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					                                  ‫يوم اليتيم‬

‫رٕفجش ٌٕبثٍغ اٌخٍش فً ِصش وٍّب اعزذػً األِش رٌه ٘زٖ حمٍمخ ٚاظحخ ػشٕب٘ب ثّٕبعجخ االحزفبالد ثٍَٛ‬
                                          ‫اٌٍزٍُ اٌزً اِزألد ثٙب سثٛع ِصش فً ِخزٍف اٌّحبفظبد.‬

‫إْ ظب٘شح اٌزىبفً االجزّبػً اٌزً رأوذد فً ٘زا اٌٍَٛ ٌٙب دالٌخ ثبٌغخ األٍّ٘خ ألٔٙب رؤوذ أصبٌخ ٘زا‬
‫اٌشؼت ٚ رحشن اٌمبدسٌٓ ػًٍ ِغبٔذح ٚ دػُ األؼفبي اٌزٌٓ حشِزُٙ اٌظشٚف ِٓ اٌحٍبح اٌؽجٍؼٍخ ٚعػ‬
                                                                                         ‫أعشرٗ .‬

‫ٌمذ شب٘ذٔب اٌجغّخ اٌحمٍمٍخ ػًٍ ٚجٖٛ أالف األؼفبي األٌزبَ خالي ِزبثؼزً ٌٍَٛ اٌٍزٍُ ٌمذ شب٘ذٔب اٌجغّخ‬
‫اٌحمٍمٍخ ػًٍ ٚجٖٛ أالف األؼفبي األٌزبَ خالي ِزبثؼزً ٌٍَٛ اٌٍزٍُ حٍّٕب أحغٛا ثب٘زّبَ اٌّجزّغ ثُٙ ٚ‬
‫اٌحشص ػًٍ إعؼبدُ٘ فً ٘زا اٌٍَٛ ثؼط اٌجّؼٍبد ٚ اٌّؤعغبد األٍٍ٘خ خصصذ ٌِٛب وبِال ٌزمذٌُ‬
‫اٌٙذاٌب ٌُٙ ٚ اٌزشفٍٗ ػُٕٙ ٚ رمذٌُ اٌفمشاد اٌّحججخ ٌذٌُٙ ٚ اٌزً رجزثُٙ . وّب حشص ثؼط اٌفٕبٍٔٓ ػًٍ‬
‫اٌّشبسوخ فً ٘زٖ االحزفبالد اٌزً سعّذ اثزغبِخ حمٍمٍخ وٍٙب ثشاءح ٚ رؽٍغ ٌحٍبح وشٌّخ ػًٍ ٚجٖٛ‬
                                                                                   ‫٘ؤالء األؼفبي .‬

‫ِب ٌؼٍٕٕب ٕ٘ب ٘ٛ أٗ سغُ اٌظشٚف االلزصبدٌخ ٚ اٌعغٛغ اٌٍٍِٛخ ٌٍحٍبح فبْ اَالف حشصٛا ػًٍ إٌضٚي‬
                                              ‫ِٓ ثٍٛرُٙ ٌٍزؼجٍش ػٓ ِشبػشُ٘ إٌجٍٍخ ٔحٛ األٌزبَ.‬

‫ٌمذ أؽٍمذ أٚي دػٛح ٌٙزٖ االحزفبالد ثٍَٛ اٌٍزٍُ ِٓ ِصش ِٕز 4 عٕٛاد ٚ أصجح ٌَٛ 4 اثشًٌ ٘ٛ ٌَٛ‬
‫اٌٍزٍُ .ٌزا فئٕٔب ٔذػٛ إًٌ أْ رزحٛي ٘زٖ إٌّبعجخ إًٌ احزفبالد دائّخ ؼٛاي شٙٛس اٌؼبَ ٌٍشت اٌؽفً‬
                                                    ‫ِٛاؼٕب عٌٛب ٚ صبٌحب ٚ ٔبجحب فً ِجزّؼٗ.‬




                                  ‫‪The Orphans’ Day‬‬
  Showers of charity are sparkled in Egypt whenever the need arises. This is a palpable
                                                                                           2
truth we have lived on the occasion of Orphans’ Day celebrations, which have spread
throughout Egypt in the various governorates.

That the phenomenon of social solidarity which was reinforced in this day has very great
significance because it confirms the authenticity of this people and the movement of those
who are able to support children who have been deprived of normal life among their
families because of certain circumstances.

  We have seen the genuine smile on the faces of thousands of orphaned children during
our watching of the Orphans’ Day when they felt their society's interest and care to make
them happy in this day. Some civil associations and organizations devoted a whole day to
give them gifts and to entertain them and provide their favorite shows, which attracted
them. Some artists were also keen to participate in the celebrations which drew a genuine
smile full of innocence and aspiration for a decent life on the faces of these children

What concerns us here is that despite the economic conditions and the daily pressures of
life, thousands were keen to get out of their homes to express their noble feelings towards
orphans.

  The first call to celeberate the Orphans’ Day was released from Egypt 4 years ago, and the
fourth of April has become the Orphans’ Day. We therefore call for turning this occasion
into continuous celebrations throughout the year’s months, so the child grows up as a good
citizen.




                                       Footnotes
1. The direct translation would be “springs of good”, but this one was chosen is
   to express the intended figurative meaning behind the metaphor.
           something that somebody receives all at once in quantity
2. This word was chosen to refer to the intended meaning instead of the more
   odd direct ones “filled, dominated.”
3. Both “solidarity” and “liability” would be appropriate translation, but the
   “solidarity” is the fixed expression.
4. Both “authenticity” and “originality” does not match the Arabic expression,
   but the word “authenticity” is more appropriate.
5. Both words have the same meaning, so we use one word to express it which
   is preferred in the English style.
6. There is a noticeable difference in the expressive meaning of “‫ ”ِزبثؼخ‬and
   “coverage”, so we use a more general word in English which is “watching.”
7. There is no equivalent word in English, so we use the expressive word “show”.
8. “Invitation” comes with personal matters, while “call” comes with social and
   moral matters.
9. The word “continuous” is the preferred one to express the meaning instead
   of “steady” and “lasting”
10. All words have the same meaning, so we use one word to express it which
   is preferred in the English style.



                                    Africa



As Africa strives to pull itself out of grinding poverty, more and more countries are
looking to technology to give them a leg up. The goal supported by the United
Nations and the African Union’s New Partnership for Africa’s Development (NEBAD)
is to get the Continent IT-ready by next year when a fiber-optic cable running
alongside the east coast is scheduled for completion bringing broadband access to
22 nations. NEBAD has an “e-school” initiative that aims (too optimistically) to wire
all 600.000 African high schools by the time the cable is up and running. But the
moves have sparked a big debate over whether it makes sense to spend money on
technology before teachers and textbooks.



Vladimir Kinelev, the director of the UNESCO Institute for Information Technologies
in Education argues that computers can’t solve the problems of a place where
almost half a billion people live on less than $1 a day, and many lack clean drinking
water. “When textbooks, chalks, water and teachers are in short supply, {high-
tech} investments should not be a priority” wrote UNESCO experts Wad Hadaka and
Alexandra Draxier in a recent study. At least some Africans agree: David Siele.,
Director of higher education in Kenya’s Ministry of Education, argues that
“technology shouldn’t be the priority .the Priority… should be to get kids into high
school.”
                                                           ‫أفريقيا‬

‫بيىما حىاضل أفصيقياا نوخااان وهااٍا اه الهقاص الغاا ه ت حخغ ال المطيار َالمطيار اه الارَن إلا الخكىُلُجياا‬
‫لخعغيٍا ذفعت إل اإل ام. إن الٍرف السي حرعمً األ م المخحرة َ الاصاكت الجريرة لالححاذ اإلفصيقا اه أجال‬
‫حىميت أفصيقيا (الىيباذ ) ٌُ الُصُن بالقاشة اإلفصيقيت إلا ص ات انتاخعراذ نتاخدرام حكىُلُجياا المع ُ ااث‬
   ‫بح ُن العاام القااذم. َ زلا عىار ا ياخم حتبياج كابال األليااف الضاُييت ع ا عاُن الااا ل الااصا ماا يخاي‬
‫نتخدرام انوخصوج فايق الااصعت ن 22 ذَلات َ لاري الىيبااذ بااذشة الماراشظ انليكخصَويات َ الخا حٍارف (‬
  ‫بخهاؤن هصط ) إل أن حصبظ كل ان 666660 رشتت افصيقيت ع يا ل برايت حااييل الكابال . غياص أن تال‬
    ‫ٌسي الخحصكااث اار أرااشث جارن َاتاعا اُن ىغقيات إوهاا األ اُان ع ا الخكىُلُجياا ابال المع ام َ الكخاا‬
                                                                      ‫المرشتاااااااااااااااااااااااااااااااااااااااااااااااااااااااااااااااااا .‬

‫َ يسٌب فالذيمياص كيىي يا – اريص عٍار اليُوااكُ لخكىُلُجياا المع ُ ااث فا الخع ايم – إلا أن الحاتاباث‬
‫ياش شدص ع أاال اه َا ار ذَنش‬                         ‫اإلليت عاجطة عه ل اكالث المكان السي يعيش فيً ضٌاء وص‬
‫يُ يا ت َ العرير ىٍم يهخقر ياي الاص الىظيهت . َ يكخب خبصاء اليُواكُ_ َاذ ٌاذاي َ ألكاىرش ذشاكاايص‬
‫_ ف ذشاتت ريتت : " عىر ا حكُن الكخب الرشاتيت َ الغباشيص َ الماء َ المع ميه خُفصة بااكل حارَذ ت‬
‫فال يجب أن حكُن اتختماشاث الخكىُلُجيا العالميت أَلُيت . " ع األاال بعاا األفاشاات يُافقاُن ع ا ٌاسا‬
 ‫يث يصي ذيهير تابل _ ريص الخع يم العال ف َضاشة الخع يم الكيىيات_ أن " الخكىُلُجياا ن يجاب أن حكاُن‬
           ‫األَلُياااااات ت األَلُياااااات ... يجااااااب أن حكااااااُن إ ضاااااااش األعهااااااان إلاااا ا المااااااراشظ الع يااااااا.‬
Footnotes:
  1. The word “strives” can be translated as “‫ ”يكافح‬or “‫ .”يىاضم‬But the word
     “‫ ”يىاضم‬is more appropriate within this context since it means “trying very
     hard to do or get something” , while “‫ ”يكافح‬implies a certain degree of severe
     struggle.
  2. The word “grinding” can be translated as “‫ ”طاحه‬or “‫ .”مدقع‬Here, the more
     accurate word “‫ ”طاحه‬is preferred to the more common one in the context
     “‫.”مدقع‬
  3. The phrase “broadband access” has no Arabic equivalent in its technical
     sense. The solution to this would be either transliterating the concept “ ‫برودباود‬
     ‫ ”اكسيس‬as a commercial terminology or using the related concept “ ‫االوتروت‬
     ‫ .”فائق انسرعة‬The later was chosen to preserve the formal appearance of the
     article.
  4. The word “argue” has many relevance translations in this context such as
     “، ‫ ,”يىاقش يجادل ، يبرهه ، يقىع ، يتجادل‬but the word “‫ ”يرى‬is preferred as
     neutral / less expressive word to escape from the trap of confusion which may
     result from the other equivalents.
  5. The direct meanings for the word “ too” are “ ‫ ”جدا‬or “‫ , ”كبير‬but the word
     “‫ ”مفرط‬would be more appropriate as a fixed expression “‫. ”تفاؤل مفرط‬
  6. The word “people” can be translated as either “‫ ”وسمة‬or “‫. ”إوسان‬the later is
     preferred because it is more general. The first is related to accurate
     calculations.
  7. $1 is translated as “‫ ”واحد دوالر‬instead of “‫ ”دوالر واحد‬to stress the idea of
     specification.
  8. “Clean” is translated as “‫ ”وظيفة‬because it is the standard equivalent.
  9. “High school” is translated as plural to express the idea of generality
     connected with the English structure.



                          The Original TEXT
ً‫فً ِحبٚالد اٌحىِٛخ اٌّزؼذدح ِٛاجٙخ ِشبوً اٌّشٚس ألبِذ وجبسي ػٌٍٛخ ٚ حفشد أٔفبلب رحذ األسض ٚ دفؼذ ثؼذح ششوبد خبصخ ٌزًٌٛ ِٙبَ ٔم‬
‫اٌشوبة داخً وٛسدْٚ اٌّذٌٕخ ٚ عّحذ ٌؼشثبد اٌٍّىشٚثبص اٌخبصخ ثبٌؼًّ فً ٘زا اٌّجبي ٚ جذدد اٌؽشق ٚ ػٍّذ ػًٍ رٛعٍغ اٌشٛاسع ٚ حممذ‬
ٚ ‫ؼفشح حعبسٌخ ثزشغًٍ ِزشٚ األٔفبق ثّشاحٍٗ اٌّزؼذدح. ٚ رحٍّذ إداساد اٌّشٚس ػجئب صائذا ٌٍغٍؽشح ػًٍ رجؼبد األصِخ ٚ وثفذ ِٓ ٚجٛد اٌعجبغ‬
ًٌ‫اٌجٕٛد ثبٌٍّبدٌٓ ٚ اٌزمبؼؼبد إال أْ اٌّشىٍخ ال رضاي رفشض ٔفغٙب ػًٍ اٌغبحخ ٚ ال ٌجذٚ فً األفك اٌمشٌت حً عشٌغ ٌٙب ثً ػً اٌؼىظ رشٍش اٌذالئً إ‬
                                                                .‫رفبلُ األصِخ ٚ أؼىبط عٍجٍبرٙب ػًٍ وً ِٓ ٌغؼً ٌمعبء ِصٍحخ أٚ أجبص ِّٙخ‬

      ٚ ٓ‫ٚ ٕ٘بن ػذح أعجبة رؤد إًٌ اخزٕبلبد ِشٚسٌخ رصً فً ثؼط األٚلبد إًٌ اٌشًٍ اٌىبًِ ٚ رؼٍك خؽػ اٌزٍّٕخ ٚ رصٍت فً ِمزً ِصبٌح اٌٛؼ‬
                                                                                                     :ًٌٍ ‫اٌّٛاؼٍٕٓ ٚ ػًٍ سأعٙب ِب‬

                                                                                       ‫ ّٔٛ عىبًٔ ٌمبثٍٗ ٘جشح ال رزٛلف ٌٍّٓ أٌىجشي‬
 ‫ وثبفخ ِشٚسٌخ ػبٌٍخ ال رزفك ِغ اٌغؼخ اٌحمٍمٍخ ٚ لذسح اعزٍؼبة اٌشٛاسع ٚ اٌؽشق حزى أْ ؼبلخ شٛاسع اٌمب٘شح االعزٍؼبثٍخ 424 أٌف عٍبسح‬
                                                             .‫ثٍّٕب ٌجٛة شٛاسػٙب ٍٍِٛٔب عٍبسح ثّب ٌضٌذ ػًٍ أسثؼخ أظؼبف ٘زٖ اٌؽبلخ‬
                                  .ْٛٔ‫ ػشٛائٍخ رحشن ٚٚلٛف عٍبساد اٌٍّىشٚثبص ِغ رشاخً إِٔبء اٌششؼخ فً إججبسُ٘ ػًٍ احزشاَ اٌمب‬


                               The Text after Translation
                        1                                                2                                       3             4
    In the multiple governments’ attempts to address traffic problems, they set up flyovers and dug
                                                      5                                                    6                           7
underground tunnels. They encouraged many private companies to assume the responsibility of
                                                            8                                                                      9
transporting passengers inside the city zone and allowed private minibuses to work in this field . They
                                                                         10                                               11
renewed roads, worked to widen streets, and realized                          a development leap by operating                  the multi-
                                                                 13
stage Metro. Traffic departments also endured                         overload to control the crisis consequences. They
              14
stepped up         the presence of officers and soldiers in squares and intersections.

   However, the problem still persists on scene, with no speedy solution in the near future. On the
                                 15                                           16                                17
contrary, there are signs             that the crisis is exacerbating              and its negative impact           is felt by all those
who seek to perform a certain errand or task.

     There are many causes that led to traffic jams , sometimes even to complete paralysis, hinder
                                                    18
development plans and seriously injure                   state and citizens interests, with the following on the top:

     Population growth coupled with incessant migration does to big cities.
     High traffic density not parallel to the real capacity and absorption ability of streets and roads .
                                                                                                                                       19
         Cairo road absorption capacity is 420 thousand vehicles, whereas two million vehicles run                                          its
      streets as four times multiplication of its capacity.
     Random movement and parking of minibuses with the laxity of policemen in obliging them to
      respect the law.
                                               Footnotes

1.Multiple: involving or including several things, people, or parts
      Many: considerable number of people or things
      Several: a small number, though more than two or three
2.Address: to face up to and deal with a problem or issue; failure to address the main issue
      Face: transitive verb to meet or confront somebody or something directly and bravely; • Their retreat was
         cut off and they had no choice but to stand and face the enemy.
      Cope with: to deal successfully with a difficult problem or situation
3.Set up: transitive verb to erect something or put something in an upright or usable position; • set up road blocks; I
set up the bridge in WEP.
      Established: transitive verb to start or set up something that is intended to continue or be permanent
      Build: transitive verb to make a structure by putting the parts of it together; • to build a wall
4.Flyover: bridge formed by the upper level of a crossing of two highways at different levels.
      Bridge: a structure that allows people or vehicles to cross an obstacle such as a river or canal or railway etc.
5.Encouraged: to motivate somebody to take a course of action or continue doing something; • encouraged me to
finish the course
      Prompt: transitive verb cause somebody to act: to make somebody decide to do something What
         prompted him to change his mind, we don't yet know.
      Induce: to persuade or influence somebody to do or think something
      Incite: to stir up feelings in or provoke action by somebody
6.Assume: to start being responsible for something; She assumed all of her brother's debts when he died.
      Undertake : transitive verb to begin to do something or to set out on something; •They are ill-equipped to
        undertake such a journey.
     Take over: to obtain or assume control of something, or gain control of something from somebody else;
         taken over by a larger company
7.Responsibility: the state, fact, or position of being accountable to somebody or for something
     Tasks: a piece of work that somebody is given to do, usually short in duration or with a deadline
     Functions: an activity or role assigned to somebody or something.
8.Zone: an area regarded as separate or kept separate, especially one with a particular use or function.
     Cordon: a line of police officers or soldiers, or their vehicles, surrounding an area to control access to it
9.Field: an activity or subject, especially one that is somebody's particular responsibility, specialty, or interest
     Domain: an area of activity over which somebody has influence
     Scope: the range covered by an activity, subject, or topic; • a question that is beyond the scope of this
         lecture
10.Widen: to become wider, or make something wider (the general word)
     Broaden: to make something wider, or become wider
     Amplify: transitive and intransitive verb to become, or make something become, greater in scope or
        stronger
11.Realized: transitive verb to fulfill a specific vision, plan, or potential
     Achieve: to succeed in doing or gaining something, usually with effort
12.Operate: transitive and intransitive verb to function or work, or make something function or work
     Run: transitive and intransitive verb to be functioning, or put or leave something in a functioning mode;
        • Let the engine run.
13. Endure: transitive and intransitive verb to experience exertion, pain, or hardship without giving up
• The nation endured years of war to create a lasting peace.
     Bear: transitive verb to accept something as a duty or responsibility; • bear the expense
     Incurre: to suffer something undesirable such as another person's anger or a financial loss as a
       result of an action
14.Stepped up: To increase, especially in stages: step up production./ To improve one's performance or take on
more responsibility, especially at a crucial time.
     Intensified: to do something with greater effort or more activity, or become more concentrated;
        • intensified the search
15.signs: something that indicates or expresses the existence of something else not immediately
apparent• a sign of wealth (the more general word used to define others)
     Indications: a sign, signal, or symptom that something exists or is true
     Evidence: something that gives a sign or proof of the existence or truth of something, or that helps
        somebody to come to a particular conclusion• There is no evidence that the disease is related to
        diet.
16.Exacerbate: to make an already bad or problematic situation worse• Her silence merely exacerbated
the problem.
     Aggravate: to make something become even worse or even more severe than before
     Escalate: to become or cause something to become greater, more serious, or more intense
17.Impact: the powerful or dramatic effect that something or somebody has
     Effects: success in bringing about a change in somebody or something, or the ability to achieve
        this• I pleaded with them, but to no effect.
18. Injure: to cause (another) to suffer from damage to, deprivation of, or interference with property or a
property interest
19.Run: transitive verb to take or transport somebody or something, usually by motor vehicle • ran me
into town.
     Cruise: intransitive verb to proceed in a leisurely casual way or with no particular destination
        • We've just been cruising around in the car.
     Roam: to move over a large area, especially without a specific purpose or definite destination

				
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