Lattice paths inside a table, II

Consider an $m\times n$ table $T$ and latices paths $\nu_1,\ldots,\nu_k$ in $T$ such that each step $\nu_{i+1}-\nu_i=(1,1)$, $(1,0)$ or $(1,-1)$. The number of paths from the $(1,i)$-blank (resp. first column) to the $(s,t)$-blank is denoted by $\mathcal{D}^i(s,t)$ (resp. $\mathcal{D}(s,t)$). Also, the number of all paths form the first column to the las column is denoted by $\mathcal{I}_m(n)$. We give explicit formulas for the numbers $\mathcal{D}^1(s,t)$ and $\mathcal{D}(s,t)$

Education Faculty Math Curriculum and In-Service Teachers Needs

This study accomplished as an education master thesis and addresses the following issue- the education faculty math curriculum in Jowzjan University in Afghanistan and the in-service teachers’ needs. I conducted this study on third-year in-service teachers who are studying at the Jowzjan University in Afghanistan. This study was conducted as qualitative study; there were 11 participants from the third-year in-service teachers. The methodology system was interview with participants. Because of the lack of time I did just one time interview with the participants. There were not class observation and group discussion. The finding from this study revealed some important and significant issues which I discussed in this thesis. The finding in this study categorized in five themes and each theme separately discussed. As I stated in last chapter of this thesis, this was the first time that such research conducted in the Jowzjan University; therefore, the study highlights the way of doing research for other teachers in the Jowzjan University

Personality Traits and Translation Quality: An Investigation of the Relationship in Iran Context

Different translators with different personality traits make variant decisions in their translations. In this study, the effect of personality traits of Iranian translators on their performance quality was explored from a psychological perspective. In the first step, the BFI Test (Big Five-Factor Inventory) was administered to the 30 MA translation students in Tehran Islamic Azad University. In the second step, the researcher distributed two different English source texts among the participants for the purpose of translation. Having finished the task of translating, the target texts produced by the students were assessed to investigate the correlation between personality traits and the quality of the translation. Hence, three instructors of translation were recruited to evaluate the translations and correspondingly score them on the basis of Farahzad’s (1992). The analysis of the acquired results proved both of the hypotheses of the study. First, there was a positive relationship between personality traits and translators? performance quality in different text types and also, Psychological model of translators’ personality had a significant effect on assessing the translated works

Interpreters’ Perceptions on Their Profession and Quality in Malaysian Conference Interpreting

Interpreters’ perceptions about their profession and quality of interpreting were explored by a survey in five international conferences to fill in the gap between research and practice in conference interpreting and quality expectations in a Malaysian setting. Open-ended questions formed the main part of the questionnaire, adapted from Moser (1995). Analysis of the eleven participants’ responses showed that interpreters describe their profession as “communication facilitators”. Interpreters indicated adapting with the speaker’s speed as the most difficult aspect of interpreting. Time constraints, lack of knowledge, familiarity with the terminology, and technical problems were the most problematic issues and main difficulties in conference interpreting. Environmental conditions, interpreters’ insufficient technical knowledge, incorrect terminology, and mistranslation were marked as other important problems of conference interpreting

English Language Anxiety: A Case Study on Undergraduate ESL Students in Malaysia

The level of foreign language anxiety and the factors leading to the English anxiety level among English students were explored using a sequential mixed method with semi-structured interviews and survey. The interview was the main research tool to learn about students’ coping strategies in dealing with English language anxiety, while the survey was aimed to provide additional information to support the qualitative data. The questionnaire and the interview questions were adapted from Horwitz et al.’s (1986) Foreign Language Classroom Anxiety Scale (FLCAS). The participants of the study (11 interviewees and 33 questionnaire respondents) were selected purposively from the “Basic English” of a private university students in Malaysia. Analysis of the findings revealed that the students’ of Basic English were “slightly anxious” because of Fear of Negative Evaluation (m=3.16), “slightly anxious” about Communication Apprehension (m=3.07), “slightly anxious” about tests (Test Anxiety, m=3.02), and “not very anxious” about being in the Basic English class (m=2.9). Therefore, overall, the students were “slightly anxious”. The most common coping strategies used by Basic English students were “enquiring friends and lecturer”, “referring to sources such as Google and dictionaries”, “self-helping”, “self-motivation”, “positive thinking”, “shifting focus”, “doing revision”, “listening and understanding”, “self-reflect”, “trying to perform”, “calming down”, “acceptance, exercise”, “taking time to think”, “entertainment”, and “land laugh back to hide embarrassment”. Language educators are advised to prioritize their students’ social and emotional needs by removing or lessening the obstacles and challenges that the students go through when learning English by creating relaxed and non-threatening setting for the teaching and learning