Translation Support Model of the Ukrainian Armed Forces under the Ongoing Hybrid Russian Warfare

The article explores the specifics of translation and interpretation components in the framework of the Translation Support Model of the Ukrainian Armed Forces (the Model) in the context of ongoing hybrid Russian warfare against Ukraine. The functional-interpretive approach of modelling the translation process is reviewed as a theoretical basis for the Model. Translation Component of the Model is implemented primarily through the Translation Project Management (TPM), and consists of the Organizational and Instructional components, implemented with such principles as circularity, continuity and fluency. Translation Workflow as well as Roles and Functions are the constituents of the Organizational component within TPM concept. The first one is described via the following stages: Acquisition of the original text (OT) from the Client, Organization and planning, Preparation of the OT for translation, Pre-translation analysis, Uploading the Project into the CAT software, Translation, Editing, Proofreading, and Finalization. The Instructional component facilitates the effective use of the translation resources (Translation Memories and Terminology Bases), categorized according to the NATO functional classes (J-structure). The interpretation component of the Model is mainly regarded through the prism of risk mitigation strategy, being the crucial aspect in the hybrid warfare setting.

The Curriculum Material Center’s Vital Link to Play and Learning: What’s the Connection?

Many educational theorists who study child development concur that the importance of play related materials in schools, homes and libraries is vital to the concept of play and learning. As academic librarians responsible for information literacy, and as the education liaison for the management and collection development of the instructional component in the Curriculum Materials Center, the authors of this paper will explore valuable connections between children‘s play and learning. Further, they will discuss how that association affects a child‘s cognitive development as seen through the curriculum materials and the educational support for teachers who work closely with students.

TICCIT: Building Theory for Practical Purposes

In 1971 the National Science Foundation contracted with the MITRE Corporation (MIT Research Corporation) for the production of an experimental system to test the computer-assisted delivery of information and instruction to homes: the TICCIT system—an acronym for “Time-shared, Interactive, Computer-Controlled Information/Instructional Television”. The networking concept of TICCIT linked minicomputers through coaxial cables to color television sets. The theoretical design challenge was that the agreement with NSF specified that the instructional component of TICCIT would be learner-controlled. TICCIT system specifications produced a type of instruction that adapted moment-by-moment to the choices of the learner.

Teaching Students with Emotional/Behavioral Disorders the Skills to Participate in the Development of Their Own IEPs

Three students with emotional/behavioral disorders (E/BD) were taught to manage their own simulated IEP staffing using the Self-Directed IEP instructional program (Martin, Marshall, Maxon, & Jerman, 1996a, 1996b). A multiple-baseline design across four specific groups of behaviors was used. Skills taught included introducing the IEP meeting, reviewing past goals, discussing future goals, and closing the IEP meeting. Acquisition of the skills was assessed during simulated IEP meetings before and after the instruction as well as after the completion of each instructional component. Two of the three students showed substantial improvements in the taught skills. Implications for teaching adolescents with E/BD to be active participants in the IEP development process are discussed.

Interactivity and Computer-Based Instruction

Interactivity is one of the most important factors in the design and development of effective computer-based instructional materials. The following article describes this instructional component, its overall purpose in various learning environments, benefits that can be gained from its utilization, and its specific use within computer-based instruction. A number of strategies are also provided to assist instructional designers in their utilization of this significant program element.