Academic literature on the topic 'Advanced trainee translators'
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Journal articles on the topic "Advanced trainee translators"
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Hirci, Nataša. "Changing Trends in the Use of Translation Resources: The Case of Trainee Translators in Slovenia." ELOPE: English Language Overseas Perspectives and Enquiries 10, no. 2 (May 9, 2013): 149–65. http://dx.doi.org/10.4312/elope.10.2.149-165.
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This paper explores the changes detected in the utilization of translation resources1 by trainee translators working with the Slovene–English language pair in Slovenia. To test the assumption that rapid advances in information and communication technologies have made a significant impact on translation practice, a study involving two generations of translation students in Ljubljana was designed to examine whether their practice of using translation aids has changed over a certain period of time. This population will soon have to compete with their professional counterparts; it is therefore crucial they are fully equipped not only with the necessary translation knowledge, but also that they are skilled in advanced translation aids, as this will cater for the demands of the modern translation market where an efficient use of translation resources appears to be vital for successful intercultural communication. The results of the study indicate some changes can be detected even within a short period of time.
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Isabel Fernández García, María, Mercedes Ariza, Claudio Bendazzoli, Maria Giovanna Biscu, and Yvonne Grimaldi. "The Effective Action of Theatre in the Educational Mapping of Linguistic and Intercultural Mediators." Scenario: A Journal of Performative Teaching, Learning, Research VI, no. 2 (July 1, 2012): 76–87. http://dx.doi.org/10.33178/scenario.6.2.8.
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This paper is based on the University Theatre experience at the Advanced School of Modern Languages for Interpreters and Translators (SSLMIT) of the University of Bologna (Forlì campus) over the last twenty years. A great number of trainee translators and interpreters has had the opportunity to explore the world of theatre in a foreign language, which can be referred to as TiLLiT (i.e. theatre in language and language in theatre) or stage-classroom. This activity has been carried out within a comprehensive educational context, enabling participants to acquire both general and specific competences, as suggested in the European Higher Education Area. Evidence of this can be found in the final dissertations that some students-actors wrote to complete their curriculum. Four dissertations in total will be considered to illustrate the effective action of theatre, which enables its main protagonists to establish a direct link between theoretical notions and experience.
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Bolaños-Medina, Alicia, and Juan L. Núñez. "Autonomy support, critical thinking, and motivation as key predictors of translator trainees' strategic competence." Across Languages and Cultures 23, no. 2 (November 7, 2022): 131–47. http://dx.doi.org/10.1556/084.2022.00266.
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AbstractThis study consists of a correlational and regression analysis of certain factors involved in the practice of translator training, as perceived by translator trainees. More precisely, our aim is to examine the relationships between translator trainees' strategic competence (as the dependent variable), and autonomy support, amotivation and critical thinking (as the independent variables) in the translation classroom. Building upon recent advances in educational and social psychology, we have relied on Self-determination theory (Deci & Ryan, 2011) as an interpretative frame of reference. After revising the concept of translators' strategic competence, the main contributions in the field of translators' motivation are also reviewed and the notions of autonomy support and critical thinking are approached from the perspective of both psychology and translatology. Our findings seem to point to the fact that autonomy support and critical thinking can play a facilitating role in the development of strategic competence in undergraduate translator students, who may also benefit from both when they encounter new challenges in real professional settings. Finally, the implications for translator training are discussed.
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Mo, Aiping, and Deliang Man. "The ecosystem of translator workstation." Babel. Revue internationale de la traduction / International Journal of Translation 63, no. 3 (November 3, 2017): 401–22. http://dx.doi.org/10.1075/babel.63.3.06aip.
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Abstract In 2007, the Commission of Academic Degrees of the State Council of China approved an education program-Master of Translation and Interpreting (henceforth MTI), and in 2014 there are already 206 higher learning institutions started running such a program, aiming at training postgraduate students to be professional translators with advanced translation competence. Part of this translation competence is the ability to use electronic tools and resources, which has not received adequate scholarly attention in the field of translation studies in China. The objective of this research is to construct an ideal learning environment for MTI students from the social constructivist perspective by exploring the possibility and benefit of bringing the students out of the traditional classroom teaching into the authentic environment wherein professional translators use electronic tools on a daily basis. This article addresses the following research questions: (1) What constitutes an ideal environment wherein its various components interact to facilitate the student’s learning? (2) In what way does such an environment assist the MTI students to learn to use electronic tools? (3) How can the gap between the student translator and the professional translator be bridged in terms of the skills to use electronic tools in a 2-year training program? In response to these questions, this article explores the interaction among the various components of the external environment of translator workstation. It proposes an ideal learning environment metaphorically referred to as “the ecosystem of translator workstation”, which aims to enable MTI students to learn to use electronic tools in an environment similar to their future workplace. Such a research has great implications for translator education in present-day China by revealing what is best taught or trained in the workplace rather than the traditional classroom setting.
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Hirci, Nataša. "Trainee Translators’ Perceptions of the Role of Pronunciation and Speech Technologies in the Technology-Driven Translation Profession." ELOPE: English Language Overseas Perspectives and Enquiries 16, no. 1 (June 30, 2019): 29–45. http://dx.doi.org/10.4312/elope.16.1.29-45.
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We live in a world of rapid technological advances which constantly affect the work of professional translators. Suitable training is therefore required for future translators to be able to compete on the translation market. With the rise of translation technologies, new ideas have been put forward on how to make translators faster and more efficient. Among the technologies that future translators may not be adequately familiar with are speech recognition tools; these enable translators to dictate their sight translation and have it typed out, allowing more time to focus on the content. However, as with all digital tools, the quality of input is important; a question thus arises on the role pronunciation assumes in such work. The present study aimed to establish how much awareness there is amongst the trainee translators of the possibilities afforded by speech technologies and to explore their perceptions of the role played by pronunciation.
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Pinto, Maria, Javier García-Marco, Ximo Granell, and Dora Sales. "Assessing information competences of translation and interpreting trainees." Aslib Journal of Information Management 66, no. 1 (January 14, 2014): 77–95. http://dx.doi.org/10.1108/ajim-05-2013-0047.
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Purpose – The purpose of this paper is to report the findings of a study about Information Literacy instruction addressed to the user community of translators and interpreters through the application of InfoLiTrans Test. This test is one of the outcomes of project InfoLiTrans, aimed at applying an overall framework for assessing the acquisition of the information competence in four big macro areas: information search, assessment of information, information treatment, and communication and dissemination of information. Design/methodology/approach – The test was used to analyse, explore, and improve the information competence of Translation and Interpreting trainees from 17 universities in Spain. Data were processed and analysed after collecting responses at two levels of difficulty: basic and advanced. A statistical descriptive analysis was performed to diagnose the learning level of each competence area. Findings – Overall levels of information management were found to be excellent, particularly in relation to disseminating and communicating information, and to assessing the information required for translation tasks. Such results show a profitable synergy between translators' core competences and their information competences. However, skills required to search for information and to make use of it with available technology could be improved, providing room for further training. Originality/value – Considering the diagnosis of information competences put forward by the research, this paper provides guidelines for further improvement of translators' instruction on information literacy, thus, encouraging the design of models, methods and tools that could be more effective for this learning community.
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D'Ambruoso, Sarah F., John A. Glaspy, Neil Wenger, Christopher Pietras, Kauser Ahmed, Sara A. Hurvitz, Alexandra Drakaki, et al. "Implementation and dissemination of a shared mental model of palliative oncology." Journal of Clinical Oncology 37, no. 31_suppl (November 1, 2019): 58. http://dx.doi.org/10.1200/jco.2019.37.31_suppl.58.
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58 Background: American Society of Clinical Oncology guidelines support early integration of palliative care (PC) into standard oncology practice; however, little is known as to whether improved outcomes can be achieved by modifying health care delivery and training oncology providers. Methods: We report our five year experience of embedding a nurse practitioner (NP) in an oncology clinic (March 2014-March 2019) to develop a shared mental model (SMM) of early, concurrent advance care planning (ACP) and PC as well as the collaborative effort to further disseminate this SMM throughout the Division of Hematology-Oncology using communication training, quality measurement, audit and feedback, leadership support, and monthly collaborative meetings. We developed PC quality metrics (process measures and end of life utilization measures) using a validated advanced cancer denominator. We used these measures to evaluate the impact of the PC-NP program (2014-2019) and provide individualized metric packets to each oncologist in the context of an annual half-day interactive communication training sessions (1-hr didactic, 3-hr small group role-play) each spring and monthly implementation team meetings from 2017-2019. Results: Compared to patients with advanced cancer not seen by the PC-NP program, patients who are enrolled in the program have higher rates of goals of care note documentation (80% vs. 17%, p < 0.01), higher rates of Physician Orders for Life Sustaining Treatment (POLST) completion (19% vs. 5%, p < 0.01), higher referral rates to the psychosocial oncology program (51% vs. 25%, p < 0.01), and higher referral rates to hospice (60% vs. 33%, p < 0.01). Among decedents, there was less hospital use (12 vs. 18 days) and ICU use (1.5 vs. 2.6 days) in the last 6 months of life. Since spring 2017, 19/21 NP’s, 64/68 physicians, and 17/20 fellows have participated in communication training. Among all patients with advanced cancer, goals of care note documentation has improved from 3% in March 2014 to 21% in March 2019. Conclusions: Embedding a trained PC-NP in oncology clinics to deliver upstream PC to patients on active treatment can lead to opportunities for development and dissemination of a SMM that translates into better primary and specialist PC.
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O’Rourke, Mark Allen, Matthew F. Hudson, Janet B. Craig, John C. Ropp, and Karen Reeves. "Physician order for scope of treatment (POST) in South Carolina (SC)." Journal of Clinical Oncology 30, no. 34_suppl (December 1, 2012): 21. http://dx.doi.org/10.1200/jco.2012.30.34_suppl.21.
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21 Background: Physician Order for Life-Sustaining Treatment (POLST, www.POLST.org ) is a process and tool that translates patients’ goals of care into medical orders in a highly visible, portable way. Trained providers meet with seriously ill patients (or the surrogates) and discuss the available treatment options in light of their current condition, and help clarify the patient’s preferences. The physician then documents those preferences on a standardized medical order form, which travels with the patient if he or she changes settings of care. The POLST form is 1. a physician order, 2. signed by the patient, 3. after consultation with the physician, 4. facilitated by a person trained in advance care planning, 5. directed toward people with serious, chronic illness such that death in the next year would not be a surprise, 6. addressing the decision at a moment of medical crisis to a. hospitalize with full therapeutic intervention, or b. hospitalize with limited therapeutic intervention (such as no CPR), or c. provide supportive, palliative care in the present setting (home or nursing facility), 1. addressing further decisions such as feeding tube, parenteral (IV) hydration, or antibiotics, 2. documented in a widely publicized, recognized and understood form with a distinct pink color, and 3. accepted by EMS responders, hospices, nursing facilities, and hospitals across the state. Methods: The SC Coalition for the Care of the Seriously Ill is comprised of clinical and administrative leaders representing key statewide organizational partners, healthcare entities, and individuals. The Coalition proposes a template order for statewide integration to be called POST. The target population is persons with serious illness for whom death in the next year would “not be a surprise.” Results: Presently, the Coalition is working with state government to undertake a three-county pilot study of POST. Challenges include creating a legal framework, IRB approval, and education of providers and the public. Conclusions: POST may facilitate patient-centered advanced cancer care. Implementation of the POST in SC will require collaboration by stakeholders. Collaboration will require responsiveness to constituents’ concerns in order to facilitate patient-centered care.
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Arendt, Maryse, and Elizabeth Hormann. "Travelling the World to Lecture and to Share Expertise About Breastfeeding: An Interview With Elizabeth Hormann, BA, EdM." Journal of Human Lactation 38, no. 2 (March 3, 2022): 213–16. http://dx.doi.org/10.1177/08903344221079346.
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In this issue’s Lactation Newsmakers: Documenting our History, we are featuring Elizabeth Hormann, who has been a force in breastfeeding advocacy globally for over a half century of counselling, teaching, and writing to create a better experience for breastfeeding mothers. Elizabeth Hormann was born and raised in the United States. She has a bachelor’s degree from Boston College (1967) and a master’s degree from Harvard University’s Graduate School of Education (1976). In 1972, she started training and lecturing at conferences, while raising her five breastfed children. Just after receiving her IBCLC in 1986, she changed continents moving to live and work in Germany. She was a role model, influencing the development of the IBCLC accreditation in Europe. Elizabeth Hormann was a pioneer in lecturing and sharing expertise during the 1980s, when there was a renewed interest in breastfeeding and a huge demand on breastfeeding education for health professionals. She helped to advance the Baby-Friendly Hospital Initiative (BFHI) in many countries, as a trainer and as an assessor. Over the years, she shared her expertise about relactation breastfeeding and infant feeding during emergencies. As the author and a translator of a number of breastfeeding books, her influence has been felt across Europe and Africa.
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Shrum, Wesley, and Marcus Ynalvez. "International Training and the Digital Divide: Computer and Email Use in the Philippines." Perspectives on Global Development and Technology 5, no. 4 (2006): 277–302. http://dx.doi.org/10.1163/156915006779206051.
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AbstractWe describe digital technology utilization among knowledge producers who have experienced the alternative training structures. Using data from a face-to-face survey of Filipino scientists, we measure email utilization by scientists in terms of five aspects of access and use, and examine how they vary across place of graduate education. Our questions are: (1) How can we characterize peripheral scientists in terms of their contextual, personal, professional, and educational attributes? (2) How can we characterize their utilization of digital technology? (3) Are there indications that core-based graduate training translates into yet another significant dimension in digital inequality? Our finding suggests that the Philippine scientific system largely reflects the perspective of core-trained male scientists. Filipino scientists are able to utilize digital technology—personal computers, email, and the World Wide Web—but with important qualifications. While scientists at the core have the luxury of architectural, digital, and personal privacy in hardware-software-user interaction, such is not the case for Filipino scientists, who in general have to share digital resources in public spaces within formal organizations. Finally, place of graduation emerges as a new form shaping digital utilization and inequality. The diffusion of digital technology into peripheral scientific systems has been uneven along this newly emerging dimension. Digital inequality construed as simple hardware-software access and use is diminishing, but inequality at the level of advanced hardware-software interaction skills is fast emerging as a new dimension that encapsulates postcolonial relations in science.
Book chapters on the topic "Advanced trainee translators"
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Sun, Wei, Shaoxiong Ji, Erik Cambria, and Pekka Marttinen. "Multitask Recalibrated Aggregation Network for Medical Code Prediction." In Machine Learning and Knowledge Discovery in Databases. Applied Data Science Track, 367–83. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86514-6_23.
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AbstractMedical coding translates professionally written medical reports into standardized codes, which is an essential part of medical information systems and health insurance reimbursement. Manual coding by trained human coders is time-consuming and error-prone. Thus, automated coding algorithms have been developed, building especially on the recent advances in machine learning and deep neural networks. To solve the challenges of encoding lengthy and noisy clinical documents and capturing code associations, we propose a multitask recalibrated aggregation network. In particular, multitask learning shares information across different coding schemes and captures the dependencies between different medical codes. Feature recalibration and aggregation in shared modules enhance representation learning for lengthy notes. Experiments with a real-world MIMIC-III dataset show significantly improved predictive performance.
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NGARAMBE, Télesphore. "Impact of Dual Specialisation on Students’ Competence." In La traduction et l’interprétation en Afrique subsaharienne : les nouveaux défis d’un espace multilingue, 177–96. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.3535.
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This paper describes the structure of the translation and interpreting programme of the University of Rwanda at the undergraduate level. By analysing theoretical and practical components underlying the two disciplines involved, secondary data from different scholars depict the competencies that are expected from a well-trained translator and interpreter. Though training in the two areas have some aspects in common such as linguistic, intercultural, technological competencies, etc., translator trainees need to acquire advanced skills in textual analysis and writing. On the other hand, apart from listening and speaking skills, the trainee interpreters are required to develop, at a very high level, their speech analysis skills, their memory, and their rhetorical skills. The results in this paper prove that all these competencies that are too exerting on each of the two sides cannot be fully developed in a dual specialisation programme like that of the University of Rwanda, in which trainees major at the same time in translation and interpreting. As shown by the data collected from different respondents, this approach impacts negatively on the trainees’ performance in both disciplines, and produces – trainees who have not reached an optimum level of competence. As a solution to this crucial problem, the paper recommends tt a fundamental shift in the programme by redesign it to give more space to each of the two areas of specialisation.
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Robinson, Bryan J., and M. Dolores Olvera-Lobo. "Preparing Trainee Translators for the Job Market." In Advances in Linguistics and Communication Studies, 137–67. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4154-7.ch006.
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Competence-based learning contrasts radically with content-focused education. Today's undergraduate programmes take a multidisciplinary approach that imbues learning with input from the professional workplace. This chapter describes possibly the first social network analysis of trainee translators participating in an intensive, randomised teamwork experience centred on project-based, cooperative learning. An online survey gathered data and perceptions of the teamwork experience and of interpersonal relations. Participants describe friendship relations, the quality of their peers' performance in professional roles, and their preferences with regard to the roles, and these are contrasted within the teams. These indicators of intra-team cohesion are compared with course-final achievement. Results indicate that the strengthening of friendship ties accompanies greater cohesion in teams and may be associated with higher achievement. This suggests that a multidisciplinary focus on teamwork competences enhances learners' professional prospects.
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Vandepitte, Sonia, and Joleen Hanson. "The Role of Expertise in Peer Feedback Analysis." In Advances in Linguistics and Communication Studies, 315–36. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5225-3.ch014.
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Since Kiraly pointed out the beneficial role of collaboration in translation training, increasingly more attention has been paid to the potential benefits of peer collaboration. While Wang and Han studied translation trainees' explicit perceptions of any benefits resulting from peer feedback, the present contribution first investigates the role of translator's implicit perceptions of reviewer expertise in the effectiveness of a peer comment in a case study. It then inquires into the number and type of peer feedback comments in relation to whether the target language that is to be reviewed is the reviewer's L1 or L2. Here, two data sets are hypothesized to yield similar results: (1) a set of native and non-native reviewer comments and (2) the comments written by translators in a direct translation situation and in an inverse translation situation. Findings were surprising, however, and professional, methodological, and theoretical research implications for translation and revision competence models are suggested.
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Angelone, Erik. "Process-Oriented Assessment of Problems and Errors in Translation." In Advances in Linguistics and Communication Studies, 179–98. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5225-3.ch008.
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Screen recording has gradually emerged as an efficacious tool in the context of process-oriented translator training. From an assessment standpoint, process protocols derived from screen recordings would seem to hold great potential as an empirical means through which translators and translation trainers can re-trace errors found in translation products back to underlying problem triggers that emerge during their creation. This chapter will begin by outlining how screen recordings can be utilized to reverse engineer translation products for purposes of process-oriented assessment. A series of directly observable indicators will be linked with various error classification parameters, including locus (comprehension, transfer, or production), phase (drafting or revision), and information retrieval type (internal or external) in providing assessors with a diagnostic gauge for pinpointing potential triggers. The chapter will conclude with some preliminary data on evidence of inter-rater consistency when screen recording is used in such a diagnostic capacity by various student populations.
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Ho, George. "Adapting Translator and Interpreter Training to the Job Market." In Handbook of Research on Teaching Methods in Language Translation and Interpretation, 377–96. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6615-3.ch020.
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This chapter discusses the issue of Translation and Interpreting (T&I) education in the global age. Its focus pivots on why, what, and how to train T&I students for the job market. In order to facilitate global trade and communication, the majority of T&I students ought to be trained as T&I practitioners or other language professionals instead of researchers of translation studies. Accordingly, the designing and structuring of the T&I curricula should be closely linked to the practice of translating and interpreting in the real world so that T&I students will enjoy their study at school, as well as the pathways paved for their future career. The methodology advanced by Kiraly (1995, 2003) based on the principles of cognitive apprenticeship is recommended, as it is closely related to translating and interpreting practice and helps T&I students effectively acquire the translating and interpreting skills employed in the T&I profession.
Conference papers on the topic "Advanced trainee translators"
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Sperry, Brian, Corina Sandu, and Brent Ballew. "Complex Bogie Modeling Incorporating Advanced Friction Wedge Components." In 2009 Joint Rail Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/jrc2009-63037.
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This research focuses on the dynamic behavior of the three-piece bogie that supports the freight train car bodies. While the system is relatively simple, in that there are very few parts involved, the behavior of the bogie is somewhat more complex. Our research focuses primarily on the behavior of the friction wedges under different operating conditions that are seen under normal operation. The Railway Technologies Laboratory (RTL) at Virginia Tech has been developing a model to better capture the dynamic behavior of friction wedges using 3-D modeling software. In previous years, a quarter-truck model, and half-truck variably damped model have been developed using MathWorks MATLAB®. This year, research has focused on the development of a half-truck variably damped model with a new (curved surface) friction wedge, and a half-truck constantly damped model, both using the MATLAB® based software program. Currently a full-truck variably damped model has been created using LMS Virtual.Lab. This software allows for a model that is more easily created and modified, as well as allowing for a much shorter simulation time, which became a necessity as more contact points, and more complex inputs were needed to increase the accuracy of the simulation results. The new model consists of seven rigid bodies: the bolster, two sideframes, and four wedges. We have also implemented full spring nests on each sideframe, where in previous models equivalent spring forces were used. The model allows six degrees-of-freedom for the wedges and bolster: lateral, longitudinal, and vertical translations, as well as pitch, roll, and yaw. The sideframes are constrained to two degrees-of-freedom: vertical and longitudinal translations. The inputs to the model are vertical and longitudinal translations or forces on the sideframes, which can be set completely independent of each other. The model simulation results have been compared with results from NUCARS®, an industrially-used train modeling software developed by the Transportation Technology Center, Inc. (TTCI), a wholly owned subsidiary of the Association of American Railroads (AAR), for similar inputs, as well as experimental data from warping tests performed at TTCI.
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Hong, Zhang-Wei, Yu-Ming Chen, Hsuan-Kung Yang, Shih-Yang Su, Tzu-Yun Shann, Yi-Hsiang Chang, Brian Hsi-Lin Ho, et al. "Virtual-to-Real: Learning to Control in Visual Semantic Segmentation." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/682.
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Collecting training data from the physical world is usually time-consuming and even dangerous for fragile robots, and thus, recent advances in robot learning advocate the use of simulators as the training platform. Unfortunately, the reality gap between synthetic and real visual data prohibits direct migration of the models trained in virtual worlds to the real world. This paper proposes a modular architecture for tackling the virtual-to-real problem. The proposed architecture separates the learning model into a perception module and a control policy module, and uses semantic image segmentation as the meta representation for relating these two modules. The perception module translates the perceived RGB image to semantic image segmentation. The control policy module is implemented as a deep reinforcement learning agent, which performs actions based on the translated image segmentation. Our architecture is evaluated in an obstacle avoidance task and a target following task. Experimental results show that our architecture significantly outperforms all of the baseline methods in both virtual and real environments, and demonstrates a faster learning curve than them. We also present a detailed analysis for a variety of variant configurations, and validate the transferability of our modular architecture.