Translating from India and the Moving Space of Translation (Illustrated by the Works of Ajñeya)

The inadequacies and obsolescence of Eurocentric theories based on a binaryand static worldview have become a staple topic of postcolonial studies, and tosome extent also of translation studies. Nonetheless, the literary texts that arecalled upon in order to show the dynamism and hybridity of (post)modern worksbelong for the most part to the languages of the former colonial powers, especiallyEnglish, and remain inserted in a system that construes literatures interms of opposition. As a consequence, there is outside India a doubly misleadingunderstanding of Indian literatures other than those written in English:firstly, that translations of works in Hindi and in the Indian bhāṣā seem to belacking, if not inexistent, and secondly, that these "minor" literatures - as theyare regularly termed - are still often viewed as being highly dependent on theidea of "tradition," in opposition to the "postmodern" hybridity of the literatureswritten in the "dominant" languages, such as English or French. Againstthese views and supported by the analysis of Ajñeya's works in Hindi togetherwith their English translations, this paper aims to show: 1) that translationsfrom Hindi, which are not in fact non-existent, are mainly carried out in India,and 2) that Ajñeya's works, while representing a significant instance of the effectivehybridity present in Indian literatures, help to illustrate the moving spaceof translation. This demonstration effectively invalidates the above-mentionedoppositional standpoint.

Psychometric properties of the french translation of the constructive thinking inventory in a sample of adolescents and young adults

The Constructive Thinking Inventory (CTI) measures cognitive coping strategies used in everyday problem solving. The main objective of this study was to assess the factorial structure, the internal consistency, the correspondence with the American normative values, and the discriminant validity of the French translation. A community sample of 777 students aged 12 to 26 years, recruited from schools, colleges and universities, answered the 108item selfreport CTI questionnaire during a class period. A sample of 60 male adolescent offenders aged 13 to 18 years, recruited from two institutions for juvenile offenders, answered the CTI during an individual interview. Results show that the French translation of the CTI follows an identical factorial structure as the Epstein's American version in both adolescents and young adults, and that its internal consistency is satisfactory. Differences in Constructive Thinking profiles according to gender and age and between Swiss and American samples, are discussed. Juvenile offenders differed from community youths on most of the scales, speaking for a good discriminant validity of the CTI. In conclusion, the French translation of the CTI appears to preserve the original version's psychometric properties. The present study provides normative values from a community sample of Swiss adolescents and young adults.

O vídeo didático "Conhecendo o Solo" e a contribuição desse recurso audiovisual no processo de aprendizagem no ensino fundamental

O uso de recursos audiovisuais no ensino de solos, como estímulo para os alunos, pode auxiliar na construção de um conhecimento crítico e reflexivo. Este trabalho objetivou analisar a contribuição do vídeo "Conhecendo o Solo" no ensino e na aprendizagem dessa temática no nível fundamental. Com o intuito de estimular os alunos a perceber a importância dos solos nos ambientes, esse vídeo foi aplicado como conteúdo de ensino. Em seguida, foi aplicado um questionário, em que os alunos descreveram as principais ideias transmitidas por esse, especificando os pontos positivos e negativos do recurso utilizado. A análise do questionário revelou que o uso do vídeo foi um facilitador da aprendizagem. Porém, as respostas dos estudantes indicaram que alguns aspectos necessitam de adequações, como o dinamismo, a interatividade, a quantidade de informações e a narração. Mesmo assim, o recurso foi classificado pela maioria dos alunos como adequado, e o repertório de conteúdos apresentou similaridade com o exposto no vídeo, caracterizando-o como um recurso de influência positiva no processo de ensino e aprendizagem.

Fine-Tuning Translation Kinetics Selection as the Driving Force of Codon Usage Bias in the Hepatitis A Virus Capsid

Hepatitis A virus (HAV), the prototype of genus Hepatovirus, has several unique biological characteristics that distinguish it from other members of the Picornaviridae family. Among these, the need for an intact eIF4G factor for the initiation of translation results in an inability to shut down host protein synthesis by a mechanism similar to that of other picornaviruses. Consequently, HAV must inefficiently compete for the cellular translational machinery and this may explain its poor growth in cell culture. In this context of virus/cell competition, HAV has strategically adopted a naturally highly deoptimized codon usage with respect to that of its cellular host. With the aim to optimize its codon usage the virus was adapted to propagate in cells with impaired protein synthesis, in order to make tRNA pools more available for the virus. A significant loss of fitness was the immediate response to the adaptation process that was, however, later on recovered and more associated to a re-deoptimization rather than to an optimization of the codon usage specifically in the capsid coding region. These results exclude translation selection and instead suggest fine-tuning translation kinetics selection as the underlying mechanism of the codon usage bias in this specific genome region. Additionally, the results provide clear evidence of the Red Queen dynamics of evolution since the virus has very much evolved to re-adapt its codon usage to the environmental cellular changing conditions in order to recover the original fitness.

Desafios e avanços na recuperação automática da informação audiovisual

Exposição sobre processos e métodos utilizados para a indexação e recuperação textual da informação semântica em vídeo, tendo como base a identificação e classificação do seu conteúdo visual e sonoro.

La llengua que som(s) : Estudi dialectal audiovisual de la comarca de la Garrotxa

Estudi dialectal audiovisual del parlar de la comarca de la Garrotxa. Seguint el mètode geogràfic emprat pel lingüista mallorquí Joan Veny, hem elaborat vuit enquestes a diversos informants de la zona. L'objectiu és definir sincrònicament els trets lingüístics -fonètics, morfosintàctics i lèxics- del parlar dels garrotxins de més edat i, alhora, posar l'èmfasi en les particularitats lingüístiques de la zona respecte a la resta del català del bloc oriental.

L'audiovisual com a metodologia d'aprenentatge

Aquest projecte està fonamentat teòricament al voltant de dos pilars: l'aprenentatge i l'audiovisual. En primer lloc faré una breu conceptualització de l'aprenentatge que s'ha fet servir per dissenyar el recurs audiovisual d'aquesta pràctica. I, en segon lloc, parlaré de l'audiovisual com a potencial eina educativa.

Language Resources Factory: case study on the acquisition of Translation Memories

This paper demonstrates a novel distributed architecture to facilitate the acquisition of Language Resources. We build a factory that automates the stages involved in the acquisition, production, updating and maintenance of these resources. The factory is designed as a platform where functionalities are deployed as web services, which can be combined in complex acquisition chains using workflows. We show a case study, which acquires a Translation Memory for a given pair of languages and a domain using web services for crawling, sentence alignment and conversion to TMX.

Coloquialismo y humor en South Park: análisis del doblaje al español

Este trabajo es un estudio sobre la traducción del coloquialismo y el humor en productos audiovisuales. Tomando como referencia el doblaje al español de South Park, se analizan algunos errores habituales en obras similares y se plantean estrategias de traducción efectivas, tanto a nivel textual como oracional.