Translator training outdoors

2020 ◽  
Author(s):  
Olga Torres-Hostench
Keyword(s):  
Physical Health ◽  
Social Relations ◽  
Outdoor Education ◽  
Health Knowledge ◽  
Translation Theory ◽  
Simultaneous Interpreting ◽  
Before And After ◽  
Teachers And Students ◽  
Translation Machine ◽  
Consecutive Interpreting

Abstract Before the COVID-19 pandemic, there was no real need to integrate outdoor education into translation studies, as it was easy to balance indoor and outdoor time before and after translation classes. However, the lockdown has deeply affected not only learning but also the mental and physical health of teachers and students, and outdoor education may contribute to recovery afterwards. The proposals in this paper focus on the benefits that being outdoors has for physical health, knowledge, social relations, mental health and attitude to learning. Moreover, being outdoors allows for social distancing. The activities presented in this paper are related to specialized translation, sight translation, simultaneous interpreting, consecutive interpreting, role-play interpreting, translation theory, song translation, theatre translation, machine translation post-editing, translators’ employability, translation project management and, last but not least, intermodal transcreation.

Characteristics Associated With Migration Among Older Women and Men in Rural Malawi

2017 ◽  
Vol 25 (4) ◽  
pp. 283-308 ◽  
Author(s):  
Jacob Kendall ◽  
Philip Anglewicz
Keyword(s):  
Physical Health ◽  
Older Women ◽  
Religious Affiliation ◽  
Older Men ◽  
Household Size ◽  
Sub Saharan Africa ◽  
Older Individuals ◽  
Before And After ◽  
Sub Saharan ◽  
And Migration

The older population in sub-Saharan Africa is growing rapidly, but little is known about the migration patterns of older individuals in this setting. In this article, we identify the determinants of migration for older individuals in a rural African setting. To do so, we use rare longitudinal data with information for older individuals both before and after migration. We first identify premigration factors associated with moving in the future and then identify differences in characteristics between migrants and nonmigrants after migration. In addition to basic sociodemographic information, we examine differences between migrants and nonmigrants in land ownership, number of lifetime marriages, number of living offspring, previous migration experience, household size, social and religious participation, and religious affiliation. Results show that (a) migration in older age is related to marriage, health and HIV status, household size, and religion; (b) older women who are HIV-positive are more likely to move, and older men with better physical health are more likely to move; (c) older female migrants have worse postmigration physical health; and (d) the relationship between health and migration for older men disappears after migration.

scholarly journals Audio-visual media to improve sexual-reproduction health knowledge among adolescent

2020 ◽  
Vol 9 (1) ◽  
pp. 138
Author(s):  
Sitti Nur Djannah ◽  
Sulistyawati Sulistyawati ◽  
Tri Wahyuni Sukesi ◽  
Surahma Asti Mulasari ◽  
Fatwa Tentama
Keyword(s):  
Sexual Reproduction ◽  
Junior High School ◽  
Health Knowledge ◽  
Visual Media ◽  
Wilcoxon Test ◽  
Post Intervention ◽  
Before And After ◽  
The Mean ◽  
The Difference ◽  
Source Of Information

<span>Lacking knowledge among adolescents affects their understanding of some problems related to sexual-reproduction health. Electronic media recognized as the favored source of information for adolescents. This research aimed to assess the effect of audio-visual media to the increasing of sexual-reproduction knowledge. We conducted a before and after without control informal experimental study design into 153 students in the 1st-3rd grade of junior high school. The effect of the intervention was assessed through the difference between pre- and post-intervention by using the Wilcoxon test. The mean score of the respondent pre and post-intervention was significantly increasing. The audiovisual increased the knowledge of the adolescent regarding sexual-reproduction health</span>

scholarly journals Age categories differences in subjective quality of life of women with physical disabilities

2021 ◽  
Vol 60 (2) ◽  
pp. 124-130
Author(s):  
Dagmar Nemček ◽  
Patrícia Shtin Baňárová ◽  
Petra Kurková
Keyword(s):  
Quality Of Life ◽  
Physical Health ◽  
Social Relations ◽  
Psychological Health ◽  
Physical Disabilities ◽  
Subjective Quality ◽  
Subjective Quality Of Life ◽  
The Social ◽  
Women With Physical Disabilities

Abstract Objective The objective of the study was to analyse and compare the subjective quality of life (S-QoL) of women with physical disabilities (PDs) through satisfaction with the quality of life domains and the overall quality of life assessment. Methods The sample comprised of women with PDs (n=137), divided into 4 age categories: 19-29 yrs. (n=53); 30-44 yrs. (n=25); 45-59 yrs. (n=24) and over 60 yrs. (n=35). The Subjective Quality of Life Analyses questionnaire and the WHO User Manual were used as a primary research method. The Wilcoxon Signed Rank Test was used to assess the differences between QoLDs, Kruskal Wallis test to assess differences in S-QoL among four independent groups and Mann Whitney U-test between two age categories. Results The highest satisfaction in all age categories of women was found in the social relations domain, and in the 19-29 yr-old women equally in the social relations and physical health domains. The highest dissatisfaction was reported with the psychological health and environment domains. The key finding is that the main differences are between the youngest category (aged 19-29 yrs) and the three older categories with regard to physical health, environment and overall QoL. Conclusions It is necessary to continue this line of research with a greater focus on exploring the ways in which the psychological health domain can be improved as an integral part of S-QoL, and to also focus on the QoL indicators that make up the environment domain and search for ways to enhance these.

scholarly journals (A296) Psychosocial Disaster Preparedness Program Form School Children

2011 ◽  
Vol 26 (S1) ◽  
pp. s83-s83 ◽  
Author(s):  
E.A. Raj ◽  
K. Sekar
Keyword(s):  
School Children ◽  
Disaster Preparedness ◽  
Tamil Nadu ◽  
Control Group ◽  
Care Givers ◽  
Effective Manner ◽  
Before And After ◽  
Teachers And Students ◽  
The Individual ◽  
The Impact

The impact of natural disasters on individuals is substantial. Among the affected population in any disaster, children are identified as the most vulnerable group along with women, aged and disabled people. An estimated 77 million children under 15, on average, had their lives severely disrupted by a natural disaster or an armed conflict, each year, between 1991 and 2000 (Plan UK, 2003). Children are most affected since they loose the familiar environment, loss of parents, witness death of their loved ones, fear of reoccurrence of the disaster event. The impact of disaster on children of different age group is multiple times greater than that of the adults. This leads to various psychological problems in children (Dave et al., 2003). Disaster preparedness, through care givers, is one among the ways to reduce the distress of individuals followed by any disaster because it reduces the vulnerability factor that minimizes the impact of any disaster on the individual. A disaster preparedness program with special reference to psychosocial aspects was developed and implemented among the school children through teachers in Kanniyakumari District, Tamil Nadu, India, one of the severely affected areas in Tsunami. The current attempt was to standardize a disaster preparedness module focusing on preparing children to deal with their psychosocial issues before and after disaster in an effective manner. The outcome of disaster preparedness input through teachers and its reach out to the students was determined through an experimental research. The results reveal that the teachers and students from the experimental group gained significantly more knowledge on psychosocial disaster preparedness after implementation of the program in comparison to control group where the program was not implemented. The implications of the study points out the need to integrate psychosocial component of disaster preparedness in to the broader Community Based Disaster Preparedness (CBDP) programs.

PROBLEMS AND CHALLENGES OF SERBIAN RUSSIAN LANGUAGES TEACHERS

2021 ◽  
pp. 77-81
Author(s):  
Л. Меденица ◽  
А.Н. Матрусова
Keyword(s):  
Computer Literacy ◽  
Russian Language ◽  
Technical Equipment ◽  
Before And After ◽  
Teachers And Students

В статье излагаются результаты исследования проблем преподавания русского языка в сербских школах до и с началом пандемии COVID-19. Авторы отмечают сохраняющиеся проблемы мотивации школьников, технического обеспечения преподавателей и учащихся и ИКТ-грамотности. The paper presents the resulst of two studies surviving the challenges of Serbian teachers of Russian language before and after Covid-19 pandemic. The authors draw attention to the problem of motivation, technical equipment of teachers and students and computer literacy.

The Impact of Weblog on Omani Learners' Writing Skills in the English Language

2018 ◽  
Vol 9 (4) ◽  
pp. 33-51 ◽  
Author(s):  
Yahya Ashour Mohammed Alkhoudary
Keyword(s):  
Language Learners ◽  
English Language ◽  
Writing Skills ◽  
Teaching Writing ◽  
Writing Quality ◽  
Promising Tool ◽  
Computer Mediated ◽  
Before And After ◽  
Teachers And Students ◽  
The Impact

The aim of this study is to investigate the impact of utilizing weblog on facilitating teaching writing at Buraimi University College (BUC) and to explore the extent to which a blog as a computer-mediated tool enhances learners' writing skills in English as a foreign language e(EFL), English as a second language (ESL). Vygotsky's model will be adopted in this study. Furthermore, a process approach is employed to involve students in writing. A mixed-method of qualitative and quantitative was embraced. Three instruments were used to answer the research questions of the study. The participants consisting of 60 students, were placed into two groups: 30 students for experimental group (Ex.G.) and 30 for the controlled group (Cont. G.). Also, 30 EFL teachers (15 males and 15 females) were selected randomly. Pre-and post-tests were assigned to both groups before and after incorporating weblog as a teaching tool. Questionnaires were distributed to (Ex. G) to check the effect of using a weblog on students' writing quality. Interviews were also conducted with both teachers and students. The findings reveal that the students of weblog group significantly outperform their counterparts. This study concludes that integrating weblogs in teaching is of paramount importance to language learners and a promising tool in higher education.

scholarly journals Improving sexual and reproductive health knowledge and practice in Mozambican families with media campaign and volunteer family health champions

2019 ◽  
Vol 7 (4) ◽  
pp. e000089
Author(s):  
Paulo Henrique Pires ◽  
Ronald Siemens ◽  
Martins Mupueleque
Keyword(s):  
Family Planning ◽  
Reproductive Health ◽  
Sexual And Reproductive Health ◽  
Health Knowledge ◽  
Unmet Need ◽  
Family Health ◽  
Media Campaign ◽  
Planning Practice ◽  
Cross Sectional ◽  
Before And After

ObjectiveTo increase knowledge, attitudes and practice of sexual and reproductive health and family planning and to reduce maternal and neonatal mortality rates in Mozambique.DesignAn implementation research project’s intermediate evaluation, applying two cross-sectional surveys. The surveys were planned for 316 subjects before and after interventions.SettingResearch performed in Natikiri district of Nampula province in northern Mozambique, targeting a suburban and rural populations in their homes.Participants452 people were surveyed (91 before, 361 after), all belonging to the Macua ethnic group.InterventionsA media campaign (2 weekly radio spots, bimonthly theatre performances) was performed for 8 months (2017 to 2018) and family health champions’ teachings (monthly home visits) performed for 3 months, on sexual and reproductive health and family planning. Outcome measures planned and measured were adolescent’s and adult’s knowledge, attitudes and practice about those. Data were analysed by gender, age group and frequencies, using a CI of 95% (p<0.5 statistically significant).ResultsRadio spots, community theatre and volunteer champions increased population’s knowledge about sexual and reproductive health and led to a more positive attitude toward family planning. Concerning attitude, results show differences between adults’ proportions before and after: (1) did you hear about sexual and reproductive health (p=0.0425); (2) knows project key messages (p<0.001); (3) knows prenatal visits importance (p=0.0301); (4) access to contraceptives was easy (p<0.001). Adolescents showed statistically significant differences before and after: (1) knows project key messages (p<0.001); (2) access to contraceptives was easy (p=0.0361). Family planning practice did not increase in both groups.ConclusionA health education intervention, using a media campaign and local volunteers, is useful to promote mother and child health. There is an unmet need for family planning and the use of modern contraception is below desired practice, needing further research about cultural barriers. Communication for behaviour change activities will pursue and impact will be assessed to document family planning practice improvement.

‘Like Shakespeare it's a Good Thing’: Cultural Value in the Classroom

2006 ◽  
Vol 120 (1) ◽  
pp. 130-141
Author(s):  
Sara Bragg
Keyword(s):  
New Media ◽  
Social Relations ◽  
Classroom Practice ◽  
Cultural Value ◽  
Value Judgments ◽  
Media Technologies ◽  
Study Approach ◽  
Evaluative Judgments ◽  
Teachers And Students ◽  
Multiple Value

Questions of cultural value, aesthetics and evaluative judgments have vexed media education since its inception. Whilst they continue to count heavily both in teachers' conceptions of the work they do, and in students' responses to it, they have become increasingly problematic in contemporary society. The diverse environments of contemporary schools and the capacity of new media technologies to foster different taste communities have contributed to the dispersal of cultural authority and undermined traditional judgments. This article addresses how we might approach cultural value through a case study approach, exploring multiple value judgments deployed by teachers and students in post-16 classroom practice. It shows how current pedagogical thinking about cultural value does not take into account the complexity of classroom life, particularly its social relations and young people's awareness of the valorised identities and ‘supervisory discourses’ that circulate there. It explores specific educational practices that might make it possible for students to enter into debates about value, taste and preference.

scholarly journals Looking through the Same Eyes? Do Teachers’ Participation Ratings Match with Ratings of Students with Autism Spectrum Conditions in Mainstream Schools?

2012 ◽  
Vol 2012 ◽  
pp. 1-13 ◽  
Author(s):  
Marita Falkmer ◽  
Richard Parsons ◽  
Mats Granlund
Keyword(s):  
Social Relations ◽  
Autism Spectrum ◽  
Support Staff ◽  
Autism Spectrum Conditions ◽  
Inclusive Classroom ◽  
Personal Interest ◽  
Professional Experiences ◽  
Teachers And Students ◽  
Being Bullied ◽  
Students With Autism

To create an inclusive classroom and act accordingly, teachers’ understanding of the experiences of participation of students with autism spectrum conditions (ASCs) is crucial. This understanding may depend on the teachers’ professional experiences, support and personal interests. The aim of the present questionnaire study was to investigate how well the teachers’ ratings of their students with ASCs’ perception of participation matched with the students’ own ratings. Furthermore, possible correlations between the accuracy of teachers’ ratings and the teachers’ self-reported professional experience, support (including support-staff), and personal interest were investigated. Teachers’ ratings were also used to examine how their understandings correlated with classroom actions. The agreements between teachers’ and students’ ratings were moderate to high, and the ability to attune to the students’ perception of participation was not affected by the presence of a support-staff. The teachers’ personal interest in teaching students with ASC correlated with their accuracy, suggesting that this is a factor to consider when planning for successful placements in mainstream schools. Teachers’ understandings of the students with ASCs’ perception of being bullied or unpopular correlated with implementation of activities to improve the attitudes of classmates, but not with actions to enhance social relations for the students with ASC.

Effectiveness of a Concept Teaching Routine in Enhancing the Performance of LD Students in Secondary-Level Mainstream Classes

1988 ◽  
Vol 11 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Janis Bulgren ◽  
Jean B. Schumaker ◽  
Donald D. Deshler
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Concept Acquisition ◽  
Students With Learning Disabilities ◽  
Regular Class ◽  
Regular Classrooms ◽  
Before And After ◽  
Teachers And Students ◽  
Concept Teaching ◽  
Teaching Routine

The purpose of this study was to design and evaluate the effectiveness of Concept Diagrams and a related Concept Teaching Routine when used by regular class teachers to present concepts to heterogeneous groupings of students, including learning disabled pupils, in regular classrooms. The study focused upon both teachers and students. The teachers' ability to prepare Concept Diagrams and to implement a Concept Teaching Routine in the classroom was measured. Students were evaluated relative to performance on Tests of Concept Acquisition, regular classroom tests, and notetaking before and after implementation of the Concept Teaching Routine. Results indicated that teachers can select concepts from content material, prepare Concept Diagrams from those concepts, and present concepts to their classes. Both students with learning disabilities and students without learning disabilities showed gains in their performance on Tests of Concept Acquisition and in notetaking when the Concept Teaching Routine was used in the classroom. Gains in performance on regular tests were associated with the Concept Teaching Routine combined with a review procedure.

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