The translation of food-related culture-specific items in the COVALT corpus: A study of techniques and factors

This article aims to analyse the translation of food-related culturespecific items (CSI) in the English–Catalan subcorpus of the Valencian Corpus of Translated Literature (COVALT). This general aim can be broken down into two specific aims: to find out what techniques prevail in the translation of these cultural items, and to determine what factors influence the choice of specific techniques. Corpus analysis is carried out by means of the Corpus Query Processor. The theoretical framework deals with the definition and scope of the concept of CSI, the classifications of techniques put forward in the literature for the translation of CSI, and the position of food- and drink-related elements within the broader category of CSI. Analysis of the results yielded by the corpus shows that neutralising techniques prevail over foreignising and domesticating ones, with the latter coming last in descending order. The most prominent factors identified are nonexistence of the source text (ST) item in the target culture, different degrees of institutionalisation, the ST item having been imported into the target culture, and different degrees of granularity. Correlations between techniques and factors are never very strong, but some are strong enough to deserve further attention

Reconciling Bayesian Epistemology and Narration-based Approaches to Judiciary Fact-finding

Legal probabilism (LP) claims the degrees of conviction in juridical fact-finding are to be modeled exactly the way degrees of beliefs are modeled in standard bayesian epistemology. Classical legal probabilism (CLP) adds that the conviction is justified if the credence in guilt given the evidence is above an appropriate guilt probability threshold. The views are challenged on various counts, especially by the proponents of the so-called narrative approach, on which the fact-finders' decision is the result of a dynamic interplay between competing narratives of what happened. I develop a way a bayesian epistemologist can make sense of the narrative approach. I do so by formulating a probabilistic framework for evaluating competing narrations in terms of formal explications of the informal evaluation criteria used in the narrative approach.Comment: In Proceedings TARK 2017, arXiv:1707.0825

A Contemporary Account of Sensory Pleasure

[This is the penultimate version, please send me an email for the final version]. Some sensations are pleasant, some unpleasant, and some are neither. Furthermore, those that are pleasant or unpleasant are so to different degrees. In this essay, I want to explore what kind of a difference is the difference between these three kinds of sensations. I will develop a comprehensive three-level account of sensory pleasure that is simultaneously adverbialist, functionalist and is also a version of a satisfied experiential-desire account

What are the patterns of personal learning environments (PLE) for undergraduate students undertaking degrees in nursing.

This is the Core Paper Abstract submitted for the NET conference September 201

Exposing the Roots of Low Self-Efficacy for Math: A Multi-Case Study of Students in an Urban Middle School

This multi-case study of historically low-performing 7th grade students in a math class at an urban middle school employed a theoretical framework based upon Bandura’s Social Cognitive Theory to discover the causes of low self-efficacy for math. The study utilized a cross-case analysis of four students who demonstrated varying degrees of self-efficacy. To serve students similarly situated, Christian teachers need to know what these students are experiencing and an understanding of the causes of low self-efficacy can inform their professional practice. Christian teacher educators can also benefit from understanding the context into which teachers of such students will serve so as to aptly prepare them for effective practice

Practicing What We Preach: Using Professional Degree Principles to Improve HRIR and Management Teaching

Many of the central principles of professional degrees taught to HRIR and business school students-putting theory into practice, knowing your customers, benchmarking against best practices, and using diverse toolkits for problem solving-are equally valid for the practice of teaching HRIR and business courses. Learning theory needs to be put into practice in the professional classroom, instructors must understand students and their diverse learning styles, teaching practices should be benchmarked against best practices, and instructors need to develop teaching toolkits for creating effective courses. As teachers of professional students, we should practice what we preach.

Welfare Improving Coordination of Fiscal and Monetary Policy

Should independent monetary and fiscal policies coordinate their actions and/or targets? To examine this question the paper considers a simple reduced-form model in which monetary and fiscal policies are formally independent, but still interdependent—through their mutual spillovers. The analysis shows that the medium-run equilibrium levels of inflation, deficit, and output depend on the two policies’ (i) potency (elasticity of output with respect to the policy instruments), (ii) ambition (the level of their output target), and (iii) conservatism (inflation vs. output volatility aversion). What matters is however the relative degrees of these characteristics across the two policies rather than the absolute degrees for each policy. This implies that coordination of monetary and fiscal policy is superior to non-cooperative Nash behaviour. In particular, we find that ambition-coordination is more important than conservatism-coordination in terms of avoiding medium-run imbalances due to a tug-of-war betw een the policies. For this reason, and perhaps surprisingly, ambition-coordination can be welfare improving even if the policymakers’ objectives are idiosyncratic, and their coordinated output targets differ from the socially optimal value.Coordination, interaction, monetary policy, fiscal policy, central bank, government, inflation, deficit

editor’s introduction

The last issue of JNCHC (spring/summer 2019) included a Forum on “Current Challenges to Honors Education.” The essays focused on challenges to honors while this issue’s Forum addresses challenges within honors, especially the challenges we present to our students in courses that are designed to complicate, interrogate, and often defy accepted practices and beliefs. The introduction of risk-taking takes this topic beyond the unthreatening and inviting terrain of challenge into a different territory. Virtually all honors programs and colleges advertise themselves as presenting challenges to their students, but few if any boast that they are risky. Jumping hurdles is a challenge: jumping when you don’t know what is on the other side is risky. Risk involves some possibility of danger, and to varying degrees the essays in this issue’s Forum address not just the challenge but the risk for students, educators, and programs in honors