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Abstract: Mikhail Bulgakov's novel The Master and Margarita, a highly complex and multi-levelled narrative, is a challenge for any translator. The emphasis in the current research is on the translation strategies used when translating culturally-specific elements, or historical realia, referred to as "Sovietisms," in three English translations of the novel by Glenny (1967), Pevear and Volokhonsky (1997) and Aplin (2008). Sovietisms refer to items characteristic of the Soviet discourse of the 1930s: word-formations of the non-standard "Soviet Russian." Bulgakov's language is sated with Soviet vocabulary, which refers to various cultural and socio-political elements of Soviet reality. Sovietisms occur at various levels (lexical, syntactic, stylistic and rhetorical) and should be carefully translated as a significant characteristic of Bulgakov's style. A complete domestication of Sovietisms may lead to a loss of a connotative meaning essential for understanding the context, while a foreignisation of these terms, which are most likely unknown to western readers, may disturb fluidity of reading and cause confusion. The purpose of this analysis, thus, is to illustrate the use of domesticating/foreignising strategies employed by Bulgakov's translators and to assess the translation choices. The comparative analysis employs the taxonomies suggested by Vlakhov and Florin (1995) and Vinay and Darbelnet (1958/1989) as the grounds for the case study.
Keywords: Russian literature, Soviet literature, literary translation, culture, discourse
Published: 17.08.2017; Views: 32; Downloads: 0
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Abstract: Today's world is marked by numerous violations of human rights. As teachers, we would like to believe that future violations can be prevented through human rights education which empowers individuals to build and promote a universal human rights culture. Young people should be given the chance to practise what it means to live together in an open and free society while at school; they, therefore, need to be equipped with a knowledge of human rights and the skills to put these rights into practice. The paper addresses issues relating to including lessons on human rights into Slovene primary and secondary education as part of the foreign language learning syllabus, as well as the need to empower future teachers to react appropriately if their students reject other people's perspectives out of hand, or even express radical ideas in class that run contrary to democratic values. It also presents various strategies for enabling future teachers to develop the skills necessary to implement human rights education.
Keywords: human rights, education, personal development, foreign language learning
Published: 09.08.2017; Views: 81; Downloads: 0
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Abstract: The purpose of this study is to first identify whether obese people are discriminated against when hiring employees. Employees of workforces that vary due to the physical demand of their job, will rate hypo- thetical applicants on their suitability for employment using Likert-type responses to a range of ques- tions. Applicants’ curriculum vitae will be manipulated by weight status and gender. Implicit and explicit attitudes towards obese people will also be examined using existing measures with strong psychometric properties as reported in extant research. Second, using focus group discussions with employees of either sedentary or physically active workforces, this study will explore why and in what ways obese people are discriminated against in the workplace.
Keywords: obesity, discrimination, workplace, implicit, explicit
Published: 09.08.2017; Views: 31; Downloads: 0
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Abstract: The article provides an overview of carrying out the principles of the Bologna reform in the education of subject teachers in the newly founded states in the territory of the former Yugoslavia. Drawing upon official documents, particularly laws and by-laws, study programmes and constituent documents of individual universities, the comparative analysis of the reform processes between 2004 and 2013 is made within a relatively homogeneous area in teacher education that existed before the break-up of the former joint state. Positive effects and weak points of the reform activities are observed and detected. The analysis has shown that by implementing the Bologna process the differences in the training of subject teachers among the states and universities, and even among individual universities, increased significantly compared to the previous state of education. This is evident not only in the simultaneous implementation of different models (i. e., the duration of studies (3+2, 4+1, 5+0), but also in concurrent application of simultaneous and successive forms of acquiring teacher competences, different academic titles, and particularly in the greatest issue - different levels of education at which teachers acquire teaching competences for the same teacher profile.
Keywords: Bologna reform, university studies, teacher education, comparative studies
Published: 07.08.2017; Views: 38; Downloads: 0
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Abstract: The impact of globalization on contemporary post-modern society in the light of an aging population requires methods and techniques of education that are appropriate for young people and reflect (or accommodate) intergenerational learning. The purpose of this paper is to analyse, through empirical research and study of literature, the context of the elderly who are too often marginalized and to show the impact of the knowledge of society based on the use of modern information and communication technologies, on intergenerational learning. The authors analyse some of the consequences of the demographic changes and highlight the role and importance of intergenerational learning and collaboration for sustainability, especially in the Slovenian ageing society. We identify the role and importance of intergenerational learning for coexistence of generations. In the analysis of the empirical data of the conducted research, we conclude that the effectiveness of the knowledge society is influenced by both: the globalization processes and the intergenerational integration, as well as (and in particular) the cultural capital of younger generations and, last, but not least, the willingness of all generations to participate in the transmission and acquisition of knowledge.
Keywords: elderly, (social) integration, intergenerational learning, education, lifelong learning, knowledge society
Published: 03.08.2017; Views: 61; Downloads: 0
Full text (109,84 KB)