Fr. Evan discusses the audience of the Gospel of St. Mark.

An audio snapshot of CSR Session One, 2016—with a montage of Serenade Night. Ya Boy!

An audio snapshot of CSR Session One, 2017—with a montage of Serenade Night. Ya Boy!

A conversation with Dr. Marcus Plested, Academic Director of The Institute of Orthodox Christian Studies in Cambridge. Learn about the summer studies program and consider participating July 18-23 with Metropolitan Kallistos Ware, Fr. Andrew Louth, and others.

Ancient Faith Radio presents an interview with Fr. Peter Galadza, the Kule Family Professor of Liturgy at the Metropolitan Andrey Sheptytsky Institute of Eastern Christian Studies, about the institute's Study Days, which will take place in Ottawa, Ontario, from July 15 through 18.

Bobby Maddex interviews Costas (Constantinos Athanasopoulos), the Director of Distance Learning at the Institute for Orthodox Christian Studies in the UK, and Michael Basham, a recent graduate of this distance-learning program.

John Maddex talks with Fr. Joseph Allen and Dn. Peter Boulukos about the great opportunities to further your Orthodox education through the world renowned Antiochian House of Studies.

Bobby Maddex interviews Dr. David Frost, the principal and administrator of the Institute for Orthodox Christian Studies, about a number of exciting developments at IOCS, including a new scholarship, a new PhD program, and an important addition to the institute's Distance Learning Program.

Fr. Joe Allen joins us from the Antiochian convention in Boston to talk about the 35th anniversary of the Antiochian House of Studies and the new Coptic module.

Bobby Maddex interviews Fr. Dragos Herescu, the acting principal of the Institute for Orthodox Christian Studies—located in Cambridge, England—about some new developments at the school.

Bobby Maddex interviews Dr. Razvan Porumb, a lecturer and vice principal of the Institute for Orthodox Christian Studies in Cambridge, England, about a few new developments at the school.

Bobby Maddex interviews Fr. Dragos Herescu, the principal of the Institute for Orthodox Christian Studies in Cambridge, England, and Father David Lowell, one of the IOCS Trustees and the Chair of the Friends of IOCS in the States. They discuss recent developments at the Institute, including new partnerships with organizations and schools in North America.

Bobby Maddex interviews Razvan Porumb from the Institute for Orthodox Christian Studies in Cambridge, UK. Together they discuss distance learning degree programs, upcoming lecture series, the wealth of content on the institute's YouTube page, and more! All of this can be found on the IOCS webpage.

In this episode Bobby Maddex interviews Fr.Dragos ; principal of the Institute for Orthodox Christian studies that has existed in Cambridge in the United Kingdom for 25 years. IOCS is a pan-Orthodox place of education, of outreach with a mission to provide Orthodox postgraduate studies. If you would like to donate please visit iocs.com.ac.uk.

Because social proof has become such a mainstay in marketing, it's easy for marketers to grow numb to it. You forget that social proof is one of Cialdini's most persuasive principles. So here are 5 new studies to remind you about the persuasive power of social proof.

The post Social Proof: 5 new studies that prove its continued persuasive power appeared first on Coaching and training to scale your copywriting business, plus programs for new copywriters, startups, and marketers.

BBC Sport pays tribute to Rafael Nadal's incredible career and looks back at the 2008 Wimbledon final, after the 22-time Grand Slam winner announced he will be retiring at the end of the season.

Is it right for the WTA to hold their 'crown jewels' Finals in Saudi Arabia?

BBC Sport looks at how the WTA Finals, which are being held in Saudi Arabia for the first time, are unfolding - and what the reaction has been.

After Charley Hull's sensational win in Saudi Arabia last week, golf fans should maintain their attention on events both off and on the course in the Middle East, writes Iain Carter.

Ronnie O’Sullivan is frustrated by fans entering the Crucible arena while he lines up a shot, a drama which BBC pundit Steve Davis labels 'Doorgate' - much to presenter Rishi Persad's amusement.

Dr Rebecca Harrison is looking at how the Andor series affected Winspit Quarry.

LightSounds runs 23-24 November.

En la entrada de hoy quiero hacerme eco de un artículo de Takahata Sachi que se titula «Las malas condiciones desincentivan a los intérpretes judiciales», publicado en Nippon.com y que versa acerca de la situación de los intérpretes judiciales en Japón. El artículo se puede leer en español, por lo que no hay motivo para tormento […]

I am not one of those who criticize the ribbon in Microsoft and other software. On the other hand, while the large monitor of my desktop PC offers a plenty of working space, I cannot say the same about my … Continue reading →

I recently accepted a large proofreading job to be completed in SDL Trados Studio 2014. All seemed to be fine until I tried to open some of the project files. This article describes how to deal with “Corrupt file: Missing … Continue reading →

I was recently asked to translate a large Excel file containing 40,000+ rows. The total word count was not so big, about 50k new words. With this article I would like to share my experience and problems processing this translation in … Continue reading →

Have you ever reviewed a large file in SDL Trados Studio with numerous repetitions and struggled with confirmed segments not being propagated to the rest of the file? Here is what to do. Imagine you have a big file to … Continue reading →

It’s been 11-years since I have written about the PowerShell Toolkit that was originally created by the development team in SDL.  Back then I was able to fumble my way through setting it up, editing a few files, and automating the creation of a project in Trados Studio.  In all the time since then it’s … Continue reading Trados Studio – Powershell Trilogy Part 1

Estamos en pleno proceso de preinscripción universitaria y algunos estudiantes se estarán preguntando dónde pueden estudiar el grado de Traducción e Interpretación. […]

¿Es posible la traducción jurada de un audio? Es una pregunta muy habitual en foros de traducción jurada y en grupos de traductores jurados. La respuesta no es tan sencilla, aunque en esta entrada...

The post Traducción jurada de un audio appeared first on El Blog del Traductor Jurado.

Comparto con ustedes el curso que organiza el Colegio de Traductores de la Provincia de Santa Fe, 1.ª C.

Estimados colegas y estudiantes:

El CTPSF —Primera Circunscripción— tiene el agrado de invitarlos a participar del CURSO TRADOS STUDIO Y MULTITERM 2011 que hemos organizado en conjunto con TRANSeconomy para el sábado 20 de octubre de 2012 de 10:00 a 13:00 y de 14:30 a 19:30 hs. en la sala de informática de ATE, sita en el edificio de calle San Luis 2858, Santa Fe. El curso estará a cargo de la Trad. Graciela Atencio, cuya biodata adjuntamos con el programa.

Consultas e inscripción:

CTPSF - Primera Circunscripción - San Martín 2819, Piso 2 - Oficina 6

Tel.: 4565922

E-mail: coletradusafe@gmail.com



Fecha límite de inscripción: Martes 16 de octubre de 2012. CUPOS LIMITADOS



Aranceles

Matriculados en Colegios miembros de FAT y estudiantes: $ 180.

No matriculados: $ 230.


Los saludamos cordialmente.



Comisión de Perfeccionamiento
CTPSF - Primera Circuscripción

Publico este artículo para contestar a un comentario que he recibido y que me ha hecho reflexionar. El comentario de esta persona toca varios puntos […]

Origen

This paper examines how to leverage the design studio learning environment throughout long-term Digital Design education in order to support students to progress from tactical, well-defined, device-centric routine design, to confidently design sustainable solutions for strategic, complex, problems for a wide range of devices and platforms in the digital space. We present a framework derived from literature on design, creativity, and theories on learning that: (a) implements a theory of formal learning sequences as a user-centered design process in the studio; and (b) describes design challenge progressions in the design studio environment modeled in seven dimensions. The framework can be used as a tool for designing, evaluating, and communicating course progressions within – and between series of – design studio courses. This approach is evaluated by implementing a formal learning sequence framework in a series of design studio courses that progress in an undergraduate design-oriented Informatics program. Reflections from students, teachers, and external clients indicate high student motivation and learning goal achievement, high teacher satisfaction and skill development, and high satisfaction among external clients.

Aim/Purpose: Electronic examinations have some inherent problems. Students have expressed negative opinions about electronic examinations (e-examinations) due to a fear of, or unfamiliarity with, the technology of assessment, and a lack of knowledge about the methods of e-examinations. Background: Electronic examinations are now a viable alternative method of assessing student learning. They provide freedom of choice, in terms of the location of the examination, and can provide immediate feedback; students and institutions can be assured of the integrity of knowledge testing. This in turn motivates students to strive for deeper learning and better results, in a higher quality and more rigorous educational process. Methodology : This paper compares an e-examination system at FUT Minna Nigeria with one in Australia, at the University of Tasmania, using case study analysis. The functions supported, or inhibited, by each of the two e-examination systems, with different approaches to question types, cohort size, technology used, and security features, are compared. Contribution: The researchers’ aim is to assist stakeholders (including lecturers, invigilators, candidates, computer instructors, and server operators) to identify ways of improving the process. The relative convenience for students, administrators, and lecturer/assessors and the reliability and security of the two systems are considered. Challenges in conducting e-examinations in both countries are revealed by juxtaposing the systems. The authors propose ways of developing more effective e-examination systems. Findings: The comparison of the two institutions in Nigeria and Australia shows e-examinations have been implemented for the purpose of selecting students for university courses, and for their assessment once enrolled. In Nigeria, there is widespread systemic adoption for university entrance merit selection. In Australia this has been limited to one subject in one state, rather than being adopted nationally. Within undergraduate courses, the Nigerian scenario is quite extensive; in Australia this adoption has been slower, but has penetrated a wide variety of disciplines. Recommendations for Practitioners: Assessment integrity and equipment reliability were common issues across the two case studies, although the delivery of e-examinations is different in each country. As with any procedural process, a particular solution is only as good as its weakest attribute. Technical differences highlight the link between e-examination system approaches and pedagogical implications. It is clear that social, cultural, and environmental factors affect the success of e-examinations. For example, an interrupted electrical power supply and limited technical know-how are two of the challenges affecting the conduct of e-examinations in Nigeria. In Tasmania, the challenge with the “bring your own device” (BYOD) is to make the system operate on an increasing variety of user equipment, including tablets. Recommendation for Researchers: The comparisons between the two universities indicate there will be a productive convergence of the approaches in future. One key proposal, which arose from the analysis of the existing e-examination systems in Nigeria and Australia, is to design a form of “live” operating system that is deployable over the Internet. This method would use public key cryptography for lecturers to encrypt their questions online. Impact on Society : If institutions are to transition to e-examinations, one way of facilitating this move is by using computers to imitate other assessment techniques. However, higher order thinking is usually demonstrated through open-ended or creative tasks. In this respect the Australian system shows promise by providing the same full operating system and software application suite to all candidates, thereby supporting assessment of such creative higher order thinking. The two cases illustrate the potential tension between “online” or networked reticulation of questions and answers, as opposed to “offline” methods. Future Research: A future design proposition is a web-based strategy for a virtual machine, which is launched into candidates’ computers at the start of each e-examination. The new system is a form of BYOD externally booted e-examination (as in Australia) that is deployable over the Internet with encryption and decryption features using public key cryptography (Nigeria). This will allow lecturers to encrypt their questions and post them online while the questions are decrypted by the administrator or students are given the key. The system will support both objective and open-ended questions (possibly essays and creative design tasks). The authors believe this can re-define e-examinations as the “gold standard” of assessment.

Aim/Purpose: This research explores the influence of organizational-level and individual-level creativity and innovation and the technology acceptance model toward the higher education creative environment that consists of research creativity and teaching creativity. Background: Creativity and innovation are essential pillars for higher education institutions (HEIs). The two terms are interconnected, where creativity is referring to finding better ideas to do the work, while innovation is referring to how to do and implement these creative ideas. Choosing the optimal creative process and the organizational support needed to develop it is an important goal in achieving a creative and inventive environment. For the success of the creative environment to ensure the improvement of higher education institutions, information technology as social networking sites plays a crucial part in the creative process within universities. However, assessing the creativity and innovation of Saudi higher education institutions has not been well recognized. Universities today serve as knowledge-based institutions because they are at the forefront of cutting-edge R&D and scientific innovations. Creating such a productive research environment in universities, however, necessitates a work culture that encourages employees to be more creative while also encouraging the creation of new ideas and innovations. Methodology: A survey instrument was utilized as a quantitative method for this research to gather data from the study sample on the influencing variables employed in the research framework. Respondent data were analyzed using a disjoint two-stage method using PLS-SEM path modelling. Contribution: The results of this research contribute to the theoretical and scientific literature by offering a model of creativity and innovation in higher education institutions. The model proposes an optimal blend of organizational, individual, and technology variables that contribute to the development of the Higher Education Creative Environment in HEIs via creativity in teaching and research and a culture of innovation. In another way, the proposed framework especially helps to comprehend the challenges regulating establishing teaching and research creativity in HEIs via the adoption of organizational, individual, and technology enablers identified as part of this study. Findings: According to the results, organizational factors such as organizational encouragement, freedom, and challenging work have a positive relationship with the higher education creative environment. However, realistic work pressure, a lack of organizational impediments, managerial encouragement, and work group support is insufficient to affect the creative environment in higher education in Saudi Arabia. Individual variables (creative thinking skills and expertise, for example) also have a positive impact on the higher education creative environment. In the higher education creative environment, however, the influence of intrinsic motivation is insignificant. Finally, technology factors such as social networking site adoption intention, perceived usefulness, and perceived ease of use have the potential to influence the higher education creative environment. Recommendations for Practitioners: On the practical front, the obvious recommendation of this research is that it enables top leadership in Saudi HEIs to rethink the norms of creativity and innovation in their institutions, thereby instilling a mindset guided by a flourishing culture of creativity in the HEI environment with a specific focus on creativity practices in research and teaching domains. Furthermore, to promote the environment’s creativity within Saudi Arabian HEIs, university leaders must consider the suggested Organizational, Individual, and Technology factors as key enablers of creativity and innovation, which will guide them in revisiting their strategic actions in terms of further augmenting the creative performance of their academic’s staff, thereby sustaining a culture of Higher Education Creative Environment (HECE). Recommendation for Researchers: This study addressed many organizational, individual, and technology variables that facilitate Saudi Arabian HECE accomplishment in the form of research and teaching creativity. Furthermore, fresh insights for Saudi public HEIs are revealed when the success aspects of the creative environment are considered. If academic leadership at Saudi HEIs is to encourage the creative environment in general and creativity in teaching and research, it would be suitable for them to highlight individual, organizational, and technology success elements. As a result, their HEIs will be able to produce more innovative research, products, and services that can support and meaningfully achieve national transformation initiatives, opening the path for a transition into a knowledge-based economy. Impact on Society: In fact, this research is based on a quantitative research method, and the findings were also significant especially considering the current global crises. It is clearly understood by this process that includes organizational, individual, and technology factors as key enablers of the creative performance of academic staff, thereby sustaining a culture of HECE. Future Research: While providing the research model, it is probable that this study overlooked any other crucial aspects influencing creativity and innovation. As a result, future research should look at additional variables that may impact HECE in Saudi Arabian HEIs. Furthermore, while this study focused on deriving HECE with a particular emphasis on research and teaching creativity as results, future research might look at deriving other creativity outcomes (e.g., entrepreneurial creativity) within the investigated HECE dimension.

Aim/Purpose: The study seeks to utilize Augmented Reality (AR) in creating virtual laboratories for engineering education, focusing on enhancing teaching methodologies to facilitate student understanding of intricate and theoretical engineering principles while also assessing engineering students’ acceptance of such laboratories. Background: AR, a part of next-generation technology, has enhanced the perception of reality by overlaying virtual elements in the physical environment. The utilization of AR is prevalent across different disciplines, yet its efficacy in facilitating Science, Technology, Engineering, and Mathematics (STEM) education is limited. Engineering studies, a part of STEM learning, involves complex and abstract concepts like machine simulation, structural analysis, and design optimization; these things would be easy to grasp with the help of AR. This restriction can be attributed to their innovative characteristics and disparities. Therefore, providing a comprehensive analysis of the factors influencing the acceptance of these technologies by students - the primary target demographic – and examining the impact of these factors is essential to maximize the advantages of AR while refining the implementation processes. Methodology: The primary objective of this research is to develop and evaluate a tool that enriches the educational experience within engineering laboratories. Utilizing Unity game engine libraries, digital content is meticulously crafted for this tool and subsequently integrated with geo-location functionalities. The tool’s user-friendly interface allows both faculty and non-faculty members of the academic institution to establish effortlessly the virtual laboratory. Subsequently, an assessment of the tool is conducted through the application of the Unified Theory of Acceptance and Use of Technology (UTAUT2) model, involving the administration of surveys to university students to gauge their level of adaptability. Contribution: The utilization of interactive augmented learning in laboratory settings enables educational establishments to realize notable savings in time and resources, thereby achieving sustainable educational outcomes. The study is of great importance due to its utilization of student behavioral intentions as the underlying framework for developing an AR tool and illustrating the impact of learner experience on various objectives and the acceptance of AR in Engineering studies. Furthermore, the research results enable educational institutions to implement AR-based virtual laboratories to improve student experiences strategically, align with learner objectives, and ultimately boost the adaptability of AR technologies. Findings: Drawing on practice-based research, the authors showcase work samples and a digital project of AR-based Virtual labs to illustrate the evaluation of the adaptability of AR technology. Adaptability is calculated by conducting a survey of 300 undergraduate university students from different engineering departments and applying an adaptability method to determine the behavioral intentions of students. Recommendations for Practitioners: Engineering institutions could leverage research findings in the implementation of AR to enhance the effectiveness of AR technology in practical education settings. Recommendation for Researchers: The authors implement a pragmatic research framework aimed at integrating AR technology into virtual AR-based labs for engineering education. This study delves into a unique perspective within the realm of engineering studies, considering students’ perspectives and discerning their behavioral intentions by drawing upon previous research on technology utilization. The research employs various objectives and learner experiences to assess their influence on students’ acceptance of AR technology. Impact on Society: The use of AR in engineering institutions, especially in laboratory practicals, has a significant impact on society, supported by the UTAUT2 model. UTAUT2 model assesses factors like performance, effort expectancy, social influence, and conditions, showing that AR in education is feasible and adaptable. This adaptability helps students and educators incorporate AR tools effectively for better educational results. AR-based labs allow students to interact with complex engineering concepts in immersive settings, enhancing understanding and knowledge retention. This interactive augmented learning for laboratories saves educational institutions significant time and resources, attaining sustainable learning. Future Research: Further research can employ a more comprehensive acceptance model to examine learners’ adaptability to AR technology and try comparing different adaptability models to determine which is more effective for engineering students.

More than a half billion people use the internet in China, and the environment in which these users work, study, and play using the internet is a rapidly changing one. User perceptions of the quality of information accessed through the internet and through more traditional sources of information may shift over time as the underlying social, cultural, and political environment changes. This study reports the results of a longitudinal survey study of perceptions of information quality of young adults using the internet in China. Results suggest that perceptions of the information quality of internet-based information have shifted more from 2007 to 2012 than perceptions of traditional text sources of information. Implications of the findings for researchers, educators, and information providers are discussed.

The European Union Rights Management Directive 2014/26/EU, provides regulatory oversight of European Union (EU) Collective Management Organizations (CMOs). However, the Directive has no provision indicating how members of EU CMOs may conduct non-financial audits of their CMO income and reporting. This paper addresses the problem of a lack of an audit method through a case study of the five writer members of the music group Duran Duran, who have been members of the UK's CMO for performing rights - the Performing Rights Society (PRS) for over 35 years. The paper argues a new audit CMO member method that can address the lacunae regarding the absence of CMO member right to audit a CMO and an applicable CMO audit method.

The article describes the integrated adoption of Fedora Commons and MediaMosa for managing a digital repository. The integration was experimented along with the development of a cooperative project, Sapienza Digital Library (SDL). The functionalities of the two applications were exploited to built a weaving factory, useful for archiving, preserving and disseminating of multi-format and multi-protocol audio video contents, in different fruition contexts. The integration was unleashed by means of both repository-to-repository interaction, and mapping of video Content Model's disseminators to MediaMosa's Restful services. The outcomes of this integration will lead to a more flexible management of the dissemination services, as well as to economize the overproduction of different dissemination formats.