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ASL > Knowledge Exam Prep > Flashcards

Knowledge Exam Prep Flashcards

1
Q

The contextual environment includes what two things?

A
  • The physical location where the interaction is taking place
  • The personal history each participant brings to the event
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2
Q

What are external noises?

A

flickering of an overhead light, the squeal of a poorly connected microphone, or the incessant coughing of an individual

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3
Q

What are physiological noises?

A

biological factors that interfere with communication, like illness, exhaustion, or hunger

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4
Q

What are psychological noises?

A

happens in the head of all participants in the communication environment, like internal stress, personal judgments, random thoughts

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5
Q

What are the 5 levels of formality (registers)?

A

Frozen, Formal, Consultative, Informal, and Intimate

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6
Q

Explain Frozen setting.

A

When used: weddings, funerals, ceremonies, sports events, etc
vocab/structure: handed down through the years- sometimes archaic
turn-taking: no turn-taking
rate/volume: slowed slightly and signs and speech are more enunciated

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7
Q

Explain Formal setting.

A

When used: sports arenas, auditoriums, theaters, churches, presentations, etc
vocab/structure: compound and complex
turn-taking: no informal or spontaneous turn-taking when this is used
rate/volume: clear diction- well-enunciated articulation, slower than normal rate production

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8
Q

Explain Consultative settings.

A

When used: one-on-one or small group interactions
vocab/structure: Complete, compound sentence structure
turn-taking: a variety of turn-taking ways
rate/volume: will be dictated by the physical environment, characteristics of the participants and the personal style of the speaker

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9
Q

Explain Informal setting.

A

When used: neighbors, co-workers, students, colleagues, etc are chatting as peers or equals
vocab/structure: fragments, run-on sentences within informal changes, slang, and improper grammatical forms are used
turn-taking: more fluid and a certain amount of interrupting to take the floor
rate/volume: rapid rate of speaking or signing, less enunciation, and production

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10
Q

Explain Intimate setting.

A

When used: informal, casual settings; individuals who are interacting that has a close relationship
vocab/structure: use of complex sentences and sometimes without the use of any languages at all
turn-taking: rapid
rate/volume: jargon or technical language- can be fast

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11
Q

What are the three different definitions of Culture?

A
  1. UNESCO: the dynamic value of systems of learned attitudes with assumptions, conventions, beliefs, and rules to relate to one another and the world
  2. Padden and Humphries: A set of learned behaviors of a group of people who have language, values, rules, and traditions
  3. Kohls: define a community’s general beliefs, religious beliefs, myths, values, and knowledge
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12
Q

What is Culture made up of?

A

general beliefs, religious beliefs, myths, values, and knowledge

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13
Q

Why are culture and language intertwined?

A

Culture is a system of meanings and values, language is the primary medium through which culture is communicated and shared with others

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14
Q

What are the two cultures that the world can be divided into? And whiches culture foes most of the world fall into?

A

collectivist and individualist cultures; 70% of the world falls into collectivist cultures

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15
Q

What does cultural identity mean?

A

the way an individual’s cultural of birth influences a person’s beliefs and self-concept; individuals make choices regarding the culture that will form the heart of their personal identity

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16
Q

Why is knowing about different cultures important for interpreters?

A

It is their job to mediate communication between people of at least two different languages and cultures and different group identities.- they need to learn about the cultural norms and world views of others.

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17
Q

Culture can be divided into which three subjects according to Marie Philip?

A
  1. Material
  2. Behavioral
  3. Cognitive
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18
Q

The norm for respectful communication generally includes what four characteristics?

A
  1. speaking directly to the other individual and calling him or her by name
  2. making and maintaining fairly consistent eye contact
  3. using an assertive volume of speech
  4. speaking truthfully- indicating agreement or disagreement in a direct and forthright manner
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19
Q

Expand on Interpersonal communication and interactions.

A

there can be an impact of cultural differences with interpersonal relationships. Ex: Japanese man and an American woman

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20
Q

What is the primary shaping of our concepts of who we are?

A

Language

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21
Q

As interpreters what must we become mindful of?

A

culture norms, values, and traditions of each group to the best of our ability

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22
Q

True or False: Readers are reminded that the norms and values of one culture should not be considered more correct or less correct than the norms and values of another culture group.

A

True

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23
Q

Deaf culture is based on what?

A

based on sight: getting the attention of another, signaling the telephone or doorbell ringing, communicating ideas through visual, etc.

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24
Q

What do introductions, greetings, and leaving-taking look like in Deaf Culture?

A
  • typically not concerned about clock-time
    - takes about 20- 40 minutes to get things
    started
    - important for individuals to connect upon
    arrival
    - leaving-taking takes about 15-30 minutes
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25
Q

What are some communication norms in Deaf Culture that Interpreters must become skilled at?

A

Using the most visually accessible way, they must be able to develop comfort with conversations that have graphic visual description

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26
Q

What are some ways to grab another individual attention?

A
  • tapping him or her on the shoulder
  • ask a person near that person to tap him or her
  • if you are trying to get the attention of a group, use arm-waving or even flashlights on and off
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27
Q

True or False: Eye contact in Deaf Culture is not mandatory.

A

False

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28
Q

What may Interpreters face when Interpreters are interpreting with American African Deaf people?

A

they may encounter folktales, proverbs, aphorism, verbal games, and narrative oral poems.

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29
Q

Do Deaf and hard-of-hearing Hispanics face discrimination within the Deaf community?

A

Yes

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30
Q

What is different with Native cultures with interpreting?

A
  • they may take longer to respond to a question
  • defer to their tribe or band before making any decisions
  • place greater emphasis on watching, listening, and observing than on talking about what is going on
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31
Q

If a Deaf person has enough hearing to communicate on the telephone, can they still identify as Deaf?

A

Yes

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32
Q

What is American Sign Language (ASL)?

A

A language based on a structured set of linguistic rules- the movement of the hands, face, and body, rather than sound. It is a visual-Gestural language

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33
Q

Explain Sign Supported Speech (SSS).

A

English-based signing systems that attempt to represent English in a manual/visual form- relying on the lexical and syntax of English

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34
Q

What is the Rochester Method?

A

Each word is fingerspelled; except the word “and” is signed

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35
Q

What is Seeing Essential English (SEE1)?

A
  • evolved in 1966 by David Anthony
  • based on a separate sign or movement for each “word root”
    - EX: “carpet” signed- CAR PET
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36
Q

Explain what Signing Exact English (SEE2) is.

A
  • developed from SEE1 by Gustason, Zawalkow, and Pfetzing
  • should be signed in a manner that is as consistent as possible with how it is spoken/written
    - EX: “cut it out”, “stop horsing around”- would be signed word for word
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37
Q

What is Conceptually Accurate Signed English (CASE)?

A
  • signs that are based on the meaning of the idea being conveyed
  • produced in English word order and usually accompanied by inaudible mouthing of the English words
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38
Q

How does Cokely, an interpreter, describe PSE? and what does PSE stand for?

A
  • Pidgin Signed English
  • describes it as a situation in which members of the Deaf community communicates with hearing people in a “foreign talk” register of ASL and member of the hearing community with Deaf people in a foreigner talk register of English
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39
Q

What are some other forms of communication should interpreters be aware of?

A
  • Foreign Sign languages: own indigenous sign language used by Deaf people living in that country
  • Home signs and Getusures: usually idiosyncratic and vary from family to family
  • Minimal Language Skills: individuals who have no developed skill in any language, spoken written, or signed
  • Oral Communication Systems: speech reading through deciphering lip, cheek, and throat movements
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40
Q

If an interpreter is interpreting for Deaf/Blind people what are three different ways to use language?

A
  • Sign language
  • Tactile signs
  • Fingerspelling
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41
Q

What are the five Constructs features/characteristics for forming and organizing schema?

A
  • Physical
  • Roles
  • Interactions
  • Psychological
  • Memberships
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42
Q

What are the three types of Oppression?

A
  • Individual
  • group
  • institutionalized oppression
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43
Q

What are the 6 characteristics of “Benefactors” or Oppressors?

A
  • Pejorative view of the minority group
  • Reciprocity of perspectives
  • Members of the group are innocent/childlike
  • Paternalism
  • Need for approval
  • Fear freedom movements
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44
Q

What is institutionalized oppression?

A

long-term conditioning of the public to view the minority group and its members as “less than” then contoured over an extended period of time until the marginalization is normalized and accepted

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45
Q

What is Ambivalence?

A

mixed negative and positive feelings about oneself based on society’s view of being “deficit”

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46
Q

What is Fatalism or passivity?

A

passively taking, whatever happens, sensing that you can do nothing to change anything

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47
Q

What is Horizontal violence do Deaf people experience when they are affected by Audism?

A

frustration at the disenfranchisement resulting in violence and hostility that members of an oppressed group take out on one another

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48
Q

“Benefactors are perfect” means what?

A

mistaking privilege for perfection

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49
Q

“Feeling powerless and believing only members of the majority group can change things” what is this type of affect?

A

Emotional dependence on the oppressor

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50
Q

What does Fear of Freedom mean?

A

wanting but at the same time fearing equality and empowerment

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51
Q

What was the movement that happened in Galluduet that occurred in 1988?

A

Deaf President Now (DPN)

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52
Q

What was the cause of DPN happening?

A

Gallaudet hired another Hearing president and mostly all the staff and all students protested for a Deaf president for their Deaf school

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53
Q

Opression is an enevitable rsult when a (1)______ rather than a (2)______ mindset exists.

A

1- “power-over”

2- “power-with”

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54
Q

How does minority people use humor to deal with their day-to-day expereince?

A

incorporates 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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55
Q

What are some situtations that interpreters will be working in where they see disrepect and denigration of Deaf people?

A
  • employers who ignore a Deaf employee or dismiss his or her request for minor accommodations
  • parents in denial about their child’s deafness, searching for a miracle
  • overhearing rude comments made by people in a restaurant
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56
Q

Interpreters are often the target of the backlash of the oppressed- which includes what?

A
  • frequent comments about ignorant hearing people
  • having to laugh at jokes that make fun of interpreters or hearing people in general
  • interpreting the comments of a Deaf person who is blaming or criticizing you for something
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57
Q

How can interpreters use humor as a tool?

A
  • try to understand the joke as a glimpse of an upside-down world in which Deaf people have a chance to gain something from being a member of the minority group
  • learn to laugh at yourself
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58
Q

When Deaf people talk about “those hearing people” who are they normally talking about?

A

doctors, school administrators, psychologists, teachers, etc.

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59
Q

True or False: Interpreters should be neutral through out their work/jobs.

A

False- Neutrality is a myth

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60
Q

What are some examples for someone to becoming an ally/advocate?

A
  • learn about oppression- identify it in your won life
  • Help members of your own group understand oppression
  • Recognize that you may be part of the problem
  • remember that as a member of the majority group you can’t see reality as clearly as the oppressed group, listen to and believe Deaf people when they tell you about their experiences with oppression
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61
Q

What does A-language or L1 mean?

A
  • first language or native language

- usually the language your parents speak

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62
Q

What does B-language or L2 mean?

A

second language

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63
Q

What does C-language mean?

A
  • more difficult

- may understand what is being expressed to you but have a difficult time with responding

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64
Q

What is the Source language (SL) and Target language (TL) mean?

A
  • SL: the original message that is being conveyed
    - Ex: ASL to English
  • TL: what the original message is being interpreted in
    - Ex: English to ASL
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65
Q

Why is processing time so important for an interpreter?

A

it is where the interpretation lags between the SL and the TL to be able to process what is being conveyed into the target language
- using that time to understand the concept before interpreting, figuring out how to use the TL grammar, show intent, goal, and show/tell content

66
Q

What is the difference between Transliteration and Translation?

A
  • Transliteration: used to refer to the transaction of words form on written language into a phonetic form of another language
  • Translation: message from the frozen form on one language into the frozen form of another language
67
Q

What are sight translations?

A

changing a message from a frozen form in one language into spoken or signed form of another language

68
Q

Explain simultaneous and consecutive.

A
  • simultaneous: you are interpreting “at the same time” as the source language
  • consecutive: “in sequence” or “in order; listen/watch a portion o the SL then start interpreting into the TL
69
Q

Are consumers/clients/customers only the Deaf people in the interpreting job?

A

No; the hearing people are also consumers/clients/customers

70
Q

Expand on One-on-One setting.

A
  • linguistics registers ranges, informal or consultative
  • discourse style may vary from general vocabulary to technical jargon
  • goals range from exchanging or clarifying information, teaching, explaining, confronting, scolding, may be highly emotional, rapid turn-taking, interruptions
  • turn-taking supports shifting back and forth between 2 participants
71
Q

Expand on Small Groups setting.

A
  • 3-20 individuals
    - Ex: staff mettings, group conseul
    meetings, etc
  • speech goals may individual informing, advising, explaining, or planning
  • Turn-taking is rapid, must indicate who is speaking, shifting back and forth from sign to voice and voice to sign
  • typically the most difficult setting to interpret
72
Q

Expand on Large Group or Platform settings.

A
  • 20- tens of thousands of individuals, speaking typically stands on stage/platform
  • follows the rules for formal interactions; little to no interaction
  • speaker goals may include entertaining, informing, inspiring, teaching, or convincing
  • preparation is possible
73
Q

What is the Helper Philosophy?

A
  • Deaf people were generally viewed as handicapped, limited, and unable to fully manage their personal and business affairs so the interpreter was more like a “care-taker”
  • overly involved with the consumers
74
Q

What is the Machine (Conduit) Philosophy?

A
  • let to the interpretation of the Code of Ethics as a rigid set of rules
  • “followed the rules”
  • interpreters were more like robots in this type of philosophy
75
Q

What is the Communication Facilitation Philosophy?

A
  • interpreters become more aware of the need for appropriate placement lighting, background, and so on
  • interpreters adopt appreciate attire
  • beards outlawed, fingernail polish, pattern clothing, and most jewelry as well
76
Q

What is the Bilingual-Bicultural Philosophy?

A
  • mid-point between helper and machine philosophy
  • interpreters are sensitive to physical communication dynamics, indicate who is speaking, place themselves appropriately, etc
  • aware of the inherent differences in the languages, cultures, norms for social interaction, and schema of the parties
  • more interpreters are adopting this philosophy
77
Q

How does an interpreter accomplish the speaker’s goal?

A
  • goals include: teaching, inspiring, entertaining, counseling, guiding, explaining, requesting, selling, or convincing
  • speaker uses words to accomplish his or her goal and the singer uses signs
  • bi-bi philosophy: the interpreters know the goals are accomplished differently in each language and culture
78
Q

What does Dynamics mean?

A

the way the people in the interaction react to or engage with the speaker or signer and his or her message

79
Q

What are the three linguistic and cultural adaptations?

A
  • linguistic expansion: implicit information or deas, also the explicit information and ideas
  • cultural expansion: providing the contextual information
  • cultural or linguistic reduction: reducing the volume, and sometimes the detail of information without affecting the meaning intended
80
Q

Why are linguistic and cultural adaptations made? There are three reasons.

A
  • Linguistic needs
  • Cultural needs
  • Difference in experiential frame
81
Q

There are two features lacking in other philosophical orientations, what are they?

A
  • the reality that they are human beings, not machines

- the power inherent in the position of an interpreter

82
Q

Individuals believe the Code of Ethics has a greater breadth of interpretation and will make ethical decisions based on what?

A
  • language and culture of the consumers
  • an understanding of the history of oppression
  • the presence of an interpreter in any interaction has an impact on the interpersonal and communication dynamics
83
Q

The focused concentration provides interpreters with time too? (3 things)

A
  • Analyze the content in which the exchange is happening and the way it influences the communication dynamics
  • Analyze the incoming message at a deeper level
  • Make a switch into the target language without losing, meaning or speaker goals
84
Q

What happens if an interpreter does not drop the source language form?

A

results in skewed or unclear communication due to the intrusion of language/culture features in the target language output

85
Q

Due to English using both content and functional elements and ASL articulates primarily content elements, that makes sometimes interpreters confuse volume with what?

A

equivalency

86
Q
  1. English: direct or indirect?
  2. ASL: direct or indirect?
  3. English: passive voice or active voice?
  4. ASL: passive voice or active voice?
A
  1. indirect
  2. direct
  3. passive voice
  4. active voice
87
Q

ENGLISH: characteristics that promote the indirect or implicit conveyance of information?

A
  • combinations of verbs and prepositions
  • use of generic terms to represent a wide range of semantic meanings
  • pronouns that lack a specific referent
  • compact lexical items in which one term carries descriptive semantic meaning
88
Q

ASL: characteristics that promote the direct or explicit conveyance of information?

A
  • maintains strong associations to the immediate experience of actual things and events
  • Tends to be specific, sensory-oriented, succinct
  • construct a message with signs based on their effectiveness in communicating semantic meaning through perceptual imagery
89
Q

What are the seven expansion techniques?

A
  1. contrasting
  2. faceting
  3. reiterating
  4. role-shifting/incorporations of 3-D information
  5. noun-listing/examples
  6. couching/nesting
  7. describe then do
90
Q

What is the contrasting technique?

A

presenting the negative and positive of the idea

91
Q

What is the faceting technique?

A

any one of the several parts or possible aspects of something; two or more signed synonyms when converting a particular concept

92
Q

What is the reiterating technique?

A

repeated within the same short utterance for clarity or emphasis

93
Q

What is the role-shifting/incorporation of 3-D information technique?

A

convey interactions between two or more people and “set the scene”; using body agreement, locatives, and directional verbs

94
Q

What is the noun-listing/examples technique?

A

use of a listing of examples that fir a semantic category after the introduction of a term

95
Q

What is the couching/nesting technique?

A

provide information to an introductory expansion or “set up” to ensure the listener a=has the schema or frame required to understand the upcoming discourse

96
Q

What is the describe then do the technique?

A

the signer states what he/she will do/say from a narrator position and then they will do a role-shift, the signer does/says what was described from the position of the person/thing doing the action

97
Q

What are the five steps of the interpreting process?

A
  1. take in the source language
  2. identify deep structure meaning
  3. apply contextual/schema scree
  4. formulate/rehearse target language utterance
  5. produce interpretation
98
Q

Explain step ONE of the interpreting process; Take in the Source Language.

A
  • interpreter should remain focused on the SL until s/he is able to make sense of the incoming SL
  • Physical requirements: must be physically able to hear
  • Cognitive Competence: being able to “fill in the blanks”
  • Linguistics and cultural requirements: bi-bi competence
  • Social competence: interpreting process primarily in the head of the interpreter
99
Q

Explain step TWO of the interpreting process; Analyze deep structure meaning.

A
  • interpreter required to analyze the surface structure of SL texts
  • Cognitive competence: thinking requires the exercise of mental faculties in order to form ideas and make conclusions
    - critical thinking skills
  • Linguistic and cultural requirements: one must be fluent enough in each language to recognize unstate but clear implied informartion
100
Q

Explain step THREE of the interpreting process; Apply contextual/schema screen.

A
  • understanding contextual factors and interpersonal dynamics
  • Scehma: similarity or difference in their backgrounds and experiences have a dramatic impact on the ease or difficulty of communication
  • contextual factors: the interpreter is expected to predict; who will be involved, what relationship might exist, etc
101
Q

Explain step FOUR of the interpreting process; Formulate/rehearse equivalent message.

A
  • begins to consider how to convey the intended meaning in the target language/culture in such a way that will have the same dynamic impact
102
Q

Explain step FIVE of the interpreting process; Produce target language interpretation.

A
  • interpretation becomes audible/visible to the participants for whom interpretation is being provided
103
Q

Although the interpreter is doing the interpreting process, what else is the interpreter also doing while interpreting?

A

monitoring their interpretation

  • confirming comprehension/asking for clarification
  • sowing the process to allow for movement
  • checking for and correcting errors in output
  • verifying consumer is understanding
  • verifying maintenance of interpersonal dynamics
104
Q

The interpreter must be assessing contextual factors, interpersonal dynamics, and overall process management; what are some of those tasks?

A
  • working with rehearsed and/or read tests
  • working with uninitiated consumers
  • when to use first person
  • how to ask for clarification
  • when to use consecutive, as opposed to simultaneous forms
105
Q

Who were the sign language interpreters in Canada and the United States back then?

A

People who:

  • have Deaf parents or siblings
  • be teachers of the Deaf
  • be members of the clergy
106
Q

When did the Registry of interpreters for the Deaf (RID) get established?

A

June 14-17, 1964

107
Q

RID is a member-run organization: what are the five categories?

A
  1. certified
  2. associate
  3. supporting
  4. student
  5. organizational
108
Q

RID Certificates expired after 5 years unless the holder does what?

A
  • takes a second evaluation

- successfully completed a specialist certificate

109
Q

An interpreter was considered “fully certified” if s/he held either a ____ or an ____. A person was considered “partially certified” if s/he held an ____, ____, or an ____.

A
  • CSC (hearing)
  • RSC (deaf)
  • IC
  • TC
  • IC/TC
110
Q

For the oral transliteration (OIC:C) an interpreter must perforce what two segments?

A
  1. paraphrasing and transliterating a spoken message to a Deaf or hard of hearing person depending on speech reading
  2. demonstrating the ability to lip-read a Deaf or hard of hearing person using non-auditory speech and mouth movements
111
Q

What are the three specialist certificates?

A
  1. Specialist Certificate: Legal (SC:L)
  2. Specialist Certificate: Performing Arts (SC:PA)
  3. Masters Comprehensive Skills Certificate (MCSC)
112
Q

What does a Deaf interpreter must have the ability to do to become a Certified Deaf Interpreter (CDI)?

A
  1. Interpret simultaneously from English to ASL
  2. Interpret consecutively in an interaction between a Deaf and hearing person
  3. Interpret from print English to ASL
  4. Mirror information accurately (for Deaf-Blind or relay interpreting settings)
113
Q

There are three levels of certification that are awarded by RID, what are they?

A
  • NIC: demonstrating professional-level ethics as well as standard interpreting and transliterating skills
  • NIC-Advanced: demonstrating profession level ethics and advanced interpreting and transliteration skills
  • NIC-Masters: demonstrating advanced professional level ethics as well as advanced interpreting and transliterating skills
114
Q

What does the Oral transliteration (OTC) exam include?

A
  1. conveying a spoken English transliteration that is accessible to someone using speech reading strategies
  2. voicing over an oral deaf individual as s/he speaks audibly
  3. facilitating an interactive setting involving an oral deaf person
115
Q

What are the four stages of the Association of Visual Language Interpreters Certification (AVLIC)?

A
  1. Written test of Knowledge (WTK)
  2. Preparation
  3. Teat of Interpretation
  4. Certification Maintenance
116
Q

Expand on phase one (Written test of knowledge) of the AVLIC.

A
  • history and organization of AVLIC and related organizations
  • field of sign language interpreting, language, and culture
117
Q

Expand on phase two (preparation) of the AVLIC.

A
  • participate in two required preparation workshops

- study prep material

118
Q

Expand on phase three (test of Interpretation) of the AVLIC.

A
  • ASL as a target language
  • English as a target language
  • Message equivalency
119
Q

Expand on phase four (certification Maintenace) of the AVLIC.

A
  • Maintain membership
  • adhere to the Code of Professional Conduct (CPC)
  • SUbmit annual documentation of professional development activities
120
Q

After an individual takes their knowledge test for the MAD-RID National Interpreting Certificate (NIC) how long do they have to complete/take the performance exam?

A

within 5 years after passing the knowledge portion

121
Q

If individuals want to become an interpreter what additional classes should they take to develop the ability to do what?

A

to develop the ability to think critically and review meta-ethical principles and the code of conduct set by other professions

122
Q

A profession is distinguished by three essential features. What are they?

A
  1. a profession has a special monopoly over the right to provide a particular service through licensure or certification
  2. a profession has a defined (limited) scope of practice and a related body of knowledge
  3. Professionals adhere to a clearly articulated set of values or code of ethics
123
Q

What are Ethics?

A

behavioral standards; a set of principles that defines what is judged appropriate or inappropriate, right or wrong

124
Q

Why did they develop codes of ethical behaviors?

A
  • educating members of the profession regarding what is appropriate and what is not
  • fostering the development of professional goals and norms
  • deterring inappropriate and immoral conduct
  • providing information
  • protecting the public from unethical practitioners
125
Q

What are the guiding principles behind the NAD-RID Code of Professional Conduct?

A
  • confidentiality
  • linguitic and professional comptence
  • impartitality
  • professional growth and development
  • ethical business practices
  • the rights of participants interpreted situations to informed choice
126
Q

What does ctirical thinking include for an interpreter?

A
  • determining if the information recied is reliable
  • determining if decisions made are consistent with professional codes of ethics
  • understanding how the code of ethics may conflict with your own individual or family values
  • testing new ideas and solutions
  • comparing new ideas and solutions with standard responses to those decisions
  • integrating the information learned with acceptable norms of professional behaviors
127
Q

What are the steps to practicing principles?

A

Steps:

  1. List options
  2. Identify the consequences of each option
  3. Collect/review facts
  4. review consequences
  5. review options
  6. rank options
  7. act
  8. review action
  9. record for reference
128
Q

What is the percentage of our decsioins that are based on conscious cognition?

A

20%

129
Q

What are some characteristics that come with us to adulthood?

A
  • low self-esteem
  • covering up or compensting for your poor-self comvept by being: a perfectionist, caretaking, controlling, judgmental towards towards others, super resonsbile or irresponsible
  • needing approval
  • trying to solve others problems
  • being unable to act assertively or to stand up for yourself by acting assertively
130
Q

Why is mentoring important?

A

more experienced interpreter mentors a less experience interpreter and they show them the ropes and different approaches to different situations

131
Q

What types of events that are involved with the religious settings?

A

religous servies, funerals, weddings, and special events

132
Q

Expand on Relgious settings.

A
  • standard quliaficiations: none
  • speical considerations: formal and frozen register and art forms
  • ethical considerations: conveying the content without lettings one’s own belief interfere
  • placement: varies
  • pay for services: varies
  • supervision,evaluation, and professional development: infrequent
133
Q

When should a hearing iterpreter work with a Deaf interpreter?

A

when the deaf consumers communication is affected by special circumstances; may include having a physical or mental development issue, being unfamiliar with standard ASL, using non-standard ASL

134
Q

Exapnd on working with a Deaf Interpeter (DI).

A
  • role delineation: both the DI and the hearing intepreters are professional practitioners
  • special knowledge and skills: special training and practice are required to do an effective jon working in a deaf-hearing interpreting team
  • pay for services: varies from city to city and region to region; payment should be the same for both interpreters
  • opportunities for professional development: available through professional interpreters workshops, continuing education opportunities, and skills upgrading seminars
135
Q

Expand on Interpreting in Medical settings.

A
  • role delineation: medical staff often doesn’t understand interpreters role or what s/he needs to perform
  • special knowledge and skills: interpreter must be familiar with a variety of medical terms, producers, and protocol
  • pay for services: varies
  • professional development: through professional interpreter workshops. contuinung education, skills upgrading seminars
  • stand qualifications: no standard
136
Q

What does legal settigs include?

A

atterony-clinet appointments, police interactions, and courtroom proceedings, courtroom proceedings involve civil, criminal, and adminstrertive hearings

137
Q

Expand on interpreting in Legal settings.

A
  • stand quiliaficiations: interpeters to be certified
  • pay for servies: higher fees, charged due to level of expertise required
  • supervision/proffeesional development: by the size and multi-lingual/multi-ethic nature of the community
  • Ethical concerns: many areas and concerns one has to think about
138
Q

What types of settings are involved in mental health and psychiatric settings?

A

psychiatric testing and evulation, outpatient group or individual therapy sessions, inpatient group or individual therapy sessions

139
Q

Expand on Mental health and Psychiatric settings.

A
  • speical knwoeldge/skills: interpreter works closely iwth the thearpist, insuring the inteprets presence does not shift communication and interpseraonl dynamics, must be alert to insure personal safety
  • standard qualifications: should be certified
  • pay for serives: high fees
140
Q

Expand on interpreting for Conferences.

A
  • pay for serives: may be paid by an hourly or day rate
  • supervision/evaulation: no common ut may have an interpreter coordinator
  • working conditions: usually work long days
  • special considerations: may be multiple visiaul and spoken languages an array of technology and equipment with which or around which the interpreter must work
141
Q

Interpreting in the theartical or performing arts is just like any other interpreting job?

A

No, these settings the interpreter often becomes “a part of the show” dressing in costume, moving in a large, dramatic signing space, physically portraying a variety of chariters or personfying the rhythm of music

142
Q

Expand on interpreting in employment-realted settings.

A
  • standard qualifications: mimnally
  • speical knwoedlge/skillS: must be sensitive to cultural adjustments needed, as well as the speicaled terminology, protocol, and technology uqine to each field
  • supervision/evataion: rare
  • pay for servies: varies
  • working conditions: usullay less than optimal requiring interpreters to be flexible
143
Q

Expand on interpreting in Socail service settings.

A
  • qualifications: minimally a mature, emotionally stable graduate
  • pay for serives: varies
  • supervision: none
  • special knowledge/skills: should be familiar with terminology
  • working conditions: poor, often crowded, noist, and sometimes smoke-filled
144
Q

What are some examples of personal settings?

A

family reiuons, family encounters, confrontations with neighbors, personal purchase

145
Q

Expand on interpreting in Personal settings.

A
  • speical consdierations: fexilbility of role
  • working conditions: unpredictable
  • supervision/evaultion: none
  • pay: varies, may be on a barter agreement
146
Q

When should an interpreter team with another an interpreting team?

A
  • test is dense or complex
  • presentation is longer than 50 minutes
  • room is large to allow all deaf paripants to see the interpreter
    there are participants using tacile or close vision interpetation
147
Q

Why is there typically more job opptunites in large areas than in rural communities?

A
  • deaf people tent to congreate in metropolitian areas because education, employment and social opptunites
  • typically more servies to support the needs of Deaf individuals
  • the economic base in urban areas is uaully larger and more able to support the employment of Deaf people
148
Q

What should interpreters keep in mind when doing business?

A
  • transportation
  • office expenses
  • taxes, retirement fund, disabiloty insurance
  • billing/booking time
  • business clothing
  • insurance
  • public relations
149
Q

How to prepare to do business?

A
  1. devellopment of resumes
  2. skills in writing business letters
  3. basic bookkeeping and techniques for developing invoices and collecting money owed to you
  4. schedule maintenance, booking appointments at appropriate intervals, calling to confirm, etc
  5. development of business polices
150
Q

Working in this profession what are some threats?

A
  • Repetivie strain injury (RSI)

- emotional burnout

151
Q

What are the best ways to prevent RSI?

A
  • proper warm up before working
  • regular exercise and good nutrition
  • check your signing habits
  • insist on appropriate working conditions
152
Q

How can interpreter be prepared for emotional burnouts?

A

it is esstential that you have welldevelopmed stress management and support systems ready to be used

153
Q

What are types of employment in the itnerpreting profession?

A
  • staff interpreter
  • contract interpreter
  • self-employed practioners
154
Q

What are the pay rates of an interpreter?

A

varies from $20.00 to $75.00 per hour depending on a number of ffctors including cerifitication, experience, setting, level of difficulty involved and so on

155
Q

How is the COVID-19 pandemic affect Deaf/Blind people?

A

Most all Deaf/Blind people use tactlce sign or the touching of ones hands with fignerspelling and smaller signs. But during this time touching is the main focus of what not to do to not spread the virus.

156
Q

At the hostpials only the patient is allowed to go in, so for the Deaf/Blind patients, they are unable to have an interpreter there, what are a couple things the hostipal could do to provide services?

A
  • If VRI is not possible for the DeafBlind, the interpreter must be hired and in presence in protective gear such as mask, gloves, full surgeon scrubs to ensure proper tactile communications and safety for both interpreter and patient.
  • When the DeafBlind is left without any interpreter in presence, medical staffers can apply Print-On-Palm tactics, where ABC’s are traced on a hand.
    and so many more ways to provide services
157
Q

If there are two Deaf/Blind individuals communicating to each other, the individual who is not signing what do they do to reply to them while the other individual is still signing?

A

they will tap on the other individuals leg or arm and sign YES so they can feel it

158
Q

If an interpreter is uncomfortbale with having to sit close to the Deaf/Blind person, should they take on interpreting jobs interpreting for Deaf/Blind?

A

No; it is important for the intepreter to be comfortable and understand they may have to sit really close to the Deaf/Blind individual

159
Q

How does the signing look for Deaf/Blind people, is their signing big or small?

A

Their signing space typically tends to be smaller

160
Q

John Lee Clark mentioned in his article about “vidism”, what is that?

A
  • it shows how some of the sigted Deaf community has excluded Deaf/Blind
161
Q

What does “distantism” mean accoring to John Lee Clark?

A

“refers to the privileging of the distance senses of hearing and vision”

162
Q

True or False: All Deaf/Blind individuals sign in a small place and tend to only use one hand?

A

False- there are indiividuals will sign big and use both hands to fingerspell

ASL (2 decks)

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