Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The aim of this study was to examine the preliminary evidence of validity of the Research Self-Efficacy Scale (RSE) through the analysis of item contents. A sample of ten research psychologists (70% male; Mage = 47.2 years old), and 34 Peruvian college students (> 70% female), both undergraduate (n = 19) and graduate (n = 15) was assessed. The researchers evaluated the relevance and clarity of the items, and the students, the clarity of the RSE statements. The answers given by the judges were systematized through Aiken’s V with confidence intervals, obtaining favorable results. In conclusion, the RSE exhibits favorable evidence regarding the representativity of the items. The practical implications of the findings are discussed here.

It is a reality that the International Convention on the Rights of Persons with Disabilities recognizes the right to inclusive education. This reality is regulated by the General Law on the rights of persons with disabilities and their social inclusion. It is also a fact that university education is part of the Spanish education system and the  provisions in the legislation on education are applicable to it. However, this basic and objective approach does not match the situation in which students with disabilities and other specific educational support needs who enter university find themselves in. In that sense, the objective of this paper is to analyze the Spanish university education system to make a diagnosis of the reality and the pending challenges to achieve an inclusive university education.

Intercultural communication has escalated social demand for translator training programs which has led to attempts to provide a proper educational basis for translator training. There is also a general agreement among scholars that there should be reconciliation between training and the actual translation world and the market. The EMT (European Master's in Translation) Competences Framework is the most comprehensive framework and is an improvement to previous models focusing on practice-oriented dimensions. However, this framework has been developed based primarily on the requirements of European professional translators. This study was conducted to look into the compatibility of the EMT framework with the needs of non-European professional translators. To this end, a total number of 177 participants from 34 nationalities and 21 languages participated in a questionnaire survey that explored the compatibility of the EMT framework competences with the needs of non-European professional translators. The results indicated that the most compatible components with non-European professional translators are the language, thematic, intercultural, translation service provision, information mining, and technological competences. The results obtained can provide insight for translator training program planners. 

This paper presents the results of a research work carried out on cyber-plagiarism in university online language teaching and translation training. Following a theoretical review of cyber-plagiarism and an analysis of the reasons behind this phenomenon in education, an ad hoc survey was conducted on students in the first courses of the Translation and Interpretation degree at the International University of Valencia (VIU). The purpose of this instrument was to analyze how students use other people’s intellectual property to develop their own academic activities. From the results obtained, students (n=73) still do not have a clear idea of how and when to reference their sources. Moreover, they need some training to ensure they reference correctly. Occasionally, they do not cyber-plagiarize deliberately, but involuntarily, as they are unaware that they are doing it. They do not know the real limitation of the concept, the institution’s rules concerning cyber-plagiarism, and the penalties to be applied in each case. Therefore, it is necessary to take urgent actions to teach students the importance of making an honest use of the information available on the internet, as well as to develop the students’ informational competence, enabling them to transform the information they use into knowledge.

This article describes the first step in a Teaching Innovation Project in Universidad de Santiago de Chile, which includes the project’s design and the methodological aspects required for its implementation and evaluation. Experts from different academic units will give students real translation assignments (specified in a translation brief) and will consult with them so as to contribute to the development of their thematic translation competence. This project will be implemented in the Specialized Social Science English-Spanish Translation course (4th year) of the Bachelor of Linguistics Applied to Translation degree program during the September 2017 semester. The proposal is based on contributions from Kiraly (2000) stating that the most effective way for students to develop professional competences is by offering them opportunities to interact with their classmates and with experts. Within this project, various methodological guidelines and assessment instruments—with different purposes, applied at different times, and from distinctive agents—were designed so as to meet the need to obtain a global picture of the entire process. The implementation of this didactic strategy will contribute to the systematization of a teaching practice which, although being used in translators’ training in Universidad de Santiago, lacks a formal design and specific assessment instruments that would allow replicating it in other specialized translation courses at a local and national level.

This research is framed within the area of translation and interpreting studies and more specifically within the field of translation didactics. The general research objective of this study is to observe and analyze the repercussions of Translation undergraduate courses at five different universities in Spain. With empirical methods combining quantitative and qualitative analysis relying on a macro-study of more than 1,000 subjects and a longitudinal study of 37 students, the research focuses specifically on the development of the strategic competence (SC) and, particularly, the student’s capacity to identify and describe translation problems. Furthermore, in the case of the longitudinal study, four hypotheses were tested against the students’ answers. In this paper, we present the results of hypothesis number 4: whether the richness of the metalanguage used by the TI students evolves from the beginning to the end of their study program. The longitudinal study results do not show any patterns for the development of the SC, although the metalanguage used by students does evolve.

The didactic experience we describe in this article aims at the acquisition and development of interpreting skills through four theoretical and practical sessions on Public Service Interpreting (PSI). This course is particular given that a healthcare professional takes part in the learning process, which is perfected with role-play exercises as a useful tool. The generous, active, and participative collaboration of these professionals had an influence both in the election of the cases analyzed in class—which were based on their own experiences with foreign patients—and in the assumption of their own professional roles in the dramatization exercises with students. The interaction with the doctors contributed to providing more realism and authenticity to the role-play activity and also facilitated the development of thematic, interpersonal, and strategic skills in students.

The article consists of two fundamental parts. The first is an introduction to the so-called Jesuit paideia: "integral formation". The code by which all educational institutions were governed was called Ratio Studiorum, that is to say, an efficient, well structured, careful method of the mechanisms of acquisition of knowledge, adapted to the necessities of his time. Therefore, they understood that the commitment to "the common good" should be an expression of culture, civility, civility, conversation and, ultimately, the design of an honest man. The second part studies the school San Francis-co Javier de Merida (Venezuela), archetype of the "Indian school" that constitutes a revolutionary experience because it provided the minimum experience required to the youths that rose far from the centers of power in cities with lower demography To the 500 inhabitants. It was a totally free and public education and also guaranteed the en-trance to the university and the correct development in society. The structure of the "In-dian college" usually rested on four people. The Rector, responsible local of the school life that he presided over. The grammar teacher who attended permanently the march of the classrooms. The public prosecutor of the school that would acquire exorbitant di-mensions by the capitals and risks that had to run to generate the products and later to market them. And the Prefect of the Church, responsible for the promotion of ministries aimed at the practice of the Christian virtues not only of the students but also of the pa-rishioners who came to the Jesuit temple. After dedicating an analysis of what the teacher should be, we study in detail the pensum, the texts used, the entrance and pro-motion of the students, the school calendar, the compositions, the public events, the theater and the Academy.

In this article is analyzed briefly an anonymous document in which are ex-posed the benefits that would carry the installation of a mission and a naval establish-ment in the Falkland Islands. Two are the topics on which the analysis of the above-mentioned project is centered. First will be considered the strong geopolitical content of it, coherent with the reforms promoted by the Crown. Secondly will be taken into ac-count the complex critical apparatus that is used as support, which makes us realize the vast informative network to which the author had access as a member of Jesus' Compa-ny.

We present here in synthesis of the action of the Jesuits in Portugal in science since its entry in Portugal in 1540 until their expulsion by the Marquis of Pombal in 1759. The rapid expansion of its network of schools in the country and around the world, including Brazil, India, China and Japan, was extraordinary. The College of Arts in Coimbra produced between 1592 and 1606 a set of commentaries on Aristotle that spread in the Jesuit colleges. On the other hand, in the College of Santo Antão in Lis-bon, there was, from 1590 to 1759, a school of mathematics, called the Aula da Esfera, served by a some foreign teachers, for example the Italian Christophoro Borri. Those teachers who have brought not only to Portugal but also to places, even the the most remot, of the empire the astronomical observation techniques introduced by Galileo, extending the Scientific Revolution to a global scale. The Astronomical Observatory and the “Mathematical Court” in the Chinese imperial court was the exponent of this action. In the middle of the 18th century, pressured by the crown supported anti-jesuitism, his action was strongly countered. Despite accusations of being scientific out-dated, it is certain that some Jesuits like Father Inacio Monteiro, should be considered modern. The extinction of the Order left a void in the Portuguese education system that the Pombaline Reform of the University of Coimbra only partially filled.