This document summarizes several theses related to localization research from Iranian universities. It discusses 5 theses from 2005-2012 on topics like localization of advertising slogans, computer games in Iran, difficulties of game localization, and website localization. For each thesis, it provides the author, year, university, purpose, research questions, methodology, and key findings. Overall, the theses examined strategies for localizing different media like slogans, games and websites for Iranian audiences, and identified challenges and improvements needed in the localization process.
The technology of success in leadership.
An introduction of the neuro-linguistic programming applied in the corporate environment. Get the key to success in leadership, management, and effective communication.
The technology of success in leadership.
An introduction of the neuro-linguistic programming applied in the corporate environment. Get the key to success in leadership, management, and effective communication.
Content out of 70MetCommentsCreate a short Microsoft® .docxmaxinesmith73660
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Create a short Microsoft® PowerPoint® presentation or video that includes the following:
· personal background of the person interviewed (10%)
· where the person have lived (10%)
· any intersting cultural facts in the person’s history (15%)
· any experiences this person had adapting to new cultures (15%)
· a comparison of your cultural experiences with those of the individual interviewed (20%)
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Rules of grammar, usage, and punctuation are followed.
Spelling is correct.
Total: % out of 100%
Points Possible: 20 x % =
Content: 80%
Comments on the assignment will include points off per question.
Were all the questions answered in complete, grammatically correct sentences?
Were answers fully explained?
Was information from the video used in the interpretation of the pictures when the photo was unclear?
Were the appropriate concepts used in the answers?
Was it clear that the author understood the concepts?
Were words spelled correctly?
Application of concepts from the text: 20%
Were nonverbal communication codes from the text referenced in the appropriate questions?
· Body movement & posture
· Emblems
· Illustrators
· Affect displays
· Regulators
· Eye contact
· Facial expression
· Vocal cues
· Personal space
· Territory
· Touch
· Appearance
Were nonverbal skills & strategies from the text referenced in the appropriate questions?
· Consider nonverbal cues in context
· Look for clusters of nonverbal cues
· Consider past experience when interpreting nonverbal cues
· Check your perception with others
Were cultural barriers from the text referenced in the appropriate questions?
· Ethnocentrism
· Different communication codes
· Stereotyping & prejudice
· Assuming similarities
· Assuming differences
· Sex & gender
· Sexual orientation
· Race & Ethnicity
· Age
· Social class
Points Possible: 50 points x % =
Nonverbal Communication Codes
BSCOM/234 Version 1
5
University of Phoenix Material
Nonverbal Communication Codes
1. What nonverbal messages are being sent in this image?
2. What type of nonverbal communication codes are being used to deliver the messages?
3. What effect does each message have on the other people in the image?
4. What nonverbal communication skills and strategies could be used to communicate effectively in this situation?
1. What cultural barriers are seen in this image?
2. What type of nonverbal communication codes are being used to deliver the messages?
3. What effect does each message have on the other people in the image?
4. What nonverbal communication skills and strategies could be used to communicate effectively in this situation?
1. What nonverbal mess.
In this session, we show some empathy for engineers - and also show those with the engineering mindset how they can demonstrate empathy for others. From Agile 2016 conference.
Content out of 70MetCommentsCreate a short Microsoft® .docxmaxinesmith73660
Content: % out of 70%
Met?
Comments
Create a short Microsoft® PowerPoint® presentation or video that includes the following:
· personal background of the person interviewed (10%)
· where the person have lived (10%)
· any intersting cultural facts in the person’s history (15%)
· any experiences this person had adapting to new cultures (15%)
· a comparison of your cultural experiences with those of the individual interviewed (20%)
Style: % out of 10%
Did your slides utilize white space and avoid having too dense text?
Were your slides designed to be visually pleasing?
Mechanics: % out of 20%
Did you include speaker’s notes in your PowerPoint? They should be the majority of your presentation
Rules of grammar, usage, and punctuation are followed.
Spelling is correct.
Total: % out of 100%
Points Possible: 20 x % =
Content: 80%
Comments on the assignment will include points off per question.
Were all the questions answered in complete, grammatically correct sentences?
Were answers fully explained?
Was information from the video used in the interpretation of the pictures when the photo was unclear?
Were the appropriate concepts used in the answers?
Was it clear that the author understood the concepts?
Were words spelled correctly?
Application of concepts from the text: 20%
Were nonverbal communication codes from the text referenced in the appropriate questions?
· Body movement & posture
· Emblems
· Illustrators
· Affect displays
· Regulators
· Eye contact
· Facial expression
· Vocal cues
· Personal space
· Territory
· Touch
· Appearance
Were nonverbal skills & strategies from the text referenced in the appropriate questions?
· Consider nonverbal cues in context
· Look for clusters of nonverbal cues
· Consider past experience when interpreting nonverbal cues
· Check your perception with others
Were cultural barriers from the text referenced in the appropriate questions?
· Ethnocentrism
· Different communication codes
· Stereotyping & prejudice
· Assuming similarities
· Assuming differences
· Sex & gender
· Sexual orientation
· Race & Ethnicity
· Age
· Social class
Points Possible: 50 points x % =
Nonverbal Communication Codes
BSCOM/234 Version 1
5
University of Phoenix Material
Nonverbal Communication Codes
1. What nonverbal messages are being sent in this image?
2. What type of nonverbal communication codes are being used to deliver the messages?
3. What effect does each message have on the other people in the image?
4. What nonverbal communication skills and strategies could be used to communicate effectively in this situation?
1. What cultural barriers are seen in this image?
2. What type of nonverbal communication codes are being used to deliver the messages?
3. What effect does each message have on the other people in the image?
4. What nonverbal communication skills and strategies could be used to communicate effectively in this situation?
1. What nonverbal mess.
In this session, we show some empathy for engineers - and also show those with the engineering mindset how they can demonstrate empathy for others. From Agile 2016 conference.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
3. Theses
Translation vs. Localization of
Advertising Slogans; Kolleili
2005 ATU
Localization of Computer Games in
Iran; Fazli
2009 ATU
Difficulties of Game Localization in
Iran; Mirshekar
2010 ATU
Norms Governing Localization of
Videogames in Iran; Sheikh Baha’i
ATU2012?
Website localization in iran: a
comparative-descriptive approach;
Makki
IA
USR
2011
4. Kolleili, B. (2005). Translation vs.
Localization of Advertising Slogans.
Dr. Mollanzar
5. Purpose
Finding Approaches and Strategies
Research Questions
1- How are the advertising slogans culturally bound and how
can the cultural aspects of advertising slogans be rendered?
2- How does translation deal with advertising slogans?
3- What is localization and how does localization deal with
advertising slogans?
4- Which one is more effective for rendering advertising
slogans, translation or localization?
6. Theoretical Framework
Skopos Theory, Vermeer
Why a ST is to be translated
What the function of ST will be
Stresses the international pragmatic aspects
of Translation
10. Literal Translation
Datasheen:
A Bridge to Digital
Life
دیجندگیز بهپلییتال
SAMSUNG:
Makes life twice
colorful
نگربرابر دوارندگیزمی ی
دزسا
16. Purpose
Investigating game localization
quality (error analysis)
Research Questions
1- Does the present game localization in Iran preserve the
linguistic aspect of the gameplay experience of the
original version of the game?
2- IF not, then would it be better if the games were left
unlocalized
17. Theoretical Framework
Skopos Theory, Vermeer
Significance of the “purpose” of translation
Deals with source text-based action
Constant attention to intended function
PURPOSE:
Creating the same game play experience
Sound natural to TT user
23. Extralinguistic
References
I am from office of WAI
(Worldwide American
Insurance)
دفتر طرف ازمنا دابلیوی
آیاومدم اینجاآمریکا تو.
24. ?؟
Faux sens
Unresolved ER
Inaccurate Translation
Conclusion
Overall unsatisfactory
Opt for unlocalized games
26. Fazli, P. (2009). Localization of
Computer Games in Iran;
Dr. Farahzad
27. Purpose
Illustrate Iranian game localizers’
ahievements
Research Questions
What has been going on and done in the field of computer
game localization in Iran in the past decade? (evolution)
28. Theoretical Framework
Translation and Identity, Cronin
(2006)
Computer games as package of virtual
information
Transfer a pack of “identity” to “other”
Localization to protect target culture
Localization = guardian of society’s identity
29. Methodology
Descriptive
Farahzad’s Model of translation Criticism
10 games 2001-2009
Conclusion
Classificati
on of the
findings
Analyzing
the files of
the games
Playing
movies in
both
versions
Procedure
32. Prince of Persia
ندز خانلطفعلی
Localization of Macro-level Elements
Localized
CD Cover
Crack or
Localized
installation
Guide
Localized
Setup
Localized
Rating
+ + + +
Localization of Micro-level Elements
Dubbed Game
Action
Dubbed Mission
Briefing and
Debriefing
Cut
Scenes
Graphic
design
Character
s and
Places
Music
and
Lyrics
+ + - - - -
33. ?؟
PES 2008 most Localized
Prince of Persia Least Localized
Cutting for the purpose of
replacing by localized versions
Macro-level localization more
common
Conclusion
Producing identity friendly
game