Training the Trainers: Towards a Description of Translator Trainer Competence and Training Needs Analysis

There is now a relative wealth of Translation Studies literature on translator training, but it often centres on impersonal aspects such as processes, content or activities, and ignores the human factor. There are two sets of participants in the teaching and learning process, both of whom are essential for its success: students or trainees, and teachers or trainers. Other than to bemoan their supposed deficiencies, or to design elaborate entrance filters, little has been said about students. But even less has been said about trainers. In this paper, attention focuses on them. The little that TS literature says about trainer profiles is mostly centred on the need for them to have professional translator competence. This paper takes a broader approach to the issues surrounding translator trainers and their training, setting them firmly within the broader context of higher education teaching as a profession, and attempts to link recently developed professional standards in higher education teaching to our field. This background allows the author to draw up a competence-based profile of the translator trainer and briefly to review which areas of such a profile have been addressed in TS and which are still in need of further work. The paper ends with an overview of the preliminary results of a study currently underway in Spain, designed to carry out detailed training needs analysis for translator trainers.En traductologie, de plus en plus d’études ont pour objet la formation en traduction, mais, au lieu de s’intéresser au facteur humain, elles portent en général sur les aspects impersonnels du métier tels que les activités, les procédés et le contenu. Le rôle des étudiants et stagiaires, ainsi que des enseignants et formateurs, est essentiel, car chacun participe activement aux processus d’apprentissage. Outre le fait de déplorer leurs points faibles ou d’établir toutes sortes de règles d’admission, peu a été dit en traductologie à propos des étudiants. Il faut ajouter qu’encore moins a été dit à propos des enseignants. Lorsqu’elle est abordée, la question est généralement centrée sur la nécessité pour chacun d’entre eux de faire preuve de compétences spécifiques en traduction. Si cet article s’intéresse avant tout aux enseignants tout en établissant des liens entre les nouveaux critères professionnels et le milieu de la traduction, il tente aussi d’aborder le sujet de manière plus générale de façon à illustrer la place de ceux-ci dans le vaste contexte des études supérieures comme formation professionnelle. En établissant ce contexte général, l’auteure tente de dresser le profil des enseignants en traduction selon leurs compétences et revoit brièvement dans quels domaines de la traductologie il a déjà été question de ce sujet et où il serait nécessaire de pousser davantage la discussion. L’article se termine par un survol des résultats préliminaires d’une étude lancée en Espagne qui tente d’élaborer une analyse complète des exigences de formation pour les enseignants en traduction

Seeing Albertine Seeing: Barbey and Proust Through Balzac

The three texts, Balzac\u27s La Fille aux yeux d\u27or, Barbey d\u27Aurevilly\u27s Le Rideau cramoisi, and Proust\u27s La Prisonnière, share two structuring themes: the problematic eyes of a woman who desires, and the need to see the woman in order to learn her truth. This article first does a close reading of these themes in the texts. Second, the difference between Barbey and Proust is examined in their ultimate conclusions about the truth of woman, and Proust\u27s text is studied in its use of the impossibility of truth as the origin of its fiction

Recognition of the At-Risk Child

From 1959 to 1966, Dr. Richard Naeye, a pathologist at Hershey Medical School, participated in the Collaborative Perinatal Project which studied 53,518 pregnancies. Of the infants subsequently born, 125 died of the Sudden Infant Death Syndrome (SIDS). Through the mass of information gleaned from looking at the pregnancies, labor, delivery, examination of the placenta and subsequent events in the infants’ lives, Dr. Naeye was able to determine nine historical factors that increase an infant’s risk of dying of SIDS. According to his statistical analyses, these are additive factors so that the presence of a number of them increase the risk in any one infant. The risk factors are 1) poor prenatal care, that is, few prenatal visits; 2) maternal smoking; 3) maternal anemia; 4) abnormal insertion of the umbilical cord, 5) lymphocytic infiltration of the decidua at the placental margin; 6) blood group B; 7) premature delivery; 8) abnormal neurological evaluation of the infant at the time of discharge from the hospital; 9) crowding in the home, that is, more than 2.0 people per room. In addition, there are two clinical factors that increase an infant’s risk of dying of SIDS. These include a history of apnea and a family history of two siblings who have had apnea or died of SIDS

Ideological implications of translation decisions : positive self-and negative other presentation

This paper will present considerations on how translation decisions regarding culturebound institutional terms influence the portrayal for the target culture (and thus at least in part the target readers' perception) of the institutions referred to, and indeed by extension of the culture to which they belong. The issues will be illustrated using several examples drawn from a corpus of texts relating to Spain taken from the British press. This corpus forms the basis of a wider-ranging study of the portrayal of Spain in the British press from a critical discourse analysis perspective, of which translation-related issues form a part. The paper will analyse how decisions taken in translation solutions can introduce ideological elements, in particular positive self -and negative other- representation, which reproduce and reinforce myths or stereotypes existing in the target culture regarding the source culture.Aquest article presenta un seguit de consideracions sobre la manera com determinades solucions a l'hora de traduir termes institucionals influencien la visió que la cultura d'arribada pugui tenir de les institucions a què es fa referència, i per extensió de la cultura a la qual pertanyen. Per demostrar-ho es val d'exemples extrets d'un corpus d'articles de premsa britànica que tracten d'Espanya. Aquest corpus constitueix la base d'un estudi més ampli sobre la imatge d'Espanya a la premsa britànica en el qual s'aplica l'anàlisi crítica del discurs i on s'integren aspectes relacionats amb la traducció. L'article analitza el fet que certes solucions de traducció tenen repercussions ideològiques, sobretot a partir de la representació d'un jo (cultura d'arribada) positiu i d'un altre (cultura de partida) negatiu, que reprodueix i reforça el conjunt de mites i d'estereotips que sobre la cultura de partida s'han produït en la cultura d'arribada

PLAYING SENIOR INTER-COUNTY GAELIC GAMES: EXPERIENCES, REALITIES AND CONSEQUENCES. ESRI RESEARCH SERIES NUMBER 76 September 2018

Given the developments that have taken place in Gaelic games over the past decade, particularly at the senior inter-county level, there is a concern that the demands that today’s games are placing on players are having negative effects on their lives. The Gaelic Athletic Association (GAA) and the Gaelic Players Association (GPA) have introduced a number of measures to ensure that players’ needs are taken care of and that those who play enjoy their experience. Nevertheless, questions continue to be raised. Given this, the GAA and GPA jointly commissioned the Economic and Social Research Institute (ESRI) to conduct an independent examination of the commitment required to play senior inter-county, and the impact that this has on players’ personal and professional lives and club involvement. The research was primarily conducted through senior inter-county player workshops and a survey of 2016 players. Workshops were also conducted with 2016 senior inter-county managers, County Board Secretaries and third-level Games Development Officers (GDOs). What follows is a summary of the principal findings arising from the study, consideration of their implications for both player welfare and policy in this area, and some discussion on future directions

Smart Growth: A Buffer Zone Between Decentrist And Centrist Theory?

The context for planning at the turn of the 19th century, in a newly industrialized world, was based on the need to find solutions to overcrowding and dire urban conditions. Planning decisions made in the post-World War II period were primarily motivated by the desire to reconstruct war torn cities. The forces of influence for planning and development in modern advanced capitalist societies are arguably set within the context of sustainable development. Many developed countries have witnessed a dramatic change in their territorial structures. Urban centres are extending into rural areas and surrounding hinterland, where large tracts of land are being developed in a ‘leapfrog’ low-density pattern. Urban sprawl is the outcome of both statistical realities such as population growth and the psychological catalyst that ‘quality of life’is superior in the suburbs. This change has brought with it challenges commonly associated with unpredicted growth: traffic congestion, restricted access to education and a perceived lack of affordable housing. Smart growth, as an alternative philosophical and methodological approach towards urban planning may provide the antidote for the negative effects of urban sprawl. This paper examines the underlying theory of decentrist and centrist development and the emergence of the smart growth movement as the antonym of urban sprawl

Portfolio pointers: Preparing and presenting high quality teaching portfolios

This goal of this project was to develop a set of guidelines for creating teaching portfolios for the Tertiary Teaching Excellence Awards or for other purposes. It includes key pointers to “getting started”, collecting evidence, interrogating practice, editing, and protecting the unique “voice” of the nominee and their student body. The guidelines consist of general principles and practical examples from both successful academic developers and award recipients and some examples from award-winning portfolios to illustrate good practice

EVALUATION OF PLC PROGRAMME PROVISION. ESRI RESEARCH SERIES NUMBER 61 JANUARY 2018

Post-Leaving Certificate (PLC) courses represent the largest component of full-time further education and training (FET) provision in Ireland, with over 32,000 learners enrolled in such courses in 2015–2016. Recent research on the FET sector as a whole highlighted concerns around its structures and responsiveness to labour market conditions, among other issues (McGuinness et al., 2014). The SOLAS FET Strategy (2014) subsequently pointed to the need for a stronger evidence base in order to inform future policy development in the sector. This study, commissioned by SOLAS, provides a more detailed evaluation of PLC provision. In order to undertake a comprehensive evaluation, our approach has been to combine a variety of research modes in order to examine the underlying processes, experiences and outcomes of PLC provision. This involved three complementary research strands. Firstly, a desk-based analysis of administrative data was used to document the type of provision in terms of field of study and the distribution of PLC places across the country. Secondly, a survey of PLC principals was carried out in order to explore their perceptions of goals, adequacy of existing facilities and the benefits and challenges of PLC provision. Thirdly, a survey of PLC and Leaving Certificate leavers was conducted to assess their labour market outcomes as well as their experiences while taking PLC and higher education courses. Together, these strands provide comprehensive evidence to inform the future development of the sector

The construction of a vocabulary test for the intermediate grades,

Thesis (M.A.)--Boston Universit

Toward Culturally Competent Archival (Re)Description of Marginalized Histories

Influenced by the radical archives movement, panelists discuss their (re)processing projects for which they wrote or rewrote descriptions in culturally competent approaches. Their case studies include materials regarding underrepresented peoples and historically oppressed groups who are marginalized from or maligned in the archival record. Targeted to processors, this session aims to teach participants to apply their cultural competencies in writing finding aids through an introduction to cultural competency framework, the case study examples, and a short audience-participation exercise