Disruptive Methodologies and Cross-Curricular Competencies for a Training Adapted to New Professional Profiles: The Undergraduate Program in Translation and Interpreting

Recently, in the translation sector, new multifaceted profiles requiring a great domain of new technologies have emerged: localization, post-editing, and transcreation. To train future professionals, it is necessary to define the cross-curricular competencies they require. Cross-curricular competencies involve gaining cross-disciplinary skills in the teaching-learning process. However, cross-curricular competencies are often relegated to a second place. The main objective of this chapter is to explore how disruptive methodologies can be applied to studies in translation and interpreting to foster cross-curricular competencies. After defining innovation in higher education, this work outlines which are the most suitable disruptive methodologies that foster cross-curricular competencies in the undergraduate program in translation and interpreting

Constructing Standards in Communities: Tutors’ and Students’ Perceptions of Assessment Practices on an MA Translation Course

Assessment practices on translation programmes provide a valuable lens through which to view current understandings about the nature of translation pedagogy. In the context of competence-based training, the last decade has seen the proliferation of assessment instruments aimed at enhancing students’ learning by prioritising competence development and the translation process. Using the University of Westminster as a case study, the authors have sought to provide a clearer insight into the current understandings of translation and assessment practices on the MA Translation courses in the light of the current debates in translation pedagogy. The authors undertook a two-pronged approach by surveying not only the tutors, but also the students. This paper will present and analyse the findings of the two surveys on assessment practices using the framework of the six tenets of good assessment practice set out by the Higher Education Academy (HEA) and, in particular, assess to what extent assessment literacy has been developed

DETERMINAÇÃO DA PRODUTIVIDADE DA CANA-DE-AÇÚCAR IRRIGADA (VARIEDADES RB 83-5486; RB 86-7515; SP 79-1011 E SP 81-3250) NA REGIÃO DE ITUIUTABA-MG

O objetivo deste trabalho foi determinar a produtividade de quatro variedades de cana-de-açúcar: RB 83-5486; RB 86-7515; SP 79-1011 e SP 81-3250, na região de Ituiutaba-MG, irrigadas por aspersão convencional. O experimento foi conduzido em DIC (delineamento inteiramente casualizado). A necessidade hídrica das variedades foi de 1105,77mm durante todo o seu ciclo. De acordo com a determinação de produtividade a variedade RB 86-7515 apresentou a maior média: 191,45 Mg ha-1; em seguida a variedade RB 83-5486 com uma média de 188,42 Mg ha-1; em terceiro a variedade SP 81-3250 com uma média de 174,61 Mg ha-1 e por último a variedade SP 79-1011 com uma média de 131,65 Mg ha-1