445 research outputs found
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 dâĂ©tudes ont pour objet la formation en traduction, mais, au lieu de sâintĂ©resser au facteur humain, elles portent en gĂ©nĂ©ral sur les aspects impersonnels du mĂ©tier tels que les activitĂ©s, les procĂ©dĂ©s et le contenu. Le rĂŽle des Ă©tudiants et stagiaires, ainsi que des enseignants et formateurs, est essentiel, car chacun participe activement aux processus dâapprentissage. Outre le fait de dĂ©plorer leurs points faibles ou dâĂ©tablir toutes sortes de rĂšgles dâadmission, peu a Ă©tĂ© dit en traductologie Ă propos des Ă©tudiants. Il faut ajouter quâencore moins a Ă©tĂ© dit Ă propos des enseignants. Lorsquâelle est abordĂ©e, la question est gĂ©nĂ©ralement centrĂ©e sur la nĂ©cessitĂ© pour chacun dâentre eux de faire preuve de compĂ©tences spĂ©cifiques en traduction. Si cet article sâintĂ©resse avant tout aux enseignants tout en Ă©tablissant des liens entre les nouveaux critĂšres professionnels et le milieu de la traduction, il tente aussi dâaborder le sujet de maniĂšre plus gĂ©nĂ©rale de façon Ă illustrer la place de ceux-ci dans le vaste contexte des Ă©tudes supĂ©rieures comme formation professionnelle. En Ă©tablissant ce contexte gĂ©nĂ©ral, lâauteure tente de dresser le profil des enseignants en traduction selon leurs compĂ©tences et revoit briĂšvement dans quels domaines de la traductologie il a dĂ©jĂ Ă©tĂ© question de ce sujet et oĂč il serait nĂ©cessaire de pousser davantage la discussion. Lâarticle se termine par un survol des rĂ©sultats prĂ©liminaires dâune Ă©tude lancĂ©e en Espagne qui tente dâĂ©laborer une analyse complĂšte des exigences de formation pour les enseignants en traduction
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 visiĂł que la cultura d'arribada pugui tenir de les institucions a quĂš es fa referĂšncia, i per extensiĂł de la cultura a la qual pertanyen. Per demostrar-ho es val d'exemples extrets d'un corpus d'articles de premsa britĂ nica que tracten d'Espanya. Aquest corpus constitueix la base d'un estudi mĂ©s ampli sobre la imatge d'Espanya a la premsa britĂ nica en el qual s'aplica l'anĂ lisi crĂtica del discurs i on s'integren aspectes relacionats amb la traducciĂł. L'article analitza el fet que certes solucions de traducciĂł tenen repercussions ideolĂČgiques, sobretot a partir de la representaciĂł 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 produĂŻt en la cultura d'arribada
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 infantsâ lives, Dr. Naeye was able to determine nine historical factors that increase an infantâs 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 infantâs 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
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 PrisonniĂšre, 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
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 todayâs 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 playersâ 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 playersâ 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
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 âgetting startedâ, collecting evidence, interrogating practice, editing, and protecting the unique âvoiceâ 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 2015â2016. 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
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 âleapfrogâ low-density pattern. Urban sprawl is the outcome of both statistical realities such as population growth and the psychological catalyst that âquality of lifeâis 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
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
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