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Balancing the Skills Equation
Governments worldwide assume that national competitiveness can be improved by developing workforce skills. This book critically examines this 'high skills' vision at both policy and practice levels. It challenges an oversimplified policy rhetoric that underestimates the complexity of the processes involved in developing a skilled workforce. The book focuses on key issues relating to the high skills agenda: skills and political economy; different investment strategies for producing skills; qualification systems and learning. A multidisciplinary team of authors from a range of disciplines, including economics, management and education, provides the cross-cutting international and comparative analysis. Editorial comment links their explorations to wider questions of skill formation processes and overarching questions are addressed through in-depth analysis of the roles of higher education, apprenticeship and formal school learning in skill formation.
Translation as Experimentalism
This Element argues for a perspective on literary translation based around the idea of ludification, using concrete poetry as a test case. Unlike rational-scientific models of translating, ludic translation downplays the linear transmission of meaning from one language into another. It foregrounds instead the open-ended, ergodic nature of translation, where the translator engages with and responds to an original work in an experimental and experiential manner. Focusing on memes rather than signs, ludic translation challenges us to adopt an oblique lens on literary texts and deploy verbal as well as nonverbal resources to add value to an original work. Such an approach is especially amenable to negotiating apparently untranslatable writing like concrete poems across languages, modes, and media. This Element questions assumptions about translatability and opens the discursive space of literary writing to transgressive articulation and multimodal performance. This title is also available as Open Access on Cambridge Core.
Workplace Learning in Context
As policy makers increasingly focus on workplace learning as a way of improving organizational performance, the debate about the learning organization has grown. Counterbalancing the often over-optimistic assumptions made about the future of work and learning, this book argues that without a contextualized analysis of the field, our understanding of the learning environment is limited. It reconsiders the true role and nature of workplace learning in context. Grounded in original research, the book features case studies which illuminate how the workplace environment can provide both barriers to and opportunities for learning. It explores learning in different organizational contexts and different countries, sectors, types of public and private sector organization, and by different occupational groups. This multi-disciplinary approach provides a coherent perspective of the institutional, organizational and pedagogical contexts of workplace learning, and as a result, policy-makers, trainers, trade unionists and educators alike will welcome this groundbreaking text, as it gives the intellectual tools required to understand how learning in the workplace can be improved.
Translation as Creative–Critical Practice
In Translation as Creative-Critical Practice, Delphine Grass questions the separation between practice and theory in translation studies through her analysis of creative-critical translation experiments. Focusing on contemporary literary and artistic engagements with translation such as the autotheoretical translation memoir, performative translations and 'transtopian' literary and visual art works, this Element argues for a renewed engagement with translation theory from the point of view of translation as artistic and practice-based research capable of reframing translation theory. Exploring examples of translation as both a norm-breaking and world-making activity in the works of Kate Briggs, Ayesha Manazir Siddiqi, Noémie Grunenwald, Anne Carson, Charles Bernstein, Chantal Wright or Slavs and Tatars to name a few, this Element prompts us to reconsider the current place of translation practice in translation studies.
Interpreting as Translanguaging
This Element traces the emergence and historical development of the key concepts and basic tenets of translanguaging and interpreting followed by reviews of the relevant literature. It also provides the theoretical and methodological implications of this perspective.
Local Economic and Employment Development (LEED) Job-rich Growth in Asia Strategies for Local Employment, Skills Development and Social Protection
A joint OECD/ILO initiative, this book analyses local approaches in Asia to modernise labour markets and skills strategies and shows how local recovery is taking place through a combination of policy measures on employment creation, skills development and social protection.
Handbook of Immunohistochemistry and in situ Hybridization of Human Carcinomas
Classical histology has been augmented by immunohistochemistry (the use of specific antibodies to stain particular molecular species in situ). Immunohistochemistry has allowed the identification of many more cell types than could be visualized by classical histology, particularly in the immune system and among the scattered hormone-secreting cells of the endocrine system. This book discusses all aspects of immunohistochemistry and in situ hybridization technologies and the important role they play in reaching a cancer diagnosis. It provides step-by-step instructions on the methods of additional molecular technologies such as DNA microarrays, and microdissection, along with the benefits and limitations of each method.* The only book available that translates molecular genetics into cancer diagnosis * Methods were developed by internationally-recognized experts and presented in step-by-step manner * Results of each Immunohistochemical and in situ hybridization are presented in the form of color illustrations
Improving Workplace Learning
Across the western world, there is a growing awareness of the importance of workplace learning, seen at the level of national and international policy, as well as in the developing practices of employers, training providers and Trades Unions. Authoritative, accessible, and appealing, it presents key findings on work-based learning, bringing together conclusions and investigating a variety of workplace contexts to show how such learning can be improved. An extensive practical treatment, brought to life with illustrations from both the public and private sectors, this book has a unique combination of breadth of coverage and depth of understanding. Grounded in rich and detailed empirical studies, this volume challenges conventional thinking. An important new addition to the Improving Learning series, it focuses on guidelines for improving learning by marrying the very best theory and practice to provide an accessible and authoritative guide to workplace learning. Practitioners, policy makers, students and academics with an interest in learning at work will find this an invaluable addition to their bookshelves.
When Translation Goes Digital
This edited book brings together case studies from different contexts which all explore how a rapidly evolving digital landscape is impacting translation and intercultural communication. The chapters examine different facets of digitization, including how professional translators leverage digital tools and why, the types of digital data Translation Studies scholars can now observe, and how the Digital Humanities are impacting how we teach and theorize translation in an era of automation and artificial intelligence. The volume gives voice to research from across the professional and academic spectrum, with representation from Hong Kong, Canada, France, Algeria, South Korea, Japan, Brazil and the UK. This book will be of interest to professionals and academics working in the field of translation, as well as digital humanities and communications scholars.
Exploring Student Loneliness in Higher Education
This book is an in-depth qualitative linguistic study of loneliness disclosures in interviews with undergraduate students in the UK. While much loneliness research has been undertaken in the areas of psychology, social policy and education, such studies have prioritised the social factors behind mental distress without paying explicit attention to the medium in which such distress is communicated and embodied (i.e. language). This monograph supplements this growing body of work by arguing for a stronger focus on the insights which linguistic analysis can provide for investigating how and why loneliness is disclosed by Higher Education students. This book is the first study to address discourses of loneliness in Higher Education specifically from a linguistic perspective, and will be of interest to education and healthcare professionals, counselling and welfare providers, and students and scholars of discourse analysis and linguistics.
