[Elements Of Translation : A Prac
Virginie Fayad
I have to maintain a website with a lot of javascript UI in-house components. In order to reduce the volume of code to maintain and use an heavily tested framework, I would like to migrate some components to React / JSX. This seems not to be a pain so far.
To keep the same architectural principles, my idea was to use Node.js as a middleware to replace on the fly any "..." to its localized version and serve a "rendered" react component to the client.But this is more like a hack and I am pretty sure it could lead to performance issue.
common best practice is to wrap localisable strings into React-components and supply translations with your app bundle, so user would be able to switch languages and date/number formatting on the fly.
The focus of this workshop style practical unit is on translation projects primarily requiring terminological accuracy and precision, even in environments where equivalent terms are not readily available. Based on their understanding of client briefs and target audience expectations, students will carry out in-depth research into the discourses of selected specialist areas and, by extension, these areas themselves. Students will translate these texts into English, present an analysis of their own work, and participate in group discussion on the project and its outcomes.
The aim is for students to understand the extent to which translators need to be specialist subject experts; to find, create, use, and evaluate subject specific glossaries and corpora; and to produce contextually and functionally appropriate translated texts. The unit thus equips students with the knowledge and skills to build up a specialist area of expertise in translation.
Tasks are set via the Discussion Board. You are encouraged to discuss your approach and useful resources and strategies with your peers and tutor, simulating the collaborative nature of many real-world translation projects and aiming to improve your work through the exploration of a variety of possible takes on it. Once submitted, you, your fellow students and your tutor will discuss what has been successful and where future work may best start off from. In other words, while each translation you submit will be your own, the path towards it as well as its evaluation harnesses the insights of the group as a whole. Different learning styles can easily be accommodated within this format, and in the learning log you are able to reflect on them. Tutors will design projects in ways that reflect their own practical experiences within different parts of the translation industry and thus offer you a set of tasks that is indicative of real-world opportunities.
Assessed translation projects are comprised of an 800-word source text to be translated plus 700 words of introductory analysis. The translation accounts for 60% of the mark, and the analysis for 40%.
When required by the Board of Examiners, you will normally complete reassessments in the same formats as those outlined above. However, the Board reserves the right to modify the form or number of reassessments required. Details of reassessments are normally confirmed by the School shortly after the notification of your results at the end of the academic year
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours of study to complete. Your total learning time is made up of contact time, directed learning tasks, independent learning and assessment activity.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit. The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates within the Regulations and Code of Practice for Taught Programmes.
The citation search yielded 1,787 records. A total of 1,057 titles and abstracts were screened. One hundred and forty-six studies described usage to varying degrees, ranging from referenced to integrated. In ten studies, the KTA Framework was integral to the design, delivery and evaluation of the implementation activities. All ten described using the Action Cycle and seven referred to Knowledge Creation. The KTA Framework was enacted in different health care and academic settings with projects targeted at patients, the public, and nursing and allied health professionals.
The KTA Framework is being used in practice with varying degrees of completeness. It is frequently cited, with usage ranging from simple attribution via a reference, through informing planning, to making an intellectual contribution. When the framework was integral to knowledge translation, it guided action in idiosyncratic ways and there was theory fidelity. Prevailing wisdom encourages the use of theories, models and conceptual frameworks, yet their application is less evident in practice. This may be an artefact of reporting, indicating that prospective, primary research is needed to explore the real value of the KTA Framework and similar tools.
Conceptual frameworks are recommended as a way of preparing for the multiple, dynamic and interactive factors that influence the uptake of evidence in practice [3]-[5]. Although the terms conceptual frameworks, theories and models are often used interchangeably, conceptual frameworks are broad and descriptive, whereas theories and models are more specific and amenable to hypothesis testing [6]. Conceptual frameworks provide a frame of reference for organising thinking, a guide for action and interpretation. Potential benefits from applying a conceptual framework include making the process of knowledge translation more systematic, with greater likelihood of changed practice and spread of evidence [4],[6]-[9]. Several conceptual frameworks are pertinent for implementation scientists, including Promoting Action on Research Implementation in Health Services (PARIHS) [5],[10] the Consolidated Framework for Implementation Research (CFIR) [3] as well as the KTA Framework [1].
The Knowledge to Action Framework. From Graham I, Logan J, Harrison M, Strauss S, Tetroe J, Caswell W, Robinson N: Lost in knowledge translation: time for a map? The Journal of Continuing Education in the Health Professions 2006, 26, p. 19. Reprinted with permission from John Wiley and Sons.
The National Institute for Health Research (NIHR) Collaboration for Leadership in Applied Health Research and Care for South Yorkshire (CLAHRC SY) used the KTA Framework to underpin a programme of knowledge translation work undertaken between 2008 and 2013 [12]. As part of this programme, the first author (BF) undertook a knowledge translation project that sought to identify examples of the use of the KTA Framework in practice. No existing systematic review was found on this subject. This review is designed to address this knowledge gap.
We chose citation searching as our preferred method to identify reports of practical applications of a model or framework [14],[15]. Citation searching can circumvent the problems of variation in terminology (a retrieval problem) or uninformative abstracts (a reporting problem) typically encountered in topic-based searches of bibliographic databases. We sought to identify all reported citations of a particular reference irrespective of the context within which that reference had been used. Citation searching was further indicated in this review given that our scoping search, using the databases MEDLINE and CINAHL, had previously identified few abstracts reporting explicitly the use of the KTA Framework in practice.
Full-text articles were obtained for any article coded for inclusion and for any articles that appeared relevant but where it was unclear whether the KTA Framework had been actually used in practice. Two researchers (BF and II) conducted an initial assessment of the full-text articles. This showed that the degree of usage varied from merely citing the KTA Framework to full integration into the study. We developed a taxonomy to categorise this variation (see Table 1). Included articles were re-examined and re-coded according to this more detailed classification. The taxonomy enabled us to refine the inclusion criteria to identify studies that reported explicit application of the KTA Framework. This produced a subset of studies that contained examples of using the KTA Framework in an integral way.
The quality of reporting was assessed using criteria adapted from Carroll and colleagues [16]. This involved checking whether the four elements were described. These were the question and study design, recruitment and selection and methods of data collection and analysis. We did not assess the research rigour of the individual knowledge translation projects. Rather, we focused on the application of, and theory fidelity to, the KTA Framework.
Each article was scrutinised and mapped against the corresponding phases within the Knowledge Creation and Action Cycle components of the framework. Data for each phase were then synthesised across studies to help understand how the framework had been used in practice.
The citation search for the original source paper [1] yielded 1,787 records. The result set was reduced to 1,057 records following removal of duplicate and non-English language records. Next, 911 records were excluded at the sift stage. Those excluded at this stage included literature reviews and conceptual, descriptive or commentary papers, papers describing a single knowledge translation strategy or not topically relevant. In other cases, we made an initial judgement, based on the abstract or a Google text fragment, that the paper was not about an empirical, real-life, knowledge translation or implementation project. A total of 146 papers were identified as attributing use of the KTA Framework. The search results are illustrated in Figure 2, the PRISMA flow chart.
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