Social media provides a digital space -a meeting place, for different people, often representing one or more groups in a society. The use of this space during a disaster, especially where information needs are high and the availability of factually accurate and ethically sourced data is scarce, has increased substantially over the last 5-10 years. This paper attempts to address communication in social media and trust between the public and figures of authority during a natural disaster in order to suggest communication strategies that can enhance or reinforce trust between these bodies before, during and after a natural disaster.
The TransAtlantic and Pacific Project (TAPP) is a telecollaboration network linking European university classes with classes in the US and beyond for nearly 20 years. Such collaborations have enabled students to participate in realistic projects, fostering transversal and language skillsincluding English as a lingua francawhich are highlighted in university policies at European, country/region and institutional levels. In turn, telecollaboration can support Internationalisation at Home, along with virtual mobility objectives, increasingly prominent in European higher education.
After Kiraly (2000) introduced the collaborative form of translation in classrooms, Pavlovic (2007), Kenny (2008), and Huertas Barros (2011) provided empirical evidence that testifies to the impact of collaborative learning. This chapter sets out to describe the collaborative forms of learning at different stages in the translation processes in the Trans-Atlantic and Pacific Project, a long-term cross-cultural virtual team. It describes the forms of collaborative learning practised in this multilateral international project in technical communication and translator training programmes and explores the empirical data that the project may provide for future research into learning translation.
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