1,721,639 research outputs found
United States alien registration receipt card for Paolo LaTorraca
No full textPaul (Paolo) LaTorraca emigrated from Naples, Italy, on the Calabria vessel, and arrived at Brooklyn's Pier 29 in New York City, on May 15, 1908. He settled in Newark, New Jersey, where his sister, Victoria Auroma, resided. His wife, Luigia Del Bagno died in 1930. The two had three children: Philomena LaTorraca Cunha; Mary LaTorraca; and Lucy LaTorraca. LaTorraca, who could not speak English, was reliant on his daughter, Mary, to assist in the completion of naturalization forms. This document is LaTorraca's Alien Registration Receipt Card. His registration number is 1108555. It also features his signature and fingerprint
United States alien registration identification card for Paola LaTorraca
No full textPaul (Paolo) LaTorraca emigrated from Naples, Italy, on the Calabria vessel, and arrived at Brooklyn's Pier 29 in New York City, on May 15, 1908. He settled in Newark, New Jersey, where his sister, Victoria Auroma, resided. His wife, Luigia Del Bagno died in 1930. The two had three children: Philomena LaTorraca Cunha; Mary LaTorraca; and Lucy LaTorraca. LaTorraca, who could not speak English, was reliant on his daughter, Mary, to assist in the completion of naturalization forms. This document is LaTorraca's Certificate of Identification. It includes information about his birth, and it was stamped and approved by the Newark, New Jersey, clerk in 1942
Paul LaTorraca's application for a certificate of arrival and preliminary form for petition for naturalization
No full textPaul (Paolo) LaTorraca emigrated from Naples, Italy, on the Calabria vessel, and arrived at Brooklyn's Pier 29 in New York City, on May 15, 1908. He settled in Newark, New Jersey, where his sister, Victoria Auroma, resided. His wife, Luigia Del Bagno died in 1930. The two had three children: Philomena LaTorraca Cunha; Mary LaTorraca; and Lucy LaTorraca. LaTorraca, who could not speak English, was reliant on his daughter, Mary, to assist in the completion of naturalization forms
Declaration of Intention for Paul LaTorraca, August 25, 1942.
No full textPaul (Paolo) LaTorraca emigrated from Naples, Italy, on the Calabria vessel, and arrived at Brooklyn's Pier 29 in New York City, on May 15, 1908. He settled in Newark, New Jersey, where his sister, Victoria Auroma, resided. His wife, Luigia Del Bagno died in 1930. The two had three children: Philomena LaTorraca Cunha; Mary LaTorraca; and Lucy LaTorraca. LaTorraca, who could not speak English, was reliant on his daughter, Mary, to assist in the completion of naturalization forms
Think aloud as a tool for implementing observational learning in the translation class
No full textThink aloud (TA) is widely used in translation studies to investigate the translation process. However, it also provides materials that can be used in translation training, thus enhancing observational learning, which is known to be an effective approach to knowledge acquisition. In a study carried out in an Italian translation class, participants (N1 = 21) experienced a three-hour training-test session during which they (1) watched tapes of TA translation sessions with a professional translator and other learners (N2 = 6), and (2) performed ‘live’ TA translation sessions in class. Rasch analysis was performed on pre- and post-test questionnaires assessing self-evaluated competences and satisfaction with the tasks. Compared with the regular 100-hour translation programme, the training-test increased learners’ satisfaction with the tasks and their self-evaluation of competences. It also shed light on the translation process, which was perceived as clearer by learners after the training-test, implying that TA can be used as an effective tool for implementing observational learning in the translation class
Observational Learning and its Effects on Self-Perceived Competence
No full textLearning by imitation is one of the basic processes through which people start acquiring skills, knowledge and competences. This process relies on a borrowing and reorganising principle embedded in our biological evolution (Sweller and Sweller 2006), since the imitator “borrows” information from the observed individual and combines it with prior knowledge. Research on the Mirror Neuron System has shown that observation of an individual performing an action provides information not only about the nature of the action but also about the individual’s intentions. Observational learning is gaining more and more popularity and the use of modeling examples has proven effective for the acquisition of new skills (Renkl 2014) and the enhancement of learners’ self-perceived competence (Hoogerheide et al. 2016). The observational approach draws on the Model-Observer Similarity Hypothesis, according to which perceived similarity with the model affects learners’ confidence about their ability to perform the same task (Bandura 1994). The present study involves 59 learners enrolled in the last year of a Translation Master’s Degree course. The learners experienced a 3-hour training employing an observational approach to translation. Rasch analysis of data gathered from pre- and post-training questionnaires shows an increase in learners’ self-perceived competence and satisfaction related to translation
IT post-editing vs. translation performance
No full textTechnological advances in the professional segment of Language Service Providers (LSPs) have deeply changed the activity of professionals operating in the language industry. As a result, a large part of the translation activities which were once performed by human translators is now assigned to automatized systems. Machine Translation (MT) and Post-Editing (MTPE) services have doubled in size among the services offered by Language Service Companies (LSCs) and are expected to keep growing in future projections such that they might eventually prevail over Human Translation (HT). In light of this evolution, translation training institutes and universities claim to implement and develop training programs adapted to the evolving market, but the mismatch between the ideal requirements and the actual content of translation training programs is a critical issue of the translator training scenario in Italy. This paper describes an exploratory study aiming to investigate translation trainees' perception of their translation vs. post-editing performance, in order to understand their attitude towards MTPE and their confidence in performing a MTPE task. Results show that, contrary to a confident translation performance supported by extensive training, not only did the lack of appropriate and dedicated MTPE training affect trainees’ ability to perform the task but it also hampered their capability to analyze the task and self-evaluate their performance, calling for the design of more targeted curricula
Tradurre l'astronomia: un case-study
No full textLa traduzione di un testo collocato in un dominio ad alto livello di specializzazione può rivelarsi un'ardua impresa e richiede un'adeguata conoscenza degli strumenti gestionali e traduttivi. Inoltre, la collaborazione tra il traduttore e un esperto del settore specialistico si rivela indispensabile per far fronte alle problematiche traduttive e per produrre un testo di arrivo di buona qualità e riconoscibile dalla comunità scientifica di appartenenza. Questi aspetti vengono descritti e analizzati nell'ambito della traduzione di un contributo scientifico prodotto nel campo dell'astronomia, seguita dall'analisi delle strategie e delle problematiche traduttive affrontate nel corso del processo traduttivo
Neurosciences inform second language acquisition. Upgrading EFL educational settings with social modeling and observational learning
No full textAs research in cognitive psychology and neurosciences develops new models to describe the acquisition and emergence of cognitive skills, these findings call for an adjustment of EFL (and general L2) didactic approaches. The discovery of mirror neurons and social modeling theories have marked a turning point to understand the cognitive processes underlying language perception and L2 learning. This article provides an overview of the recent findings in the field of neurosciences and cognitive psychology and discusses their effects on language acquisition, with special reference to EFL learning, by taking into consideration the critical role played by emulation and the continuous improvement and spreading of technology. The article aims to provide food for thoughts in light of an interdisciplinary informed didactic approach to second language learning, with special reference to the implementation of modeling in EFL learning environments
Translator and Reviser Training. The White Whales of Italian Academia
Full text linkOver the last decades, translation studies have experienced an almost uncontrolled expansion. However, in Italy, translation studies have not yet earned a place as an independent field of study, raising some important concerns over the existence and nature of experts in an ‘inexistent’ field and the actual object of training we should deliver to future professional translators. Translator training still struggles with the integration and definition of effective practice and exhibits gaps, especially concerning the almost complete absence of revision in Italian universities’ translation programs, as revealed by the survey conducted. Nonetheless, revision is an officially and institutionally acknowledged feature of professional realities and it is an unaware ever-present figure in educational environments, as instructors revise learners’ works, raising critical questions on whether current translation trainers exhibit highly developed translation and revision competences.
Drawing on aggregate data, this contribution aims to shed light on three critical aspects: i) the denial of the disciplinary identity of translation studies as an independent and complex discipline that goes beyond the threshold of the specific languages to which it is inextricably linked by Italian academic categories; ii) the alarming absence of translation revision (or at least, the lack of official references to it) in translator training offered by almost all Italian universities offering a Master’s Degree in Specialized Translation; and iii) the necessity to involve professional translators in translator training, in order to foster professional realism in class and guide learners through the acquisition of specific knowledge and competences that can only be unveiled by professional experience
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