translation which are all close or very close to the ST (source text) (Schjoldager, 2008, p. 93-99). Therefore, they are not considered as creative skills and strategies, and texts translated using merely these cannot be considered creative translations. On the contrary, eight strategies in some way add to the level of creativity when applied in translations (which are Explication, Condensation, Deletion, Addition, Paraphrase, Adaptation, permutation and Substitution). Within these eight creative strategies and skills, the degree of creativity varies as well. The model of creativity classifies the strategies explicitation, condensation and deletion as slightly creative since they merely involve elaborating on existing meaning, shortening text and taking out meaning. The other five creative strategies, however, are rewriting semantics of the ST or adding meaning which cannot be directly inferred from the ST. Therefore, they are regard as more creative. Translator education is currently practiced around the world extensively and Iran is no exception. Through the last decade or so, the number of Iranian universities offering academic translation programs plus the number of the candidates entering such programs has been increasing. While in the mid-1980's just one university in Iran (Allameh Tabatabai University in Tehran) offered this program at B.A. level, now the number of Iranian universities offering just the English translation program at M.A. and B.A. level exceeds to 130. Over eight thousand translation students in Iranian academic centers are studying at different branches of State University, Islamic Azad University, Payame Noor University and Private Universities. Accompanied by such an extreme increase in quanti... ... middle of paper ... ...quently represented in B.A. translation textbooks? 2. How are creative thinking skills represented in Samt translation textbooks? 3. How are Samt translation textbooks different in terms of creative thinking skills? Method This study was a textbook evaluation study and used content analysis to analyze the materials. Content analysis as a research method relates to the process of examining and understanding the content in documents from a source external to the researcher. Through the use of a detailed checklist, the activities of Samt English textbooks pertaining to the specialized courses of English translation were coded and placed in the cells of the taxonomy incorporating the cognitive processes and types of knowledge. The frequency and percentage of each of the cognitive process including the create level were calculated for the textbooks. The results were
REVIEW OF THE PROFILE OF CREATIVE ABILITIES There are differences between Licensed Professional Counselor and Licensed Marriage and Family Therapist. Testing is a large factor in accurately assessing the full scope of the assistance a client may new. Depending on the needs of the client the Licensed Marriage and Family Therapist (LMFT) could be a better fit. In considering the tests that exist, one sample population LMFT’s are likely to work with are children.
The most critical essay I ever wrote was the extended essay on biology. I had to critically think about my topic by researching. Then I had to write a lab to perform. The last thing was to analyze my results and research that I found in order to reach a conclusion. Within this process, I also had to use creative thinking in order to get through the problems that arise and buildup knowledge. My essay topic was on the effects of carbon dioxide on plant growth. The lab design I wrote called for enhanced concentrations of carbon dioxide. I didn’t know how I would get the enhanced concentrations into a tank of plants. After some creative thinking and experimenting, I was able to connect a tube from a tank to a styrofoam cooler with dry ice. This essay allowed me to generate knowledge through the interaction of critical and creative thinking. By using examples in the areas of art and natural sciences, I will evaluate how knowledge is generated through the interaction of critical and creative thinking.
I am Yutong Li, or go by Coco. I am a senior at Oregon State University and majoring in business information system and business administrative. My educational background and experience give me solid understanding and strong working knowledge; however, I still have gaps between my current skills and employer expectations. It is important to understanding your advantages and gaps. This memo is to discuss my current skill inventory, employer expectations, and my gaps and different ways I plan to fill them.
The days of the Cold War scenario are long gone when we understood our enemy tactics. We often hear our seniors harken back to a time when we knew our enemy, their order of battle and perdict their actions based on their formation or equipment. Today’s fight is a thinking man’s game, a chess match requiring constant thought and analysis to match wits with our ever-evolving opponent. Critical and creative thinking skills are an essential set of skills that every leader must employ and eventually master to succeed in today’s modern operating environment.
In many of our experiences, restriction can hurt creativity but not at all times. In writing articles founded upon broad themes or matters, I work well with the restriction of at least 1500 words, which for me is always enough to state and defend my arguments. I can make my way around the 1200 but not with 700 word limit. At first, I was skeptical, even thinking of it as an oppression against ideas worth mentioning, a requirement that is mentally excruciating. But surprisingly, the parameter led me to some creative workarounds. Instead of presenting the article with plain words, I also used images, graphics and tables which are not included in the word count. It did not only promoted cohesion and relevance but most of all, creativity. From then on, I learned that creativity comes from working in unexpected circumstances and stepping outside our own comfort
In the essay “Thought” by Louis H. Sullivan, he states that people don’t always need words just to communicate. There are several ways that individuals are able to communicate without words, they can express themselves by gestures and facial features, like explaining themselves to others. Sullivan believes that both thinking and creative thinking are better without words and that the minds is always working; therefore, it does not have time to place words together. In order to think clearly they must use other means of pondering; although, the mind works quickly it will take a long time to write what they are thinking because the mind continues without stopping. When individuals are reading they are not think their own thought exactly but what
The authors statement regarding how creative and critical thinking can affect our lives is a very powerful one and it should be. Creative and critical thinking can have a very powerful impact on our lives. People that use these two aspects of thinking are more likely to achieve long and short term goals and make better life decisions, such as the type of career to pursue. They live by a moral code that is well thought out and created to fit the person that they are. They are also more likely to think for themselves and have beliefs that have been closely examined. These are just a few of the examples of what thinking creatively and critically can help a person achieve, but it is clear that they can help a person live a more enriched life and
Ken Robinson once said, “Creativity is putting your imagination to work, and it 's produced the most extraordinary results in human culture.” Creativity is more than just having artistic talent. According to Merriam- Webster Dictionary creativity is defined as, “the ability to make new things or think of new ideas.” A person can be creative without making a single piece of artwork. Creativity was one characteristic that Stalin and Hitler had in common. Both had artistic abilities and talent as well as possessing the ability to think creatively. Hitler and Stalin had artistic talent in their youth, however, Hitler continued to use his artistic talent and creativity while gaining power.
Creativity is one of the mission of a teacher in every age, and discipline. As he may be creative to motivate students, he has to generate creativity in his pupils. In this way, understanding the relation between the neurobiology of creativity and its cognition is useful to every teacher.
The idea of TEACHING thinking challenges both these responses but in different ways. That thinking can be taught – improved - is not to deny that there are individual differences in students’ abilities – but rather that, whatever they are – there is room for improvement . We may need to set about teaching thinking more explicitly than we normally do, and not just assume that it will grow spontaneously through exposure to curriculum content.
Knowledge is generated through critical and creative thinking. Creative thinking is something new or original that is created with value. Critical thinking is a type of thinking that questions assumptions and validates or invalidates a current belief or something that is said to be previously true. Knowledge is created through the culmination of generally accepted assumptions and creativity. How do you separate general assumptions and creativity? These two types of thinking can be easily separated in regards to concrete or realistic ideas compared to abstract or original ideas however to generate new, acceptable knowledge critical and creative thinking must interact together. The questioning of established beliefs with the creation of unorthodox new ideas will expose the most beneficial knowledge for the world.
The procedure we are going to examine here is the equivalence in translation at word level, or, as we will see, the lack of equivalence. This procedure is possible when the translator in able find a SL textual item replacement in the TL, the closest possible to the original meaning and style. Many people could think that this is an easy task and that many languages can be translated by using this particular method; we will see how complicated it can be.
To begin with a brief definition of translation, it can be stated that it is basically transferring the words included in one language to the other by making necessary changes and sticking to the source language taken from either the source text or source speech. With the help of rapid technology and the network among countries, the significance given to translation has become an indispensable part of wide range of business and communication purposes. The source determines whether it will be a job of translators or interpreters. It is important to refer each of them by explaining the differences between them at this point.
Critical and creative thinking are fundamental to human intellectual progress and artifacts thereof (Dewey, Elder, Csikszentmihalyi, Rosenman, & Gero, 2012). Critical and creative thinking are considered higher levels of thought because while it is believed that critical thinker primarily uses the left-brain and a creative thinker primarily uses the right-brain, both types of thinkers tend to think outside the box, but in different ways. There is no direct link between critical and creative thinking, but they each have different dimensions of thought that are used. Critical thinking is convergent thinking, creative thinking is divergent thinking.
There has been a heated discussion in the field of Translation Studies with respect to where the emphasis should be put. Should it be on the source text and the sender, on the target text and the receiver or the process itself? This boils down to how one defines translation. This essay offers a critical view on the Skopos theory, which focuses on the translation process. A discussion is included to illustrate the importance of translation brief in both pedagogical and professional settings. Other related theories are presented as well. Finally, the essay concludes with a few remarks and suggestions.