Exercise #1: Translate the following sentences from َArabic into English:
1. زار أبي أمس رجلا نحيفا طويل القامة.
2 . أصلحت سيارتي القديمة السوداء أمريكية الصنع.
3 . باع عادل خمسة أوعية معدنية خضراء تستخدم في أعمال المزرعة.
4 . يسرني أن أقول أنه هو أيضا سيحضر، إن أمكن.
5 . لقد تحدثوا في عدة مواضيع – المسرح والفن والأدب والموسيقى بصفة خاصة .
6 . أخذ زيد دورات د راسية صيفية وكرس ساعات فرا غه للعب التنس .
7 . قابل علي خالدا عندما كان ذاھبا الى المسرح .
8 . الدار التي شيدت على مقربة من النھر الذي له حديقة جميلة وغرفتا معيشة كبيرتان قد بيعت بثمانين ألف دولار في الشھر الماضي.
9 . لا يمكن العثور عليه في أي مكان .
10 . أخبرتني أن أطفئ المصباح ثلاث مرات، ھل تعتقد أني أطرش؟
:Exercise #2: Translate the following Abstract from َEnglish into Arabic
DONALD S. HIROTO2
University of
Portland
Failure to escape, the defining characteristic of
learned helplessness, was investigated with perceived and instructed locus of
control 5s in a learnedhelplessness paradigm. Three groups, equally divided
between internals and externals and counterbalanced for sex, received different
treatments with an aversive tone prior to the testing for helplessness. The
first group could neither escape nor avoid an aversive tone, the second group
could escape the tone, and the third group was not exposed to the treatment.
Eighteen escape-avoidance trials followed, using a human analogue to an animal shuttle
box, in which 6s received an instructional set describing the task as skill or
chance determined. In addition to a complete replication of learned helplessness
in man, externals were significantly more helpless than internals, and
chance-set 5s were more helpless than skill-set 5s. Since uncontrollability of
noise, externality, and chance instructional set all impaired escapeavoidance in
parallel ways, it was speculated that a common state may underlie all 3
dimensions—expectancy that responding and reinforcement are independent.
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