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This study explores students’ interest in pursuing a career in translation in the rapid advancement of artificial intelligence and the growing need for translation curriculum reform. A mixed method was employed, involving 45 students from the English Literature Department at the University of Technology Yogyakarta (UTY) during the 2023-2024 academic year. Participants were selected using a stratified random sampling technique and included second-, third-, and fourth-year students. Data collection was conducted through questionnaires and semi-structured interviews. The questionnaire assessed students’ interest in translation careers, while the interview provided deeper insight, involving six respondents from the three batches, representing both positive and negative responses to the questionnaire items. The findings indicate that 26,6% of respondents are interested in a translation career, 55,6% are neutral, and 15,53% are not interested. Neutral responses were most common among second-year students and least common among fourth-year students, likely because higher-year students tend to focus more on career planning. The study also highlights the need to reform translation curricula by integrating machine translation into classroom instruction, as a computer assisted as well as automatic. The findings of this study suggest the need for further research on developing an AI-based model for teaching translation.

The study in this paper focused on the relations between life stressors (during translator pre-service period, T1), the state of burnout (during the start of students' first year as a translation apprentice/intern, T2), and career optimism (toward the end of that year, T3). The immediate impact of conventional or routine troubles on the participants' confidence in translation as a career was not observed. However, an immediate negative impact was noted in the case of an absence of social help. Findings include those suggesting that both life stress indicators were concerning extreme emotional fatigue or weariness, which brought about diminishing positive thinking and attitudes to the profession of translation by the end of the first year. Participants of this study were students in the pre-service year in a translation education program at a university in Iran.

Legal transactions have permeated every aspect of our life. Much of this is accomplished through legal translators who, by their outputs, impact our personal and professional future. That said, this article seeks to tackle the challenges and opportunities in preparing legal translators for professional practice. The article is a quality review in its nature which adopts the descriptive approach. The interactionist perspective is adopted in this present article to examine the challenges faced by and the opportunities offered to legal translators under training. This examination is placed within the context of the rapidly evolving translation industry and its related interdisciplinary research, which covers the technology and legal translation, quality in legal translation, and training pathways for legal translators. The subjective perspective is acknowledged as the human experience is involved to explain the individual phenomena within broader context of legal translation profession. The article draws that there is a need to make changes in the legal translation status because we need to improve the translator’s perception of their role. Moreover, training models adopted to prepare legal translators have to be updated by revising the outdated practices of legal translation, and integrating the social role to face the new challenges as the translators are the intercultural mediators who facilitate the international legal communication.

Aligning translation training with the requirements of the labor market is of paramount importance; especially after the advent of Artificial intelligence (AI) and its sweeping impact on a wide array of domains including the translation sector. This study investigates the career paths of translation graduates as well as their perceptions towards translation training and translation market in Algeria. It adopts a mixed-methods approach to collect data from a sample of 66 translation graduates from various Algerian universities. It concluded that the public sector attracts more translation graduates than the private sector with most participants working as language educators or translators. The translation market in Algeria was deemed by participants as weak in terms of job opportunities and remuneration, therefore recommendations were provided to adjust the translation training with the needs of the labor market, improve the translation status and adopt a national policy to enhance the translation profession in Algeria.

Fostering a strong professional identity (PI) enhances career fulfillment. In China, therapy education is undergoing development, integrating both Western and traditional health concepts, causing inconsistent PI among therapy students. To date, no validated tools exist to measure and monitor PI of Chinese therapy students. This study aimed to translate and validate the 9-item MacLeod Clark Professional Identity Scale (MCPIS-9) for this purpose. This study involved translation and cultural adaptation of the MCPIS-9, followed by a rigorous assessment of its model fit and psychometric properties using data collected via an online questionnaire. A forward- and backward- translation process was conducted. Content validity was evaluated using item-level content validity index (I-CVI) and scale level content validity index average method (S-CVI/Ave). Therapy students across all grades at undergraduate and postgraduate levels in China were eligible. Exploratory factor analysis (EFA) examined the underlying factor structure. Model fit was evaluated through confirmatory factor analysis (CFA) using the Comparative Fit Index (CFI), Tucker-Lewis Index (TLI), Standardized Root Mean Square Residual (SRMR) and Root Mean Square of Error of Approximation (RMSEA). Convergent validity was assessed through Pearson's correlations coefficient (r) with the Professional Identity Scale for Health Students and Professionals (PISHSP). Internal consistency was examined using Cronbach's Alpha (Cα) and McDonald's Omega (ω). A total of 1054 students participated. Content validity was excellent (I-CVI = 0.86-1.0, S-CVI/Ave = 0.98). EFA indicated a two-factor structure with acceptable model fit (CFI = 0.978; TLI = 0.968; SRMR = 0.033; RMSEA = 0.063). Reliability was strong (Cα = 0.835; ω = 0.817). Convergent validity demonstrated a strong correlation (r = 0.75) with the PISHSP. The Chinese MCPIS-9 is a reliable and valid tool for assessing PI among therapy students. Future research could focus on refining item 4 of this tool, potentially through further exploration of therapy students' perceptions of PI within the unique context of the Chinese healthcare system.

For over half a century, male rodents have been the default model organism in preclinical neuroscience research, a convention that has likely contributed to higher rates of misdiagnosis and adverse side effects from drug treatment in women. Studying both sexes could help to rectify these public health problems, but incentive structures in publishing and career advancement deter many researchers from doing so. Moreover, funding agency directives to include male and female animals and human participants in grant proposals lack mechanisms to hold recipients accountable. In this Perspective, we highlight areas of behavioral, cellular and systems neuroscience in which fundamental sex differences have been identified, demonstrating that truly rigorous science must include males and females. We call for a cultural and structural change in how we conduct research and evaluate scientific progress, realigning our professional reward systems and experimental standards to produce a more equitable, representative and therefore translational body of knowledge. Mandates to include both sexes are a critical step toward improving the translational value of preclinical research, but they will not succeed without intentional, large-scale shifts in scientific incentive structures and publishing standards.

[...]we co-organized a round table on diversity, equity and inclusion in science as part of one meeting on marine tetrapods (four-legged vertebrates), earlier this year. [...]paying for professional translation and editorial services imposes an extra financial burden on Latin American authors2. In our countries, these services can cost the equivalent of one month's rent, making them inaccessible. [...]free online translation tools, combined with the generous help of non-academic friends and colleagues, and countless hours of self-proofreading and editing are key to overcoming this barrier and publishing our work in English. Ana M. Valenzuela-Toro is a Chilean PhD candidate at the University of California, Santa Cruz, a Peter Buck Predoctoral Fellow at the Smithsonian Institution's National Museum of Natural History, and a Clinton Global Initiative University fellow.

Legal documents are prevalent in every aspect of our lives, from terms and conditions to marriage contracts. In the globalized and technologically advanced setting, the role of legal translators has become critical. Consequently, it is essential for legal translation trainers to understand the challenges faced by their students. This will enable trainers to provide appropriate solutions that will help streamline future translation careers. This study sought to investigate the challenges encountered by legal translator trainees when working with legal texts and understand the strategies they employed to overcome these obstacles. The reflective essays of 57 undergraduate students enrolled in an English-Arabic legal translation course were analyzed thematically to uncover the challenges and solutions from the students’ perspectives. The results showed that the major challenges faced by students were legal terminology and complex sentence structures. The solutions used by students were practice, exposure to legal content, and the use of a portfolio. Understanding the challenges of legal translation and available solutions from a student’s perspective is expected to inform legal translation training and better equip legal translation trainers with tools to assist their trainees in their translation careers.

Chinese higher education policy texts appear to suggest that training 'para-diplomats' is a goal of China's international student recruitment. However, few studies have considered the ways such policies are recontextualised and implemented at the institutional (meso-) level and become integral to students' career pathways after graduation. To address this paucity, I purposefully selected two Chinese higher education institutions (HEIs) and undertook an ethnographic study to explore their policy work of translation. Basil Bernstein's notions of classification and framing are employed here to nuance the mechanisms by which hidden messages were deliberately sent out by case-study institutions in everyday practices and processes. The findings reveal that routine aspects of university life, including visual cues, events and activities, and interactions between teachers and students, differed in their strengths of classification and framing, which either expanded or limited the range of career pathways that international students could envisage or progress to. This study offers a valuable contribution to the literature on higher education policy 'implementation studies', especially in the Chinese context, adding to our understandings about the powerful influence of the hidden curriculum on international students' career choice. The implications of China's experiences are discussed in terms of the role played by HEIs in the nexus of shaping graduates' career choice and enhancing the national soft power. (HRK / Abstract übernommen).

Objectives/Goals: Academic research centers struggle to recruit and retain a diverse, competent clinical and translational science (CTS) workforce. The clinical research professional career pathway is particularly underrecognized among undergraduates, despite offering multiple career opportunities. Methods/Study Population: To address these challenges, two undergraduate outreach programs were developed. First, an undergraduate certificate program in CTS (UC-CTS) was designed to equip students with the skills and knowledge needed to enter the workforce immediately after graduation. Second, a “CTS Roadshow” was launched to build awareness of CTS careers within a variety of undergraduate programs and majors. In this recruitment initiative, principal investigators (PIs) and CRPs visit classrooms to share information about CTS career pathways and offer insights into the roles, responsibilities, and professional opportunities available in the field. Results/Anticipated Results: The UC-CTS program launched in Fall 2024 as a 12-credit certificate that includes two paid internships: one in patient care and one in research. Currently, the program has 5 students enrolled with an anticipated increase in enrollment to 20 students by Spring 2025. Similarly, the CTS Roadshow has reached an increasing number of students each year. Since its inception in Spring 2023, the CTS Roadshow has introduced over 750 undergraduates across 21 courses to CTS careers. The CTS Roadshow has engaged students from a variety of majors, including biology, psychology, medical sciences, legal, finance, accounting, and pre-health programs, increasing awareness of and interest in CTS careers. Discussion/Significance of Impact: Both programs aim to expose students to CTS careers early in their education, better preparing them for full-time CTS roles after graduation. A rise in qualified applicants pursuing CTS careers locally and regionally is expected, improving job satisfaction and retention through enhanced preparation for the career field.