196,150 research outputs found
Kappus-Seife ist die beste! M. Kappus, Offenbach A.M.
No full textKAPPUS-SEIFE IST DIE BESTE! M. KAPPUS, OFFENBACH A.M.
Kappus-Seife ist die beste! M. Kappus, Offenbach A.M. ( -
M. Kappus, Offenbach A.M., Kappus-Seife ist die beste!
No full textM. KAPPUS, OFFENBACH A.M., KAPPUS-SEIFE IST DIE BESTE!
M. Kappus, Offenbach A.M., Kappus-Seife ist die beste! ( -
Teaching quality assessment and revision with CAT tools : a case study
No full textReferences:
EMT Board. 2017. European Master’s in Translation: Competence Framework 2017. https://ec.europa.eu/info/sites/info/files/emt_competence_fwk_2017_en_web.pdf
Kappus, M. and M. Ehrensberger-Dow. 2020. “The Ergonomics of Translation Tools: Understanding When Less Is Actually More.” Special Issue of The Interpreter and Translator Trainer 14 (4): 386–404.
Koponen, M., B. Mossop, I. S. Robert, and G. Scocchera, eds. 2021. Translation Revision and Post-editing. Industry Practices and Cognitive Processes. Abingdon: Routledge.
Mossop, B., J. Hong, and C. Teixeira. 2020. Revising and Editing for Translators. 4th ed. Abingdon: Routledge.Training in translation technology and quality assessment are now core elements of translator training programmes and recognised as key skills by the EMT (2017) Competence Framework. However, there appears to be little overlap in training these two skills. Translation technology courses tend to focus on understanding how the technology can be helpful, understanding the main functionalities of one or two tools and practising their implementation, while revision courses often focus on understanding the different translation quality assessment (QA) models, differentiating between revision and post-editing, and understanding the value of QA in the translation market.
Given that the boundaries between translation revision and post-editing are now converging in most CAT systems (see Kappus and Ehrensberger-Dow 2020; Koponen et al. 2021), a strong argument can be made that explicit training in translation technology for revision work would foster additional valuable skills. What is less clear is how, when and in which course(s) to include such input in the translation training curriculum. Given the complexity of current translation technology, it is difficult for students to discover the best workflow processes with CAT tools on their own, including QA settings and the risk of false or undetected errors (see Mossop et al. 2020).
In our presentation, we will report on a training session we have introduced into our MA programme that is devoted to QA/revision with a CAT tool, co-taught by the translation technology instructor and a translation teacher. We will report on the design of the input and how the activities are meant to empower the students to use the technology not only for their QA/revision processes but also as the basis for dialogue between translator and reviewer. We will also discuss recommendations for curriculum design on the basis of feedback from students who participated in the training session in different semesters in their MA programme
Teaching quality assessment and revision with CAT tools : a case study
No full textReferences:
EMT Board. 2017. European Master’s in Translation: Competence Framework 2017. https://ec.europa.eu/info/sites/info/files/emt_competence_fwk_2017_en_web.pdf
Kappus, M. and M. Ehrensberger-Dow. 2020. “The Ergonomics of Translation Tools: Understanding When Less Is Actually More.” Special Issue of The Interpreter and Translator Trainer 14 (4): 386–404.
Koponen, M., B. Mossop, I. S. Robert, and G. Scocchera, eds. 2021. Translation Revision and Post-editing. Industry Practices and Cognitive Processes. Abingdon: Routledge.
Mossop, B., J. Hong, and C. Teixeira. 2020. Revising and Editing for Translators. 4th ed. Abingdon: Routledge.Training in translation technology and quality assessment are now core elements of translator training programmes and recognised as key skills by the EMT (2017) Competence Framework. However, there appears to be little overlap in training these two skills. Translation technology courses tend to focus on understanding how the technology can be helpful, understanding the main functionalities of one or two tools and practising their implementation, while revision courses often focus on understanding the different translation quality assessment (QA) models, differentiating between revision and post-editing, and understanding the value of QA in the translation market.
Given that the boundaries between translation revision and post-editing are now converging in most CAT systems (see Kappus and Ehrensberger-Dow 2020; Koponen et al. 2021), a strong argument can be made that explicit training in translation technology for revision work would foster additional valuable skills. What is less clear is how, when and in which course(s) to include such input in the translation training curriculum. Given the complexity of current translation technology, it is difficult for students to discover the best workflow processes with CAT tools on their own, including QA settings and the risk of false or undetected errors (see Mossop et al. 2020).
In our presentation, we will report on a training session we have introduced into our MA programme that is devoted to QA/revision with a CAT tool, co-taught by the translation technology instructor and a translation teacher. We will report on the design of the input and how the activities are meant to empower the students to use the technology not only for their QA/revision processes but also as the basis for dialogue between translator and reviewer. We will also discuss recommendations for curriculum design on the basis of feedback from students who participated in the training session in different semesters in their MA programme
Dr. Duane M. Jackson, Morehouse College, July 2011
No full textThis video is a conversation with Dr. Duane M. Jackson. Dr. Jackson talks about his paper, "Recall and the Serial Position Effect: The Role of Primacy and Recency on Accounting Students' Performance." Jackie Daniel, AUC Woodruff Library, is the interviewer
"Reflections on the subject of Emigration from Europe with a view to Settlement in the United States" By M. Carey.
No full text"Reflections on the subject of Emigration from Europe with a view to Settlement in the United States: containing bried sketches of the moral and political character of those states.
By M. Carey, member of the American philosophical, and of the American Antiquarian Society, and author of The Olive Branch, Cindiciae Hibernicae, essays on banking, on political economy, and on internal improvement.
To which are now added the English editor's comments on the subject; together with Important Advice to Emigrants, and Cautions Against Impositions Practiced in the Outports
Dispelling the Myths Behind First-author Citation Counts
No full textWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
Dr. Glendon Swarthout
No full textHosted by Roger M. Busfield, MSU Assistant Professor of Speech and Theater, Meet the Author is designed to introduce a general audience to a contemporary author and their work through in-depth interviews. This episode features a conversation between Dr. Glendon Swarthout, prolific author and English professor at MSU, and assistant professors Sam S. Baskett and Theodore B. Strandness
Simulation of thermal plant optimization and hydraulic aspects of thermal distribution loops for large campuses
No full textFollowing an introduction, the author describes Texas A&M University and its utilities system. After that, the author presents how to construct simulation models for chilled water and heating hot water distribution systems. The simulation model was used in a $2.3 million Ross Street chilled water pipe replacement project at Texas A&M University. A second project conducted at the University of Texas at San Antonio was used as an example to demonstrate how to identify and design an optimal distribution system by using a simulation model. The author found that the minor losses of these closed loop thermal distribution systems are significantly higher than potable water distribution systems. In the second part of the report, the author presents the latest development of software called the Plant Optimization Program, which can simulate cogeneration plant operation, estimate its operation cost and provide optimized operation suggestions. The author also developed detailed simulation models for a gas turbine and heat recovery steam generator and identified significant potential savings. Finally, the author also used a steam turbine as an example to present a multi-regression method on constructing simulation models by using basic statistics and optimization algorithms. This report presents a survey of the author??s working experience at the Energy Systems Laboratory (ESL) at Texas A&M University during the period of January 2002 through March 2004. The purpose of the above work was to allow the author to become familiar with the practice of engineering. The result is that the author knows how to complete a project from start to finish and understands how both technical and nontechnical aspects of a project need to be considered in order to ensure a quality deliverable and bring a project to successful completion. This report concludes that the objectives of the internship were successfully accomplished and that the requirements for the degree of Degree of Engineering have been satisfied
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