scholarly journals Leveraging Virtual Learning Environments for Training Interpreter Trainers

2009 ◽  
Vol 50 (4) ◽  
Author(s):  
Barbara Moser-Mercer ◽  
Barbara Class ◽  
Kilian G. Seeber
Keyword(s):  
Learning Environment ◽  
Ad Hoc ◽  
Special Section ◽  
Public Access ◽  
Teaching Staff ◽  
Systematic Assessment ◽  
The World ◽  
Mobile Community ◽  
Post War ◽  
High Level

Abstract While the demand for conference interpreters in traditional language combinations (the more widely used languages) is decreasing, the need for experts in less widely used languages is rapidly increasing with each enlargement of the EU. Post-war peace-keeping operations as well as warcrime tribunals have also increased the need for high-level interpreters in languages hitherto not used in the international arena and consequently more well-trained interpreter trainers both for traditional programs as well as ad-hoc intensive programs must be available. Interpreters are a highly mobile community of professionals, unable to be physically present in a university for long periods of time to be trained as trainers. The Certificate course for Interpreter Trainers at ETI (University of Geneva) has been offering the only postgraduate course for training interpreter trainers since 1996. To meet the demand for training around the world the Certificate course is now offered in a blended format: Nine months of distance learning are blended with one week of faceto-face learning. The portal (www.unige.ch/eti/certificate/training) offers a rich learning environment with a number of tools to implement the philosophy of collaborative learning. With its public access and a special section for students of interpreting the portal has become an international meeting point for interpreter trainers where participants in the Certificate course interact with interpreting students at ETI, and interpreter trainers from schools around the world can interact with the Certificate teaching staff and students. This paper reports on the first systematic assessment of both the learning environment and the learning outcomes of the Certificate course.

Techland

2019 ◽  
pp. 761-780
Author(s):  
Michelina Occhioni
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Learning Environment ◽  
Virtual Worlds ◽  
Learning Objects ◽  
Public Access ◽  
Abstract Concepts ◽  
School Students ◽  
The World ◽  
Learning Sets

This work describes Techland, an OpenSim-based VW developed and owned by the author for educational purposes for middle school students. Techland is a group of islands focused on math, and science, where explore various approaches to VW, in different and mutually not exclusive learning sets and degrees of immersion. The main objectives are to simplify abstract concepts by using scripted 3D learning objects and to engage students offering a way to go beyond the classroom as the only learning environment. So Techland can be considered a giant 3D book. Activities range from viewing the contents of the world on an IWB, as a support for the teacher's lesson, to logging on the student's avatars into the world for exploration, producing machinima videos and collaborating together. Most islands are public access and reachable from other similar virtual worlds by the HG system, so other schools could take advantage from its contents or they could share projects. Techland has got the proper requirements to will become a meeting place between students and teachers who want to find new approaches to scientific matters.

scholarly journals Department of World History of Oles Honchar Dnipro National University: past and present

2018 ◽  
Vol 21 (10) ◽  
pp. 37-53
Author(s):  
D. V. Arkhireiskyi ◽  
A. G. Venher
Keyword(s):  
World History ◽  
Scientific Activity ◽  
Department Head ◽  
History Museum ◽  
The World ◽  
National University ◽  
History Of ◽  
Post War ◽  
The Russian Empire ◽  
High Level

This article reveals problems of development of the department of the world history of the Oles Honchar Dnipro National University during last 100 years. The department began to form in 1918 when Katerinoslav university was opened. The world history researchers V. Evstafiev and M. Brechkevich became it’s first university lecturers, they formed potential basics of the research directions. During the fight with reactionary representatives in science and high school they were criticized and fired. The new generation of the department’s lecturers mostly consisted of youth, who had got education during revolutionary and after-revolutionary times. Teaching work became their main assignment, they were active participants in the struggle against “sabotage” on the historical front, reviewed the world history textbooks. Also they were monitoring implementation of the marxism methodology in the world history teaching. During the repressions which started in 1930th some of lecturers were fired and the departments’s head was arrested and then shot away. The historical department was liquidated in the second part of 1930th. At the ending of 1930th historical education at the university was resumed, respectively the department began it’s work again. The young lecturers, post-graduate students from Kyiv, Odesa, Kharkiv were hired. During nazi occupation the work was interrupted. The work resumption was in 1944, the department was headed by N. Ladizjenska who occupied this position before the occupation. Post-war years of the department’s work are characterized as high level of scientific activity, defense of masters’ thesis by the young lecturers, writing a number of scientific articles dealing the world history issues, which have never been published and now are kept in manuscripts. There was a World History museum at the department in 1940−1950th, founded by the head J. Rubin. At the beginning of 1950th the historical department was closed. The new stage of it’s work was related to 1967 when the department and the historical faculty was resumed. In 1970−1980th under the direction of department head the main scientific direction historical germanistics was based. Due to it’s work the department begun to publish the yearly scientific magazine «The German history issues». The department’s lecturers also worked through the problems of late Roman, American, English history. In 1990−2000th due to prof. S. Plohiy and S. Bobyleva the department became an acknowledged research center of the German diasporas in the Russian empire and Ukraine. The institute of Ukrainian-German historical relations was found at the department. The high scientific potential of the department’s lecturers was repeatedly confirmed by presentations on the conferences, published articles and monographs. Nowadays the department members are working through a number of important issues from German diasporas history, Bulgarian, Russian studies.

GEOLOGICAL FACULTY – 75 YEARS OLD!

2019 ◽  
pp. 92-96
Author(s):  
V. Mykhailov
Keyword(s):  
Scientific Work ◽  
Educational Process ◽  
Teaching Staff ◽  
National Academy Of Sciences ◽  
Geological Faculty ◽  
The World ◽  
National University ◽  
Educational Structures ◽  
The Creation ◽  
High Level

The history of the creation and development of the Geological Faculty (Educational-scientific "Institute of Geology") at the Taras Shevchenko National University of Kyiv is briefly described, the development of the geological school of the University of Kyiv and its role in the creation of the National Academy of Sciences and the Geological Service of Ukraine are described. The structure of the Institute, personnel structure, directions and problems of preparation of higher education graduates at the present stage are considered. A significant role of scientific work in the educational process is shown, directions of such a work are outlined. The high level of preparation of students, their achievements in the educational and scientific spheres, participation in international educational structures, and the problems of employment are characterized. It is shown that the Institute carries out extensive international cooperation, conducts research and exploration work in many countries of the world, and teaching staff of the Institute is involved in lecturing at leading universities of the world. Thus, the Institute is a unique educational and scientific structure, where all educational specialties and specializations of the educational geological branch of Ukraine are presented, which is capable of ensuring the high quality and continuity of geological education starting with students of grades 9–10 (junior specialist) and ending with specialists of the highest level (candidates and doctors of sciences).

scholarly journals Design, Validation, and Application of a Questionnaire on Media Education for Teachers in Training

2019 ◽  
Vol 8 (1) ◽  
pp. 34-41 ◽  
Author(s):  
Julio-César Mateus ◽  
Wilson Hernández-Breña
Keyword(s):  
Ad Hoc ◽  
Descriptive Statistics ◽  
Media Education ◽  
Psychometric Validation ◽  
Teaching Staff ◽  
Design Validation ◽  
Positive Assessment ◽  
The Subject ◽  
Internal Coherence ◽  
High Level

This article details the process of design, validation and application (N = 501) of an ad-hoc questionnaire that measures Peruvian teachers’ knowledge, attitudes, and reasoning in training on media education. With regards to the method, several psychometric validation techniques were applied and the results were analyzed using descriptive statistics. The results showed a high level of internal coherence and confidence in the construct. Limited knowledge of the subject was found in the participants, without observing significant differences between the variables, and a very positive assessment of its importance and urgency. To conclude, media education is transversal to different classifications and interest in it is homogeneous throughout the teaching staff in training.

Techland

2017 ◽  
pp. 407-426
Author(s):  
Michelina Occhioni
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Learning Environment ◽  
Virtual Worlds ◽  
Learning Objects ◽  
Public Access ◽  
Abstract Concepts ◽  
School Students ◽  
The World ◽  
Learning Sets

This work describes Techland, an OpenSim-based VW developed and owned by the author for educational purposes for middle school students. Techland is a group of islands focused on math, and science, where explore various approaches to VW, in different and mutually not exclusive learning sets and degrees of immersion. The main objectives are to simplify abstract concepts by using scripted 3D learning objects and to engage students offering a way to go beyond the classroom as the only learning environment. So Techland can be considered a giant 3D book. Activities range from viewing the contents of the world on an IWB, as a support for the teacher's lesson, to logging on the student's avatars into the world for exploration, producing machinima videos and collaborating together. Most islands are public access and reachable from other similar virtual worlds by the HG system, so other schools could take advantage from its contents or they could share projects. Techland has got the proper requirements to will become a meeting place between students and teachers who want to find new approaches to scientific matters.

Squatting: The Fight for Decent Shelter, 1970s–1980s

2018 ◽  
Vol 11 (1) ◽  
pp. 27-50
Author(s):  
John Marsland
Keyword(s):  
Welfare State ◽  
Public Services ◽  
Second World War ◽  
World War ◽  
Housing Policies ◽  
The West ◽  
The World ◽  
Housing Needs ◽  
Post War ◽  
Second World

During the twenty years after the Second World War, housing began to be seen as a basic right among many in the west, and the British welfare state included many policies and provisions to provide decent shelter for its citizens. This article focuses on the period circa 1968–85, because this was a time in England when the lack of affordable, secure-tenured housing reached a crisis level at the same time that central and local governmental housing policies received wider scrutiny for their ineffectiveness. My argument is that despite post-war laws and rhetoric, many Britons lived through a housing disaster and for many the most rational way they could solve their housing needs was to exploit loopholes in the law (as well as to break them out right). While the main focus of the article is on young British squatters, there is scope for transnational comparison. Squatters in other parts of the world looked to their example to address the housing needs in their own countries, especially as privatization of public services spread globally in the 1980s and 1990s. Dutch, Spanish, German and American squatters were involved in a symbiotic exchange of ideas and sometimes people with the British squatters and each other, and practices and rhetoric from one place were quickly adopted or rejected based on the success or failure in each place.

The 1945 World Order – Process with «Open» Continuation

2020 ◽  
Vol 13 (4) ◽  
pp. 52-79
Author(s):  
V. T. Yungblud
Keyword(s):  
Cold War ◽  
International Relations ◽  
World Order ◽  
International Order ◽  
International Terrorism ◽  
Bipolar Structure ◽  
Political Processes ◽  
The World ◽  
Post War ◽  
The Cold War

The Yalta-Potsdam system of international relations, established by culmination of World War II, was created to maintain the security and cooperation of states in the post-war world. Leaders of the Big Three, who ensured the Victory over the fascist-militarist bloc in 1945, made decisive contribution to its creation. This system cemented the world order during the Cold War years until the collapse of the USSR in 1991 and the destruction of the bipolar structure of the organization of international relations. Post-Cold War changes stimulated the search for new structures of the international order. Article purpose is to characterize circumstances of foundations formation of postwar world and to show how the historical decisions made by the leaders of the anti-Hitler coalition powers in 1945 are projected onto modern political processes. Study focuses on interrelated questions: what was the post-war world order and how integral it was? How did the political decisions of 1945 affect the origins of the Cold War? Does the American-centrist international order, that prevailed at the end of the 20th century, genetically linked to the Atlantic Charter and the goals of the anti- Hitler coalition in the war, have a future?Many elements of the Yalta-Potsdam system of international relations in the 1990s survived and proved their viability. The end of the Cold War and globalization created conditions for widespread democracy in the world. The liberal system of international relations, which expanded in the late XX - early XXI century, is currently experiencing a crisis. It will be necessary to strengthen existing international institutions that ensure stability and security, primarily to create barriers to the spread of national egoism, radicalism and international terrorism, for have a chance to continue the liberal principles based world order (not necessarily within a unipolar system). Prerequisite for promoting idea of a liberal system of international relations is the adjustment of liberalism as such, refusal to unilaterally impose its principles on peoples with a different set of values. This will also require that all main participants in modern in-ternational life be able to develop a unilateral agenda for common problems and interstate relations, interact in a dialogue mode, delving into the arguments of opponents and taking into account their vital interests.

Her Majesty Queen Rania Al Abdullah

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Education System ◽  
Ministry Of Education ◽  
Childhood Experiences ◽  
The Sustainable Development ◽  
American University ◽  
The North ◽  
The World ◽  
Development Goals ◽  
High Level ◽  
Education And Development

“The real treasure is in the minds of our children, and all we have to do is extract it.” Her Majesty Queen Rania Al Abdullah writes in website Queen Rania Foundation For Education And Development www.qrf.org/en. Rania Al Yassin was born on August 31, 1970. She obtained her Bachelor’s degree in Business Administration from the American University of Cairo in 1991. She applied this, first, to a banking career in Jordan and, later, to the information technology sector. After marrying Prince Abdullah bin Al Hussein on June 10, 1993, they went on to have four children: Prince Hussein, Princess Iman, Princess Salma, and Prince Hashem. In addition to being a wife and mother, Queen Rania works hard to lift the lives of Jordanians by supporting their endeavours and helping to create new opportunities for them. Locally, she is committed to breathe new life into the public education system; empower communities and women especially through microfinance initiatives; protect children and families; and drive innovation, technology and entrepreneurship, especially amongst young people. Internationally, Queen Rania is an advocate for tolerance, compassion and bridge building between people of all cultures and backgrounds. Her efforts to simultaneously challenge stereotypes of Arabs and Muslims, and promote greater understanding and acceptance between people of all faiths and cultures, have won her global recognition. Her Majesty’s passion is education. She believes that every Jordanian girl and boy, and all children, should have access not only to stimulating classrooms and modern curricula, but inspiring teachers and technology that can connect Jordan’s children to the world and the world to Jordan’s children. Her efforts in the education sector complement the work of the Ministry of Education through initiatives such as the Jordan Education Initiative, the Queen Rania Teachers Academy, Madrasati, Edraak and others. To realize these and so much more, Queen Rania has encouraged private sector partners to drive improvements and strengthen the foundations of Jordan’s education system. Queen Rania is also a global voice for access to quality education for children around the world. In 2009, Her Majesty championed the 1 Goal campaign for education; she is Honorary Chair of the UN Girl’s Education Initiatives and has advocated access to education in forums and gatherings around the world. Her work and her efforts to improve the learning opportunities for children have been recognized at the highest levels, nationally, regionally and internationally. Additionally, through her position on their boards, Her Majesty contributes to the work of the United Nations Fund and the World Economic Forum. She is the Eminent Advocate for UNICEF; and she was part of the UN appointed High Level Panel who advised on the shape and content of the Sustainable Development Goals which aim to improve the lives of millions of people before 2030. In recognition of her work, Her Majesty has humbly accepted many awards, locally, regionally and globally. These include the Walther Rathenau Award from the Walther RathenauInstitut in Germany for her efforts to greater peace and understanding; the James C. Morgan Global Humanitarian Award from Tech Awards, USA; the Arab Knight of Giving Award from Arab Giving Forum, UAE; the North South Prize by the North South Prize, Portugal; as well as the YouTube Visionary Award. Her Majesty authored several books primarily for children including the Sandwich Swap, which was inspired by her own childhood experiences.

Interfaith Families

2020 ◽  
Vol 53 (1) ◽  
pp. 98-104
Author(s):  
Halima Krausen
Keyword(s):  
Young People ◽  
Learning Environment ◽  
Meaningful Learning ◽  
Religious Communities ◽  
Growing Up ◽  
New Normal ◽  
World Today ◽  
The World ◽  
Interfaith Marriages ◽  
Plural Society

In our plural society, interfaith marriages and multicultural families have become a new normal and are either considered problematic for the religious communities or welcomed as a contribution to a secular and more peaceful world. In the course of my work with European Muslims, I could accompany such families through a few generations. In this article, I am going to outline some typical challenges and crises in such relationships and their effects on young people growing up in mixed families, adding my observations of how they can be dealt with. Ultimately, there is a chance that, through dialogue, it provides a meaningful learning environment that prepares young people for the diverse reality of the world today.

Global warming influences dynamics of plague’s epidemic manifestations in XX-XXI centuries

2017 ◽  
pp. 38-40
Author(s):  
E.S. Zenkevich ◽  
N.V. Popov
Keyword(s):  
Global Warming ◽  
20Th Century ◽  
Modern Trend ◽  
Climate Fluctuations ◽  
The World ◽  
Low Incidence ◽  
High Level

During the second half of 20th century, a high level of plague incidence in the world was in 1960–1979 and 1990–2009. The significant decrease of infection cases was in 1950–1959, 1980–1989, 2010–2015. It is noticed, that the observed cyclical nature of the alternation of high and low incidence plague’s periods, in many respects related to modern trend of climate fluctuations.

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