Jumat, 04 Agustus 2017

How to Become a TED Translator

TED Translators work to spread knowledge by bringing the content of TED talks to new languages. The translators either create subtitles of videos or create transcripts of the videos. The TED Translation Project is an open-sourced collaborative community where people all over the world come together to translate TED talks into a variety of languages. If you are a fan of TED talks and know two languages (or more), then you might be interested in joining this brilliant collaborative community.

1
Meeting the Requirements

  1. 1
    Make sure you are sufficiently fluent in the spoken source language. You must be fluent in both the language of the TED talk (almost always English), and the language that you are translating into.[1] Therefore, you need to be able to capture the nuances of spoken English well enough to translate it into the target language.
    • Fluency means that you speak or read your non-native language with sufficient skill as to equal or approach the level of a native speaker of that language.
  2. 2
    Make sure you are sufficiently fluent in the target written language. TED talks often talk about obscure and technical subject matter. If you choose to transcribe or subtitle, you must be fluent enough in the target language to translate the jargon and cutting edge vocabulary that you'll hear.
  3. 3
    Familiarize yourself with best practices. You must familiarize yourself with and abide by subtitling best practices. You can find a list of best practices at http://www.ted.com/participate/translate/guidelines#h2--subtitling. Some important ones to be aware of include:
    • Putting the proper number of lines and characters in each subtitle.
    • Making sure the reading speed for each line is not too fast or too slow.
    • Compressing the written material while preserving the meaning.

2
Completing the Application

  1. 1
    Create your TED account. Signing up for a TED account is easy. Simply go to the TED site at www.ted.com and click on the “login” button at the top right. You will see a prompt directing you to either login or sign up. Click the button that says “sign up.”[2] You will need:
    • Your first and last name.
    • Your preferred email address.
    • A password that is at least six characters long.
    • Alternatively, you can sign up with your facebook.com account. Just click the Facebook logo.
  2. 2
    Sign up. Once you’ve created a TED account, log in to the main TED site.
    • On the top right is a drop-down menu called “participate.” Let your mouse cursor hover over the drop down menu. One of the options is “translate.” Click that option, which will take you to the TED translate page.[3]
    • When you have arrived on the TED translate page, click the button on the left side of the page that says “get started.”
  3. 3
    Fill out the application. At the bottom of the “get started” page, you should see a button that says “apply.” Click this button. It will take you to the amara.org page. Amara is the platform that TED uses for translation and transcription.[4] The application will ask you four questions, including:
    • Why you want to translate/subtitle for TED. Something like "I want to translate for TED because I want to be part of a collaborative community and keep my language skills sharp" is fine.
    • It will ask you to provide a description of your experience in the target language. For example, if you studied the language in school, were self-taught, or are a native speaker.
    • The application also asks you to rate your language skills from 1-5, with 5 being the best and 1 being the worst.
    • For the last question, explain how you learned about Amara.
  4. 4
    Finally, proofread your application. It doesn’t look great for a prospective translator’s application to be riddled with spelling and grammatical errors, so double and triple check to make sure that yours isn’t. The TED translation team should get back with you within five days, so you won’t be waiting long.

Method3 Getting Started With Translating

  1. 1
    Learn how to use Amara. The program that TED uses for translating and subtitling, is called Amara. Amara is run on a nonprofit basis, and while it is used by TED, it is available for all types of video subtitling. Amara is designed to be easy to use, with the combined length of all four training videos clocking in at less than five minutes. The videos will explain to you how to type, sync, review, and translate, and they are located at https://www.youtube.com/watch?v=-NxoPqYwVwo&index=1&list=PLjdLzz0k39ykXZJ91DcSd5IIXrm4YuGgE.
  2. 2
    Start off slowly. There’s no limit to how many TED talks you can transcribe or subtitle. However, you can only transcribe or subtitle one at a time, and you need to finish each TED talk you translate within 30 days. Also, you have to translate at least 90 minutes of material before you can review and grade other translator’s material.[5]
  3. 3
    Get to translating! TED translation is an open-source project. That means, like Wikipedia.org or wikiHow.com, that anyone can participate, and correction is outsourced to the TED translation community. So while you can submit anything you like, it is subject to review. Expect to be corrected on your mistakes!

How to Be Smart, a Good Leader, and an Approachable and Friendly Classmate


Everyone likes to be the student everyone enjoys to be around. You'll be liked by both teachers and students! If you want to become a great classmate, follow these steps.

Steps

  1. 1
    Be smart.
    • Study! It can be boring, but you need to study if you want to be smart.
    • Read non-fiction books! You will learn new things by reading informational books. If reading nonfiction books is extremely boring for you, read online articles or just read fictional books and still learn new words.
    • Listen up in class! You need to be paying attention if you're going to learn anything and become smarter. If you're sitting beside someone that you either usually talk to or he/she is talking in class to the point where you can't pay attention, talk to the teacher about getting a new seat. If your teacher says no, tell the person to be quiet.
  2. 2
    Be a good leader.
    • In a group project, take charge! Sit down and tell everyone to give their ideas. This way, you'll be able to have everyone speak, and they'll know subconsciously that you are capable of being the leader. After everyone has given their ideas, give your opinion of the ideas and let others speak their opinions. If you are really against the idea, have a vote and see who is for and against the idea. Sometimes, the leader needs to let others get their way. Then, ask the group who wants to do what. If there are two people who want to do the same thing, let someone work on half of the task and the other person do the other. If this is not possible, it's best for either you to choose or to have them simply do rock paper scissors. If there are tasks that no one has volunteered to do, even if you don't want to do it, say you'll do it yourself. If there are more tasks than there are people, take up the extra tasks unless someone else offers to do them. Finally, get everyone's phone numbers so you can call them and be sure they are working on the project and to get a report on how they are doing.
    • If there is someone without a partner or not in a group, offer to let them join, even if they are a so-called "loser". This will make the person feel accepted, and you will, even if it's not at the moment, feel good about this decision.
    • If there is someone that is not completing their task, don't be afraid to confront them and tell them to get their game on! If there isn't much time left for the person to do their task alone, offer to go over and help them! There's nothing worse than when someone doesn't get their task done and everyone ends up with a bad grade after all the hard work they've done.
  3. 3
    Be approachable and friendly.
    • Give out compliments! Don't tell fake ones, though. Be genuine! They will take you more seriously and feel much better about the compliment you gave them.
    • Be sure to have good hygiene! Nobody is approachable when they smell! So be sure to brush your teeth twice a day, brush your hair, wear deodorant (very important), and take a shower every day if possible. Also, wear clothes that fit you!
    • Always have a smile on your face and good posture. A smile makes everyone feel happier, especially if it's directed at them. Be sure it's not fake, though, or they will be able to tell and will feel sad and think you are being "fake nice" to them. Good posture tells people that you have confidence, and that makes people feel comfortable around you.

How to Be a Culturally Competent Science Educator

In order to provide an equitable education for all students and diminish opportunity gap, a teacher should examine the facets of being a culturally competent educator. Curriculum, Pedagogy, Challenging Structural Inequity in Schools, Social Activism, Communication, and Relationships all take vital roles in the classroom and community of your school. A science teacher can implement these tools in order to enhance science learning for all students. In order to implement these facets into your teaching style, you can follow a few simple steps.

Part1
Curriculum

  1. 1
    Examine your curriculum. Texts and teacher guides for content areas often contain deeply embedded biases. For example, a science text may include only the contributions of white European men. Make sure to look for multiple forms of bias, including:
    • gender
    • socioeconomic status
    • sexual orientation
    • race
    • ethnicity
  2. 2
    Examine the materials that you use to supplement your lessons. Make sure that they are inclusive of all groups listed above and can accommodate all reading levels, communication styles and intelligence. Look at case studies and readings about social issues related to science and determine how authentic they are to the students.

Part2
Pedagogy

  1. 1
    Adjust how you teach on a day-to-day basis according to the needs of your students. Think about how you can support critical thinking, cultural discussion and celebration of differences. Engage students in the scientific inquiry process in order to allow them to use background knowledge and experiences to guide their own learning and promote meaning making.
  2. 2
    Adjust your assessment style. Use assessments that are accessible to students of all identities. You can do this by:
    • creating questions that are unbiased
    • offering support (modifications) where it is needed so each student has an opportunity to succeed
    • designing a format that includes multiple ways for students to demonstrate their learning, including drawing, writing, collaborating, working individually, going outside or moving around.
  3. 3
    Adjust your classroom management style. Think about differences in culture and values when deciding how to best deal with the challenging behaviors of students. Don't shy away from or ignore instances of cultural conflict. Embrace them as learning opportunities for all.

Part3
Challenging Structural Inequity in Schools

  1. 1
    Examine the institutional racism, sexism, and able-ism practices in your school.
  2. 2
    Understand that equity does not mean equality. Equity takes context into account and provides the same opportunity for learning for all students. Making opportunities available has different meaning for different students based on their needs. For example, students with language barriers may need more support accessing the academic language of science than others. Students with physical disabilities may need more support navigating the lab space than others.
  3. 3
    Familiarize yourself with the school-to-prison pipeline. Students are more susceptible to ending up in prison if they attend lower income schools or belong to minority groups who are deemed unable to succeed by the school system. Push for programs that set high standards and achievement goals for all students.
  4. 4
    Be aware of the disproportionate amount of students of color in special education and examine reasons for why that is. These may include:
    • cultural differences in language structure
    • differences in cultural capital (the types of knowledge that different cultures take value in).
  5. 5
    Engage in conversations with school faculty and staff about inequities you have identified. Work collaboratively to come up with solutions to address them.

Part4
Social Activism

  1. 1
    Find out the people or groups of people who hold power in the community.Determine what attributes give them that social power and use those attributes to motivate students in the classroom. Support students in succeeding academically to enable them to be a person of power.
  2. 2
    Be an ally to students. Find out about what struggles diverse students face in society, what policies are in place to enforce those struggles, and what can be done to take action against those policies. For example:
    • be open to having conversations with G.L.B.T. people and celebrate the diversity of all students
    • avoid using labels and stereotypes when addressing students and their circumstances.
  3. 3
    Create projects that address an issue or solve a problem in the community using scientific knowledge to motivate students to create positive change in their world.

Part5
Communication

  1. 1
    Know how communication styles differ among cultures and develop classroom activities to adapt to these differences. Styles include:
    • linear (beginning, middle, end; students can explain a scientific process)
    • circular (context around a main point; students can create a visual that allows them to see a main point and how it is supported by the context )
    • direct (specific statements; students can write out the steps of an experiment that they designed)
    • indirect (suggestive statements; students can propose additional research or experiments that can be done with a concept)
    • intellectual confrontation (based on idea; students can argue their hypotheses and support them with evidence)
    • relational confrontation (based on relationship; students can problem solve during group work).
  2. 2
    Reach out to the guardians of students. Work to ensure that there is an open line of understanding, modifying communication where necessary. Send out a classroom newsletter that is easily translated. Make sure to notify parents what topics are being covered and when. Gain permission from parents for students to participate in lab activities and acknowledgement that they are aware of safety concerns (signature of a safety contract).

Part6 Relationships

  1. 1
    Build relationships with students by establishing an inclusive classroom environment. An inclusive classroom environment:
    • focuses on learning in science
    • celebrates diversity of human life
    • allows students access into discussions where they are able to question what they are learning
    • lends itself to be shaped by the student's experiences and the uninhibited sharing of those experiences.
  2. 2
    Examine your privilege in order to be more open to conversations about race.Privilege might include:
    • race (white is seen as individual rather than culture group)
    • socioeconomic status (money is power)
    • higher education (may not be available to all students).