Teaching machine translation and translation technology: a contrastive study

The Machine Translation course at Dublin City University is taught to undergraduate students in Applied Computational Linguistics, while Computer-Assisted Translation is taught on two translator-training programmes, one undergraduate and one postgraduate. Given the differing backgrounds of these sets of students, the course material, methods of teaching and assessment all differ. We report here on our experiences of teaching these courses over a number of years, which we hope will be of interest to lecturers of similar existing courses, as well as providing a reference point for others who may be considering the introduction of such material

More Money or More Development: What Have the MDGs Achieved- Working Paper 278

What have the MDGs achieved? And what might their achievements mean for any second generation of MDGs or MDGs 2.0? We argue that the MDGs may have played a role in increasing aid and that development policies beyond aid quantity have seen some limited improvement in rich countries (the evidence on policy change in poor countries is weaker). Further, there is some evidence of faster-than-expected progress improving quality of life in developing countries since the Millennium Declaration, but the contribution of the MDGs themselves in speeding that progress is—of course—difficult to demonstrate even assuming the MDGs induced policy changes after 2002. The paper concludes with reflections on what the experience of MDGs in terms of global goal setting has taught us and how things might be done differently if there were to be a new set of MDGs after 2015. Any MDGs 2.0 need targets that are set realistically and directly link aid flows to social policy change and to results.

Taking statistical machine translation to the student translator

Despite the growth of statistical machine translation (SMT) research and development in recent years, it remains somewhat out of reach for the translation community where programming expertise and knowledge of statistics tend not to be commonplace. While the concept of SMT is relatively straightforward, its implementation in functioning systems remains difficult for most, regardless of expertise. More recently, however, developments such as SmartMATE have emerged which aim to assist users in creating their own customized SMT systems and thus reduce the learning curve associated with SMT. In addition to commercial uses, translator training stands to benefit from such increased levels of inclusion and access to state-of-the-art approaches to MT. In this paper we draw on experience in developing and evaluating a new syllabus in SMT for a cohort of post-graduate student translators: we identify several issues encountered in the introduction of student translators to SMT, and report on data derived from repeated measures questionnaires that aim to capture data on students’ self-efficacy in the use of SMT. Overall, results show that participants report significant increases in their levels of confidence and knowledge of MT in general, and of SMT in particular. Additional benefits – such as increased technical competence and confidence – and future refinements are also discussed

The politics and policy of community sport coaching

This chapter examines some key aspects of the politics and policy of community sport coaching in England. It briefly: (i) examines the current and broadening policy landscape within which community sport coaches work; (ii) explores how community sport coaches’ work is increasingly perceived by government in terms of its contribution to non-sporting, rather than sport-for-all, objectives; and (iii) discusses how community sport coaching, as an aspect of the increasingly vulnerable and marginalised sport policy sector, is reshaping the role of the coach in delivering government’s policy priorities. We discuss how community sport coaches are now enmeshed in policy networks which constrain them increasingly to prioritise the delivery of government’s non-sport outcomes alongside the promotion of physical activity, and suggest that this raises a series of important questions about the nature and professional status of coaching, the role of the coach, and the status of sport as a policy sector. We also argue that the expected role of the community sport coach in delivering sport and non-sport objectives is becoming increasingly blurred and widened, and suggest that this is interdependent with the increasingly vulnerable and marginalised sport policy sector

MDGs 2.0 : what goals, targets and timeframe?

The Millennium Development Goals (MDGs) are widely cited as the primary yardstick against which advances in international development efforts are to be judged. At the same time, the Goals will be met or missed by 2015. It is not too early to start asking what's next? This paper builds on a discussion that has already begun to address potential approaches, goals, and target indicators to help inform the process of developing a second generation of MDGs or ‘MDGs 2.0.’ The paper outlines potential goal areas based on the original Millennium Declaration, the timeframe for any MDGs 2.0 and attempts to calculate some reasonable targets associated with those goal areas

Consolidating student services with Liferay

This thesis describes some of the possibilities of Liferay. Liferay is an open-source portal framework, which can be used to create multipurpose websites. To begin the thesis project we first needed to analyse the capabilities of Liferay and to determine if it was a feasible framework for a student web portal, Only afterwards we were able to start creating a prototype. As the first step of the thesis project we made an action plan which describes the project itself and the wishes and needs of the client. In this thesis report we then present Liferay and explain some important parts it uses. After that we also discuss the consolidation of Intalio with Liferay. This section will be followed by the development scheme. Including the theme and the portlets we created for the prototype. This section of the report also discusses about Vaadin. A portlet programming language based on Java, which makes it possible to create and manage complicated and complex JavaScript-based web components. After the section that describes the development of the portal prototype, we also discuss how external data can be integrated into Liferay. Moreover Liferay and SharePoint are compared and analysed. In the concluding section of the thesis we highlight some problems we encountered or some remarks we noticed while creating the prototype

Developing effective school and university partnerships for teacher education

The use of school-university partnerships to address the theory-practice divide in teacher education has recently come to attention in international teacher education studies (e.g. Darling-Hammond, 2005; Jones & Ryan, in press). School-university partnerships are particularly important in primary science teacher education as a means to overcome limited opportunities primary pre-service teachers have to observe and practice science teaching during their Practicum. Their opportunities are limited due to a lack of practising teachers who include science in their classroom teaching or who do not feel sufficiently competent to act as science mentors. This is generally attributable to low teacher confidence and knowledge of how to teach science (Jones & Carter, 2007).This workshop will report on a study which is exploring existing approaches to school-university partnerships in science teacher education at 5 Australian universities. Utilising a multiple case study methodology (Yin, 2009), the project has examined the experiences of establishing, maintaining and developing these partnership and explored the benefits of the partnerships for pre-service teachers, practising teachers and schools. A key outcome of the project is the development of an “Interpretive Framework” in which partnership practices were exemplified, contextualized and summarized, documenting key phases in the development of partnership arrangements. The Framework is currently undergoing validation with Australian universities. In this paper, the authors present the Framework to an braoder audience for comment and seek to explore its relevance and transferability to school-university partnerships in an international context

The Vehicle, Fall 1980

Vol. 22, No. 1 Table of Contents UntitledSusan Mehlpage 4 MitchJohn Stockmanpage 5 HallwayAndy Leszczynskipage 6 At The MoviesElise Hempelpage 8 HaikuAngie Patrickpage 8 On MagnoliasThersa Kennypage 9 NeighborJohn Stockmanpage 10 WetCathy Georgepage 10 HaikuThersa Kennypage 10 The Speed QueenCarolyn Perrypage 11 A ThoughtThersa Kennypage 14 The Stone Belongs to the LakeRobert Schumacherpage 15 Driving South of WinnipegJerry McAnultypage 16 Travels with the ExecutionerPeter Lindemanpage 17 NightwingLaura Muellerpage 18 Thoughts of an Uninterested StudentDru Seftonpage 19 Rainbird\u27s ManMary McDanielpage 20 EffortlessKevin Stottpage 25 Where the Waves SoundTheresa Whitesidepage 26 \u2745Ray Wallacepage 28 Epigram #1P. James Kruegerpage 28 UntitledSusan Mehlpage 29 RerunsAngie Patrickpage 30 SunsetGloria Rhoadspage 34 Return of the NativeRay Wallacepage 35 The GuitarJoanne Dunnepage 35 In Grandmother\u27s BedroomElise Hempelpage 36 Cindy Poem No. 3John Stockmanpage 36 Dust in the DarkLaura Muellerpage 37 Suspension BridgeLaura Henrypage 39 WavesLeslie Garnerpage 39 Oyama: a Setting and a GirlJerry McAnultypage 40 the middle of the nightKevin Stottpage 41 Old State RoadLaura Henrypage 43 Dairy QueenJohn Stockmanpage 43 Art CoverDennis Wunsch Pen and ink drawingRose Huberpage 3 PhotographIrene Brownpage 7 PhotographIrene Brownpage 27 PhotographIrene Brownpage 42 Pen and ink drawingRose Huberpage 44https://thekeep.eiu.edu/vehicle/1036/thumbnail.jp