PETER NEWMARK ON TRANSLATION

 

PETER NEWMARK ON TRANSLATION:

           Peter Newmark's theory of translation expressed in hit Approaches to Translation, is an improvement on Nida's theory of translation. Nida concentrates on the problems arising out of translation of the Bible. But Newmark's approach is broad based. He deals with the problems in translating a wide variety of texts. Newmark focuses on the question of conveying meaning. In this connection, Newmark lists the following functions of language.

       a) Expressive function: It is centred on an author’s capacity to express thoughts and feelings.

      b) Informative function: The language gives the extra linguistic information content of the text.

      c) Vocative function: It is reader-oriented.

      Newmark equates the above three functions to the following three levels of translation:

         a) Referential level.

         b) Textual level.

         c) Subjective level.

        In translating a literary text, the language is ‘expressive’ and the level is 'subjective'. In translating a scientific text, the language is ‘Informative' and the level is 'referential'.

     Newmark on translation process: Newmark list the following process of translation:

a)      Comprehension: It is connected with interpretation.

b)      Formulation: It is connected with re-creation in the target language.

c)      Communication: In this process, the translator aims at producing the same effect on the reader of the TL text that was produced earlier on the reader of the SL text.

d)      Semantic translation: In this process, the translator attempts to reproduce the precise contextual meaning of the source language text.

  e) Newmark suggests the following translation procedures 1) literal translation 2) transcription 3) transliteration 4) transference 5) transposition 6) naturalization 7) borrowing 8) modulation 9) adaptation 10) recognized translation 11) synonymy 12) cultural equivalence 13) functional equivalence 14) descriptive equivalence 15) expansion 16) reduction 17) paraphrase.

Seemantha Short Story and Essays

Seemantha

Seemantha” is a short story by Kannada writer H. Nagaveni that explores the contrast between a child's perspective and the power of money. The story is about a poor family and the burden of marrying off a sister, and includes a seemantha ceremony.  Nagaveni is known for her sensitive characterization and blend of humour and wit. She has published a collection of short stories, Naakane Neeru (1997), and a novel, Gandhi Banda (1999).  

• Gopala: The father of Sita, who works in a godown and is an asthma patient. He spends half his salary on his treatment and the other half on managing the household.
• Sita:  A young girl who is awed by the women in the inner hall at the seemantha ceremony. She is especially taken with the woman in the red zari sari.

• Seemantha ceremony

  The ceremony where Janaki's sisters-in-law lead her to a chair and serve her dishes on a three-legged table. Only Sumathi's and Gopala's families attend from Janaki's side. 

The seemantha ceremony, a traditional baby shower celebrated in some Indian cultures, serves as the backdrop for the story and adds depth to the emotional conflict. The grandeur and ritualistic importance of the ceremony elevate the expectations placed on the event, both for the participants and for Sita. The seemantha represents family bonding, joy, and celebration, but for Sita, it also becomes a moment of emotional tension. While the adults are focused on the rituals and the social aspects of the event, Sita’s world revolves around her personal desire to be noticed and included. The ceremony’s significance lies in its contrast to Sita’s emotional state—what should be a joyful and festive occasion becomes, for her, a moment of isolation and disappointment. The seemantha highlights how children may perceive and experience cultural events differently from adults, and how these events can sometimes create feelings of exclusion or hurt.

The story deeply explores the theme of childhood innocence through Sita’s perspective and reactions. Sita’s entire experience revolves around her simplistic view of the world, where receiving an egg from Aunt is of paramount importance. Her inability to understand the broader social dynamics of the seemantha ceremony and her internalization of the event as a personal rejection reflect her innocence. She expects that if Aunt looks at her, she will be the one chosen to receive the egg, a simplistic cause-and-effect logic typical of a child. Furthermore, her emotional reaction—smashing the egg and running to her father for comfort—demonstrates the purity of her feelings. Sita’s actions are impulsive and honest, unfiltered by the complexities and decorum that adults are expected to follow. The story shows how children can be emotionally fragile and how their understanding of the world is shaped by a sense of fairness and immediate gratification.

The Boiled Egg

The boiled egg in the story carries significant symbolic meaning, representing desire, fulfillment, and eventual disappointment. For Sita, the egg is more than just food; it symbolizes her longing for attention and validation during the seemantha ceremony. The egg becomes the focal point of her desire, and receiving it would have fulfilled her expectation of being acknowledged by Aunt. However, when she is not chosen, the egg transforms into a symbol of rejection and unfulfilled hope. The act of Sita stepping on the egg and smashing it can be seen as a physical manifestation of her inner turmoil and inability to cope with disappointment. The egg's destruction symbolizes the breaking of her expectations and the emotional rupture she experiences. Thus, the boiled egg serves as a powerful metaphor for the fleeting nature of desire and the impact of unfulfilled wishes.

Sita’s Emotional Journey

Sita’s emotional journey in the story is defined by her high expectations and eventual disappointment. At the beginning, Sita is hopeful and excited when Aunt picks up a boiled egg. She mistakenly believes Aunt will give the egg to her, and this moment builds her anticipation. Sita imagines herself being the recipient of the egg, further increasing her excitement. However, when Aunt chooses Janaki’s daughter instead, Sita is struck by disappointment. This moment of being overlooked, despite her eagerness, triggers a profound emotional reaction. The smashing of the egg at her feet symbolizes her inner frustration, as she can no longer handle the emotional weight of the ceremony. Her running back to her father is an act of seeking comfort and escape from the overwhelming situation. The story illustrates how unmet expectations can lead to emotional distress, especially in a child who is still learning how to handle such emotions.

Aunt plays a pivotal role in shaping the events of the story, though her actions seem unintentional. She is depicted as an authority figure, someone with the power to give or withhold, symbolized by the egg. Her initial gaze at Sita raises the young girl’s expectations, but when she shifts her attention to Janaki’s daughter, she unknowingly sets off Sita’s emotional turmoil. Aunt’s actions may seem benign—she is simply distributing food during a ceremony—but to Sita, they carry significant emotional weight. Aunt’s decision to give the egg to Janaki’s daughter instead of Sita inadvertently causes the main conflict of the story. However, Aunt remains unaware of the impact she has on Sita, illustrating the gap between adult intentions and a child’s emotional world. Aunt’s role is crucial in showing how small, seemingly insignificant actions by adults can deeply affect a child’s feelings.

Sita’s Decision to Seek Comfort

Sita’s decision to seek comfort from her father at the end of the story is significant because it underscores her emotional dependency and her need for reassurance in the face of disappointment. After smashing the egg in frustration, Sita runs to her father and hides her face in his lap, seeking solace in a place where she feels safe and protected. This action highlights the strong emotional bond between Sita and her father, as well as her vulnerability. The fact that her father caresses her cheek and gently asks if she has seen the seemantha shows his understanding and compassion, even though he may not fully grasp the depth of her feelings. The father’s comforting presence represents stability and security for Sita, in contrast to the emotional upheaval she experiences. This moment emphasizes the importance of parental support in a child’s life, especially when the child is struggling to process complex emotions.

• The author skillfully uses contrast to enhance the emotional impact of the story, particularly through the juxtaposition of the seemantha ceremony's grandeur and Sita’s personal feelings of disappointment. On one hand, the seemantha is portrayed as a celebratory, joyful event filled with rituals and social interaction, which is supposed to evoke feelings of happiness and unity. On the other hand, Sita’s internal world is filled with feelings of longing, frustration, and rejection. This stark contrast between the external festive environment and Sita’s emotional isolation creates a powerful tension. Additionally, the contrast between Aunt’s casual action of giving the egg to Janaki’s daughter and Sita’s intense emotional reaction highlights the different perspectives of adults and children. For the adults, the distribution of food may seem inconsequential, but for Sita, it carries deep emotional significance. This use of contrast draws attention to the complexity of childhood emotions, making Sita’s final act of smashing the egg and seeking comfort from her father all the more poignant.

 

Translation Theory and Practice - Model MCQ

Translation Theory and Practice                                                                                        

                                                                         MCQ

PART – A
Q.No.	Unit	CO	K-level
1.	Unit -I	CO1	K1		What does the poem “To My Daughter” suggest about Balamani Amma's relationship with her daughter Kamala Das?
					a) They had a strained relationship	b) Kamala Das was a source of inspiration for Balamani Amma
					c) Kamala Das rarely visited her mother	d) Balamani Amma disapproved of Kamala Das' poetry
2.	Unit -I	CO1	K1		Balamani Amma compares the hospital bed to a snow white bed especially ____.
					a) To criticize the hospital's cleanliness.	b) To highlight the purity of her daughter's suffering
					c) To complain about the hospital's comfort	d) To suggest her daughter was in danger
3.	Unit -I	CO1	K1		What does Balamani Amma believe about illness in women, according to the poem?
					a) Illness is caused by overworking	b) Illness is a punishment from the Goddesses
					c) Illness helps women escape household chores	d) Illness can only be cured by rest
4.	Unit -I	CO1	K1		According to Balamani Amma, what does a mother provide to her child?
					a) Comfort and strength	b) Criticism and discipline
					c) Detachment and independence	d) Neglect and indifference
5.	Unit -I	CO1	K1		What does Balamani Amma believe her daughter's writing can achieve?
					a) Create chaos and confusion	b) Generate income and fame
					c) Transform worms into butterflies	d) Criticize society and politics
6.	Unit -I	CO1	K1		What does the night primarily symbolize in the poem "This Night" by N. Revathi?
					a) Joy and celebration	b) Loneliness and introspection
					c) Brightness and clarity	d) Action and movement
7.	Unit -I	CO1	K1		Which of the following themes is explored in "This Night" by N. Revathi?
					a) Triumph and victory	b) Adventure and exploration
					c) Longing and nostalgia	d) Companionship and friendship
8.	Unit -I	CO1	K1		In Muktibodh's "The Void," the speaker's sense of existential crisis is primarily portrayed through _____.
					a) Joyful encounters with nature	b) Images of vibrant city life
					c) Feelings of emptiness and insignificance	d) Celebration of community bonds
9.	Unit -I	CO1	K1		The poem "The Void" by Muktibodh explores themes primarily related to _____.
					a) Community and solidarity	b) Romantic love and passion
					c) Existential emptiness and alienation	d) Political activism and change
10.	Unit -I	CO1	K1		According to the analysis, the void in Muktibodh's poem can be interpreted as a metaphor for ____.
					a) Unlimited potential	b) Happiness and contentment
					c) Absence of meaning and fulfillment	d) Spiritual enlightenment
11.	Unit -I	CO1	K1		What was the mother’s life centered on?
					a) Religion and rituals	b) Raising children and working the fields
					c) Educating herself	d) Participating in community festivals
12.	Unit -I	CO1	K1		Which of the following does the poem say the mother did not do?
					a) Wear vermilion on her brow	b) Raise children
					c) Work in the fields	d) Plough with her hand
13.	Unit -I	CO1	K1		What was the mother’s attitude toward religion and worship?
					a) She was devout and prayerful	b) She didn’t worship the gods
					c) She was indifferent but still followed customs	d) She only worshipped during festivals
14.	Unit -I	CO1	K1		The mother is compared to which animal in the poem?
					a) A deer	b) A tiger
					c) A bear	d) An elephant
15.	Unit -I	CO1	K1		How is the speaker's mother primarily described in the poem?
					a) As a delicate and spiritual woman	b) As an earth-like, hardworking figure
					c) As a quiet and submissive home maker	d) As an elegant and aristocratic lady
16.	Unit -I	CO1	K1		What recurring natural element is present throughout the poem “Her Garden”?
					a) Wind	b) Rain
					c) Birds	d) Sunlight
17.	Unit -I	CO1	K1		What does the garden in the poem primarily symbolize?
					a) Nature’s beauty	b) The speaker’s childhood
					c) The inner life of the woman	d) The futility of life
18.	Unit -I	CO1	K1		What feeling does the speaker express toward Buddha in the poem?
					a) Anger	b) Reverence and admiration
					c) Confusion	d) Indifference
19.	Unit -I	CO1	K1		. What does the poem suggest about the relevance of the Buddha’s teachings in the modern world?
					a) They are only for the wealthy	b) They are only applicable to monks
					c) They are outdated and irrelevant	d) They are more necessary than ever for social justice and peace
20.	Unit -I	CO1 CO1	K1 K1		How does Daya Pawar emphasize the Buddha’s significance in the context of social justice?
					a) By portraying him as a ruler who conquers lands	b) By showing him as a revolutionary who fights for the oppressed
					c) By illustrating his role in promoting nonviolence and equality	d) By focusing on his military strategies
21.	Unit -II	CO2	K2		In "The Legend of Nandan" by Indira Parthasarathy, the character Nandan is primarily known for his _____.
					a) Wealth and social status	b) Artistic talent and creativity
					c) Athletic prowess and physical strength	d) Political leadership skills
22.	Unit -II	CO2	K2		The setting of "The Legend of Nandan" primarily revolves around ______.
					a) A bustling city	b) A remote village
					c) A royal palace	d) A university campus
23.	Unit -II	CO2	K2		The narrative structure of "The Legend of Nandan" includes _____.
					a) Multiple timelines and flashbacks	b) Stream-of-consciousness narration
					c) Linear progression of events	d) Epistolary form
24.	Unit -II	CO2	K2		Nandan's relationship with his father is characterized by ______.
					a) Mutual admiration and respect	b) Conflict and misunderstanding
					c) Indifference and neglect	d) Collaboration on artistic projects
25.	Unit -II	CO2	K2		The central conflict in "The Legend of Nandan" revolves around _____.
					a) Economic inequality	b) Religious differences
					c) Artistic freedom vs. tradition	d) Political power struggle
26.	Unit -II	CO2	K2		Nandan's artistic pursuits primarily involve _______.
					a) Painting and sculpture	b) Poetry and literature
					c) Music and dance	d) Theater and performance
27.	Unit -II	CO2	K2		The character who serves as Nandan's mentor is ______.
					a) A wise old sage	b) His mother
					c) A local priest	d) His school teacher
28.	Unit -II	CO2	K2		Nandan's defiance of societal norms is mainly portrayed through his _______.
					a) Rejection of his family's traditions	b) Pursuit of a career in politics
					c) Embrace of materialistic pursuits	d) Devotion to religious practices
29.	Unit -II	CO2	K2		The turning point in Nandan's life is triggered by ________.
					a) A natural disaster	b) A romantic relationship
					c) A tragic loss	d) An artistic breakthrough
30.	Unit -II	CO2	K2		Nandan's relationship with his childhood friend, Chitra, is characterized by ________.
					a) Romantic love	b) Sibling-like camaraderie
					c) Rivalry and competition	d) Mentorship and guidance
31.	Unit -II	CO2	K2		The title "The Legend of Nandan" suggests that Nandan becomes renowned for his _______.
					a) Political achievements	b) Artistic genius
					c) Artistic genius	d) Athletic prowess
32.	Unit -II	CO2	K2		The societal conflict in "The Legend of Nandan" primarily revolves around ________.
					a) Caste discrimination	b) Gender inequality
					c) Economic disparity	d) Artistic freedom
33.	Unit -II	CO2	K2		The narrative voice in "The Legend of Nandan" is primarily ____.
					a) First-person, from Nandan's perspective	b) Third-person omniscient
					c) Epistolary	d) Second-person
34.	Unit -II	CO2	K2		The theme of tradition vs. modernity is explored through ______.
					a) Nandan's relationship with his parents	b) Nandan's conflict with the village elders
					c) Nandan's educational choices	d) Nandan's artistic experiments
35.	Unit -II	CO2	K2		Nandan's artistic pursuits are seen as a threat by the villagers because they ______.
					a) Challenge traditional beliefs	b) Lack financial profitability
					c) Are considered immoral	d) Involve dangerous techniques
36.	Unit -II	CO2	K2		The climax of "The Legend of Nandan" involves ______.
					a) Nandan's reconciliation with his father	b) Nandan's departure from the village
					c) Nandan's artistic triumph	d) Nandan's political ascension
37.	Unit -II	CO2	K2		The resolution of "The Legend of Nandan" suggests that _____.
					a) Nandan achieves inner peace	b) Nandan abandons his artistic dreams
					c) Nandan returns to his ancestral home	d) Nandan embraces traditional values
38.	Unit -II	CO2	K2		Nandan's character can be described as a journey from _____.
					a) Ignorance to enlightenment	b) Tradition to modernity
					c) Obscurity to fame	d) Youth to old age
39.	Unit -II	CO2	K2		The symbolism of nature in "The Legend of Nandan" primarily represents _______.
					a) Spiritual enlightenment	b) Freedom and liberation
					c) Agricultural prosperity	d) Environmental conservation
40.	Unit -II	CO2	K2		The overall tone of "The Legend of Nandan" can be described as _________.
					a) Melancholic and introspective	b) Joyful and exuberant
					c) Satirical and humorous	d) Suspenseful and thrilling
41.	Unit -III	CO3	K1		What did Aunt pick up again?
					a) A spoon	b) A boiled egg
					c) A piece of bread	d) A flower
42.	Unit -III	CO3	K1		How is Sita described when she is waiting for the egg?
					a) An embodiment of hope	b) ) An embodiment of excitement
					c) An embodiment of desire	d) An embodiment of sadness
43.	Unit -III	CO3	K1		Where did Sita run after smashing the egg?
					a) To her mother	b) To her father
					c) To Janaki	d) To Aunt
44.	Unit -III	CO3	K1		What question did Sita’s father ask her?
					a) “Did you get the egg?”	b) “Did you see the seemantha?”
					c) “Why did you smash the egg?”	d) “Are you hungry?”
45.	Unit -III	CO3	K1		How did Sita's father comfort her?
					a) By giving her another egg	b) By talking to Aunt
					c) By caressing her cheek	d) By scolding her
46.	Unit -III	CO3	K1		Who is Manku Josia mentioned in the story?
					a) Sita’s father	b) Janaki's daughter
					c) Aunt’s neighbour	d) Sita’s mother
47.	Unit -III	CO3	K1		How long did Nangelipennu serve the narrator's family?
					a) 11 years	b) 20 years
					c) 62 years	d) 73 years
48.	Unit -III	CO3	K1		What does Nangelipennu symbolize for the narrator’s childhood?
					a) Fear	b) Playfulness
					c) Tradition and warmth	d) Punishment
49.	Unit -III	CO3	K1		What kind of stories did Nangelipennu often tell the children?
					a) Epic sagas	b) Scientific tales
					c) Folk tales with superstitions	d) Modern fairy tales
50.	Unit -III	CO3	K1		What do the rocks "Pandi" and "Pandiyathi" represent in the story?
					a) Innocence	b) Greed and punishment
					c) Love and loss	d) Freedom and hope
51.	Unit -III	CO3	K1		What did Nangelipennu often say to calm the children when they cried?
					a) She sang a lullaby	b) She warned them of turning into rocks
					c) She told them about the kavadi man	d) She offered them sweets
52.	Unit -III	CO3	K1		What does the protagonist imagine seeing when the steel door opens in “Squirrel”?
					a) A treasure chest	b) Urvashi dancing
					c) A grand banquet	d) A wise old man
53.	Unit -III	CO3	K1		What symbolic creature appears in the story, representing a connection between reality and illusion?
					a) A cat	b) An owl
					c) A squirrel	d) A snake
54.	Unit -III	CO3	K1		Who was Balammal in the story?
					a) A dancer	b) A library assistant
					c) The editor of the journal Chintamani	d) A mythical goddess
55.	Unit -III	CO3	K1		What religious rite does the father perform during Taatayya’s death?
					a) Performing his japam by chanting "Narayana"	b) Pouring tulasi water into Taatayya's mouth
					c) Chanting mantras to Yama	d) Offering a prayer to the gods
56.	Unit -III	CO3	K1		Where does the narrator think Taatayya went after his death?
					a) Heaven	b) Rebirth
					c) Yama’s world (hell)	d) A new house
57.	Unit -III	CO3	K1		What happens to Taatayya’s clothes after he returns from a train journey?
					a) They are washed immediately	b) They are donated to the poor
					c) They are kept with his other clean clothes	d) They are considered polluted
58.	Unit -III	CO3	K1		Why does Taatayya avoid town festivals and the circus?
					a) He believes they are impure	b) He dislikes entertainment
					c) He is too old to attend	d) He prefers to stay indoors
59.	Unit -III	CO3	K1		What must be mixed into the water for Brahmins to drink it in a Sudra’s house?
					a) Sugar	b) Buttermilk
					c) Salt	d) Milk
60.	Unit -III	CO3	K1		What is the narrator not allowed to do at the house of Sudras?
					a) Speak to them	b) Drink water
					c) Eat food	d) Touch their clothes
61.	Unit -IV	CO4	K2	In his book __________, George Steiner divides the history of translation into four periods
				a) After Strange Gods		b) After Babel
				c) How to Translate from One Language into Another		d) Lives
62.	Unit -IV	CO4	K2	________ Translation is the translation of the writer’s handwriting.
				a) Phonological		b) Graphological
				c) Grammatical		d) Lexical
63.	Unit -IV	CO4	K2	North translated _____.
				a) Homer’s Iliad		b) The Ramayana
				c) The Mahabharatha		d) Plutarch’s Lives
64.	Unit -IV	CO4	K2	_________ translated the English version of Omar Khayam’s The Rubaiyat.
				a) Robert Browning		b) Edward Fitzgerald
				c) Errana		d) Narayansamy
65.	Unit -IV	CO4	K2	Catford distinguishes _____ and _______ untranslatability.
				a) linguistic and cultural		b) linguistic and semantic
				c) linguistic and stylistic		d) All the above
66.	Unit -IV	CO4	K2	Dryden talks about three types of translation in_____.
				a) Preface to Fables		b) Preface to Ovid’s Epistles
				c) Preface to Poems		d) Preface to Drama
67.	Unit -IV	CO4	K2	In which type of translation is the entire source text translated?
				a) Partial translation		b) Rank-bound translation
				c) Full translation		d) Restricted translation
68.	Unit -IV	CO4	K2	Which of the following examples demonstrates the difficulty of grammatical translation?
				a) Dressing a wound		b) One should support one’s parents
				c) He is eyeing her		d) Mother tongue
69.	Unit -IV	CO4	K2	According to Catford, what is the main issue with graphological translation?
				a) It is unscientific and unreliable		b) It focuses too much on phonology
				c) It leads to incomplete translations		d) It cannot handle proper nouns correctly
70.	Unit -IV	CO4	K2	Why is phonological translation often difficult between English and Tamil?
				a) The meaning of words changes		b) The syntax is different
				c) Proper nouns cannot be accurately represented		d) There are no equivalent grammatical structures
71.	Unit -IV	CO4	K2	What is horizontal translation, as described by Gianfranco Folera in the Fifteenth Century?
				a) Translating from one famous language to another famous language		b) Translating from a local dialect into a major language
				c) Translating word-for-word with no deviation		d) Translating the Bible using colloquial language
72.	Unit -IV	CO4	K2	Which translator in the Fourteenth Century translated the Bible from Latin into English?
				a) Nannaya		b) John Wycliffe
				c) Martin Luther		d) William Tyndale
73.	Unit -IV	CO4	K2	Which famous translator in the Twelfth Century translated the Quran into Latin?
				a) Adelard of Bath		b) Robert de Retimes
				c) John Wycliffe		d) St. Jerome
74.	Unit -IV	CO4	K2	What major translation activity occurred in Baghdad during the Eighth Century?
				a) Translation of Greek works into Arabic		b) Translation of Latin texts into English
				c) Translation of the Bible into German		d) Translation of the Quran into Latin
75.	Unit -IV	CO4	K2	In the Fourth Century A.D., St. Jerome is known for translating the New Testament from Hebrew into Latin. Which approach did he use?
				a) Sense-for-sense translation		b) Machine translation
				c) Word-for-word translation		d) Literal translation
76.	Unit -IV	CO4	K2	Who is known for making word-for-word translations in the First Century A.D.?
				a) St. Jerome		b) Cicero
				c) Pliny the Young		d) Robert de Retimes
77.	Unit -IV	CO4	K2	Which of the following is considered a key translation event in the Third Millennium B.C.?
				a) ) The Rosetta Stone inscription		b) John Wycliffe’s Bible translation
				c) Cicero’s sense-to-sense translation		d) Martin Luther’s translation of the Bible
78.	Unit -IV	CO4	K2	What translation method did Cicero prefer during the First Century B.C.?
				a) Word-for-word translation		b) Sense-for-sense translation
				c) Machine translation		d) Hermeneutic translation
79.	Unit -IV	CO4	K2	According to George Steiner, what is the time period of the first phase of translation history?
				a) 3000 B.C. to 46 BC		b) 1769 to 1940
				c) 46 B.C. to 1768		d) 1940 to 1960
80.	Unit -IV	CO4	K2	What is a characteristic of rank-bound translation?
				a) It is restricted to word-to-word or morpheme-to-morpheme equivalents		b) It focuses on phonological accuracy
				c) It allows free paraphrasing		d) It focuses on grammatical accuracy
81.	Unit -V	CO5	K1	The translation for the word, Affidavit is _______.
				a)விசாரணை		b) வாக்குமூலம்
				c) ஆதாரம்		d) அத்துமீறல்
82.	Unit -V	CO5	K1	Identify the English word for Acquittal
				a)      ஆதாரம்		b)     அத்துமீறல்
				c)     விடுதலை		d)     சுதந்திரம்
83.	Unit -V	CO5	K1	The translation for the word அதிகாலை is _______.
				a) dusk		b) dawn
				c) twilight		d) morning
84.	Unit -V	CO5	K1	Identify the English word for சமூக தொலைவு.
				a) society at a distance		b) Social distancing
				c) long distance		d) distant society
85.	Unit -V	CO5	K1	Translation for the word - பழமொழி.
				a) Multi-lingual		b) Adage
				c) Axiom		d) Archaic
86.	Unit -V	CO5	K1	How would you translate "Incorrigible" into Tamil?
				a) மிச்சம் மீதி		b) திருத்த முடியாத
				c) மூட்டை முடிச்சு		d) தள்ளி உட்காரு
87.	Unit -V	CO5	K1	"Borborygm" refers to which of the following in Tamil?
				a) மிச்சம் மீதி		b) வயிற்று இரைச்சல்
				c) புத்திசாலிதனம்		d) மூட்டை முடிச்சு
88.	Unit -V	CO5	K1	Translate the following word: தள்ளி உட்காரு
				a) wait aside		b) sit down
				c) scoot over		d) push and sit
89.	Unit -V	CO5	K1	Which of the following is the correct translation of Sagacity?
				a) பற்றாக்குறை		b) வயிற்று இரைச்சல்
				c) ஊதியம்		d) புத்திசாலிதனம்
90.	Unit -V	CO5	K1	What does the Tamil word "பதிவு" mean in English?
				a) Writing		b) Record
				c) Document		d) Memory
91.	Unit -V	CO5	K1	What does the Tamil word "நுண்ணறிவு" mean in English
				a) Intelligence		b) Foresight
				c) Awareness		d) Wisdom
92.	Unit -V	CO5	K1	What is the Tamil translation of "Paraphernalia"?
				a) மிச்சம் மீதி		b) மூட்டை முடிச்சு
				c) புத்திசாலிதனம்		d) திருத்த முடியாத
93.	Unit -V	CO5	K1	What is the English meaning of the Tamil word "சிறுபான்மை"?
				a) Power		b) Minority
				c) Strength		d) Freedom
94.	Unit -V	CO5	K1	How do you translate "சிந்தனை" from Tamil to English?
				a) Thought		b) Imagination
				c) Confusion		d) Plan
95.	Unit -V	CO5	K1	What is the meaning of "Emolument" in Tamil?
				a) ஊதியம்		b) மிச்சம் மீதி
				c) முடிவுரை		d) வயிற்று இரைச்சல்
96.	Unit -V	CO5	K1	How would you translate "இந்த பாரம்பரியத்தை காக்க வேண்டியது அவசியமாகும்"?
				a) It is necessary to protect this tradition.		b) This culture needs to be modernized.
				c) We must analyze this heritage critically.		d) It is impossible to preserve this custom
97.	Unit -V	CO5	K1	What is the correct English translation for "அவரின் கருத்துக்களை நாம் கவனமாக ஆராய வேண்டும்"?
				a) We should strongly oppose his opinions		b) We must carefully analyze his views.
				c) We can ignore his suggestions.		d)      We should appreciate his thoughts
98.	Unit -V	CO5	K1	What is the correct translation of the Tamil sentence "அவரது அணுகுமுறை மிகத் திறமையானது"?
				a) His idea was innovative.		a) His strategy failed miserably.
				c) His work is commendable		d) His approach is very efficient.
99.	Unit -V	CO5	K1	Translate "அறிவியல் வளர்ச்சி மனித சமுதாயத்திற்கு பல்வேறு நன்மைகளை வழங்கியுள்ளது" into English.
				a) Scientific development has brought numerous benefits to human society		b) Scientific theories have confused human communities.
				c) Human evolution has complicated society's progress.		e)      Human communities have hindered scientific growth
100.	Unit -V	CO5	K1	What is the correct translation of "அவளது நம்பிக்கைகள் அவற்றின் திடமான அடிப்படையில் இருந்தன"?
				a) Her beliefs were based on solid evidence.		b) Her doubts were rooted in uncertainty.
				c) Her thoughts were constantly changing.		d) Her feelings were fragile and unpredictable.