Foley Robert Knihy

"Over the last few decades, there has been a push towards evidence-based medicine, with the medical fraternity recognising and embracing the improved outcomes brought about by this approach. Central to this is the ability of healthcare professionals across all levels to be able to understand and undertake scientifically sound efforts to gather and learn from this evidence. This can be on a local level, for example departmental audits, or on a national or international level, as is the case with large randomised controlled trials. Unfortunately, although academic medicine topics such as research and teaching are often discussed and taught at medical schools - many of which are at the forefront of international research efforts - medical students and junior doctors rarely get the chance to participate in any real-world studies, or indeed critique any practice changing studies in a meaningful way for themselves. The situation in regard to teaching is similar. Peer to peer teaching opportunities may be limited to self-arranged sessions with little to no guidance or formal training in how to do this key task, which will be crucial for the rest of one's career. This is despite these activities being recognised as essential by undergraduate and post-graduate educators. In fact, they are a key part of selection for postgraduate employment. Candidates that demonstrate awareness of and proficiency with research and other academic activities such as teaching are highly sought after. However, many candidates, particularly those who don't take time out of their undergraduate programmes or pursue a higher degree, tend not to have had the exposure and opportunities to engage with these academic activities as students and junior healthcare professionals. Many will have never undertaken any formal research or teaching during this time. Furthermore, we have found that many students with an interest in medical research don't have the skills and experience required to get started, and may lack mentors and senior colleagues with the time, interest or experience to help them"-- Provided by publisher

The history and future of an alternative, oppositional translation practice. The threat of machine translation has given way to an alternative, experimental practice of translation that reflects upon and hijacks traditional paradigms. In much the same way that photography initiated a break in artistic practices with the threat of an absolute fidelity to the real, machine translation has paradoxically liberated human translators to err, to diverge, to tamper with the original, blurring creation and imitation with cyborg collage and appropriation. Seven chapters reimagine seven classic “procedures” of translation theory and pedagogy: borrowing, calque, literal translation, transposition, modulation, equivalence, and adaptation, updating them for the material political and poetic concerns of the contemporary era. Each chapter combines reflections from translation studies and experimental literature with practical guides, sets of experimental translation “procedures” to try at home or abroad, in the classroom, the laboratory, the garden, the dance hall, the city, the kitchen, the library, the shopping center, the supermarket, the train, the bus, the airplane, the post office, on the radio, on your phone, on your computer, and on the internet.

For almost 90 years, the battle of Verdun has been synonymous with senseless slaughter. By examining the development of German military ideas from the Franco-German War in 1871 to the First World War, this book offers an unprecedented understanding of one of the bloodiest battles of the twentieth century.

The autobiography of Medal of Honor recipient LTG Robert F. Foley.