7,020 research outputs found

    Interlingual live subtitling: the crossroads between translation, interpreting and accessibility

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    Whereas prototypical conceptions of translation and interpreting as two separate and distinct entities are still being upheld in different contexts, the professional reality shows a less clear-cut picture. Given the relentless advancement of technological innovation and the important role played by (media) accessibility in society, translation, interpreting and accessibility are in a state of flux, with increasingly blurring boundaries between them. Interpreting is not only concerned with spoken and signed modalities, but also with written target texts, which links it to audio–visual translation. In turn, audio–visual translation is no longer only about dubbing and subtitling films from one language to another. It now covers the provision of intra- and interlingual translation for live programmes and live events for users who have no access to the original version (be it for linguistic, sensory-related or other reasons). Speech-to-text interpreting (STTI), also referred to as live subtitling, is a communication-enabling service that allows the production of written access to live events or programmes for people with and without hearing loss. It thus brings together translation, interpreting and accessibility. The aim of this paper is to introduce STTI for readers who may not be familiar with it and to delve into interlingual live subtitling (ILS), and more specifically to explore the research carried out to date about this new technique, its professional development and the way in which it is being trained.Agencia Estatal de Investigación | Ref. PID2020-117738RB-I0

    Non-subtitled, uncaptioned TV viewing supports foreign-language learning: A self-study of the learning of Greek outside Greece

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    In this paper, the author explores the impact of watching a television series in Greek without subtitles or captions as a learning tool. The study assumes that comprehensible input, epistemic agency, reflective learning, and narrow viewing build the basis for adequate independent learning of less commonly taught languages (LCTL). In this self-study, the researcher relies on her experiences viewing 134 episodes of the series Sasmos , along with her knowledge of applied linguistics and foreign language acquisition theories to gain deeper understanding of foreign language learning processes. The data set includes reflections, a scrutiny of vocabulary learned as documented in her vocabulary notebook, and the series itself. Findings illuminate several aspects of foreign language learning. Pedagogical implications regarding the use of a TV series as a central contributor to input in LCTLs are suggested

    Choreographing tragedy into the twenty-first century

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    What makes a tragedy? In the fifth century BCE this question found an answer through the conjoined forms of song and dance. Since the mid-twentieth century, and the work of the Tanztheater Wuppertal Pina Bausch, tragedy has been variously articulated as form coming apart at the seams. This thesis approaches tragedy through the work of five major choreographers and a director who each, in some way, turn back to Bausch. After exploring the Tanztheater Wuppertal’s techniques for choreographing tragedy in chapter one, I dedicate a chapter each to Dimitris Papaioannou, Akram Khan, Trajal Harrell, Ivo van Hove with Wim Vandekeybus, and Gisèle Vienne. Bringing together work in Queer and Trans* studies, Performance studies, Classics, Dance, and Classical Reception studies I work towards an understanding of the ways in which these choreographers articulate tragedy through embodiment and relation. I consider how tragedy transforms into the twenty-first century, how it shapes what it might mean to live and die with(out) one another. This includes tragic acts of mythic construction, attempts to describe a sense of the world as it collapses, colonial claims to ownership over the earth, and decolonial moves to enact new ways of being human. By developing an expanded sense of both choreography and the tragic one of my main contributions is a re-theorisation of tragedy that brings together two major pre-existing schools, to understand tragedy not as an event, but as a process. Under these conditions, and the shifting conditions of the world around us, I argue that the choreography of tragedy has and might continue to allow us to think about, name, and embody ourselves outside of the ongoing catastrophes we face

    Developing Strategies to Implement the D.W.S. Program of Liberty University in South Korea

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    This study suggests practical strategies to implement the Doctor of Worship Studies program of Liberty University in South Korea. In the past several decades, Christian worship in South Korea has followed America’s footsteps of worship transition. As many Christian leaders in the U.S. have agreed on the urgency of worship renewal, so have Christian leaders in South Korea. True worship must be relational with the Triune God, which is the core of Christian worship. When worship lacks a rightful relationship with God, it becomes human-centered and ritualistic. Worship renewal must flow from the worship leaders to laypeople, and it is imperative to educate worship leaders and ministers in Korea with biblical principles and sound worship theology. The D.W.S. program of Liberty University, launched in 2013-2014, has steadily grown to substantially educate professional worship practitioners in the U.S. with biblical worship principles. Therefore, this doctoral-level worship program is expected to serve as a practical ground for worship renewal in South Korea if duly offered based on program analyses and insightful advice from Korean professional worship practitioners. A strategic study was undertaken with materials from the current D.W.S. program and the initiative Korean D.W.S. program of 2013 and through interviews of twenty-one Christian worship leaders in South Korea. The outcome of this study in Chapter 6 can further be applied to various other worship education programs for South Korea and mission fields in other countries as well

    A Closer Look into Recent Video-based Learning Research: A Comprehensive Review of Video Characteristics, Tools, Technologies, and Learning Effectiveness

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    People increasingly use videos on the Web as a source for learning. To support this way of learning, researchers and developers are continuously developing tools, proposing guidelines, analyzing data, and conducting experiments. However, it is still not clear what characteristics a video should have to be an effective learning medium. In this paper, we present a comprehensive review of 257 articles on video-based learning for the period from 2016 to 2021. One of the aims of the review is to identify the video characteristics that have been explored by previous work. Based on our analysis, we suggest a taxonomy which organizes the video characteristics and contextual aspects into eight categories: (1) audio features, (2) visual features, (3) textual features, (4) instructor behavior, (5) learners activities, (6) interactive features (quizzes, etc.), (7) production style, and (8) instructional design. Also, we identify four representative research directions: (1) proposals of tools to support video-based learning, (2) studies with controlled experiments, (3) data analysis studies, and (4) proposals of design guidelines for learning videos. We find that the most explored characteristics are textual features followed by visual features, learner activities, and interactive features. Text of transcripts, video frames, and images (figures and illustrations) are most frequently used by tools that support learning through videos. The learner activity is heavily explored through log files in data analysis studies, and interactive features have been frequently scrutinized in controlled experiments. We complement our review by contrasting research findings that investigate the impact of video characteristics on the learning effectiveness, report on tasks and technologies used to develop tools that support learning, and summarize trends of design guidelines to produce learning video

    Shifting Disability Representation and Portrayal in Film and Television

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    Movie and television producers should be making a reasonable effort to cast actors with disabilities to play characters with those same disabilities. Lack of representation in media, such as television shows and movies, can lead individuals to feel unimportant or unaccepted by society. People with disabilities are one group of individuals that have long been excluded from popular media. In cases where characters with disabilities were included in movies or television shows, they were often depicted in a negative light.In addition, these roles were often given to able-bodied actors. Although we are moving in a positive direction, there is still a lot of work to be done. It is crucial that society listens to and uplifts the disabled community to create a society where all types of people feel seen and celebrated

    A Survey on Deep Multi-modal Learning for Body Language Recognition and Generation

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    Body language (BL) refers to the non-verbal communication expressed through physical movements, gestures, facial expressions, and postures. It is a form of communication that conveys information, emotions, attitudes, and intentions without the use of spoken or written words. It plays a crucial role in interpersonal interactions and can complement or even override verbal communication. Deep multi-modal learning techniques have shown promise in understanding and analyzing these diverse aspects of BL. The survey emphasizes their applications to BL generation and recognition. Several common BLs are considered i.e., Sign Language (SL), Cued Speech (CS), Co-speech (CoS), and Talking Head (TH), and we have conducted an analysis and established the connections among these four BL for the first time. Their generation and recognition often involve multi-modal approaches. Benchmark datasets for BL research are well collected and organized, along with the evaluation of SOTA methods on these datasets. The survey highlights challenges such as limited labeled data, multi-modal learning, and the need for domain adaptation to generalize models to unseen speakers or languages. Future research directions are presented, including exploring self-supervised learning techniques, integrating contextual information from other modalities, and exploiting large-scale pre-trained multi-modal models. In summary, this survey paper provides a comprehensive understanding of deep multi-modal learning for various BL generations and recognitions for the first time. By analyzing advancements, challenges, and future directions, it serves as a valuable resource for researchers and practitioners in advancing this field. n addition, we maintain a continuously updated paper list for deep multi-modal learning for BL recognition and generation: https://github.com/wentaoL86/awesome-body-language

    Coast to Coast

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    This essay contains four bodies of work created during my graduate studies, all of which take place on either the West or East coasts, incorporating performance, photography, and video. In the first half of the paper, I examine how the theme of “displacement” is established in my initial works, and highlight the significance of the state of “being displaced” in my process of imaging and (re)understanding the ocean. At the core of the thesis, I investigate the wave-piloting of Marshall Islanders and a particular cartographic model, the “stick chart,” which is a mnemonic device embedded with the voyager\u27s somatic memories, personal experiences, and travel stories. The video essay Coast to Coast(Preamble) combines travel shots with the retrospective narration of my encounters along the Pacific Coast, serving as a visual capsule awaiting retrieval by my future self—an embodiment of my own ‘stick chart.’ I perceive myself as a storyteller who engages in ‘mapping’ rather than merely ‘using’ a map, as a way of building and retrieving my own narrative—in this, I retrace my steps and those of my ancestral predecessors, who once lived their lives in proximity to and guided by the ocean

    Застосування веб-камери на онлайн заняттях з персоналом авіакоманії

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    Робота публікується згідно наказу ректора від 27.05.2021 р. №311/од "Про розміщення кваліфікаційних робіт вищої освіти в репозиторії НАУ". Керівник дипломної роботи: доцент кафедри авіоніки, Бєлінський Валерій МиколайовичConducting classes remotely, not being able to explain in person and help at the time of the problem - a new problem that we encountered 2 years ago, and could not imagine such situations in their work. But the pandemic contributed unexpected adjustments and forced everyone to urgently master digital tools and new pedagogical approaches and techniques. Forced distance learning has become a challenge for everyone participants in the educational process: coaches, airline staff. Organize quality training using digital technologies, motivate, give advice to technical problems was not easy. Distance learning is an individualized process of acquiring knowledge, skills, abilities and ways of human cognitive activity, which occurs mainly through the indirect interaction of distant participants in the training process in a specialized environment that operates on the base of modern information and communication technologies.Проведення занять дистанційно, неможливість пояснити особисто та допомогти на момент проблеми - нова проблема, з якою ми зіткнулися 2 роки тому, і не могли уявити собі таких ситуацій у своїй роботі. Але пандемія посприяла несподівані корективи та змусили всіх терміново опанувати цифрові інструменти та нові педагогічні підходи та техніки. Вимушене дистанційне навчання стало викликом для всіх учасників у навчальному процесі: тренери, персонал авіакомпанії. Організовувати якісне навчання з використанням цифрових технологій, мотивувати, давати поради з технічними проблемами було нелегко. Дистанційне навчання – це індивідуалізований процес отримання знань, умінь, навичок і способів пізнавальної діяльності людини, що відбувається в основному через опосередковану взаємодію віддалених учасників навчального процесу в а спеціалізоване середовище, що функціонує на базі сучасної інформації та комунікаційні технології
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