scholarly journals Situated learning in translator and interpreter training: Model United Nations simulations

2019 ◽  
Vol 15 (3) ◽  
pp. 914-925
Author(s):  
Gökçen Hastürkoğ[email protected]
Keyword(s):  
United Nations ◽  
Situated Learning ◽  
Training Model ◽  
Interpreter Training

Resolving Conflicts and Preventing Violence in Italian Schools

2021 ◽  
pp. 136-159
Author(s):  
Alessia Cerchia ◽  
Luca Dal Pubel ◽  
Nicoletta Casale
Keyword(s):  
Conflict Resolution ◽  
United Nations ◽  
Conflict Management ◽  
School Violence ◽  
Training Model ◽  
Peer Violence ◽  
The World ◽  
Negative Effect ◽  
Alternative Methodology ◽  
Communication Conflict

Phenomena of conflicts among students are on the rise everywhere in the world. According to a new report from the United Nations Children's Fund (UNCEF), half of the world's teenagers experience peer violence and bullying in and around the school. School violence affects learning and has a negative effect on students, schools, and the broader community. The effects on students are both psychical and phycological and often lead to isolation, depression, and in some cases to suicide. This chapter provides an overview of an alternative methodology approach to the teaching of dialogue and non-violent communication in schools. Furthermore, it examines a training model that uses mediation and Aikido to teach communication, conflict management, and conflict resolution to students and teachers. The training, called School of Mediation-Mediation for School (SMS), has been developed in Italy by a group of lawyers, mediators, and researchers. To date, the project has involved more than 600 students and 250 teachers with important results.

What constitutes a translation graduate school in South Korea?

Babel ◽  
2007 ◽  
Vol 53 (2) ◽  
pp. 167-178 ◽  
Author(s):  
Ocksue Park
Keyword(s):  
South Korea ◽  
Graduate School ◽  
Training Model ◽  
Graduate Schools ◽  
School Division ◽  
Postgraduate Level ◽  
Tier System ◽  
Interpreter Education ◽  
Admission Requirements ◽  
Interpreter Training

South Korea is the first country where the translation education has operated at a postgraduate level in Asia. The first graduate school, the Graduate School of Interpretation and Translation, Hankuk University of Foreign Studies, operated at 1979. As of 2006, there are ten translation and/or interpreting departments at graduate level in South Korea. The curriculum of translation graduate schools in South Korea should be examined from a theoretical standpoint. This article is the answer of what constitutes a translation graduate school in South Korea in terms of its title, its commencement date, type of school, division of departments, admission requirements, and the duration of the programme and what is an appropriate curriculum for a translation graduate school in South Korea. For this study, I have conducted interviews with heads of translation departments at South Korea’s graduate schools in the first place, with a view to establish the real situation of graduate schools that teach translation in South Korea. I adopted Renfer’s model for analysing the programme of the graduate schools. Renfer (1991) presents four basic programme models of translator and/or interpreter education training for western countries such as Two-tier system, Parallel translator and interpreter training model, Y model, and Postgraduate interpreter training or intensive on-the-job training in international organisations. The results of the data analysis are discussed, and lastly suggestions for translation students to develop and improve their translation skills are presented.

scholarly journals Moving Violations: Pairing an Illegitimate Learning Hierarchy with Trainee Status Mobility for Acquiring New Skills When Traditional Expertise Erodes

2020 ◽  
Author(s):  
Katherine C. Kellogg ◽  
Jenna E. Myers ◽  
Lindsay Gainer ◽  
Sara J. Singer
Keyword(s):  
Situated Learning ◽  
Training Model ◽  
Third Party ◽  
Community Members ◽  
Medical Assistants ◽  
Trainee Group ◽  
Status Mobility ◽  
Tools And Techniques ◽  
Patient Service ◽  
Traditional Norms

We explore how members of a community of practice learn new tools and techniques when environmental shifts undermine existing expertise. In our 20-month comparative field study of medical assistants and patient-service representatives learning to use new digital technology in five primary care sites, we find that the traditional master-apprentice training model worked well when established practices were being conferred to trainees. When environmental change required introducing new tools and techniques with which the experienced members had no expertise, third-party managers selected newer members as trainers because managers judged them to be agile learners who were less committed to traditional hierarchies and more willing to deviate from traditional norms. This challenged community members’ existing status, which was based on the historical distinctions of long tenure and expertise in traditional tasks. In three sites, the introduction of this illegitimate learning hierarchy sparked status competition among trainees and trainers, and trainees collectively resisted learning new tools and techniques. In the other two sites, managers paired the new, illegitimate learning hierarchy with the opportunity for trainee status mobility by rotating the trainer role; here, trainees embraced learning in order to exit the lower-status trainee group and join the higher-status trainer group. Drawing on ideas of status group legitimacy and mobility, we suggest that managers’ pairing of an illegitimate learning hierarchy with the opportunity for trainee status mobility is a mechanism for enabling the situated learning of new techniques when traditional expertise erodes.

A Tribute to the Late William J. Curran

1996 ◽  
Vol 24 (3) ◽  
pp. 274-275
Author(s):  
O. Lawrence ◽  
J.D. Gostin
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Mental Illness ◽  
United Nations ◽  
Mental Health Care ◽  
Harvard University ◽  
Legal Medicine ◽  
General Assembly ◽  
International Institute ◽  
University Professor

In the summer of 1979, a group of experts on law, medicine, and ethics assembled in Siracusa, Sicily, under the auspices of the International Commission of Jurists and the International Institute of Higher Studies in Criminal Science, to draft guidelines on the rights of persons with mental illness. Sitting across the table from me was a quiet, proud man of distinctive intelligence, William J. Curran, Frances Glessner Lee Professor of Legal Medicine at Harvard University. Professor Curran was one of the principal drafters of those guidelines. Many years later in 1991, after several subsequent re-drafts by United Nations (U.N.) Rapporteur Erica-Irene Daes, the text was adopted by the U.N. General Assembly as the Principles for the Protection of Persons with Mental Illness and for the Improvement of Mental Health Care. This was the kind of remarkable achievement in the field of law and medicine that Professor Curran repeated throughout his distinguished career.

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