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DEAF 420 INTERPRETING III > Knowledge Exam Prep > Flashcards

Knowledge Exam Prep Flashcards

1
Q

In English what % of the meaning is found in the words? What % of the meaning is found in vocal intonations? And what % of the message is found it the accompanying gestures, body language and facial expression?

A

6%, 39%, and 55%

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2
Q

Contextual environment included what two elements?

A
  • The physical location where the interaction is taking place.
  • The personal history each participant brings to the event.
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3
Q

“Noise” meaning (external, physiological, psychological)

A

Noise is anything that distracts the participants in an interaction from their communication.

  • External noise can be flickering of a light, the squeal of a microphone, or the incessant coughing of someone in the room.
  • Physiological noise refers to biological factors that interfere with communication, such as illness, exhaustion, or hunger.
  • Psychological noise exists in the heads of all participants in the communication environment. This includes internal stress, personal judgments, and random thoughts that may pop into one’s mind.
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4
Q

Pragmatic rules

A

This is the rules or idea that words are deeper then just there dictionary meanings and can mean a wide variety of things based on a variety of contextual factors. ( ex. “See you later” can mean just that, or “I hope I never see you again, “good-bye” etc. based on who made the statement, the location on which it was said, the time of voice and accompanying nonverbal behaviors, and the relationship between the sender and receiver.

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5
Q

Equivocal Language

A

Is the deliberate use of words, signs or phrases that can be interpreted in more than one way in order to mislead someone. (Ex. “It’s really different!” Rather than “it looks weird” or “I don’t like it.”

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6
Q

Euphemistic language

A

Is the use of socially acceptable terms and phrases in the place of blunt, descriptive ones. (Ex. “To the powder room” rather than “the room where women urinate and defecate” . Or instead of directly saying some has died saying “they have gone to a better place”

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7
Q

Abstract language

A

Refers to degrees of imprecision in communication. The less specific something is, the more ABSTRACT it is. High level abstractions are sometimes used to form a type of “verbal shorthand.” (For example, one can say “I have to clean the house today” and the listener understand that entails a list of chores without the speaker directly listing these chores.)

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8
Q

Passive voice

A

Refers to a statement in which the person or thing preforming the action is not overtly stated. (Ex. “The car was wrecked.” This is passive Because we don’t know who wrecked it or how. Other examples are “the president was shot” and “my friend has been lied to.”

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9
Q

Register

A

Informal- swimsuits
Intimate- underwear
Consultative- business suit
Formal- tuxedo/cocktails dress

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10
Q

Semantics and shading in meaning

A
  • not just blue shirts - azure, teal, Royal, navy, turquoise, etc.
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11
Q

Culture is..

A

“A dynamic value system of learned attitudes with assumptions, conventions, beliefs and rules that permit members of a group to relate to one another and the world.” ( defined by the United Nations Educational, Scientific and Cultural Organization (UNESCO) )

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12
Q

According to anthropologist Tyler, Culture’s complex components include what?

A
  • Knowledge
  • Beliefs
  • Art
  • Morals
  • Laws
  • Customs
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13
Q

Deaf researchers Padded and Humphries, defines culture as?

A

“ a set of learned behaviors of a group of people who have their own language, values, rules of behaviors, and traditions.”

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14
Q

What are the three subsets of norms and values culture can be broken down into as according to deaf researcher and sociologist Marie Phillip?

A
  • Material : including material things such as food, clothing, and other tangible items.
  • Behavioral : Rules of behavior which can be observed, taught and learned.
  • Cognitive : behaviors learned and developed as a child that has a deeper meaning and which is not easily observed or understood.
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15
Q

Culture results form a group of people- who…

A

Have shared experiences, common interests, shared norms of behaviors, shared survival techniques - coming together to form a community.

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16
Q

Culture defines the meaning and value of one’s:

A
  • Family
  • Gender
  • Social Experience
  • Economic status
  • Educational experiences
  • Physical, mental, emotional and spiritual development
  • Temperament or personality type
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17
Q

Collectivist vs. individualist cultures

A

Collectivist: individuals define themselves and others by their group membership; keen awareness to the group needs and feelings; expected to. Care for the group even at their own individual cost.
Individualist: individuals are define themselves and others by their immediate personal achievements; feelings are focused on the individual rather than the group; independence is highly valued and individuals are expected to take care of themselves.

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18
Q

Approximately what % of the world’s cultures fall into the category of collectivist ?

A

70%

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19
Q

American culture fits within what category of cultural views?

A

Individualist culture

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20
Q

Interpreters are…

A

Professional communicators, mediating interactions between people of different languages and culture groups.

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21
Q

To properly and appropriately facilitate communication between people of two different cultures and interpreter must…

A

Learn to properly represent the cultural frames and filters that influence the communication being interpreted.

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22
Q

communication can be interpreted On different levels…

A
  • the literal (denotative) level
  • the deep structure (connotative) level

“Depending on one’s frame of view and the particular context, each word can be interpreted in a different way.”

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23
Q

What % of all Deaf people are born into hearing families according to Humphrey?

A

90%

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24
Q

Due to the lack of hearing in the deaf culture, where is an emphasis is value often placed?

A

Eyes and hands

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25
Q

Deaf culture would be considered what kinda of culture?

A

Collectivist culture

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26
Q

Among Deaf people what does “knowing” a person generally include?

A

-knowing where that person works, where he or she went to school, if members of the person’s family are Deaf, and if they share any mutual acquaintances.

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27
Q

Hereditary deafness is much less prevalent among what group in comparison to European-American families?

A

African-American Families

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28
Q

Our ability to understand the meaning of words or signs is based on…

A

Having an appropriate schema or cultural frame in place. (These cultural frames are not universal.)

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29
Q

T/F the degree of identification with one’s familial culture varies from person to person. Some individuals are highly assimilated into the mainstream culture; others retain ethnic identity.

A

T true

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30
Q

In many “Hispanic” cultures the lack of physical closeness is interpreted by members of the culture as sign of ______________.

A

distance and rejection.

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31
Q

T/F Members of the Deaf Community reflect every ethnic and economic background found every ethnic and economic background found in the national fabric.

A

T true

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32
Q

T/F The way one labels or names oneself is significant in all cultures and communities and these labels are sometimes significantly different from those used by hearing (non-deaf) individuals when referring to the same people.

A

T true

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33
Q

Culturally Deaf individuals view the term “hearing impaired” as ….

A

Negative, stigmatizing, and- since they do not view themselves as impaired- fundamentally inaccurate.

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34
Q

For those who hope to work with Deaf people understanding what… is critical?

A

Understanding why they prefer to call themselves Deaf, hard of hearing or hearing impaired

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35
Q

While people who can hear tend to stress the degree of hearing loss, members of the Deaf population tend to stress….

A

Developmental experiences such as having other family members who are Deaf, type of schooling, age of onset deafness and age of exposure to sign language acquisition.

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36
Q

Attitudinal Deafness

A

The degree to which an individual subscribes to the norms and values of Deaf culture.

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37
Q

What are the 4 types/ categories of American Sign Language?

A

Old, traditional, modern, & anglicized

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38
Q

What are the primary 4 forms of English-based signs or Sign supported speech (SSS)?

A

Rochester method, SEE 1 (seeing essential English), SEE 2 (signing exact English), Signed English, and CASE (Conceptually Accurate Signed English)

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39
Q

Signed Supported Speech (SSS)

A

is a broad term used to refer to English-based signing systems which attempt to represent English in a manual/visual form, relying primarily upon the lexi-con and syntax of English.

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40
Q

Manually coded English

A

is the earlier term for Sign Supported Speech

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41
Q

What % of deaf children have parents who are not Deaf and therefore not familiar with or fluent in American Sign Language.

A

90%

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42
Q

Linguistic variations star to emerge in which words, phrases, grammatical structures and other features of each language are mixed with the other… this can be known as?

A

Code switching, code missing, and/or Lexical borrowing.

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43
Q

Tactile Sign language

A

A form of American Sign language used by deaf blind communities that relay on touch to communicate.

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44
Q

schema

A

a perceptual framework that is based upon their personal experiences and cultural background.

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45
Q

What are the 5 features or characteristics in forming and organizing our schema?

A

Physical- classifying individuals based on their appearance, gender, physique, age, etc.
Roles- we have certain expectations of others based on their social position (neighbor, doctor, student, etc.)
Interactions- the way people behave in social situations (aloof, friendly, judgmental, etc.) influences our sense of who they are and what we might expect of them
Psychological- we group individuals based on our personal psychological assessments of them (curious, nervous, insecure, etc.)
Membership- we also categorize others according to their group affiliation (refugee, Baptist, member of the School Board, female, etc.)

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46
Q

What is the technical plural of schema?

A

Schemata

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47
Q

Schematic constructs:

A

ways people tend to organize their “scripts”, including;

  • physical roles
  • social roles
  • social interactions
  • psychological characteristics
  • membership/associations
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48
Q

Stereotyping:

A

pre-judging others based on assumptions that do not reflect reality or truth.

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49
Q

Oppression:

A

the unjust or excessive exercise of power or position that hurts, maligns, or disempowers other.

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50
Q

types of oppression:

A
  • individual
  • group
  • institutionalized oppression
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51
Q

Marginalization:

A

the systematic exclusion of minority group members from quality social service, economic opportunities, health care, and meaningful education; the absence of power or “voice.”

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52
Q

Audism:

A

An attitude based on pathological thinking resulting in a negative stigma towards anyone who does not hear.

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53
Q

Pathological view of Deaf people:

A

Deaf individuals are viewed as disabled and imperfect needing to be “fixed.”

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54
Q

Cultural view of Deaf People:

A

Deaf Individuals are normal, capable human beings encountering life in different- yet acceptable-way, conforming with norms and behaviors based on visual/non-hearing norms.

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55
Q

What was one of the most significant events in reducing discrimination experienced by the deaf community?

A

The recognition of ASL as a legitimate language and the concomitant “discovery” of Deaf Culture.

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56
Q

DPN

A

Deaf President Now was a movement at Gallaudet University in 1988 that were historic and marked the beginning of significant political activism.

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57
Q

Vicarious trauma

A

trauma that results from observing another person’s traumatic experience. In this case, it refers to interpreters who witness so much oppression or abuse that they feel like they themselves have been the victims.

prolonged vicarious trauma leads to compassion fatigue.

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58
Q

Compassion Fatigue

A

a numbing of one’s emotions and an inability to interact with others with appropriate empathy/ this is most likely to happen when working in serious legal, medical or therapeutic settings for an extended period 0of time, which you won’t be doing until you have several years of interpreting experience under your belt.

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59
Q

Many members of minority groups have historically used _____ as one way to persevere in the face of discrimination and lack of opportunity.

A

Humor

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60
Q

T/F Neutrality of an interpreter is a myth!

A

True- Although we as interpreters should always strive for neutrality, aknowledging that true neutrality is impossible is important.

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61
Q

Oppression is an inevitable result when a ________ rather than a ________ mindset exists.

A

“power-over” , “power-with”

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62
Q

The humor of marginalized groups often incorporates…

A

Images of turning the tables on the majority group, proving the intelligence, resilience, perseverance and ultimate empowerment of the minority group.

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63
Q

Statistically, we know that approximately what % of the population has a significant degree of hearing loss?

A

10%

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64
Q

While interpreters are a part of daily life for many Deaf individuals, there is no one who desires to conduct their personal and business affairs in the presence of this ancillary third party. this leads to a sense of…

A

invasion and loss of privacy.

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65
Q

As interpreters we must begin the lifetime practice of..

A

reflecting on our attitudes, belief, and behaviors to identify any oppressive tendencies and moving forward to change them.

66
Q

T/F Interpreters are NOT experts on deaf culture.

A

True.

67
Q

Explain how “hearing advocates” to deaf issues is a subtle form of oppression.

A

Hearing advocates often take on a leadership role, unintentionally pushing capable Deaf individual aside.

68
Q

the role of an ally is..

A

one who supports Deaf individuals in their own struggle for liberation.

69
Q

A-language (or L1)

A

Your A-language or L1 is a person’s native or first language, sometimes referred to as mother tongue, native language, or first language.
It’s usually the language your parents speak, although this is not always the case.

70
Q

B-Language (or L2)

A

refers to ones second language, one acquired by living in a country where that language is spoken by interacting frequently with people using that language, or by studying that language formally.

71
Q

C-language

A

C-language is more difficult for one to use compared to a B-language. A good example of this maybe people who sign more PSE rather then true ASL, or spanglish (a blend of english and spanish)

72
Q

What % of all Deaf Individuals use a language that is different from that of their parents.

A

90%

73
Q

Source Language (SL)

A

Is the language in which the original message is conveyed.

74
Q

Target language (TL)

A

is the language into which the original message is interpreted.

75
Q

Processing time

A

The TL expression of an interpretation always lags behind the SL utterance because of the time required to take in the SL and make a mental search for meaning.

76
Q

Transliteration

A

In the field of sign language interpretation, this refers to the process of taking a message and expressing it in a different form of the same language. Thus, if the message is expressed in spoken English and the interpreter expresses it in signed English- a different form of the same language.

77
Q

Modality

A

Forms of English vary in modality from auditory to visual in transliteration, only one language is involved still.

78
Q

Oral Transliteration

A

Used to described the kind of work done when making spoken English visible for an oral Deaf individual.

79
Q

Translation

A

refers to the transition of message from the frozen form of one language into the frozen form of another language.

80
Q

Sight translation

A

This usually refers to changing a message from a frozen form of another language into spoken or signed form of another language.

81
Q

Interpreter

A

is a bi-lingual-bicultural professional who:

  • conveys equivalent messages between two languages and cultures, while
  • being sensitive to the environmental factors which foster or impede the message: and
  • conducts himself or herself in a professional, ethical manner.
82
Q

Transliterator

A

does exactly the same things as an interpreter, however working between two forms of the same language.

83
Q

Translator

A

perform the work of translation.

84
Q

Simultaneous interpretations or transliterations

A

refers to the process of interpreting/transliterating into the target language/code at the same time that the source language message is being delivered.

85
Q

Consecutive interpretation

A

consecutive means “in sequence” or “in order.” When one is interpreting consecutively, the sequence you will observe is (1) delivery of source language message (or a portion of it), then (2) interpretation/transliteration into the target language.

86
Q

Process time

A

In both simultaneous and consecutive, the interpreter uses PROCESS TIME to analyze the source language utterance, identifying essential elements of meaning and making appropriate cultural and linguistic adjustments, before producing the equivalent message in the target language.

87
Q

DI or CDI

A

Deaf interpreter or Certified Deaf interpreter

88
Q

Sign-to-voice

A

signed source language message is being converted into spoken English.

89
Q

Voice-to-sign

A

The spoken language source is being converted into a visual language as the target language/code.

90
Q

Consumers, clients, or customers

A

We can say that we are providing spoken English interpretations/transliteration for the hearing client/consumer or ASL/Signed English interpretation/transliteration for the Deaf Consumer.

91
Q

One-on-one

A

one-on-one encounters, you typically have one Deaf and one hearing client who are using language in a give-and-take manner. (I.e. one-on-one Interactive interpreting)

92
Q

Small group

A

3 - 20 individuals

93
Q

large groups

A

in excess of 20/30 clients - can range up to tens of thousands: the speaker typically stand, may use microphone.

94
Q

Dynamic equivalence:

A

maintaining the speaker’s intended interaction with and impact on the audience; when accomplished in an interpretation, the speaker’s goal and level of audience involvement is the same for both the audience who received the message in its original form and the audience who received the message through the interpreter.

95
Q

Work Settings

A

refers to external factors as a way of describing one’s work; includes the number of client present, the type of interaction taking place, the use of language, the purpose of speakers; dictates appropriate turn-taking, volume of speech/size of signs, etc.

96
Q

The first professional association of sign language interpreters in the world was…

A

The Registry of Interpreters for the Deaf (RID) established in 1964

97
Q

Helper philosophy

A

prior to the establishment of RID, the most common approach to delivery of service for interpreters was the philosophical frame. Deaf people were generally viewed as handicapped, limited, and un-able to fully manage their personal and business affairs. Thus, it fell to the interpreters to be a care-taker to some extent.

98
Q

Machine (conduit) philosophy

A

This went to the far extreme of personal involvement and volunteerism while functioning under the helper philosophy. Suddenly the philosophical frame that was accepted as most appropriate for interpreters was the machine (conduit) philosophy. Within this philosophical frame interpreters “followed the rules” denying that their presence had influence on the dynamic and often unaware of the inequity resulting from the history of oppression experienced by the Deaf people.

99
Q

Communication facilitation philosophy

A

within this philosophy the base of ethical decision-making was not significantly different. However, interpreters became more aware of the need for appropriate placement, lighting, background, etc.

100
Q

Bilingual-bicultural

A

(bi-bi) philosophy of interpreting has emerge in an effort to hit the mid-point between the two extremes of over-involved (helper) and invisibility (machine). In the bi-bi philosophy, the interpreters are sensitive to physical communication dynamics, indicated who is speaking, place themselves appropriately, etc. They also keenly aware of the inherent difference in language. culture, norms for social interaction and schema of parties using the interpreting services.

101
Q

Name the 4 philosophical frames of interpreting

A

Helper, machine (conduit), communication facilitation, to Bilingual-bicultural

102
Q

Decisions regarding expansions and reductions are based on one of three reasons:

A

(a) linguistic need, (b) cultural need, (c) difference in experiential frame.

103
Q

Prosody

A

English uses prosody- the rhythm of speech with pauses and phraseology, as well as, certain auditory intonation patterns- to help listeners determine meaning and predict what the speaker will say next.

104
Q

Functional Elements and content elements

A

Content words are made up of nouns and verb. Content words supply substance and meaning.
Functional elements include such things as articles (a, the, an), prepositions (on, for, with, to), and conjunctions (and, but, however). Functional words serve as a type of “auditory lubrication” fostering comprehension by means of cohesion and transitions.

105
Q

non-manual signals

A

To communicate, one produces a series of rule-governed hand signals (signs) with accompanying facial/physical markers (non-manual signals).

106
Q

Interpreters work most effectively with ______________ in both English and ASL.

A

spontaneous linguistic expression

107
Q

It is critical that interpreters understand the fallacy of this misperception because ___________________.

A

they will sometimes need to be able to articulate (for themselves or other) what is involved in interpretation and to defend the choices they are making as they interpret.

108
Q

English is described as being ______, where as ASL is considered _______.

A

Direct, Indirect

109
Q

The seven expansion techniques include:

A
  • Contrasting
  • Faceting
  • Reiterating
  • Role-shifting/Incorporation of #3-D Information
  • Noun-Listing/Examples
  • Couching/Nesting
  • Describe Then Do
110
Q

Summarize a few areas in which the differences between English and ASL results in significant challenges to Interpreters.

A

Modality: English is Auditory/vocal where as ASL is Visual/spatial, this leads to challenges in deriving the meaning, source language intrusions, & managing the volume/speed of the source language delivered.
Grammatical Structure: English is Subject-verb-object (SVO) and ASL is Topic-prone, this leads to grammar issues/ source language intrusions in the target language.
Time/Tense Markers: English is verbs change forms to mark past, present, or future tense. ASL time markers comes early in the utterance and conugates all following verbs until a new time marker is noted. This leads to Issues with producing appropriate tenses/ recognizing what tense should be used when interpreting/translating.
Negation/Affirmation: English adds a word to indicate affirmation or negation near the start of a sentence, where ASL either uses Subtle headshakes/headnods or rehtorical questions with the affirmation/negation at the end.

111
Q

A partial List of Processing models includes:

A
  1. Gerver - 1976
  2. Ingram - 1977
  3. Moser-mercer - 1978
  4. Seleskovitch - 1978
  5. Colonomos - 1980, 1983, 1984, 1987
  6. Cokely- 1985, 1992
  7. Kitano - 1993
  8. Pradis -1994
112
Q

The five steps of the interpreting process are:

A
  1. Take in source language
  2. Identify deep structure meaning
  3. Apply contextual/Schema screen
  4. Formulate/rehearse target language utterance
  5. Produce Interpretation
113
Q

Reciprocal signals

A

certain eye behaviors, head nods, verbal utterance (e.g. right, uh-huh) to indicate that one is attending and comprehending (or not comprehending) the message being received.

114
Q

Step 1 taking in the Source language requires what?

A

Physical requirements: Be able to hear/see the utterance, physical and mental endurance to retain the info, and patience to not rush the process.
Cognitive Competence: cloze skills in ASL & English, ability to extract meaning while discarding the SL “dressing, and ability to store info.
Linguistic and Cultural Requirements: bilingual competence, bicultural competence, and proper use of turn-taking and reciprocal signals.
& Social Competence: social skills and cultural finesse to support effective interpersonal interactions.

115
Q

Step 2 analyze deep structure meaning requires..

A

Cognitive Competence: ability to think critically, include and identify meaning/intent, disciplined reasoning, and awareness of her/his own beliefs and biases.
Linguistic and Cultural Requirements: ablity to recognize various rhetorical structures, recognize euphemisms, nuances, subtleties, innuendo, etc, adept at reading cultural based non-verbal signals.

116
Q

Meaning/Intent

A

identifying assumptions the speaker may have regarding the listener’s cohort memberships, schema, and cultural background.

117
Q

step 3 applying contextual/schema screen requires:

A

Cohort Group: able to identify cohort membership, able to retain this information for TL formulation.
Schema: Ability to deduce similarities and differences in participant background and experiences that may be influencing the communication and interpersonal dynamics.
Contextual Factors: Ability to predict contextual factors, adept at modifying predictions as needed.

118
Q

Step 4 formulate/rehearse equivalent message requires:

A

Linguistic Competence: bilingual finesse
Cultural Competence: bicultural expertise
Linguistic and Cultural Adaptations: able to use bicultural expertise in the construction of TL, able to consistently make TL selections that clearly express intended information and speakers goal.

119
Q

T/F An interpreter must be assessing contextual factors, interpersonal dynamics and overall process management.

A

True

120
Q

RID

A

Registry of Interpreters for the Deaf

121
Q

AVLIC

A

Association of Visual Language Interpreters of Canada

122
Q

There were no sign language classes or interpreter preparation programs prior to the late ______ and early ________.

A

1950’s, 1960’s

123
Q

One of the first time sign language interpreters from across the U.S. met was when they came to interpret for ________________________________.

A

A national meeting held at Ball State Teacher’s college in Muncie, Indiana, June 14-17, 1964. The conference was not for Interpreters but the interpreters hired to work the meeting greed to stay an additional day to discuss the increased demand for interpreters and the need to develop a list or register of those who were qualified to interpret nationally.

124
Q

From the meeting at Ball state teacher’s college in Indiana, what organization was founded? What was it first called and what was its name later changed to?

A

National Registry of Professional Interpreters and Translators for the Deaf. Later changed to Registry of Interpreters for the Deaf.

125
Q

The goal of RID is to ___________________________ .

A

Promote the profession of interpreting and transliteration by American Sign Language and English.

126
Q

The Mission of RID is ____________________________________________________.

A

To provide international, national, regional,state and local forums and an organizational structure for the continued growth and development of the profession of the continued growth and development of the profession of interpretation and translation of American Sign Language and English.

127
Q

The original purpose of RID included:

A
  • publishing a registry of interpreters
  • Investigating evaluation and certification systems
  • informing the public about interpreting services
128
Q

RID is a member-run organization - members vote on organizational business biennially and on certain issues by mail ballot. Membership categories include:

A 
Certified
Associate
Supporting
Student
Organizational
129
Q

How often do the members of RID elect board members?

A

Every two years.

130
Q

Differently from RID, AVLIV involved both ________.

A

The Deaf and interpreting Communities.

131
Q

Why did the AVLIC choose to use the name “Visual Language Interpreters” ?

A

They wanted a name that was broad enough to include those practitioners who provide oral and signed transliteration, as well as sign language interpretation.

132
Q

What are the membership categories of the AVLIC?

A

Active
Supporting
Chapter

133
Q

The AVOIC Ws established to accomplish several purposes, including:

A
  1. Provide a professional milieu in which the nurturing of positive growth can take place;
  2. Promote networking
  3. Develop personal knowledge, skills, and ethical behavior
  4. Advance the profession in general.
134
Q

The goal of AVLIC includes:

A
  1. Promoting standardization and uniform quality if interpreting services
  2. Providing an open forum for discussion of issues pertinent to visual language interpreters and consumer groups
  3. Advocating and providing for professional development opportunities
  4. Implementing and coordinating accreditation of Visual Language Interpreters
  5. Encouraging the development of programs designed to facilitate the education and training of potential interpreters
135
Q

CSC

A

Comprehensive Skills Certificate

136
Q

IC/TC

A

Interpreting certificate/ Transliterating Certificate

137
Q

RSC

A

Reverse Skills Certificate

138
Q

OIC:C

A

Oral Interpreter Certification: Comprehensive

139
Q

OIC:S/v and OIC:V/S

A

Oral Interpreter Certificate: Spoken-to-visible

Oral Interpreter Certificate: Visible-to-Spoken

140
Q

SC:L , SC:PA, & MCSC

A

Specialist Certificate: Legal, Specialist Certificate: Performing Arts, & Masters Comprehensive Skills Certificate.

141
Q

EIPA

A

Educational Interpreter Performance Assessment

142
Q

ADA

A

Americana with disabilities Act

143
Q

Meta-ethical Principles

A

Metaethics is the attempt to understand the metaphysical, epistemological, semantic, and psychological, presuppositions and commitments of moral thought, talk, and practice.

144
Q

Ethics

A

Behavioral standards- a set of principles that define what is judged appropriate or in appropriate, right or wrong.

145
Q

CPC

A

Code of professional conduct

146
Q

The guiding principles behind the NAD-RID code of professional Conduct include the concepts of:

A
  • confidentially
  • linguistic and professional competence
  • impartiality
  • professional growth and development
  • ethical business practices
  • the rights of participants in the interpreted situation to informed choice
147
Q

Goals of professional code of ethical behavior re to:

A
  • educate members regarding what is appropriate and inappropriate behavior
  • foster the development of professional goals and norms
  • deter inappropriate and immoral conduct
  • discipline offenders
  • provide information to market regarding what is acceptable practice by members of the said profession
  • protect the public from unethical practitioners
148
Q

Mentoring or twinning

A

An arrangement in which a more experienced interpreter “adopts” a less experienced interpreter, showing her the ropes, introducing her to the Deaf and interpreting communities, and serving as a sounding board to review and evaluate the less-experienced interpreter’s professional behavior, Decision-making, and quality of interpretation or transliteration.

149
Q

Values undergirding the AVLIC and RID codes of ethics, including those stated in the AVLIC preamble, as well as:

A
  • the right of all people to be treated fairly and with respect
  • respect of individuals privacy
  • the right of all individuals to take charge of their personal and business affairs without the imposition of a third party’s opinion, values or judgement distorting or influencing the communication or interaction.
  • the right of all individuals to communicate freely in the Language/mode most comfortable to them;
  • the right of all individuals to know what a service will cost in advance of the provision of that service
  • the belief that professional practitioners can learn and that good judgement and decision-making will be the result of experience and education
  • a belief in the value of life-long learning and professional development.
150
Q

Types of employment for interpreters:

A
  • staff interpreter
  • contract Interpreter
  • self-employed practitioners
151
Q

Pay rates vary from $20.00 to $75.00 per hour depending on :

A

Certification, experience, setting, difficulty involved, etc.

152
Q

What is RSI, and why might this be a threat for long time interpreters?

A

Repetitive strain injury, because it can result in total physical disability, and emotional burn out.

153
Q

AADB

A

American Association of the DeafBlind.

American Association of the DeafBlind prepares guidelines toward healthcare agencies, institutions and DeafBlind citizens in the United States. AADB seeks a rapport between DeafBlind and Medical staffers in time of urgent needs of equal access of communication

154
Q

tactile sign language (Pro-tactile ASL)

A

words pressed by touch into another’s hands

Pro-tactile ASL emerged in the early 2000s, as once-isolated DeafBlind people began to form communities.

155
Q

It’s a form of communication made famous by_____________ and ____________.

A

Helen Keller and her tutor, Annie Sullivan

156
Q

Helen Keller National Center

A

The Helen Keller National Center for Deaf-Blind Youths and Adults is a foundation in the United States that provides services for individuals who, like Helen Keller, are both blind and deaf.

157
Q

what is new in pro-tactile?

A

we’re seeing things that were used in visual sign language be transitioned from the use of space to the use of the perceiver’s body.

158
Q

Distantism

A

The English word “distance” comes from “distantia,” Latin for “a standing apart.” A point could be made that distantism refers to the privileging of the distance senses of hearing and vision. The ways in which many cultures have evolved on the almost exclusive basis of these two senses have indeed been harmful to us. That insistence on sight or hearing to function in society means only one thing for us: death.

159
Q

vidism

A

Discrimination or prejudice toward blind individuals.

160
Q

Braille

A

a form of written language for blind people, in which characters are represented by patterns of raised dots that are felt with the fingertips.

DEAF 420 INTERPRETING III (1 decks)

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