scholarly journals Trainers’ and Employers’ Perceptions of Training in Intralingual and Interlingual Live Subtitling

2019 ◽  
Vol 2 (1) ◽  
pp. 1-25
Author(s):  
Isabelle Robert ◽  
Schrijver Iris ◽  
Diels Ella
Keyword(s):  
Professional Practice ◽  
Curriculum Design ◽  
Current Practice ◽  
Service Providers ◽  
Academic Research ◽  
Training Programme ◽  
Staff Members ◽  
The Past ◽  
Initial Stage ◽  
And Training

Over the past decade, intralingual live subtitling (IntraLS) has become a professional practice backed up by academic research. Interlingual live subtitling (InterLS), in contrast, is still in its infancy. Although the demands for InterLS are growing, a competence profile and a subsequent curriculum design are yet to be developed. The ILSA project aims to bridge this gap by describing the profile of the interlingual live subtitler (InterLS-er) and by developing and validating a training course for this new professional. This article reports on the initial stage of that project: the assessment of the current practice and training of IntraLS and InterLS. Three surveys were disseminated among practitioners, trainers, and broadcasters and service providers. This article focuses on the responses from the latter two groups. The trainers were mainly asked questions about the content of the courses they teach. The employers, i.e. the broadcasters and service providers, were asked about the workflow at their company and the training of their staff members. The responses demonstrate that an all-encompassing training programme for InterLS is still lacking. This finding confirms the idea that research projects like ILSA are needed in order to train future InterLS-ers and to improve future live subtitling.

scholarly journals Live subtitlers: Who are they? A survey study

2020 ◽  
Vol 18 ◽  
Author(s):  
Isabelle S. Robert ◽  
Iris Schrijver ◽  
Ella Diels
Keyword(s):  
Curriculum Design ◽  
Current Practice ◽  
Academic Research ◽  
Training Programme ◽  
Survey Study ◽  
Initial Stage ◽  
Training Programmes ◽  
Industrial Demand ◽  
And Training ◽  
Shed Light

This article reports on the results of the first study in a larger research project on the profile of the interlingual live subtitler entitled ‘Interlingual Live Subtitling for Access’ (ILSA). Intralingual live subtitling is widely used in the industry and has attracted academic attention. Interlingual live subtitling, on the other hand, is still in its infancy. Although industrial demand is increasing, academic research is lagging behind. Moreover, a competence profile and a subsequent curriculum design are yet to be developed. ILSA wants to bridge this gap. It aims to describe the profile of the interlingual live subtitler and to develop, test and validate a training course for this new professional. This article reports on the initial stage of the project, which consists of a description of the current practice and training of intralingual and interlingual live subtitlers: Who are they and how have they been trained? To answer this question, surveys were disseminated among practitioners. The responses gathered from these surveys not only shed light on the current practices and training programmes; they also demonstrate that an all-encompassing training programme on interlingual live subtitling is lacking. This confirms the belief that projects such as ILSA are needed to support the training of future interlingual live subtitlers and to improve live subtitling in the future.

The Significance of Nonformal Education for Volunteers

2020 ◽  
Author(s):  
Bjarne Ibsen
Keyword(s):  
Informal Learning ◽  
Nonformal Education ◽  
Training Programme ◽  
Formal Learning ◽  
Voluntary Work ◽  
The Past ◽  
Educational Programmes ◽  
Comprehensive Survey ◽  
Training Programmes ◽  
And Training

Volunteering plays a significant role in many countries. In an effort to strengthen volunteering, courses and training are given great importance. In this paper, the significance of educational programmes and courses for volunteers is analysed. The analysis is based on data from a comprehensive survey of volunteers in Denmark. One in three of the volunteers have participated in courses or training programmes in conjunction with their voluntary work. The analysis shows that there is a slightly greater probability that volunteers will continue to do voluntary work if—within the past year—they have taken part in a course or training programme related to their voluntary work. The most widespread form of qualification for voluntary tasks is, however, informal learning, that takes place where the volunteer works. The analysis shows that the volunteers attribute less importance to qualifications from courses and programmes than to experiences from “voluntary life” and qualifications from “professional life.” The analysis also shows that non-formal learning is more important for volunteers involved in “activity work” than for those involved in “organization work.” The study gives rise to a discussion of how best to develop and train the voluntary workforce. It may be necessary to focus to a greater extent on informal learning, in other words on developing a culture for learning in the specific context in which the volunteer is involved.

scholarly journals The Power and Promulgation of the Claimed Links between Human and Animal Abuse

2009 ◽  
Vol 1 (3) ◽  
pp. 345-355
Author(s):  
Heather Piper ◽  
Debbie Cordingley
Keyword(s):  
Human Rights ◽  
Community Of Practice ◽  
Professional Practice ◽  
Symbolic Analysis ◽  
Animal Abuse ◽  
The Past ◽  
Moral Power ◽  
And Training ◽  
The Way

In this article the authors identify and discuss what they consider to be some of the underlying arguments and approaches currently promulgated in teaching and training in relation to abuse. Their focus is the assumption that all violence is linked, especially the belief that those who harm animals will harm people. This under-theorised but overtly applied phenomenon, referred to as ‘the links’, is increasingly evident on both sides of the Atlantic where it is supported and promoted by powerful non-governmental organisations. The authors draw attention to current teaching (and practice) in this area, which they consider to be flawed as well as unethical and unjust. They critique both the cycles of abuse models of the past and more recent manifestations - for example, retrospective constructions of profiles of ‘abusers’, dubious professional practice, and infringements of human rights purportedly supported by ‘science’. While their argument is initially theoretical, they draw on a focused study of a conference they both attended, which provided the opportunity for a limited linguistic and symbolic analysis. This illustrates the way in which the links idea is spread, supported by the institutional and moral power of significant agencies and organisations that are arguably operating as a ‘community of practice’.

scholarly journals Safety in Numbers? A Qualitative Analysis of the 1999 National Firearms Survey

2021 ◽  
Author(s):  
Zachary Carlisle ◽  
Michelle Estes
Keyword(s):  
Qualitative Analysis ◽  
Qualitative Content Analysis ◽  
Academic Research ◽  
Constitutional Rights ◽  
The Past ◽  
Second Amendment ◽  
Safety In Numbers ◽  
Using Data ◽  
American Society ◽  
And Training

Firearms and their place in American society have been under heavy scrutiny for the past several decades. Previous academic research typically focused on the firearm as a weapon that needs to be regulated, controlled, and the relative fight between various parties concerning second amendment and constitutional rights. However, inadequate scholarly research focuses on the firearm as an abstract, symbolic entity in American culture, and what the firearm represents to Americans in a more complex, abstruse way. This research utilizes the National Firearms Survey (NFS), conducted in 1999, as a mechanism of secondary qualitative analysis to examine the ways in which Americans view their firearms conceptually. After employing qualitative content analysis using data provided by the NFS, we found that Americans seemed to be more concerned about safety and training regarding firearms, as opposed to traditional notions of the firearm as an American symbol of liberty and freedom.

scholarly journals Higher education provision and access for early years educators: Localised challenges arising from national policy in England

2018 ◽  
Vol 21 (3) ◽  
pp. 184-196 ◽  
Author(s):  
Kate Hoskins ◽  
Sue Smedley
Keyword(s):  
Higher Education ◽  
National Policy ◽  
Early Years ◽  
Access To Higher Education ◽  
Staff Members ◽  
The Past ◽  
Policy Interventions ◽  
Funded Project ◽  
Recent Policy ◽  
And Training

Much has been written about the sustained attempts by successive governments to professionalise the early years sector over the past 20 years in England. A feature of these policy interventions has been to focus on creating a graduate workforce to improve academic outcomes for young children. In this article, the authors draw on data from their recent Froebel Trust-funded project, which involved interviews with 33 early years practitioners, to first explore the challenges facing state-maintained early years settings in contrasting geographical contexts in England, including rural, suburban and urban, as they work towards achieving compliance with the recent policy aim of one graduate in each of their settings. Second, the authors use policy enactment theory to inform their analysis of senior staff members’ perceptions of tensions and opportunities created by having a graduate workforce in state-maintained early years settings. Third, the authors tentatively explore how to reconceptualise staff education and training with existing, experienced early years staff that would re-emphasise Froebel-informed approaches to enable practitioners to theorise their practice in a move towards what the authors have termed in this article as ‘developmental professionalism’. The data shows that there is uneven access to higher education in contrasting geographical contexts for those professionals seeking to gain graduate status, and the authors examine the implications of this for early years practitioners and managers attempting to access graduate qualifications.

Equine Assisted Therapy and Learning

2016 ◽  
Vol 24 (4) ◽  
pp. 337-357 ◽  
Author(s):  
Angie Nelson ◽  
Tania Signal ◽  
Rachel Wilson
Keyword(s):  
Mental Health ◽  
Professional Practice ◽  
Current Practice ◽  
Large Degree ◽  
Philosophical Foundations ◽  
Equine Assisted Therapy ◽  
Equine Assisted ◽  
And Training ◽  
Equine Assisted Learning

This study examines the practices of Equine Assisted Therapy and Learning in Australia. Among Equine Assisted Therapy (eat) and Equine Assisted Learning (eal) centers there is a large degree of variation in practice worldwide. The current study outlines a range of practices in two states in Australia whereeatandealhave arisen and evolved from models developed elsewhere. The philosophical foundations, training and certification processes followed along with the types and training of horses involved are compared across facilities. The findings of the study illustrated the large variation ineatandealin current practice in Australia. The results suggested that if the practices ofeatandealare to move out of the “fringe” of mental health and learning professional practice and into the mainstream, their theoretical underpinnings, certification and licensure procedures, and methodology of practice must become more clearly defined.

The consolidation of microscopy technology into a university research support facility: Reflections on the 1980's and projections for the 1990's at the university of iowa

1993 ◽  
Vol 51 ◽  
pp. 476-477
Author(s):  
Kenneth C. Moore
Keyword(s):  
Laser Scanning ◽  
Freeze Fracture ◽  
Freeze Substitution ◽  
Research Support ◽  
University Of Iowa ◽  
Staff Members ◽  
The Past ◽  
Research Grade ◽  
The University ◽  
Support Facility

The University of Iowa Central Electron Microscopy Research Facility(CEMRF) was established in 1981 to support all faculty, staff and students needing this technology. Initially the CEMRF was operated with one TEM, one SEM, three staff members and supported about 30 projects a year. During the past twelve years, the facility has replaced all instrumentation pre-dating 1981, and now includes 2 TEM's, 2 SEM's, 2 EDS systems, cryo-transfer specimen holders for both TEM and SEM, 2 parafin microtomes, 4 ultamicrotomes including cryoultramicrotomy, a Laser Scanning Confocal microscope, a research grade light microscope, an Ion Mill, film and print processing equipment, a rapid cryo-freezer, freeze substitution apparatus, a freeze-fracture/etching system, vacuum evaporators, sputter coaters, a plasma asher, and is currently evaluating scanning probe microscopes for acquisition. The facility presently consists of 10 staff members and supports over 150 projects annually from 44 departments in 5 Colleges and 10 industrial laboratories. One of the unique strengths of the CEMRF is that both Biomedical and Physical scientists use the facility.

Practioner Reflection That Enhances Interprofessional Collaborative Practices for Serving Children Who Are Deaf/Hard-of-Hearing

2017 ◽  
Vol 2 (9) ◽  
pp. 3-9 ◽  
Author(s):  
Kristina M. Blaiser ◽  
Mary Ellen Nevins
Keyword(s):  
Young Children ◽  
Professional Practice ◽  
Hard Of Hearing ◽  
Service Providers ◽  
Interprofessional Collaboration ◽  
The Self ◽  
Self Awareness ◽  
Collaborative Practices ◽  
Interprofessional Teams ◽  
Client Care

Interprofessional collaboration is essential to maximize outcomes of young children who are Deaf or Hard-of-Hearing (DHH). Speech-language pathologists, audiologists, educators, developmental therapists, and parents need to work together to ensure the child's hearing technology is fit appropriately to maximize performance in the various communication settings the child encounters. However, although interprofessional collaboration is a key concept in communication sciences and disorders, there is often a disconnect between what is regarded as best professional practice and the self-work needed to put true collaboration into practice. This paper offers practical tools, processes, and suggestions for service providers related to the self-awareness that is often required (yet seldom acknowledged) to create interprofessional teams with the dispositions and behaviors that enhance patient/client care.

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