text:
Understanding political debate and policy decisions using big data (ARC Discovery)
Professor Jenny Lewis, Professor Andrew Turpin, Dr Erik Baekkeskov, Dr Andrea Carson and Dr Roberto Foa
This project aims to empirically test a novel framework for analysing the relationship between political debates and policy decisions. Using digital sources and computational modelling approaches, the project team plans to investigate three specific issues to test this framework. These issues, all drawn from different policy sectors, will be examined as a series of debates (involving actors, framing and forums) linked to specific decisions, over the last two decades. It aims to produce conclusions about how debates shape policy decisions for different issues, thus leading to recommendations for how the link between political debates and policy decisions can be improved in Australia and elsewhere, providing potential benefits for politics and policy-making.
This project will improve our understanding of how political debates become policy decisions, using digital sources and computational approaches. Its main benefit will be recommendations on how to improve the link from debate to policy decisions. It will also provide guidance on how political debates can be improved for specific policy issues. Finally, it will generate large datasets that will be made available for other researchers to use in studying how to improve the policy-making process.
Race to the top: using experiments to understand gender bias against female politicians (Melbourne School of Government and The Policy Lab)
Dr Andrea Carson, Professor Jenny Lewis and Dr Leah Ruppanner
Although women account for half of the Australian population, women's political representation is low. Gender balance in political representation is an important goal of governments yet today in Australia only 32% of all parliamentary and 29% of the House of Representative seats are held by women (Parliament of Australia, 2017). While political scientists have investigated political attitudes of female politicians, less is known how internalised gender biases structure voters' attitudes towards female politicians. This form of discrimination is damaging yet difficult to measure as individuals may be unaware of their internalised bias.
To redress this methodological challenge, this study will apply experimental methods of randomly assigning respondents to a vignette that manipulates the politician's gender, we will address the research question: do Australians perceive female politicians as less competent and capable in their jobs and, if so, what are the mechanisms through which this discriminatory bias is exhibited? Ultimately, this experimental survey design will allow us to measure gendered bias in citizens' attitudes towards female politicians. This project is co-funded by the Melbourne School of Government (MSoG).
Enlisting the support of trusted sources to tackle policy problems: the case of anti-microbial resistance
Dr Aaron Martin, Dr Erik Baekkeskov, Dr Tim Gravelle and Professor Jenny Lewis
What effect do trusted sources have on support for policy reforms? At a time when trust in government is declining and social problems are becoming more complex it is likely that government will have to enlist the support of representatives of more trusted institutions to secure support for policy reforms. This research tests to what extent trusted sources can alter attitudes towards regulating the use of antibiotics through the use of survey experiment.
World Values Survey – Indonesia (University of Melbourne)
Dr Roberto Foa, Dr Tim Gravelle and Dr Erik Baekkeskov
Indonesia has emerged as the largest experiment in democratic governance in the Islamic world. How do contemporary Indonesians view democratic institutions, and alternatives to them? How do beliefs vary across this large and highly diverse polity? How engaged are Indonesians in civil society networks? Are they influenced by religious or other beliefs, or by historical traditions and trends? This project will collect critical cross-sectional and longitudinal information on Indonesians' attitudes to social, cultural, and political issues, by implementing the World Values Survey (WVS). This project has been awarded strategic research initiative funding from the University of Melbourne.
Public sector innovation labs in Australia and New Zealand (Australia and New Zealand School of Government and The Policy Lab)
Professor Jenny Lewis, Dr Emma Blomkamp and Dr Michael McGann
Innovation labs, units and teams are becoming increasingly important within the public sector. They are being established to drive innovation and experimentation in public policy and service design – through, for example, adopting more collaborative approaches and employing methods and skills that may not be available in other public sector organisations. In order to better understand the key characteristics of these units and the different policy areas and approaches they are working on, The Policy Lab at the University of Melbourne is conducting the first large-scale survey of public sector innovation units in Australia and New Zealand, followed by several in-depth case studies. This work is supported by an Australia and New Zealand School of Government (ANZSOG) research grant. More information....
States of Change evaluation (Department of Premier and Cabinet, Victoria)
Professor Jenny Lewis and Dr Aleks Deejay
The Victorian State Government is working with Nesta, the UK-based innovation foundation, and seven other jurisdictions from around the world, in a world-first initiative called States of Change. This learning collective is creating a project-based curriculum to support innovation in government. The Policy Lab is partnering with Victoria's Department of Premier and Cabinet to evaluate the initiative and act as a 'critical friend'.
The evaluation aims to provide insights into the level of change achieved and to understand which aspects of the initiative are having the biggest impact on innovation learning and capacity development.
Enhancing sleep and well-being in working families (ARC Discovery)
Dr Leah Ruppanner, Associate Professor Belinda Hewitt and David Maume (University of Cincinnati)
Sleep is essential for economic productivity, physical health and emotional well-being. This project aims to investigate the role of sleep on individuals' health by measuring Australians' sleep patterns relative to work and family demands. This project expects to generate new knowledge in the sociology of sleep and clear policy recommendations, using innovative data collection that brings together cross-national, nationally representative, longitudinal and physiological data on Australians' sleep patterns. The results of this detailed inquiry will provide knowledge for integration into policy on health, quality of life and public policy.
From entitlement to experiment: the new governance of welfare to work (ARC Linkage)
Professor Jenny Lewis, Dr Siobhan O'Sullivan and Professor Mark Considine
This major research project investigates the important organisational dynamics that are generating major changes to contemporary welfare states. The first of these changes is the shift towards governance driven by performance; a world of metadata matched by a new economy of incentives. The second is experimentation, new markets and the problematic way changes 'from above' seek to stimulate real service delivery change at street level. This increasingly involves international agencies and global knowledge transfer.
The research project aims to model and explain these dynamics using a multidimensional framework and a mix of surveys and field visits, to assist agencies wishing to innovate in order to help those most in need. More information....
The intergenerational transmission of joblessness (ARC Discovery)
Dr Irma Mooi-Reci, Tim Liao and Professor Mark Wooden
The project aims to unpack the mechanisms, channels and factors that drive joblessness from one generation to the next in Australia and across Europe, Asia and the United States. By creating a rich longitudinal dataset on families across the selected countries, it plans to challenge existing theories by asking whether aspects of family's work-welfare trajectories, values and dynamics play out differently across multiple nations, over time and in different labour market, institutional and family contexts.
Project results may provide evidence-based knowledge for the development of effective interventions to avert the persistence of joblessness across generations.
Improving Indigenous health and wellbeing (ARC Linkage)
Associate Professor Belinda Hewitt, Professor Maggie Walter (University of Tasmania) and Fiona Skelton (Department of Social Services)
This project aims to reduce Indigenous health inequalities, a major social and economic problem, by improving the policy relevant evidence base on the determinants of Indigenous health and wellbeing. This project compares the impact of the family life course on the health and wellbeing of Indigenous and non-Indigenous mothers and children.
The project uses survey data that follows them over time to:
- Identify family structures that enhance or harm health and wellbeing; and
- Track changes in health and wellbeing before, during and after family transitions (ie births, relationship changes)
Understanding causes of trust through political experiments (ARC DECRA)
Dr Aaron Martin
This project intends to improve our understanding of the drivers of political trust and point to ways that political trust could be improved. Despite the importance of political trust to the functioning of democratic systems, we have no experimental data on what the causes of political trust are, and political trust has been said to have reached crisis levels in many democracies.
By integrating existing survey data with experiments in five established democracies, this project aims to identify the causes of political trust and how these differ by country, which may inform policies addressing challenges such as ageing populations and environmental change.
Networked individualism: a comparative study of social networks, digital media, international ties and privacy (Social Sciences and Humanities Research Council of Canada)
Dr Barbara Barbosa Neves, Professor Brent Berry and Professor Barry Wellman (University of Toronto)
Is community and family life withering as some scholars and popular media contend? Or is it transforming – and even flourishing – now? This project uses contemporary and long term evidence collected in English Canada and from a variety of developed countries to evaluate this debate, giving special attention to the interplay of Information and Communication Technologies (internet + mobile) with community and social capital.
Funded by the Social Sciences and Humanities Research Council of Canada (SSHRC) 2015-2018, this project brings together an international team of social scientists and media scholars, and is coordinated by Principal Investigators Professor Brent Berry and Professor Barry Wellman (University of Toronto).
Master students
- Sheilla Njoto. Gendered Bots? Bias in the use of Artificial Intelligence in Recruitment (1.7Mb pdf) 2020
- Amrita Chanda. Understanding flexible work arrangement and its need in India: Policy intervention as a step towards holistic work life balance (700kb pdf) 2020
- Mary Ntalianis. Gender and sexual orientation as determinants of economic outcomes for queer women: A public policy response (570kb pdf) 2020
- Olivia Quan. New Opportunities for Women in the Workforce in the age of AI and Automation (475kb pdf) 2020
- Wendy Ojwang. An evaluation of progress made towards implementation by the Australian Government of "Towards 2025: An Australian Government's Strategy to Boost Women's Workforce Participation" (750kb pdf) 2020


text:
Job Opening for the Post of Site Engineer in Kolar, Karnataka
Job Opening for the Post of Site Engineer in Kolar, Karnataka
Job Opening for the Post of Site Engineer - - Empower Consulting - Job . Empower Consulting in . Apply for Empower Consulting vacancy for Job Opening for the Post of Site Engineer. Search Empower Consulting jobs for freshers.
About Us
Empower is a full service HR consulting company promoted by highly motivated experienced HR
entrepreneurs from across the country It has made its mark in the field of Human Resource Consulting in a very short duration
Job Description
Job Opening for the Post of Site Engineer Designation: - Site Engineer Location: - Girgaon {Near CP Tank} {Candidate should be mobile} Reporting To: - Director Qualification: - Preferred BE {Civil} Dip Civil {Latest Auto Cad must} Experience: - 4-6 years in residential site project execution Salary: - As per industry standards and experience Responsibilities:- 1 Tracking progress of ongoing projects and ensure timely execution Labor, Suppliers, Client Coordination and Liaisons 2 Preparing detailed Man and Material Reports, Bills etc Facilitating timely procurement of materials 3 Performing Material Planning, Reconciliation, Estimation, Asset Checks Managing Site Staff 4 Understanding Market Rates and getting best quotes {For Materials, Projects etc} 5 Understanding architectural, civil, structural drawings etc and prepare Material Quantity Requirement Estimates 6 Maintain Overall Site Reports 7 To act as technical advisor to subcontractors, operatives and crafts people with respect to the construction site 8 To check drawings, plans, and make quality checks to get an accurate project status 9 To ensure that all the materials used are according to the specifications and maintain individual site material purchase report, inventory report 10 To oversee the requisition and ion of the materials 11 To bring to the notice of Director the material distributors set prices and take cost effective measures, also maintain material bills and records 12 To manage, monitor and interpret the design of the contract documents that has been supplied to them 13 To manage the site on a day to day basis that includes supervising and monitoring the labor force and that of the sub contractors 14 Maintain labor force and sub contractors attendance, payroll/ to-pay records depending on the attendance and qty of work completed or pending etc 15 To see that quality control methods are in place 16 To resolve unexpected technical problems that may arise
Candidate Profile
Graduate from engineering background
More Information
Education:BE / BTech
Experience: Fresher
Contact Number:8655255678
Website:Visit Website
How to Apply
Send your resume at email@example.com

subset: commoncrawl


text:
- Accueil
- > The journal
- > Digital Subjectivities
- > Digital Subjectivities
- > Translation Pedagogy in the Digital Age
Translation Pedagogy in the Digital Age
How digital technologies have been altering translator education
Par Mariusz Marczak
Publication en ligne le 05 juin 2018
The language service provision industry is rapidly developing, with the market growing on an annual basis (Drugan 2014; DePalma et al. 2014; 2017; Pym 2016) due to voluntary and non-voluntary human mobility, increased social agency (Cronin 2013), as well as the worldwide provision of services, goods and cultures (Orlando 2016). As a result, the practices of modern-day language service providers are being altered via the implementation of Machine Translation (MT)(TAUS 2013) and Computer Assisted Translation (CAT) tools (Bondarenko 2015) so that the industry can cope with increased volumes of text to be translated, shrinking deadlines, and decreasing remuneration (Choudhury & McConnell 2013). At the same time, the translation market is becoming convergent as language service providers expand, while freelancers attempt to retain a competitive edge by teaming up (Breen 2017). Whatever the case, online solutions are being implemented which permit translation teams to work flexibly via telecollaboration (Pym 2016; Schaeffner 2016). The sign of the times is the need to keep abreast of the shifts in work modes and tools necessitated by them, which requires translators to display a set of skills relating to both translation technologies and telecollaboration and communication tools (Bondarenko 2015). What it brings to the forefront of contemporary translator education — and also language education, for that matter — is the learner's capacity and preparedness for self-directed, autonomous learning (Kukulska-Hulme et al. 2015). Having said that, today's translator education systems must create conditions for students not only to learn about translation but also develop a range of soft/employability skills, e.g. critical thinking skills, communication skills, problem-solving skills and collaboration skills, which will help them live up to the expectations of the Language Service Providers (LSPs), or the market at large (Mirza 2017). This paper investigates how translator education may respond to that need through a pedagogic shift from traditional, positivist epistemology, consisting in teacher-centered instruction and knowledge transmission, towards emergentist education, which emancipates the learner, situates the learning experience, emphasizes collaboration and aims at developing translator competence, which is viewed as a complex system of interactions between a myriad of context-dependent factors (Göpferich 2008; Kiraly 2013; 2015; Kiraly and Hoffman 2016). The author examines how this new pedagogy affects the learner, their self-perception and conceptualization of the translation profession, with particular emphasis on Web- and CAT-based pedagogies and work-modes. It concludes with a number of evidenced predictions which altogether constitute a voice in the debate about the future outlook for translator education.
Le secteur des services linguistiques est en pleine expansion et son marché croît année après année (Drugan 2014; DePalma et al. 2014; 2017; Pym 2016): cette croissance est nourrie par les mobilités humaines (choisies ou imposées), l'essor des activités sociales (Cronin 2013), et la circulation mondiale des services, des biens et des cultures (Orlando 2016). Afin de pouvoir gérer des volumes sans cesse croissants de textes à traduire, des délais toujours plus courts et des prix toujours plus serrés (Choudhury & McConnell, 2013), le modèle opératoire des prestataires de services linguistiques fait une part toujours plus belle à la traduction automatique (TAUS 2013) et aux outils de traduction assistée par ordinateurs (Bondarenko 2015). On observe une convergence du marché de la traduction, avec l'extension de la taille des prestataires de services linguistiques et la création d'équipes de traducteurs indépendants qui cherchent ainsi à rester compétitifs (Breen 2017). Dans tous les cas, les traducteurs se tournent vers des solutions en ligne qui leur permettent de travailler de manière flexible par le biais de télécollaborations (Pym 2016; Schaeffner 2016). L'évolution des modes de travail et des outils afférents requiert des traducteurs qu'ils se maintiennent à niveau et qu'ils mobilisent un éventail de compétences liées aux technologies de traduction, ainsi qu'aux outils de télécollaboration and communication (Bondarenko 2015). La formation des traducteurs d'aujourd'hui (et de manière générale des linguistes) doit aussi évoluer et préparer l'apprenant à envisager une formation continue, autonome et auto-déterminée (Kukulska-Hulme et al. 2015). Les programmes de formation en traduction doivent créer les conditions pour que les étudiants, outre le savoir-faire du traducteur, acquièrent un savoir-être professionnel, incluant notamment l'esprit critique, la communication, la résolution de problème et la collaboration, qui leur permettront de répondre aux attentes des prestataires de services linguistiques (LSPs), ou du marché en général (Mirza 2017). Cet article tentera de montrer l'intérêt pour les formations en traduction d'effectuer une révolution copernicienne en délaissant l'épistémologie traditionnelle et positiviste, où l'instruction et la transmission du savoir sont centrées sur la figure de l'enseignant, pour un modèle pédagogique émergentiste, qui vise à émanciper l'apprenant, situer l'expérience d'apprentissage, valoriser la collaboration et développer la compétence du traducteur, définie comme un système complexe d'interactions entre de multiples facteurs contextuels (Göpferich 2008; Kiraly 2013; 2015; Kiraly and Hoffman 2016). Nous examinerons les effets de cette nouvelle pédagogie sur les apprenants, leur perception de soi et leur théorisation du métier de traduction, en portant une attention toute particulière aux pédagogies et modes de travail numériques. Pour conclure, nous contribuerons au débat sur le futur de la formation des traductions en proposant plusieurs pistes étayées par les faits.
Table des matières
Texte intégral
1. Growth of the global translation market
2The global translation market has experienced sustained growth over the last few decades, and although actual estimates of the growth rate may differ between sources (Kelly et al. 2010; Drugan 2013; DePalma et al. 2014; Pym 2016), the trend finds confirmation in research reports, anecdotal evidence and official forecasts issued by professional organisations.
3Between the years 1950 and 2004 the language service provision (LSP) market grew at the average annual rate of 5% (Drugan 2013). In the light of Kelly et al.'s (2010) research results, in 2010 the market was worth 26 billion USD. More recently, in the years 2013-2015, the annual growth averaged 6.46%, as reported by the Common Sense Advisory (CSA) (DePalma et al. 2017), an independent, Massachusetts-based consulting firm specialising in language services, whose research results demonstrate the global language service market to have generated revenue at the level of 34.8 billion USD in 2013, nearly 37.2 in 2014 and 38.2 in 2015. The most recent data from CSA (DePalma et al. 2017) reveal a further growth in revenue from 40 billion USD in 2016 (DePalma at al. 2016) to 43 in 2017 (DePalma et al. 2017).
4By Pym's (2016) seemingly bold estimate, the current growth rate is even greater and could be as high as 10% annually, which dovetails with the predictions for the years 2008-2015, published as part of a study report on the size of the language industry in Europe commissioned by the Directorate-General for Translation of the European Commission (DGT 2009). According to the study data, the industry's value in Europe amounted to 8.4 billion EUR in 2009 and was predicted to reach a minimum of 16.5 billion EUR by 2015.
5The LSP industry's growth is reflected not only in revenue figures but also in the number of jobs generated by it. For instance, the US Bureau of Labor Statistics (US BLS 2015) predicted a colossal increase of 46% in the number of jobs available within the LSP industry in the years 2012-2022. Its latest forecasts predict a 17% growth in employment between 2016 and 2026, with the average growth rate for all other occupations amounting to only 7% (US BLS 2017).
6The growth has been stimulated by a number of factors, including globalisation and increased migration flows. As Orlando (2016) posits, due to the voluntary and non-voluntary "circulation of people, goods, services, ideas and cultures" (Orlando 2016: 18), which has resulted from the internationalisation of the economy or conflicts and natural disasters respectively, demand for professional language service provision has visibly increased. Following Cronin (2003), he also points towards people's increased social agency, i.e. involvement in intergovernmental and nongovernmental organisations operating worldwide to resolve problems relating to nature conservation, climatic change or renewable energy, as a catalyst for international communication and thus the implementation of translation and interpreting.
2. Shifts in professional practices
2.1 Work modes and tools
7All this has exerted a significant influence on the professional practices of the LSP industry, which — amongst the manifold consequences of increased demand — needs to face rapidly growing volumes of text (Lionbridge 2017) to be translated in a relatively short time and at a low cost (Choudhury & McConnell, 2013). In response to that, language service provision must involve technologies which permit the automation of the translation process (TAUS, 2013), the use of Computer Assisted Translation (CAT) tools (Bondarenko 2015; US BLS 2017) as well as the harnessing of telecollaborative translation work modes (Pym 2016; Schaeffner 2016), which permit commissions to be job-shared by translation teams, thus reducing the time in which they can be completed. Interestingly enough, team translation is by no means a sign of the times. As Bistué (2013) demonstrates, collaborative translation practices were already used in medieval and Renaissance Europe, when translators would either work in teams while transposing voluminous texts from Greek, Arabic and Hebrew into Latin by delegating specific tasks to selected individuals, or when they would collaborate with copyists and printers in an attempt to produce multilingual translations in a range of layouts. The novelty of today lies in the electronic tools thanks to which team translation can now be performed, i.e. state-of-the-art translation technologies, including locally installed CATs (Bondarenko 2015), cloud-based Software-as-a-Service (SaaS) solutions (Mrochen 2014) and Web-enhanced communication tools.
8Due to the introduction of a range of translation technologies, the profession has undergone serious change. As Orlando (2016) rightly observes, the relatively safe 20th- century pattern of professional translators working in-house within the structures of larger companies has been replaced with the 21st century's much more volatile reality, where self-employed, freelancing individuals perform specific tasks for translation agencies, get commissioned to perform jobs directly by their clients, and where they must cope with worldwide competition. As Beens (2017) explains, more and more freelance translators face competition from larger translation bureaus — many of them expanded through mergers and acquisitions — thus they need to join colleagues, form teams and perform translation jobs via telecollaboration. Just as the practical conditions of the translator's work change, so does the mindset of translators need to alter in order to permit them to embrace greater flexibility, increased social interaction.
9Online technologies have not only internationalised translation, permitting all the stakeholders to operate from locations all over the world, but they have also freed translators from the burden of having to work in a fixed setting, e.g. the translation bureau, with a predetermined set of tools, frequently limited to the locally available software, and at a fixed time, e.g. during office hours. LSPs can now basically work on an anytime/anywhere basis, at the time of their choice, from the location they deem most convenient — be it at home, away from it or even while travelling — and with the use of a platform they find most suitable.
10One of the outcomes of this is the translator's increased online presence, which requires the development and use of a number of ICT (Information and Communications Technology) and online communication skills. For example, as O'Brien (2012) posits, the translator of today utilises Web-based solutions in order to interact with clients or co-translators. Email and instant messaging have, to a large extent, replaced telephones and faxes, while CD-ROMs — and other portable storage media — which were once used to deliver the source text to the translator, have now been replaced by workflow management tools, through which texts can be downloaded. More recently, file sharing services and cloud-based disks, operating as server spaces administered by users at their discretion, have also been used for that purpose.
11In the course of translation project work, communication between all the stakeholders involved in it is also largely performed online, with Web conferencing software and webinars being utilised for team meetings and training sessions respectively (O'Brien 2012), and Enterprise Resource Planning (ERP) tools helping translators handle the commercial and financial aspects of translation projects (Foedisch 2017).
12It is interesting to see how the Web has rapidly transformed from a collaboration and communication platform only to increasingly being the source text itself. That is to say, the content featured on Computer-Mediated Communication (CMC) websites serves as the text to be translated. As Desjardins (2011) demonstrates, it is particularly visible in the localisation industry, where translators are more and more frequently commissioned to translate advertising campaigns delivered by means of social media, including social networking sites, such as Facebook or Twitter. She rightly observes that while translators may use social media for professional practices, thanks to the experience they gain, over time they also become better prepared to translate content distributed through that channel.
2.2 Skills and job requirements
13In order to be able to cope with this exponential increase in work modes, translators have to learn how to deal with an ever-changing, dynamic market reality. Consequently, they need to develop not only trade-related hard skills, but also a set of soft skills, or employability skills, which will permit them to act flexibly and respond to the circumstances of various professional contexts in which they are likely to find themselves. The skills may include: communication and media skills, teamwork skills, interpersonal skills, cultural awareness, flexibility, critical thinking skills or leadership skills (Schultz 2008; Bartel 2011; Mathias 2013). This idea finds corroboration in the expectations of LSPs towards university graduates who enter the job market, as reported e.g. by Brookes (2017), the professional development officer for the Institute of Translation and Interpreting, who affirms that LSPs require freelancers to display a degree of flexibility, availability and an understanding of how they fit into the translation process. In addition, she underlines that one of the prerequisites for success in the contemporary translation market is preparedness for life-long learning and the ability to plan their continuous professional development.
14In the same vein, Claudia Mirza (2017), CEO of Akorbi — one of the fastest growing LSPs in the world and a member of the Globalization and Localization Association, lists strong critical thinking skills, communication skills, problem-solving skills and collaboration skills among those she finds most necessary for translators of the future.
15It is all well illustrated by what is happening to the translation process in the wake of ubiquitous digitalisation. Increased interest in speedy delivery, even if it is achieved at the cost of quality, has spawned interest in the implementation of Machine Translation (MT), which requires translators to perform post-editing jobs rather than simply translating texts (Beens 2017). However frustrating it may be for translators at times, it is a fact now and it calls for them to develop new skills (Brookes 2017).
16Similarly, localization, which involves the translation of digital content — e.g. computer games, websites or online services — for an area-specific audience, requires a new set of skills which are much closer in origin to the domain of computer programming than to translation (Brookes 2017). After all, in order to translate computer games, mobile applications or websites, the translator needs to identify and access translatable content first, which without a knowledge of programming, they will find challenging as well as time consuming.
3. Rooting pedagogic adaptation in emergentist theories
17In the wake of the above, it seems reasonable to suggest that if translators are to be equipped with the aforementioned skills, they need to be educated within the framework of a new methodology, one that would break away with the transmissionist model of teaching and direct students towards teacher-independent learning and informed reflection.
18An answer to the apparent need for closing the employability gap (Massey 2017) — also referred to as the skills gap (Brookes 2017) — seems to be offered by emergentist epistemology, which has been promoted as a solution for translator education by Kiraly (2006; 2013; 2015). It relies on a number of theories, including Whitehead's (1950) process theory, Davis' complexity theory (Davis and Stimmt 2003) and van Lier's (1996; 2000) ecological approach to language and language acquisition, with each making an important contribution to the theory at large. The process theory posits that the world is in a state of constant, dynamic development, thus it is difficult to draw a universally true picture of it which would be a valid reflection of reality. The complexity theory, which might be viewed as a possible reinterpretation of postmodernist thought (cf. Cilliers 1998), underlines the belief that knowledge is not a body of static, objectivised and transmittable truths, but rather a complex entity which emerges out of experience, constantly in flux and developing through fractal, self-similar and multifaceted experiences. Finally, the ecological approach to translation, inspired by van Lier (2000), puts the translation process in an environmental context, which goes beyond the source/target text and the cognitive processes which translation involves. It views translation as a situated event, affected by complex interactions between the actors involved in it as well as the physical objects used in its course.
19When brought together, the three approaches constitute a translation pedagogy which places the student at the centre of the learning process, in the middle of the experience gathered through participation in authentic, or near authentic, telecollaborative translation projects where the teacher only occasions (Kiraly 2015) — rather than transmits — knowledge, which emerges in the course of the experience itself.
20It must be underlined that learning outcomes in this case exceed declarative knowledge per se and extend to cover skills and awareness, which Kiraly (2013) perceives as a synergic product of a complex interplay of corporeal, personal and interpersonal dispositions, human and material resources, learning results and intuitions as well as memories. It is this multifarious bundle of interrelated traits which Kiraly labels "emergent competence" (Kiraly 2013: 11) — impossible to predict, situated (Risku 2014) and developed through interaction with others. To do justice to the emergentist approach, one must note that it also relies on Kiraly's (2000) social-constructivist approach, which builds on Vygotsky's (1978/1994; 1986) concept of the social construction of knowledge but also Dewey's (1938) concept of learning through action.
21While Vygotsky emphasised the social nature of learning by claiming that "The true direction of the development of thinking is not from the individual to the social, but from the social to the individual" (Vygotsky 1986: 36), Dewey underlined the discovery of knowledge promoted by the learner's hands-on learning experience, maintaining that: "[An individual] […] has to see on his own behalf and in his own way the relations between means and methods employed and results achieved. Nobody else can see for him, and he can't see just by being 'told'" (Dewey 2008: 57).
3.1 Web-based pedagogies
22Just as computer and Web-based technologies have affected the translation profession, so is telecollaboration, as a learning mode, likely to have an impact on how learners interact with one another, how they communicate and ultimately — how they learn. To realise the nature of this impact, it seems reasonable to articulate the cognitive and affective aspects of telecollaborative work modes and their material dimension, i.e. the digital technologies and tools utilised within them. In other words, it is necessary to examine the ecology of telecollaboration, its material context, in the same way as the materiality of translation has been examined in recent research in Translation Studies (cf. Desjardins 2011; Ehrensberger-Dow et al. 2015; Littau 2015).
23As Desjardins (2011) demonstrates, the development of the Web, from Web 1.0 to Web 3.0 technology, has apparently coincided with shifts in pedagogy, as the new functionalities offered by the technologies being introduced permitted educators and learners to design and perform, respectively, different types of learning tasks.
24The evolution of the Web first began with the introduction of Web-based services, commonly referred to as Web 1.0, which first and foremost created opportunities for the reception of information published on read-only websites. As the Web at that time relied on pre-digested content, it very much generated one-way online traffic in that Web users were limited in their actions to mostly searching and consulting data which were presented to them on the websites that they visited (Berners-Lee 1989). Due to its nature, when Web 1.0 technology was implemented in educational contexts, it produced a learning model biased towards content reception, whereby learners acted as passive knowledge recipients. In many ways, the content provided online through Web 1.0 technologies paralleled content which might equally have been presented offline (Prensky 2001), which usually happened in non-Web-based settings. This is why Bax (2003) referred to the Web 1.0-based developmental stage of Computer Assisted Language Learning (CALL) as the restrictive phase.
25The resultant learning epitomised the transmissionist paradigm, within which students acted as "containers for content (knowledge)" (Klimkowski 2015: 82), and learning occurred through the teacher-centred transfer of largely declarative knowledge, including rules, facts and principles, to be assimilated by the learners.
26In translation pedagogy, that kind of learning has to this day been part of the who-takes-the-next-sentence approach (Nord, 1996), which "thwarts student's development of cognitive and metacognitive skills relating to translation/interpreting" (Klimkowski 2015: 85).
27The introduction of Web 2.0 marked a shift in (translation) pedagogy as, contrary to its read-only Web 1.0 predecessor, it was fundamentally a read-write Web (Dale Doherty 2004). Consequently, by permitting users not only to consult but also produce content, it promoted Web-based human-human interaction, which resulted in the development of methodologies within which students changed their role from that of passive knowledge recipients to that of active learners who would attempt to construct knowledge actively through social interaction. In addition, learners would no longer simply consult online content, but they would exercise telepresence, by congregating and collaborating online. The potential of the Web to foster communication generated opportunities for online social networking, e.g. the use of Facebook for educational purposes, which in Desjardins' (2011) words, transformed learning into a form of socialising. As she reports, social networking empowers the teacher to mark his/her presence online but it could also have a positive impact on the students' perception of the teacher, thus bringing the teacher closer to the learners offline too. Interestingly enough, online presence on Facebook does not necessarily place the teacher in control of course content dissemination, as the platform's interface equally permits all the participants of a virtual group to upload their own content (Desjardins 2011).
28Thanks to the affordances of Web 2.0, the transmissionist paradigm was replaced by the social-constructivist model of education, based on the ideas of Vygotsky (1974/1994), Wood et al. (1976), Bruner (1996) and Dewey (1916; 1938). Social-constructivist learning would rely on the concept of the community of practice, where learners could learn by interacting with others via synchronous (instant messaging) and asynchronous (online forums, wikis, social networking sites, or discussion groups) communication modes (Desjardins 2011). Learning became a social experience, collaborative in nature, and occurring in a setting where teacher and learner roles were much more balanced, with the teacher acting as a guide supporting the learning process, and the learners actively involved in the construction of knowledge. Thanks to social networking, learning could occur through peer-to-peer sharing, and the teaching content was diversified by the introduction of media-rich content (Desjardins 2011). This kind of learning is currently referred to as peeragogy (Corneli et al. 2016) — a distinct form of pedagogy which involves peer-to-peer learning, self-directed learning, as well as diffused and decentred leadership and assessment.
29In translation pedagogy, this kind of learning found endorsement in the writings of Kiraly (2000), Nord (2005) and Gonzáles-Davies (2005; 2017), who all advocate collaborative translation projects as a means by which to develop a range of translation competences. As Desjardins (2011) demonstrates, theses competences may be updated to cover a range of collaborative and digitised practices relating to modern-day translation, e.g. the localisation of digital media, including social networking sites and video games or the translation of online marketing campaigns.
30Web 3.0, referred to as the semantic Web (Berners-Lee 1989), converged digital resources and services in order to permit the customisation of content in congruence with the user's needs. As Jenkins (2006) explains, the convergence of the Web, which enabled online applications — both desktop and mobile — to integrate and interoperate, has contributed to a further shift in pedagogy, this time towards the development of cross-disciplinary skills and higher-order skills (Bloom and Krathwohl 1956), e.g. critical thinking, synthesis or metacognitive skills. What is more, it promotes complex learning, which involves the convergence of skills (Weller 2007) and dovetails with Kiraly's (2013; 2015) emergentist approach to translator education, where students participate in authentic translation projects in the course of which they are given the opportunity to develop complex translation skills while delivering a translation product to a genuine client.
31In emergentist pedagogy, knowledge is a complex adaptive system which emerges "through the translator's embodied involvement (habitus) in actual translation experiences" (Kiraly 2013: 203), students are active knowledge seekers, while the teacher's role is to occasion translator competence, which is a situated outcome of the dynamic interplay of human and material resources, personal, interpersonal and psycho-physical dispositions (Kiraly 2015). Within the emergentist approach, the teacher is no longer an expert to deliver the final word, but rather a learning partner — a co-learner.
32This kind of pedagogy can potentially facilitate learning in various contexts, e.g. foreign language learning (Kiraly and Signer 2017), but is has also been used in order to enhance translator education. Within the latter field, it consists in the implementation of collaborative translation projects, which have been administered and researched by Kiraly (2013; 2015), Kiraly and Hoffman (2016), Massey (2017) or Marczak (2017a; 2017b), where student teams perform translation jobs, frequently for a genuine client, while using online translation and communication technologies. As a result, they are given the opportunity to perform in various roles, explore translation through practice and co-learn by benefiting from their colleagues' knowledge, skills and experience.
33Marczak and Krajka (2016) and Marczak (2016) investigated the potential of Web-based team translation projects, involving the use of social media, e.g. social networking sites, file-sharing services and online communicators, for developing a range of skills in translation students. In one of the projects, groups of students teleworked in order to compile a term bank containing entries relating to the area of Computer Assisted Translation by using a range of online tools, including Facebook Messenger, TitanPad, Google Live Docs. The project work involved Web-based searches for reference texts, parallel text alignment, term extraction with CAT tools (memoQ or PlusTools), data collection, database creation with CAT tools, and data transfer to a printable format through the Mail Merge functionality of Microsoft Word. The telecollaboration stage was preceded by face-to-face instruction in: Language for Special Purposes (LSP), the role of terminology in translation, terminology management and CAT/terminology tools.
34As the results of the post-project survey indicated, student satisfaction levels with the telecollaborative experience were high, with 100% of the participants reporting learning gains from participation in the project examined. Large proportions of students observed the project they had completed had been an opportunity for them to explore the nature of teamwork and participate in it and learn how to use Computer-Mediated Communication (CMC) tools and CAT tools. However, they had also reportedly had a chance to develop time management skills, emotion regulation skills, stress management skills, interpersonal skills and self-awareness, i.e. a number of transferable/soft skills.
35In another project (Marczak 2017a; 2017b), students telecollaborated in order to deliver the translation of a number of chapters from a book on hortitherapy, whereby they practised the use of cloud-based technology for the purpose of LSP translation. This example demonstrated novel forms of reflection, such as concordancer-enhanced reflection on in-project communication data, which may even further enrich students' learning in telecollaborative settings with regard to the development of operational, cultural and critical literacies, as well as employability skills. What is more, such reflection enables students to look beyond their own communicative exchanges and into those of their colleagues, whereby they extend their project experience to the roles which they themselves have not been directly involved in. Vicarious as such extended experience may be, it is likely to build students' increased awareness of a broader range of responsibilities, work modes, actions and problems which are potentially part and parcel of Web-based team translation.
36Emergentist translator education may rely on the use of social media to an even greater extent. Thanks to the ubiquitous nature of social networking sites and their common use, they increasingly constitute both the source text and modus operandi in contemporary translation. Desjardins (2011) suggests that they be used for projects where student translators get involved in "translating 'tweets', and 'status updates', uploading YouTube videos for newer translation technologies […] and participating in what came to be known as the 'translation classroom community'" (Desjardins 2011: 186).
37This is an idea worth following, as it does not limit the learning experience merely to translation per se. Instead, it permits students to explore social media as a working environment, develop marketing skills, e.g. by designing "promotional Facebook pages for fictional translation companies" (Desjardins 2011: 186) or identify and explore the latest translation technologies. What is more, it all happens in a deeply democratised setting, where students not only find it easier to relate to their colleagues and the teacher thanks to the instantaneousness of the communication tools which they use, but where they also become more open in interactions with their colleagues. In addition, social media offer students an equal chance to receive learning content as well as to provide it themselves, which enables them to initiate learning, rather than only following the teacher. Finally, students' increased confidence in social media may start to use it for the purpose of self-development at large, e.g. foreign language learning, which broadens their overall educational experience (Desjardins 2011). In some cases, social media may be the tool through which learning extends to contexts beyond institutionalised translator training as students can easily set up, run and participate in domain-specific learning communities even before they become full-fledged professionals; thus they give themselves a chance to genuinely experience the benefits of social learning as well appreciating the role of networking in professional development (Desjardins 2011; 2017).
3.2 Utilisation of CAT tools
38Apart from the use of a range of online technologies, be it communication or learning solutions, technology-enhanced translator education also — if not first and foremost — involves the use of CAT tools and other digital resources, e.g. Machine Translation, which have had a profound impact on the work modes which translation students — as well as professional translators, for that matter — implement. That kind of impact has also generated interest among Translation Studies researchers (O'Brien 2007; 2012; Pym 2011; Koglin 2015; Law 2015; Bungaard et al. 2016).
39As Pym (2011) observed, technology constitutes an extension of the physical apparatus through which people interact with the world around them. It extends the human limbs (e.g. the arms), the senses (e.g. sight, hearing and touch), and people's capacity to travel and interact with other cultures. Although he means technology in a very broad sense, he further narrows his interest to the impact of computer technology on the translation process per se and concludes that effects in the latter case are undeniable and multiple in nature.
40First of all, computer technology externalises the translator's memory in that the translator can make use of: computer-stored translation memories, featuring previously translated segments of text; termbases, i.e. inventories of domain-specific terminology; MT systems, which handle the translation of texts on behalf of the translator in an automated manner; or quick-access online documentation. In principle, all the digital resources are supposed to accelerate — and thus assist — the translation process; however, it is often the case that they may actually have the opposite effect, thwarting the translator's decision-making process by offering a list of multiple alternatives for the translator to choose from (Pym 2011).
41Pym (2011) also observes that the digitisation of translation breaks with the Saussurean syntagmatic axis of text, i.e. its linearity. Electronic texts can now be read vertically — in chunks, segments or with attention focused on lists of items offered by the spellchecker — rather than horizontally, i.e. from the beginning to the end, as has traditionally been the case. Due to the use of hypertext for website design, or the segmentation of the source text in CAT tools or MT systems, translators increasingly follow what Saussure referred to as the paradigmatic axis of language. In effect, they may easily lose track of the overall cohesion of the text. It is particularly likely to interfere with translation if the translator is making use of integrated technologies, such as translation memories, MT services, grammar and spell checkers as well as glossaries. Automatically, they tend to focus on the terminological or phraseological consistency based on a segment-by-segment analysis of the target text but, in effect, lose sight of the syntagmatic integrity of the text.
42While student translators and in-service translators start using modern CAT tools, which involve online technologies, they immediately shift the nature of their work from a considerably solitary activity to one involving telecollaboration, where responsibility does not lie solely with them but is
shared by a synchronic/networked project manager, coordinated team of translators/localizers, computer engineers, computer programmers, software developers, software engineers, localization engineers, terminologists, graphic designers, software publishers, localization vendors and so forth (Odactoglu and Kokturk 2015: 1089)
43What is more, as Pym (2011) observes, the digital nature of texts to be translated and the automation of translation also diversify the roles that student translators and professionals themselves need to adopt. Due to the volumes of text to be translated, the range of text formats, their multimodality and multimedia character, translation, and translator education as a result, necessitates project management, product engineering, marketing skills (Pym 2011), but also Web design, computer programming and social media skills (Desjardins 2017). Machine translation, in turn, requires human post-editing.
44All this may change translators' and translation students' perceptions of who they actually are and how they fit into the translation process, which may constitute a real challenge (O'Brien 2012; Brooks 2017). Due to the fact that these roles do not necessarily involve translation per se, translators are likely to feel that they no longer translate. For instance, as Brooks (2017) posits, translation students may have a feeling that LSPs have unrealistic expectations towards them with regard to the skills they should be equipped with, while those involved in post-editing could be under the impression that their professional status is being "demoted to the status of a fixer" (O'Brien 2012: 10), who does not even understand the mechanics of MT, is incapable of collaborating with the machine and may begin to distrust the technology in the long run. Post-editing may be perceived as a proofreading job, lacking in opportunities for creativity and generating low satisfaction levels. At the same time, the apparent demotion of translation could be at least in part redeemed by new challenges which translators face today, including the need to involve in marketing, social media management or cultural consulting.
45In effect, translator education seems to require a revision of the long-standing theories of translation taught so far, e.g. the Skopos Theory, so that they are updated with elements pertaining to computerised translation; only then will students of translation fully understand their place in the reality of digital translation, the tools they will need to use and the nature of the source and target texts they will have to work on (Odactoglu and Kokturk 2015).
4. Future outlook
46Apparently, the future is likely to hold even more change and innovation for stakeholders involved in education at large, including translator education. As the translation market and Web and translation technologies will continue to change under the influence of automation and innovation, so will — inevitably — translator education, whose primary task will be to prepare students for the imminent changes to come on the job market. Closing the skills gap is already a recurrent theme in the discourse on the future of translation (Brookes 2017; TAUS 2017), and so it will motivate the development of the objectives, work modes and tools in translator education.
47Increasing computerisation and automation, achieved through machine learning (TAUS 2017), will require students to act flexibly and develop the ability to skill and re-skill on demand, so that they can identify and fit into the professional niches where they will be able to function while working together with computers as well as for computers. According to TAUS (2017) predictions for the year 2022, in certain areas of the economy, computers will replace humans completely by reaching the level of sophistication at which they will be able to work with one another without the mediation of the human being at all.
48Consequently, the job market is likely to become an even more volatile place than today. While Frey and Osbourne (2013) estimate at the level of nearly 40 percent (38%) the capacity of the job of translators and interpreters to lend itself to computerisation, in the case of other translation-related jobs they cite much higher values, e.g. the probability index for proofreading is 84% and that for technical writing amounts to 89%.
49One should not take these figures as a case of scaremongering, nor should one simply believe in an inverse correlation between the rate of automation and employment. After all, automation means the re-structuring of the job market, rather than its liquidation, which finds confirmation in Pring's (2017) prediction that although roughly 19 million people in the USA will face the automation of their jobs, 21 million new jobs will be created in the wake of that process. For instance, as machine translation might replace translators in transposing and updating domain-specific, fairly repetitive texts, at the same time it requires human post-editing. Thus, although it seemingly replaces the translator, it in fact simply requires the translator to perform a different job, which may indeed require high qualifications. De Faria Pires (2017) and Di Lorenzo and Cattelan (2018) confirm this by admitting that due to the largely improved fluency of output generated by contemporary neural machine translation systems, e.g. Deep L, the post-editor must be a highly skilled professional who will be capable of identifying and correcting errors obscured by the seemingly high quality of the machine-translated text.
50To respond to these changes and prepare students for highly specialised LSP jobs, completely new tools and further automation of the translation process, translator education will need to continue to implement student-focused work modes through which students will be able to learn how to independently seek, validate and update knowledge far beyond the point of graduation. Education is certain to take advantage of the affordances created by ever-evolving digital technologies, which can be illustrated by the development path predicted for Web-based resources.
51As Aghaei et al. (2012) posit, Web 4.0 is around the corner, and it will be "a read-write-execution-concurrency web with intelligent interactions […] a symbiotic web in which human mind and machines can interact in symbiosis" (Aghaei 2012: 2). Just as applications and services have already undergone the process of convergence under the development of Web 3.0, so are the processing powers of the human mind and the machine, i.e. the computer, expected to converge in the case on Web 4.0. Online interfaces will reach a higher degree of sophistication as they will not only be controlled by the human mind but — thanks to artificial intelligence — they will also interact in an intelligent manner with humans (Aghaei 2012). However vague the concept of Web 4.0 may sound, it seems to fit in perfectly with the latest trends in translation and translation technologies, which are beginning to increasingly rely on digital resources involving artificial intelligence, neural machine translation technologies, deep learning and voice-based solutions (Lionbridge 2017).
52If Web 4.0 is to act as webOS, a near-human intelligent operating system, capable of sophisticated interactions with humans (Aghaei 2012), one may predict that (translator) education is about to shift towards the implementation of learning modes which will involve not only human-human interaction but also seamless human-computer interaction. The learning outcomes will, perhaps, be produced by the synergy effect of computer and human processing/mental powers, where learners will be learning through, and together with, computers, just as today they are expected to explore and construct knowledge together with peers and the teacher. The learning tool may become a learning partner.
53Consequently, if Kiraly's (2013) perception of translator competence as context-based and surfacing in a particular translatory moment is correct, it may be speculated that, perhaps — as a result of Web-4.0-based learning — the competence will emerge as an interplay of not only human and material resources, memories, students' personal and interpersonal dispositions, psycho-corporeal dispositions and learning results and intuitions, but — possibly — also the memories and learning results of the computer itself. What is more, this interplay might additionally involve artificial intuition, which might be developed in the course of further work on the development of artificial intelligence (see Perez 2017; 2018).
54Overall, the evolution of computer technology may have increasingly been democratising the learning process, with the teacher relinquishing more and more control to the students, and the students integrating more and more with the converged technologies available to them on a daily basis; and this could be the path education will follow in the years to come.
Aghaei, Sareh, M.A. Nematnakhsh, H.K. Forsani. "Evolution of the World Wide Web: From Web 1.0 to Web 4.0." International Journal of Web & Semantic Technology 3(1) 2012: 1-10.
Bartel, Joan. Soft skills: what, why and how to teach them in ESL classes using Office Soft Skills. A summary of the conference presentation at the TESL Toronto Spring Conference, May 2011. http://tesltoronto.org/wp-content/uploads/2011/05/BartelSoftSkillsSpring2011-.pdf.
Bax, Stephen, A. Chamber, "CALL — past, present and future." System 31(1) 2013: 13-28.
Beens, Peter. Five trends that defined the translation industry in 2017. https://www.vertaalt.nu/blog/five-trends-that-defined-the-translation-industry-in-2017/
Belén, Bistué. Collaborative Translation and Multi-Version Texts in Early Modern Europe. London and New York: Routledge, 2013.
Berners-Lee, Tim. The World Wide Web: A Very Short Personal History, 1998. http://www.w3.org/People/Berners-Lee/ShortHistory.html.
Bloom, Benjamin S., Max D. Engelhart, Edward J. Furst, Walker H. Hill, David R. Krathwohl. Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. New York: Longmans, Green, 1956.
Bondarenko, Oleksandr. "Academia expectations versus industry reality." MultiLingual 26(8) 2015: 31-4.
Brookes, Ann. Bridging the skills gap. https://www.iti.org.uk/more/iti-blog/1103-bridging-the-skills-gap
Bruner, Jerome. The Culture of Education, Cambridge, MA: Harvard UP, 1996.
Bungaard, Kristine, Tina Paulsen Christensen, Anne Schjoldager. "Translation-computer interaction in action — an observational process study of computer-aided translation." The Journal of Specialised Translation 25, 2016: 106-130.
Choudhury, Rahzeb and Brian McConnell. Translation Technology Landscape Report. TAUS BV, DeRijp, 2013.
Cilliers, Paul. Complexity and Postmodernism. Understanding complex systems. London: Routledge, 1998.
Corneli, Joseph, Charles Jeffrey Danoff, Charlotte Pierce, Paola Ricaurte and Lisa Snow MacDonald, eds. The Peeragogy Handbook. 3rd ed. Chicago, IL./Somerville, MA.: PubDomEd/Pierce Press, 2016. http://peeragogy.org
de Faria Pires, Loïc. How will Neural MT revolutionise translation practice? State of play. Conference paper delivered at Translata III, Innsbruck, Austria, 7 Dec. 2017.
Cronin, Michael. Translation and globalization. London: Routledge, 2003.
Davis, Brent, Elaine Simmt. "Understanding Learning Systems: Mathematics Teaching and Complexity Systems." Journal for Research in Mathematics Education 34(2) 2003: 137-167. https://doi.org/10.2307/30034903
DePalma, Donald A., Hélène Pielmeier, Robert G. Stewart, Stephen Henderson. The Language Services Market: 2016 , 2016. http://www.commonsenseadvisory.com/AbstractView/tabid/74/ArticleID/36540/Title/TheLanguageServicesMarket2016/Default.aspx
————, Robert G. Stewart, Arle Lommel, Hélène Pielmeier. The Language Services Market: 2017, 2017. http://www.commonsenseadvisory.com/AbstractView/tabid/74/ArticleID/39815/Title/TheLanguageServicesMarket2017/Default.aspx
Desjardins, Reneé. "Facebook me!: Initial insights into favour of using social networking as a tool for translator training." Linguistica Antwerpensia 10 (2011): 175-194.
————. Translation and Social Media: In Theory, in Training and in Professional Practice. New York: Palgrave Macmillan, 2017.
Dewey, John. Democracy and Education: An introduction to the philosophy of education. New York: Macmillan, 1916.
————. Experience and Education. New York: Simon & Schuster, 1938.
Di Lorenzo, Claudia, Alessandro Cattelan. Phrase-Based MT vs. Neural MT. Which Helps Translators the Most? Webinar delivered on 10 Jan. 2018.
Directorate-General for Translation. European Commission. The study on the size of the language industry in Europe, 2009. http://www.termcoord.eu/wp-content/uploads/2013/08/Study_on_the_size_of_the_language_industry_in_the_EU.pdf
Drugan, Joanna. Quality in professional translation: Assessment and improvement. London: Bloomsbury, 2013.
Ehrensberger-Dow, Maureen, Andrea Hunziker Heeb, Gary Massey, Ursula Meidert, Silke Neumann, and Heidrun Becker. "An International Survey of The Ergonomics of Professional Translation." ILCEA 27 (2016): 1-21. https://journals.openedition.org/ilcea/4004
Foedisch, Melanie. Researching Technological Changes in Translation Production: An outline of the application of practice theory to translation. Paper delivered at the Portsmouth Translation Conference: "Translation and Disruption: Global and local perspectives", 4 Nov. 2017.
Frey, Carl Benedikt, Michael A. Osborne. The Future of Employment: How Susceptible Are Jobs to Computerisation? 2013 https://www.oxfordmartin.ox.ac.uk/downloads/academic/The_Future_of_Employment.pdf
Gonzáles-Davies, Maria. "Minding the process, Improving the product: Alternatives to traditional translator training." In Martha Tennent, ed. Training for the new millennium. Pedagogies for translation and interpreting. Amsterdam: John Benjamins Publishing Company, 2005: 67-82.
————. "A Collaborative Pedagogy for Translation." In LawrenceVenuti (ed). Teaching Translation. Programs, Courses, Pedagogies. London/New York: Routledge, 2017.
Göpferich, Susanne. Translationsprozessforschung. Tübingen: Gunter Narr, 2008.
Jenkins, Henry. Fans, bloggers, and gamers. New York: New York UP, 2006.
Kiraly, Donald, Sarah Signer. Scaffolded Language Emergence in the Classroom: From Theory to Practice. Berlin: Frank & Timme GmbH, 2017.
————. "Beyond Social Constructivism: Complexity Theory and Translator Education." Translation and Interpreting Studies 6(1) 2006: 68–86.
————. "Towards a View of Translator Competence as an Emergent Phenomenon: Thinking Outside the Box(es) in Translator Education." In Don C. Kiraly, S. Hansen-Schirra, K. Maksymsk, eds. New Prospects and Perspectives for Educating Language Mediators. Tübingen: Narr Verlag, 2013: 197–224.
————. "Occasioning Translator Competence: Moving Beyond Social Constructivism Toward a Postmodern Alternative to Instructionism." Translation and Interpreting Studies, 10(1) 2015: 8-32.
————, Sascha Hoffman. "Towards a Postpositivist Curriculum Development Model for Translator Education." In Don C. Kiraly, ed. V&R academic. Towards authentic experiential learning in translator education. Mainz UP, Göttingen: V&R Unipress, 2016: 67-88.
Koglin, Arlene. Cognitive effort in human translation and post-editing: An analysis of pupil dilation and fixation duration on metaphors. Paper presented at 5th IATIS Conference: "Innovation Paths in Translation and Intercultural Studies", Belo Horizonte, 2015.
Kukulska-Hulme, Agnes, Lucy Norris, Jim Donohue. Mobile pedagogy for English language teaching: a guide for teachers. London: British Council, 2015.
Klimkowski, Konrad. Towards a Shared Curriculum in Translator and Interpreter Education. Languages in Contact 3. Wrocław, Washington, D.C.: Wydawnictwo Wyższej Szkoły Filologicznej; PAN. Oddział; International Communicology Institute, 2015.
Law, Melanie, Haidee Kruge. "How editors read: An eye-tracking study of the effects of editorial experience and task instruction on reading behaviour". Paper presented at the 5th IATIS Conference: "Innovation Paths in Translation and Intercultural Studies", Belo Horizonte, 2015.
Lionbridge Marketing. Neural Machine Translation: How Artificial Intelligence Works When Translating Language, 17 Feb. 2017. http://content.lionbridge.com/neural-machine-translation-artificial-intelligence-works-multilingual-communication/
Littau, Karin. "Translation and the materialities of communication." Translation Studies 9(1) 2015: 82–96.
Marczak, Mariusz. Fostering the Development of Soft Skills in Telecollaborative Translation Projects: From Experience to Corpus-Based Reflection. Unpublished paper delivered at "Points of View on Translation and Interpreting", Cracow, Poland, 22 June, 2017a.
————. "Concordancer-Enhanced Reflection in Telecollaborative Translation Projects at University Level." Między oryginałem a przekładem 38, 2017b: 145-168.
————. "Students' perspective on Web 2.0-enhanced telecollaboration as added value in translator education." In Sake Jager, Małgorzata Kurek, Breffni O'Rourke, eds. New directions in telecollaborative research and practice: selected papers from the second conference on telecollaboration in higher education. Dublin, Ireland: Research-publishing.net, 2016: 245-252. DOI: 10.14705/rpnet.2016.telecollab2016.514
———— and J. Krajka. "Translator Education in the Cloud: Students' Perceptions of Telecollaborative Experiences." In Eugenia Smyrnova-Trybulska, ed. E-Learning Methodology — Implementation and Evaluation. Katowice-Cieszyn: NOA for University of Silesia, 2016: 369-388.
Mathias, Arun John. Introduction to Soft Skills, 2013. [Last accessed on 24 April 2015] [Archived: https://web.archive.org/web/20150424082425/http://elearning.vtu.ac.in/18/enotes/SK/SK.pdf]
Mirza, Claudia. "Translators of the Future: What Skills Do You Need?". GALA Globalization and Localization Association, 6 June 2017. https://www.gala-global.org/blog/translators-future-what-skills-do-you-need.
Mrochen, Izabela. "Translating in the Cloud: New Digital Skills and the Open Source Movement." In Eugenia Smyrnova-Trybulska, ed. E-learning and Intercultural Competences Development in Different Countries. Katowice-Cieszyn: University of Silesia, 2014: 279-298.
Nord, Christiane "Wer nimmt denn mal den ersten Satz? Uberlegungen zu neuen Arbeitsformen im Ubersetzungsunterricht." In Angelika Lauer, Heidrun Gerzymisch-Arbogast, Johann Haller, Erich Steiner, eds. Translationwissenschaft im Umbruch. Festschrift für Wolfram Wilss. Tubingen: Gunter Narr Verlag, 1996: 313–327.
O'Brien, Sharon "Eye-Tracking and Translation Memory Matches." Perspectives: Studies in Translatology 14(3) 2007: 185-205.
————. "Translation as human–computer interaction." Translation Spaces 1(1), 2012: 101-122.
Odactoglu, Mehmet Cem, Saban Kokturk. "The effects of technology on translation students in academic translation teaching." Procedia - Social and Behavioral Sciences 197, 2015: 1085-1094.
Orlando, Marc. Training 21st Century Translators and Interpreters: At the Crossroads of Practice, Research and Pedagogy. Berlin: Frank & Timme GmbH, 2016.
Perez, Carlos, E. The Deep Learning AI Playbook. Strategy for Disruptive Artificial Intelligence. USA: Intuition Machine, Inc., 2017.
————. Artificial Intuition. The Improbable Deep Learning Revolution. USA: Intuition Machine, Inc., 2018.
Prensky, Marc. "Digital Natives, Digital Immigrants." On the Horizon, 9(5) 2001: 1-6. https://doi.org/10.1108/10748120110424816
Pring, Ben, Malcom Frank and Paul Roehrig. What to Do When Machines Do Everything. Hoboken: John Wiley and Sons, 2017.
Pym, Anthony. "What technology does to translating". Translation and Interpreting 3(1) 2011: 1-9.
————. Teaching what you don't know: the challenge of future technologies. Unpublished plenary paper delivered at "Inspirations for Translation Pedagogy. " 1st CTER Congress, Cracow, Poland, 14 March, 2016.
Risku, Hanna. "Situatedness in translation studies." Cognitive Systems Research 3, 2002: 523-533.
Schaffner, Christina. "An integrated approach to translator education: didactic challenges." Unpublished paper, "Inspirations for Translation Pedagogy." 1st CTER Congress, Cracow, Poland, 14 March, 2016.
Schultz, Bernd. "The Importance of Soft Skills: Education beyond academic knowledge." Journal of Language and Communication June 2008: 146-154.
TAUS. "The Translation Industry in 2022." A report from the TAUS Industry Summit, Amsterdam, March 22-24, 2017. https://taus.net/think-tank/reports/event-reports/the-translation-industry-in-2022
US Bureau of Labor Statistics. Occupational Outlook Handbook. Interpreters and Translators, Jan. 2018. https://www.bls.gov/ooh/media-and-communication/interpreters-and-translators.htm
Van Lier, Leo. Interaction in the language curriculum: Awareness, autonomy & authenticity. London: Longman, 1996.
————. "From Input to Affordance: Social-interactive Learning from an Ecological Perspective" In James Lantolf, ed. Sociocultural Theory and Second Language Learning. Oxford: Oxford UP, 2000: 254–269.
Vygotsky, Lev S. Thought and Language. (Newly revised and edited by Alex Kozulin). Cambridge: The MIT Press, 1986.
————. "Extracts from Thought and Language and Mind in Society". In Barry Stierer and Janet Maybin, eds. Language, literacy and learning. Clevedon: Multilingual Matters, 1994: 45–58.
Weller, Martin. Virtual Learning Environments. Using, Choosing and Developing Your VLE. London: Routledge, 2007.
Whitehead, Alfred N. Principia Mathematica. Vol. 2. 2nd ed. Cambridge: Cambridge UP, 1950.
Wood, David, Jerome S. Bruner, Gail Ross. "The role of tutoring in problem solving." Journal of Child Psychology and Psychiatry 17(2) 1976: 89-100.


text:
Mobile App Development with Delphi
Course overview
This one day Delphi training course will introduce you to mobile development with Delphi for both iOS and Android Development using the FireMonkey framework.
-We will go through the steps of setting your environment up for mobile development for iOS and Android including setting up devices.
-We will get an introduction to the main differences in developing apps for mobile devices vs desktop applications.
-We will see how to make the apps look good on all sizes of devices using the FireUI framework.
-We will get an introduction to various gestures working on mobile devices like the swipe gesture.
-We will learn how to store data locally on the device
-We will learn how to get devices talking to other devices with Bluetooth and over the Wi-Fi.
-We will get into using the devices built in devices like the camera
-We will see how we can monitor app memory consumption and how to deal with it on mobile devices.
-We will go through applying various styles on the app.
For a full agenda, click here
The training is aimed at programmers who want to get a sound introduction to building apps for mobile devices using Delphi.
Previous knowledge
The course requires at least some experience in programming, preferably in Delphi.
The course will be as much hands on as possible. Some of the examples will be with iOS apps, some with Android apps and some with both.
The course is created and held by Jens Fudge. Jens has more than 15 years of experience of Delphi and arranging trainings. Due to his deep knowledge within Delphi he has been promoted to be Delphi MVP by Embarcadero. Jens is on the board of the Danish Delphi users group Dapug, and in charge of getting speakers to the bi-annually Workshop. The training is held in English and the training material is in English.
1 day
11 November, 2020
Stockholm, Kungsbron 21
Event Properties
|Event date
|11. Nov 2020, 9:00
|Event End Date
|11. Nov 2020, 16:00
|Individual Price
|Stockholm, Aktiviteten


text:
3D Illustration for architecture
3D Illustration for architecture
3D Illustration for architecture. I also create 3d illustrations for architectural use. Taking existing 2D CAD plans and then modelling a virtual building. This can then be used for showing how the building will look in it's environment. 3D illustrations for new buildings can be an essential part of the marketing process for developers. Seeing how a new structure will look in the surrounding area and also using the same imagery for marketing the property is a very useful resource.
Producing 3d illustrations for new housing developments as well as commercial properties such as business parks is also part of my offer. These images are then used in brochures and websites to promote the proposed development. Creating virtual buildings requires the same accuracy and skills as any other digitally produced artwork, however there are other factors to weigh up and consider, such as sunlight, weather and also nature itself in the form of trees and grasses.
Interior views and room layouts can be very useful in marketing. Creating 3D views of a room helps show a potential customer the layout and proportions of the space.


text:
One of the things I like to get from Ikea is Knackebrod. It's basically a large rye cracker and is fantastic with almost anything you can think of on top. One day I decided to try making it myself. Summer is coming and it would be good to have it in the arsenal. I searched on pinterest and selected this recipe. It is a modern recipe with sesame seeds added. It was absolutely delicious. They are rather hard so if you have small people in the house they may not enjoy them. My son found them too hard so I had to eat the whole batch myself (not complaining). Continue reading
Category Archives: Bread
Quinoa Flat Bread (Gluten Free)
I came across this recipe on Pinterest a week or so ago and thought one of my gluten-free friends would like it. I didn't actually intend to make it myself but she happened to come over later that week so we tried it out. I have to say I was pleasantly surprised. We didn't follow the suggestion of putting the pan in the oven and subsequently it wasn't crispy on the bottom. The top was delightfully crispy and the Parmesan cheese I sprinkled over the top was great. I wanted to try it again pan fried. I made it twice because I wanted to try a couple of tweaks. I am teaching a hummus class at a local cafe in June and am making pan fried flat bread at the same time. I thought could be a great addition to the lineup as it would taste superb with hummus. Sadly, it didn't turn out that well panfried. So baked it will remain.
I made a couple small changes to the original recipe.
- used rice flour instead of quinoa flour (you can make your own by grinding quinoa in a food processor or coffee grinder)
- baked it for 30 minutes (mine was about twice the thickness of the picture in the original recipe)
- added a bit of salt, pepper and garlic powder to the dough before baking
- used olive oil
Where to get quinoa キヌア kinua in Japan
- supermarkets – some supermarkets carry small bags of quinoa in the rice section. This quinoa is meant to be added a tablespoon at a time to rice as an add-in. The brand I most often see is this one (be careful as they also sell millet in bags that look exactly the same) and it is a perfect size for a couple of batches of quinoa bread.
- import shops – you will likely find bigger bags here but still possibly only 400g or so. I often see this bag. You sometimes also find Alishan Organics quinoa in import shops.
- Health food stores will have medium sized bags.
- Amazon – here is a link to a search for キヌア
- Rakuten – here is a link to a search for キヌア
- Yoyo Market – they carry Alishan Organics quinoa
If you haven't signed up yet, head here to join my email newsletter. You will get recipes I haven't shared here on the blog and advanced notice about upcoming cooking classes.
Kabocha Collection
Focaccia Bread
How can you not love a good foccacia bread. I hadn't made this recipe in a couple of years when I suddenly remembered about it. This was a find from Allrecipes.com back in the day before I discovered it is often easier to find good recipes on good blogs. I didn't change a thing from the recipe so I've just cut and pasted it. I used the regular shredded cheese they sell at Japanese supermarkets – some sort of processed mozzarella-like cheese. The baking time didn't have to be adjusted for my tiny little Japanese convection oven.
Focaccia Bread
By: Terri McCarrell posted here
2 3/4 cups all-purpose flour
1 teaspoon salt
1 teaspoon white sugar
1 tablespoon active dry yeast
1 teaspoon garlic powder
1 teaspoon dried oregano
1 teaspoon dried thyme
1/2 teaspoon dried basil
1 pinch ground black pepper
1 tablespoon vegetable oil (I used olive oil)
1 cup water
2 tablespoons olive oil
1 tablespoon grated Parmesan cheese (I used the shaky stuff)
1 cup mozzarella
In a large bowl, stir together the flour, salt, sugar, yeast, garlic powder, oregano, thyme, basil and black pepper. Mix in the vegetable oil and water.
When the dough has pulled together, turn it out onto a lightly floured surface, and knead until smooth and elastic.
Lightly oil a large bowl, place the dough in the bowl, and turn to coat with oil. Cover with a damp cloth, and let rise in a warm place for 20 minutes.
Preheat oven to 450 degrees F (230 degrees C). Punch dough down; place on greased baking sheet. Pat into a 1/2 inch thick rectangle. Brush top with olive oil. Sprinkle with Parmesan cheese and mozzarella cheese.
Bake in preheated oven for 15 minutes, or until golden brown. Serve warm.
Irish soda farls for breakfast
Yesterday afternoon as I was wasting time on the internet (the whole day actually), I discovered a recipe for Irish Soda Farls on Allrecipes.com. I have wanted to make Irish soda bread for a while so this seemed like the perfect opportunity to try something similar out. I was supposed to start work at 8am today so I decided to make them the night before. My client called me early this morning to cancel so I could have made them fresh this morning. Next time.
Irish Soda Farls
Posted by Ita on Allrecipes.com
Servings: 4
2 cups all-purpose flour (I used 1 cup wholewheat and 1 cup all-purpose)
1 teaspoon baking soda
1 cup buttermilk (I used a splash of vinegar and regular milk)
Get a heavy based flat griddle or skillet on medium to low heat. I actually just used a regular non-stick pan and didn't preheat. Place flour and salt in a bowl and whist together. Make a well in the center and pour in buttermilk. Mix the dough quickly and knead very lightly on a floured surface. Press into a flattened circle about 1/2 inch thicke. Cut into fours with a floured knife. Sprinkle a little flour over the base of the pan and cook the farls for 6-8 minutes on each side or until golden brown.
I ate mine with raspberry jam and peanut butter. I imagine they would taste great with any toast topping.


text:
Capstone Secures 2.8MW Order for Repeat Oil and Gas Customers in Marcellus Shale Play
CHATSWORTH, Calif., Feb. 14, 2017 (GLOBE NEWSWIRE) -- Capstone Turbine Corporation (www.capstoneturbine.com) (Nasdaq:CPST), the world's leading clean technology manufacturer of microturbine energy systems, announced today that it received a new order and order releases for a C800 Signature Series microturbine and two C1000 Signature Series microturbines for two repeat oil and gas customers operating in the Marcellus Shale play.
E-Finity Distributed Generation, Capstone's distributor for the Mid-Atlantic and Southeastern United States, secured the projects, which are both expected to be commissioned in July 2017. Capstone microturbines were selected again based on proven reliability in the field, the responsiveness of the E-Finity service team and the improvements made to the new Capstone Signature Series product offering.
"A rebound in the oil and gas market is important to Capstone as we continue to improve our vertical market mix, with oil, gas and other natural resources comprising 38% of revenue compared with 22% of revenue in last year's third quarter," said Darren Jamison, Capstone's President and Chief Executive Officer.
The three microturbines, fueled by wellhead natural gas taken directly from the pipeline, will provide primary electrical power for multiple compression stations. The microturbines will act as the primary energy source for these remote sites and ensure a steady flow of power while keeping area emissions ultra low.
According to the U.S. Energy Information Administration (EIA), natural gas production in the Appalachian basin from the Marcellus and Utica shales has grown significantly. A number of new pipeline projects, of which are in various stages of the approval process, could significantly boost the takeaway capacity out of the region by the end of 2018.
"We believe these orders, by two of our largest repeat customers, is an indication of a resurgence in the Marcellus and Utica Shale and a sign of activity for new feeder pipeline projects to come," said Jeff Beiter, E-Finity's Managing Partner. "This activity will have a significant impact for E-Finity's planned downstream combined heat and power (CHP) projects, throughout its Mid-Atlantic and Southeastern territories, as it will provide more affordable natural gas to end-use customers," added Mr. Beiter.
"As the oil and gas industry starts to rebound, we are beginning to see a revitalization of the Marcellus Shale play," said Jim Crouse, Capstone's Executive Vice President of Sales and Marketing. "Repeat orders like these allow us to further showcase Capstone's industry-leading technology and save our customers money at the meter," added Mr. Crouse.
About Capstone Turbine Corporation
Capstone Turbine Corporation (www.capstoneturbine.com) (Nasdaq:CPST) is the world's leading producer of low-emission microturbine systems and was the first to market commercially viable microturbine energy products. Capstone has shipped approximately 9,000 Capstone Microturbine systems to customers worldwide. These award-winning systems have logged millions of documented runtime operating hours. Capstone is a member of the U.S. Environmental Protection Agency's Combined Heat and Power Partnership, which is committed to improving the efficiency of the nation's energy infrastructure and reducing emissions of pollutants and greenhouse gases. A UL-Certified ISO 9001:2015 and ISO 14001:2015 certified company; Capstone is headquartered in the Los Angeles area with sales and/or service centers in the United States, Latin America, Europe, Middle East and Asia.
This press release contains "forward-looking statements," as that term is used in the federal securities laws, about the advantages and reliability of Capstone products, the improvements related to Capstone's Signature Series product offerings, the rebound of the oil and gas market, and the increase of sales into such markets. Forward-looking statements may be identified by words such as "expects," "objective," "intend," "targeted," "plan" and similar phrases. These forward-looking statements are subject to numerous assumptions, risks and uncertainties described in Capstone's filings with the Securities and Exchange Commission that may cause Capstone's actual results to be materially different from any future results expressed or implied in such statements. Capstone cautions readers not to place undue reliance on these forward-looking statements, which speak only as of the date of this release. Capstone undertakes no obligation, and specifically disclaims any obligation, to release any revisions to any forward-looking statements to reflect events or circumstances after the date of this release or to reflect the occurrence of unanticipated events.
"Capstone" and "Capstone Microturbine" are registered trademarks of Capstone Turbine Corporation. All other trademarks mentioned are the property of their respective owners.
CONTACT: Capstone Turbine Corporation Investor and investment media inquiries: 818-407-3628 firstname.lastname@example.com
Released February 14, 2017


text:
The tragic event in a Colorado movie theater has shocked Americans back into reality as to how fast our society is unraveling. Many people blame the American economy for our problems; what is really breaking down America is society's disregard for morality. Consider these recent headlines in the news.
The #1 book on the New York Times fiction best-seller list has been "Fifty Shades of Grey," the erotic novels by E.L. James described as "Mommy Porn." The sexually explicit trilogy is a phenomenon among young American girls as well as grandmothers in their eighties.
Since when have you seen stories about human beings eating other humans making the headlines?
Sexting and sexual abuse is rampart in high schools across the country as students seek approval in the wrong places from their classmates and teachers.
With a stagnant U.S. economy, America faces the very real possibility of an economic collapse in the not-too-distant future, but morally we are already scraping bottom. Could there be a link between our economic decline and our disregard for God's laws?
Our society has become so desensitized that sins that once scandalized us are now accepted as the norm.
The problem is that we are a nation no longer directed by the Ten Commandments and moral teachings of Christ's Church, but rather by the whims and edicts of socialists and secular humanists.
America boarded the Titanic many years ago and we are now colliding with the "iceberg of moral indifference." The inability to keep the economic ship afloat may well foretell our demise as a world superpower, but does it also mean we will personally suffer for turning our backs on God?
The Mother of God appeared in Fatima to warn us of all of these dangers; and today She still gives us Her maternal solution on how to avoid the "icebergs" that are fast approaching. She warned that communism was going to be the punishment that God would send mankind if they didn't stop offending Him.
Now, more than ever is the time to take her counsel's; the amendment of life and the daily recitation of the rosary for the conversion of sinners. Everyone sees the "icebergs" ahead and for those who claim they don't see this reality; remember the hardest person to wake up is the one who pretends he is sleeping!
By Walter Camier


text:
Peer reviewers must login to our online Manuscript Tracking System to gain access to the manuscript and to provide their comments. Reviewers may already have an account and simply need to sign in, or reviewers will need to create new account.
Peer review is fundamental to the scientific publication process and the dissemination of research results. Reviewers are chosen by the editors to provide written assessment of the strengths and weaknesses of research reports or review articles, with the aim of improving the manuscript.
Reviews will be expected to be professional, honest, and constructive. The desired major elements of a high-quality review should be as follows:
- The reviewer should have identified and commented on major strengths and weaknesses of study design and methodology;
- The reviewer should comment accurately and constructively upon the quality of the author's interpretation of the data, including acknowledgment of its limitations;
- The reviewer should comment on major strengths and weaknesses of the manuscript as a written communication, independent of the design, methodology, results, and interpretation of the study;
- The reviewer should comment on any ethical concerns raised by the study, or any possible evidence of low standards of scientific conduct;
- The reviewer should provide the author with useful suggestions for improvement of the experimental work and the manuscript;
- The reviewer's comments to the author should be constructive and professional;
- The review should provide the editor the proper context and perspective to make a decision on acceptance (and/or revision) of the manuscript.
The submitted manuscript is a privileged communication: reviewers must treat manuscripts as confidential, and should not retain or copy or share the manuscripts with others. We do accept and even recommend that reviewers discuss the manuscript and their review with one junior colleague in their own group or department, in order to train junior colleagues on the aspects of peer review. Reviewers should disclose the name of the junior colleague who was involved in the review process in the comments to the editor. Reviewers must not share the manuscript with other colleagues without the explicit permission of the editor. Reviewers and editors must not make any personal or professional use of the data, arguments, or interpretations (other than those directly involved in its peer review) prior to publication unless they have the authors' specific permission or are writing an editorial or commentary to accompany the article.
If reviewers suspect misconduct, they should notify the editor in confidence, and should not share their concerns with other parties unless officially notified by the journal that they may do so.


text:
Majority opinion June 30, 2013Posted by Ezra Resnick in Equality, Freedom, Law.
add a comment
In 1986, the U.S. Supreme Court upheld (Bowers v. Hardwick) a Georgia sodomy law that criminalized private sexual acts between consenting same-sex adults. The case was decided by a margin of 5 to 4.
In his dissenting opinion, Justice Harry Blackmun wrote:
I believe we must analyze respondent Hardwick's claim in the light of the values that underlie the constitutional right to privacy. If that right means anything, it means that, before Georgia can prosecute its citizens for making choices about the most intimate aspects of their lives, it must do more than assert that the choice they have made is an "abominable crime not fit to be named among Christians"…
I cannot agree that either the length of time a majority has held its convictions or the passions with which it defends them can withdraw legislation from this Court's scrutiny…
That certain, but by no means all, religious groups condemn the behavior at issue gives the State no license to impose their judgments on the entire citizenry. The legitimacy of secular legislation depends, instead, on whether the State can advance some justification for its law beyond its conformity to religious doctrine… A State can no more punish private behavior because of religious intolerance than it can punish such behavior because of racial animus…
I can only hope that… the Court soon will reconsider its analysis and conclude that depriving individuals of the right to choose for themselves how to conduct their intimate relationships poses a far greater threat to the values most deeply rooted in our Nation's history than tolerance of nonconformity could ever do. Because I think the Court today betrays those values, I dissent.
The Court reversed its ruling in 2003 (Lawrence v. Texas), invalidating all remaining sodomy laws — making same-sex sexual activity legal in all U.S. states. The case was decided by a margin of 6 to 3.
On June 26, 2013, the Court ruled (United States v. Windsor) that Section 3 of the "Defense of Marriage Act" is unconstitutional, and that the federal government may not discriminate against same-sex married couples.
The case was decided by a margin of 5 to 4.
Letter from the high chief of Easter Island June 23, 2013Posted by Ezra Resnick in Politics, Reason, Superstition.
add a comment
It has come to my attention that some of you have expressed concern regarding our time-honored tradition of cutting down great palm trees in order to erect the sacred moai (source of our clan's glory). I wish to assure you that there is nothing to fear! After all, we've been doing the same thing for hundreds of years and we're still here.
Some have claimed that there are less birds to hunt than there used to be; but even if this is true, we don't know for certain that it's due to our tree cutting. There could be many reasons for such fluctuations — who can understand the mysteries of nature? We must simply have faith that the birds will return.
Others have pointed out that using all the tallest trees for moai building leaves less for making fishing boats. Such complaints are unworthy of our hard-working ancestors. There is no shortage of fish on my dinner table; I trust the ingenuity of our brave clansmen will always find a way to extract sustenance from the seas, with or without trees.
The bottom line is this: I will not be known as the ariki who brought dishonor on our clan, letting our rivals' glory surpass our own. And just as I am responsible for sustaining our present strength, I am confident that future chiefs will have the wisdom to solve the problems of their own times.
So, do not let a few meddlesome know-it-alls scare you with their "observations" and their "experiments". The spirits of our ancestors watch over us and protect us always. Our glorious civilization will live forever!
Editor's note: The preceding manuscript was uncovered by Europeans who arrived at Easter Island in 1722, where they found a small, emaciated population and a deforested landscape, with no trees over 10 feet tall and no land birds. There were, however, hundreds of giant stone statues.


text:
First Japan, Then India, Now Vietnam; China Unfriending Everyone
by Tyler Durden
Yesterday we noted that India was preparing to send its Navy into the South China Sea – defending its mineral rights from China's increasingly vociferous presence. The Philippines also expressed concern. Today, it's Vietnam's turn as Reuters reports the nation is condemning China's "serious violation of sovereignty" as Chinese boats sabotaged Vietnamese State oil and gas company – PetroVietnam's operations (by severing a seismic cable). The actions stem from China's 'belief' that two Vietnamese-owned archipelagos (Spratly and Paracel Islands) are theirs. While China (who oppose unilateral oil and gas development in disputed waters) argued somewhat comically that "Chinese fishing boats were operating normally," the Vietnamese saw it as "blatant violation of Vietnamese waters," and are deploying marine police and a border force to stop foreign vessels. As one analyst noted, "It's going to lead to friction."
The Rest…HERE


text:
This product has been cleaned and may have required a repair that is now unnoticeable.
Whether he's biking to school or playing ball in the park our new and improved midweight hoodie features a cordless hood and cozy kangaroo pocket that's deep enough to stash small souvenirs from the trails.
Features and Specs
- 33% of Polyester, 67% of Cotton, 67% of Cotton
- Kangaroo hand pocket
- Screen-printed graphic
- Avg Weight: 310 g (10.9 oz)
- Length from shoulder to hip: 21.75"
- Source: Imported
- Guarantee: One Year Warranty
- Care Instructions: Machine Wash
Delivery and Returns
Orders are shipped free via USPS and usually arrive within 3 days.
Free Returns within 60 days of purchase through our online Return Center.
Nf3CPL-Dark Blue-M