How to ... be a reflective practitioner.

Human-Centred Design

Beyond Descriptive Translation Studies Investigations In Homage To Gideon Toury Benjamins Translation Library *FREE* beyond descriptive translation studies investigations in homage to gideon toury benjamins translation library Beyond Descriptive Translation Studies Library of Congress Cataloging in Publication Data Beyond descriptive translation studies investigations in homage to Gideon Toury edited by Anthony Pym Miriam Shlesinger Daniel Simeoni p cm Benjamins Translation Library issn 0929 7316 v 75 Includes bibliographical references and index 1 Translating and interpreting I Toury Beyond Descriptive Translation Studies Investigations in To go “beyond” the work of a leading intellectual is rarely an unambiguous tribute However when Gideon Toury founded Descriptive Translation Studies as a research based discipline he laid down precisely that intellectual challenge not just to describe translation but to explain it through reference to wider relations Beyond Descriptive Translation Studies Benjamins Translation Library BTL Volume 75 Beyond Descriptive Translation Studies Investigations in homage to Gideon Toury Edited by Anthony Pym Miriam Shlesinger and Daniel Simeoni The BTL aims to stimulate research and training in translation and interpreting studies The Library provides a forum for a variety of approaches which may Beyond Descriptive Translation Studies Beyond descriptive translation studie investigations s in homage to Gideon Toury edited by Anthony Pym Miriam Shlesinger Daniel Simeoni p cm Benjamins Translation Library ISSN 0929 731 6 v 75 Includes bibliographical references and index Beyond Descriptive Translation Studies Investigations in To go beyond the work of a leading intellectual is rarely an unambiguous tribute However when Gideon Toury founded Descriptive Translation Studies as a research based discipline he laid down precisely that intellectual challenge not just to describe translation but to explain it through reference to wider relations Pym Anthony Shlesinger Miriam and Simeoni Daniel eds Simeoni Daniel eds 2008 Beyond Descriptive Translation Studies Investigations in homage to Gideon Toury Amsterdam Philadelphia John Benjamins Publishing Company 417 p Benjamins Translation Library is one of the rare series of translation studies in the world which not only provides a forum for a variety of heated Gideon Toury John Benjamins Publishing Catalog Toury Gideon † 2008 “Interview in Toronto an interview conducted by Daniel Simeoni at York University Toronto on September 16 and 18 2003 ” In Beyond Descriptive Translation Studies Investigations in homage to Gideon Toury 399–414 Descriptive Translation Studies – and beyond Revised “Gideon Toury’s second revised edition of Descriptive Translation Studies—and Beyond 1995 takes stock of the substantial impact of the first edition of this work on the discipline as a whole and pans over three decades of influence in defining the field of Descriptive Translation Studies DTS The volume remains as influential as it Pym Anthony Shlesinger Miriam and Simeoni Érudit Beyond Descriptive Translation Studies Investigations in homage to Gideon Toury is the 75 th of the series This volume is substantial including 27 articles and an interview It is composed of six topics the sociology of translators the contemporary changes in intercultural relations the basic problem of defining translations translation Benjamins Translation Library The Benjamins Translation Library BTL aims to stimulate research and training in Translation amp Interpreting Studies taken very broadly to encompass the many

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Beyond descriptive translation studies : investigations in homage to Gideon Toury

Architecture is an art, a profession, a business. Architectural firms exist to design buildings, to serve social needs, to make profits. And many architects find that the goals of the firms that employ them run counter to the values that first attracted them to the profession. Sociologists of the professions have looked at law and medicine, but Blau is the first to make architecture the subject of an in-depth case study. This book vividly depicts the contradictions and dilemmas inherent in architectural practice, and corrects many assumptions about design professionals.While there are no easy recipes, Blau is able to identify the core ingredients of success and failure that correspond to the actual experiences of 152 Manhattan architectural firms over a five-year period. More than 400 architects were surveyed, their convictions and attitudes were assessed, and their values measured against management agendas and priorities. Whether architects agree with her conclusions or not (and there are many surprises in the book), they are strongly supported by data. Since the survey period spanned a severe economic recession, during which mere survival was an issue for many firms, the book's analysis of why some firms flounder while others flourish under the same conditions is particularly valuable.In the section called \"Heroes and Rascals,\" Blau reveals how respondents ranked 50 wellknown architects, critics, and firms according to various standards, thereby revealing a lot about how professionals view themselves and the range of design approaches, mentors, and models available to them. The study exposes a great disparity between the attitudes of rank-and-file architects and firm heads; the clear inference is that younger architects place a much higher value on the humanistic and creative dimensions of architecture, which could be a major reason for the now chronic crisis the profession finds itself in.

Architects and Firms: a Sociological Perspective on Architectural Practice

When I was a student, language teaching and learning was fact based. We had to memorise vocabulary and all kinds of structure and grammar rules teachers passed to us in the form of presentations and written exercises. All we had to do was to reproduce what we had learned. It was similar when I started my career as an English teacher. We passed facts to our students who reproduced them when we tested them. In the eighties new methods and approaches were introduced mainly by good professional development for English teachers and also by new course books and programmes. Teaching of language was based on various activities, which was more successful than previous model. Lately more and more teachers have started to introduce constructivists inquiry based methods of teaching and learning. It is based on a belief that we should learn naturally, the way we learn in real life. We construct the meaning and form concept from what we already know by exploring and being interested in the world. The belief, that given enough time, resources, motivation, proper environment and scaffolding all students are capable of high performances, should lead us teachers at our work

Inquiry based learning

This article initially demonstrates the parallels between the learner-centered approach in education and the user-centered approach in design disciplines. Afterward, a course on human factors that applies learner-centered methods to teach user-centered design is introduced. The focus is on three tasks to identify the application of theoretical and methodological approach. The major instructional methods utilized in the tasks are role enactment, project-based learning, case-based learning and reflection. These tasks develop students' knowledge, attitude and skills reflecting on their selves, their social and physical environment. Finally, the results of the study on students' evaluations of the course and their learning are presented. The study findings indicate that the course has been successful in its learning objectives. Multiple methods of learner-centered instruction complement lecture sessions and one-another to enhance student learning of user-centered design in different levels of cognitive and af...

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User-centered design through learner-centered instruction

To enhance the function and quality of built environments, designers should consider all possible users in their design projects. Therefore, it is essential to incorporate inclusive design in the education of the design student. This study focuses on the educational objectives of and related learning activities in a course where inclusive design is one of the main subjects. Through empathic modelling, students' engagement with the course was enhanced. Within the course, students simulated disabled users while they experienced the campus environment using wheelchairs, crutches or blindfolds. Their experiences were reflected through descriptive texts and poster designs. Descriptive texts were analysed through developing themes and codes whereas posters were analysed through a content analysis method. Our findings showed that students developed their knowledge of inclusive design concerning the physical environment, the self and the social environment. They also developed immediate emotional responses and a ...

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Inclusive design: developing students' knowledge and attitude through empathic modelling

This paper explores the process and outcome of using learner-centred methods to develop students’ empathic design abilities during an educational workshop on inclusive design. In the first section of the paper, we suggest the significance of incorporating inclusive design within the education of design disciplines. Then, we introduce a workshop on inclusive design awareness that architecture and interior design students participated, which applied various learner-centred methods. We discuss the process that incorporated project-based learning, role-playing/simulation and students’ reflections and feedback on their experience. The workshop process, the student project experience and students’ reflections on their learning indicate how multiple methods of learning engage students and enhance their empathic understanding so they can embrace differences and adopt a user-centred design approach. Based on the findings, we provide suggestions for similar educational events that can be applied in other di...

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Embracing student experience in inclusive design education through learner-centred instruction

This article explores the social construction of the architectural profession in the Turkish context from a historical perspective. It investigates architects' views regarding their roles in society and their positions vis-a-vis their clients and users. The data from in-depth interviews conducted with twentyfour practicing architects demonstrate that both traces of elitism and the tendency to define their professional roles to affect people's lives through their designs have prevailed in architects' beliefs and actions to varying degrees.

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Architects and the Architectural Profession in the Turkish Context

In design disciplines, an affective understanding of users’ everyday lives can increase designer sensitivity and awareness, leading to higher-quality design outcomes. Developing students’ empathic understanding within design education is required to accomplish this goal. This article discusses learning strategies that enhance students’ empathic horizons, and specifically analyzes an assignment conducted in an Interior Architecture and Environmental Design course, “The Grandparent Experience.” Here, exposure through observation and interviewing, and art-based methods are employed to develop students’ empathy towards older adults. We conducted a survey with students who completed the exercise and the course, exploring their perspectives on their learning. The results reveal that students had positive views on the assignment’s effectiveness regarding the learning outcome and learning process. Implications for empathic design education and educational gerontology are discussed.

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Papers

User-centered design through learner-centered instruction

Inclusive design: developing students' knowledge and attitude through empathic modelling

Embracing student experience in inclusive design education through learner-centred instruction

Architects and the Architectural Profession in the Turkish Context

Developing empathy towards older adults in design