Showing posts with label library. Show all posts
Showing posts with label library. Show all posts

Friday, January 1

Did Saladin destroy the Fatimid Libraries?

last year, I came across a fascinating paper. The paper said that there is a belief in the middle east that Saladin destroyed the Fatimid Dynastic libraries. Saladin is a famous character and he is best known for how he tweaked Richard's nose.

But his story is fascinating, not least because of the reactions. Cairenes who are educated and know a bit about their history hate him. Why? because he took the wealth of Cairo and took it off to Damascus...but this was worse...when he conquered Cairo, he apparently destroyed the Fatimid Libraries.


I didnt know that there was a library in the first place! You always associate Egypt with the Library of Alexandria, not something in Cairo!

check out this link. The numbers look a bit OTT but suffice to say that there were 40 rooms full of books, manuscripts, documents, papers and the like. FOURTY rooms full of amazing stuff.

As it so happens, the paper, Did alā al-Dīn Destroy the Fatimids' Books? An Historiographical Enquiry by FOZIA BORA published in the Journal of the Royal Asiatic Society July 2014, pp 1 - 19, takes us through a fascinating story about how the collection wasnt actually destroyed but sold on. Let me quote a little bit from the paper which made me really wince and cry.

Abu Sh  ̄ ama’s informant describes the collections that fell into S  ̄ .alah ̄. al-D ̄ın’s
34 and then reconstructs related events as follows:
1171,
1. Qad ̄. ̄ı al-Fad ̄.il, a lover of books, was allowed to survey the collections and take ‘a great quantity’ of them.
2. S.alah ̄. al-D ̄ın cut off the bindings from many of the rest that were in a good condition, to sell or re-use the leather, and threw the unbound contents into a lake.
3. Other volumes were sold to the public,35 over a period of ten years.
4. When news of the books in the lake became common knowledge, ‘people’ recovered
those, too, because ‘[books] are revered items’.
5. Much of the corpus that was initially discarded was thereby preserved, and this is how
‘that which we have [today] was attained’.

Bloody Kurd, the second point made me furious - how he ripped off the bindings! just to sell the sodding leather, but it gladdened my heart to read about how the Cairenes felt that the books are revered items. do not think that this has stopped, look at this story from recent times. So sodding painful to see. May their groins be infested with camel lice and may their arms be too short to scratch.

















that said, dont forget the Lavon affair, when the Israeli's bombed the libraries in Cairo.



All this to be taken with a grain of piquant salt!!!

Thursday, May 21

The beauty of palm leaf manuscripts (3): storage and preservation

As I've mentioned to you earlier kids, we have three old old manuscripts. Not exactly a full library which will need retrieval eh?

But information retrieval is very important these days. If you do computer science, one of the first things they will teach you is to how to do information retrieval and searches. In a variety of areas, you need to know how to categorise information so that you can retrieve it easily. There's no point in having information and not being able to get to it.

Think about it. People Google for information but they have forgotten that Google also filters and arranges information. So for example if I'm looking for a film or museum opening hours, yes Google is fine. But if I'm looking for say information relating to film or collections, I'm not going to start there. That's where Google scholar comes in. Or science direct or other search engines where more detailed and particular information is served up to you.

SEO. search engine optimisation is an entirely newish field where your content is served up. More efficiently.

But here we hark back to an older age where we have Palm leaf manuscripts. How do you store them? One of my ladies, Hypathia, who I've spoken about before, worked in the library of Alexandria. Can you imagine trying to retrieve a scroll from those towering cupboards? Difficult eh?

Love

Baba



The beauty of palm leaf manuscripts (3): storage and preservation - Asian and African studies blog
http://.typepad.co.uk/asian-and-african/2015/02/the-beauty-of-palm-leaf-manuscripts-3-storage-and-preservation.html?utm_campaign=Feed%3A+asian-and-african+%28Asia+and+Africa%29&utm_medium=email&utm_source=feedburner
(via Instapaper)


In my two previous posts on this topic, I looked at palm leaf manuscripts from central Thailand and the northern Thai regions. In this final post on the beauty of palm leaf manuscripts in Tai manuscript cultures, I will take a closer look at traditional retrieval aids, and storage and preservation methods. Some temple libraries held large numbers of manuscripts which were stored in specially made furniture. Due to the fact that many manuscripts were wrapped in a piece of cloth, and the title or contents were rarely mentioned on the front leaf or front cover of a manuscript, quick retrieval of a particular manuscript was only possible if certain finding aids and methods were in place. For example, the manuscripts could be arranged in a systematic order within one cabinet, and several cabinets could be placed in a systematic order in the library building. One important finding aid was the title indicator. A title indicator, which could constitute a beautiful little work of art itself, was attached to a rope, and the rope was wound around the manuscript.    

Or_16555_fblefr

Wooden title indicator covered with black lacquer, and text incised in Tham script on gold background. Lanna, 19th century. British Library, Or.16555. Acquired from Dr Henry Ginsburg’s bequest, in memory of Dr Henry Ginsburg.

 noc

Title indicators made from wood or bamboo were important means of identifying manuscripts when these were stored together in large numbers in wooden cabinets. The length of a title indicator could range from 100 to 400 mm. Bamboo and wooden indicators were often simple strips with the title and list of contents of the manuscript incised or written on, but sometimes wooden and ivory indicators could be carved with beautiful floral ornaments. Often they were lacquered red or black and decorated with gold leaf before the text was incised.    

Indicators Or14528-9

Two wooden title indicators covered with red lacquer, with text incised in Tham script on a gold background. Lanna, 19th century. British Library, Or.14528-9.

Monday, October 13

But Is It a Book?

You are right, kids. We do have too many books. We also have a ton of e-books. But this was the best overview that I've read about the basic difference between an ebook and a physical book. There are differences kids. We have so many rare and antiquarian books. The difference I'm seeing in reading a book published in the 18th century versus the same book downloaded fromarchive.com is so different. You have a sense of reverence and history when you're reading a book. A feeling of togetherness with the ancients. 

Still form and functionality are being diverged. Bit sad but we have to move with the times. 

Love

Baba

But Is It a Book? - Wired Campus - The Chronicle of Higher Education
http://chronicle.com/blogs/wiredcampus/but-is-it-a-book/38001


Editor’s Note: Jennifer Howard spent a week in early July at the University of Virginia’s Rare Book School, taking a course on “Born-Digital Materials: Theory & Practice.” This is the first in a series of posts on the experience.

Charlottesville, Va. — What makes a book a book? For Michael F. Suarez, director of the Rare Book School at the University of Virginia, a collection of texts on an e-reader doesn’t qualify in the fullest sense.

Over macaroni and cheese in early July at the Virginian, an eatery across from the university’s Grounds, Mr. Suarez talked with The Chronicle about how much more there is to a book than the words that go into it.

“When you take the text of Moby-Dick and pour it into a Kindle, you strip out the bibliographic codes and you strip out the social codes,” he says. “You lose that hermeneutic surplus of meaning that the book is.”

Tuesday, November 8

The Great Books Curriculum: The Best Way To Become A Well Rounded Life Long Thinker!

Dear Kannu

You are a book lover and you love reading books, which is very good. Did you know that kids who grow up in houses which have books are far more likely to do well than houses which do not have books? Books are amazing creatures, they are windows to the world, both real and imaginary. While I was growing up, we were quite poor and food was a bit tight but Dadu and Didu made sure that we never stinted on books. Which is why when you go to Bhopal, you will see books in every room including the loo piled up and stacked up. That's a big clue, when you go to somebody 's home, see what books they have, what are they reading. That's a great clue to where and what is happening in that family and home. That's how I became what is described below as a "promiscuous bibliophile".

But I digress. This is a very good article. What a great idea, eh? somebody has taken the liberty to put together a group of books which, after reading, provide you with a great foundation for a great life. The books are listed below, son. I think I have read about 75% of these, there are still so many that I havent read yet. We also have about 30-40% of these books at home and well, quite a lot of them are free so you can download and read them on your ipad.

So what do you do? Well, perhaps you can aim to finish reading all of these by say you are 25, in 9 years, assuming you finish 12-15 books per year, I think you should be able to read all of these. There are other books which I would recommend from the Indian/Hindu/Muslim civilisation perspective, but lets wait for that, i will send you a separate email.

Happy Reading son, I am proud that you are also becoming a bibliophile :)

love

Baba


Simoleon Sense » Blog Archive » The Great Books Curriculum: The Best Way To Become A Well Rounded Life Long Thinker!
http://www.simoleonsense.com/the-great-books-curriculum-the-best-way-to-become-a-well-rounded-life-long-thinker/



The Best Way To Become A Well Rounded Life Long Thinker!

June 30, 2011

A couple of days ago my friend Farnam St posted about the great books curriculum, “a group of books that tradition, and various institutions and authorities, have regarded as constituting or best expressing the foundations of Western culture”(via wikipedia). I’m a big fan of the great books tradition and so is Charlie Munger (as well as other thinkers i.e. Nassim Taleb). So why am I a fan? Simple, because this curriculum is one of the best ways to build a latticework of mental models and become a renaissance thinker (which after all is the goal of this blog).

Goal: I will expand on this concept of the “Great Books Curriculum” and offer you a history of the great books, a list outlining the curriculum, as well as resources & colleges that teach according to the curriculum. Enjoy!

How Did SimoleonSense Learn About The Great Books?

I too was a promiscuous bibliophile unaware of the opportunity cost of lacking a proper (mental) foundation. Luckily, in 2000 I came across a book that nudged me towards the Great Books curriculum. The book was titled, Latticework, The New Investing by Robert Hagstrom. In Latticework, Hagstrom profiled Charlie Munger’s approach to investing and St. John’s College (one of the few colleges that teach according to the great books curriculum more on this later). The concept of Latticework thinking & the Great Books curriculum made sense to me and I comitted to reading 1 Great Book every year for the rest of my life (It has changed my life).

I’d like to mention that along the journey I stumbled upon another book, written in the spirit of renaissance thinking and titled, Seeking Wisdom from Darwin to Munger, by Peter Bevelin (a “Great Book” of its own”).

What Is A Great Book?

(Via Wikipedia)

According to Mortimier Adler (one of the founding fathers of the great books curriculum) a great book can be identified when:
1. The book has contemporary significance; that is, it has relevance to the problems and issues of our times;
2. The book is inexhaustible; it can be read again and again with benefit; “This is an exacting criterion, an ideal that is fully attained by only a small number of the 511 works that we selected. It is approximated in varying degrees by the rest.
3. The book is relevant to a large number of the great ideas and great issues that have occupied the minds of thinking individuals for the last 25 centuries.

What Is The Great Book Curriculum?

(Via Wikipedia)

“It came about as the result of a discussion among American academics and educators, starting in the 1920s and 1930s and begun by Prof. John Erskine of Columbia University, about how to improve the higher education system by returning it to the western liberal arts tradition of broad cross-disciplinary learning. These academics and educators included Robert Hutchins, Mortimer Adler, Stringfellow Barr, Scott Buchanan, and Alexander Meiklejohn. The view among them was that the emphasis on narrow specialization in American colleges had harmed the quality of higher education by failing to expose students to the important products of Western civilization and thought.”

How Should I start Reading The Great Books Curriculum?

I think the best way to start is by learning how to read a book. I know what you’re thinking, I know how to read a book, I learned when I was 5 years old. I’m here to tell you, that you probably don’t have a clue. There is much more to reading a book than opening the cover and running your eyes across the words. My advice is simple start with Mortimier Adler’s book, How to Read A Book, and then proceed to the Great Books Curriculum (starting from the beginning). And remember slow and steady wins the race (you don’t need to read 10 great books per year, just commit to reading them over your life).

Ok, Great, What Books Are In The Great Books Curriculum?

(Via Wikipedia)

Are There Other Resources To Learn A-La Great Books?

Yes there are…

First: There are schools that adhere to the Great Books Curriculum. Below is a brief list.

1. St Johns College

2. Shimer College

3. Thomas Aquinas College

4. Harrison Middleton University

5. Wyoming Catholic College

6. Imago Dei College

Second: Harvard has a list of Classics (that overlaps and in some areas competes with the “Great Books Curriculum”)

Third: OpenCulture has an extensive list of Free Audio downloads of the Great Books *So no excuses if you hate reading

Additional Suggestions & Cautions:

I’d like to close with 3 suggestions.

1. Just because a book is not on the Great Books Curriculum does not mean it isn’t a great book. If it satisfies the first 3 criteria (mentioned above) and your personal criteria add it to the list.

2. The Great Books Curriculum is heavily weighted towards Western thinking -it’s naive to assume that western thought is the pinnacle of human achievement. So find the Great Eastern Books and read them (asap).

3. If you seek to learn from the Great Books reading them is not enough you must live through them. The best way to learn about the Great Books is via active dialogue (this is what makes St.Johns College unique).

Best Regards,

Miguel Barbosa

Founder of SimoleonSense


(via Instapaper)

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Monday, November 7

His Libraries, 12,000 So Far, Change Lives

Now this is a man to emulate. What a man! what a hero.

ONE of the legendary triumphs of philanthropy was Andrew Carnegie’s construction of more than 2,500 libraries around the world. It’s renowned as a stimulus to learning that can never be matched — except that, numerically, it has already been surpassed several times over by an American man you’ve probably never heard of.

I came here to Vietnam to see John Wood hand out his 10 millionth book at a library that his team founded in this village in the Mekong Delta — as hundreds of local children cheered and embraced the books he brought as if they were the rarest of treasures. Wood’s charity, Room to Read, has opened 12,000 of these libraries around the world, along with 1,500 schools.

Yes, you read that right. He has opened nearly five times as many libraries as Carnegie, even if his are mostly single-room affairs that look nothing like the grand Carnegie libraries. Room to Read is one of America’s fastest-growing charities and is now opening new libraries at an astonishing clip of six a day. In contrast, McDonald’s opens one new outlet every 1.08 days.

It all began in 1998 when Wood, then a Microsoft marketing director, chanced upon a remote school in Nepal serving 450 children. Only one problem: It had no books to speak of.

Wood blithely offered to help and eventually delivered a mountain of books by a caravan of donkeys. The local children were deliriously happy, and Wood said he felt such exhilaration that he quit Microsoft, left his live-in girlfriend (who pretty much thought he had gone insane), and founded Room to Read in 2000.

He faced one challenge after another, not only in opening libraries but also in filling them with books that kids would want to read.

“There are no books for kids in some languages, so we had to become a self-publisher,” Wood explains. “We’re trying to find the Dr. Seuss of Cambodia.” Room to Read has, so far, published 591 titles in languages including Khmer, Nepalese, Zulu, Lao, Xhosa, Chhattisgarhi, Tharu, Tsonga, Garhwali and Bundeli.

It also supports 13,500 impoverished girls who might otherwise drop out of school. In a remote nook of the Mekong Delta, reachable only by boat, I met one of these girls, a 10th grader named Le Thi My Duyen. Her family, displaced by flooding, lives in a shabby tent on a dike.

When Duyen was in seventh grade, she dropped out of school to help her family out. “I thought education was not so necessary for girls,” Duyen recalled.

Room to Read’s outreach workers trekked to her home and cajoled the family to send her back to class. They paid her school fees, bought her school uniforms and offered to put her up in a dormitory so that she wouldn’t have to commute two hours each way to school by boat and bicycle.

Now Duyen is back, a star in her class — and aiming for the moon.

“I would like to go to university,” she confessed, shyly.

The cost per girl for this program is $250 annually. To provide perspective, Kim Kardashian’s wedding is said to have cost $10 million; that sum could have supported an additional 40,000 girls in Room to Read.

So many American efforts to influence foreign countries have misfired — not least here in Vietnam a generation ago. We launch missiles, dispatch troops, rent foreign puppets and spend billions without accomplishing much. In contrast, schooling is cheap and revolutionary. The more money we spend on schools today, the less we’ll have to spend on missiles tomorrow.

Wood, 47, is tireless, enthusiastic and emotional: a motivational speaker with no off button. He teared up as girls described how Room to Read had transformed their lives.

“If you can change a girl’s life forever, and the cost is so low, then why are there so many girls still out of school?” he mused.

The humanitarian world is mostly awful at messaging, and Room to Read’s success is partly a result of his professional background in marketing. Wood wrote a terrific book, “Leaving Microsoft to Change the World,” to spread the word, and Room to Read now has fund-raising chapters in 53 cities around the world.

He also runs Room to Read with an aggressive businesslike efficiency that he learned at Microsoft, attacking illiteracy as if it were Netscape. He tells supporters that they aren’t donating to charity but making an investment: Where can you get more bang for the buck than starting a library for $5,000?

“I get frustrated that there are 793 million illiterate people, when the solution is so inexpensive,” Wood told me outside one of his libraries in the Mekong. “If we provide this, it’s no guarantee that every child will take advantage of it. But if we don’t provide it, we pretty much guarantee that we perpetuate poverty.”

“In 20 years,” Wood told me, “I’d like to have 100,000 libraries, reaching 50 million kids. Our 50-year goal is to reverse the notion that any child can be told ‘you were born in the wrong place at the wrong time and so you will not get educated.’ That idea belongs on the scrapheap of human history.”

But I am afraid in the western world, this is what is already happening with libraries closing left right and centre.

Tuesday, March 8

Libraries serving coffee, murder mystery nights and poetry evenings

This sounds like a brilliant idea to me, libraries have to evolve so that they can live on. At this moment, they are all getting hammered with the public sector cuts here in the UK and in the USA. So anything like this will definitely help. I quote:

Public libraries could be set for a radical overhaul that could see books offered alongside coffee, murder mystery nights, poetry evenings and open mic sessions, should the plans of a private US company be given the green light. Library Systems & Services, a Maryland-based firm, owns 13 public libraries in the US. Its aim in Britain is to manage 15 per cent of public libraries within the next five years.

LSSI is in consultation with local authorities across the UK, proposing to transform libraries into "multifunctional spaces". It hopes to have won contracts in at least four local authorities by the end of the year.Mr Fitzgerald adds: "We will work with local partners: the health services, the police, the fire service and business to get their messages across. Those agencies will pay to keep the library building open, people will come in to get books and at the same time these events will be happening in the libraries with these agencies as our partners."

Just look at the range of google hits on “library cuts”. Saddening and disheartening, my friends. One of my best memories are at libraries, heck, I have a small one at home myself.

Wednesday, February 9

Library users 'become better readers'

Here’s an interesting article. I quote:

Children who use their local public library are twice as likely to be above average readers, a report has said. A survey of 17,000 children in Great Britain for the National Literacy Trust found they were also twice as likely to read outside class daily. Those reading below the expected level for their age were twice as likely not to use their local libraries, it said. Public libraries do not disproportionately attract children from poor or rich homes, it added

First of all, remember that this is being driven by the financial cuts to the local councils which is driving them to cut services such as libraries. Now, I am a bit ambivalent about this. On one hand, I am conscious of the fact that new technology and changes in behaviour means that amazon, ebay, smartphones, kindle et. al are driving towards e-books and direct delivery of books to home. Books are entertainment, remember, and kids do have tons of alternatives ranging from tv to computers to what have you. You really dont need libraries that much, but there is still a need. As a confirmed and total nut about books, I do love libraries, heck, i have one at home. So the disappearance hurts.

But going forward, the article sheds some light on some very sad facts, I quote:

It found that just under half (44%) of the children surveyed used their public library. Those that did not go were more than three times more likely not to read outside class and to rate themselves as not very good readers.

The most common reason for children not to go to their public library was that their family did not go. The report said: "Family engagement is well understood as a key element in supporting educational achievement, and it seems that public library use, as well as being associated with similar positive child outcomes to school library use, has in addition a particularly specialised correlation with family support for reading.

"Young people who use their public library are twice as likely to say that they talk with their family about what they are reading at least once a week and report that they get significantly more encouragement from their parents in reading generally."

Now here’s another conundrum. Going to the library does not really cost anything. But is this genetic in nature? Something about upbringing? Generalising wildly, rich people will have their own libraries, poor people are too ignorant and this is only a middle class thing? So when parents arent interested in books, why would their kids be interested in books? Sad sad sad. The end result? did you know that one in six people in the UK struggles to read write and communicate? And then we go about shutting down libraries.

Thursday, January 28

18th century library reopens in Aurangabad after 70 years

Hat Tip: Larry.

what a piece of good news combined with a bit of regret.

An 18th century library, housing manuscripts and a number of precious books including a version of the Quran penned by Mughal Emperor Aurangzeb, has been reopened after 70 years here at the historical monument Panchakki in Maharashtra.

According to library officials, Hazrat Babashah Musafir, who migrated to Aurangabad in 18th century from Bukhara in Russia, founded the library as well as the Panchakki.

The library treasured about 100,000 books and writing pieces till Indian independence (1947). However, it was closed down in 1970s due to administrative reasons due to which many of the library books were shifted to Hyderabad.

Wednesday, June 17

Economic performance of the Arabic book translation industry in Arab countries

One of the quotes that caught my eye while reading the Arab Human Development Report back in 2003 was:

  • Spain translates in one year the number of books that have been translated into Arabic in the past 1000 years and
  • For every one million Arabs only one book is translated into Arabic each year

While the latter is difficult to compare and contrast, but then the first one is particularly poignant. The Arab world being what it is, getting them out of the rut of ignorance and misery is important. As before, education is a vital component in getting these people out of their current state and for what, they need books. And if the books haven't been translated into Arabic, then you have an issue. See here for a good step in fixing this issue.

Then I saw this paper (the abstract is at the bottom). Pretty good detailed research with some good recommendations. There are serious points to be raised here which the Abstract talks about so I am not going to belabour the point. I quote some important bits that the abstract missed out:

Next Page Foundation conducted the first readership survey in five Arab countries (Egypt, Lebanon, Morocco, Saudi Arabia, and Tunisia) in 2005. The main conclusions of this survey can be summarised as follows:

  • With the exception of Egypt and Saudi Arabia, a share larger than expected of the literates in the other countries surveyed does not read.
  • Among those who read the share of infrequent (up to 30 minutes per day) and low readers (31-60 minutes per day) makes up the majority.
  • Reading is something children learn at school; there is almost no reading support by family members.
  • Reading is stopped at ages 15-19; it is closely linked to leaving school or other institutions of education.
  • Most who decrease or stop reading do not return to reading at all.
  • School does not initiate reading for life but limits this to school only; deficits must be seen in school manuals and in the absence of young adult literature.
  • Arabic is the preferred language of reading.
  • More books in this language on topics of interest would make a considerable part of readers read more.
  • There is a high religious-mindedness in terms of content and topics of reading.
  • Interests professed for certain topics do not necessarily translate into the reading of such topics. (From Next Page Foundation Home Page: www.npage.org).

And these Arab Countries can be considered to be the top of the list of Arab countries. If this is the level at the top, then you can well imagine the situation lower down the list. But the authors missed out on the biggest factor (the religious establishment) and was very light on the second biggest factor (the government sector). The first bit relates to the second last aspect in the previous list. If most if not all what you read is religious pap, then knowledge generation will be challenging. After all, blind faith sits very uneasily with ever questioning knowledge generation. And the religious establishment is extremely tight in all these countries.

To let the common man be educated and questioning will directly hit them. Secondly, none of these countries are exactly free. Their method of control of their population is to keep them ignorant or in the bit of the somnolent daze. An example is their tight control over the media. If your media isn't free, how on earth do you expect your book publication and translation industry to be free and break its bounds? You cannot simultaneously have a free and open reading society while your political system, your educational and your religious establishment is under chains.

That said, the recommendations that the authors give can only do good. I quote:

The first such role is that of improving the quality and availability of the generalised inputs that publishing companies draw on, such as educated human resources (qualified translators and other specialized personal), physical and technological infrastructure (hardware and software for information communication technology) and capital.

Second, government should encourage upgrading and innovation with the aid of rules, regulations, and incentives. Through regulations, tax policies, the enforcement of IPR, antitrust laws, and many other measures, governments influence the climate in which publishing companies compete. That influence should be used to encourage investment, innovations, and other determinants of economic performance.

Third, government should leverage its investment in skills, research capabilities and infrastructure to facilitate the process by which all local clusters form and develop. Such investment feeds whole groups of firms and industries. Thinking in terms of clusters rather than industries also encourages publishing companies to work closely with suppliers and customers.

Fourth, and perhaps most subtly, government leaders should challenge local companies and people in their regions to raise their sights and strive for greater competitiveness. The ability of government to signal the future fosters economic upgrading.

Policies affecting production factor conditions:

  • Improve the documentation of Arabic translation needs. This can be achieved by creating a regional Internet-based database that would constitute an information base on what has been translated, what is being translated, and what will be translated from foreign languages into Arabic.
  • Design and implement translation support programs on a sustainable basis. This would create and maintain a critical mass of translators and publishing companies. The supply side of the translation industry would be strengthened.
  • Invest in human resources by building a strong basic education system for all citizens, thus eradicating illiteracy; by setting high educational standards; by supporting institutions that develop specialised skills (such as specialised professional translators); and last, but not least, by creating incentives for company investment in training.
  • Support science and technology by creating incentives for private research and development (for example, in the area of electronic publishing, e-commerce, machine translation software development, and so forth) and for promoting wide dissemination of basic scientific knowledge in areas that affect the development of the Arabic translation industry.
  • Invest in physical infrastructure; the special needs of the Arabic translation industry should also be taken into consideration.
  • Create some sort of accreditation body for translators to control for good quality and to lessen the costs of asymmetric information in the Arabic translation industry.

Policies affecting demand conditions:

  • Support readership surveys. This would help to identify the real needs of the reading public, as well as to monitor whether reading promotion policies in general and translation support programs in particular have a measurable impact, especially on young people.
  • Stimulate early demand for translated books in Arabic; for instance, for public schools, universities, and public administration.
  • Act as a sophisticated buyer in purchasing (ask for high quality of translated books).
  • Promote translation quality assessment programs. To enhance demand for translated books, programs for translation quality control are needed.

Policies affecting related and supporting industries:

  • Facilitate cluster development along the lines of the value chain of the book industry.
  • Promote training programs among professional of the Arabic translation industry in the fields of marketing and distribution.
  • Improve distribution outlets.
  • Promote the role of nongovernmental professional publishing and translation associations in disseminating knowledge and mobilising resources, thus creating positive externalities in the Arabic translation industry.

Policies affecting strategy, structure and rivalry:

  • Promote local competition by deregulating the structure of industry and strictly enforcing antitrust policy and IPRs.
  • Expand interregional and international trade and investment by opening book markets, promoting exports, and attracting appropriate foreign investment in those markets.

My only objection is, these recommendations are effectively asking for a complete rejig of how their societies work. If one doesnt do that, then it would be like providing a pan of makeup to a person suffering skin cancer.

Knowledge has always been at the heart of economic growth and development. It is disseminated chiefly through the different stages of education, R&D, the mass media and the translation industry. In Arab countries there has been a widespread impression that there is a low level of translation activities, which in turn has led to a low output of the translation industry in those countries. This paper addresses this issue; its overall objectives are: (1) to describe the economic performance of the Arabic book translation industry in Egypt, Lebanon, Morocco, Saudi Arabia, and Syria; (2) to understand empirically the economic performance of that industry, the focus here being on qualitatively analysing the major determinants (positive and negative factors) affecting the growth process of that industry; and (3) to provide policy makers and business leaders in the Arab region with theoretically sound and evidence-based advice on the issues analysed in the project.
To provide an empirical base for answering those questions, both published data and fresh new data have been used. For the latter purpose, a questionnaire-based survey was conducted in the year 2005 among 190 experts, covering firm representatives and experts in industry and government. The Porter (Diamond) model has been used as a theoretical background. The empirical results were incorporated in five national case studies. This paper synthesises the results of the national reports, giving a comparative account of the performance of the Arabic book translation industry in the five Arab countries.
The overall results suggest that the Arabic book translation industry in these Arab countries has not yet achieved the level of development of other developing and developed countries. Underperformance of the Arabic book translation industry is attributable to (among other factors) severe coordination failures. This is a state of affairs in which the inability of the different agents (translators, book publishers, suppliers, customers, and supporting organisations, state, and so forth) to coordinate their behaviour (choices) leads to suboptimal outcomes. Since the economic performance of the translation industry often involves complementary investments whose return depends on other investments being made by other agents, coordination is crucial. Obviously, neither market forces nor the state have undertaken this coordination activity sufficiently. The Arabic book translation industry seems to suffer from both market failure and government failure.
In light of these results the Arabic book translation industry offers great economic potential that should be mobilised systematically in the future. This paper discusses how this can be achieved, based on a well-designed and implemented process of upgrading and innovation in companies, industries, and clusters related to translation activities. Public policy, properly understood and adequately implemented, can play an important role in this process.

Keywords: Economics of translation; Arabic translation; Arab World; translation industry; Morocco; Egypt; Saudi Arabia; Lebanon; Syria