We are currently developing a system that facilitates teachers of translation to evaluate and select suitable document segments as materials for translator training. The system needs to satisfy several requirements. Firstly, because translation is an act that deals with documents and not with texts in linguistics, it takes into account documentational features. Secondly, it should facilitate teachers to select suitable documentational segments that usually consist of several paragraphs, as translation generally requires a long time, especially for trainees. Thirdly, it should facilitate teachers to compare different segments in the same document or from different documents, because teachers often need to use more than one material in a class or use progressively advanced materials in a course. The system should preferably relate documentational features to translation competences. These requirements make the system different from most existing text analysis systems. In the demo, we show the trial version of the system, explaining the core functionalities together with the background design concepts.

In this chapter, the authors introduce the basic concepts and functions of the updated MNH-TT, how metalanguages are incorporated, and how they are deployed in the practice process and for reflective learning. Although a system that incorporates relevant metalanguages should be important also for professional translators and translation service providers (TSPs), they focus on the system’s use in translator education. The first version of MNH-TT was fully functional and was put to experimental use by several organisations for translator training. Through this experimental use and a workshop in which several faculty members of translation schools in East Asia and Europe took part, we observed that the system had some room for further improvement. One of the essential features of MNH-TT is that it provides metalanguages as scaffolding for learning translation. MNH-TT provides implicit and explicit metalanguages.

Abstract The generation of new terms involves various factors at different levels and can be described and modelled from different points of view. This chapter analyses approaches that model terminological growth by describing the creation of new terms in relation to the terminology of a domain as a set or as a system, and/or in relation to the conceptual system that it represents. We first examine the concept of terminological growth in contrast to the description and modelling of term formation, and then describe the approaches used to model terminological growth. Finally, we discuss implications for practical issues in terminology processing.

To show how metalanguages can be used for translator education and examine their effectiveness, a pedagogical session was designed, in which a part of the source document (SD) property metalanguages was used, and an experimental session was conducted. The authors simulate the main aspects of a classroom session that introduces the task of SD property specifications (called “SD profiling” for simplicity) by combining empirical analyses of the results of the experiments with deductive arguments about teaching scenarios. They provide further analyses of the results of the experiments, showing the effects of SD profiling. The authors also constitute further concretisation of the model session design, by showing concrete ways of discussions to be implemented in the classroom setup by using metalanguages.

(This version contains corrections compared with the published version: Section 2.3, "23 October 2019" -> "23 October 2018", Section 2.4, "in August 2019" -> "in August 2018") We discuss the editorial handling of two papers that were published in and then retracted from the Journal of Radiological Protection (JRP). The papers, which dealt with radiation exposure in Date City, were retracted because "ethically inappropriate data were used". Before retraction, four Letters to the Editor pointing out scientific issues in the papers had been submitted to JRP. The Letters were all accepted or provisionally accepted through peer review. Nevertheless, JRP later refused to publish them. We examine the handling by JRP of the Letters, and show that it left the reader unapprised of a) the extent of the issues in the papers, which went far beyond the use of unconsented data, and b) the problems in the way the journal handled the matter. By its actions in this case, JRP has enabled unscientific, unfounded and erroneous claims to remain unacknowledged. We propose some countermeasures to prevent such inappropriate actions by academic journals in future.

Research in translation studies has contributed to promoting our understanding of translation processes. This chapter elaborates on the role of metalanguages in translation. It first briefly reviews relevant work in translation studies and confirms the gap in the understanding of translation between translation studies researchers and MT researchers. The chapter explains the general requirements of metalanguages and procedures for developing them. Development of actual metalanguages or terminologies that satisfy due requirements is a gradual process, which involves the repetition of collection, validation, augmentation, and updating. The chapter defines the following procedures to develop metalanguages: review-based procedure, data-driven procedure, and user-focused procedure.

We discuss the editorial handling of two papers that were published in and then retracted from the *Journal of Radiological Protection* (JRP).^1,2^ The papers, which dealt with radiation exposure in Date City, were retracted because “ethically inappropriate data were used.”^3,4^ Before retraction, four Letters to the Editor pointing out scientific issues in the papers had been submitted to JRP. The Letters were all accepted or provisionally accepted through peer review. Nevertheless, JRP later refused to publish them. We examine the handling by JRP of the Letters, and show that it left the reader unapprised of a) the extent of the issues in the papers, which went far beyond the use of unconsented data, and b) the problems in the way the journal handled the matter. By its actions in this case, JRP has enabled unscientific, unfounded and erroneous claims to remain unacknowledged. We propose some countermeasures to prevent such inappropriate actions by academic journals in future.

Background. While the use of citations for assessing research impact is well-studied, there is little work that investigates the content introduced into the citing documents through citations and the linguistic expressions used to represent the cited content Objectives. This study analysed the types of content introduced into citing documents using the citations (cited content) and units of linguistic expressions used to represent the cited content. Methods. We classified the expressions representing the cited content according to the unit of linguistic expressions (terms and clauses) and classified the cited content into conceptual categories. We adopted different frameworks for the classification of cited content represented by terms and clauses. The categories for terms were domain specific and the categories for clauses took into account subjectivity and generality. We also described the detailed categories of cited content with examples and provided seven types of cited content for clauses. Results. We found that among the expressions representing cited content, terms constituted about 40% and clauses constituted about 60%. The majority of the cite terms were domain specific; and 35% of the cite terms referred to unique concepts. Of the cite clauses, 50% were objective and term-specific, 40% were objective and general, and 10% were subjective. Contributions. This research provided a description of cite units and elaborated on the categories for cited content. The results showed basic types of cited content and clarified the distribution of cite units.

We point out that the recently published Publisher’s Note concerning two retractions in Journal of Radiological Protection and the retraction notices contain various incorrect statements, misrepresentations of facts and omission of important events.

The design of documents affects the manner in which they are read, how readers acquire information from them, and the degree of readers’ comprehension. How does document design influence reading and information acquisition for readers with different language backgrounds? Given the growing number of non-native Japanese residents who attain sufficient competence in Japanese and use it for their daily communication, there is a high demand for document design that facilitates reading by non-native speakers. This study explores elements of document design that may affect the reading of Japanese web documents by non-native speakers. We conducted an experiment to examine the effect of document structure (hierarchical, networked, and relational) on the reading of administrative documents by native and non-native speakers. The results showed several differences between native and non-native Japanese speakers’ reading patterns and the degree of information acquisition in relation to document structure and design elements.

Developmental dyslexia is a specific learning disability that is characterized by severe difficulties in learning to read. Amongst various supporting technologies, there are typefaces specially designed for readers with dyslexia. Although recent research shows the effectiveness of these typefaces, the visual characteristics of these typefaces that are good for readers with dyslexia are yet to be revealed. This research aims to explore the possibilities of using neural networks to clarify the visual characteristics of Latin dyslexia typefaces and apply those to typefaces in other languages, in this case, Japanese. As a first step, we conducted simple classification tasks to see whether a CNN identifies subtle differences between Latin dyslexia typefaces and standard typefaces, and whether it can be applied to classify Japanese characters. The results show that CNNs are able to learn visual characteristics of Latin dyslexia typefaces and classify Japanese typefaces with those features. This indicates the possibility of further utilizing neural networks for research regarding typefaces for readers with dyslexia across languages.

We point out serious inconsistencies of the first paper of the series, written by Makoto Miyazaki and Ryugo Hayano, which discusses the correlation between the personal doses of the citizens of Date City measured by glass badges with the ambient dose rates measured by six airborne surveys. The last of the six airborne survey was made in the period of 2014 Q3 (from October 2014 to December 2014). The real number of participants of the period is about 14,500; however, in Table 1 2014 Q3 it is written that the number of participants is 21,080 and in Fig. 4f 21,052. We conclude that the analysis of the paper with respect to Table 1 2014 Q3 and Fig. 4f are done without using real correct data and we cannot obtain any meaningful information from the table and figure. Since the period 2014 Q3 is also included in Fig. 5 of the second paper of the series, it is quite possible that Fig. 5 of the second paper is made on the basis of, at least partially, false data and is not reliable.