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At IRASS Publisher, our mission is to empower authors and researchers by providing a platform for their unique perspectives. We believe in fostering creativity and promoting voices that reflect the richness of human experience.
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Latest Article
A Study on Compression Strategies in the English Translation of Chines...
1

Shuxian Zhu*
School of Foreign Languages, University of Shanghai for Science and Technology, Shanghai, China
53-59
https://doi.org/10.5281/zenodo.19250163

Against the backdrop of increasingly frequent global cultural exchanges, Chinese cinema has also begun to implement the "going global" strategic decision. Therefore, the translation of film titles has become a key link in cross-cultural communication. As an important component of the Chinese film market, the translation of youth film titles not only needs to convey the core content of the films but also must consider the acceptance of the target cultural audience. Based on the theoretical framework of compression strategies proposed by Professor Wang Jianguo in Chinese-English Contrast and Translation, this study systematically analyzes the application of compression strategies in the English translation of Chinese youth film titles. The research categorizes "youth films" into thematic types such as romantic youth, campus youth, and cruel youth, selecting highly acclaimed films like Soulmate, So Young, and Better Days as representatives to analyze the specific application of compression strategies in their English-translated titles. Finally, it summarizes the patterns of using compression strategies in youth film title translation and points out the relationship between different compression strategies and film genres as well as thematic expression. The study finds that compression strategies are commonly employed in the translation of youth film titles, and different types of youth films tend to adopt different compression methods. This provides theoretical guidance and practical reference for the international dissemination of domestic films.
The Challenges Faced by Adult Learners in Open Distance Learning at th...
2

Edina Msonge*
Institute of Adult Education (IAE), P.O. Box 340, Shinyanga, Tanzania
46-52
https://doi.org/10.5281/zenodo.19249943

This study examined the challenges faced by adult learners in Open and Distance Learning (ODL) at the Institute of Adult Education (IAE) in Shinyanga Region, Tanzania. Adult learners represent a diverse group with unique responsibilities, backgrounds, and goals, and while ODL offers flexibility and lifelong learning opportunities, many challenges hinder its effectiveness. The study was guided by the objective of identifying the barriers adult learners encounter in pursuing education through ODL. A mixed research approach was adopted, combining both qualitative and quantitative methods. Data were collected from 80 adult learners and 2 course facilitators using questionnaires and in-depth interviews, with random sampling employed to ensure representation. The findings revealed several interconnected challenges, including time management, financial constraints were also significant, technological barriers such as limited ICT skills and poor internet access, and further restricted participation. Moreover, unclear ODL guidelines and policies as a challenge, highlighting systemic and policyrelated gaps. Language barriers were also reported to affect learners’ ability to effectively engage with course content. The study concludes that while ODL provides important educational opportunities for adults in Tanzania, its potential is undermined by systemic policy weaknesses, inadequate infrastructure, financial burdens, and personal constraints related to time and language. It recommends that the government and institutions develop clear ODL policies, strengthen ICT infrastructure, and provide financial aid and institutional support services tailored to adult learners. Flexible scheduling and language support programs are also necessary to foster inclusivity and enhance academic success. Overall, addressing these barriers is crucial for ensuring that adult learners can fully benefit from ODL and contribute meaningfully to personal and societal development.
Contextual Reconstruction in the English Translation of Chinese Childr...
4

Zhang Liru*
School of Foreign Languages, University of Shanghai for Science and Technology, Shanghai, China
37-45
https://doi.org/10.5281/zenodo.19229087

As Chinese children’s animated films increasingly permeate the global market, their titles act as pivotal paratexts that mold young audiences’ initial impressions, emotional involvement, and interpretive anticipations. Translating these titles is far more than a mere linguistic conversion; it is a sophisticated process of contextual reconstruction, shaped by disparities in linguistic structures, cultural cognition, and audience reception across China and the English-speaking world. Grounded in the Boundary Compression framework, this study investigates how Chinese children’s animated film titles are translated into English to align with the cognitive developmental stages and affective demands of young global viewers. It posits that effective translation entails compressing process-oriented Chinese linguistic expressions into result-oriented English forms, while simultaneously enhancing cognitive accessibility and emotional resonance for the target juvenile audience. Through case analyses of representative Chinese children’s animated films, including Ne Zha, Boonie Bears, and Big Fish & Begonia, this paper identifies five core Boundary Compression strategies-classificatory, eliminative, implicative, fixed-point, and prospective compression-and dissects how each strategy facilitates the reconstruction of narrative meaning, thematic focus, and affective appeal in English translations. By integrating cognitive translation studies and affect theory, this research addresses the gap in existing scholarship on children’s media translation beyond Euro-Americancentric perspectives, and contributes to broader discourses on translational convergences and divergences in global children’s literature and audiovisual media. It further explores how cultural values and aesthetic sensibilities inherent in Chinese animated film titles are mediated and rearticulated through translation, fostering cross-cultural exchange in the juvenile media landscape.
Workforce Diversity on Educational Sustainability in Nigerian Universi...
7

David Musa Edibo, Francisca Nk...
Department of Business Administration, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria
24-36
https://doi.org/10.5281/zenodo.19206966

The study examined the effect of workforce diversity on educational sustainability among the Faculty of Management Sciences academic staff in Nnamdi Azikiwe University, Awka. The population of the study was 297 lecturers, with a sample size of 170, arrived at by applying Taro Yamane’s formula. The data was analyzed using multiple regression analysis and hypotheses tested at a 5% level of significance using the Statistical Package for Social Sciences [SPSS]. Findings reveal a significant positive effect of age diversity on educational sustainability among the academic staff of Management Sciences at Nnamdi Azikiwe University, Awka. The result of age diversity (β = 0.751, F = 439.191, and p-value < 0.05), Age diversity accounted for 56.5%, highlighting the value of intergenerational knowledge sharing and inclusivity. There is a significant positive effect of Gender diversity on educational sustainability among the academic staff of the Faculty of Management Sciences at Nnamdi Azikiwe University, Awka. The result of Gender diversity (β = 0.750, F = 541.191, and p-value < 0.05), explaining 66% of the variation, confirms that gender balance promotes fairness, participation, and institutional growth. The management of the institution needs to embrace employee diversity management strategies as this can contribute to the performance of the institution through enhanced decision-making and problem-solving by providing a range of perspectives, a broad spectrum of expertise and a more robust process for critical evaluation. Universities should integrate a diversity strategy into their long-term educational sustainability plans. Diverse staff should be engaged in designing and executing sustainability initiatives, including research, community engagement and infrastructural development.
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