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1、有扎实的文字功底,能够透彻理解原文,并用流畅的语言忠实表达。
2、爱书,爱翻译工作。
有意者请将以下英文的译稿连同简历发送到:[email protected]
有意与我们合作的德文和法文译者请发送简历到[email protected] 我们将发送试译稿到您的邮箱。
公司博客:http://blog.sina.com .cn/tobebooks
试译内容:
A mother once brought her nine-year-old, potential ‘prodigy’ son to Albert Einstein and asked how her boy could further improve on his mathematics. Einstein replied ‘Try telling him some stories.’ The mother persisted in asking about the maths issue. Einstein said ‘Tell him stories if you want him to be intellegent, and even more stories if you want him to become wise.’
I first read about Einstein’s views on stoires and the imagination when I was a student teacher in the 1970’s. As my favourite subject was maths, I felt drawn to his writhings and was ingrigued to read why a mathematical genius like Einstein placed imaginative thinking on a more important level than ‘knowledge’. He argued that knowledge is limited to all we know and understand in the present, while imagination can embrace all there ever will be to know and understand. According to Einstein, imagination stimulates progress. Great inventions, he said, require an imaginative mind.
This was a new concept for me, and created my first link between stories, imaginative thinking and education. After passing my teaching degree at twenty-four I entered the workforce. Within six months I had my first experience of the power of ‘story’ on children’s imaginaitons.
I was workingas an assistant in a kindergarten in Sydney, Australia. In the weeks leading up to Christmas, the teacher decided to use a story from the Nutcraker Suite with its Christmas theme. She planned a visit to the class by the ‘Sugar Plum Fairy’. Needing someone to dress up as the fairy, the teacher convinced me to trust her decision and take on this role. I remember first laughing at this idea, thinking that the children would be sure to recognise me, and that this would spoil the magical mood.
On the day of the festival I disappeared from class during playtime, went into the storeroom and changed into ‘fairy’ costume. I wore my mother’s white satin wedding slip, carried a gold star wand in one hand, and a basket ful of ‘sugar plums’ (nuts and raisins wrapped in red cellophane) in the other.
Meanwhile the teacher had gathered the 25 children around her, and at the appointed moment I nervously danced into the middle of the circle. The children sat in awe! As the teacher played some music from the story, I gave out a ‘sugar plum’ to each child. While I was doing this, one of the older boys, who had just turned six, reached out and touched my dress, saying with wide-open eyes, ‘I have never touched a real fairy before!’
After changing back into my normal clothes, I emerged into the garden where the children were playing. Some of them were still carefully holding their ‘sugar plums’, not wanting to open them until their parents arrived. Others were eating them slowly and joyfully. When the children saw me, they cried out, ‘Susan, where have you been, you missed the Sugar Plum Fairy!’
-----------------
11月24日,参考译文:
一位母亲曾带着似乎颇有神童迹象的9岁儿子去见阿尔伯特?爱因斯坦,请教如何使他在数学方面更上一层楼。爱因斯坦回答说:“试着给他讲些故事。 金沙会娱乐平台 ”这位母亲坚持问数学问题。爱因斯坦说:“如果您希望他聪明,就给他讲故事,如果希望他有智慧,就给他讲更多的故事。”
我第一次读到爱因斯坦关于故事和想象力的观点是在20世纪70年代,那时我还是个实习老师。我最喜欢的科目是数学,因此被他的著作所吸引,很好奇为什么像爱因斯坦这样一位数学天才会把想象力思维看得比“知识”更重要。他认为,知识仅局限于我们目前所知道和理解的,而想象力则包罗未来所能知道和理解的万事万物。爱因斯坦认为,想象力是进步之源。他说,伟大的发明需要一颗富有想象力的心。
对我来说,这是一个全新的概念,使我第一次把故事、想象思维和教育联系在一起。24岁取得教育学位后,我参加了工作。不到6个月,我就第一次体验到“故事”对于儿童想象力的巨大作用。
当时我在澳大利亚悉尼一所幼儿园当助手。离圣诞节还有几周时,老师决定从《胡桃夹子组曲》这个与圣诞有关的剧目中选择一个故事,安排让“糖梅仙子”来拜访孩子们。由于需要有人装扮成仙子,她说服我相信她的决定, 云顶网上娱乐去扮演这一角色。我记得,刚开始听到这个想法时,我大笑起来,我觉得孩子们一定会认出我,从而破坏童话的氛围。
节日那天,趁着游戏时间,我从课堂上消失,走进储藏室,换成“仙女”打扮。我穿上母亲的白缎子婚纱衬裙,一只手拿着金星魔杖,另一只手提着一篮子“糖梅”——红色玻璃纸包着的坚果和葡萄干。
与此同时,老师已经让25个孩子围坐在她身边,在约定的时刻,我紧张地舞入圆圈中间。孩子们充满敬畏地坐着!老师弹奏着故事里的音乐,我把糖梅分发给每一个孩子。我正分着的时候,一个刚满6岁的大一点的男孩,伸手摸了一下我的裙子, 眼睛睁得圆圆地说:“我还从没摸过真正的仙女呢!”
换回平时的衣服后,我出现在花园里。孩子们正在玩耍,有的孩子依然小心地拿着“糖梅”,要等父母来了才舍得打开。另一些则慢慢品尝着,一副欢天喜地的样子。孩子们看到我,便大声喊着说:“苏珊,你去哪儿了,你错过了糖梅仙子!”
A mother once brought her nine-year-old, potential ‘prodigy’ son to Albert Einstein
有人把potential ‘prodigy’ 翻译成“潜在的神童”。这的确是potential ‘prodigy’的字面意思,但中国人难以理解什么叫“潜在的神童”?
还有人翻译成“具有神童潜质”,但实际上,从后文可以看出,原作者对于这个孩子是否“神童”是不置可否的,甚至是持一种不赞同的态度。
也有一个译者大致这样翻译,“有一个妈妈认为自己的孩子是神童……”我想他在揣摩这句话的言外之意,也尽量表达出来,但发挥得有些过头了。
In the weeks leading up to Christmas, the teacher decided to use a story from the Nutcraker Suite with its Christmas theme.
请注意,with its Christmas theme 修饰的是 the Nutcraker Suite,因为《胡桃夹子》本身就是一个与圣诞有关的故事。因此“从胡桃夹子中选一个圣诞主题的故事”这种译法是有问题的。
I remember first laughing at this idea, thinking that the children would be sure to recognize me, and that this would spoil the magical mood.
“the magical mood”,我觉得还是“童话的氛围”比较合适,因为这是发生在幼儿园里的事情。
As the teacher played some music from the story, I gave out a ‘sugar plum’ to each child.
“play”不是播放,而是“弹奏”。
11月24日,第二期试译稿:
It may be apparent by now that there is a large part of the process of “coming into being” of forms in organic Nature which is invisible to our eyes and incomprehensible to our normal powers of intellect. This gulf which obviously exists between the non-living and the living worlds was generally acknowledged by scientists (and mankind in general) to be present since science began and indeed, until recently, was considered to be insurmountable. “Life-force” or “ether” was the mystical factor that one had to add to the non-living parts to make sense of how something manifested life. Kant, the philosopher whose ideas still stand behind much of our modern way of thinking, even tried to justify why human beings could not bridge this gulf. He said the type of intelligence needed in order to “know” organic Nature would be an “intuitive intellect” which was beyond the capacity of mankind. This is still believed by some people.
------------
2011年2月,第二期参考译文:
现在我们可能已经意识到,在大自然各种生命形态产生、形成的过程中,有很大一部分不为我们的肉眼所见,也不为凡俗的智力所理解。无生命的世界和有生命的世界之间,显然有一道鸿沟,自科学诞生伊始 足球外围网,科学家——以及一般普罗大众——便普遍承认这一鸿沟的存在。事实上,直到最近,这一鸿沟都被视作是不可跨越的。人们不得不借助“生命力”或“以太”这一神秘元素,用它与无生命体的结合来解释生命的显现。其理念至今依然影响着现代人思考方式的哲学家康德甚至试图说明人类为何无法在这道鸿沟上架起桥梁。他说,为了“懂得”生命,需要一种“直觉的智力”,而这种智力非人类所能企及。至今仍有人相信康德的这一说法。
-----------
有兴趣的同学赶紧着吧~
第三期等待编辑给出。。
注册送彩金点击下图进入官网:
注册送彩金点击下图进入活动:
注册送彩金点击下图进入领取彩金:
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作,需要热情、坚持,更需要对文字本身的敏感和热爱。对书中精神及文字之美的深刻领略,会给这份寂寞的工作带来别样的乐趣。因此,我们希望您1、有扎实的文字功底,能够透彻理解原文,并用流畅的语言忠实表达。
2、爱书,爱翻译工作。
有意者请将以下英文的译稿连同简历发送到:[email protected]
有意与我们合作的德文和法文译者请发送简历到[email protected] 我们将发送试译稿到您的邮箱。
公司博客:http://blog.sina.com
试译内容:
A mother once brought her nine-year-old, potential ‘prodigy’ son to Albert Einstein and asked how her boy could further improve on his mathematics. Einstein replied ‘Try telling him some stories.’ The mother persisted in asking about the maths issue. Einstein said ‘Tell him stories if you want him to be intellegent, and even more stories if you want him to become wise.’
I first read about Einstein’s views on stoires and the imagination when I was a student teacher in the 1970’s. As my favourite subject was maths, I felt drawn to his writhings and was ingrigued to read why a mathematical genius like Einstein placed imaginative thinking on a more important level than ‘knowledge’. He argued that knowledge is limited to all we know and understand in the present, while imagination can embrace all there ever will be to know and understand. According to Einstein, imagination stimulates progress. Great inventions, he said, require an imaginative mind.
This was a new concept for me, and created my first link between stories, imaginative thinking and education. After passing my teaching degree at twenty-four I entered the workforce. Within six months I had my first experience of the power of ‘story’ on children’s imaginaitons.
I was workingas an assistant in a kindergarten in Sydney, Australia. In the weeks leading up to Christmas, the teacher decided to use a story from the Nutcraker Suite with its Christmas theme. She planned a visit to the class by the ‘Sugar Plum Fairy’. Needing someone to dress up as the fairy, the teacher convinced me to trust her decision and take on this role. I remember first laughing at this idea, thinking that the children would be sure to recognise me, and that this would spoil the magical mood.
On the day of the festival I disappeared from class during playtime, went into the storeroom and changed into ‘fairy’ costume. I wore my mother’s white satin wedding slip, carried a gold star wand in one hand, and a basket ful of ‘sugar plums’ (nuts and raisins wrapped in red cellophane) in the other.
Meanwhile the teacher had gathered the 25 children around her, and at the appointed moment I nervously danced into the middle of the circle. The children sat in awe! As the teacher played some music from the story, I gave out a ‘sugar plum’ to each child. While I was doing this, one of the older boys, who had just turned six, reached out and touched my dress, saying with wide-open eyes, ‘I have never touched a real fairy before!’
After changing back into my normal clothes, I emerged into the garden where the children were playing. Some of them were still carefully holding their ‘sugar plums’, not wanting to open them until their parents arrived. Others were eating them slowly and joyfully. When the children saw me, they cried out, ‘Susan, where have you been, you missed the Sugar Plum Fairy!’
-----------------
11月24日,参考译文:
一位母亲曾带着似乎颇有神童迹象的9岁儿子去见阿尔伯特?爱因斯坦,请教如何使他在数学方面更上一层楼。爱因斯坦回答说:“试着给他讲些故事。 金沙会娱乐平台 ”这位母亲坚持问数学问题。爱因斯坦说:“如果您希望他聪明,就给他讲故事,如果希望他有智慧,就给他讲更多的故事。”
我第一次读到爱因斯坦关于故事和想象力的观点是在20世纪70年代,那时我还是个实习老师。我最喜欢的科目是数学,因此被他的著作所吸引,很好奇为什么像爱因斯坦这样一位数学天才会把想象力思维看得比“知识”更重要。他认为,知识仅局限于我们目前所知道和理解的,而想象力则包罗未来所能知道和理解的万事万物。爱因斯坦认为,想象力是进步之源。他说,伟大的发明需要一颗富有想象力的心。
对我来说,这是一个全新的概念,使我第一次把故事、想象思维和教育联系在一起。24岁取得教育学位后,我参加了工作。不到6个月,我就第一次体验到“故事”对于儿童想象力的巨大作用。
当时我在澳大利亚悉尼一所幼儿园当助手。离圣诞节还有几周时,老师决定从《胡桃夹子组曲》这个与圣诞有关的剧目中选择一个故事,安排让“糖梅仙子”来拜访孩子们。由于需要有人装扮成仙子,她说服我相信她的决定, 云顶网上娱乐去扮演这一角色。我记得,刚开始听到这个想法时,我大笑起来,我觉得孩子们一定会认出我,从而破坏童话的氛围。
节日那天,趁着游戏时间,我从课堂上消失,走进储藏室,换成“仙女”打扮。我穿上母亲的白缎子婚纱衬裙,一只手拿着金星魔杖,另一只手提着一篮子“糖梅”——红色玻璃纸包着的坚果和葡萄干。
与此同时,老师已经让25个孩子围坐在她身边,在约定的时刻,我紧张地舞入圆圈中间。孩子们充满敬畏地坐着!老师弹奏着故事里的音乐,我把糖梅分发给每一个孩子。我正分着的时候,一个刚满6岁的大一点的男孩,伸手摸了一下我的裙子, 眼睛睁得圆圆地说:“我还从没摸过真正的仙女呢!”
换回平时的衣服后,我出现在花园里。孩子们正在玩耍,有的孩子依然小心地拿着“糖梅”,要等父母来了才舍得打开。另一些则慢慢品尝着,一副欢天喜地的样子。孩子们看到我,便大声喊着说:“苏珊,你去哪儿了,你错过了糖梅仙子!”
A mother once brought her nine-year-old, potential ‘prodigy’ son to Albert Einstein
有人把potential ‘prodigy’ 翻译成“潜在的神童”。这的确是potential ‘prodigy’的字面意思,但中国人难以理解什么叫“潜在的神童”?
还有人翻译成“具有神童潜质”,但实际上,从后文可以看出,原作者对于这个孩子是否“神童”是不置可否的,甚至是持一种不赞同的态度。
也有一个译者大致这样翻译,“有一个妈妈认为自己的孩子是神童……”我想他在揣摩这句话的言外之意,也尽量表达出来,但发挥得有些过头了。
In the weeks leading up to Christmas, the teacher decided to use a story from the Nutcraker Suite with its Christmas theme.
请注意,with its Christmas theme 修饰的是 the Nutcraker Suite,因为《胡桃夹子》本身就是一个与圣诞有关的故事。因此“从胡桃夹子中选一个圣诞主题的故事”这种译法是有问题的。
I remember first laughing at this idea, thinking that the children would be sure to recognize me, and that this would spoil the magical mood.
“the magical mood”,我觉得还是“童话的氛围”比较合适,因为这是发生在幼儿园里的事情。
As the teacher played some music from the story, I gave out a ‘sugar plum’ to each child.
“play”不是播放,而是“弹奏”。
11月24日,第二期试译稿:
It may be apparent by now that there is a large part of the process of “coming into being” of forms in organic Nature which is invisible to our eyes and incomprehensible to our normal powers of intellect. This gulf which obviously exists between the non-living and the living worlds was generally acknowledged by scientists (and mankind in general) to be present since science began and indeed, until recently, was considered to be insurmountable. “Life-force” or “ether” was the mystical factor that one had to add to the non-living parts to make sense of how something manifested life. Kant, the philosopher whose ideas still stand behind much of our modern way of thinking, even tried to justify why human beings could not bridge this gulf. He said the type of intelligence needed in order to “know” organic Nature would be an “intuitive intellect” which was beyond the capacity of mankind. This is still believed by some people.
------------
2011年2月,第二期参考译文:
现在我们可能已经意识到,在大自然各种生命形态产生、形成的过程中,有很大一部分不为我们的肉眼所见,也不为凡俗的智力所理解。无生命的世界和有生命的世界之间,显然有一道鸿沟,自科学诞生伊始 足球外围网,科学家——以及一般普罗大众——便普遍承认这一鸿沟的存在。事实上,直到最近,这一鸿沟都被视作是不可跨越的。人们不得不借助“生命力”或“以太”这一神秘元素,用它与无生命体的结合来解释生命的显现。其理念至今依然影响着现代人思考方式的哲学家康德甚至试图说明人类为何无法在这道鸿沟上架起桥梁。他说,为了“懂得”生命,需要一种“直觉的智力”,而这种智力非人类所能企及。至今仍有人相信康德的这一说法。
-----------
有兴趣的同学赶紧着吧~
第三期等待编辑给出。。
2016年,是立品进入第三次转型期关键性的一年,新老员工都以自己的辛勤努力,将立品带入一个崭新的发展时期。为了加强公司的力量,吸纳优秀的人才,我们诚邀您加入立品这个大家庭,为健康和教育事业而努力,出版更多高品质的图书。以下是岗位的具体要求,欢迎亲爱的书友们自荐或推荐。
1. 总编辑助理(1名)
岗位描述:
1、协助总编辑制定和实施出版计划,处理日常工作事务;
2、负责处理公司版权事务,合同洽谈、签订、履行,版税结算;
3、负责与合作出版社联系,办理各种图书出版手续
岗位要求:
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3、工作细致、主动、灵活,有条理,效率高
4、大学本科学历,有版权或编务工作经验者优先
2. 图书编辑(3名)
岗位描述: