Translator and Interpreter (T&I) Educators: Steps of Professional Skills Development
This paper is devoted to the insufficiently studied problem of the program design for training of T & I educators. The problem is investigated from the position of the social relevance of the T & I educators' profession, and its specificity. The structure of the professional competences necessary for T & I educators is being determined as well as the requirements, which stand in front of these specialists. We propose a Master's program, which includes a number of original innovative courses, disciplines, providing profoundness, comprehensiveness, practical and research orientation of future T & I educators' training.
Russia's participation in the Bologna process led to the need to adapt training programs for bachelors, as well as teaching methods in accordance with the need to build bachelors’ core competencies in management studies. In these circumstances it is important for both teachers and students to change the form of joint participation in the process of delivering and acquiring knowledge. The teacher cannot only translate knowledge, since in this case students should behave as independently functioning and decision-making subjects. Otherwise, they will not be able to master the necessary competencies and will not possess the qualities necessary for managers. One solution to this problem is using interactive teaching methods, such as role-playing, case studies, videos, case studies, business games, design methods, and others. All these methods are aimed at the acquisition and interpretation of experience. The “Learning by Doing” approach, which is the basis for interactive technologies, opens great opportunities for semantic construction of the educational process and bringing it closer to real life. When doing the research, the authors developed a model of competencies that are formed during the "Developing Management Decisions" course. In the analysis of interactive methods we correlated competences that are to be formed at the end of the course and those formed by means of using interactive methods. Besides, the authors developed and tested some role-playing and simulation business games. We developed and tested the "Interactive Lecture" method; we formed a sufficient database of interactive methods that are obligatorily included in all seminars. Moreover, we conducted studies eliciting managerial qualities that undergraduate students possess before and after interactive classes. Finally, we reviewed and analyzed the dynamics of these changes.
Where to get qualified project managers who understand the specifics of business is relevant question for any large project-oriented company. Especially this problem is becoming more acute in terms of dynamic changes in the business environment and intensifying the processes of labour migration between competing companies. We should not forget the continuous development of the discipline of project management, the emergence of new areas of knowledge, technique and new professional Standards. In this situation, the Corporate University is becoming an important tool for organising of a process of sustainable development of organization project culture taking into account the interests of various internal and external stakeholders. An innovative model of sustainable development of IBS project culture is based on three principles. First, for the trainees, who are coming into the company directly from a University bench, it is an organisation of fundamental training on project management. Secondly, to consultants, who showed themselves as a potentially project managers, it is the ability to change the trajectory of career growth. And finally, for professional project managers, coming from other companies it is their adaptation and further personal development based on the business specifics of IBS Company. Main components of the Programme are considered in the paper - from training of Master students on the position of a graduate employee (trainee), till coaching for the Project Directors; from the study of the Project Management methodology, till practical case studies, formed on the basis of real projects of the company.
The present article continues the investigation of the Soqotri verbal system undertaken by the Russian-Soqotri fieldwork team. The article focuses on the so-called “weak” and “geminated” roots in the basic stem. The investigation is based on the analysis of full paradigms (perfect, imperfect and jussive) of more than 170 “weak” and “geminated” Soqotri verbs.