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This empirical study in Cognitive Translation Studies investigates whether and how translation into a foreign language (L2) differs from translation into the native language (L1) in terms of the translation process, the effort and the product. The rationale behind the study was to investigate prejudices towards translation into the L2 that persist in Translation Studies, translation training and practice despite the fact that it is widely practiced and even is the main translation direction in many language communities. The study focuses on the German-English language pair, also in view of the continually high demand for translations into English in German-speaking countries.
As participants, qualified non-literary translators who are used to translating professionally both from their L1 German into their L2 English and vice versa performed two translation tasks under controlled conditions. The control groups consisted of professional translators who translate exclusively into their L1, i.e. either into German or into English.
Following a mixed methods approach, the main study investigated the translation processes using methods of translation process research: keystroke logging, screen recording, retrospective verbal protocol, eye tracking and interview. From the principal process activities writing, revising, information searching and pausing, process descriptors were derived, analysed and compared. By triangulating results with data from the target text analysis, indicators of translation effort were measured. For the vast majority of the process descriptors and effort indicators, the results showed no statistically significant differences with regard to translation direction. In the substudy, intended addressees of the English target texts assessed the texts’ acceptability based on their own criteria and without resorting to the source text. The results showed no statistically significant difference in target text quality with regard to translation direction. In summary, this study showed that translation direction clearly plays no significant role in the translation process, the product quality and the translation effort. It thus invalidates preconceptions about translation into L2.
Madagascar is a biodiversity hotspot under threat, with about 80% of the population living below the poverty line and dependent on the use of diminishing local resources. Environmental education (EE) can act as an important tool for biodiversity conservation, however, its implementation is challenging in low-income countries. Here, we provide a review of 248 EE interventions throughout Madagascar. We highlight how EE can promote pro-environmental behaviors and show the major obstacles it faces, using Madagascar’s Lake Alaotra as a case study area. All EE activities are implemented by non-governmental organizations (NGOs) and international institutions. EE and community engagement have been shown by practitioners and scientific research alike to be valuable tools but are severely restricted in their impact when their outreach is limited by insecure and insufficient funding, and often funding periods that are too short. Another major hindrance to EE producing positive changes in people’s real-life decisions in low-income countries like Madagascar, arises when lessons are taught to a population that is at once understanding and severely constrained in its choices due to poverty, and corresponding malnutrition, that forces people to make unsustainable decisions on a daily basis. Our conclusions should help to improve the practice of EE in Madagascar and other low-income countries.
In a globally fast-changing world, dedicated conservationists play a central role in societies moving towards the achievement of sustainable development. How do people become advocates for nature? Research suggests that childhood experiences in natural places are core determinants for the development of environmental stewardship. In many developing countries, however, access to intact natural environments is limited. This study explores formative influences on individuals who actively contribute to nature conservation and environmental education (EE) in Madagascar. We conducted nine semi-structured interviews with participants in a national EE workshop. Formative experiences were reported mainly from university years, and influential persons were researchers and high school teachers, many from abroad. The media also play a considerable role, while negative experiences, familial influences, or experience of natural areas during childhood were rarely mentioned. In contrast to former studies, the results suggest that direct experiences of nature can still be decisive in determining a young person’s path as a dedicated environmental practitioner during young adulthood. Role models who are active in the conservation and sustainable development fields can compensate for a lack of familial models. These findings might require a rethinking of current educational practices in Madagascar because children might not be the only important group to target with educational interventions.
In this paper, we present the results of a survey of an environmental education program applied to a cohort of 542 students in six primary schools at Lake Alaotra, Madagascar. The educational materials used were a comic book and additional materials designed specifically for local conditions in rural Madagascar. The comic book conveyed mostly system knowledge and, to a lesser extent, action-related knowledge. The additional materials posed practical tasks to students and were meant to stimulate teamwork and group discussion of students. There was a control and two treatment groups. A questionnaire was applied to test students’ environmental knowledge at three different points in time. The survey showed a significant increase in environmental knowledge of students receiving environmental education compared to controls. This effect significantly increased with additional education materials fostering peer-to-peer learning by students instead of when teacher-centred learning was provided. Students that used those materials also had the highest scores in tests one year after environmental education ended, thus indicating the usefulness of innovative and locally meaningful materials in environmental education.
Demographic, epidemiological and societal changes are challenges to which all European countries are forced to find solutions. In addition, the so-called “digital transformation” is taking place, with digitization proceeding rapidly in all European countries, although with differing intensity and speed. With high expectations and hopes being placed on technical systems in health and social care, numerous innovations have been developed and piloted. However, for various reasons, many of these are not in regular use. Whereas technology is developing rapidly, policy, research and practice are advancing at a significantly slower pace, lagging behind the potential of technical innovations.
To maximize the current and future benefits of technological innovation in the field of care, the Joint Programming Initiative “More Years, Better Lives – The Potential and Challenges of Demographic Change” has initiated a review and synthesis of knowledge, in the form of a “fast-track” project. Bringing in experts and stakeholders to collect available knowledge in a short time. This process aims to develop a common vision of care in times of digitization and explore what contribution new and emerging technologies can make to good life bearing in mind the critical role of care, health and welfare services as people age. This is designed to help guide policy development, resource allocation and research efforts in this field.
Acknowledging the limited duration of the fast-track process, from March to October 2020, a pragmatic approach was taken. The project focuses on a challenge-driven perspective. The target audiences of this report are hence decision-makers in research policy, social policy and labour market policy, researchers and research funders addressing ageing, health and social care and technology, and tech companies active in that context.
The coordination of the overall fast-track project has been funded by the Department of Interactive Technologies for Health and Quality of Life at the German Federal Ministry of Education and Research (BMBF), and operationally supported by its funding agency VDI/VDE Innovation + Technik GmbH. In addition, the participants and authors of Chapters are funded by their countries.
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From Safety Net to Point of No Return—Are Small-Scale Inland Fisheries Reaching Their Limits?
(2020)
Small-scale inland fisheries (SSIF) are a livelihood opportunity for millions of people in developing countries. Understanding the economic, ecological, political and social impacts fishers are coping with can clarify weaknesses and challenges in the fishery management. Using the SSIF at Lake Alaotra, Madagascar, as an example, we analyzed the development and fishers’ perception of, and adaptation strategies to, change. We surveyed fish catches to assess the state of fish stocks and conducted interviews to understand fishers’ livelihood, problems, behavior and attitudes. Our results show that the fishery sector of Lake Alaotra has grown dramatically although fish catches have fallen sharply. Changes in species composition and low reproduction rates reflect the fishing pressure. A point of no return seems near, as decreasing agricultural yields force farmers to enter the fishery sector as a form of livelihood diversification. Lake Alaotra reflects an alarming trend which can already be seen in many regions of the world and may affect a growing number in the near future. The Alaotran fisheries demonstrate that SSIF’s ability to provide livelihood alternatives under conditions of insecurity will become increasingly important. It further highlights that the identification of ongoing livelihood dynamics in order to disclose possible poverty trap mechanisms and to understand fisheries’ current function is essential for sustainable management.
In this study, kinematic and kinetic measurements were combined to assess the effects of removing the stiff shaft from a ski boot. It was hypothesized that joint flexion at the ankle, knee and hip increase and reduce joint loading specifically at the knee. A previously developed force sensor was combined with a high-speed camera system for data collection of 6 degrees of freedom ground reaction forces and three-dimensional marker data in the field on a wave slope. The collected data were used as input to a musculoskeletal model for the estimation of joint kinematics and joint moments and contact forces in the ankle and knee. The force sensor, which was previously used for skiing, had experienced wear and tear and was thus prone to breakage. As a result, joint loading could only be analyzed for two skiers. These two skiers did not use the added range of ankle flexion to its full extent, but showed substantial reductions in joint moments and joint contact forces (e.g. knee compression force from 85 to 57 N/kg). Only one of the five experienced skiers tested was able to adopt the anticipated movement pattern by substantially increased maximum ankle joint flexion angle (from 10° to 37°) and knee joint flexion angle (from 93° to 105°) and the respective ranges of motion when skiing through a wave course. The study provides information on possible individual adaptations to ski boot modifications. The mechanical construction of the force sensor will need to be modified to withstand the high forces expected during freestyle skiing. The study also supports the future use of this measurement setup for comprehensive studies in snow sports, provided that a sufficient training period is given.
A systematic review was conducted to gain a more nuanced understanding of similarities and distinctions across countries in the development of executive functions (EF). The review includes 26 studies, with child and adolescent participants, that were published between 2006 and 2018. Both similarities and differences within developmental patterns of EF are identified across different countries. Across countries, bilingual children are shown to outperform their monolingual peers. Task improvement with age is not consistently reported in all studies, with no linear effects apparent in children from developing countries or regions. Gender differences on EF measures also vary between countries. Girls perform better than boys on EF tasks and parent and teacher ratings of EF in both Western and East Asian samples. Yet, in Iran and Tanzania, boys receive higher EF scores. From preschool age through adolescence, East Asians outperform Western counterparts on direct assessment measures of EF. However, strong discrepancies can be found between measures of direct EF assessment and parent and teacher ratings of children's EF. Chinese parents rate their children's EF as lower compared with parents from other countries. The role of contextual factors explaining differences in EF development is discussed.
Misconduct in prison is a phenomenon, which by its nature is hard to observe. Little is known about its origins and its modifiability. This study presents data on the level of misconduct in prison perceived by staff members and examines its impact on occupational factors. Data from officers, which also included i.e. team climate, job satisfaction, self-efficacy, and sick days, was collected at three different correctional units in Berlin, Germany (N = 60). The study reveals higher rates of perceived misconduct in prison on regular units as compared to treatment units within the observed facilities. In addition, regression analysis provides evidence for an association of rates of misconduct in prison, sick days, and low self-efficacy. Results are discussed in terms of providing a model that supports the idea of a network entailing occupational factors and misconduct in prison and which can be utilized to target misconduct in prison with suitable interventions.