỗi lần thấy mấy em nhỏ rụt rè núp
dưới nón mẹ lần đầu tiên đến trường, lòng tôi lại tưng bừng rộn rã.

Buổi sáng mai hôm ấy, một buổi mai đầy sương thu và gió lạnh. Mẹ tôi
âu yếm nắm tay tôi dẫn đi trên con đường làng dài và hẹp. Con đường này tôi
đã quen đi lại lắm lần, nhưng lần này tự nhiên tôi thấy lạ. Cảnh vật chung quanh
tôi đều thay đổi, vì chính lòng tôi đang có sự thay đổi lớn: Hôm nay tôi đi học.

5. ĐÁNH THỨC LĂNG CÔ

Ai đã từng đi du lịch xuyên Việt trên đường cái quan sẽ không bao giờ
quên cảm giác ngất ngây khi xe vừa đổ xuống chân đèo Hải Vân. Giữa biển
trời xanh thẳm nổi lên một dải cát trắng xoá với một rừng dừa xanh và nhấp
nhô những mái nhà. Bên chân sóng là những con thuyền của một xóm chài lặng
lẽ. Lăng Cô quả thật là một báu vật tuyệt vời của trời đất.

Lăng Cô trở thành tâm điểm của khu du lịch miền Trung hiện nay. Cảnh
quan đẹp, khí hậu biển trong lành, nhiều hải sản quý của một hệ sinh thái phong
phú có được nhờ biển - đầm phá - núi rừng nằm cạnh nhau đã làm Lăng Cô trở
thành một vùng biển đẹp được cả nước biết đến.