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Complicating the History of Western Translation

The Ancient Mediterranean in Perspective

As long as there has been a need for language, there has been a need for translation; yet there is remarkably little scholarship available on pre-modern translation and translators. This exciting and innovative volume opens a window onto the complex world of translation in the multilingual and multicultural milieu of the ancient Mediterranean. From the biographies of emperors to Hittites scribes in the second millennium BCE to a Greek speaking Syrian slyly resisting translation under the Roman empire, the papers in this volume – fresh and innovative contributions by new and established scholars from a variety of disciplines including Classics, Near Eastern Studies, Biblical Studies, and Egyptology – show that translation has always been a phenomenon to be reckoned with. Accessible and of interest to scholars of translation studies and of the ancient Mediterranean, the contributions in Complicating the History of Western Translation argue that the ancient Mediterranean was a ‘translational’ society even when, paradoxically, cultures resisted or avoided translation. Indeed, this volume envisions an expansion of the understanding of what translation is, how it works, and how it should be seen as a major cultural force. Chronologically, the papers cover a period that ranges from around the third millennium BCE to the late second century CE; geographically they extend from Egypt to Rome to Britain and beyond. Each paper prompts us to reflect about the problematic nature of translation in the ancient world and challenges monolithic accounts of translation in the West.

THREE HISTORIES OF TRANSLATION Translating in Egypt, Translating Egypt,
Translating Egyptian THOMAS SCHNEIDER Abstract. One of thecherished icons
of decipherment and translation inthe history ofmankind, the Rosetta stone aptly ...

Thinking Italian Translation

A Course in Translation Method: Italian to English

Thinking Italian Translation is a comprehensive and practical translation course. It focuses on improving translation quality and gives clear definitions of translation theories. Texts are taken from sources including journalism, technical texts and screenplays. Translation issues addressed include cultural differences, genre, and revision and editing. Adapted from the successful French-based Thinking Translation (1992), the course has been piloted and refined at the Universities of St Andrews and Glasgow. A Tutor's Handbook is available, which contains invaluable guidance on using the course.

The purpose is always a major factor in deciding a strategy. Translating
consumer-oriented texts makes the importance of purpose especially clear. This,
together with the fact thai many translators earn their living with these sorts of text,
is why ...

Queering Translation, Translating the Queer

Theory, Practice, Activism

This groundbreaking work is the first full book-length publication to critically engage in the emerging field of research on the queer aspects of translation and interpreting studies. The volume presents a variety of theoretical and disciplinary perspectives through fifteen contributions from both established and up-and-coming scholars in the field to demonstrate the interconnectedness between translation and queer aspects of sex, gender, and identity. The book begins with the editors’ introduction to the state of the field, providing an overview of both current and developing lines of research, and builds on this foundation to look at this research more closely, grouped around three different sections: Queer Theorizing of Translation; Case Studies of Queer Translations and Translators; and Queer Activism and Translation. This interdisciplinary approach seeks to not only shed light on this promising field of research but also to promote cross fertilization between these disciplines towards further exploring the intersections between queer studies and translation studies, making this volume key reading for students and scholars interested in translation studies, queer studies, politics, and activism, and gender and sexuality studies.

This groundbreaking work is the first full book-length publication to critically engage in the emerging field of research on the queer aspects of translation and interpreting studies.

Translation and Gender

Translating in the 'Era of Feminism'

The last thirty years of intellectual and artistic creativity in the 20th century have been marked by gender issues. Translation practice, translation theory and translation criticism have also been powerfully affected by the focus on gender. As a result of feminist praxis and criticism and the simultaneous emphasis on culture in translation studies, translation has become an important site for the exploration of the cultural impact of gender and the gender-specific influence of cuture. With the dismantling of 'universal' meaning and the struggle for women's visibility in feminist work, and with the interest in translation as a visible factor in cultural exchange, the linking of gender and translation has created fertile ground for explorations of influence in writing, rewriting and reading. Translation and Gender places recent work in translation against the background of the women's movement and its critique of 'patriarchal' language. It explains translation practices derived from experimental feminist writing, the development of openly interventionist translation strategies, the initiative to retranslate fundamental texts such as the Bible, translating as a way of recuperating writings 'lost' in patriarchy, and translation history as a means of focusing on women translators of the past.

Translation and Gender places recent work in translation against the background of the women's movement and its critique of 'patriarchal' language.

Advanced Abnormal Child Psychology

There was a time when abnormal child psychology was the stepchild of abnormal psychology, with perhaps one or two chapters in an entire advanced textbook devoted to children. Given the explosive amount of new research on child development in general since the 1980s, "stepchild" is obviously no longer a valid characterization. Indeed, in the last 15 years, many new journals devoted to childhood problems have made their appearance on library bookshelves. The first edition of this book was assembled in an effort to integrate the empirical and clinical literatures and show the advanced undergraduate and beginning graduate student the breadth and depth of our existing knowledge about the disorders that manifest themselves early in development. Now, since its publication in 1995, a great deal more work has been done. This revised and expanded second edition includes much new material from the first edition authors and from several new ones, all respected experts in the field. Part I offers an overview. It outlines: *historical developments with documentation of the neglect and abuse that children suffered at the hands of society well into the 20th century; *developmental psychopathology as a theoretical framework to guide research and clinical efforts; *psychophysiological determinants of behavior, with special attention focused on childhood autism, and attention deficit and antisocial conduct disorders; *theoretical, methodological, and practical considerations involved in determining investigatory paths including sampling, design selection, measurement, data analysis, and pragmatics; and *the reactions of children, families, and society to complex and diverse child health problems. Part II addresses assessment and treatment issues. It discusses: *behavioral treatment of childhood disorders and multiple case examples of commonly used techniques; *new developments in pharmacological treatment and sound guidelines for the consideration of pharmacotherapy; and *formulations and a review of preventive interventions. Part III examines specific disorders of childhood and adolescence. It discusses: *anxiety disorders, affective and mood disorders, mental retardation, autism, specific developmental disorders, conduct disorder, attention-deficit hyperactivity disorder (ADHD), and eating disorders; *psychological aspects of pediatric disorders--interventions tailored to the needs of the child and family to maximize adaptation and recovery; and *substance use disorders--ranging from models emphasizing social influences to those focusing on biological vulnerabilities. Each chapter in Part III has an identical structure--clinical description, causes, course, familial contributions, psychological and genetic influences, current treatments, summary--and includes numerous case illustrations.

The first edition of this book was assembled in an effort to integrate the empirical and clinical literatures and show the advanced undergraduate and beginning graduate student the breadth and depth of our existing knowledge about the ...

Design and Development Research

Methods, Strategies, and Issues

AECT Design & Development Outstanding Book Award for 2008! Design and Development Research thoroughly discusses methods and strategies appropriate for conducting design and development research. Rich with examples and explanations, the book describes actual strategies that researchers have used to conduct two major types of design and development research: 1) product and tool research and 2) model research. Common challenges confronted by researchers in the field when planning and conducting a study are explored and procedural explanations are supported by a wide variety of examples taken from current literature. Samples of actual research tools are also presented. Important features in this volume include: concise checklists at the end of each chapter to give a clear summary of the steps involved in the various phases of a project; an examination of the critical types of information and data often gathered in studies, and unique procedures for collecting these data; examples of data collection instruments, as well as the use of technology in data collection; and a discussion of the process of extracting meaning from data and interpreting product and tool and model research findings. Design and Development Research is appropriate for both experienced researchers and those preparing to become researchers. It is intended for scholars interested in planning and conducting design and development research, and is intended to stimulate future thinking about methods, strategies, and issues related to the field.

Methods, Strategies, and Issues Rita C. Richey, James D. Klein ... Corry, Frick,
and Hansen's (1997) study pertains to the design of a new university Web site,
with a special focus on the Web site's usability as a studentrecruiting mechanism.

Teaching and Researching: Reading

Teaching and Researching Reading was first written to help language professionals understand the complex nature of reading. Now in a thoroughly updated and improved second edition, the book expands connections from research on reading to instructional practices and teacher-initiated action research. Offering an updated overview of reading theory, it summarises key ideas and issues in first and second language contexts. In addition to providing insightful research analyses, Grabe and Stoller offer practical advice for practitioners and researchers, including evidence-based teaching ideas and a multi-step iterative process for conducting meaningful action research on reading-related topics. The volume outlines 29 projects for teacher adaptation and use, as well as numerous new or substantially expanded resource materials that can be used for both action research and classroom instruction. Learning aids featured throughout the volume include · key concept boxes and a glossary of key terms · quote boxes highlighting critical issues in the field · resource lists of relevant journals, books and websites Fully revised throughout, with a range of new exemplary L1 and L2 research studies and an entirely new chapter on the move from research implications to instructional applications, this second edition of Teaching and Researching Listening is an invaluable resource for teacher trainers, practicing teachers, materials writers and researchers alike.

Three conclusions become clear when we consider the number of reading
processes occurring each and every two seconds: 1. Reading comprehension
processes work in parallel when some skills are relatively automatic. 2. Some
processes ...

Understanding and Teaching Reading

An Interactive Model

In the words of Aldous Huxley, "Every man who knows how to read has it in his power to magnify himself, to multiply the ways in which he exists, to make his life full, significant and interesting." Few people question the value of reading; in fact, most extol its virtues. As our culture becomes more complex, reading plays an increasingly greater role in satisfying personal needs and in promoting social awareness and growth. In the last 20 years, the teaching of this invaluable skill has focused so intensely on comprehension and prediction from context that it has lost sight of the significance of automaticity and fluency in the word-identification process. Reading is a synthesis of word recognition and comprehension; thus, this text is about these basic processes and their integration. A common plea from teachers today is that research and psychology be translated into teaching behavior. Therefore, the aim of this book is twofold: one, to identify, report, organize, and discuss those bits of data, research and theory that are most relevant to the teacher's understanding of the reading process; and two, to help educators to interpret and apply theory and research data to everyday classroom teaching, as well as to the problems encountered frequently in developmental and remedial teaching.

They concentrate most of their processing capacity on the extraction of meaning,
rather than analyzing the passage in a wordbyword manner (Hochberg, 1970).
Descriptions ofComprehension Descriptions of reading comprehension abound.

Teaching Reading to Every Child

This popular text, now in its Fourth Edition, introduces pre-service and in-service teachers to the most current theories and methods for teaching literacy to children in elementary schools. The methods presented are based on scientific findings that have been tested in many classrooms. A wealth of examples, hands-on activities, and classroom vignettes--including lesson plans, assessments, lists of children's literature books to fiction and nonfiction texts, and more--illustrate the methods and bring them to life.The text highlights the importance of teaching EVERY child to become competent in all of the nuances and complexities of reading, writing, and speaking. The value of reflection and peer discussion in learning to expand their students' literacies is emphasized. Readers are encouraged to reflect on their own experiences with reading and teaching throughout their lifetimes--experiences that will serve well in learning to teach reading. "Your Turn" boxes invite readers to think about their views of the material presented, and to talk with colleagues and teachers about their "best ways" of learning this new information. "Did You Notice?" boxes engage readers in observation and analysis of methods and classroom situations discussed in the text. Teachers' stories serve as models of successful teaching and to draw readers into professional dialogue about the ideas and questions raised. End-of-chapter questions and activities provide additional opportunities for reflection and discussion. All of these pedagogical features help readers expand and refine their knowledge in the most positive ways. Topics covered in Teaching Reading to Every Child, Fourth Edition: *Getting to Know Your Students as Literacy Learners; *Looking Inside Classrooms: Organizing Instruction; *Assessing Reading Achievement; *The Importance of Oral Language in Developing Literacy; *Word Identification Strategies: Pathways to Comprehension; *Vocabulary Development; *Comprehension Instruction: Strategies At Work; *Content Area Learning; *What the Teacher Needs to Know to Enable Students' Text Comprehension; *Writing: Teaching Students to Encode and Compose; *Discovering the World Through Literature; *Technology and Media in Reading; *Teaching Reading to Students Who Are Learning English; *All Students are Special: Some Need Supplemental Supports and Services to Be Successful; and *Historical Perspectives on Reading and Reading Instruction. New in the Fourth Edition: *A new chapter on technology with state-of-the-art applications; *A new chapter with the most up-to-date information on how vocabulary is learned and on how it is best taught, responding to the national renewed interest in vocabulary instruction; *A new section on Readers/Writer's workshop with a focus on supporting student inquiry and exploration of multiple genres; *A more comprehensive chapter on literature instruction and the role of literature in the reading program with examples that support students' multigenre responses; *A discussion of literary theories with examples for classroom implementation; *Broader coverage of the phases of reading development from the pre-alphabetic stage to the full alphabetic stage; *A more inclusive chapter on writing instruction; and *A thoroughly revised chapter on teaching reading to students who are learning English, including extensive information on assessment and evaluation.

She mentioned that she knew comprehension was a central goal of reading, but
she wasn't certain how to provide the best instruction to foster her children's
reading comprehension. Larry, the fifth grade teacher we introduced you to in
chapter ...

Assessing and Teaching Reading Composition and Writing, 3-5

This book reveals the inadequacy of a unified "gay" identity in studying the lives of queer college men. Instead, seven types of identities are discernible in the lives of non-heterosexual college males, as the author shows.

Nelson Mandela's Favorite Reading Comprehension/Thinking Skill Level make
herself beautiful? (sequence) How do you know? (infer) Fesito Goes to Market
What things did Fesito carry on his bicycle to the market? (list) Would Fesito's
father ...