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English to Arabic - Rates: 0.05 - 0.08 USD per word / 24 - 27 USD per hour Arabic to English - Rates: 0.05 - 0.08 USD per word / 24 - 27 USD per hour Arabic - Rates: 0.05 - 0.08 USD per word / 24 - 27 USD per hour
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Sample translations submitted: 1
English to Arabic: Lesson to unlearn مقياس خاطئ في التعلم General field: Art/Literary
Source text - English Lesson to unlearn
The most damaging thing you learned in school wasn't something you learned in any specific class. It was learning to get good grades.
When I was in college, a particularly earnest philosophy grad student once told me that he never cared what grade he got in a class, only what he learned in it. This stuck in my mind because it was the only time I ever heard anyone say such a thing.
For me, as for most students, the measurement of what I was learning completely dominated actual learning in college. I was fairly earnest; I was genuinely interested in most of the classes I took, and I worked hard. And yet I worked by far the hardest when I was studying for a test.
In theory, tests are merely what their name implies: tests of what you've learned in the class. In theory you shouldn't have to prepare for a test in a class any more than you have to prepare for a blood test. In theory you learn from taking the class, from going to the lectures and doing the reading and/or assignments, and the test that comes afterward merely measures how well you learned.
In practice, as almost everyone reading this will know, things are so different that hearing this explanation of how classes and tests are meant to work is like hearing the etymology of a word whose meaning has changed completely. In practice, the phrase "studying for a test" was almost redundant, because that was when one really studied. The difference between diligent and slack students was that the former studied hard for tests and the latter didn't. No one was pulling all-nighters two weeks into the semester.
Even though I was a diligent student, almost all the work I did in school was aimed at getting a good grade on something.
To many people, it would seem strange that the preceding sentence has a "though" in it. Aren't I merely stating a tautology? Isn't that what a diligent student is, a straight-A student? That's how deeply the conflation of learning with grades has infused our culture.
Is it so bad if learning is conflated with grades? Yes, it is bad. And it wasn't till decades after college, when I was running Y Combinator, that I realized how bad it is.
I knew of course when I was a student that studying for a test is far from identical with actual learning. At the very least, you don't retain knowledge you cram into your head the night before an exam. But the problem is worse than that. The real problem is that most tests don't come close to measuring what they're supposed to.
If tests truly were tests of learning, things wouldn't be so bad. Getting good grades and learning would converge, just a little late. The problem is that nearly all tests given to students are terribly hackable.
Most people who've gotten good grades know this, and know it so well they've ceased even to question it. You'll see when you realize how naive it sounds to act otherwise.
Suppose you're taking a class on medieval history and the final exam is coming up. The final exam is supposed to be a test of your knowledge of medieval history, right? So if you have a couple days between now and the exam, surely the best way to spend the time, if you want to do well on the exam, is to read the best books you can find about medieval history. Then you'll know a lot about it, and do well on the exam.
No, no, no, experienced students are saying to themselves. If you merely read good books on medieval history, most of the stuff you learned wouldn't be on the test. It's not good books you want to read, but the lecture notes and assigned reading in this class. And even most of that you can ignore, because you only have to worry about the sort of thing that could turn up as a test question. You're looking for sharply-defined chunks of information. If one of the assigned readings has an interesting digression on some subtle point, you can safely ignore that, because it's not the sort of thing that could be turned into a test question. But if the professor tells you that there were three underlying causes of the Schism of 1378, or three main consequences of the Black Death, you'd better know them. And whether they were in fact the causes or consequences is beside the point. For the purposes of this class they are.
At a university there are often copies of old exams floating around, and these narrow still further what you have to learn. As well as learning what kind of questions this professor asks, you'll often get actual exam questions. Many professors re-use them. After teaching a class for 10 years, it would be hard not to, at least inadvertently.
In some classes, your professor will have had some sort of political axe to grind, and if so you'll have to grind it too. The need for this varies. In classes in math or the hard sciences or engineering it's rarely necessary, but at the other end of the spectrum there are classes where you couldn't get a good grade without it.
Getting a good grade in a class on x is so different from learning a lot about x that you have to choose one or the other, and you can't blame students if they choose grades. Everyone judges them by their grades — graduate programs, employers, scholarships, even their own parents.
I liked learning, and I really enjoyed some of the papers and programs I wrote in college. But did I ever, after turning in a paper in some class, sit down and write another just for fun? Of course not. I had things due in other classes. If it ever came to a choice of learning or grades, I chose grades. I hadn't come to college to do badly.
Anyone who cares about getting good grades has to play this game, or they'll be surpassed by those who do. And at elite universities, that means nearly everyone, since someone who didn't care about getting good grades probably wouldn't be there in the first place. The result is that students compete to maximize the difference between learning and getting good grades.
Why are tests so bad? More precisely, why are they so hackable? Any experienced programmer could answer that. How hackable is software whose author hasn't paid any attention to preventing it from being hacked? Usually it's as porous as a colander.
Hackable is the default for any test imposed by an authority. The reason the tests you're given are so consistently bad — so consistently far from measuring what they're supposed to measure — is simply that the people creating them haven't made much effort to prevent them from being hacked.
But you can't blame teachers if their tests are hackable. Their job is to teach, not to create unhackable tests. The real problem is grades, or more precisely, that grades have been overloaded. If grades were merely a way for teachers to tell students what they were doing right and wrong, like a coach giving advice to an athlete, students wouldn't be tempted to hack tests. But unfortunately after a certain age grades become more than advice. After a certain age, whenever you're being taught, you're usually also being judged.
Translation - Arabic مقياس خاطئ في التعلم
إنّ التعلم لغرض الحصول على درجات جيدة فقط؛ هو من أسوأ ما يمكن فعله خلال مسيرة الدراسة، لما يتسبب به من أضرار وجوانب سلبية. ولقد رسخت هذه الفكرة في ذهني عندما كنت في الكلية؛ إذ أخبرني أحد الطلاب المتفوقين الخريجين في جامعة الفلسفة أنّ اهتمامه الأول كان منصبًّا على ما يتلقاه من معلومات ومعارف، وأنّه لم يصب اهتمامه على الحصول على درجات مرتفعة في مقابل ذلك.
كانت هذه الفكرة كفيلة بأن تغير وجهة نظري نحو التعلم من أجل الحصول على الدرجات فقط؛ فقد كنت كمعظم الطلاب الذين يصبون اهتمامهم على الحصول على درجات مرتفعة؛ حيث يكون مقياس التفوق عندهم هو الحصول على أعلى الدرجات فقط؛ لذا فإنك تجدهم يبذلون أقصى جهدهم قبيل فترة الاختبارات؛ لأنها مقياس التفوق عندهم.
وإذا نظرنا إلى الاختبارات من الناحية النظرية فإننا سنجد أن مضمون هذه الاختبارات لا يبتعد كثيرًا عن المعنى اللفظي لهذه الكلمة؛ فهي مجرد قياس لما يتلقاه الطالب في صفوف التعلم من دروس ومحاضرات، وما يقوم به من واجبات؛ بل إنّ البعض يرى بأنّه لا يجب أن يستعد الطالب لهذه الاختبارات بأكثر ممّا يستعد الشخص المقبل على عمل اختبار للدم. أمّا الاختبارات من الناحية العملية فهي تختلف عن الناحية النظرية؛ إذ يخرج معناها من النطاق اللفظي ليعبّر عن المقياس الذي يفرّق بين الطالب المجتهد والطالب الكسول؛ فالطالب المجتهد الذي يقضي معظم وقته في استذكار المنهج ومراجعته؛ وفي هذه الحالة يأتي الاختبار ليبيّن الطالب المجتهد من غيره من خلال الدرجات التي يحصدها في هذا الاختبار.
وعلى الرغم من أنّني كنت طالبًا مجتهدًا؛ إلا أنّ كل عملي واجتهادي أثناء فترة الدراسة كان هدفه الحصول على أعلى الدرجات فقط؛ وهذا يجعلني في نظر كثير من الناس مثالًا للطالب المثالي المستقيم؛ وهو ما يبين فداحة الخطأ في ثقافاتنا من خلال الخلط بين التعلم والحصول على الدرجات المرتفعة؛ إذ يؤمن معظم الناس أنّ الحصول على درجات مرتفعة هو المقياس الأمثل للتعلم.
وهذا يجعلنا نطرح السؤال التالي: هل من الخطأ الخلط بين مفهوم التعلم وبين الحصول على درجات مرتفعة؛ بحيث يكون الأمر الثاني مقياسًا للأول؟!
أستطيع أن أقول بكل وضوح: نعم، من الخطأ جعل الدرجات مقياسًا للتعلم؛ ولكنني لم أدرك هذا الخطأ إلا بعد عقود من إتمام تعليمي الجامعيّ؛ وذلك حين كنت أدير شركة حينها أدركت أنّ الاختبارات النظرية التي كنّا نمارسها في الصف لا تعني أبدًا الوصول إلى مرحلة التعلم؛ فإذا كان عدم الاحتفاظ بالمعلومات والمعارف التي تم استذكارها خلال مرحلة الدراسة تعد من أبرز المشاكل المتعلقة بالاختبارات؛ إلا أنّ المشكلة الحقيقية تدور حول اتساع الهوة بين هذه المعلومات والمعارف وبين الناحية التطبيقية التي تتطلبها بيئة العمل.
وهذا يعكس الخلل في هذه الاختبارات؛ لأنها لا تؤدي إلى التعلم الحقيقي الذي ينفع الشخص في مستقبله العملي؛ إذ لو كانت هذه الاختبارات تؤدي إلى التعلم الحقيقي لكان من الممكن أن يتم قياس التعلم من خلال الحصول على درجات مرتفعة؛ وتكمن المشكلة في أن جميع الاختبارات التي يتم إجراؤها للطلاب يتم اختراقها بشكل رهيب، بحيث تكون نماذج مكررة قابلة لتخيلها ومحاكاتها من قبل الطلبة، حتى إنّ معظم الطلاب الذين يحصلون على درجات مرتفعة يعرفون ذلك تمام المعرفة ولا ينكرونه.
ولبيان كيفية تعاطي معظم الطلاب مع الاختبارات نضرب مثالا لطالب يدرس في مادة التاريخ فصلًا عن تاريخ العصور الوسطى، وهو في صدد أداء الاختبار النهائي حول هذه المادة، وفي هذه الحالة فإنّه من المنطقيّ أن يجمع الطالب بعض الكتب والمراجع التي تتناول تاريخ العصور الوسطى ويقوم بمراجعتها وقراءتها والإلمام بما فيها؛ وحينها يضمن النجاح في هذه المادة والحصول على درجات جيدة في الاختبار. لكن واقع الأمر مختلف تمامًا إذ لا يلزم من الطالب أن يقوم بكل ذلك، فعليه أن يستذكر فقط ما يشير إليه أستاذ المادة وما هو موجود في كتاب الدراسة فقط، حتى وإن كان ما ينوه إليه الأستاذ يعد ثانويًا وغير مجدٍ بشكل كبير، إلا أنّ احتمالية مجيئه كسؤال في الاختبار يجعله محط الاهتمام من الطالب، وهكذا نرى كيف أنّ اهتمام الطالب بمحتوى الاختبار يجعله يصب اهتمامه على أجزاء معينة –أساسية كانت أم ثانوية- في حين قد يهمل أجزاءً أساسية من المحتوى المعرفي لمجرد عدم وروده في الاختبار؛ وبذلك يتحول الاختبار إلى مقياس جزئي لبعض المعارف التي يحددها أستاذ المادة؛ بدلًا من كونه مقياسًا حقيقيًا لتعلم المحتوى المعرفي نفسه.
والأدهى من ذلك أنك تجد في بعض الجامعات نسخًا من الاختبارات لأستاذ المادة يتداولها الطلاب ويستذكرونها؛ لأنهم يعلمون تمام المعرفة أن الاختبار سيكون جزءًا من هذه الأسئلة أو تكرارًا ومحاكاةً لها بشكل أو بآخر؛ وهذا يجعل من هذه الاختبارات أداة غير فعّالة في سبيل التعلم؛ لأنها ستكون مجرد حفظ لبعض الأسئلة المعروفة مسبقًا ونسخها على ورقة الاختبار. لكن الأمر قد لا ينطبق بشكل كامل على جميع المواد؛ فبعض المواد العملية كالرياضيات والهندسة تتطلب جانبًا مختلفًا من التعلم بعيدًا عن النسخ للأسئلة المكررة.
وإن كنتَ من أولئك الطلاب المجتهدين فإنّ جلّ اهتمامك سيكون منصبًّا على ما تكتبه في ورقة الاختبار؛ وستولي معظم اهتمامك بها دون أن يكون لديك وقت للانشغال بتحصيل معرفة حقيقية؛ لأنّ وقتك سيكون رهن القيام بالواجبات والمتطلبات التي تحصد من خلالها الدرجات، وإذا خيّرتَ أحد أولئك الطلاب بين قضاء وقت في تحصيل معرفة حقيقية، وبين استذكار ما سيؤديه في الاختبار فإنّه سيختار بلا شك استذكار معلومات الاختبار؛ لأنّ هدفه الأساسي هو الحصول على درجات مرتفعة؛ إذ يكون مناط السباق بين الطلاب مرتبطًا بالحصول على أعل الدرجات؛ خاصة في الجامعات المرموقة التي يكون الحصول على درجات مرتفعة فيها مرهون بالوصول إلى المقام المرتفع الذي يضمن الحصول على مستوى أعلى في المستقبل الوظيفي والمهني.
وإذا كان تنافس الطلاب للحصول على درجات مرتفعة يوسّع الهوة بين التعلم الحقيقي وبين الاختبارات؛ فإننا لا نستطيع لوم هؤلاء الطلاب؛ لأنّ مناط التفوق مرهون بهذه الدرجات في نظر كل أطياف المجتمع من أرباب العمل، ومنظمو المنح الدراسية، وحتى آبائهم وأهليهم.
والسؤال الذي ينبغي طرحه هو: لماذا تعد الاختبارات الدراسية سيئة؟ ولماذا لا تعد هذه الاختبارات مقياسًا حقيقيًّا للتعلم؟! ولماذا تحولت هذه الاختبارات إلى نماذج مخترقة مكررة بحيث يسهل على الطلاب تخيلها والاستظهار على أساسها؟!
إنّ اللوم الحقيقي لا يقع على عاتق المعلم وحده، بل هو مرتبط بأصحاب القرار ممن يُفترض أنّهم متخصصون في مجال التقويم الدراسي؛ لأنّ مهمة المعلم الأساسية هي التدريس وليس وضع اختبارات تقيس مدى التعلم، لكنّ المشكلة الحقيقية تكمن في جعل الدرجات هي المقياس الأساسي للتعلم؛ وهذا ما يجعل الطلاب مهتمون بتحصيلها أكثر من أي شيء آخر لأنّ الحكم عليهم يكون من خلالها.
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Do you need help with translation because you are looking to expand your business to reach so many people who speak different languages?
Do You want to translate content from English to Arabic because you would like to have your service and product noticed by speakers of Arabic?
The percentage of Arabs who can understand the English language efficiently in English is low, and this is why a translation into their native language would be best.
As a copywriter translator:
If you have a successful business and wish to expand your horizon in order to reach more people, I will help you in translating:
· your website.
· Your sales copy.
· Your mail sequence.
· Your Landing page.
I have taken a course on copywriting with Alex Cattoni. The program is called "copy posse launch pad."
I'm not only going to translate for you.
I am going to make sure that the copy is simple, appealing to the reader, and take into account the cultural differences. I am very confident that I can help you because I am going to apply all the principles that I have learned from my teacher Alex to provide you with the best work.
If you need a general translator who is an expert in term of linguistics and the mechanics of translation, then I will help you translate your English documents into Arabic as well as proofreading in Arabic:
· Books
· Brochures
· Manuals
· Research documents
· case studies
Who Am I?
I spent the last eight years translating books, news, and subtitling movies for my professional development, but now I want to use the skills that I have required "in translating" as professional to help you develop the network of people who would want to know your product or service.
When working with me, you will receive a high-quality service that will make you happy.
I have enjoyed learning and translating because I'm curious by nature, and now I have turned it into a career that I enjoy, and I hope you would be happy with my service:
· My translation will be clear and straightforward to the reader.
· I'lldouble-chick my writing and ensure that the punctuation is accurate and that there are no spelling mistakes.
· I respect your time, and I will deliver my work before the deadline, no matter what.
· I'll ask you many questions about our project so that I can provide you with what you want exactly and without any misconception.
Who this is for.
I would love to work with Someone who:
· requires high quality and professional work as well as delivery on time.
· Someone who is easy to work with and not indecisive.
· Someone who respects me as a contractor and values my style and advice.
Who this is not for.
I wouldn't prefer to work with Someone who:
· expects freelancers to act as their employees and treat them as such.
· who is high maintenance and continuously wants adjustments beyond our scope of work.
· Someone who is not looking to pay the fair price.
Make sure to love my style.
I'll modify the work in order to meet your needs, but we'll connect best if we're on the same page from the start. Either way, I'm willing to work with you to help you with your business.
Just let me know what you need.
Even if you're not ready to go all-in, at least let's have a chat. If you don't choose me now, then you might find me suitable for future work. That way, you can Then make the choice that's right for you.
Chat soon,
Abdulrahman Alhalabi
P.S Did I mention that my services are 100% guaranteed?
Keywords: English to Arabic, marketing, books, engineering, website translator, technology, computer,
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