Occupation or profession

2009 ◽  
Vol 4 (2) ◽  
pp. 187-209 ◽  
Author(s):  
David Katan
Keyword(s):  
Professional Training ◽  
Attitudes And Beliefs ◽  
Online Questionnaire ◽  
Professional Recognition ◽  
Trait Theory ◽  
The Status ◽  
University Course ◽  
The University ◽  
University Training ◽  
The Impact

The main aim of this paper is to report on an online questionnaire which focused on translator and interpreter perception of their working world, their mindset or Weltanshauung, and the impact of Translation Studies and university training on that world. Questions, both closed and open-ended, addressed academic/professional training, present role(s) and attitudes and beliefs about ‘the profession’ itself. Nearly 1000 respondents replied to the questionnaire worldwide. Particular questions focused on how translation should be taught, the role and status of the profession (ideally and in practice), and on personal satisfaction. The results show that university training has had little impact, and that this group of respondents have relatively little interest in the university itself in comparison with lifelong learning, with most emphasis placed on practice and self-development. Members of the group feel themselves to be ‘professional’ due to their specialized knowledge and abilities. However, their professionalism is mainly limited to their responsibilities to the text itself, and there is relatively little interest in the wider context. They are acutely aware of the lack of public recognition, and both the interpreters and the translators agree that translators in particular suffer from a markedly lower social status. However, only a minority of the respondents feel the need to change the status quo and satisfy trait theory criteria regarding professional recognition, possibly because the vast majority of respondents are more than satisfied with their job. In conclusion, it appears that translation can still only be categorized as an occupation rather than as a profession, and it is suggested that a new role be created with its own university course to cater to the professional language provider.

scholarly journals Primary Education Teacher Training: an exploratory study from the lockdown towards the post Covid period

2021 ◽  
Vol 21 (3) ◽  
pp. 150-164
Author(s):  
Eugenia Di Barbora ◽  
Lucia Bragatto ◽  
Lucia Locuoco ◽  
Daniela Paci ◽  
Maura Tavano
Keyword(s):  
Teacher Training ◽  
Primary Education ◽  
Classroom Environment ◽  
Exploratory Study ◽  
Virtual Learning Environment ◽  
Online Questionnaire ◽  
Use Of Technology ◽  
Formed Part ◽  
The University ◽  
The Impact

This exploratory study, conducted during the first Covid-19 lockdown, formed part of the practical module of the Teacher Training in Primary Education course at the University of Udine, and was carried out on a sample of trainees enrolled on the course. The research had the following objectives: to understand the effects of the Covid-19 lockdown on trainees and to reflect on the impact on planning of teaching in a traditional classroom environment or in VLE, Virtual Learning Environment. In order to improve the practical components of the course, observations focused on organizational, methodological and pedagogical aspects. The data, gathered in an online questionnaire, provided a comparison of teacher training delivered in person in the pre-Covid period and in later training online. The data also provided information on the strengths and weaknesses of classroom and distance learning, on the use of technology and on the professional development of teachers in the future. The study found a multitude of issues that will need to be further explored in the post Covid period, including rethinking models and approaches in initial teacher training.    Tirocinio di Scienze della Formazione Primaria: uno studio esplorativo nel primo lockdown per Covid.   Il presente studio esplorativo è stato promosso, durante il primo lockdown per Covid-19, all’interno del Tirocinio del Corso di Studi in Scienze della Formazione Primaria dell’Università di Udine su un campione di studenti iscritti al tirocinio. La ricerca esplorativa ha avuto come obiettivi: comprendere le ricadute nei tirocinanti conseguenti allo stato di emergenza e riflettere sulla didattica in presenza e a distanza sui piani organizzativo, metodologico e pedagogico per potenziare l’offerta formativa del tirocinio. I dati, desunti da un questionario online, hanno permesso un confronto sul tirocinio in presenza nel periodo pre-Covid e successivamente svolto in DaD. I dati hanno fornito anche risultati su punti di forza e criticità della didattica in presenza e a distanza, sull’uso delle tecnologie e sulla professionalità docente futura. Lo studio ha inoltre rilevato una molteplicità di aspetti che andranno ulteriormente approfonditi per il periodo post Covid-19, tra cui il ripensamento di modelli ed approcci nella formazione iniziale degli insegnanti.

The development of subjectivity as a basic construct of personal identity formation at student age

2020 ◽  
Author(s):  
I. V. Boyazitova ◽  
Keyword(s):  
Identity Formation ◽  
Personal Identity ◽  
Professional Training ◽  
Self Regulation ◽  
Psychological Services ◽  
Social Changes ◽  
The Status ◽  
Student Age ◽  
The University ◽  
Relationship Of

The article presents the results of the study of factors, patterns and conditions for the formation of personal identity in student age. The conceptual provisions of the theory of integral individuality of V. S. Merlin, the integrative psychology of development of V. V. Belous and I. V. Boyazitova, the conceptual model of the personal potential of D. A. Leontiev served as the methodological basis for the study of subjectivity as the basic construct of the formation of personal identity among students. The article reveals the features of the development of subjectivity with different status of personal identity, the specifics of the relationship of personal identity with the properties of personal and socio-psychological levels of subjectivity at the student age. It is experimentally proved that the status of personal identity at the student age is determined by the development of multi-level properties of subjectivity, but to a greater extent is due to the development of properties that characterize psychological stability and self-regulation of a person. For the first time, the results are presented that reveal the patterns of achieving personal identity. The article describes the technology of implementing psychological support for the development of subjectivity as a basic condition for achieving a stable personal identity, aimed at forming the ability to understand and build a life perspective, to make independent conscious choices, developing moral stability and moral and ethical responsibility, teaching skills of confident behavior and active response to social changes in the student age. The results of the research can be used in the practice of psychological services of the University in the development of programs for the formation of a stable personal identity, the development of subjective activity, in the process of providing individual and group counseling during the period of adaptation to training and professional training crises.

scholarly journals The impact of teaching computational astronomy on the development of students' computer skills

2019 ◽  
Vol 200 ◽  
pp. 02001 ◽  
Author(s):  
Afrodita L. Boldea
Keyword(s):  
Professional Training ◽  
Web Design ◽  
Research Area ◽  
Short Term ◽  
Approach To Learning ◽  
Isaac Newton ◽  
La Palma ◽  
Teaching Learning ◽  
The University ◽  
The Impact

Some blended methods of teaching-learning were successfully used in teaching the astronomy and astrometry of asteroids to students in Computer Sciences at the University of Craiova, using real astronomical data about celestial objects from our Solar System, obtained from the Astronomical Observatory Isaac Newton (La Palma, Spain). The students were asked to develop some small scripts in order to facilitate the detection and the analysis of data for new discovered asteroids, a request that improved their capacities to understand and apply various modern concepts of Computer Graphics, Data Base and Web design. This approach to learning brings new challenges for the students, new opportunities for the process of professional training in Computer Sciences and provided good result in very short term, the students acquiring very fast the necessary skills to approach both the professional level of Web programming and the modern research area of Computational Astronomy.

scholarly journals Editor's welcome, PORTAL Vol. 3, No. 2, July 2006

2006 ◽  
Vol 3 (2) ◽  
Author(s):  
Paul Allatson
Keyword(s):  
Special Section ◽  
The Body ◽  
Future Research ◽  
International Studies ◽  
Domestic Spaces ◽  
University Of Technology ◽  
The Status ◽  
Verse Form ◽  
The University ◽  
The Impact

The second issue of PORTAL Journal of Multidisciplinary International Studies for 2006 features a special selection of essays grouped under the title ‘Women in Asia’ and guest-edited by Devleena Ghosh and Barbara Leigh, both from the University of Technology Sydney. The essays in this special issue had their first incarnations at the Eighth Women in Asia Conference, ‘Shadow Lines’, organised by the Women’s Caucus of the Asian Studies Association of Australia and the University of Technology Sydney (convened by Ghosh and Leigh), and held at the University of Technology Sydney from 26 to the 28 September 2005. Aiming self-consciously and tacitly to toy with, and dispute, the historical and discursive valencies accruing to the key, twined terms ‘women’ and ‘Asia’, the ten essays grouped here combine to form a rich repository of contemporary research about the status of women in many parts of that vast, arguably incoherent, geocultural space called Asia. All of the contributing authors thus ‘attempt to unsettle discourses about limits,’ to cite from co-editor Devleena Ghosh’s opening paper. That attempt is far from straightforward, as Ghosh elaborates: ‘That lines, borders and boundaries exist, whether of prejudice, politics, economics, or culture, is undeniable. But how do we analyse these issues without ossifying them, creating implacable alterities that refuse the liminal spaces that people occupy?’ Multivalent solutions are called for, Ghosh suggests, and these are to be found not simply in ‘counter-politics and interventions’, but also through the excavation and recognition of multiple subjectivities from/in ‘a thousand plateaus, [and] felt and experienced through the body, historical landscapes, domestic spaces, through performance as well as through the realm of the imaginary, in the impact of ideals and the weight of history’. In addition to the special section on ‘Women in Asia’, this edition of PORTAL contains two essays in its general academic section. François Provenzano’s ‘Francophonie et études francophones: considérations historiques et métacritiques sur quelques concepts majeurs’ offers a sustained meditation and critique of the discourse of Francophonic unity, and suggests a range of possible critical directions for future research into the study of French-speaking zones, peoples and cultures. Barbara Elizabeth Hanna and Juliana de Nooy’s ‘The Seduction of Sarah: Travel Memoirs and Intercultural Learning’, focuses on a big-selling memoir that was also something of a media-sensation on its publication in Australia in 2002, expatriate Australian journalist Sarah Turnbull’s account of her ambivalent ‘new life’ in Paris, France, after her marriage to a local: Almost French: A New Life in Paris. Interested in Turnbull’s autobiography as a potentially useful and productive classroom text for demonstrating, and enabling discussion of, intercultural difference, the authors’ rich analysis demonstrates that such texts present a host of problems to the teacher keen to work with students’ self-critical capacities to locate themselves in international and transcultural frameworks. We are delighted, as well, to present three cultural works in this issue: Katherine Elizabeth Clay’s evocative ‘comic’ narrative of study abroad, ‘From Penrith to Paris,’ itself a lively visual-textual antidote to Turnbull’s ambivalently romanticized view of (not-quite)-belonging in Paris (as discussed by Hanna and de Nooy in this issue); a typically idiosyncratic satire about the current German Chancellor, Angela Merkel, from Anthony Stephens, expertly deploying an ancient Celtic narrative verse form; and California-based Chicana writer Susana Chávez-Silverman’s code-switching chronicle/crónica, ‘Oda a la ambigüedad Crónica,’ a beautifully concise exploration of loss and the sensory regime of memorialisation. Paul Allatson, Chair, PORTAL Editorial Commitee

scholarly journals THE IMPORTANCE OF INTRODUCING MEDICAL LEGISLATION IN THE UNIVERSITY TRAINING PROGRAM FOR STUDENTS

2021 ◽  
Vol 67 (2) ◽  
pp. 76-79
Author(s):  
George Nicola ◽  
◽  
Irina Maria Gheorghiu ◽  
Sanziana Scarlatescu ◽  
Paula Perlea ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Evidence Base ◽  
University Curriculum ◽  
Depth Analysis ◽  
Legal Competence ◽  
Medical Legislation ◽  
Teaching Learning ◽  
The University ◽  
University Training ◽  
The Impact

The place of medical legislation in the university curriculum remains somehow uncertain and should be identified more clearly. A more robust knowledge base on the law is needed to enable medical students to develop sufficient legal competence to manage the challenges of future practice. Further research is needed to identify the most effective methods of teaching, learning and assessing legal knowledge and skills, during and after the completion of initial medical education. An in-depth analysis of resources shows that there is no robust evidence base that evaluates the impact in different curricular structures of the efficient methods in developing the knowledge, skills, attitudes, and behaviors needed in medical practice of student. Moreover, only a limited number of studies refer to the results and effectiveness of teaching and learning the elements of medical legislation.

A METHODOLOGY TO STUDY THE INFLUENCE OF THE KNOWLEDGE OF MATHEMATICAL DISCIPLINES FOR STUDYING SPECIAL DISCIPLINES

2019 ◽  
Vol 1 ◽  
pp. 183
Author(s):  
Petr Gerasymenko ◽  
Valentin Khodakovskiy ◽  
Sergey Verteshev ◽  
Sergey Lyokhin ◽  
Alexander Khvattcev
Keyword(s):  
Professional Training ◽  
Quality Of Teaching ◽  
Urgent Task ◽  
General Scientific ◽  
Level Of Knowledge ◽  
Method Of Evaluation ◽  
The University ◽  
University Training ◽  
Mathematics And Physics

Professional training of students at the University should form the graduate's solid knowledge and ability to quickly master his often changing functional duties. To do this, the basic disci-plines of the engineer should be based on the fundamental disciplines of the first courses, which include, first of all, mathematics and physics. However, mathematical training of University students in the first years has become particularly difficult in recent years. It is known that today school graduates have a low level of exam scores in mathematics, which does not provide adequate assistance to successfully master not only higher mathematics at the University, but also special disciplines. In this regard, currently an urgent task is to study the levels of knowledge of special disciplines by students of technical universities, depending on the level of knowledge of mathematical disciplines. To ensure the quality of teaching mathematics at the University there are methodical systems of organization of level differentiation of training, which takes into account the initial level of pre-University training and corresponding to this level of the program of University mathematical training. However, their implementation is not very successful. The paper proposes a method of evaluation of the study of the connection of mathematical dis-ciplines with General scientific and special disciplines. Their establishment can allow to make necessary adjustments in their study for subsequent sets to the University.

Learning in the time of COVID-19: capitalizing on the opportunity presented by the pandemic

2020 ◽  
Vol 5 (3/4) ◽  
pp. 351-358 ◽  
Author(s):  
Christopher E. Trombly
Keyword(s):  
School Setting ◽  
Educational Status ◽  
Professional Associations ◽  
Status Quo ◽  
Current Crisis ◽  
Content Type ◽  
Current Disruption ◽  
The Status ◽  
The University ◽  
The Impact

PurposeThis paper addresses the current disruption in the educational status quo ante that has been caused by the worldwide outbreak of COVID-19. Its purpose is to suggest how practicing educators, their professional associations and the university-based researchers with whom they partner might capitalize on the unanticipated opportunity to impact education policy that the pandemic presents.Design/methodology/approachThe author draws upon his own preparation and experiences – first as a long-time practitioner in the elementary and secondary school setting, then as a university professor – to offer insights and suggestions to practicing educators, their professional associations and the university-based researchers with whom they partner.FindingsDespite the unexpected challenges that the COVID-19 pandemic has presented to educators – challenges to which educators around the globe have risen admirably – the current crisis also affords practicing educators, their professional associations and the university-based researchers with whom they partner to change the status quo ante for the better.Originality/valueThe particular value of this piece is twofold: its analysis of the impact of this unanticipated crisis upon education by an author who has served both in the elementary/secondary setting and at the university level, and its assertion that educators must avail themselves of this once-in-a-lifetime opportunity to change the educational status quo ante for the better.

scholarly journals INTRODUCING A FALL “WELLBEING” WEEK AT UBCO

2019 ◽  
Author(s):  
Ayman Elnaggar ◽  
Megan Lochhead
Keyword(s):  
Mental Health ◽  
Academic Research ◽  
Well Being ◽  
Post Secondary ◽  
Student Stress ◽  
Health And Wellbeing ◽  
University Of British Columbia ◽  
The Status ◽  
The University ◽  
The Impact

Student mental health and well-being are increasingly a focus of post-secondary institutions across Canada. Many academic institutions have opted to offer a fall reading week as a means of reducing student stress and improving their mental health. This paper presents a review of the academic research that has been done to study the impact of a fall reading week on students’ mental health and wellbeing. The paper also presents the status of the fall reading break in the top 30 Canadian Universities. Based on the results of this research, the authors have developed a proposal of introducing a fall reading week at the University of British Columbia, Okanagan Campus (UBCO). The proposal has been accepted in concept by the Provost’s Office as well as by the Senate’s Academic Policy Committee for possible implementation.  

scholarly journals LA INVESTIGACIÓN CIENTÍFICA EN LA FORMACIÓN DE ESTUDIANTES UNIVERSITARIOS

PARADIGMA ◽  
2020 ◽  
pp. 409-436
Author(s):  
Ligia Sánchez ◽  
Maidelis Herrera ◽  
Mairene Sánchez
Keyword(s):  
Professional Training ◽  
Research Training ◽  
Participant Observation ◽  
Field Research ◽  
Scientific Activity ◽  
Research Activity ◽  
Special Degree ◽  
The University ◽  
University Training ◽  
Estudiantes Universitarios

Se indagó respecto a la resistencia que tienen los estudiantes universitarios de involucrase en la actividad investigativa durante su proceso de formación universitaria. Se desarrolló una investigación de campo desde una perspectiva cualitat iva, soportada en la Fenomenología con estudiantes de la Facultad de Ciencias Económicas y Sociales, de la Universidad de Carabobo (Venezuela). Para la captura de la información se recurrió a los grupos de discusión y laobservación participante . Se organizaron cinco grupos en total, tres con siete participantes y dos con seis ; todos cursantes de las Escuelas de Administración Comercial y de Contaduría Pública . De los resultados emergió que la formación para la investigación científica, durante la carrera se efectúa a través de las asignaturas del componente de investigación . Se captó que resistencia de los estudiantes a la actividad investigativa , durante su formación universitaria está anclada a la existencia de una brecha que se ha gestado entre la actividad investigativa que desarrollan los docentes en la institución y la actividad que los estudiantes realizan en sus TEG . Los estudiantes tienen poco conocimiento respecto a la actividad científica que se desarrolla en la universidad, lo cual limita su participación e involucramiento en dichas actividades y genera cierta aprehensión y temor producto de miedos e inseguridad es, ya que la investigación se ve como algo reservado para los elegidos . Ade más, la poca motivación hacia la investigación, apareció relacionada a la experiencia vivida en las asignaturas del componente de investigación, la dinámic a y la didáctica utilizada por la mayoría de los docentes; a sí como a la desarticulación entre estas asignaturas con las asignaturas del área disciplinar . A pesar de ello los estudiantes consideraron que el ejecutar el proyecto de investigación del Trabajo Especial de Grado es relevante en su formación profesional , por su utilidad académica y su potencial para fortificar el conocimiento disciplinar.Palabras clave: Investigación en la universidad, formación en investigación, Trabajo de gradoResumoFoi pesquisado sobre a resistência dos estudantes universitários, no envolvimento das atividades de pesquisa, durante seu processo de formação universitária. Foi realizada uma pesquisa de campo, desde a abordagem qualitativa, com base na fenomenologia, com estudantes da Facultad de Ciencias Económicas y Sociales, da Universidad de Carabobo (Venezuela). A coleta de dados foi realizada com grupos de discussão e a observação participante. Foram organizados cinco grupos no total, sendo três com sete participantes e dois com seis. Todos estudantes das Escuelas de Administración Comercial y de Contaduría Pública. Os resultados apontam que a formação em pesquisa científica, durante a graduação, acontece por meio dos conteúdos das disciplinas de pesquisa. Os dados apontam que a resistência dos estudantes à atividade de pesquisa durante a sua formação universitária está associada à existência de uma lacuna que se criou entre a atividade de pesquisa, desenvolvida pelos docentes na instituição, e a atividade que os estudantes realizam em seus Trabajo Especial de Grado (TEG). Os estudantes possuem pouco conhecimento sobre a atividade científica que se desenvolve na universidade. Este fato limita sua participação e envolvimento nessas atividades e gera certa apreensão e temor, consequência de medos e inseguranças, já que a pesquisa é entendida como algo reservado aos escolhidos. Além disso, a pouca motivação para a pesquisa apareceu relacionada à experiência vivida nas disciplinas dos conteúdos de pesquisa, a dinâmica e a didática utilizada pela maioria dos professores, assim como a desarticulação entres estas disciplinas, com as disciplinas da área disciplinar. Apesar disto, os estudantes consideram que realizar o projeto de pesquisa do TEG é relevante na sua formação profissional, por sua utilidade acadêmica e seu potencial para fortalecer o conhecimento disciplinar.Palavras-chaves: Pesquisa na Universidade; Formação em Pesquisa; Trabalho de Conclusão de CursoScientific Research in the Training of University StudentsAbstract I was investigated regarding the resistance that university students have to get involved in research activity during their university training process. A field research was developed, from a qualitative perspective, supported in Phenomenology with students from the Faculty of Economic and Social Sciences, from the University of Carabobo (Venezuela). Discussion groups and participant observation were used to capture the information. A total of five groups were organized, three with seven participants and two with six; all students from the Schools of Commercial Administration and Public Accounting. From the results it emerged that the training for scientific research, during the career, is carried out through the lectureships of the research component. It was noted that student resistance to research activity, during their university training, is anchored to the existence of a gap, which has arisen between the research activity carried out by professors in the institution and the activity that students carry out in their Special Degree Work. Students have little knowledge regarding the scientific activity that takes place in the university, which limits their participation and involvement in these activities and generates a certain apprehension and fear due to the unknown and insecurities, since research is seen as something reserved for the "chosen ones". Furthermore, the low motivation towards research appeared related to the experience lived in the lectureships of the research component, the dynamics and didactics used by most of the professors; as well as the disarticulation between these lectureships with the ones of the disciplinary area. Despite this, the students considered that executing the final research project of the Special Degree Work is relevant in their professional training, due to its academic usefulness and its potential to strengthen disciplinary knowledge. Keywords: Research at University, Research Training, Undergraduate work

scholarly journals The mediating effect of academic experience on the relationship between personal resilience and satisfaction of students registered in student assistance

2020 ◽  
Vol 9 (11) ◽  
pp. e1079119721
Author(s):  
Manuella Costa ◽  
Marison Luiz Soares ◽  
Murilo Zamboni Alvarenga ◽  
Daniel Nascimento-e-Silva
Keyword(s):  
Student Satisfaction ◽  
Structural Equation ◽  
Mediating Effect ◽  
Equation Modeling ◽  
Academic Experience ◽  
Online Questionnaire ◽  
Student Assistance ◽  
Personal Resilience ◽  
The University ◽  
The Impact

Bearing in mind that each student has distinct resilience characteristics that help him to face the difficulties that interfere with his academic satisfaction, the general objective of this work was to verify the impact of personal resilience and academic experience on the satisfaction of students registered in student assistance for a Federal University. As for the methods and procedures, a quantitative approach was used, in which an online questionnaire was applied to students registered in the student assistance of this university for data collection, with a return of 493 complete answers. Data analysis was performed using the Structural Equation Modeling technique, using the Smart-PLS software. The results showed that personal resilience positively impacts the student's academic experience and that this in turn positively impacts student satisfaction with the University. On the other hand, it was found that personal resilience does not directly impact satisfaction, only indirectly, through academic experience. Thus, the academic experience is presented as a mediating factor in this relationship. Furthermore, the proposed model was able to explain 65.20% of the students' satisfaction with the University.

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