The purpose of this study was to identify factors influencing on repayment behavior of loans by farmers who received loans from rural branches of Agricultural Bank in Meshkinshahr. Data for this study was obtained from a sample of one-hundred-and -fifty farmers who defaulted in paying their loans to Agricultural Bank. Logistic regression through strata software was used to analyze data. According to the results, the variables of supervision, occupation, other credit received, and education were found to be significant predictors of repayment in Agricultural Bank of Meshginshahr. Findings of this study will give valuable insights to policy makers and planners in the bank in terms of awarding micro loans which can be used in credit policies of the bank.
This paper aimed at evaluating the effect of a course on educational tools on the participants' digital literacy and collecting information on their attitude toward these tools and their pedagogical use as the result of attendance in this course. There were 15 participants in this study who attended the one-month course in one of the charity summer schools in Bam, Iran. The content of the course included topics like tagging, cyber threats, presentation tools, back up, creating video clips and so forth. Analysis of the results showed that there was a significant difference in digital literacy scores and attitudes of students between pre and posttests. A review of the participants' projects and activities in Edublogs demonstrated that the participants were able to easily adapt technologies in creating different artifacts. The findings of this study provide insight to educators in their task of increasing digital literacy in not only society but also among students.
Micro level refers to those translation techniques which are applied for short textual segments and are usually of a prescriptive nature. In the other hand, the macro level refers to translation strategies as well as external factors that influence the decisions made by a translator and are of a descriptive nature. ISSN 2162-6952 2015 www.macrothink.org/jse Journal of Studies in Education 159The current paper is aimed at examining the components of translation competence and the ways to develop it in the translation courses. On this basis, the concept of translation competence and its components have been analyzed and various classifications made by translation scholars of translation errors and problems and conceptual tools to describe and teach them have been presented. Then, the external factors influencing translations and their manifestation in translation theories including Scopus theory by Vermeer, Holz-Mantari's translatorial action, Appiah's thick translation and in general, the poststructuralist and functionalist approaches to translation and the ways to teach them as well as the reasons for the shift of theories from source-orientation to target orientation and its pedagogical implications for translation courses have been investigated.
Review of the literature in translation studies shows that translation scholarship can be discussed in 3 Macro-levels including 1) Corpus-based studies, 2) Protocol-based studies, and 3) Systems-based studies. Researchers in the corpus-based studies test the hypothesis about the universals of translation. They also try to identify translation norms and regular linguistic patterns. This scholarship aims at showing that the language of translation is different from that of non-translation. The other purpose is to identify the techniques and strategies adopted by the translators. In protocol -based studies, the researchers study the mental activities and the individual behaviors of the translators while translating. They aim to describe the behavior of professional translators (versus translator trainees) during the process of translation in a bid to identify how they chunk the source text (unit of translation) and to describe how the translation trainees develop their translation competence. These studies are longitudinal for the reason that they aim to investigate the change of intended behaviors in the subjects of the study. Like corpus-based studies, they are experimental and data for analysis are collected by various methods including the translators' verbal report, keystroke logging, eye tracking, and so on. Recently, in a method called "triangulation", they combine the above-mentioned methods of data collection to test their hypotheses on a stronger experimental basis. To collect the data, they also employ the methods used in neurology (for example the technology of Electroencephalogram) in order to obtain information on the physiological processes in the brains of the translators while translating. And finally in the systems-based studies, the researchers analyze more extended systems of production, distribution, and consumption of translations and their impacts on the target culture in a specific socio-cultural context. Differentiating these levels does not mean that there is a fragmentation in translation scholarship. Rather translation scholarship despite having pluralistic frameworks is focused on a single object of study. In other words, differentiating these levels is related to the method of research rather than the object of the research. This paper makes an attempt to shed light on the mentioned levels and then to introduce some new areas which have not been discussed widely. It also tries to introduce a systematic framework for historical research of translation based on Pym's theory of humanizing translation studies and finally to discuss the metaphorical concept of unity in diversity from the vantage point of translation studies.
Success in implementation of computer-assisted language learning (CALL) programs depends on the teachers' understanding of the roles of CALL programs in education. Consequently, it is also important to understand the barriers teachers face in the use of computer-assisted language learning (CALL) programs. The current study was conducted on 14 purposely selected pre-service teachers of Teaching English as second Language (TESL). The study examined: (1) What are pre-service teachers' perceptions of the current use of CALL programs? (2) What are pre-service teachers' major inhibitors of the implementation of CALL programs? The data for this study was collected through semistructured interviews. The interviews were transcribed, and the transcription scripts were analyzed using qualitative data analysis software, i.e., hyper research version 2.8.3. Analysis of the data indicated that pre-service teachers were unsatisfied with their use of CALL programs, and they were also unsatisfied with their instructors' use of CALL programs in their education. These pre-service teachers also believed that the bureaucracies regarding the use of CALL programs at their education institution are the main barrier to the successful implementation of CALL programs. In this regard, they also believed that these bureaucratic procedures in using CALL programs affected their instructors' attitudes, and thus acted as a compounding barrier from the successful use of CALL programs. Other most frequent barriers that immerged in the context of this study include resources, lack of training workshops, lack of literacy, time. Findings of these studies will provide sufficient and conclusive information on the barriers from adapting CALL and ICT programs.
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