ترجمۀ اقتصادی – متن شمارۀ ۳
یکشنبه، ۹ اسفند ۹۴
لینک دانلود فونت فارسی یونیکد «یاس»
We have seen that if there is too low a level of demand in an economy, the result is unemployment: during the 1920s and 1930s there was too little demand in Britain, and the consequence was prolonged unemployment. But what happens if there is too much demand in an economy? What is the opposite of unemployment? Naturally, Keynes did not devote a great deal of the General Theory to this question, but nevertheless he did answer it quite clearly. What one means by saying that there is too much demand in the economy is, to put it rather loosely, that the economy is already going flat out, with full employment of men and machinery, so that output is at its highest possible level — and that there is then an increase in demand. This increase in demand cannot call forth more output. All it can do is one of two things: either it can pull up the price of the goods and services that are already being produced. Or, in an economy with trades with other countries, it can increase the quantity of goods available — but only by sucking in more imports. In practice, an excessive level of demand will probably result in some of each; there will be some rise in prices, and imports will be higher, and exports lower than they would otherwise have been.
Now anyone who has lived in post-war Britain will observe that there is something familiar about this: rising prices, too low a level of exports, too high a level of imports; surely these are at the heart of our post-war economic problems. If Keynes’s analysis showed us how to prevent unemployment by ensuring that there is enough demand in the economy, why has it not also shown us how to prevent rising prices and balance of payments crises by avoiding too much demand?
ترجمۀ پیشرفتۀ ۲ – متن شمارۀ ۵
(تاریخ کلاس: ۱۶ و ۱۷ آبان ۹۴)
نیم‌فاصله یـا فاصلۀ مجازی (zwnj) در تایپ فارسی
فونت «یاس» را از اینجا دانلود و روی رایانۀ خود نصب کنید تا همه نوشته‌های فارسیِ این وبلاگ را زیباتر ببینید.
Way back in 1953, David McClelland, an American management guru for the first time recognized a human trait that he called ‘competence’. Robert White in 1959 and later McLagan, Richard Boyatzis, Signe Spencer and David Ulrich remarkably developed the concept of competencies for the organization’s survival and sustained competitive advantage. In 1973, David McClelland, Professor of Psychology at Harvard University and founder of McBer and Company, wrote a seminal paper: “Testing for Competence Rather than Intelligence”, which created a stir in the field of industrial psychology. McClelland’s research indicated that although traditional academic aptitude and knowledge content tests were good predictors of academic performance, they seldom predicted on‑the‑job performance. It raised questions about the reliability of intelligence tests as a predictor of job success and stated that ‘the correlation between intelligence test scores and job success often may be an artifact, the product of their joint association with class status’. McClelland went on to argue that the best predictors of outstanding on‑the‑job performance were underlying, enduring personal characteristics that he called “competencies”. Since then, McClelland’s findings have been cross‑culturally validated by 30 years of global competency research carried out by McBer and later by the Hay Group. Hence, the history of competency can be traced to the early 1970s, when industrial psychologists and human resource managers were seeking ways to predict job performance.
چهارشنبه ۳۰ سپتامبر، روز جهانی ترجمه، گرامی باد!
ترجمۀ پیشرفتۀ ۲ – متن شمارۀ ۲
فونت «یاس» را روی رایانۀ خود نصب کنید تا همه نوشته‌های فارسیِ این وبلاگ را زیباتر ببینید.
کودک در زندگی روزمره باید بتواند خود را به شیوه‌ای از نگرانی‌ها و ناراحتی‌های ناشی از فشارهای محیطی بپالاید. بازی با فرصت‌هایی که برای بُـروز عواطف فراهم می‌کند نقش پالایندۀ روانی را برای وی دارد. بسیاری از تمایلات و نیازهایی که در زندگیِ روزمرۀ کودک برآورده نمی‌شود در بازی ارضا می‌شود؛ بدین ترتیب، از شدت ناکامی‌های وی کاسته می‌شود. اضطراب نوعی احساس تعمیم‌یافتۀ بسیار ناخوشایند و اغلب مبهم است که با یک یا چند احساس جسمی مانند تپش قلب، تعریق، سردرد، بیقراری، تکرّر ادرار و... همراه باشد.
اضطراب در کودکان متداول و معمولاً همراه با ترس است. اضطراب کودکان غالباً واکنشی خودآگاه یا ناخودآگاه به ناراحتی‌هایی است که در خانواده رخ می‌دهد. اضطراب در کودکان بعد از مرگِ یکی از اعضای خانواده، عمل جراحی، بیهوشی، مردود شدن در امتحان، یا تجربه‌های تلخ ناشی از والدین مضطرب به وجود می‌آید. اضطراب به از کار افتادگی شدید کودک منجر می‌شود که در بدترین حالت به شکل دوری گزینی کودک از فعالیت‌هایی مانند مدرسه رفتن، برقراری تماس و رابط با همسالان و فعالیتهای مستقل بروز می‌کند. اجتماعی شدن فرایندی است که کودکان به کمک آن ارزشها، اعتقادات و معیارهای رفتاری‌ای را که فرهنگشان از آنان انتظار دارد می‌آموزند.
چهارشنبه ۳۰ سپتامبر، روز جهانی ترجمه، گرامی باد!