Neue Wege der Beschreibung von Rechtstermini: der semasiologisch-onomasiologische Ansatz der Begriffsbestimmung und seine Bedeutung für den Rechtsübersetzer

Within the framework of modern terminological findings, a new approach for the description of legal terms is presented which attempts to overcome the limitations posed by the traditional conceptual understanding of Wüster’s theory of terminology. The central question deals with the role of definition, which is of importance in the delimitation of legal terms, but more so and particularly in the formation of legal concepts. Viewed from the perspective of a modern conceptual understanding, legal concepts are the result, not the object of definition. Often, however , they may be formed through definitions only in the core area, but not in the marginal area important for the differentiation of legal concepts, and this means that further debate on the objects of law is required. By defining legal terms, and not legal concepts, a basic precondition is created for taking into consideration not only the subject specialist but also the linguistic context, and thus for fully taking into account the needs of the legal translator.

Keberadaan Perpustakaan Pusat Universitas Padjajaran Selama Masa Pandemi Covid-19

Artikel ini bertujuan untuk mendeskripsikan peranan serta keberadaan Perpustakaan Pusat Unpad selama masa pandemi covid-19 untuk memenuhi kebutuhan informasi pemustaka dengan memperhatikan berbagai aspek-aspek penting yang terdapat di dalam sistem perpustakaan. Penelitian ini menggunakan metode deskriptif kualitatif dengan teknik pengambilan data wawancara dan kajian literatur. Data yang digunakan oleh penulis ialah data mengenai sistem layanan perpustakaan serta tantangan yang dihadapi diikuti oleh inovasi sebagai solusi. Hasil penelitian ini merujuk pada sebuah kesimpulan bahwa Perpustakaan Pusat Unpad menghadapi berbagai macam jenis tantangan mulai dari aspek layanan, koleksi, hingga pembagian jam kerja pegawai perpustakaan. Adapun inovasi yang dilakukan oleh pihak Perpustakaan Pusat Unpad untuk tetap dapat melayani pemustaka secara maksimal adalah dengan memberikan Layanan Pustakawan "Subject Specialist" serta melakukan promosi atau pemasaran terkait kegiatan, layanan, dan fasilitas perpustakaan melalui sosial media Instagram.

Modern Teacher: Subject Specialist or Universal Specialist?

проблема, каким быть современному педагогу: предметником или универсальным специалистом, в определенном смысле традиционна, но ее решение зависит от нескольких факторов: каковы цели образования; что предполагается получить в результате образования; какими будут ученики, получившие данное образование. Для различных ступеней школьного образования нужны различные модели педагогов: в начальной школе педагог должен быть универсальным специалистом, а на этапе средней и старшей общеобразовательной школы – предметником, но с широким кругозором и знаниями в других областях науки. При этом школа должна давать ученикам базовое образование. the problem of what to be a modern teacher: a subject specialist or a universal specialist, is in a certain sense traditional, but its decision depends on several factors: what are the goals of education; what is supposed to be obtained as a result of education; what will be the students who received this education. The author comes to the conclusion that different models of teachers are needed for different levels of school education: in elementary school, the teacher should be a universal specialist, and at the stage of secondary and senior secondary school – a subject specialist, but with a broad outlook and knowledge in other fields of science. At the same time, the school should provide students with basic education.

A Language Teacher in the ESP Classroom: Can We be a Successful Dweller in This Strange and Uncharted Land?

The English for specific purposes (ESP) classroom has been described by a number of scholars as a strange and uncharted land for many language teachers. This is because ESP is designed to meet the specific needs of the learner, making it related to subject specialist content. Accordingly, some people feel that language teachers without a specialist subject background are “unqualified” to teach ESP courses. Rather, subject specialists should be the ones who teach these courses even though, in many cases, they are not trained to teach language. This paper therefore aims to find out whether it is possible that language teachers, who have limited subject specialist knowledge, can “settle down” happily in this strange and uncharted land. Reviews of the literature and previous studies of related topics, namely the definition of ESP, subject specificity, subject specialist knowledge, strategies for dealing with a lack of subject specialist knowledge, and the roles of the ESP practitioner, are discussed first. Then, the answer to the question is presented at the end.

Evaluasi Koleksi Bahan Pustaka di Perpustakaan

Evaluation of library collections is a mandatory activity that must be done librarian to keep the qualityof collection and existence of the library. The purpose of this study is to explain the efforts made librarians infulfilling the needs of userinformation through collection evaluation in library with ALA standar. This research usesdescriptive qualitative approach using literature study. The results showed that evaluation of library collectioncan be done with two methods. First, centralized method on a collection; by checking lists, bibliographies, andcatalogs, expert opinions (subject specialist), and comparisons of statistical data. Second, the comparison methodwith various collection standards; by analyzing circulation studies, user opinions, analysis of library borrowingbetween libraries, citation studies, on-site usage studies (reading room), and availability of shelf collections.Librarians must evaluate collections periodically to keep the collection quality as user needs.

Pathways to Becoming an Academic Subject Specialist: Insights from Three Librarians

Subject librarianship has been a research topic for many years, however there is limited professional literature providing professional advice and practical examples of pursuing this area of librarianship. This article examines pathways to becoming a subject librarian, particularly in an academic setting. Using case studies from three subject librarians with different backgrounds as examples, the article finds common themes and best practices for both obtaining these types of positions and achieving success as a subject librarian. The role of education, professional development and networks, and leveraging experience are discussed as means for librarians to move from working in a broad role as a generalist to transition into a subject specialist. This article approaches the subject from a practical, “getting the job”, professional development perspective, aimed at librarians who are interested in making a career transition.