Translation and Interpreting Studies

APPLICATION INFORMATION for admission in 2019

Dear Applicant

We would like to thank you for the interest you have shown in our postgraduate translation and interpreting courses at the University. In order for your application to be given full consideration, please take note of the following information.

Entrance Tests

We require all applicants to complete an entrance test for admission to these courses. Your application will not be marked complete until this has been submitted. The essays and translations required are included in this pdf document. To summarise, you need to:

1) Translate the text for your particular language combination. N.B. If your source language is not included in this file please contact the Department (sina.kgafela@wits.ac.za or Judith.Inggs@wits.ac.za)

2) Write an essay of 750 to 1000 words in English on the reasons for applying to our department and the area(s) of research in translation or interpreting you might like to research if you are accepted into the programme.

3) Write the Academic English Assessment essay, following the instructions given.

These should be uploaded in the form of a pdf document.

Please note that there may be a further language test and interview for applicants who perform satisfactorily in the entrance tests.

There will be a further assessment for applicants for interpreting programmes. Once the entrance tests have been received you will be given further information.

Important Information

Please read through this information in order to ensure that you have applied for the programme most suitable for you.

mailto:sina.kgafela@wits.ac.za

Translation courses

The University offers three coursework programmes in either Translation or Interpreting:

- the Postgraduate Diploma in Translation (Translation OR Interpreting – one year full-time),

- an Honours in Translation or Interpreting (a one-year course consisting of five modules including a Research Essay) and

- an MA in Translation or an MA in Translation (Interpreting option) (a one year programme following on from an Honours degree in Translation or Interpreting).

N.B. If you do not have a first degree, or if your average for your majors was below 60% please check that you have applied for the Postgraduate Diploma (AX010). Please note that the Interpreting courses are followed in conjunction with short professional courses at the Wits Language School.

Prof. Judith Inggs (Judith.inggs@wits.ac.za) Head of Translation and Interpreting Studies University of the Witwatersrand Tel: 011 717 4265 Cell: 082 819 4098

mailto:Judith.inggs@wits.ac.za

.

Academic English Assessment For this assessment you are required to write a short academic essay of 1500 words answering the following questions: Which skills do translators and interpreters require? In which ways are they similar or different? This essay should be well-structured, with an introduction, body and conclusion. You may not use headings in this essay. You have to show that you are capable of finding appropriate sources, by quoting at least three academic, scholarly sources i.e. from articles or books. Please include a reference list of cited sources and use the Harvard style of referencing. Make sure that all references are included where required. Please make sure that your essay is free of grammatical errors. Please do not ask anyone to assist you with this task. N.B. Please do not cut and paste from sources you find on the internet or elsewhere. If you do this you will automatically fail the entrance portfolio. When submitting your essay, please save your document as: Academic Assessment Name Surname Please substitute your own name and surname for "Name" and "Surname" Submit your essay, by sending it to judith.inggs@wits.ac.za and cc to Sina.Kgafela@wits.ac.za Should you have any questions about this essay, please contact either Prof Judith Inggs (HOD) or Ms Sina Kgafela (Administrator).

mailto:judith.inggs@wits.ac.zamailto:Sina.Kgafela@wits.ac.za

Entrance test: Afrikaans into English Brief: Translate the Internet article for publication in the magazine Insig. -------------------------------------------------------------------------------------------------------

Onderwys in die spervuur

Die haglike toestand van onderwys in Suid Afrika verskyn telkens op die voorgrond. Koerante en nuusberigte wemel van klagtes oor die Departement van Onderwys se onvermoë om te verseker dat elke kind se grondwetlike reg op onderwys vervul word.

Staatskole en handboek keuses


Een van die kwessies wat so onder die radar van ouers deur gesluip het, was die verwydering van staatskole se keuse oor handboeke. Hierdie verandering het in 2014 plaasgevind sonder dat daar veel weerstand gebied is, en nog minder aandag aan die saak geskenk is deur die algemene publiek. Die inhoud van handboeke vorm egter die grondslag van dit wat kinders inneem; die inhoud van hulle handboeke is dit wat hulle moet onthou sodat hulle kennis oor daardie onderwerp getoets kan word. Die inhoud van handboeke word in ons kinders se denke ingegraveer… maar wanneer laas het ons as ouers na die inhoud van daardie handboeke gekyk? Deur aan skole voor te skryf watter handboeke hulle moet gebruik, word alle keuse tot die tipe invloed wat daar op kinders se lewens is, verwyder. Die keuse van invloed word totaal en al oorgelaat aan die staat. Ons kan selfs sê dat jy die staat betaal om jou kind te beïnvloed.

Nuwe gevorderde danspassies vir privaatskole


’n Ander kwessie wat nie veel aandag geniet nie, is die regulering van privaatskole. In ’n artikel getiteld Privaatonderwys Binnekort Slegs Vir Rykes, verduidelik die Vereniging vir Tuisonderwys die impak van die nuwe regulasies op privaatonderwys. Die staat plaas ’n enorme administratiewe las op privaatskole om te registreer en geregistreer te bly. Hierdie jaar het die staat hierdie las nog swaarder gemaak deur die aanvaarding van ’n beleid waarvolgens privaatskole deur Umalusi gemonitor moet word. Volgens ’n Moneywebberig gaan die kostes van assessering vir ’n skool van 600 leerlinge styg van ongeveer R7000 per jaar tot R70 000 per jaar. Bo en behalwe hierdie kostes moet privaatskole ook nog ’n groot hoeveelheid administrasie verrig om voor te berei vir inspeksies van Umalusi. Sommige skole gaan personeellede moet aanstel om hierdie administrasie te doen.

Maar waarom al die weerstand teen privaatonderwys? Baie privaatskole sien hulself as vennote van die Departement van Basiese Onderwys (DBO), aangesien die DBO self nie die las van die aanvraag na onderwys in Suid Afrika kan dra nie. As ’n mens kyk na die Independant Examinations Board (IEB) slaagsyfer, blyk dit ook of privaat onderwysinstansies hul beter van hul taak kwyt as staatsonderwysinstansies. In Desember 2013 is daar berig dat die IEB slaagsyfer vir hierdie instansies vanaf 98.2% tot 98.6% in 2013 gestyg het. Tog kom juis hierdie instansies, wat hulle goed van

http://www.tuisskolers.org/home/entry/privaatonderwys-binnekort-slegs-vir-rykes.htmlhttp://www.moneyweb.co.za/moneyweb-south-africa/sas-independent-schools-jump-through-hoops

hulle taak kwyt, nou ook in die DBO se visier. Kan dit wees omdat die nasionale slaagsyfer vir matriek slegs 78.2% is, en dit terwyl kandidate slegs 30% nodig het om te slaag.

Privaatonderwys bied dus tans ’n alternatief vir staatskole en was tot onlangs toeganklik vir heelwat gemiddelde Suid-Afrikaanse gesinne. Dit wil egter blyk of privaatonderwys meer as een bedreiging vir die regering inhou en dat hulle toegang daartoe probeer beperk. [TRANSLATE UP TO HERE.] Die Vereniging vir Tuisskool het onlangs op hulle webwerf geskryf: “Alhoewel die grondwet burgers die reg gee tot onafhanklike skole, gebruik die regering ‘n grondwetlike bepaling dat privaatskole geregistreer moet wees as ’n middel omprivaatskole weg te reguleer, sodat privaatskole binnekort slegs bekostigbaar sal wees vir rykes. (Waar die ministers hulle kinders heen kan stuur)”

Die realiteit is dit: die staat het minder beheer oor die kurrikulum en die handboeke wat deur privaatskole gebruik word. Ouers wat bewus is van die belangrikheid van die inhoud van dit wat in hulle kinders se denke ingegrafeer word, vind soms ‘n werkbare oplossing deur hulle kinders in ‘n skool te plaas wat se waardes en geloof die selfde is as die ouers se waardes en geloof. Maar wat gebeur wanneer ouers net nie meer hierdie stukkie “vryheid” kan bekostig nie? Dan moet kinders terug geplaas word in die staatsskoolsisteem waar ouers weereens die staat betaal om hulle kinders se denke te beheer, of ouers moet alternatiewe soek.

Tuisonderwys spring nie DBO se tirade vry nie


Vanaf 1994 tot en met 2011 was Tuisonderwys die keuse vir sowat 57 000 tuisskolers. (Die 57 000 is verkry vanaf die 2011 sensus getalle en die getal het waarskynlik heelwat gegroei tussen 2011 en 2014) Tuisonderwys, asook die verskynsel van klein-of ongeregistreerde skole, bied dikwels ‘n werkbare oplossing tot bogenoemde kwessies. Maar van die begin van 2014 af blyk dit of die onderwysdepartement ook hulle mes in het vir die tuisskool gemeenskap. In ’n artikel getiteld Onweerswolke dreig vir Tuisonderwysbeskryf die bestuurder van die Pestalozzi Trust, Leendert van Oostrum, die ontwikkeling van toenemende samewerking tussen drie partye wat op die lange duur tuisonderwys drasties sal inperk. Die drie partye is die staat, onderwysvakbonde en institusionele beleggers. Heelwat het hierdie jaar gebeur wat bevestig dat die bekommernisse van die Pestalozzi Trust geldig is, insluitende die beoogde drakoniese regulasies oor tuisonderwys van die Departement van Basiese Onderwys (DBO) wat uitgelek het. Die voorgestelde regulasies maak inbreek op tuisskolers se grondwetlike reg om hulle kinders onafhanklik te onderrig.

In 2001 het die voormalige minister van onderwys, prof. Kader Asmal reeds die houding van die regering teenoor onderwys duidelik gestel: “No. I’ve always believed in a unitary school system, like the German system, but the Constitution says there will be private schools so I have no problem with them. There are many private schools with a Cambridge examination which I have problems with. It’s based entirely on an English syllabus, and we’re trying to create a South African school system with values that are truly South African.”

http://www.pestalozzi.org/nuusbriewe/2013.1.pdfhttp://www.pestalozzi.org/nuusbriewe/2013.1.pdfhttp://www.pestalozzi.org/nuusbriewe/2013.1.pdfhttp://www.pestalozzi.org/nuusbriewe/2013.1.pdfhttp://www.pestalozzi.org/nuusbriewe/2013.1.pdfhttp://www.pestalozzi.org/nuusbriewe/2013.1.pdfhttp://www.pestalozzi.org/nuusbriewe/2013.1.pdf

Lojaliteit teenoor Suid-Afrika, beteken nie dat ouers met minderwaardige onderwys vir hulle kinders tevrede hoef te wees nie. In Junie maand het Nuus24 berig dat Suid-Afrika se Wiskunde- en Wetenskaponderwys die slegste in die Wêreld is en dat die algehele Suid-Afrikaanse Onderwysstelsel amptelik die powerste onderwyssisteem in die wêreld is. In hierdie artikel word daar verwys na ‘n ministeriële verslag wat aandui dat die onderwysstrategie verouderd is, en dat die tekort aan onderwysers, asook die vele kurrikulumveranderinge, onderwys negatief beïnvloedhet.

Transformasie in trurat?


Soos met baie van die nuutgevonde “vryhede” wat die massas deur middel van die nuwe grondwet ontvang het, blyk dit of die reg tot keuse van onderwys nie meer ‘n reg is wat binne die gemaksone van die regering val nie. Die regering en meer spesifiek die DBO is tans duidelik nie in staat om hulle taak om die toekomstige leiers en bewoners van Suid-Afrika optelei, uit te voer nie. Eerder as om hulle eie tekortkominge aan te spreek, probeer hulle beheer uitoefen oor sisteme wat wel werk.

Terwyl die lot van tuisskolers dalk nie vir die man op straat ‘n groot kwessie is nie, is die onderdrukking van ouers se vryheid tot insette, keuses en ‘n verskeidenheid van opsies ten opsigte van die inhoud en metode van hulle kinders se onderwys, skokkend. Die moontlike verhindering om te kan kies op watter fondament jou kind se denke gebou word, behoort elke burger regop te laat sit. Die moontlike lamlêende gevolge op die toekoms van ons kinders en ons land, behoort elke ouer op te roep tot pro-aktiewe aksie om die aanval op die onderwys van kinders in Suid Afrika te stuit.

Gelukkig is die tuisonderwysverenigings in Suid-Afrika uitgenooi deur die DBOom deel te neem aan die hersiening en finalisering van die beoogde beleid en regulasies oor tuisonderwys. Hierdie vergaderings gaan plaasvind op 9 en 10 Oktober 2014 en 29 en 30 Januarie 2015 in Pretoria. Tuisonderwysverenigings vanoor die hele land beplan om verteenwoordigers na hierdie vergaderings te stuur en alles in hulle vermoë te doen om die vryheid van ouers, om die soort onderwys vir hulle kinders te kan kies, te behou. Die verenigings werk ook almal saam in die Suid-Afrikaanse Koalisie vir Tuisonderwys.

Die Vereniging vir Tuisonderwys nooi ouers om die Johannesburg Tuisskool Ekspo by te woon. Die ekspo vind plaas op 27 September 2014, by NG Kerk Witfield in Boksburg om 9:00. Toegang tot die ekspo is R30 per volwassene en kinder onder 18 verkry gratis toegang. Toegang tot die ekspo sluit ook in ’n gratis oppasdiens vir kinders onder 12 asook komplimentêre toegang tot die seminaar bydraes. Terwyl van die lesings tuisskoolgeoriënteer is, sal elke ouer wat betrokke wil wees by hulle kinders se onderwys (al is dit nie deur middel van tuisonderwys nie), kan baat vind by die lesings en ook die produkte en dienste wat uitgestal sal word.

Source: http://www.dievryburger.co.za/2014/09/ekspo-tuisonderrig/ Word count: 507

http://www.tuisskolers.org/about-us/provincial-associations.html

Entrance Test – English into European and Asian languages

Brief: Translate into your mother tongue for an audience with a similar profile.

___________________________________________________________________________

There is one sure way to save our ailing churches – give them away

Simon Jenkins

There is no way it looks good. Two thousand medieval churches in England have fewer than 10 worshippers, and 8,000 more can barely muster 20. In Britain there are more Muslims going to mosques than Anglicans going to church. Yet almost all are listed as historic. These lovely buildings are simply emptying. Doors are locked. Grass grows in churchyards.

More than 900 churches are now on the English Heritage “at risk” register, with 159 added last year alone. In 2013, the former archbishop of Canterbury George Carey warned that the Church of England was “a generation away from extinction”.

Yet it is trapped in its own coffins. England’s churches tower over every community in the land, yet barely 2% of those communities profess any link to them. The rest see them as sanctuaries of a dying sect, a gaunt, empty presence lurking in their midst. At the present rate, they must one day collapse into ruin.

Anyone coming fresh to the Church of England’s predicament sees only the proverbial frog in boiling water. There is no way it can cope with its architectural inheritance. The church’s legendary wealth can only just pay for its clergy, who spend much of their time racing round seeking builders to patch roofs.

Britain’s railways in the 1950s were in a similar plight, with empty trains rattling through a beautiful but deserted countryside. When Dr Beeching reported in 1963, there was no way anyone could see his rural lines reviving. It was not profitable passengers they lacked, it was any passengers at all.

Likewise the Church of England plainly needs to dispose of a large swath of its capacity, probably at least half. But unlike the railways, its buildings cannot be demolished. So it agonises not over how to dispose of them but how to fill them. Given that half are rural, it is like praying for a revival not of the church but of the entire middle ages

Ideas bloom for “reaching out”, embracing ethnic minorities and “engaging” with non-worshippers. Under the present archbishop, Justin Welby, as under Carey and Rowan Williams, Anglicans seem happiest in evangelical mode, with their backs to the wall.

A recent critique of this approach, by the Guardian’s Andrew Brown, points out that a decade of sustained evangelism has not “registered even a pimple on the chart of decline”. Only the urban lonely seemed to respond to the evangelists’ appeal – as long as they were lonely.

Yet there is an extraordinary exception to this trend: the 42 English cathedrals. In the last century it was widely thought they would deteriorate, stuck in ageing city centres without

specific parochial commitment. Their decline matched that of local churches, but their gargantuan repair bills presaged hopelessness.

With the turn of the 21st century, something happened. From declining by some 5% a year, cathedral attendance numbers began to rise. Today, service attendance has grown by almost a third in a decade. This is quite apart from the boom in tourist visitors, now some 8 million a year. Cathedral revenues have doubled in 10 years and fundraising has proved an invariable success. Ten cathedrals now charge for entry and more could do so, relieving the call on central funds.

[STOP TRANSLATING HERE]

Whatever churches were getting wrong, cathedrals seemed to be getting right. Explaining this paradox has become an Anglican cottage industry. Cathedrals are semi-autonomous fiefdoms. Their deans and chapters can be ferociously introverted, dynamic and entrepreneurial. They are relatively free from the bureaucracy that grips the church’s national establishment and its enslaving meetings culture.

Attendances have risen most of all at evensong, congregations clearly drawn by music. Cathedrals have also become art galleries and concert halls, theatres and conference venues, social centres and schools. Canterbury holds sumptuous degree ceremonies for Kent University. St Albans is a one-stop shop to rival the local high street. Blackburn has initiated the comprehensive rebuilding of the town’s “cathedral quarter”. These institutions took the reins of David Cameron’s debilitated local government.

The appeal of the modern cathedral goes deeper. The religious thinktank Theos reports that a sixth of atheists and a quarter of lapsed Christians still visit cathedrals. They appeal to the “marginally” religious, those who decorously call themselves agnostic – if only when challenged. The sociologist Grace Davie wonders how many of the new “worshippers” are really worshipping. She sees cathedrals as places of “vicarious religion”. They are anonymous, where people can come and go without pressure or welcome, let alone having to hug strangers.

Visitors can “hide behind a pillar”. They need not pray or sing. They can listen to music and contemplate a sublime building without, as Brown puts it, “all that banging on about Jesus”.

I would go further. Cathedrals present themselves, like castles, as the great memorials to the nation’s past. The two dozen pre-Reformation survivors are, to me, the most beautiful things the English ever created. They are museums of medieval architecture, art, sculpture, stained glass and woodwork beyond compare. Filled with sunlight and music at the end of the day, they offer an irresistible experience. The key here is that a wider community of the unaffiliated, even the unbelieving, has come to see cathedrals as something it “owns”. If biscuit tins are any guide, half of England owns Salisbury Cathedral.

Whether this can be replicated at parish level must be doubted. But this issue of ownership surely can. As long as parish churches are seen as shrines belonging to a tiny minority of the community, any hope of wider commitment is pie in the sky. Struggling local churches must be secularised, desanctified. They must be vested in an endowed local trust or parish council that literally owns them, so they become community assets, for whose upkeep local rates can

be levied, as with public parks and gardens. There will be many spills along the way. But these buildings cannot be demolished or nationalised. There is simply no alternative.

The railway parallel suggests nothing is for ever. Years after the Beeching cuts, many of his branch lines have been brought back into use by the boom in rail tourism, . There are now some 200 “heritage” railways in Britain, most on Beeching lines. But it took voluntary effort, imagination and, above all, ownership to bring this about. If Britain one day really does see a Christian revival, “heritage” churches will have been preserved and at its service. For the time being, there is no point in pretending.

Source: https://www.theguardian.com/commentisfree/2016/oct/10/save-ailing-churches-desanctified-secularised

Entrance Test: English into South African languages

Brief: Translate into your mother tongue for a South African audience

___________________________________________________________________________

Teach children in their mother tongue

David Harrison

Many parents find the debates about mother tongue instruction confusing. All they want to

know is, “what is best for my child”? Is it better to introduce English sooner or later?

Will my child get mixed up if he or she learns more than one language at the same time? Is it

best to send them to an English-medium or mother tongue preschool? Unfortunately,

language debates tend to be dogmatised by advocates of one or other “big idea”.

Consequently, introducing a second language to children at a young age is regarded as either

a “good” or a “bad” thing.

This polarised thinking is not surprising, because language is so powerful. Words reflect

one’s identity and are a potent means of persuasion. Complex issues are reduced to simplistic

sound bites by smoothing over life’s contradictions. So, how do we make sense of mother

tongue debates in emotive and ideologically contested spaces? One perspective is to focus on

the dynamics of the brain, drawing on biology to demonstrate the value of mother tongue

storytelling and reading.

When a parent reads to a child, different cells of the brain are stimulated at the same time.

This stimulation integrates nerve cells into virtual circuits that get stronger every time the

child hears a story. The sense of security, love and happiness they feel in their mother or

father’s arms causes the brain to release happy neurotransmitters that motivate curiosity and a

desire to learn. These circuits are the basis for critical thinking, imagination and empathy.

In other words, word patterns become the blueprint of who we are and how we think.

Identity and intellect fuse together in the workings of our brain, which is most receptive to

stimulation in the first few years of life.

Children therefore learn better when they are taught in the language that has shaped and

primed their brains. Of course, our identities change over the course of life as neural circuits

adapt to new stimuli.Once people achieve a high level of second-language proficiency, they

may even switch to a new primary identity in which they think and talk most freely in their

adopted mother tongue. Yes, a child can learn a second or third language early on.

However, their ability to truly master it depends on the intensity of exposure and the

proficiency of their parent or teacher. It can only become their logical language of learning if

they get so good at the new language that it rewires the neural circuitry that defines their very

identity.

Children should first learn to swim in words spoken and written in the language of the person

who cares for them most. Arguably, sooner or later, children in South Africa will need to

learn English.But here’s the rub: sudden transitions to English as their language of instruction

can be damaging, especially if it happens before they can read and speak it well.

This disruption can trigger an identity crisis – a “brain shock” from which children may never

recover. Many eventually drop out of school because they no longer know who they are and

have not mastered the basic conceptual tools of learning.

If we are to inculcate in children a love of books and an intuition to learn, we must tap into

the most primal connections that make them who they are: the deep bonds between mother

and child, and the profound links between the emotional, sensory and cognitive domains of

the brain that form in the first few years of life.

Harrison is the chief executive of the DG Murray Trust

Source: http://www.news24.com/Columnists/GuestColumn/teach-children-in-their-mother-

tongue-20170421

Entrance Test: English into Spanish

Brief: Translate into your mother tongue for a South African audience

___________________________________________________________________________

Teach children in their mother tongue

David Harrison

Many parents find the debates about mother tongue instruction confusing. All they want to

know is, “what is best for my child”? Is it better to introduce English sooner or later?

Will my child get mixed up if he or she learns more than one language at the same time? Is it

best to send them to an English-medium or mother tongue preschool? Unfortunately,

language debates tend to be dogmatised by advocates of one or other “big idea”.

Consequently, introducing a second language to children at a young age is regarded as either

a “good” or a “bad” thing.

This polarised thinking is not surprising, because language is so powerful. Words reflect

one’s identity and are a potent means of persuasion. Complex issues are reduced to simplistic

sound bites by smoothing over life’s contradictions. So, how do we make sense of mother

tongue debates in emotive and ideologically contested spaces? One perspective is to focus on

the dynamics of the brain, drawing on biology to demonstrate the value of mother tongue

storytelling and reading.

When a parent reads to a child, different cells of the brain are stimulated at the same time.

This stimulation integrates nerve cells into virtual circuits that get stronger every time the

child hears a story. The sense of security, love and happiness they feel in their mother or

father’s arms causes the brain to release happy neurotransmitters that motivate curiosity and a

desire to learn. These circuits are the basis for critical thinking, imagination and empathy.

In other words, word patterns become the blueprint of who we are and how we think.

Identity and intellect fuse together in the workings of our brain, which is most receptive to

stimulation in the first few years of life.

Children therefore learn better when they are taught in the language that has shaped and

primed their brains. Of course, our identities change over the course of life as neural circuits

adapt to new stimuli.Once people achieve a high level of second-language proficiency, they

may even switch to a new primary identity in which they think and talk most freely in their

adopted mother tongue. Yes, a child can learn a second or third language early on.

However, their ability to truly master it depends on the intensity of exposure and the

proficiency of their parent or teacher. It can only become their logical language of learning if

they get so good at the new language that it rewires the neural circuitry that defines their very

identity.

Children should first learn to swim in words spoken and written in the language of the person

who cares for them most. Arguably, sooner or later, children in South Africa will need to

learn English.But here’s the rub: sudden transitions to English as their language of instruction

can be damaging, especially if it happens before they can read and speak it well.

This disruption can trigger an identity crisis – a “brain shock” from which children may never

recover. Many eventually drop out of school because they no longer know who they are and

have not mastered the basic conceptual tools of learning.

If we are to inculcate in children a love of books and an intuition to learn, we must tap into

the most primal connections that make them who they are: the deep bonds between mother

and child, and the profound links between the emotional, sensory and cognitive domains of

the brain that form in the first few years of life.

Harrison is the chief executive of the DG Murray Trust

Source: http://www.news24.com/Columnists/GuestColumn/teach-children-in-their-mother-

tongue-20170421

Entrance test: French into English

Le dimanche 07 septembre 2008

Adolescents téméraires, chauffeurs dangereux

Judith Lachapelle

La Presse

Les jeunes conduisent trop vite, les jeunes ont trop d’accidents... Mais quels jeunes? Pas tous, préviennent les experts. Comment les repérer? Avant qu’ils ne soient sur la route...

Des chercheurs montréalais ont prouvé pour la première fois que des adolescents de 14 ans à la conduite téméraire sur un simulateur de conduite deviennent des chauffeurs à problèmes une fois la vingtaine atteinte. Les comportements à risque, disent-ils, peuvent donc être dépistés bien avant qu’un volant soit confié aux apprentis. «Il est possible de distinguer les personnes qui sont le plus à risque et de leur suggérer éventuellement de suivre certains programmes», a révélé à La Presse le professeur de psychologie Jacques Bergeron, de l’Université de Montréal, qui a copiloté l’étude à paraître dans les prochains mois. Une centaine d’adolescents québécois (tous des garçons) ont été suivis par les chercheurs sur une période de six ans. Lors de la première rencontre, ces jeunes de 14 et 15 ans ont pris le volant d’un simulateur de conduite par ordinateur. «On s’est rendu compte qu’on pouvait distinguer les gens qui ont déjà des attitudes très, très téméraires à l’égard de la route. Des jeunes qui nous disent même qu’ils ont bien hâte d’avoir leur permis pour pouvoir faire de la vitesse.» Six ans plus tard, les mêmes adolescents, devenus des détenteurs de permis âgés de 20 ou 21 ans, ont été convoqués à nouveau dans le laboratoire. Les chercheurs ont examiné le dossier de conduite de chacun. Ceux qui s’étaient révélés des adolescents téméraires et imprudents sur le simulateur routier avaient accumulé plus d’infractions et avaient été impliqués dans plus d’accidents que les autres. Le simulateur a révélé les comportements dangereux, mais les chercheurs ont notamment observé le comportement de ces jeunes à vélo. «Ils étaient téméraires à bicyclette, ils le sont devenus en voiture», dit Jacques Bergeron. L’accent est mis sur les cas problèmes, mais l’étude montre aussi que ce ne sont pas tous les jeunes qui sont grisés par la vitesse et les manœuvres dangereuses. «On a tendance à parler des jeunes en général, dit Jacques Bergeron. Mais il ne faut pas oublier que les personnes ne font pas toutes preuve de la même témérité.» Des cours controversés Les simulateurs de conduite pourraient bientôt être utilisés dans les examens

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d’obtention de permis et dans les nouveaux cours de conduite. C’est en tout cas ce qu’étudie François Bellavance, professeur à HEC Montréal, qui travaille actuellement à l’élaboration du nouveau curriculum des cours de conduite qui seront obligatoires l’an prochain. Grâce aux simulateurs, dit M. Bellavance, «on peut simuler toutes sortes de conditions. On pourrait penser à une partie du test qui se passerait sur simulateur pour voir le comportement des nouveaux conducteurs.» Les simulateurs sont déjà utilisés pour évaluer la perception du risque par l’apprenti conducteur en Colombie-Britannique, en Angleterre, en Nouvelle-Zélande et en Australie. Mais le retour des cours de conduite obligatoires l’an prochain suscite bien du scepticisme parmi les experts en sécurité routière. Certains n’hésitent pas à qualifier la mesure de «totalement démagogique et insensée». Le professeur Guy Paquette, de l’Université Laval, est du nombre. «Tout ça est gênant parce que toutes les études menées au Canada et à l’étranger montrent que les cours de conduite n’améliorent en rien le bilan. Pire, dans certains cas, ils peuvent le détériorer parce que les jeunes formés afficheraient une trop grande confiance.»

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«Et c’est sans compter les problèmes que ça va poser. Je ne voudrais pas être, par exemple, le père d’une jeune fille de Rivière-au-Renard, en Gaspésie, ou de Forestville, sur la Côte-Nord, où l’école la plus proche est à 150 km! Comment on s’y rend? Sans permis? Ce n’est pas le père qui va prendre deux heures pour y aller s’insurge Guy Paquette. Le coût d’accès à la conduite pour les jeunes en région va devenir prohibitif.» Selon M. Paquette, le parent accompagnateur joue un plus grand rôle dans l’apprentissage de la conduite que n’importe quel cours. Dans une étude qu’il a menée auprès de plus de 1200 apprentis conducteurs, Guy Paquette a noté l’influence déterminante du parent accompagnateur – souvent la mère – dans le comportement de l’apprenti conducteur. Difficile d’avoir le pied lourd quand maman est cramponnée au siège du passager... «Mais dès qu’il n’est plus surveillé, le jeune se sent libre et c’est là qu’apparaissent les comportements dangereux.» Par contre, il a constaté que le parent accompagnateur n’enseignait pas toujours à son enfant comment effectuer certaines manœuvres délicates, comme le dépassement, que le jeune doit alors apprendre par lui-même... avec les risques que cela comporte. La conclusion de Guy Paquette? «Je crains que le retour des cours de conduite ne se traduise par une déresponsabilisation des parents, dit-il. Je crois beaucoup en un système qui ferait en sorte que les parents puissent continuer à jouer leur rôle.» Il suggère notamment que les parents se donnent la peine d’accompagner leur enfant à la SAAQ au moment de l’examen pour le permis d’apprenti conducteur. De la documentation sur l’accompagnement pourrait aussi leur être remise en mains

propres. Immaturité et inexpérience D’autres mesures, controversées et impopulaires, pourraient aider à abaisser le bilan routier meurtrier chez les jeunes. Deux facteurs comptent pour beaucoup dans le comportement dangereux de certains jeunes au volant: l’immaturité et l’inexpérience. «Les études psychologiques montrent que le cerveau n’est pas complètement développé, à 16 ans, pour les questions de jugement et d’appréciation du danger», dit Jacques Bergeron. Entre 16 et 18 ans, la maturation est importante. «Mais certains vont atteindre la maturation plus tôt, d’autres ne l’atteindront jamais.» Repousser l’âge d’obtention du permis à 18 ans ferait certainement une différence sur le bilan routier, estiment les experts. Les jeunes seraient toujours inexpérimentés, mais ils seraient plus mûrs. Sauf que... «On accorde énormément de place à la voiture au détriment des transports en commun, et les parents en ont assez de faire le taxi pour reconduire leurs enfants!» dit Jacques Bergeron. C’est pourquoi la plupart des législations privilégient l’obtention graduelle du permis à partir de l’âge de 16 ans. Guy Paquette préfère cette mesure à un permis à 18 ans. «Si on oblige un jeune à rester à l’école jusqu’à 16 ans, c’est qu’à 16 ans, il doit travailler. Or, très souvent, les jeunes n’ont pas le choix, surtout en région: ils doivent pouvoir conduire.» Ailleurs au pays, les législations limitent le nombre de passagers que peut transporter l’apprenti conducteur (voir encadré). Une mesure à laquelle Guy Paquette s’oppose également. «On irait contre nos campagnes qui prônent la conduite désignée. On dirait aux jeunes de rentrer chacun de leur côté après avoir pris un verre? Ça n’a pas de sens. Les policiers sont déjà incapables de faire respecter le port de la ceinture de sécurité qui, malheureusement, a eu tendance à s’éroder chez les jeunes...»

http://www.cyberpresse.ca/article/20080907/CPACTUALITES/80906131/7044/CPACTUALITES

Entrance Test: German into English

Mit der Lokomotive durch Australien

Australien ist alles gleichzeitig: Insel, Land, Kontinent und der sechstgrößte Staat der Welt.

Die meisten Städte liegen an der Küste, teilweise tausende Kilometer voneinander entfernt.

Doch der Kontinent lässt sich auch gut per Zug durchqueren.

Australien Lokomotive

© dpa

Auf einem Schienenstrang durch menschenleere Wüsten: Von Darwin nach Adelaide ist der

"Ghan" 2979 Kilometer unterwegs.

Zwei Lokomotiven, 800 Meter Zug und 2979 Kilometer Schienen vor der Brust: Zu Beginn

der Bahnreise längs durch Australien knistert in Darwin das Reisefieber. In zweieinhalb

Tagen zuckelt der “Ghan“ durch den trockensten Kontinent der Welt, vom tropischen Norden

bis Adelaide im Süden. Rotes Niemandsland liegt vor den Reisenden - und eine Menge

Naturspektakel vor den Fenstern.

Der Zug kriecht in Darwin aus dem Bahnhof. Der wuchtige “Ghan“ sieht in der städtischen

Enge wie ein Elefant im Porzellanladen aus. Seine Welt ist das Outback, wo die Landschaft

weit und die Bebauung extrem spärlich ist. Dort gewinnt er an Fahrt und beschleunigt auf 115

Kilometer in der Stunde. Der Zug rast aber nicht - er reist. Nichts muss so schnell wie

möglich gehen, keiner ist gehetzt. Für die Passagiere ist der Weg das Ziel. Wer es eilig hat,

fliegt lieber.

Die tropische Küstenlandschaft verliert sich schnell; die üppig grünen Büsche und Bäume

werden schon auf den ersten 100 Kilometern immer spärlicher. Stahlblauer Himmel und

weiße Wölkchen hängen über der berühmten rostroten Erde des Landes. Eine

Riesenstaubwolke am Horizont verrät Leben - hier muss eine der riesigen Rinderfarmen sein.

Im “Ghan“ ist gerade Lunch angesagt: Gold- und Platinum-Gäste werden für den stolzen

Preis, den sie hingeblättert haben, im Restaurant verwöhnt. Pilzragout und Lachssalat stehen

auf dem Menü.

Australien Lokomotive© dpaAusflug ins Palm Valley: Die "Ghan"-Reisenden sind nicht

immer im Zug, sondern manchmal auch im Geländewagen unterwegs.Der Zug stoppt in

Katherine, rund 320 Kilometer südlich von Darwin. Die Passagiere können die spektakuläre

Katherine-Schlucht erkunden, in der mit Felsenmalereien der dort ansässigen Jawoyn gibt,

eines der mehr als 500 Ureinwohner- oder Aborigine-Stämme. Nach der Weiterfahrt richtet

sich die Zuggesellschaft langsam auf den Abend ein. Die untergehende Sonne strahlt die

Landschaft glutrot an. Der Zug wirft nach Osten lange Schatten auf die Steppe. Wer rechts

sitzt, bekommt den Sonnenuntergang mit, die Gäste links müssen auf “ihr“ Naturspektakel,

den Sonnenaufgang, bis zum Morgen warten.

In den Abteilen lassen die “guten Feen“ des Personals die Betten herunter. In der Goldklasse

teilen sich zwei Reisende ein Abteil mit Etagenbetten, die Platinum-Kabinen haben

ausgeklappte Doppelbetten. Es ist stockfinster draußen. Keine Lichtquelle trübt den Horizont.

Der Zug ruckelt unter Aufsicht von Dean Duka sanft über die Schienen. Sein Albtraum in den

gut 55 Stunden bis Adelaide: Verspätung durch Überschwemmungen, Frachtzüge oder

technische Probleme. “Wer lange auf diese Reise gespart hat und in Katherine oder Alice

Springs nicht genug Zeit für Ausflüge hat, wird zurecht stinksauer“, sagt er.

Der “Ghan“ unternahm 1929 seine Jungfernfahrt. Damals wurde der Abschnitt von Adelaide

bis Alice Springs im Zentrum Australiens eröffnet. Es sollte 75 Jahre dauern, bis die Gleise

2004 auch Darwin erreichten. Benannt wurde der Zug nach afghanischen Kameltreibern, die

den Kontinent im 19. Jahrhundert erschließen halfen.

Dean Duka ist an diesem Tag entspannt. Auf die Minute pünktlich rollt der Zug in Alice

Springs ein. Viele Reisende unterbrechen die Fahrt hier für ein paar Tage. Es gibt jede Menge

Ausflugsziele, darunter die spektakuläre Sandsteinformation Uluru, früher Ayers Rock

genannt, und Hermannsburg, wo deutschstämmige Missionare im 19. Jahrhundert damit

begannen, Ureinwohner zu Christen zu machen.

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Von Hermannsburg zwei Stunden entfernt ist das Palm Valley mit dem Aborigine-Namen

Mpulungkinya. Hier sind die letzten Überreste der üppigen Tropenlandschaft zu sehen, die

Australien einst nicht nur im Norden bedeckte. 12 300 Palmen stehen in der Schlucht

zwischen den roten Felsen, teils mehr als 30 Meter hoch und 100 bis 300 Jahre alt. Das Tal

kann nach einer Fahrt in einem Bus mit Allradantrieb nur zu Fuß erkundet werden - und das

ist ein Ohren- und Augenschmaus: Vögel, Zikaden, Bienen, rote Kerzenblumen, gelbe

Büsche, so etwas wie blaue Mini-Veilchen und grüne Büsche in allen Schattierungen sind zu

sehen.

Alice Springs macht einen gespaltenen Eindruck. Hier die weißen Australier, da die

Ureinwohner, die am Sonntag auf dem Flohmarkt in der zweiten Reihe auf der Wiese sitzen

und Malereien verkaufen. “Wir arbeiten daran, zusammenzuwachsen“, sagt Deborah Rock,

die eine rustikale, aus Holzplanken des alten “Ghan“-Zugs gebaute Pension betreibt. Sie

selbst hat gerade angefangen, die Sprache der Arrente zu lernen, und eine Gruppe engagierter

Einwohner träumt davon, Alice Springs irgendwann offiziell zu einer zweisprachigen Stadt

zu machen.

Mit dem “Ghan“ geht es nachmittags weiter. Wieder beginnt das Sonnenuntergangsspektakel.

Vor dem Horizont im Westen zeigen sich die Bäume wie für immer verewigt als

messerscharfe Scherenschnitte. Dann wird es Nacht, und nach einem weiteren farbenfrohen

Sonnenaufgang rückt vor Adelaide das Urbane langsam wieder ins Blickfeld.

Christiane Oelrich, dpa Source: http://www.merkur-online.de/reise/reiseziele/australien/lokomotive-durch-australien-

938644.html

Entrance Test – Italian into English Brief: Translate the article below for an English speaking audience

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Ciclisti, strage infinita sulle strade italiane: un morto ogni 35 ore

Siamo un paese "nemico" della bicicletta e chi pedala per lavoro (come i professionisti) o per andare al lavoro (come i ciclisti urbani) continua a farlo a rischio e pericolo quotidiano schivando buche o incroci mal segnalati, pedalando nel traffico dei motori o su piste ciclabili al limite della praticabilità. Pochi giorni fa il sottosegretario ai Trasporti Riccardo Nencini, a margine della presentazione del Gran Premio della Liberazione, aveva ribadito l’urgenza di una legge "salvaciclisti" E' una strage infinita: professionisti, amatori o semplici cittadini che inforcano la bici per i loro spostamenti quotidiani sono gli utenti più vulnerabili, il vaso di coccio che troppo spesso finisce schiacciato da auto e mezzi pesanti, travolto a un incrocio, superato a distanza ravvicinata e fatto cadere come un birillo. Stamattina è successo a Michele Scarponi, già vincitore del Giro d’Italia 2011 e capitano dell’Astana, che si stava allenando a pochi passi da casa, nella sua Filottrano, travolto e ucciso da un furgone. Ma morti e feriti sono all’ordine del giorno tra chi pedala sulle nostre strade: nel 2015 l’Istat ha stimato che almeno 45 al giorno siano coinvolti in incidenti e i morti in sella a una bici sono stati 252, uno ogni 35 ore. La sicurezza dei ciclisti è un tema che fino a oggi la politica non è riuscita ad affrontare compiutamente, spesso con annunci cui non sono seguiti fatti concreti. Pochi giorni fa il sottosegretario ai Trasporti Riccardo Nencini, a margine della presentazione del Gran Premio della Liberazione, aveva ribadito la necessità e l’urgenza di una legge per tutelare i ciclisti: "Dobbiamo ancora stabilire qual è l’attaccapanni normativo, se il Codice della Strada che riprende il suo percorso a giorno al Senato oppure un decreto del Mit. Rimane l’urgenza dell’oggetto perché l’utenza debole di cui fanno parte i ciclisti, motociclisti e pedoni ha un numero di morti decisamente troppo alto. Il 50 per cento della mortalità stradale è fatta da utenza debole". Se questo provvedimento “salva ciclisti” assumerà la forma del decreto ci vorrà qualche settimana, altrimenti se andrà a modificare il Codice delle Strada si parla di mesi: l’unica cosa certa, purtroppo, è che in questo lasso di tempo chi pedala continuerà a essere esposto ai mille pericoli della strada e non avrà almeno uno strumento normativo atto a proteggerlo. Perché le strade italiane, con pochissime eccezioni, non sono affatto amiche della bicicletta e chi pedala per lavoro (come i ciclisti professionisti) o per andare al lavoro (come i ciclisti urbani) continua a farlo a rischio e pericolo quotidiano schivando buche e attraversando incroci mal segnalati, pedalando in mezzo al traffico motorizzato o su piste ciclabili al limite della praticabilità. Al Senato a fine marzo è stato presentato il disegno di legge n. 2658 “salvaiciclisti” con “modifiche all’articolo 148 del Codice della Strada in materia di tutela della sicurezza dei ciclisti” per introdurre l’obbligo di sorpasso ad almeno 1,5 metri di distanza laterale dal ciclista aggiungendo al testo l’articolo 3-bis: “È vietato il sorpasso di un velocipede a una

distanza laterale minima inferiore a un metro e mezzo”. Un’iniziativa tardiva che, con la legislatura ormai agli sgoccioli, difficilmente approderà in aula e che arriva a 5 anni dalla nascita del movimento #Salvaiciclisti che questi provvedimenti continua a chiederli ogni volta che gli attivisti si ritrovano, spesso per commemorare con una ghost bike un loro amico-di-pedale che non ce l’ha fatta perché la mattanza dei ciclisti è pressoché quotidiana. [STOP TRANSLATING HERE] Non solo ciclisti professionisti, si diceva, perché basta cercare “ciclista” sul web e nella sezione notizie ci s’imbatte in un vero e proprio bollettino di guerra, con nomi di persone comuni accomunate dalla passione per la bici e da un destino tragico, falciate mentre erano in sella: come Don Virginio, il parroco in sella investito dal tram a Torino, o il ciclista investito a Bologna e lasciato sull'asfalto senza essere soccorso; o l’amatore finito sotto le ruote di un trattore nel Vercellese; o la donna in bici travolta e uccisa da un’autoambulanza a Monza, solo per citare i casi delle ultime settimane. La casistica è molto variegata, chi pedala finisce per diventare un numero in una casella che tiene il macabro conto di morti e feriti, ma dietro le fredde cifre ci sono vite spezzate di persone che non finiscono dentro le statistiche: Michele Scarponi avrebbe compiuto 38 anni a settembre, lascia due gemellini e una moglie, se n’è andato in una mattinata di primavera mentre stava pedalando e fra pochi giorni avrebbe preso parte al Giro d’Italia da capitano della sua squadra, dopo una vita da gregario. L’Aquila di Filottrano non vola più, le nostre strade dominate dai motori continuano a mietere vittime tra i ciclisti e ogni volta che si sale in sella un brivido corre lungo la schiena: “Chi sarà il prossimo?”

http://www.repubblica.it/cronaca/2017/04/22/news/ciclisti_strage_infinita_un_morto_ogni_35_ore-163627361/

http://www.repubblica.it/cronaca/2017/04/22/news/ciclisti_strage_infinita_un_morto_ogni_35_ore-163627361/http://www.repubblica.it/cronaca/2017/04/22/news/ciclisti_strage_infinita_un_morto_ogni_35_ore-163627361/

Entrance Test – Portuguese into English

Brief – Translate the attached article for an English speaking audience

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Valorizar escola e professor

Manuel Carvalho da Silva

No discurso político e social sobre a educação, o ensino e a formação, desde logo dos jovens, existe unanimidade quanto ao reconhecimento de que essa deve ser uma área prioritária de investimento para se alcançar o desenvolvimento da sociedade e do país.

Entretanto, quando observamos a forma como diversos governos trataram a escola e os professores, somos levados a concluir que a bota não dá com a perdigota. Também já constatámos que a aposta numa maior escolaridade e formação é sempre um ganho para quem as faz, mas se o país não tiver uma matriz de desenvolvimento que integre as formações adquiridas, pouco ganha numa perspetiva estratégica. As jovens gerações, com mais conhecimento e preparação, são "convidadas" a emigrar acabando por ir dar contributo ao desenvolvimento de outros países.

A escola pública portuguesa no global é uma boa escola, tem dado contributos extraordinários para avanços do país em múltiplos campos. O que nos tem faltado é um projeto de desenvolvimento que, por um lado, seja capaz de integrar formações e qualificações adquiridas e, por outro, seja gerador de dinâmicas propiciadoras de acertos (organizacionais, curriculares, pedagógicos e outros) em todo o sistema de ensino.

A escola portuguesa aguentou-se, apesar do chorrilho de suspeições e ataques aos professores ao longo dos anos. Tais práticas, prosseguidas por governantes obcecados por projetos pessoais prenhes de determinismos, mas sem sustentação empírica e científica, e apoiadas por formadores de opinião sempre ao serviço das "propostas inovadoras" do poder e da cartilha neoliberal, desgastaram violentamente uma geração de professores, facilitaram a amputação de meios humanos e materiais à escola, prejudicaram a necessária renovação do quadro de professores nos diversos graus de ensino, alimentaram perigosas roturas entre gerações, complicaram as condições necessárias para uma boa gestão das escolas.

O contexto político que se tem vivido nestas quase duas décadas que já levamos no século XXI e a panóplia de fundamentalismos transportados pela "crise" conseguiram distanciar os portugueses de uma observação objetiva sobre os rumos e opções seguidas. Entretanto, aquando do confronto de posições em torno da questão dos Contratos-Programa, sentiu-se um interessante despertar dos portugueses e das famílias que, de forma esmagadora, souberam rechaçar interesses egoístas (privados) e apoiar os interesses coletivos e a escola pública. Parece-me que, nas últimas semanas, a propósito de novas questões e de movimentações dos professores e seus sindicatos, esses sinais mostram amadurecimento e uma perceção bem melhor sobre como estão a funcionar as escolas, sobre as condições de trabalho e o papel dos professores.

O Ministério da Educação está sob fogo das forças de Direita e conservadoras, exatamente porque intervém numa área estratégica para o modelo de desenvolvimento do país. É por isso também que, ciclicamente, os sindicatos e, em particular, a FENPROF são vilipendiados e insultados, sendo as suas propostas, no fundamental, muito válidas. Será que o Governo e aquela equipa ministerial em particular, estão capazes de ultrapassar hesitações e, com coerência, coragem e empenho, encetarem paulatinamente a necessária correção de políticas?

A discussão do "Perfil do Aluno" pode constituir uma reforma de interesse se não ficar pela apresentação; se entretanto forem encetadas respostas que melhorem a rede escolar e tratem, nomeadamente, do número e rejuvenescimento dos professores, dos currículos, do sistema de avaliação; se for garantida autonomia às escolas e não mudança de subjugações.

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É insustentável a precariedade de trabalho que afeta cerca de 20 000 dos professores tutelados pelo Ministério e milhares e milhares de outros trabalhadores das escolas - alguns destes pagos a menos de 3 euros por hora, mas a desempenharem importante papel de acompanhamento de crianças e adolescentes. Não se pode ter apenas 451 professores com menos de trinta anos num universo de 110 000. Os professores não podem continuar a trabalhar, em média, 46 horas por semana entre atividade letiva e não letiva e sem carreiras dignas.

INVESTIGADOR E PROFESSOR UNIVERSITÁRIO

http://www.jn.pt/opiniao/carvalho-da-silva/interior/valorizar-escola-e-professor-6238448.html

http://www.jn.pt/opiniao/carvalho-da-silva/interior/valorizar-escola-e-professor-6238448.htmlhttp://www.jn.pt/opiniao/carvalho-da-silva/interior/valorizar-escola-e-professor-6238448.html

Information for Applicants for 2019APPLICATION INFORMATION for admission in 2019

Academic English AssessmentAcademic English Assessment

Entrance Test Afrikaans into EnglishEntrance Test_ English into European and Asian LanguagesEntrance Test – English into European and Asian languagesBrief: Translate into your mother tongue for an audience with a similar profile.___________________________________________________________________________There is one sure way to save our ailing churches – give them awaySimon Jenkins0TT0There is no way it looks good. Two thousand medieval churches in England have fewer than 10 worshippers, and 8,000 more can barely muster 20. In Britain there are more Muslims going to mosques than Anglicans going to church. Yet almost all are lis...More than 900 churches are now on the English Heritage “at risk” register, with 159 added last year alone. In 2013, the former archbishop of Canterbury George Carey warned that the Church of England was “a generation away from extinction”.Likewise the Church of England plainly needs to dispose of a large swath of its capacity, probably at least half. But unlike the railways, its buildings cannot be demolished. So it agonises not over how to dispose of them but how to fill them. Given t...Ideas bloom for “reaching out”, embracing ethnic minorities and “engaging” with non-worshippers. Under the present archbishop, Justin Welby, as under Carey and Rowan Williams, Anglicans seem happiest in evangelical mode, with their backs to the wall.Source: https://www.theguardian.com/commentisfree/2016/oct/10/save-ailing-churches-desanctified-secularised

Entrance Test_ English into South African LanguagesEntrance Test: English into South African languagesBrief: Translate into your mother tongue for a South African audience___________________________________________________________________________Teach children in their mother tongue

Entrance Test_ English into SpanishEntrance Test: English into SpanishBrief: Translate into your mother tongue for a South African audience___________________________________________________________________________Teach children in their mother tongue

Entrance Test_French into EnglishEntrance Test_German into EnglishChristiane Oelrich, dpa

Entrance Test_Italian into English___________________________________________________________________________Ciclisti, strage infinita sulle strade italiane: un morto ogni 35 ore

Entrance Test_Portuguese into English