Future Interpretation Research Articles

Applications of technologies in T&I courses in Australia: Perceptions of T&I academics

The pervasive role of technology in T&I has seen unpreceded changes in teaching and learning, professional practice, and community engagement. As Neural Machine Translation and Artificial Intelligence continues to improve, so will these new technological methods and the way academics teach T&I programs. However, little is known about how and where these tools are taught in Australia. This research sets out to fill this gap. It does so by using publicly available data on university websites, as well as the perspectives of a broad range of academics obtained through an online survey, to answer these questions. While each technological approach has its limitations, there is a pressing need to understand the extent of teaching using technological tools in the Australian context, so that future translators and interpreters are better-informed in their educational choices, better equipped with the appropriate tools, and better prepared for their future as translators and interpreters in an increasingly digital age.

ENGLISH PREDICATIVE CONSTRUCTIONS: STRUCTURE AND TYPES

This paper deals with the typology of predicative constructions in the English language based on their structure. It provides a theoretical overview of the existing standpoints as for the above mentioned language phenomenon, specifying the structure of the English predicative constructions, and determining their types. Any predicative construction consists of two parts – nominal + verbal. Between the two parts of the predicative construction there is a secondary predicative relation, i.e. the relation similar to that as the subject and the predicate have. The predicative construction may be used only when there are two different doers of the actions in the sentence. As soon as there are three types of verbals in English (the Infinitive, the Gerund, and the Participle), it is only logical to identify infinitival, gerundial, and participial predicative constructions: there is no predicative construction without a verbal, and then the name of the construction indicates the type of the verbal used in it. As a result of the study eleven types of predicative constructions were defined, namely: two gerundial types (Gerundial and Half-Gerundial), three infinitival types (Objective Infinitive, Subjective Infinitive, and For-to-Infinitive), six participial types (Objective Participial, Subjective Participial, Nominative Absolute Participial, Prepositional Absolute Participial, and two purely absolute constructions where there is no explicit verbal constituent but it is implied and can be easily restored – Nominative Absolute (Participial) and Prepositional Absolute (Participial)). The paper is believed to be of practical use for future translators / interpreters and English-language teachers, for it gives both an overall idea of a predicative construction as of an English language economy means and syntactic functions of all predicative constructions in the sentence.

BASIC PRINCIPLES OF TEACHING PROFESSIONAL DISCIPLINES DURING PROFESSIONAL TRAINING OF INTERPRETERS AND TRANSLATORS

The article analyzes the problems of modern vocational education. An example of such education is the system of training professional translators and interpreters. The author raises the issue of using the general principles of teaching professional disciplines in the training of translators and interpreters, which contribute to the formation of the competence of the translator and interpreter. The paper analyzes ways to optimally organize the training of translators and interpreters, based on current theoretical and practical principles. The article’s main topic is the structural and functional analysis of key types of speech activity: listening, speaking, reading, and writing in the training of translators/interpreters during the professional discipline “Communicative Strategies”. The article’s emphasis is placed on the basic methodological principles of the modern process of training future translators. Translator training takes many forms. Translator training is associated with the skills needed to achieve translation competence. Translator education, on the other hand, recognizes the need for students to acquire key types of speech activity: listening, speaking, reading, and writing. Theoretical research and practical verification of efficient pedagogical means, forms, and methods facilitating the formation of the future translators’ professional competence within the system of university training confirm the urgent demand for the determination and grounding of a corresponding set of curricular and constituents of their professional speech training. Students’ academic success, while being trained in English much depends on their language awareness, which is to be fostered. Therefore, we might assume that teaching (future translators) English plays a significant role in their professional training. Teaching tools used skillfully by university instructors facilitate students’ development in terms of their proficiency.

Interpretation of a Quantitative Diagnosis Model of Traditional Chinese Medicine Syndromes Based on Computer Adaptive Testing.

Objectives The aim of this study is to interpret a quantitative diagnosis model of traditional Chinese medicine (TCM) syndromes based on computer adaptive testing (CAT), from the perspective of both patients and clinicians. Methods In this cross-sectional study, patients with postprandial distress syndrome completed the CAT model of TCM syndromes and the Chinese version of the Quality of Life Questionnaire for Functional Digestive Disorders (Chin-FDDQL); the clinicians' diagnosis was concurrently recorded. The patients completed this questionnaire again after 14 ± 2 days. The kappa test and paired chi-square test were used to evaluate the consistency between the CAT model and clinical diagnosis. Minimal clinically important differences (MCID) of the Chin-FDDQL scores were used to assess clinical efficacy from the patients' perspective. Logistic regression was used to examine the association between changes in the CAT model syndrome domain scores and changes in clinical outcomes. Results Changes in the CAT model syndrome domain scores may affect the clinical outcomes of patients with the total scores of Chin-FDDQL (all P < 0.05). There was a correlation between changes in the CAT model syndrome domain scores and the patients' clinical outcomes. Different syndrome elements had different effects on various Chin-FDDQL domains, which was consistent with the theory of TCM. Conclusions This study proposes a method for the clinical interpretation of the CAT model of TCM syndromes, including evidence derived from the application. It may provide a reference for future interpretation of other CAT models.

Creating a cloud-based translator training environment using Memsource

The paper deals with the possibilities of using the Memsource system as the main component of a cloud-based learning environment for training translators. The main advantages of Memsource in the educational process are identified: accessibility through the offer of a demo and an academic programme, easy for mastering, the user-friendly interface, a wide functional range. Experimental training of students in groups for translation projects with mastery of the tasks of team members of different statuses was carried out. Students' evaluation of the functionality of the Memsource system was analysed in terms of learning effectiveness and application in their future professional life. It is proved that the cloud environment formed through the Memsource platform helps future translators to master the tools and resources needed to systematically carry out the full range of translation project operations. The feasibility of basing a cloud-based learning environment for translators on the Memsource system has been established. It has been experimentally proven that the creation of a cloud environment will optimise the structure and components of translation projects in the training process of higher education institutions that train translators.

Development of Intercultural Communicative Competence in the Process of Teaching English to Future Interpreters

The successful functioning of both the state and individual in the conditions of updated intercultural communication is impossible without adequate mastery of the universal language of international communication, which is currently the English language. The development of intercultural abilities of future interpreters in the field of business communication is aimed at continuous improvement of existing educational programs of institutions of higher education. The relevance of our research is due to the growing demand in modern business society for highly qualified interpreters with intercultural communication competencies. The purpose of the study is to develop and practically implement a model of intercultural communicative competence in the process of teaching business English. The mentioned educational program is for applicants for higher education in the field of translation who are studying in a bachelor’s degree program at Kyiv National University of Technologies and Design. Changes in the development of intercultural communicative competencies of students were recorded experimentally using diagnostic techniques. The research results are reflected in the educational program “The English language: translation in business communications” and designed on the principles of developing the intercultural communicative competence of future interpreters. It is created to train highly qualified specialists who can analyze, organize and conduct interlingual and intercultural business communication, plan and carry out successful complex translation projects, and act as intermediaries in the process of interlingual and intercultural communication of business partners.

COMMUNICATIVE COMPETENCE IN TRAINING INTERPRETERS

The article deals with the issue of future interpreters’ training. The essence, content and components of the interpreter’s professional competence have been characterized. There has been analyzed communicative competence as one of the main skills for future specialists in the sphere of translation. Communicative competence is an integrated use of language and nonlanguage means of communication. The basis of communicative competence are communicative skills formed through speech skills. Communicative competence also implies the ability to interpret non-verbal forms of communication. Translation as a special type of communicative activity aims at providing the opportunity to communicate and exchange information in a situation of intercultural (bilingual) communication. The process of translation is a kind of language activity, which aims at the most complete reproduction of the content and form of a target text. There have been used different methods in the study: general scientific (analysis and synthesis), methods of theoretical research, descriptive method (classification, cataloguing), continuous sampling method alongside definition analysis.

Interference: a case study of lexical borrowings in international sign interpreting

ABSTRACT In simultaneous interpreting studies, the concept of interference – namely, the marks of the source language in the target language – is perceived as a negative phenomenon. However, interference is likely to happen at a lexical level when the target language does not have its own lexicon. This is the case in international sign (IS), which can be defined as a mix of different sign languages, in which the lexical items are not fixed. This qualitative study analyses a dataset of interpretation from Sign Language of the Netherlands (NGT) to IS by a team of two Dutch, deaf interpreters at an international conference in Nijmegen, the Netherlands. We observed the occurrence of source NGT lexical items borrowed into the IS target output and considered the strategies used in this. The phenomenon was found to be recurrent. In addition, depending upon the type of lexical items, the strategies used to borrow NGT lexicon were found to differ. Thus, we have described the set of strategies and examined the results in comparison with previous findings. As a practical output, this study could inspire current and future IS interpreters to expand their set of interpreting strategies.

The Aspectual Meaning of Non-Aspectual Constructions

The distinction between perfective and imperfective aspect has been identified in many languages across the world. This paper shows that even languages that do not have a dedicated perfective—imperfective distinction may endow a verbal construction that is not specifically aspectual with a perfective value. The crucial diagnostic for identifying perfectivity in a given non-aspectual construction is a difference in the temporal interpretation of clauses involving that construction, licensed by the actionality class of the main predicate: while stative verbs have a present interpretation, dynamic verbs yield a non-present (past or future) interpretation. This pattern of interaction is triggered by a phenomenon that has been referred to as the ‘present perfective paradox’, i.e., the impossibility of aligning dynamic situations with the time of speaking while at the same time conceptualizing them in their entirety. The latter type of construal is argued to be the main function of perfective aspect. The range of non-aspectual constructions with underlying perfective semantics includes ‘iamitive’ markers, an evidential, an epistemic supposition marker, a focus marker, a polar question marker, and a declarative marker. These constructions come from typologically different and genetically unrelated languages, illustrating the cross-linguistic salience of the category of perfective aspect.

СИСТЕМНО-ДІЯЛЬНІСНИЙ ПІДХІД ДО ФОРМУВАННЯ ДОСЛІДНИЦЬКОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ПЕРЕКЛАДАЧІВ ЗАСОБАМИ ПРОЄКТНОГО НАВЧАННЯ

The article reveals the essence of the system-activity approach to the formation of research competence of future translators by means of project-based learning and identifies its features in the process of their professional training in higher education. The content of the concept of “research competence” is analyzed and it is established that the basis of research competence is the ability to identify the problem in time, formulate a hypothesis, select and analyze the necessary information for research, select the necessary research and data processing methods. The ability to analyse the intermediate results of the study, to discuss the possibility of interpreting the results of the study, to use the results of the study in practice is required. It is noted that the methodological basis for the formation of research competence of future translators by means of project-based learning at higher education institutions is a modern approach to scientific knowledge. This is a system-activity approach. The system-activity approach in the research is considered as a methodological direction of management of socio-pedagogical systems, which involves the presence of interconnected and interdependent activities in the pedagogical process (teaching, education, management, development, learning, etc.). In the course of theoretical analysis, the main ideas of the system-activity approach in the context of formation of research competence of future translators are revealed. Emphasis is placed on the fact that training in the context of the system-activity approach should be organized in such a way as to purposefully form the research competence of future translators. It is established that the use of project-learning technologies allows to bring educational activities as close as possible to the conditions of professional research. The experience of implementation of the systemactivity approach in the formation of research competence of future translators at Alfred Nobel University is revealed. The formation of research competence of future specialists took place in three stages: the formation of skills in working with literature, which is a necessary skill when working on educational or scientific research; implementation of educational and research projects (in the first year – writing essays, in the second and third years – writing term papers and implementation of other projects of educational and research direction); extracurricular work of students (participation of future translators in student conferences, implementation of research projects of various kinds in such disciplines as “Comparative Lexicology of English and Ukrainian”, “Translation Practice”, “Self-Management”, “Linguistics of Second Foreign Languages”).

Review: Modern Architecture, Empire, and Race in Fascist Italy

Review: <i>Modern Architecture, Empire, and Race in Fascist Italy</i>

Communicative and Quasi-Communicative Techniques to Develop Students’ Communicative Competence

the purpose of our article is: to describe communicative and quasi­commu-nicative techniques to develop students’ communicative competence; to show the reasons for bad quasi­communication; to describe the types of exercises that are inherent to each of the stages of the development of communicative competence of students of philological faculties; to show how the professional development of students, future translators, depends on their communicative competence. methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization.the results of the research. Professional activity is one of the most impor-tant ways for everyone to connect with the world, and for many people it is a real factor in building relationships with others. So, the main importance of leading activities in determining the life path of each individual is that it opens a person’s guidelines for inclusion him/her into new spheres of life in the society, introduces it to new social structures and allows to establish even more and the quality of social ties.conclusions. The professional development is presented as a sequence of certain specific phases that differ by content and the form of presentation of pro-fessional desires. The way of career should be divided into five stages: growth, search, strengthening, stabilization and decline. The period of choosing a pro-fession and the professional development is the second stage of this five­step model, which covers the age of 14 to 25 years and is characterized by the fact that the individual performs professional activities in different roles, focusing on his/her real professional opportunities. We should also note that professional development is understood by us quite broadly: it is the formation of a person’s idea of his/her professional career, and preparation for future professional acti­vity, the initial process of professional activity and the whole career path, change in a career and retirement. The professional development of students, future translators, depends on their communicative competence that in a great degree depends on the processes of real, natural communication, which can be pre-sented in a monologue and a dialogue forms, and also on the process of quasi­communication.

Performance of plasma phosphorylated tau 181 and 217 in the community.

Plasma phosphorylated tau 181 (P-tau181) and 217 (P-tau217) are indicators of both amyloid and tau pathology in clinical settings, but their performance in heterogeneous community-based populations is unclear. We examined P-tau181 and P-tau217 (n = 1,329, aged 30-98 years), in the population-based Mayo Clinic Study of Aging. Continuous, unadjusted plasma P-tau181 and P-tau217 predicted abnormal amyloid positron-emission tomography (PET) (area under the receiver operating characteristic curve (AUROC) = 0.81-0.86) and tau PET entorhinal cortex (AUROC > 0.80), but was less predictive of a tau PET temporal region of interest (AUROC < 0.70). Multiple comorbidities were associated with higher plasma P-tau181 and P-tau217 levels; the difference between participants with and without chronic kidney disease (CKD) was similar to the difference between participants with and without elevated brain amyloid. The exclusion of participants with CKD and other comorbidities affected the establishment of a normal reference range and cutpoints. Understanding the effect of comorbidities on P-tau181 and P-tau217 levels is important for their future interpretation in the context of clinical screening, diagnosis or prognosis at the population level.

Conflict in Interpretation? The Definition and Application of Article 22 of the Basic Law of the Hong Kong Special Administrative Region

In April 2020, a debate broke out over whether the Liaison Office of the Central People’s Government in the Hong Kong Special Administrative Region (LOCPG HK) and the Hong Kong and Macau Affairs Office of the State Council (HKMAO) have the authority to comment on Hong Kong's Legislative Council affairs under Article 22 of the Basic Law of the Hong Kong SAR. In response to this debate and to review the divergent interpretations of Article 22 of the Basic Law by China mainland and Hong Kong commentators, this research examines the legislative history, original intention of Article 22, and its relationship with relevant Chinese law and policies. It argues that the LOCPG HK and the HKMAO are not subject to Article 22 of the Basic Law. Furthermore, these agencies' involvement in Hong Kong issues should be regarded as exercising their lawful authority to supervise Hong Kong's internal affairs rather than as "interference". It advocates that to reduce the conflict in interpretation between Mainland and Hong Kong legal communities, textual analysis, systematic content analysis, and the Chinese legal system should be the bases of future interpretation and application of the Hong Kong Basic Law.

Rigorous, empirical, and quantitative: a proposed pipeline for soil health assessments

Soil health is a promising lens through which to approach land management, having the potential to serve as a descriptor of biophysical processes and as an effective communication tool across stakeholders. However, this potential has been largely unrealized due to difficulty in quantitatively assessing soil health and linking those assessments to outcomes. Here we discuss many multiple persistent obstacles to quantitative soil health assessment and outline a suite of analyses to help address those obstacles. Specifically, we propose a quantitative approach to developing and selecting soil health indicators that help connect management-induced changes in soil health to specific outcomes (e.g., yield or water quality). To demonstrate the utility of this approach, we perform a small case study using published data from North Carolina and New York cropping systems. Additionally, we outline how this approach is scalable and flexible enough to integrate future soil health metric development. The proposed approach stands to provide a quantitative, empirical basis for future measurement, assessment, and interpretation of soil health.

Variability and Complexity of Knee Neuromuscular Control during an Isometric Task in Uninjured Physically Active Adults: A Secondary Analysis Exploring Right/Left and Dominant/Nondominant Asymmetry

Work is needed to better understand the control of knee movement and knee health. Specifically, work is needed to further understand knee muscle force control variability and complexity and how it is organized on both sides of the body. The purpose of this study was to explore side-to-side comparisons of magnitude- and complexity-based measures of knee muscle force control to support future interpretations of complexity-based analyses and clinical reasoning in knee injury control. Participants (male/female n = 11/5) performed constant-force isometric efforts at 50% maximal effort. Force variability was quantified during the constant-force efforts using a coefficient of variation (CV%) and force complexity using approximate entropy (ApEn) and detrended fluctuation analysis (DFA) α. Outcomes were right/left and dominant/nondominant group-level and individual-level comparisons. A limb-symmetry index was calculated for each variable and clinically significant absolute asymmetry was defined (&gt;15%). The only significant side-to-side difference was for right/left DFA α (p = 0.00; d = 1.12). Maximum absolute asymmetries were (right/left, dominant/nondominant): CV 18.2%, 18.0%; ApEn 34.5%, 32.3%; DFA α 4.9%, 5.0%. Different side-to-side comparisons yield different findings. Consideration for how side-to-side comparisons are performed (right/left, dominant/nondominant) is required. Because a significant difference existed for complexity but not variability, this indicates that both complexity-based and magnitude-based measures should be used when studying knee muscle force control.

MODEL OF FORMATION OF FOREIGN-LANGUAGE PROFESSIONAL COMMUNICATIVE COMPETENCE OF INTENDING TRANSLATORS

The article deals with the model of formation of foreign-language professional communicative competence of intending translators. The given research defines the object as the process of formation of foreign-language professional-communicative competence of intending translators with the use of multimedia technologies, and its subject is the pedagogical means aimed at creating an effective process of formation of foreign language professional-communicative competence of future translators using multimedia technologies. It is noted that the construction of the model is effective, and it consists of three blocks: target, content-operation and result. The target block contains the purpose and objectives of the educational process. The main tasks are the formation of language and speech, as well as linguistic and sociocultural, strategic and discursive, professional components. Content-operation presents principles, methods and means of teaching during the formation of foreign language professional communicative competence of future translators with the use of multimedia technologies. The principles can be characterized as both general didactic (scientific, systematic and consistent, activity, consciousness, accessibility) and specific (interaction between subjects, professional focus, communicative orientation, individualization, productivity, authenticity). Selected forms of study are classroom activities (lectures, practical classes, seminars, group, team, frontal work), extracurricular activities (project-group, media work), distance activities (synchronous practical classes, asynchronous online tasks). Teaching methods are cooperative learning, collective group learning, situational modeling learning. Effective means include a training set of exercises using multimedia teaching methods, multimedia tools, remote online platforms (Moodle, GoogleMeet, StudyMo, Edmodo), dictionaries, encyclopedic guidelines, online services (MentiMetre, Kahoot). Result block includes criteria for the level of formation of foreign language professional communicative competence of future translators with the use of multimedia technologies. Acquisition by future translators of language and speech, linguistic and sociocultural, strategic and discursive, professional components will testify to the awareness of the relevant areas and the achievement of the goal. All blocks are interconnected.

The Formation of Translational Intentions of Future Translators

The aim of the article is to propose some techniques and group activities to promote autonomy in the classroom to provide the translational activity of students. Methods of the research. As for general scientific methods, the following ones were also used quite successfully: the method of induction, deduction, analysis and synthesis, comparative and descriptive methods and explanatory ones. The experimental research with the purpose to identify the dynamics of the translational development of future translators lasted in 2020-2021. In this research 58 students of experimental and control groups of philological department were participated. The results of the research. The research of the content of the concept of “translational development” highlights the need to determine its component composition (structural approach), on which the views according to translational development are quite ambiguous, because they are based, as a rule, on various aspects of the professional activity. In such a way we distinguish target, motivational, semantic, procedural and reflexive-evaluation components in the structure of the translational development. Conclusions. In such a way we distinguish four stages of the translational development of the person. These are the following stages: the formation of translational intentions (conscious choice of the future profession by the individual taking into account their individual psychological characteristics), which are actualized by a combination of many factors: the prestige of their profession, the needs of the society, the family influence, media, etc. The most important role in choosing a profession is played by the orientation of the individual to a particular subject of the activity, which is manifested in the interests of a man, his/ her passion for the professional sphere, etc.; basic translational training: mastering by a specialist the system of professional knowledge, skills and abilities, the formation of professionally important personal traits, professional orientation and interest in the future profession. The second stage is, first of all, training in the institution of higher education. Personal new formations at this stage have the aim of the formation of professional orientation, the development of special skills and abilities, the formation of professional and ethical values, spiritual maturity, readiness to perform specific professional activities; professionalization: entry (adaptation) and mastering the profession, professional self-determination, gaining professionally significant experience, the development of personal traits, qualities and characteristics which are necessary for qualified, productive performance of the professional activities of the interpreter; professional skills of the interpreter: high-quality, creative performance of the professional activity, the integration of professionally important qualities of the person having been formed by the individual style of performance of the activity. In the process of mastering professional skills by a specialist, professional activity itself becomes more and more attractive. Satisfaction of a specialist with his/her activity occurs in the process of performing his/her professional actions, in the process of the professional communication. Professional activity at this stage becomes the leading need of the individual. Mastery implies that the professional development of the individual has taken place. Key words: translational intentions, basic translational training, professionalization, professional skills of the interpreter, professional communication, professional orientation and interest in the future profession.

Kääntäjäopiskelijat selkomukauttajina

In this article, we present our two-year-experiment of integrating Easy Language into university-level translator education. In the experiment, students adapted fiction and non-fiction into Easy Language for an audience with special needs. Easy Language refers to an inclusive type of Standard Language which is modified to its special readership to enhance comprehension and accessibility. Our project focuses on how translator students adopt their new role and apply their translation competence in their adaptations. We analyze the commentaries the participants wrote about their adaptation process. As future translators, the students are familiar with textual changes. Nevertheless, the commentaries demonstrate uncertainty which arises when the adapter has to simplify the text and reduce its contents. The students also ponder how to orientate themselves to the cognitive needs of their prospective readers. The overall results of the experiment turned out to be promising, and translation and adaptation into Easy Language is gradually becoming an integral part of the curriculum of translator training at the University of Helsinki.

Association Between FEV1 Time Course and Mortality in Lung Transplant Patients Treated with Liposomal Aerosolized Cyclosporine for BOS

<h3>Purpose</h3> Pulmonary allograft function is commonly used as a surrogate marker for a survival end-point in clinical trials of lung transplantation (LTx). However, an association between progression of BOS, FEV₁ trajectory and mortality has not been defined. We sought to determine whether an association exists between longitudinal FEV₁ change (% of FEV₁ from randomization) and mortality from a prior trial of liposomal aerosol cyclosporine (L-CsA) for BOS therapy. <h3>Methods</h3> Analyses performed include all patients from a randomized controlled trial using L-CsA for BOS treatment*. A joint statistical model was utilized combining a linear mixed model for FEV₁ trajectory and Cox regression to assess a correlation between survival and FEV₁ changes. <h3>Results</h3> 21 cases were enrolled (10 single 10,11 double); Mean age 61.3 ± 13.3 years (range: 32 - 81); Maximum FEV₁ post transplant 2.5 ± 0.6 l (range: 1.4 - 3.8); Randomization FEV₁ 1.7 ± 0.6 l (range: 1.1 - 3.0 l); follow up 7.5 years (median 35 months). A significant time by treatment interaction was observed with a more pronounced decline of FEV1 using standard of care (p<0.001). In the Phase II study a borderline significant association between change in FEV₁ and survival (1% decline in FEV₁ /1.076-fold mortality increase; p=0.055) was detected indicating that a 1% decline in FEV1 is associated with a 7.6% increased death risk, 95% confidence interval:(-0.0% - 16.1%) (Figure). <h3>Conclusion</h3> A 7.5 year follow-up analysis of the clinical trial using L-CsA for BOS patients reveals an association between subject longitudinal FEV₁ deterioration and mortality. FEV₁ deterioration may be a reliable surrogate marker of survival having implications for future study designs and interpretations. *A randomised single-centre trial of inhaled liposomal cyclosporine for bronchiolitis obliterans syndrome post-lung transplantation. ERJ Open Res 2019; 5: 00167-2019 [https://doi.org/10.1183/23120541.00167-2019].