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よくわかりません。日本語に訳してください。よろしくお願いします。 When we use terms such as "lose's one's virginity" in referring to adult sex acts with children instead of calling it "rape," or when we say that teachers "have affairs" with their pupils instead of saying that the teachers sexually exploit them, the only beneficiaries are the predators who target children. This is not about political correctness. It is about telling the truth. In any culture, language is the undercurrent that drives the river of public perception. That undercurrent has been polluted for too long. If we really want to protect our children, it's time to watch our language. When it comes to child abuse, the language we use can distort the reality of the crime and create a roadblock to justice. The next time you hear a news report, keep in mind what the following terms actually mean … and the consequences of the conduct described.


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  • sayshe
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子供たちと大人の性行為に言及する際に、それを「強姦」と呼ぶ代わりに、例えば、「その子の処女性を失う」と言う様な用語を我々が使用する時、あるいは、先生が子供たちを性的に搾取すると言う代わりに、彼らの生徒と「関係を持つ」と我々が言うとき、唯一の受益者は、子供たちを対象とする略奪者です。 これは、差別用語禁止(差別されている人を擁護すること)ではありません。 それは、真実を言うことです。 どんな文化においても、言語は、一般の認識と言う川の流れを作り出す底流となるものです。 その底流は、あまりにも長い間汚染されてきました。 我々が本当に子供たちを保護したいならば、我々の言葉に目を向けるべき時期です。 児童虐待に関しては、我々が使用する言語は、犯罪の実情をゆがめ、正義に対して障害物をつくる場合があるのです。 次にあなたがニュース報道を聞くとき、次の用語が実際に何を意味するのかについて …また、記述される行為の結果について注意して下さい。



  • 短文の日本語訳お願いします。

    移民についての短文ですが、上手く訳すことができず、困っています。 日本語訳をお願いします。 I believe immigration is the body and soul of America. It is a cornerstone value of our nation that constantly renews its greatness. But today,our immigration system is in crisis. It is estimated that there are now over 11 million illegal immigrants is the United States, 1.7 million of whom are children. Because of a shortage of visas, many immigrant families are forced apart. Husbands and wives, parents and children,and brothers and sisters are unable to reunite. This system allows unscrupulous employers to ignore the law and to use undocumented workers as cheap labor. It's time to face the facts: our immigration system is badly broken and we have to find a practical but fair solution to fix it.

  • 日本語訳お願いします。

    Let them get on with this job in the way that seems most sensible to them,with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one's life is nonsence in a world as complicated and rapidly changing as ours. Anxious parents and teachers say,゛But suppose they fail to learn something essential,something they will need to get on in the world?" Don't worry! If it is essential,they will go out into the world and learn it.

  • 日本語にお願いします

    日本語に翻訳していただけませんか。よろしくお願いします。 The difference between calling Destiny a "child prostitute" and a "prostituted child" is not purely semantic. It is more than the difference between a hard truth and a pernicious lie. It not only injures the victims; it actively gives aid and comfort to the enemy. By allowing the term "child prostitution" to gain a foothold in our language, we lose ground that can never be recovered. Look at the following examples: A judge spares a predatory pedophile a long prison sentence on the grounds that "it takes two to tango." Another grants work-release to a sex offender, declaring that the 5-year-old victim was "unusually promiscuous." A teacher is arrested for sexual intercourse with a minor student in her class. The newspapers describe the conduct as "a forbidden love affair." A young actor, in an interview given before his drug-overdose death, describes how he "lost his virginity" when he was 3 or 4 years old. How have such grotesque distortions taken control of our language? To answer that question, we must first ask another: Who profits? Who benefits from pervasive cultural language that trivializes violence against children?

  • 日本語訳お願いします。

    Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time: if corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people's. In the same way, children learning to do all the other things they learn to do without being taught to walk, run, climb, whistle, ride a bicycle own performances compare their with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.

  • 日本語訳お願いします。

    If it is a matter of right answers,as it may be in mathematics or science,give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can't find the way to get the right answer. Let's end all this nonsence of grades,exam,marks. Let us throw them all out,and let the children learn what all educated persons must some day learn,how to measure their own understanding,how to know what they know or do not know.

  • 日本語訳お願いします。

    In much of the world, authority is not challenged, either out of respect or out of fear, and, sometimes because a hierarchy of rank has been fixed for so long that people have been trained for generations never to challenge it. In such countries children are not expected to question their teachers in school, and brilliant young scholars or inventive industrial geniuses are hampered in technical research because they hesitate to disagree with their "superiors." Clever researchers may be considered too young to have any right to present findings that contradict the knowledge and wisdom of their elders. The American is trained from childhood to question, analyze, search. "Go and look it up for yourself;’’ a child will be told. In many schools tasks are designed to stimulate the use of a wide range of materials. An assignment to "Write a paper on the world's supply of sugar," for example, will send even a young child in search of completely unfamiliar ideas. Even in the primary grades children are taught to use libraries and to search for new ideas. By the time they are 14, 15, or 16, many young scholars are making original and valuable contributions in all fields of science. Industry is so aware of this untouched resource that each year, through national competitions, it offers awards to teenagers in order to seek out (and later employ) young people with brilliant, inquiring minds.

  • 英語の訳を教えてください

    いつもお世話になっております。 英語教育の専門書ですが,以下の部分が何を言いたいのかがよくわかりません。この節は,「文法」が「正確さ (accuracy of form)」だけではなく,meaningfulnessやappropriateness とも関わりがあることを言おうとしています。 ... it has become increasingly clear these days, with the use of million-word language corpora, that a great deal of our ability to control language is due to the fact that we have committed to memory thousands of multi-word sequences, lexicogrammatical units or formulas that are preassembled (e.g., I see what you mean; Once you have done that, the rest is easy) or partially assembled (e.g., NP + tell + tense + the truth as in "Jo seldom tells the truth"; "I wish you had told me the truth"). Clearly, then, if what we do when we use these formulas is retrieve the fully or partially assembled units from memory, not all of our grammatical performance can be attributed to the application of grammatical rules. 長くて申し訳ございませんが,教えていただけますでしょうか。

  • 訳を手伝ってください。お願いします。

    We must accept the good and bad in ourselves. However,when we come to judge others,it is not by ourselves as we really are that we judge them, but by an image that we have formed of ourselves from which we have left out everything that offends our vanity, or would discredit us in the eyes of the world. that we have formed of ourselvesはimageにかかっているはわかるのですが、 that offends our vanity, はeverythingにかかっているのですか? from which weの先行詞はimage このimageを元に戻すと、どこに入るのですか? 訳してみても、ぱっとしません。 どなたか訳を教えてください。 お願いします。

  • 訳がわかりません。。。お願いします。

    訳の回答がなくてわかりません。簡単な訳でいいのでどなたかよろしくお願いします。 Stop for a moment and consider that we spend,on average,86% of our time communicating. For this reason,it is vitally important to have a full understanding of what communication is all about. This means understanding the basic principles that lead to good communication and the breakdown in communication that results when those basic principles are ignored.That is the aim of book. Communication occurs when people send and receive messages.A30-minute speech by a politician,a five-minute talk with a friend, a nod of the head or a wave of the hand are all examples of communication. We can communicate by speaking or by remaining silent. When we consider that communication plays such an extremely important part in our lives, it is perhaps surpring that our schools and colleges are unlikely to train us how to be better communicators. We learn about communication simply by doing it.大変長くてすいません。

  • 日本語訳お願いします。

    Until now,we have used the terms “brain “and “mind “ somewhat loosely. For our purposes,we’ll set up couple of simple,straightforward definitions based on the ever-growing understanding of important mental processes. These definitions in particular express the ways in which the structures of the brain operate harmoniously to turn raw sensory date into an integrated perception of the world outside the skull: the brain is a collection of physical structures that gather and process sensory, and emotions that arise from the perceptual processes of the brain.