Integrating Translation Technology in the Specialised Translation Classroom to Contextualise Learning

Recent approaches to translation training have emphasized the need to include in the classroom a real working context and to promote situational learning (cf. Kelly, 2005: 16-18 ). For the specialised translator, new technologies and, consequentially, the instrumental-professional sub-competence, have become as important as linguistic-cultural knowledge. For this reason, in this contribution, a didactic proposal will be presented to incorporate new technologies (computer-assisted translation and localisation tools) in the scientific/technical translation classroom, as well as a proposal to coordinate different subjects in the curriculum to promote horizontality in contents. Modality and type of translation are not mutually exclusive. For this reason, the main objective of this contribution is to merge both concepts with a learning proposal in which new technologies become another essential working tool in the specialised translation classroom. Nowadays, the meaning of localisation goes beyond the translation of software, video games and websites and it has caused important changes in the translation process and the translation industry. In Spain, it is compulsory to include in the Translation and Interpreting curriculum subjects such as documentation, terminology and computer science. These subjects are normally offered in the first years of the degree, when students have only basic knowledge of translation. If these skills are not put into practice in later years of the degree, students will not understand the operating principles of these tools. In this regard, it is essential that the different subjects in the curriculum are coordinated to ensure learning contextualisation and the employability of future graduates. Different activities directly related to computer-assisted translation and localisation will thus be presented in order to integrate and improve the knowledge acquired in previous years and new skills regarding specialised translation.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Focused Proofreading: Efficiently Extracting Connectomes from Segmented EM Images

Identifying complex neural circuitry from electron microscopic (EM) images may help unlock the mysteries of the brain. However, identifying this circuitry requires time-consuming, manual tracing (proofreading) due to the size and intricacy of these image datasets, thus limiting state-of-the-art analysis to very small brain regions. Potential avenues to improve scalability include automatic image segmentation and crowd sourcing, but current efforts have had limited success. In this paper, we propose a new strategy, focused proofreading, that works with automatic segmentation and aims to limit proofreading to the regions of a dataset that are most impactful to the resulting circuit. We then introduce a novel workflow, which exploits biological information such as synapses, and apply it to a large dataset in the fly optic lobe. With our techniques, we achieve significant tracing speedups of 3-5x without sacrificing the quality of the resulting circuit. Furthermore, our methodology makes the task of proofreading much more accessible and hence potentially enhances the effectiveness of crowd sourcing

Las competencias del gestor de proyectos de traducción desde la perspectiva de formadores y empleadores

En las últimas décadas, la globalización ha desencadenado profundos cambios en el mercado de la traducción. En este escenario, la gestión de proyectos se ha establecido como modo de organización del trabajo en este sector. Sin embargo, la investigación existente en nuestra disciplina en torno a la gestión de proyectos es bastante escasa, probablemente debido a la naturaleza única y temporal de los proyectos y a las características del sector que dificultan extraer conclusiones. La falta de estudios es aún más evidente al profundizar en las competencias del gestor de proyectos o project manager (PM). Por este motivo, en la presente comunicación, se establecerá en primer lugar un marco teórico para la definición de las competencias del gestor de proyectos. Para ello, se tomarán como referencia estudios sobre gestión de proyectos en diferentes disciplinas y los diferentes modelos existentes sobre las competencias del traductor. Posteriormente, se analizarán los planes de estudios de las universidades españolas para delimitar qué competencias se promueven en relación con la gestión de proyectos. Estos resultados se compararán con aquellos obtenidos de un análisis de un corpus de anuncios de trabajo dirigidos a gestores de proyectos de traducción, para comprender cómo describen los empleadores las competencias de los PM. El corpus está compuesto por un total de 100 anuncios que, analizados mediante la técnica de análisis de contenidos, se compararán con las competencias descritas en el marco teórico. A partir de los datos extraídos, se pretende acotar las competencias de un gestor de proyectos de traducción teniendo en cuenta la información proporcionada por dos de los principales agentes implicados en el proceso formativo, formadores y empleadores.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tec