scholarly journals Ongoingly redesigning metacognitive questionnaires helping trainees to self-evaluate their translating

Babel ◽  
2014 ◽  
Vol 60 (3) ◽  
pp. 371-396 ◽  
Author(s):  
Francesc Fernandez ◽  
Marta Arumi Ribas
Keyword(s):  
Procedural Knowledge ◽  
Learner Autonomy ◽  
The Other ◽  
Mental Action ◽  
Spanish Translation ◽  
Intended Target ◽  
Teacher's Perceptions ◽  
Interpersonal Dimension

This paper presents a study of the redesign of metacognitive questionnaires carried out along a two-part German-Spanish translation course. The study focuses on post-translation questionnaires used by trainees to self-evaluate their translating, as a function of their strategic subcompetence. Post-translation questionnaires were redesigned ongoingly, as needed, in order to improve their effectiveness in meeting the trainees’ evolving needs. This redesign was based on the students’ feedback combined with the teacher’s perceptions, and led to three types of changes. Firstly, questions not optimally meeting the intended target were modified. As the mental action involved in these questions was not specific enough to prevent off-target answers, each was reworded accordingly and occasionally given an interpersonal dimension favouring intermental reflection. Secondly, certain questions were newly designed, so that they included such interpersonal dimension from the very beginning. These also presented the students with open tasks promoting learner autonomy and asked them to justify their answers, thereby enhancing their translational reflection. Thirdly, a group of questions were suppressed from one part of the course to the other, as the mental action involved in each no longer matched the trainees’ increased procedural knowledge.

Intrusões: Guimarães Rosa-Bogotá Notas para uma tradução de “Páramo”

1969 ◽  
Author(s):  
Bairon Oswaldo Vélez
Keyword(s):  
Short Story ◽  
Cultural Context ◽  
The Other ◽  
Target Language ◽  
Original Version ◽  
Translation Process ◽  
Spanish Translation ◽  
Translation Strategy ◽  
Mountain Sickness

This paper comments on the first Spanish translation of João Guimarães Rosa's short story "Páramo", which narrates the exile of a Brazilian lost with mountain sickness in a cold and hostile Bogotá. This translation is briefly explained in the following pages, giving special emphasis to some prominent features of the original version, in addition to the cultural context, critical and theoretical readings and the translation strategy evident in the translator‘s intervention. Finally, it is made clear how a certain perspective of the other – present in the original version as well – passes through the translation process and indicates the conditions of its presentation in the target language. The original article is in Portuguese.

Fostering Collaborative Autonomy: The Roles of Cooperative and Collaborative Learning

Relay Journal ◽  
2018 ◽  
pp. 360-381
Author(s):  
Gordon Myskow ◽  
Phillip A. Bennett ◽  
Hisako Yoshimura ◽  
Kyoko Gruendel ◽  
Takuto Marutani ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Cooperative Learning ◽  
Learner Autonomy ◽  
The Other ◽  
Learning Activities ◽  
Educational Context ◽  
Learning Approaches ◽  
Group Interactions ◽  
Collaborative Autonomy ◽  
Over Time

The distinction between Cooperative and Collaborative Learning approaches is not a clear one. Some use the terms interchangeably while others consider Cooperative Learning to be a type of Collaborative Learning. Still others clearly differentiate between them, characterizing Cooperative Learning as more highly structured in its procedures, involving a great deal of intervention by the teacher to plan and orchestrate group interactions. Collaborative Learning, on the other hand, presupposes some degree of learner autonomy－that groups can work effectively toward shared goals and monitor their own progress. This paper takes the view that the distinction between Cooperative and Collaborative Learning is a useful one and that both approaches can play valuable roles in fostering autonomous interaction. It argues that while Collaborative Learning formations may be the ultimate goal for teachers wishing to develop learner autonomy, Cooperative Learning is a valuable means for modeling the skills and abilities to help students get there. The discussion begins with an overview of the two approaches, focusing on their implementation in the Japanese educational context. It then presents seven highly structured Cooperative Learning activities and shows how they can be modified and extended over time to encourage more autonomous interaction.

Conceptual and procedural knowledge of mathematics: Does one lead to the other?

1999 ◽  
Vol 91 (1) ◽  
pp. 175-189 ◽  
Author(s):  
Bethany Rittle-Johnson ◽  
Martha Wagner Alibali
Keyword(s):  
Procedural Knowledge ◽  
The Other

scholarly journals The Effect of Geogebra on Students’ Conceptual and Procedural Knowledge: The Case of Applications of Derivative

2017 ◽  
Vol 7 (2) ◽  
pp. 67 ◽  
Author(s):  
Mehmet Fatih Ocal
Keyword(s):  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
Procedural Knowledge ◽  
Dynamic Geometry ◽  
The Other ◽  
Control Group ◽  
Other Hand ◽  
Significant Difference ◽  
Before And After ◽  
Post Test

Integrating the properties of computer algebra systems and dynamic geometry environments, Geogebra became an effective and powerful tool for teaching and learning mathematics. One of the reasons that teachers use Geogebra in mathematics classrooms is to make students learn mathematics meaningfully and conceptually. From this perspective, the purpose of this study was to investigate whether instruction with Geogebra has effect on students’ achievements regarding their conceptual and procedural knowledge on the applications of derivative subject. This study adopted the quantitative approach with pre-test post-test control group true experimental design. The participants were composed of two calculus classrooms involving 31 and 24 students, respectively. The experimental group with 31 students received instruction with Geogebra while the control group received traditional instruction in learning the applications of derivative. Independent samples t-test was used in the analysis of the data gathered from students’ responses to Applications of Derivative Test which was subjected to them before and after teaching processes. The findings indicated that instruction with Geogebra had positive effect on students’ scores regarding conceptual knowledge and their overall scores. On the other hand, there was no significant difference between experimental and control group students’ scores regarding procedural knowledge. It could be concluded that students in both groups were focused on procedural knowledge to be successful in learning calculus subjects including applications of derivative in both groups. On the other hand, instruction with Geogebra supported students’ learning these subjects meaningfully and conceptually.

Epistemic Cues to a Target

2018 ◽  
Author(s):  
Leonard Talmy
Keyword(s):  
Local Knowledge ◽  
Common Ground ◽  
Procedural Knowledge ◽  
Linguistic Knowledge ◽  
Intended Target ◽  
First Order ◽  
Discourse Management

An epistemic cue is any information that a hearer derives from her own knowledge that then helps her determine the speaker’s intended target. The term “knowledge” here is meant to apply broadly. It covers both explicit (declarative) and implicit (procedural) knowledge; both “knowledge” and “belief”; both long-held and recently acquired knowledge; both general and local knowledge in the collocutors’ common ground; and both nonlinguistic and linguistic knowledge. Nonlinguistic knowledge is basal knowledge about first-order phenomena. Linguistic knowledge, then, is meta-knowledge about the lexicon and syntax of a language and about the principles of discourse management that the collocutors use to represent the first-order phenomena. Linguistic knowledge about discourse management often involves knowledge of Mithun’s newsworthiness principle and of our counterfactual principle. The use of epistemic cues shows extensive parallelism across the speech-external and speech-internal domains. In both domains, epistemic cues can help a hearer find a target within a higher-level conceptual complex, set a boundary around a locative target, and select the target from competing candidates. And largely the same epistemic cues from both nonlinguistic and linguistic knowledge are used in both domains.

An evaluation of independent learning of the Japanese hiragana system using an interactive CD

ReCALL ◽  
2009 ◽  
Vol 21 (2) ◽  
pp. 227-240 ◽  
Author(s):  
Barbara Geraghty ◽  
Ann Marcus Quinn
Keyword(s):  
Explicit Instruction ◽  
Classroom Interaction ◽  
Learner Autonomy ◽  
The Other ◽  
Target Language ◽  
Independent Learning ◽  
Writing Systems ◽  
Multi Media ◽  
Recognition Level ◽  
Sound Files

AbstractAs Japanese uses three writing systems (hiragana, katakana, and the ideograms known as kanji), and as materials in the target language include all three, it is a major challenge to learn to read and write quickly. This paper focuses on interactive multi-media methods of teaching Japanese reading which foster learner autonomy.As little has been published on interactive multi-media methods of teaching Japanese reading, it seems likely that traditional resources are generally used for this activity. The courseware includes sound files showing the pronunciation of each kana as well as simultaneous animation showing how to write each character. This paper investigates whether interactive courseware, used independently of classroom interaction, results in measurably greater recognition of the hiragana syllabary than more traditional methods. After briefly situating the study in the context of research on the teaching of Japanese reading and learner autonomy, the paper will present the courseware as well as an empirical study comparing the results of the use of the courseware by learners at beginners’ level: one group using the courseware, and the other using paper-based materials. This is followed by an account of learner diaries written by zero-beginner level learners of Japanese using the courseware.The study indicates that acquisition of a recognition-level knowledge of hiragana is approximately twice as fast using the courseware as using paper-based materials. Learners also learned to write the hiragana without explicit instruction.

scholarly journals Modern Theories of Wisdom: Literature Review

2020 ◽  
pp. 34-37
Author(s):  
Veronika Kondratieva ◽  
Illia Zarubin
Keyword(s):  
Procedural Knowledge ◽  
Life Experience ◽  
Empirical Studies ◽  
The Other ◽  
Wisdom Literature ◽  
Emotional Life ◽  
History Of ◽  
General Difference ◽  
The One ◽  
Different Cultures

The article presents a theoretical analysis of modern theories of wisdom, considers the formation and essence of the concept of wisdom in psychology. At the end of the twentieth century, the interest of psychologists in the subject of wisdom began to grow. Wisdom as a concept is integral to any society, culture and time, it reveals those qualities of personality that help a person to be realized. The concept of wisdom requires theoretical justification and empirical research. In general, there are two main concepts of wisdom: one affirms the affective qualities more or less with the cognitive, inherent in man; the other focuses precisely on cognitive and reflexive abilities, ignoring emotional life. This typification has proved itself in several planes. In the history of philosophy, the understanding of wisdom had both an affective and a cognitive character, represented by East and West. Empirical studies of implicit concepts of wisdom conducted in recent years indicate the variability of perception of wisdom. In the East, the concept of wisdom is less analytical and more psychological than in the West, which requires an understanding not only of the intellectual, but also of the sensual (emotions, intuition, etc.). Cross-cultural empirical studies confirm the general difference in the perception of wisdom in different cultures. The influence of age on the manifestations of wisdom in humans should be noted separately. Research has shown that age negatively affects the intellectual component of wisdom, but is neutral to procedural knowledge. On the one hand, with age a person acquires experience that can interpret and extract new procedural knowledge from him. On the other hand, the fact that a person has life experience does not determine a person’s qualitative interpretation of what happened to him. The age factor cannot be decisive in becoming wise.

scholarly journals De incertidumbre no se muere. Un desafío no resuelto sobre verdad y conocimiento = Uncertainty does not kill. An open challenge about truth and knowledge

2019 ◽  
pp. 8
Author(s):  
Elena Marchese ◽  
Jorge Baquerizo
Keyword(s):  
Procedural Knowledge ◽  
The Other ◽  
Philosophical Reflection ◽  
Absolute Certainty ◽  
Other Hand ◽  
Palabras Clave ◽  
The One

Resumen: La idea de certeza absoluta, típica del primer realismo alético, ha encontrado en la ley un hábitat ideal en el que se ha enraizado profundamente. La insostenibilidad epistemológica de esta noción, y el daño que ha causado a la reflexión jurídica, han sido denunciados de manera clara: tanto por Luigi Ferrajoli, como por la dogmática iusfilosófica que ha seguido sus ideas (los llamados «teóricos del hecho»). En este trabajo intento, por una parte, analizar la labor de estos teóricos, aportando elementos de reflexión sobre el tema de la verdad y del conocimiento judicial; por otra parte, también intento mostrar que la «rehabilitación» del realismo alético, en el ámbito jurídico, subsiste todavía como un problema abierto y lleno de interés para la reflexión filosófica. Palabras clave: verdad, conocimiento procesal, teóricos del hecho, Ferrajoli, realismo y antirealismo alético.Abstract: The idea of absolute certainty -typical of the first alethic realism- found an ideal habitat in Law and it rooted deeply into it. The epistemological unsustainability of this notion and the harms it caused to the legal debate were denounced clearly by Luigi Ferrajoli and the following scholars (i.e. the «fact-theorists»). This paper is aimed, on the one hand, at assessing the work of these jurists and provide food for thought on the topics of truth and procedural knowledge; on the other hand, it tries to show that the problem of the «rehabilitation» of alethic realism in the legal field still remains open and full of interest for the philosophical reflection. Keywords: truth, judicial knowledge, fact-theorists, Ferrajoli, alethic realism and anti-realism. 

scholarly journals Negative controls of chemical probes can be misleading

2020 ◽  
Author(s):  
Jinyoung Lee ◽  
Matthieu Schapira
Keyword(s):  
Best Practice ◽  
Confounding Factor ◽  
Protein A ◽  
Negative Control ◽  
The Other ◽  
Chemical Probes ◽  
Intended Target ◽  
Simple Chemical ◽  
Cell Assays ◽  
Negative Controls

ABSTRACTChemical probes are selective modulators that are used in cell assays to link a phenotype to a gene and have become indispensable tools to explore gene function and discover therapeutic targets. While binding to off-targets can be acceptable or beneficial for drugs, it is a confounding factor for chemical probes, as the observed phenotype may be driven by inhibition of an unknown off-target instead of the targeted protein. A negative control – a close chemical analog of the chemical probe that is inactive against the intended target – is typically used to verify that the phenotype is indeed driven by targeted protein. Here, we compare the selectivity profiles of four unrelated chemical probes and their respective negative controls and find that the control is sometimes inactive against up to 80% of known off-targets, suggesting that a lost phenotype upon treatment with the negative control may be driven by loss of inhibition of the off-target. To extend this analysis, we inspect the crystal structures of 90 pairs of unrelated proteins, where both proteins within each pair is in complex with the same drug-like ligand, and estimate that in 50% of cases, methylation (a simple chemical modification often used to generate negative controls) of the ligand at a position that will preclude binding to one protein (intended target) will also preclude binding to the other (off-target). These results uncover a risk associated with the use of negative controls to confirm gene-phenotype associations. We propose that a best practice should rather be to verify that two chemically unrelated chemical probes targeting the same protein lead to the same phenotype.Abstract Figure

5. Aesthetics and the other

2019 ◽  
pp. 56-71
Author(s):  
Bence Nanay
Keyword(s):  
The Other ◽  
Social Dimension ◽  
Social Aspects ◽  
The Real ◽  
Past Exposure ◽  
The Social ◽  
History Of ◽  
Interpersonal Dimension

‘Aesthetic and the other’ looks at the interpersonal dimension of aesthetics. Aesthetics is rarely a solitary endeavour. We are social beings and there are very few aesthetic situations that are devoid of all social aspects. The discussion of the social dimension of aesthetics in the history of ‘Western’ aesthetics has been dominated by aesthetic agreements and disagreements. But the real question about aesthetic agreements and disagreements is not about who is right and who is wrong. It is about the ways in which our experiences depend on the allocation of our attention, our background beliefs and knowledge, as well as our past exposure.

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