scholarly journals Reviewing the Reviewers: (Re)Translations and the Literary Press

2020 ◽  
pp. 128-140
Author(s):  
Mary Wardle

Within the wider context of (re)translation and reception, this paper outlines a model for assessing how literary review publications address (re)translated works and whether there has been any discernable evolution in their approach over the period during which Translation Studies has emerged and consolidated itself as an academic discipline: the corpus comprises all issues over three separate years (1980, 2000 and 2018) of two international, English-language literary reviews (The New York Review of Books and London Review of Books). The analysis covers all reviews of works of literature translated from any language into English, both for the first time and retranslations, assessing whether there is any observable diachronic change over the time period in question. Although the scope of the material under inspection is limited, this study outlines the methodology developed for analyzing the manner in which reviews address translated texts and, more specifically, retranslations: this methodology, which involves classifying the corpus according to a taxonomy of features typical of the genre, is applicable to wider investigations across different languages, text types, time spans, platforms. Issues examined include how the reviewers assess the quality of the (re)translations; how texts are quoted; the significance of paratextual elements; the figure of the reviewer; whether retranslation is highlighted and/or reviewed differently to first translations. Future applications of the model are also considered.

2019 ◽  
Vol 239 (2) ◽  
pp. 155-201
Author(s):  
Dorothee Ihle ◽  
Andrea Siebert-Meyerhoff

AbstractRecently, the homeownership rate of immigrants in Germany has increased by more than 20 percentage points. To shed light on this sharp rise, this paper investigates the driving forces of the trend in the homeownership rate of immigrant households in Germany between 1996 to 2005 and 2001 to 2011 using a probit-based non-linear decomposition method. Empirical findings suggest that 50 % of the change in immigrants’ homeownership rate within the first time period can be explained by characteristics such as age and educational attainment. In the second time period, the explanatory power of characteristics is almost zero, indicating that it is rather the favorable economic and institutional environment as well as changes in immigrants’ tenure choice process that contributed to the substantial increase in immigrants’ homeownership rate in Germany. We additionally find that housing quality of immigrant homeowners has slightly improved as well, but that there is still a substantial nativity gap in housing quality among tenants as well as among owners.


2014 ◽  
Vol 2014 ◽  
pp. 1-13 ◽  
Author(s):  
Sachin Kumar ◽  
Shashi Khare ◽  
Bano Saidullah ◽  
Inderjeet Gandhoke ◽  
Hanu Ram ◽  
...  

In the present study, full length sequencing of NS gene was done in 91 samples which were obtained from patients over the time period of five years from 2009 to 2013. The sequencing of NS gene was undertaken in order to determine the changes/mutations taking place in the NS gene of A H1N1 pdm (09) since its emergence in 2009. Analysis has shown that the majority of samples belong to New York (G1 type) strain with valine at position 123. Effector domain of NS1 protein displays the appearance of three mutations L90I, I123V, and N205S in almost all the samples from 2010 onwards. Phylogenetic analysis of available NS1 sequences from India has grouped all the sequences into four clusters with mean genetic distance ranging from 12% to 24% between the clusters. Variability in length of NS1 protein was seen in sequences from these clusters, 230-amino-acid-residue NS1 for all strains from year 2007 to 2008 and for 21 strains from year 2009 and 219-residue products for 37 strains from year 2009 and all strains from year 2010 to 2013. Mutations like K62R, K131Q, L147R, and A202P were observed for the first time in NS1 protein and their function remains to be determined.


2020 ◽  
Vol 5 (2) ◽  
pp. 463-478
Author(s):  
Elizabeth Crais ◽  
Melody Harrison Savage

Purpose The shortage of doctor of philosophy (PhD)–level applicants to fill academic and research positions in communication sciences and disorders (CSD) programs calls for a detailed examination of current CSD PhD educational practices and the generation of creative solutions. The intended purposes of the article are to encourage CSD faculty to examine their own PhD program practices and consider the perspectives of recent CSD PhD graduates in determining the need for possible modifications. Method The article describes the results of a survey of 240 CSD PhD graduates and their perceptions of the challenges and facilitators to completing a PhD degree; the quality of their preparation in research, teaching, and job readiness; and ways to improve PhD education. Results Two primary themes emerged from the data highlighting the need for “matchmaking.” The first time point of needed matchmaking is prior to entry among students, mentors, and expectations as well as between aspects of the program that can lead to students' success and graduation. The second important matchmaking need is between the actual PhD preparation and the realities of the graduates' career expectations, and those placed on graduates by their employers. Conclusions Within both themes, graduate's perspectives and suggestions to help guide future doctoral preparation are highlighted. The graduates' recommendations could be used by CSD PhD program faculty to enhance the quality of their program and the likelihood of student success and completion. Supplemental Material https://doi.org/10.23641/asha.11991480


Author(s):  
Shawna Holmes

This paper examines the changes to procurement for school food environments in Canada as a response to changes to nutrition regulations at the provincial level. Interviews with those working in school food environments across Canada revealed how changes to the nutrition requirements of foods and beverages sold in schools presented opportunities to not only improve the nutrient content of the items made available in school food environments, but also to include local producers and/or school gardens in procuring for the school food environment. At the same time, some schools struggle to procure nutritionally compliant foods due to increased costs associated with transporting produce to rural, remote, or northern communities as well as logistic difficulties like spoilage. Although the nutrition regulations have facilitated improvements to food environments in some schools, others require more support to improve the overall nutritional quality of the foods and beverages available to students at school.


2012 ◽  
Vol 41 (3) ◽  
pp. 16-21
Author(s):  
Tony Burke

Scholars interested in the Christian Apocrypha (CA) typically appeal to CA collections when in need of primary sources. But many of these collections limit themselves to material believed to have been written within the first to fourth centuries CE. As a result a large amount of non-canonical Christian texts important for the study of ancient and medieval Christianity have been neglected. The More Christian Apocrypha Project will address this neglect by providing a collection of new editions (some for the first time) of these texts for English readers. The project is inspired by the More Old Testament Pseudepigrapha Project headed by Richard Bauckham and Jim Davila from the University of Edinburgh. Like the MOTP, the MCAP is envisioned as a supplement to an earlier collection of texts—in this case J. K. Elliott’s The Apocryphal New Testament (Oxford 1991), the most recent English-language CA collection (but now almost two decades old). The texts to be included are either absent in Elliott or require significant revision. Many of the texts have scarcely been examined in over a century and are in dire need of new examination. One of the goals of the project is to spotlight the abilities and achievements of English (i.e., British and North American) scholars of the CA, so that English readers have access to material that has achieved some exposure in French, German, and Italian collections.


2007 ◽  
Vol 5 ◽  
pp. 251-292
Author(s):  
Tor A. Åfarli ◽  
Jarosław Jakielaszek ◽  
Iwona Witczak-Plisiecka ◽  
Wiktor Pskit ◽  
Jolanta Szpyra-Kozłowska ◽  
...  

Nikolaus P. Himmelmann, Eva F. Schultze-Berndt (eds), Secondary Predication and Adverbial Modification: The Typology of Depictives, Oxford: Oxford University Press, 2005. xxv + 448 pages Edward L. Keenan, Edward P. Stabler, Bare Grammar: Lectures on Linguistic Invariants. Stanford: CSLI Publications, 2003. 192 pp. Siobhan Chapman, Thinking about Language. Theories of English. Houndsmills and New York: Palgrave Macmillan, 2006. X + 174 pages. pb (Series: Perspectives on the English Language) Judith Rodby, W. Ross Winterowd, The Uses of Grammar, Oxford: Oxford & New York: Oxford University Press, 2005. xiv + 274 pp. Laura J. Downing, Alan T. Hall and Renate Raffelsiefen (eds), Paradigms in Phonological Theory. Oxford: Oxford University Press, 2005. 349 pages. Max W. Wheeler, The Phonology of Catalan. (The Phonology of the World’s Languages). Oxford: Oxford University Press, 2005. XI + 387 pp. Jan-Olof Svantesson, Anna Tsendina, Anastasia Karlson, and Vivan Franzén, The Phonology of Mongolian. Oxford: Oxford University Press, 2005. Pp. xix + 314. Cliff Goddard, The Languages of East and Southeast Asia. An Introduction. Oxford: Oxford University Press, 2005. pp. xvi + 315.


2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Dinh Thi Bac Binh ◽  
Dinh Thi Kieu Trinh

The International English Language Testing System (IELTS) is recognized as an accountable tool to assess whether aperson is able to study or train in English. Every year, thousandsof students sit for IELTS. However, the number of those who arerecognized to be capable enough to take a course in English issomehow limited, especially for those who are not major inEnglish at their universities.IELTS Reading is considered as a discerning skill and it is of theequal importance to listening, speaking and writing in obtainingthe objectives of IELTS of band 6 or 6.5. Being teachers of Englishat a training institution, the authors recognize that students canmake time-saving improvements in their reading command undertheir teachers’ insightful guidance.


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