Lost in Translation

Did Latin American privatisation polices fail because of flawed implementation of fundamentally sound policies or because privatisation policies were themselves seriously flawed? Using the Brazilian electric power reforms as a narrative tool, this paper examines the causal chain assumed by large-scale privatisation policies implemented as part of structural reform and adjustment programmes. The paper concludes that many privatisation policies and the economic stabilisation programmes within which they were embedded were not mutually reinforcing as policymakers had expected and that in their application, much of what privatisation theories claimed was lost in translation

Is There a GPS for Lost in Translation?

Building human community is a greater task today as we reach a billion more people on our planet than just 12 years ago; then the earth was home to 6 billion people, according to the United Nations, and back in the 1960s, the earth’s population measured only half that number—3 billion. The concept, community, is over-broad and thus problematic. It covers both groups and individuals bound by similar and dissimilar interests. It can contain ideas across a broad array of cultural entities in life. A “Community” is a construct, an abstraction. Even as a member, we cannot see a whole community, we cannot touch it, and we cannot directly experience it. Like the words, “hill” or “snowflake,” a community may come in one of many shapes, sizes, colors and locations, no two of which are alike. A community has fuzzy boundaries; communities can be within communities; all communities have a life-cycle

Lost in Translation

Lost in Translation addresses the issues that trauma can create in communication; whether that be a physical trauma that damages ability to speak, think, or understand language, or mental and emotional trauma that significantly effects abilities to process, connect, and manage interpersonal relationships. My work is my voice, and a way to help others connect, to feel heard, and to even help them begin to communicate

Lost in Translation

At the conclusion of a patient’s hospitalization the Registered Nurse (RN) will review all discharge instructions in the patients room in their preferred language. Plan time for the discharge and facilitate a calm quiet environment, such as the patient’s room with the door closed, if possible. Get the discharge instructions printed out in their preferred language and a set for yourself in English would be best so you are able to review the instructions line by line with them. When the patients medical team, such as but not limited to, medical doctors, pharmacists, physical therapists, and social work have completed their parts of the discharge planning then the RN can review the instructions for their own understanding. The RN can have the patient’s medications ready or know where the patient can get them when leaving the facility. When ready to present the instructions to the patient inform your charge nurse or break nurse that you are going to be discharging a patient with translation so they may tend to your other patients needs. Conduct the discharge by selected option via phone or in person translator and be attentive to the patient and to remember basic communication skills and be aware of your non-verbal communication as well. Always conclude with them asking questions and be sure to ask them questions of understanding in open ended format to ensure their understanding of the teaching

Lost in Translation

The majority of teachers in America would expect to and be prepared to teach the svastika symbol in relations to Nazi Germany, Hitler, the Holocaust, and as a symbol of White supremacy groups and hatred towards anyone who is not Blonde Haired and Blue Eyed. What would happen then, if a student doodled the svastika for fun or as an art project not related to the history or social studies curriculum

Lost in Translation

The meaningful incorporation of Traditional Ecological Knowledge (TEK) into large-scale northern infrastructure construction can improve sustainability practises and broaden our conceptual understanding of nature (Sidorova and Virla 2022). TEK refers to systems of collective knowledge production, established gradually by members of Indigenous and local communities and transferred through generations (Agrawala et al. 2010). While the ‘traditional’ part of the term TEK can be problematic, as the word may connote something old and static, we stress here that TEK is a dynamic, living tradition adaptable to new conditions and knowledge. Another key element in infrastructure projects is the Environmental Impact Assessment (EIA). EIAs are used to evaluate the likelihood of negative environmental impacts before deciding whether to move forward with a project. They also attempt to develop and implement strategies to avoid or reduce those negative impacts as conditions of approval for the project (Agrawala et al. 2010). This paper examines a particular tension that arises between TEK and EIA

Lost in Translation

This is a review of Lost in Translation (2003)

Lost in Translation

The ramifications of Proposition 227, legislation that threatened to eliminate bilingual education passed by California in 1998, sparked a nationwide debate about the validity of education that non-English speaking students were receiving in a bilingual classroom versus that of an English-only classroom. While there was a deluge of arguments regarding the efficiency of English comprehension in the two classroom environments, what many commentators on the issue overlooked was the difference in the retention of the students’ identities

Lost in translation?

This rather unorthodox essay is a dialogue between an anthropologist and an epidemiologist, both of whom were involved with a large-scale collaborative ethnographic project exploring medical field studies, or ‘trial communities’, in western Kenya. Reflecting on their involvement with this project, the authors consider the pragmatics of what ‘collaboration’ represents in different disciplines and how it is enacted. The dialogue, which included a follow-up interview after the research was completed, highlights the expectations and tensions in such collaborative projects and offers the epidemiologist an opportunity to highlight the ideas, methods, and possibilities that he perceived as being ‘lost in translation’ between sociocultural anthropology and experimental medicine. We raise critical issues regarding the disjuncture between epidemiological and anthropological practices in research design, methods, epistemology, and collaboration, with the hopes of provoking more discussions regarding best practices in collaborative research projects.&nbsp