The solid academic reputation of universities in both Australia and New Zealand make them extremely desirable choices for pursuing postgraduate studies. Both nations boast globally recognized curriculum and degree programs. For students considering a master’s degree, Australia and New Zealand are options well worth consideration, but there is some difference between the programs offered in each nation. Given the equality of academic standards and programs between the two countries, it is recommended that students review the particulars of an Australia master’s degree versus a New Zealand master’s degree program to determine which best meets their academic goals, learning style and scheduling obligations. Master’s Degree – Australia Overview To complete a master’s degree, Australia universities require students to complete an average of 1.5 to 2 years of study. There are some exceptions, however. At some universities Scholarships for High School Juniors in Australia, master’s degrees may be earned in as little as one year. Students may select from two different routes of study to earn a master’s degree. Australian universities offer master’s by coursework and by research programs. A master’s by coursework degree consists of 70-80% class work and 20-30% research. The research requirement involves completion of a minor thesis project during the latter portion of the degree program. An Australia master’s degree by research, on the other hand, is entirely research driven. This intensive program requires self-directed research that results in the creation of a thesis or project under the guidance of a supervisory professor. To apply for these degree programs, students must hold a bachelor’s degree in a related field of study. Additionally, students applying for an Australia master’s degree by research must have research experience or hold a bachelor’s of honors degree.
Comparing an Australia and New Zealand Masters Degree Program
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Gender and Translation
In the 1990s translation studies saw a renewed interest in the analysis of gender and ideology in relation to, and interacting with, translation as theory and practice. Simon (1996) presented an extensive study of translation influenced by feminist thought, investigated gender issues in translation, and explored the ways in which women translators have been cultural mediators for centuries, creating “new lines of cultural communication” (Simon 1996: viii); likewise, von Flotow (1997) researched practices of feminist translation, from the processes of ?gendered translation’ to the translation of ideologically hostile texts, as well as the recovery of ?lost’ women translators of the past. Their studies, among those of many other scholars, explored translation(s) operating within language and power. The fertile discussions initiated by the interfacing of translation, gender, and ideology has opened up new perspectives and, accordingly, as von Floto best college scholarships for high school seniors w suggests at the end of her seminal book, further research needs to be done and gaps must still be filled. One of the most interesting and thought-provoking questions to offer scope for further research is that of how the ideological beliefs and gender differences of translators affect translation as a process and product.By attempting to analyze and to discuss whether men and women translate differently, this contribution by Vanessa Leonardi goes towards filling the gap in gender-related studies in translation. The main objective of this volume is to “establish a comparative framework for the contrastive analysis of the translation strategies of male and female translators” (19) and by so doing to focus on, and to analyze “the role and effects of ideology-driven shifts in translation as a result of gender differences” (289).Gender in Translation is a broad-ranging, imaginative and lively look at feminist issues surrounding translation studies.
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