A Chicago Water-Taxi on Madison Street…

Right by the Ogilvie Transportation Center on Madison Street, you can hail a cab or take a CTA bus, even the Union Pacific Railroad…But, “Where is the Chicago Water Taxi?” Commuters looking for a Chicago River water-ride have to wait for the Water Taxi, starting at 6:45 a.m. by the Madison Street Bridge. A Chicago Water Taxi takes you down the steps into the Boarding Pier and the Ticket Booth where you can purchase a One-Way Water Ride for $3.00 to Michigan Avenue, LaSalle/Clark or all the way to Chinatown. If you have All Day, you can spend $7.00 for an All-Day Pass provided by the Chicago Water Taxi. The Schedule is posted on the wall…in small print. After you have purchased your Chicago Water-Taxi Pass, you have to wait for the water-ride pick-up to come along the Chicago River… Commuters may stand waiting in line or sit down a long-time waiting for a ride on a Chicago Water-Taxi. “Where is the Attendant?” “ Is Anybody There?”

His Holiness XIV Dalai Lama: Public Talk on Non-Violence

Essay Question selected by H.H. Dalai Lama: “How can an attitude of non-violence counteract the prevalence of violence in our families, in our communities and in international relations; and how can we as individuals cultivate and promote such an attitude?

On Thursday, April 26, 2012, H.H. XIV Dalai Lama will give a Public Talk on Non-Violence at Loyola University, Gentile Arena, Lake Shore Campus,Chicago, Illinois.

$1,000 prize for 3 essay contest winners.

For more information, call 847-492-0809 or email: tibetcenter@aol.com. Visit www.TIBETcenterchicago.org

Thank you for using Picture and Video Messaging by U.S. Cellular. See www.uscellular.com for info.

The Pearl of the Antilles: Cuba

Long before the arrival of the Spaniards to the Caribbean, the island of Cuba was populated by Native American Indian tribes, that is to say, “siboneyes“, who lived in the caves and lived from hunting and fishing; “taínos” who excelled in clay pottery and practiced agriculture; and “guanajatebeyes” who were nomads and populated the western coasts.

On October 27, 1492, Christopher Columbus sighted Cuba on his first voyage.  The next day, Columbus landed, christening the port with the Christian name of “San Salvador“, “Savior”, where he touched land and, naming “Juana“, the island which he thought to be a continent.  Between 1508 and 1509, Sebastián de Ocampo navigated around the island and in 1511, Don Diego Velázquez de Cuéllar initiated the conquest of the same land.  In 1512, the city of Baracoa, at the northern tip of Cuba was founded; in 1513, Bayamo on the southwestern side; and in 1514, Trinidad in the southern middle, Sancti Spiritus, Santa María del Puerto Príncipe, Santiago de Cuba, and La Habana were established as the first seven (7) cities in the New World for the Americas.

 

The indigenous population was divided out to the entrusted and appointed landholders, “encomendaderos“.  However, abusive work, hard labor, and disease from the Old World, dominated the Native American population which motivated the introduction of African black slave labor on the island of Cuba.

The Christian Catholic King of Spain, Don Fernando II, ruler of Aragón, became married to Doña Isabel of Castilla, with equity in the exercise of power.  In the 15th century, at the beginning of 1482, the King and Queen of Spain developed military campaigns for the Reconquest of the Moorish lands which escalated to the seize of Granada, in Andalusía, Spain, circa 1492.  During the same year, the Muslim Arabs surrendered in Granada and Seville to end eight (8) centuries of Islamic control which sealed the Christian conquest for the Spanish territories.  Simultaneously, the discovery and exploration of the New World in the Americas by Don Christopher Columbus, occurred during the same times, in 1492. 

 

Christopher Columbus was a Spanish-Italian sea explorer and navigator (who was probably a native of Genoa, born in 1451 and lived until 1506, in Valladolid, Spain).  At the time, Columbus believed that in order to arrive at the East of the world, there was a route by sea to the West.  With the protection of Don Juan Pérez, Prior of La Rabida, Christopher Columbus was granted the signature for Capitulations of the Holy Faith, according to which, Columbus received the title of Admiral, Viceroy, and Governor of the lands he discovered in the New World.

 

On the first voyage, Columbus sailed from Puerto de Palos on August 3rd, at the command of the Spanish galleons “carabelas“, la Pinta, la Niña y la Santa María, and arrived to the island of Guanahaní, “San Salvador“, on October 12, 1492.

 

Christopher Columbus discovered Cuba on October 27, 1492, five hundred and twenty (520) years ago, and the island christened “La Española“, Hispaniola, also known by the Amerindian name of “Quisqueya” or Haití, where he established the Spanish fort Nativity.  On December 5, 1492, Columbus discovered the island known today as the Dominican Republic and Haití.  Afterwards, he returned to Palos and was received with triumph in Barcelona, Spain.

 

Upon the return to Spain from the discovery of the New World in the Americas by Christopher Columbus, the Spanish Catholic monarchs arranged before Pope Alexander VI the concession of the ecclesiastical Alexandrian edicts which assigned to the Spain the new territories in the New World. Since Portugal had closed the route to the spices for Castilla, Spain, Christopher Columbus had a projected mission to reach the Orient, in the East, by way of the Western (Occident) which was accepted and sponsored by the Catholic King and Queen, reigning monarchs of Spain.

 

Columbus’ accounts of his voyages in the New World remain in the Archives of the Indies as the documented description of an ethnographer, ethnologist, and ethnolinguist in the Americas.  Christopher Columbus provided and recorded news and first impressions about the native indigenous inhabitants in the Caribbean and of the lands he discovered along the way.

 

The Republic of Cuba is an insular state of Central America.  Cuba represents the island known for the same name of the country, in addition to the island of Youth or Isla de Pinos, other smaller islands in its surroundings, and some 1,600 adjoining islets known as keys or “cayos”, such as Key West, also known as Cayo Hueso.

 

Cuba can be found in the middle of the Caribbean, between the Strait of Florida and the old Channel of the Bahamas to the North; the eastern section of Cuba faces the Windward Channel; the southern littoral looks upon the Caribbean Sea or the Antilles; west of the Yucatán Peninsula and northwest toward the Gulf of México–only 99 miles from the United States of America, close to the states of Florida, Texas, Louisiana, and Alabama in the south.

 

Geographically, the island of Cuba extends in the shape of an arc from the northwest to the southeast with a longitude of 1,255 kilometers, from the tip of Cabo San Antonio to the point of Maisí.  

 

The topography of Cuba is made of predominant plains or hills, with the exception of the mountain ranges of the Sierra Maestra to the southeast, which features the elevation called Pico Turquino, the highest point of view in Cuba, at 1,974 meters in altitude, and other smaller mountainous extensions, such as the Sierra del Escambray at the center of Cuba with the Pico San Juan at 1,056 meters in altitude, and the mountain chain known as “cordilleras de los Organos”, which hardly rise above 690 meters in contrast to the elevation for the Pan de Guajabón.

 

The Cuban seacoasts are flanked by a great number of islands and islets.  These maritime keys emerge up to considerable distances from the Cuban littoral in the Caribbean.

 

Cuba has more than 200 rivers, generally not long enough, but with impetuous currents.  Among the major Cuban rivers is El Cauto which floods the surroundings areas of Santiago de Cuba during tropical storms, hurricanes, and cyclones, that is to say “maritime twisters”, and is required to be controlled by a river dam, “la represa del Cauto”.  In addition, there are the rivers called Cuyaguateje, Sagua La Grande, Sagua La Chica, Aguabama, etc.

 

The Cuban climate is softened by tropical and maritime breezes.  

The Spanish colonial city of Santiago de Cuba was founded in 1514, nestled among a series of hills near the mountain range of the Sierra Maestra, in the heart of the eastern municipal district of Oriente.

 

The architectural design of the building constructions have been adapted typically over time to the mountainous topography and frequently, the lower back rooms of the houses are found at a lower level than the front upper rooms of the same houses in Cuba.       

 

Spain called Cuba “the Pearl of the Antilles”.      

 

Original Translation into English from Spanish Source:  2000 Nuevo Espasa Ilustrado.  Diccionario Enciclopédico.  Espasa Calpe, S.A. (1999), España

Consulting Media Arts Communications©2012 Gardenia Hung. 

All Rights Reserved.

Santiago de Cuba: City of Pilgrimages and Pilgrims

1607-2012: 405th Anniversary for the Municipality of Santiago de Cuba—“Heroic City of the Republic of Cuba”, “City of Pilgrimages and Pilgrims”, Santiago de Cuba, UNESCO World Heritage

The  Municipality of Santiago de Cuba was founded by the Spanish conquistador Diego Velázquez de Cuéllar, as one of the first seven cities in the Republic of Cuba during the year 1514 Anno Domini. The City of Santiago was the first official capital of Cuba until 1550. Since its foundation, this historical colonial town has had a Municipal City Hall and was granted the title status of city in the year 1522 A.D., on the same date in which the Cathedral of Santiago de Cuba was built by order of Pope Adrian VI of Utrecht, Regent of Spain, at the Vatican in Rome for the Catholic Church.

During the 16th and 17th centuries, Cuba suffered from the siege of pirates, corsairs, and buccaneers in the Caribbean, the Greater Antilles, the Gulf of Mexico, to include those from Central and South America, as well as North America and Europe.

The city of Santiago de Cuba is privileged for its geographical location and central Caribbean placement. Consequently, Santiago de Cuba became a haven for the French colonists, settlers who emigrated to the nearest town across the waters from Haiti to escape the consequences of the Haitian Revolution. These French settlers developed within their surrounding area vast coffee plantations and other agricultural staples, while sponsoring interaction and integration of Spaniards, French, and African slaves, as well as defining the socio-economic and political profile of Santiago de Cuba and the cross-cultural identity of its inhabitants and native residents.

During the 19th century, with the heat of the independent struggles for nationalism throughout the Americas, the rebellious heart of the city Santiago de Cuba became exalted. Thus, Santiago has given to history many immortal patriots to the independent struggle against the Spanish colonial bond at the time, such as the descendants of Maceo, Lora, and other Cuban heroes, like Frank País, in the revolutionary strife during this century and beyond… Hence, it is with justice, fairness, and equity that Santiago de Cuba has been granted the honorary title of “Heroic City of the Republic of Cuba–Ciudad Héroe de la República de Cuba.”

Not only is Santiago de Cuba a vintage city full of historical legacy, but it is also the cradle of poets, writers, musicians, minstrels, and artists, painters, from Heredia to Soler Puig.

Santiago de Cuba is considered to be the Cuban capital of the world since its beginnings, in the measure of its efforts which this Cuban regional area invests to develop and expand its markets; thus increasing its word-wide investements–given its privileged geographical location and importance as the second city in the Republic of Cuba.

Santiago is complemented by an international seaport and adjoining industrial sector, which includes a thermoelectrical plant, oil refinery, cement manufacturing, and other industrial facilities.

The economy of Santiago de Cuba is distinguished by its diversified agriculture in the sugar industry and in the development of the agrarian sector for such important staples as coffee, dairy products, produce, and fruit harvests, particularly for citrus.

This Cuban city also relies on important natural resources in forestry and environmental vegetation, rich in species of flora and fauna, which have promoted Santiago de Cuba to become one of the principal forestry regions in the Republic of Cuba. These ecological assets combined with hydraulic resources and the variety of landscapes and seascapes Cuba has reserved in Santiago, allows the City of Pilgrimages and Pilgrims to have an enormous potential for tourism from around the world.

Source: Brochure for “Santiago de Cuba”, published by the Banco Internacional de Comercio, S.A., Sede Central, 20 de Mayo y Ayesterán, Apartado 6113, La Habana 6 , Cuba.

Spanish to English Translation by Gardenia C. Hung Fong, M.A., B.A., from a brochure pamphlet given by my Aunt Xiomara Fong Ramos

For reference, the city of Santiago de Cuba was named after the biblical evangelist and apostle Saint James who preached the gospels of Jesus Christ in Spain as Santiago de Compostela, during the 9th century through the 11th century on behalf of Christianity. During the Middle Ages, Santiago was the patron saint of pilgrims, pilgrimages, and the knights. Santiago was represented as one of the apostles of Jesus Christ.

Source:
Spanish to English translation by Gardenia C. Hung Fong, M.A., B.A.
La Biblia y los Santos. Guía iconográfica. Alianza Editorial, Madrid, Spain, 1996,pages 347-348. Authors Gastón Duchet-Suchaux and Michel Pastoreau. Versión española de César Vidal.

Consulting Media Arts Communications©2012 Gardenia Hung.  All Rights Reserved.

Interpreting and Translation as Communications Processes

“Interpreting and Translation as Communication Processes for the 21^st Century”                                                          

Communications, Languages & Culture, Inc. 

ABSTRACT 

This proposal will present “Interpreting and Translation as Communication(s) Processes for the 21^st Century” in order to associate the status of interpreting and translation to existing communication processes and establish the future of the interpreting and translation profession within the field of communication(s) using the Transactional Model of Communication (Barnlund, 1970) as a frame of reference.  Interpreting and translation are both expressions of communication processes in a different way, shape, and form.  Consequently, interpreting and translation are to be included, considered, and taught as related disciplines to the field of communication(s) for the future of the profession. The transactional communication model perceives human communication as a simultaneous, interdependent process, in which the speaker servers as the listener and the listener as a speaker, in tandem.  It is also symbiotic, that is to say, mutually beneficial to the source and the receiver, since each one exists in relation to the other.  The source of communication, as well as the receiver of the message, are continuously exchanging information in a cyclical pattern. In the same way, the interpreter and the translator, both have dual communicative functions, outputting and inputting messages, be these spoken or written.  Interpreting requires verbal interaction between an interpreter and a speaker in an oral mode—unless it is an interpretation of sight reading of a written document.  Translation invites non-verbal interaction between a translator and a reader in written form.  Given that communication(s) involve speaking, listening, reading, and writing, then interpreting and translation are means of communication(s) and should be associated as communicative processes within the same field; thus granting interpreting and translation the status deserved for the future of the profession as partners in the field of communication(s).

 

INTRODUCTION 

This proposal will present “Interpreting and Translation as Communication Processes for the 21^st Century” in order to associate the status of interpreting and translation to existing communication processes and establish the future of the interpreting and translation profession within the field of communication using the Transactional Model of Communication (Barnlund, 1970) as a frame of reference.  Interpreting and translation are both expressions of communication processes in a different way, shape, and form. Consequently, interpreting and translation are to be included, considered, and taught as related disciplines to the field of communication for the future of the profession. 

I want to propose the integration of interpreting and translation in the field of communication because these two disciplines are expressions of human communication processes.  Based upon years of experience as a communicator, who is also an interpreter and translator, I perceive the relationship that interpreting and translation have in communication(s) through speaking, listening, writing, and reading, here and now,  in our everyday world.   

I have been a community college professor teaching Medical Spanish communication(s) to healthcare professionals, as well as Conversational Spanish, English (093): Preparation for College Writing III, English 101, 102, 103, and 105, in DuPage County, Illinois, USA.  I have worked with nurses, therapists, paramedics, physicians, assistants, social workers, volunteers, and administrative personnel at local hospitals and medical training centers in the area who wanted to use Spanish for Communication(s) in a health care setting as interpreters and translators to facilitate communication in Spanish and English for the patients and visitors at their medical facility.  In addition, I have also taught college students taking English courses who enrolled in the Independent Learning Center at the College of DuPage in Glen Ellyn, Illinois. Moreover, as a graduate college student, I have been a volunteer at the Emergency Room of the University of Illinois Hospital in Chicago, Illinois for a study on the delivery of healthcare and medical communication(s) to elderly patients who spoke English and Spanish.  This medical communication(s) study was sponsored by the American Gerontological Association in the United States. Furthermore, I have been a professional interpreter and translator since 1981 while I worked for the Illinois Industrial Commission in Chicago, Illinois during hearing arbitrations due to employment-related injuries suffered by Spanish-speaking workers.  Since then, I have interpreted for other government levels in the United States and miscellaneous business organizations. An interpreter and a translator, both have dual communicative functions, outputting and inputting messages, simultaneously and intertwined, be these spoken or written, to exchange and negotiate meaning with a third party. Interpreting and translation processes are examples of transactional communication(s).

For this presentation and proposal, I have applied the Transactional Model of Communication, (Barnlund, 1970), to include interpreting and translation in the field of communication(s) because it is a dynamic theory which requires interdependent and simultaneous exchange between the participants, be they interpreters, speakers, translators, readers, and writers, to negotiate meaning from one language to another.  In the Essentials of Human Communication (2002), DeVito describes the Transactional process of communication to be a more satisfying view of the exchange in which a person serves simultaneously as speaker and listener.  At the same time that a message is sent, one is also receiving messages from one’s own communication(s) and from the reactions of the other person.  The transactional point of view perceives each person as both speaker and listener, as simultaneously communicating and receiving messages (Watzlawick, Beavin & Jackson, 1967), (Barnlund, 1970), (Wilmont, 1995).  In addition, the transactional view sees the elements of communication as interdependent (never independent).   Each one exists in relation to the others. Interpreting requires verbal interaction between an interpreter, a speaker, and a third party,  in an oral mode—unless it is an interpretation of sight reading of a written document.  Translation invites non-verbal interaction between a translator, a writer, and a reader in written text form.    All the elements of  human communication processes are present in interpreting and translation.   Therefore, interpreting and translation ought to be included in the teaching of communication(s) as integrated disciplines, part of the whole field of communication(s), in order to make these two professions more pervasive and available to the general population as introductions to the fields; that is to say, we may include and offer communication courses in the Communication(s) Department of a learning institution, such as Introduction to Interpreting, Translation 101, which demystify interpreting and translation as totally separate, specialized disciplines, only taught in certain language programs, at certain designated institutions.  The integration of Interpreting and Translation in the Communication(s) curriculum and the Humanities division of higher learning bodies may be an interdisciplinary effort.  By doing so, students have more open options and the flexibility to use communication(s) beyond the scope of what has been defined and to include foreign language skills through interpreting and translation in a global forum, the local community, in the media, the business world, healthcare, the courtroom, at work, at home, etc.                                                                                                      

Including interpreting and translation in the curriculum for communication(s) would popularize these two disciplines and make interpreting and translation more acceptable choices and less ominous subjects of study to the general public specializing in communication(s) at learning institutions.  Communication(s) students would then perceive interpreting and translation as part of their curriculum and also as viable job options and skills to acquire in the 21^st century, along with language skills, in addition to their mother tongue.  By offering interpreting and translation as part of the communication(s) curriculum program, learning institutions improve the students’ opportunities and job marketability in the field of communication(s) for the new millennium.  Why not integrate interpreting and translation as communication processes for the 21^st century?   

Given that communication involves speaking, listening, reading, and writing, then interpreting and translation are means of communication and should be associated as communicative processes within the same field; thus, granting interpreting and translation the status it deserves for the future of the profession as partners in the field of communication(s).

 

What is communication? 

Communication is interaction among people to convey a message.  The communication process involves verbal and non-verbal dynamics to promote understanding and cooperation.  It is speaking, listening, reading, and writing.  Communication is also imaging through graphics and visuals in the media. (Hung, ICTFL 2000)   Human communication is the process by which people exchange information, (Hung, ICTFL 2001), through languages and otherwise.  Foreign languages promote understanding through interpersonal communication on a one-to-one basis, people-to-people, verbally and non-verbally, using interpreting and translation as forms of communication, from one language to another.   Languages are implemented through interpreting and translation in the fields of technology, research, and development throughout diverse professional disciplines.  Thus, languages become communication tools in the 21^st century by means of interpreting and translation.  

 

How are interpreting and translation related to communication? 

 

Interpreting and translation are communication processes which involve speaking, listening, reading, and writing to express and negotiate messages between participants in the communication exchange.

 Given that these are modes of communication in our global and local community, (Hung, ICTFL 2001), interpreting and translation of languages are to be perceived as communication processes for the 21^st century.   Whether we are at work, in the courtroom, during doctor-patient interviews, at the immigration  office, conferences, business meetings, etc., we need to speak, listen, read, and write in any language to communicate.  For instance, other applications of language interpreting and translation uses can be seen in satellite and global positioning systems, world-wide assistance telecommunication(s) centers; geo conferencing, videoconferencing, videophones, teleconferencing; internet delivery of instruction on-line; email tutorials; intranet web-based education; audio computer-based tests for ESL listening skills, remote learning, multimedia, etc. Interpreting through spoken communication is used simultaneously or consecutively, on a regular basis in the business world, consulate offices, legal settings, in the medical field, technically, for liaison and group escorts, telephone transactions, conferences, etc.  Translation is also a written mode, a process of communication and a language tool on-line, on the internet and the world wide web, through machines, electronically, commercially, legally, medically, and otherwise.      Ian Mason has defined spoken dialogue interpreting in Triadic Exchanges as a generic term covering diverse fields of interpreting which have in common the basic feature of face-to-face interaction between three parties: the interpreter and (at least) two others, a source-speaker, a receiver-listener.  The communication exchange and/or transaction consists of spontaneous dialogue interaction, involving turn-taking conversation, in two languages, a source and a target. It is usually goal-directed in the sense that there is some outcome or message to be negotiated.  The interpreter is perceived as one of the parties to this three-way exchange, in which each participant’s moves can affect each participant and thus the outcome of the event.  The interpreter is a “critical link” in spoken triadic communication. Translation as a communication process also involves a three-way transaction for meaning between the writer, the reader, and the translator in a written format–it is a semantics exchange.  According to Random House Webster’s Dictionary, a translation is a rendering of the same ideas in a different language from the original text.  A translator communicates the writer’s message to the reader from one language to another through written text.  In the same way that a computer compiler decodes and encodes data from a high level language to a machine language, a human translator decodes and encodes the assigned meaning of symbols from a source language to a target language. 

 

From where is the Transactional Model of Communication derived? 

Dean C. Barnlund discussed a Transactional Model of Communication in 1970 while working with J. Akin, A. Goldberg, G. Myers, and J. Stewart on their research using Computer Compilers as seen in Language Behavior: A book of readings in communication, (pp.43-61), published by The Hague: Mouton. For our purposes, a Computer Compiler is a software that translates a program written from a high-level language into another language, usually a machine-based language, by means of a “compiler”, that is a “translator”.  Compilers in computer-based formats convert a program, data, code, etc., from one form to another, that is to say, a Fortran program into assembly-based machine language, according to Random House Webster’s Unabridged Dictionary. 

 

In the 21^st century interpreters and translators might as well be human “compilers” and/or information processors from one language to another.  Interpreters and translators facilitate communication(s) from one language to another on behalf of others.  These communicators convert a message from the source to the receiver, from one language to another, in a triadic exchange of information.  Although some people address interpreters as translators interchangeably, we know that interpreters work primarily in a spoken/aural format and translators function primarily in a written/visual mode.  Just as a computer compiler translates a software program written from a high-level language into another, interpreters and translators process an exchange of semantics information simultaneously from the source speaker/writer to the receiver/reader, from one language to another, in a verbal or written format.  Interpreters and translators negotiate the meaning and content of a message formulated by the source and/or the receiver in sync with the transactional model of communication(s) based upon computer compilers (Barnlund, 1970).  

In addition to the application of the transactional theory to communication(s), Ling Liu, Calton Pu, and Robert Meersman have also researched and developed a computer-based Transactional Activity Model for Organizing Open-Ended Cooperative Flow Activities.  This computational application is based upon a number of extended transaction models which have been proposed to support information-intensive applications, such as CAD, computer-aided drafting, CAM, distributed operating systems, and software development It is a mathematical algorithm which integrates two mergeable activities to ensure a merged history from two correct histories.  It establishes the existent dependencies between two activities.  These activities are structured programs that exchange information with other activities, databases, files, and users.  The system covers a family of dynamic activity restructuring operations, as well as other important features of the Transactional Activity Model (TAM). 

CONCLUSION

 

This proposal has presented “Interpreting and Translation as Communication(s) Processes for the 21^st Century” in order to associate the status of interpreting and translation to existing communication processes and establish the future of the interpreting and translation profession within the field of communication(s) using the Transactional Model of Communication (Barnlund, 1970) as a frame of reference.  As you know, interpreting and translation are both expressions of communication(s) processes in a different way, shape, and form.  Consequently, interpreting and translation are to be included, considered, and taught as related disciplines to the field of communication(s) for the future of the profession. As we have discussed earlier, the transactional model of communication perceives human communication as a simultaneous, interdependent process, in which the speaker serves as a listener and the listener as a speaker, in tandem.  It is also symbiotic, that is to say, mutually beneficial to the source and the receiver since each one exists in relation to the other. The source of the communication, as well as the receiver of the message, both are continuously exchanging information in a cyclical pattern.   In the same way, the interpreter and the translator, both have dual communicative functions, outputting and inputting messages, be these spoken or written.  Interpreting requires verbal interaction between an interpreter and a speaker in an oral mode—unless it is an interpretation of sight reading of a written document.  Translation invites non-verbal interaction between a translator and a reader in written form.  Given that communication(s) involve speaking, listening, reading, and writing, then interpreting and translation are means of communication(s) and should be associated as communicative processes within the same field; thus granting interpreting and translation the status deserved for the future of the profession as partners in the field of communication(s). Although I have taught at the community college level for many years, I am not aware of any learning institutions that currently include Interpreting and Translation in the Communication(s) curriculum program.  That is one of the reasons why I decided to present this proposal at this FIT 2002 conference focusing on Translation: New Ideas for a New Century in Vancouver, British Columbia, CANADA.  As far as I am aware, Interpreting and Translation are not widely taught nor included in the curriculum programs at institutions of higher learning.  As far as I know, there are designated institutions world-wide that teach Interpreting and Translation.  However, these two disciplines are not readily available now as courses of study to the general public or communication(s) enthusiasts at institutions of higher learning.  Perhaps my proposal to regard Interpreting and Translation as Communication Processes in the 21^st Century will note and highlight the need to include and integrate Interpreting and Translation in the field of Communication(s) at academic institutions for the benefit of future communicators in the new millennium. 

 

REFERENCES AND SOURCES 

Barnlund, Dean C.  (1970) A Transactional model of communication.  In J. Akin, A. Goldberg, G. Myers, and                J. Stewart (Compilers), Language behavior: A book of readings in communication, (pp.43-61).                The Hague: Mouton, The Netherlands. Baron, Sara, M.A., M.S.  http://www.lilb.umb.edu~sara  (2001) COMSTU 200, Introduction to Communication(s),                University of Massachusetts, Boston, USA                DeVito, Joseph A.  (2002) Essentials of Human Communication.  Fourth Edition.  Hunter College.  The City of                New York.  Boston: Allyn & Bacon, A Pearson Education Company, USA. Diccionario de Informática Inglés-Español.  Glosario de Términos Informáticos.  Sexta Edición.  (1985)                ParaInfo Madrid.  Olivetti Centro de Formación Personal. Hung, Gardenia C., M.A.  Conversational Spanish for Business.  (1997-2000) Business Professional Institute.                College of DuPage, Glen Ellyn, Illinois, USA. Program Managers Kim Ramey and Donna Marchant.                Hung, Gardenia C., M.A.  Spanish for Healthcare Professionals.  Bilingual Resources by Small Group   Collaboration.  Winter 2000.  College of DuPage, Continuing Education for Healthcare Professionals.                Glen Ellyn, Illinois, USA.  Prepared and edited medical interpreting and translation information for                healthcare professionals in DuPage County, Illinois from 1997 through 2000. Hung, Gardenia C., M.A.  Spanish for Healthcare Professionals & Service Learning.  Winter 1999.  Prepared for               Kathy Hennessy, Service Learning Coordinator, College of DuPage, and  Continuing Education for                Healthcare Professionals, Glen Ellyn, Illinois, USA. Hung, Gardenia C., M.A.  Spanish Tutoring.  (1999-2000) Continuing Education Program.                College of DuPage, Glen Ellyn, Illinois, USA.                 Hung, Gardenia C., M.A.  “Communicate: Speaking, Listening, Reading, and Writing in Foreign Languages”.                Presentation at the Illinois Council on the Teaching of Foreign Languages Conference 2000, Friday,                October 20, 2000, Carlyle Room at the Wyndham Hotel, Itasca, Illinois, USA.   

 

REFERENCES AND SOURCES 

Hung, Gardenia C., M.A.  “How Are Languages Used as Communication Tools in the 21^st Century?”.                Presentation at the Illinois Council on the Teaching of Foreign Languages Conference 2001, Saturday,                October 20, 2001, Barrington Room at the Wyndham Hotel, Itasca, Illinois, USA. International Book Distributors, ibd ltd., Freek Lankhof, P.O. Box 467, Kinderhook, NY 12106 USA Internet Website, http://www.americantranslators.org/divisions/FLD/fldfaqs.htm                 FAQs about Interpreting, Gardenia C. Hung, M.A., (1999) French Language Division, Frequently Asked                Questions about Interpreting, American Translators Association, USA. Kelling, George W.  (1975) Language: Mirror, Tool, and Weapon.  Chicago: Nelson-Hall.  Levinson, Paul.  (2001) Digital McLuhan.  A Guide to the Information Millennium.  London and New York:               Routledge, Taylor & Francis. Liu, Ling and C. Pu.  A transactional activity model for organizing open-ended cooperative activities.              Technical Report TR96-11.  Department of Computer Science, University of Alberta, Canada                http://citeseer.nj.nec.com/43023.html Logan, Robert K.  (2000) THE SIXTH LANGUAGE.  Learning a Living in the Internet Age.  Toronto:  Stoddart                                                                                                                                                                                    Mason, Ian, Editor.  (2001) Triadic Exchanges.  Studies in Dialogue Interpreting.  United Kingdom:          St. Jerome Publishing.  Edited by Ian Mason, Heriot-Watt University, Edingburgh Centre for                           Translation and Interpreting Studies in Scotland, United Kingdom.Mason, Ian.  (1997)

                                                                                                                                                                            The Translator as Communicator.  Routledge. Mikkelson, Holly.  (1994) A Training Program for Spanish/English Medical Interpreting.                Spreckles, California: ACEBO. Nuevo Espasa Ilustrado 2000.  Diccionario enciclopédico.  Espasa Calpe, S.A. España. Petit Larousse Illustré.  (1987) Larousse: Paris, France. Public Speaking Module One.  Public Speaking as a Communication Process.  Notes from the Instructor.                On-Line Learning.  Web-based instruction for Communications Models and Theories. Random House Webster’s Unabridged Dictionary (1998) New York, USA. 

Consulting Media Arts Communications©2012 Gardenia Hung. 

All Rights Reserved.

How Are Languages Used As Communications Tools in the 21st Century?

As we move through the new millennium, we need to focus on how languages are used as communication tools in the 21^st century to promote understanding, listening, cooperation, trade, military security, and peace in the world to become more effective and efficient communicators. 

Technology, research, and developments in communications for the 21^st century will regulate how languages will be used as tools in diverse professional fields and disciplines.  In addition, the application of languages as communication tools in the 21^st century is subject to the existing influence of political and socio-economic developments in the world.

According to Philip Howard in his Foreword for The World of Words.  An Illustrated History of Western Languages, new revised edition, I quote, “we can only guess that hundreds of thousands of languages have been spoken since the beginning of the world, from the fact that 2,769 languages are spoken around the world today (the figure depends a bit on what one counts as a language)”.   

Human communication is defined as the process by which people exchange information.  Languages are forms of communication in our everyday world.  We use languages to communicate on a daily basis at home, work, with friends, at leisure.  Languages are an indispensable way to function, interact, and exchange information, especially as our world becomes closer.  Thus, languages become communication tools in the 21^st century as work issues, military protection, and concerns in the world evolve from local to global to become “glocal” in the international arena. 

Given the multilingual population in our planet Earth, there is a need to communicate and listen in more than one language in the U.S.A. and around the world.  The process of active listening is an essential and important factor in communication because it allows us to perceive selectively what the information exchange entails, without overlooking details and steps to follow directions. 

The need to communicate effectively and efficiently in the 21^st century requires a mandatory acquisition of another language, in addition to English, which fulfills an educational requirement in the our country and overseas.  Thus, in the same way that “Education is a tool for success”, languages are used as tools in the 21^st century because these facilitate the process of communication around the world.

Tools are means by which we ease our interaction in a work environment and around us.

The American Heritage Dictionary of the English Language defines a tool as anything regarded as necessary to implement one’s occupation or profession.  Since languages in the 21^st century are used to perform one’s job, as the work force travels and relocates around the world, in response to employment and military deployment, labor supply and demand, then languages become communication tools in the 21^st century. 

International companies in the United States and around the world require personnel to travel on demand where employee skills are needed.  Consequently, employment relocation and logistics are common factors for global work in the 21^st century.  An awareness and knowledge of languages is an underlying pre-requisite to international employment, deployment, and travel.  So, if one knows two or more languages in the world, chances are that one will travel for work or leisure and become more effective and efficient as a communicator and an employee…

We need to discuss how languages are used as communication tools in the 21^st century to promote understanding, cooperation, trade, and peace in the world. 

Technology, Research and Development: 

                      Videophone,  Videoconferencing, Global Positioning

                      Systems World-Wide Assistance with Satellites,

                      Student Centered Distance Learning for Remote Rural Areas, 

                      Internet Delivery of Instruction On-line, Email Tutorials,

                      Intranet Web-Based Educational Environments
                     Audio Computer-Based Test for ESL Listening Skills

Understanding:   Interpersonal, one-to-one basis, people-to-people;

Interpreting—Consular, Commercial, Legal, Medical, Technical, On-line; Translation—Electronic, Commercial, Legal, Medical, Technical

Listening:               The process of active listening is an essential and important factor in communication because it allows us to perceive selectively what the information exchange entails, without overlooking details and steps to follow directions.        

 Cause and Effect:  The application of languages as communication tools in the 21^stcentury is  subject to the influence of political and socio-economic developments in the world.  

We need to foster the use and application of languages in education to facilitate communication in a global and local sense, around the world  and in our own communities to become effective and efficient communicators. 

The application of languages as communication tools in the 21^st century is subject to the influence of political and socio-economic developments in the world.

©2012 Communications, Languages & Culture, Inc.  All Rights Reserved.

Certified Legal Interpreting and Translation in Illinois, USA

I started language interpreting for Action Translation with the Illinois Industrial Commission in Chicago at the James R. Thompson Illinois Government Center when Joseph Raudonis used to live in Palos Heights, Illinois—I found a job wanted ad in the newspaper and telephoned Action Translation for assignments translating legal documents for Spanish into English.

Then,   I met Carmen Kenny, a legal interpreter at the Arbitration Center in Chicago, who was looking for a freelance interpreter and translator who could share legal interpreting assignments in the Chicagoland area, travel on-site to judicial hearings, arbitrations, depositions, and translate legal documents upon assignment for Carmen Kenny & Associates based in Arlington Heights, Illinois.

A colleague referred me to Arroyave Academy of Languages managed by Guillermo Arroyave himself in Highland Park and Arlington Heights, who was looking for a communications cross-cultural consultant who could teach foreign languages, interpret, and translate from English into Spanish, French, and/or Portuguese, available for travelling around the Chicagoland area—throughout the counties of Cook, Lake, Will, DuPage, Kane, Grundy, LaSalle, etc.

I had been working for Berlitz Schools of Languages in Chicago, Hinsdale, Oak Brook, and Schaumburg as a language cross-cultural consultant. 

By professional referral and networking, I was contacted by Inlingua Schools in Chicago to work as a professional cross-cultural consultant, language interpreter and translator on-site, in the Chicagoland area.

In addition, I was a member of the American Translators Association and Chicago Area Translators and Interpreters Association.In 1990, I found a newspaper job ad from Diplomatic Languages Service, Inc. , based in Virginia, looking for language interpreters and translators in Chicago, Illinois.

During the 1990’s I interpreted and translated for several Translation Agencies:  Burg Translation, Palencia Language Services,  Interlate Systems, Inc., Linguistic Systems, Inc. in Boston, Massachusetts, Access Translation managed by Rosa Ridderbusch in Lake Zurich, AIM Translations in Bloomingdale, Illinois. 

Professional Certified Translator, Interpreter for Communications, Languages & Culture, Inc., Consulting Media Arts Communications

©Copyright 2012 Communications, Languages & Culture, Inc.  All Rights Reserved.

A Carnival Cruise Bonus Gift: Happy Birthday!

The month of December is always full of surprises, amazing holiday miracles, and wonderful thoughts from family, friends and associates…wherever they are or may be. Early in December 2011, I received a colorful and memorable Happy Birthday! Gift Card from Tampa, Florida…all the way to the Village of Lombard, where I live in Du Page County, Illinois. When I opened the envelope, I read “Happy Birthday!” from Carnival. Wow! Someone thoughtful remembered my Anniversary Birthday in December 2011, and forwarded their best wishes with a birthday celebration aboard a Carnival ship for an 8-day /7-Night Cruise vacation for 2 with an outside cabin, leaving from any major port in the U.S.A—approximate value is $1299 and No Purchase Necessary. What A Big Surprise for my birthday! It included a Bonus Gift for Two Round-trip Airfares leaving from or going to any major airport in the continental U.S.A.—this offer is not redeemable for cash. Right in the middle of the winter Christmas holidays, I just could not get away…to Carnival. Especially when Travel over major holidays is not permitted and some restrictions apply.

So, the New Year 2012 Jubilee celebrations arrived in January with the New Chinese Year of the Dragon in tow to celebrate all the anniversaries that come up throughout this year. I have not forgotten about Carnival Cruise in the middle of the Midwest snowstorms we are having in Illinois. Carnival Cruise offers a wide selection of travel options with Imagination to visit Miami, Key West in Florida and Cozumel, Mexico in the Caribbean. Or, I must travel Destiny to Ocho Rios in Jamaica, then go along to Grand Cayman in the Cayman Islands. If I have enough time and energy, Valor can take me to Cozumel, Mexico, Ocho Rios, Jamaica, and Grand Cayman in the Cayman Islands. To sail in Glory, there are also ports to see in Nassau for the Bahamas, St. Thomas USVI, San Juan Puerto Rico, and Grand Turk, which includes La Romana in the Dominican Republic travelling the eastern Caribbean. If I take Liberty, there are options to see Cozumel, Mexico, Belize, Mahogany Bay, Isla Roatan, Grand Cayman in the Cayman Islands. Otherwise, Carnival Glory can take me to Boston Massachusetts or New York, to St. John New Brunswick, Halifax, NS, Sydney, NS, Canada, and return via Portland Maine back to port in Boston Massachusetts. The whole idea for a Carnival Cruise Anniversary is very exciting during 2012.

I am still wondering, “Where is the Carnival Cruise to Cuba, the Pearl of the Antilles and the center of the Caribbean as a destination port along Carnival Cruise itineraries?” If Carnival Cruises travel with Imagination, Destiny, Valor, Liberty, and Glory as far east as the coasts of Cozumel, Belize, Mahogany Bay, Isla Roatan, Grand Cayman in the Cayman Islands and makes port in Ocho Rios Jamaica; then Carnival Cruise can make port in Santiago de Cuba, in the island of Cuba, some day! “Why is not Carnival Cruise making port in Santiago de Cuba or La Habana, Cuba?”
Copyright 2012 Communications, Languages & Culture, Inc.
Consulting Media Arts Communications. All Rights Reserved.

Tiffany Rotunda Mosaic: Jacques Marquette and Louis Jolliet with Native American Indians

A National Historic Landmark at the Marquette Building illustrating the history of Chicago and the Illinois country.

Owen F. Aldis was a real estate developer, fanatic historian, and one of the building’s original owners, who translated Jesuit Father Jacques Marquette’s original journal in 1891, thus christening the structure with his name and inspiring artists to illustrate the explorers’ journeys with their Native American companions at the Marquette Building, a national historic landmark honoring the history of Chicago’s expedition by Marquette and Jolliet.
Courtesy Photo: GHung

A Perfect Crime Committed by the Lombard Police and Fire Department

The Lombard Police and Fire Department have been responsible for the crimes committed at the Estate of Roberto Hung and Family while the Lombard resident homeowners were at work, travelling, or out-of-town in DuPage County, Illinois, out-of-state or abroad. Consequently, the Village of Lombard has the obligation to compensate and pay the Hung Family for all the damages and losses to the Estate of Roberto Hung and Family in Illinois, USA. The Hung Family members have been Lombard resident homeowners at 502 S. Westmore Avenue and Washington Blvd. in DuPage County. The Hung Family has purchased two (2) Lombard homes during 1991, 1992, 1993, 1994, 1995, and 1996, 1997, 1998, 1999, 2000, 2001, 2002, 2003, 2004, 2005, 2006, 2007, 2008, 2009, 2010, and 2011 in York Township, Illinois, USA.

For the last nineteen years, the Family of Mr. Roberto Hung, resident Lombard homeowners and U.S. citizens at 502 S. Westmore-Meyers Road and Washington Blvd. have been Victims of Heinous Hate Crime Caused by the Village of Lombard and DuPage County, Illinois, United States of America because they purchased two (2) Lombard Real Estate properties and paid cash for their homes, near St. Pius X Catholic Church and School at 1025 East Madison St. and Westmore-Meyers Road in the Village of Lombard, DuPage County, Illinois, United States of America.

THE VILLAGE OF LOMBARD HAS TO PAY THE HUNG FAMILY FOR DAMAGES AND LOSSES TO THE ESTATE OF ROBERTO HUNG AND FAMILY MEMBERS ABUSED AS VICTIMS OF CRIMES SET UP BY THE LOMBARD POLICE AND FIRE DEPARTMENT IN DUPAGE COUNTY ILLINOIS USA.Consulting Media Arts Communications©2012 Gardenia Hung.

All Rights Reserved.
1993-2008 DAMAGES AND LOSSES AT THE HUNG FAMILY REAL ESTATE AT

502 SOUTH WESTMORE-MEYERS ROAD, LOMBARD, DUPAGE COUNTY, ILLINOIS 60148-3028

OVERVIEW REPORT BY GARDENIA C. HUNG, M.A.

DAUGHTER OF THE LATE MR. ROBERTO HUNG, J.D.

I. BRICK BUNGALOW HOUSE WITH 3-LEVELS: 1ST FLOOR, 2ND FLOOR, BASEMENT, GARAGE

A. FIRST FLOOR.- FOYER/LOBBY FRONT.- DAMAGED DOOR LOCK,SHUT

1. CEILING PANELS STAINED, CRACKED

2. GLASS WINDOW PANES, 6TH WINDOW SOUTH, CRACKED GLASS

8TH WINDOW SOUTH, CRACKED GLASS

3. DOOR BELL IS BROKEN

4. DOOR KNOB IS BROKEN, FORCED

5. DOOR PANEL, STAINED BY FORCED ENTRY

6. DOOR LOCK/KNOB IS BROKEN, FORCED

7. FRONT STEPS, CHIPPED CONCRETE

8. BRICK BASE NEEDS TUCKPOINTING

B. LIVING ROOM.- 25-GALLON AQUARIUM, DEAD FISH, POISONED CLOROX

1. FLOOR-DRILLED HOLE BY UNAUTHORIZED CABLE CONTRACTOR

2. SOUTH WALL SEEPAGE, PEELING PAINT, CRACKED WALLS

3. SOUTH WALL DAMAGE TO ELECTRICAL WIRING SYSTEM

4. CEILING CRACKED PEELING PAINT CAUSED BY WEATHER EXPOSURE, MOISTURE, WINTERSTORMS

C. DINING ROOM

1. CEILING BULGING TILES, FALLING TILES ON THE WEST CORNER

2. WINDOW GLASS BULLET HOLE, UPPER LEFT GLASS PANE, CRACKED

GLASS WINDOW PANE

3. CARPETING.- WALL-TO-WALL DAMAGE

D. MASTER BEDROOM

1. COLLAPSED CEILING OVER TEAK QUEEN-SIZE BEDROOM SET, VANITY

(2) CHEST OF DRAWERS, (2) NIGHT STAND TABLES, (2) LAMPS

2. WALLS DAMAGED BY MOLD, MILDEW, WATER SEEPAGE

3. CARPETING WALL-TO-WALL DAMAGED

E. CORRIDOR

1. FLOOR WARPED WOODEN PLANKS TO BE REPLACED

2. CARPETING WALL-TO-WALL DAMAGED

3. CEILING GYPSUM COLLAPSED, CRACKED

4. ELECTRICAL WIRING SYSTEM DAMAGED BY WATER SEEPAGE

F. BATHROOM

1. CEILING COLLAPSED WHEN PLUMPING PIPES AND FIXTURES BURST

DUE TO EXCESSIVE WATER PRESSURE UNGAUGED BY THE LOMBARD

WATER DEPARTMENT AND PUBLIC WORKS

2. CEILING WOODEN STRUCTURE DAMAGED BY WATER SEEPAGE

3. PLUMBING PIPES AND FIXTURES DAMAGED

G. GUEST BEDROOM (SOUTHWEST FACING BACKYARD) STUDY

1. CLOSET IS DAMAGED BY PLUMBING PIPES BURSTING DUE TO

UNGAUGED WATER PRESSURE

2. WATER SEEPAGE IN CLOSET ACCESS TO PLUMBING PIPES SHARED BY

THE BATHROOM AND THE BASEMENT LEVELS.

G. STOLEN CLOTHING, BOOKS, FAMILY PHOTOGRAPHS, DOCUMENTS

U.S. DEPARTMENT OF LABOR FILES BELONGING TO GARDENIA C. HUNG

H. KITCHEN

1. SINK PLUMBING PIPES ARE TURNED OFF

2. FLOOR TILES ARE CRACKED, WATER-LOGGED, TO BE REPLACED

3. CEILING PAINT CRACKED, PEELING

4. REFRIGERATOR IS DAMAGED

5. DISHWATER IS DAMAGED

6. DISHES ARE BROKEN

I. BASEMENT

1. PLUMBING PIPES BURST DUE TO UNGAUGED WATER PRESSURE

2. COLLAPSED CEILING, CRACKED, EXPOSED PIPES, MOLD, MILDEW

3. WATER SEEPAGE, HUMIDITY, MOLD, MILDEW

4. WALLS CRACKED, PEELING PAINT

5. GLASS VENTS CLOSED/OPEN SCREENS BROKEN, TO BE REPLACED

6. (2) REFRIGERATORS DAMAGED – VERTICAL UPRIGHT/HALF FRIDGE

7. POOL TABLE GREEN MAT IS DAMAGED

8. BAR DAMAGED DUE TO COLLAPSED CEILING, MOLD, MILDEW

9. WASHING MACHINE IS DAMAGED

10. HEATING FURNACE SYSTEM/AIR CONDITIONING IS DAMAGED

11. STORAGE ROOM, BOOK SHELVES, STOLEN BOOKS BY INTRUDERS

12. STORAGE ROOM INSULATION TO BE REPLACED, FINISHED

13. LAUNDRY ROOM, CEILING FIXTURE PANEL CRACKED, BROKEN

14. CEILING PANEL PULLED DOWN

15. WALL PAINT CRACKED, PEELING

J. BACK PORCH.- INTRUDERS USED A HEAT TORCH ON PAINT BEHIND DOOR
CRACKED WOODEN BEAM BY THE WINDOW

1. CEILING LEAKAGE ON RAINY DAYS

2. LIGHT FIXTURE AND ELECTRICAL SYSTEM IS WATER DAMAGED

3. DOOR BELL IS BROKEN, FORCED, PULLED OUT BY INTRUDERS

4. DOOR BELL WIRING IS PULLED OUT

5. DOOR SCREEN IS DAMAGED, INSIDE, OUTSIDE, TORN OFF FROM HINGES, DROPPED OFF, TO BE REPLACED

6. PORCH DOOR IS DAMAGED, CRACKED PAINT, PEELING TO BE REPLACED

7. GLASS DOOR KNOBS DAMAGES TO BE REPLACED

II. SECOND FLOOR

1. STAIRS, STEPS.- WOODEN, WATER STAINED, GLASS DOOR KNOB IS

DAMAGED, BROKEN

2. WALLS, CEILING PAINT CRACKED, PEELING

3. STORAGE ROOM INSULATION IS DAMAGED BY INTRUDERS TO BE

REPLACED AND REFINISHED

A. STUDY/HALF BEDROOM

1. PAINT CRACKED, PEELING

2. DAMAGED TO PROFESSIONAL COMPUTER PC EQUIPMENT, STOLEN

CD-ROM DRIVE. STOLEN DOCUMENTS FROM MR. ROBERTO HUNG

B. BEDROOM

1. CLOSED IS DAMAGED BY WATER SEEPAGE, MOLD, MILDEW,

CRACKED WALL

2. CEILING LIGHT FIXTURE CRACKED AND BROKEN GLASS OVER BED

C. KITCHEN

1. CEILING CRACKED AND PAINT PEELING CAUSED BY HEAT TORCH USED BY INTRUDERS, TRESPASSERS AND UNAUTHORIZED ENTRIES

D. PANTRY, TO BE RESTORED, REMODELED, REPAINTED, REFINISHED

1. PANTRY CEILING PAINT CRACKED, PEELING, MOLD, MILDEW

2. PANTRY STORAGE DOOR CRACKED, MOLD, MILDEW, REPLACE

E. BATHROOM, PLUMBING PIPE FIXTURES BURST FROM 2ND TO 1ST FLOOR

PAINT CRACKED, PEELING, TO BE RESTORED, REMODELED, REDONE

F. LIVING ROOM FURNITURE STAINED AND DAMAGED

1. CEILING CRACKING, FISSURE UNDER ROOFING STRESS

2. WALL RETAIN HUMIDITY, MOLD, MILDEW

III. GARAGE

1. GARAGE DOOR OPENER IS BROKEN, DAMAGED, SEARS BRAND

2. REPLACE GARAGE DOOR

3. LAWN MOWER IS DAMAGED, BROKEN POWER STRING

4. ALUMINUM SIDING POST (LEFT) IS CRACKED, BROKEN

5. WOODEN-FRAME STRUCTURE IS DAMAGED BY HUMIDITY

6. CONDUIT FOR ELECTRICAL WIRING WAS PULLED DOWN

7. DAMAGE TO NINE (9) MOTORIZED AUTO VEHICLES, CARS, SUV, MOTORCYCLE, LAWN MOWER, ETC.

8. NEW ROOFING FOR GARAGE TO MATCH THE HOUSE IN AGED REDWOOD SHINGLES

IV. BACKYARD

1. ROOFING DAMAGE TO ROOFING SHINGLES, WOODEN STRUCTURE, WIRING, GUTTERS, DUCTWORK

2. T.V. ANTENNA FOR COMMUNICATIONS KNOCKED DOWN BY CABLE CONTRACTOR HIRED BY THE VILLAGE OF LOMBARD AND UNAUTHORIZED BY THE HUNG FAMILY OR G.C. HUNG

3. SIDE ROOFING DAMAGE

4. FENCE DAMAGED BY EVA AND JOHN CARPENTER & SONS, AS WELL AS BY INTRUDERS, TRESPASSERS JUMPING THE FENCING POSTS WHICH ARE DAMAGED AND SPLINTERED BY SBC TELEPHONE COMPANY AND OTHER INTRUDERS AND CRIMINALS

5. FENCE POSTS ARE BROKEN, SPLINTERED, KNOCKET OUT, KICKED IN

6. GRASS LAWN TRAMPLED, FLOWER BED BORDERS DAMAGED

LOMBARD DAMAGES & LOSSES TO HUNG FAMILY REAL ESTATE PROPERTY, ASSETS, AUTOMOBILES, MOTORIZED EQUIPMENT, ETC. FROM 1993-2007

MEMO OVERVIEW FROM GARDENIA C. HUNG, M.A.

TYPED ON TUESDAY, NOVEMBER 19, 2006, 10:55:35 AM