Deutsch Im Krankenhaus: Lehr- Und Arbeitsbuch (German by G Schmidt, U Firnhaber-Sensen

By G Schmidt, U Firnhaber-Sensen

For doctors, those that are looking to be, or these getting ready for a clinic remain in German, this can be the textual content sequence with the entire solutions. Taught functionally, it follows a clinic employee via many stages of an afternoon within the wards, within the nursing station, and at bedside. Written solely in German, parts contain a text-workbook mix, an audio cassette, and a guide for teachers.

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Extra resources for Deutsch Im Krankenhaus: Lehr- Und Arbeitsbuch (German Edition)

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Towards a conclusion Among the four Chinese communities under discussion, one can map out four stages of development in university-level translation and interpreting training: 1) as part of foreign language acquisition; 2) as a minor but independent programme in a language and literature department; 3) as a recognized academic degree; and 4) as a fully professional degree. It must be pointed out that these four stages do not necessarily follow one upon another. Significantly, Taiwan did not go through stages two and three to arrive at the professional programme.

10 The two weekly hours allocated to translation include all the theoretical and practical work related to translation and interpreting, so on average students are given weekly one-hour assignments (150-200 words). Though the Teaching Guidelines mention interpreting (the ability to interpret daily conversation at third year level, and to interpret general statements on poli­ tical, economic and cultural subjects at fourth year level), the universities I have surveyed do not actually offer training in interpreting.

Book of Songs Mencius CHART 4 Mixed Model (circa 1970 - 1990 Year 1 Principles of Translation | (short pieces of 300 words) l Year 2 Oral Translation and Composition L Year 3 Year 4 Journalistic / Commercial Translation Specialized Translation (90% literary) Eva Hung, Hong Kong 39 I would suggest that the literary model constituted an academic course of studies because it offered a coherent vision which embraced elements other than practicum. It did not aim at teaching a skill, but rather at the enhancement of perceptual and analytical powers within the parameters of the course structure.

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