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English to Chinese: Cleft patient dental care guidelines
Source text - English Designed small fliers for non-dental professionals
Universal Risk Assessment
• Active or previous caries lesions
• Low socio-economic status
• Frequent consumption of dietary sugars
• Reduced salivary flow or salivary pH
• Poor oral hygiene
• Suboptimal fluoride exposure
• Familial risk factors (educational level of parents’/sibling’s oral health status)
Instructions for cleaning of the obturator/appliance (OA)
Performed after each feed for the first 48 hours after the OA is fitted; then twice daily thereafter.
2. Remove the OA and wash in cooled boiled water.
5. The mouth should be inspected for any new areas of ulceration, bleeding, and tooth eruption. The OA may need to be adjusted by the Dentist.
6. Using a moist swab sticks clean under the flattened nostril.
7. Carefully insert the OA slightly sideward for a unilateral cleft and straight for a bilateral cleft.
8. Apply soft white paraffin to all lip areas and the pre maxilla as needed and at each feed time.
Brief intervention of oral hygiene for non-dental team (CAN INSERT IMAGES SIMILAR TO BELOW)
1. Brush twice per day for 2 minutes
2. Use a fluoride toothpaste
3. Try not to snack between meals
4. Snacks should be non-cariogenic - plain yoghurt, cheese, whole fruits.
5. Only water or milk should be given for drinks between meals
6. Visit the dentist regularly
Source text - English The tuning protocol was originally developed as a means for the five high schools in the Coalition of Essential School’s Exhibitions Project to receive feedback and fine-tune their developing student
assessment systems, including exhibitions, portfolios and design projects. Recognizing the complexities involved in developing new forms of assessment, the project staff developed a facilitated process to support educators in sharing their students’ work and, with colleagues, reflecting upon the lessons that are embedded there. This collaborative reflection helps educators to design and refine their assessment systems, as well as to support higher quality student performance. Since its trial run in 1992, the Tuning Protocol has been widely used and adapted for professional development purpose in and among schools across the country.
To take part in the Tuning Protocol, educators bring samples of either own work or their students’ work on paper and, whenever possible, on video, as well as some of the materials they have created to support student performance, such as assignment descriptions and scoring rubrics. In a circle of about six to ten “critical friends” (usually other educators), a facilitator guides the group through the process and keeps time. The presenting educator, or team of educators, describes the context for the student work (the task or project) - uninterrupted by questions or comments from participants.
Often the presenter begins with a focusing question or area about which she would especially welcome feedback, for example, “Are you seeing evidence of persuasive writing in the students’ work?” Participants have time to examine the student work and ask clarifying questions. Then, with the presenter listening but silent, participants offer warm and cool feedback - both supportive and challenging. Presenters often frame their feedback as a question, for example, “How might the project be different if students chose their research topics?”
After this feedback is offered, the presenter has the opportunity, again uninterrupted, to reflect on the feedback and address any comments or questions she chooses. Time is reserved for debriefing the experience. Both presenting and participating educators have found the tuning experience to be a powerful stimulus for encouraging reflection on their practice.
Translation - Chinese 调优研讨会最初是基础学校展览项目联盟（Coalition of Essential School’s Exhibitions Project）中的五所高中制定的一种方法，用于接收反馈并微调研发中的学生评测系统，包括展览、作品集和设计项目。意识到开发新形式测评的复杂性，项目人员制定了一个简便的流程来帮助教育工作者分享学生的作业，并与同事一起反思其中所蕴含的信息。这种协作性反思有助于教育工作者设计和完善他们的测评系统，并实现更高质量的学生表现。自从1992年试运行以来，调优研讨会已在全国范围内的学校中被广泛使用和改进，不断追求专业发展。
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Bio
BA Translation and Law in China
MA Translation and Interpreting in the UK
About to carry on with a PhD in Translation Studies in the UK
The long-term specialised study makes me strongly aware of the topics and issues existing in the translation industry in addition to skills and techniques, which helps build a holistic perspective of conducting and reviewing translation work.
CATTI(China Accreditation Test for Translators and Interpreters) level 2 in both translation and interpreting
Focusing on the translation process and specialised knowledge acquisition as a research interest, I enthusiastically take training, courses in a wide range of subjects on Coursera and Udemy. I have developed a useful method to deal with highly-specialised text.
Member since Oct '20
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