scholarly journals Reconciling Institutional and Professional Requirements in the Specialised Inverse Translation Class – A Case Study

2018 ◽  
Vol 63 (1) ◽  
pp. 47-71
Author(s):  
Patricia Rodríguez-Inés ◽  
Olivia Fox
Keyword(s):  
Curriculum Design ◽  
Native Language ◽  
Degree Programs ◽  
Design Assessment ◽  
Professional Requirements ◽  
Market Niche ◽  
Professional Workplace ◽  
Requirements Development ◽  
Inverse Translation

Translating into a language that is not one’s native language is no easy task, but one which may be necessary in certain settings. If a market niche exists for professional translators whose working language is not their native language, as studies have shown it does in Spain, it seems appropriate that translation trainees should be encouraged to develop their competence in what is generally known in Translation Studies as inverse (A-B/C) translation, in order to satisfy market requirements. Given current European Higher Education Area (EHEA) requirements for training students for the professional workplace, most translation degree programs in universities in Spain include subjects in which students are required to translate into the foreign language. This paper describes an early attempt to reconcile institutional requirements (curriculum design, assessment, reporting) and professional requirements (development of translation and instrumental competences, together with so-called softskills) in the specialised inverse translation class in the Faculty of Translation and Interpreting of the Universitat Autònoma de Barcelona. A competence-based, learner-centred, process-oriented curriculum was instituted.

Student Perceptions of Value and the Impact on Curriculum Design

2017 ◽  
pp. 1-33
Author(s):  
Hélène de Burgh-Woodman
Keyword(s):  
Student Perceptions ◽  
Curriculum Design ◽  
Research Question ◽  
Multiple Perspectives ◽  
Design Assessment ◽  
Job Readiness ◽  
Study Approach ◽  
The Impact ◽  
Initial Research

This research adopts a case study approach to interrogate key questions regarding how curriculum design, assessment and delivery impacts on student perceptions of overall value relative to their job readiness. The initial research question to be answered in this study is how can shifts in curriculum design and assessment affect student perceptions of value? The method uses a case study and adapts Brookfield's multiple source approach, which enables the examination of the case study from multiple perspectives. The objective of the case study is to draw out the implications for understandings of student perceptions of value and how curriculum design can enhance this sense of value.

Student Perceptions of Value and the Impact on Curriculum Design

2020 ◽  
pp. 1064-1089
Author(s):  
Hélène de Burgh-Woodman
Keyword(s):  
Student Perceptions ◽  
Curriculum Design ◽  
Research Question ◽  
Multiple Perspectives ◽  
Design Assessment ◽  
Job Readiness ◽  
Study Approach ◽  
The Impact ◽  
Initial Research

This research adopts a case study approach to interrogate key questions regarding how curriculum design, assessment and delivery impacts on student perceptions of overall value relative to their job readiness. The initial research question to be answered in this study is how can shifts in curriculum design and assessment affect student perceptions of value? The method uses a case study and adapts Brookfield's multiple source approach, which enables the examination of the case study from multiple perspectives. The objective of the case study is to draw out the implications for understandings of student perceptions of value and how curriculum design can enhance this sense of value.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

A French Application Case of Tidal Turbine Certification

2016 ◽  
Author(s):  
Stéphane Paboeuf ◽  
Laura-Mae Macadré ◽  
Pascal Yen Kai Sun
Keyword(s):  
Renewable Energy ◽  
Water Current ◽  
Support Structure ◽  
Design Assessment ◽  
Certification Scheme ◽  
Tidal Turbines ◽  
Marine Energy ◽  
Certification Procedure ◽  
Tidal Turbine

Tidal turbines are emerging technologies offering great potential for the harnessing of a renewable and predictable oceanic resource. However, exploitation at sea comes with significant design, installation, grid connection, and maintenance operations challenges. Consequently, guidelines and standards are required to ensure safety, quality, performance and accelerate tidal turbines development and commercialisation. Standardisation is also a necessity to support and improve safety and confidence of a wide range of Marine Renewable Energy (MRE) stakeholders such as designers, project operators, investors, insurers or final users. There are undergoing developments on guidelines, standards and certification systems within the International Electrotechnical Commission (IEC) Technical Committee TC 114 “Marine energy - Wave, tidal and other water current converters” and the IEC Renewable Energy “Marine Energy - Operational Management Committee” (IECRE ME – OMC). However, as the tidal energy concepts are only at the demonstration stage, only few guidelines and no dedicated certification scheme has been published so far within this organization, which guarantee an international, independent, non-governmental and consensus-based elaboration process. The aim of this paper is to present a proposal of certification methodology, developed by Bureau Veritas for the design assessment of current and tidal turbines, and its application to a French case study. This certification procedure was developed within the French research project Sabella D10 funded by ADEME and is published in the Bureau Veritas guideline NI603 “Current & Tidal Turbines”. The suggested certification procedure addresses prototype, component, type and project certification. Main objective, scope, intermediary steps to be completed and resulting certificates will be detailed for each certification scheme, as well as their interactions. This methodology will be illustrated by the case study on the Sabella D10 prototype, a French tidal turbine installed in 2015 in the Fromveur Passage, off Ushant Island. Sabella D10 is a 1 MW tidal turbine fully submerged laid on the seabed with a horizontal axis and 6 blades. It is the first French tidal turbine producing electricity and connected to the electrical network. The Sabella D10 case study will focus on prototype certification and computations performed for support structure and blades. The paper will describe the load cases that have been considered, the review procedure for the support structure and the blades design assessment, including description of a streamlined method for basic design and a detailed method for final design. In conclusion, the next steps will be introduced to continue the certification developments of tidal and current turbines.

scholarly journals Problems Redesigning University EFL Curricula: A Case Study

2021 ◽  
pp. 20
Author(s):  
Giancarla Unser-Schutz
Keyword(s):  
Best Practices ◽  
Curriculum Design ◽  
English Education ◽  
Labor Laws ◽  
Education Programs ◽  
Timely Manner ◽  
Education Policies ◽  
University Admissions ◽  
Curriculum Changes

As English education programs mature, it is common for them to need to adjust their curricula. Adapting in a timely manner can be an especially acute problem at universities, which are under pressure to respond to changes in education policies while also following regulations to maintain accreditation as degree-granting institutions. To observe how these issues affect redesigning curricula, this article undertakes a case study of one faculty currently in the midst of change. The faculty went through two major periods of changes, but as will be observed, the timing and success of these changes has been swayed by major practical and procedural issues, including restrictions on curriculum changes for accreditation purposes, changes in the labor laws, budgetary restrictions limiting hiring, and changes in university admissions examinations. The discussion considers how these issues were approached while offering observations about how best practices in curriculum design can be implemented effectively given institutional restrictions. 英語教育プログラムの成長に伴い、カリキュラム改正が必要になることが多い。日々変わる教育政策に対応しながら認可にかかわる規則を厳守することが求められる大学にはカリキュラム改正がことに困難である。いかなる問題が発生するのかを究明するため、本稿では英語教育のカリキュラム改正に取り組んでいる学部の事例研究を試みる。当該学部が２期に渡ってカリキュラム改正に取り組んできたが、改正の時期と効果が大学認可に関するカリキュラム改正の規制・雇用法律の変化・人事上の予算的制限・大学入試の変化を含む内的・外的な要因に左右された。最終的にどのように対処したのかを考察しつつ、カリキュラム改正の計画と実施をするための工夫法も提示する。

scholarly journals The Differences between Thai and Indonesian Undergraduates in Pronouncing Plural Nouns and Third Singular Present Verbs due to Progressive Assimilation

2016 ◽  
Vol 8 (2) ◽  
pp. 195
Author(s):  
Sofa Zakiyatul Muna
Keyword(s):  
Native Language ◽  
Time Data ◽  
Research Problems ◽  
Learning English

Pronunciation is an important aspect in learning English and it is varied in different area. There are several types of dialect differences in speaking English and geographical dialect is one of them. In pronouncing plural verbs and third singular present verbs in English, the differences are happened. This research investigates the differences between Thai and Indonesian undergraduates in pronouncing plural nouns and third singular present verbs with s/es ending. The aim of this research are to find out the differences and similarities between Thai and Indonesian undergraduates in pronouncing plural nouns and third singular present verbs and the factors that influence it. The design of this research is case study by investigating Thai and Indonesian undergraduates of IAIN Salatiga in several period of time. Data is collected through documentation and interview. Documentation is conducted by recording respondents’ pronunciation. The recording is analyzed and combined with interview report to answer research problems. From the analysis, it is found that the differences and similarities of Thai and Indonesian undergraduates are substitution and omission of s/es suffix pronunciation. It is influenced by the geographic dialects and the existence of consonants in native language. 

scholarly journals Designing and Implementing Curriculum for Students with Special Needs: A Case Study of a Thinking Curriculum

2006 ◽  
Vol 1 (1) ◽  
Author(s):  
Tas Adam ◽  
Anna Rigoni ◽  
Arthur Tatnall
Keyword(s):  
Special Needs ◽  
Learning Community ◽  
Curriculum Design ◽  
School Environment ◽  
Pilot Project ◽  
Students With Special Needs ◽  
Knowledge And Skills ◽  
E Learning ◽  
Transition Issues

Over the years, ICT has emerged as a platform that is seen to enhance the knowledge and skills of students in mainstream learning environments. A growing number of schools however, now provide a separate alternative enrolment for students with special needs. Although there are valid opinions on what is the best method of educating these students (integration vs. segregation) it has been noted by many researchers that technology can play a major role in the learning process. In this paper, an e-learning paradigm is applied in a holistic manner to a special learning community with the aim of determining an appropriate e-learning model and platform to support curriculum design. The paper focuses on a pilot project at a suburban school for students with special needs. The aims of the project are to observe the level of immersion and engagement and its impact on curriculum outcomes of the group. This research project further investigates the transition issues and approaches for this group and the links and relationships beyond the normal school environment. The project has been funded by the School of Information Systems and the School Community.

scholarly journals A Quality Outcome Assessment of Learning Discrete Mathematics Course The Case of University Students

2007 ◽  
Vol 2 (1) ◽  
pp. 9-23
Author(s):  
Marn-Ling Shing ◽  
Chen-Chi Shing ◽  
Lee-Pin Shing ◽  
Lee-Hur Shing
Keyword(s):  
Information Technology ◽  
Outcome Assessment ◽  
Discrete Mathematics ◽  
Assessment Instruments ◽  
Quantitative Methodology ◽  
Teaching Techniques ◽  
Design Assessment ◽  
Assessment Of Learning ◽  
Information Technology Curriculum

Teaching a mathematics foundation course such as Discrete Mathematics for an information technology curriculum is always a challenge. The challenge may be identifying students  mathematical backgrounds early and then using different teaching techniques in the classroom. An even bigger challenge is that many topics have to be covered effectively in a short semester course. This paper provides a standard quantitative methodology for conducting an outcome assessment using Discrete Mathematics as a case study. It starts with creating an ABET accredited course outcome based on different learning levels. And then it shows how to design assessment instruments, how to determine the sample size, how to collect data and how to analyze and validate the data.

scholarly journals Translator’s and Interpreter’s Professional Competence (Case Study: Bachelor and Master Degree Programs)

2017 ◽  
Vol 4 (1) ◽  
pp. 186-194
Author(s):  
Svitlana Zapolskykh
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Degree Programs ◽  
Master Degree

The author focuses on the content of translator and interpreter’s competence, the relevance of the content of Bachelor and Master Degree Programs, formation of translator’s and interpreter’s competences according to the professional demand of the modern environment. The components of translator and interpreter’s competence have been analyzed, the problems related to professional training have been outlined, and possible solutions have been suggested

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