IMPACT: The Journal of the Center for Interdisciplinary Teaching and Learning. Volume 9, Issue 1, Winter 2020

Explicitly established to foreground interdisciplinary teaching and learning, Impact also welcomes evidence and discussion of experiential learning. Often the two – interdisciplinary teaching and experiential learning – co-exist. Yet even when they do not, both practices model how to think in myriad ways and to notice how knowledge is constructed. As our winter 2019 issue makes clear, interdisciplinary teaching and learning and experiential learning often begin with questions. Why does it matter that students grapple directly with archival material? What happens when undergraduates practice psychology by training dogs? Do students understand financial literacy? This issue also asks questions about students’ reading habits and faculty expectations of them as readers

The Impact of Training on Women's Micro-Enterprise Development

Community/Rural/Urban Development,

Crisis Translation Training Challenges Arising from New Contexts of Translation

Focused on material design and self-reflective practices, this article discusses a Crisis Translation Training pitched at master-level translation and interpreting students, developed within the research activities carried out for the INTERACT International Crisis Translation Network. The course was designed to enable them to develop a broader skillset in support of multilingual crisis settings. The learning objectives underpinning the materials address training lacunae in enabling linguists to be involved in relief operations (Federici, 2016; O’Brien, 2016). The authors perceive the complementary skills as crucial in the development of language mediation services assisting linguists operating in such zones of liminality as are crisis settings. Multilingual communication in crisis includes professional forms of translation, signing, and interpreting, as well as forms of intercultural mediation, and social work (Drugan, 2017). Emergencies and prolonged crises have an impact on the communicative dynamics among international relief operators, local institutions, and crisis-affected populations. The authors developed training materials to prepare students to work in crisis settings by harnessing their language competences in crisis translation as a form of community translation (Taibi and Ozolins, 2016). Culturally and linguistically diverse (CALD) communities often need support in language combinations that rarely match commercially viable combinations (Federici and Cadwell, 2018; Shackleton, 2018). This article critically reviews non-language specific Crisis Translation Training, delivered in three iterations across two sites. Reporting on the first phases of the process of material design and enhancement, the article reflects on how issues in delivery, emerging findings regarding the authentic needs of mostly untrained translators, and different pathways of delivery shaped the re-definition of the initial learning objectives and pushed towards a translator trainer approach that would suit a range of new contexts of language mediation

Supporting Equity in Maine Schools

Identifying what districts are experiencing as they engage in efforts to improve education for all their students, with a focus on equity - and inequity - in their districts and schools

Presentation factors as critical variables in learning by program, guide, and self study

Visionary suggestions for improving formal education are now at last becoming realities. More and better equipped plants are rising. Teachers\u27 salaries are on the increase. More updated text books are available. Ability grouping is Widely practiced. A wider range and greater depth or course offerings enhances the high school curricula. Increased alumni contributions and government grants are leading to expansion of staff and facilities at the college level. However, none of these consider how a student learns. Thus none copes directly with the most basic o! needs, that of making the teaching-learning process itself more effective and efficient. The approach which at present appears to otter the best immediate solution to this pro~let!S is programed learning

Special Libraries, Summer 1992

Volume 83, Issue 3https://scholarworks.sjsu.edu/sla_sl_1992/1002/thumbnail.jp

The scaling-up of microfinance in Bangladesh : determinants, impact, and lessons

The microfinance industry in Bangladesh currently provides access to credit to around 13 million poor households. The author describes the factors that led to the scaling-up of micro-credit in Bangladesh, the impact this has hadon the poor, future challenges in Bangladesh, and possible lessons for other countries. The consensus in the literature is that micro-credit plays a significant role in reducing household vulnerability to a number of risks and that it contributes to improving social indicators. The author argues that strategic donor investments in a handful of well-managed institutions that offer a simple, easily replicable financial product could lead to large gains in access to finance for the poor. However, this approach could sacrifice other objectives of financial sector development, such as product and institutional diversity, which could be promoted after the initial expansion has taken place. Governments can also have a crucial role in promoting access to microfinance by ensuring macroeconomic stability, enforcing a simple regulatory structure, and developing communications networks that reduce transaction costs. Another lesson is that while visionary leadership cannot simply be franchised, the internal management systems that led to the scaling-up can be replicated in other settings.Rural Finance,Banks&Banking Reform,Payment Systems&Infrastructure,Environmental Economics&Policies,Public Health Promotion,Banks&Banking Reform,Rural Finance,Environmental Economics&Policies,Poverty Assessment,Economic Adjustment and Lending