NIC Practice Questions Flashcards
1
Q
Approximately what percentage of Deaf and hard of hearing children have hearing parents?
A
85 to 95%
2
Q
During an interpretation for a large audience, the lighting should?
A
Come from more than one angle
3
Q
Section 504 of the Rehabilitation Act of 1973 includes which of the following provisions?
A
Qualified disabled individuals cannot be discriminated against by programs receiving federal funding
4
Q
When an interpreter is subpoenaed as an expert witness in court, the interpreter’s area of expertise is
A
Communication issues and cross-cultural mediation
5
Q
The focus of the cultural/humanistic view of Deaf people is on:
A
The person rather than the deafness
6
Q
Which of the following is a community-based, non-profit organization that works specifically with African American Deaf persons to advocate for their rights?
A
BDA
7
Q
According to RID, a certified interpreter can lose certification for all of the following reasons:
A
Failing to pay current national dues, failing to complete certification maintenance program, violating ethical standards
8
Q
To sociolinguists, the intimate register of discourse is characterized by:
A
Reliance on information that is left implicit
9
Q
While working, an interpreter is asked by one of the hearing participants how long it took to become an interpreter. Without responding, the interpreter directs this question to the Deaf person. The interpreter is functioning under the:
A
Conduit model
10
Q
Which of the following is always true of an effective English-to-ASL interpretation?
A
It adapts to audience performance
11
Q
What are the three critical domains that NIC tests for?
A
A. Interpreting and transliteration skill through a performance test
B. Ethical decision making through interview portion
C. General knowledge of the field of interpreting
12
Q
How many CEUs must a certified interpreter earn per four-year cycle?
A
8
13
Q
Which organization is based on the US?
A
NAOBI
14
Q
RID valid certifications status=
A
EIPA, NAD, RID certifications no longer offered
15
Q
EPS
A
Ethical practices system
16
Q
Is ACET required?
A
No
17
Q
When are national conferences held?
A
During odd years
18
Q
CMP
A
Certification Maintenance Program
19
Q
An important difference between ADA and Section 504 of the Rehab Act of 1973 is:
A
ADA allows individuals and the government to file suit in cases of discrimination
20
Q
NAD Certificate Levels:
A
Generalist (III), advanced (IV), master definition (V)
21
Q
Earliest record of sign language interpreters in the US show they were from which groups:
A
Those with deaf parents/siblings, teachers of deaf, clergy
22
Q
The Education of All handicapped children act (PL 94-142) contains what important phrase?
A
“Least restrictive environment”
23
Q
RID was established in 1964 after which event?
A
Ball State University Workshop
24
Q
RID Voting Requirements:
A
Certified or associated membership, member of good standing, member of an affiliate chapter
25
Which of the following certificates is no longer valid?
CDI-P
26
Where is RID Headquarters?
Alexandria, VA
27
Which of the following linguistic features is found in ASL but not English?
Object-Verb agreement
28
Which is true regarding noun-verb pairs in ASL?
The noun is signed using a smaller double movement.
29
What does the ADA stand for and what year was is passed?
Americans with Disabilities Act in 1990
30
Mano a Mano
National Organization of interpreters who work in Spanish-Influenced settings
31
What year did ASD open?
American School for the Deaf opened in 1817
32
What year did Deaf President Now take place?
March 1988
33
What was the name of the hearing president in DPN that was forced to resign?
Elizabeth A. Zinswer resigned a few days after the protests
34
What was the name of the president who was later welcomed in result of DPN?
Dr. I. King Jordan became Gallaudet’s first Deaf president
35
What tenet addresses multiple roles in interpreting?
Tenet 3.3 “avoid performing dual or conflicting roles in multidisciplinary or other settings.”
36
What is RSI?
Repetitive Strain Injury: stress-related, cumulative type of injury resulting from repetitive moments.
37
What does RSI tend to result in?
Carpal tunnel syndrome, tendinitis, tennis elbow and brachial neuralgia
38
What section of ADA are interpreters addressed?
Title III.V Interpreters are considered a type of auxiliary aid that is required to be provided for communication with any individuals with hearing impairments.
39
What year was RID established and why?
June 14-17, 1964 in Muncie Indiana— a workshop was held to bring more structure and foundation to the training of interpreters.
40
CPC Tenet 1.0
Interpreters adhere to standards of CONFIDENTIAL communication.
Guiding principle: Interpreters hold position of trust in their role as linguistic and cultural facilitators of communication. Confidentiality is highly valued by consumers and is essential to protecting all involved.
41
CPC Tenet 2.0
Interpreters posses the PROFESSIONAL skills and knowledge required for the specific interpreting situation.
Guiding Principle: Interpreters are expected to stay abreast of evolving language use and trends in the profession of interpreting as well as in the American Deaf community. Interpreters accept assignments using discretion with regard to skill, communication mode, setting, consumer needs. Terms possess knowledge of American Deaf culture and deafness-related resources.
42
CPC Tenet 3.0
Interpreters CONDUCT themselves in a manner appropriate to the specific interpreting situation.
Guiding principle: Interpreters are expected to present themselves appropriately in demeanor and appearance. They avoid situations that result in conflicting roles or perceived or actual conflicts of interest.
43
CPC Tenet 4.0
Interpreters demonstrate RESPECT FOR CONSUMERS
Guiding principle: Interpreters are expected to honor consumer preferences in selection of interpreters an interpreting dynamics, while recognizing the realities of qualification, availability, and situation
44
CPC Tenet 5.0
Interpreters demonstrate RESPECT FOR COLLEAGUES, INTERNS AND STUDENTS within the profession
Guiding principle: Interpreters are expected to collaborate with colleagues to foster the delivery of effective interpreting services. They also understand that the manner in which they relate too a colleague reflects upon the profession in general.
45
CPC Tenet 6.0
Interpreters maintain ethical BUSINESS PRACTICES
Guiding principle: Interpreters are expected to conduct their business in a professional manner whither in private practice or in the employ of an agency or other entity. Professional interpreters are entitle to a living wage based on their qualifications and expertise. Interpreters are also entitled to working conditions conducive to effective service delivery.
46
CPC Tenet 7.0
Interpreters engage in PROFESSIONAL DEVELOPMENT
Guiding principle: interpreters are expected to foster and maintain interpreting competence and the stature of the profession through ongoing development of knowledge and skill.
47
Sign Supported Speech (Manually Coded English)
English-based signing systems which attempt to represent English in a manual/visual form
48
5 forms of Manual English:
Rochester Method, Seeing Essential English (SEE1), Signing Exact English (SEE2), Signed English (SE), Conceptually Accurate Signed English (CASE)
49
Disglossia
A situation in which two languages (or two varieties of the same language) are used under different conditions within a community, often by the same speakers. Often one is viewed as ‘high’ or ‘prestige’ and the other as ‘low’ or ‘low prestige’ (slang/wrong/etc)
50
The Rochester Method
Each word is finger spelled with the exception of the word ‘and’ which is signed.
51
Seeing Essential English (SEE1)
System based on separate sign or movement for each ‘word root’ (words or syllables)
52
Signing Exact English (SEE2)
Two out of three rule wherein English word is checked against the following criteria: sound, meaning, spelling— if checks two, will be signed the same way in all contexts
53
Signed English (SE)
Consists of 14 “sign markers” which can be added to signs to more accurately represent English. No ASL equivalent existed, signs were invented.
54
Conceptually Accurate Signed English (CASE)
MEANING has primary importance and sign are selected to convey the intended concept or meaning, produced in English word order and usually accompanied by inaudible mouthing of English words.
55
DOE
Department of Education
56
Pidgin Signed English (PSE)/ Anglicized or ‘modern ASL’
Signing that reflects a mixture of structures from and ASL and English as a result of prolonged language contact between members of these two different linguistic communities.
57
Loan words
Lexical items that are borrowed from other countries
58
The Helper Model or Philosophy
Model of philosophy motivated by the attitude that deaf people are handicapped, limited, and incapable or understanding or participating in the world. — Paternalistic care-taking behavior on the part of the interpreter.
59
Milan Conference
September 6-11, 1880: international conference for Deaf educators that determined oral education was better than use of any sign language, therefore use of sign language was outlawed in education
60
What is RSI
Repetitive strain injury: stress-related cumulative injury resulting from repetitive movements
61
Machine (conduit) Model
Opposite extreme of helper model in which interpreters felt they had to be invisible, neutral, and uninvolved. Interpreters functioned as a telephone wire that served as a conduit for information flow.
62
Communication Facilitator Model
Interpreters begun being more mindful of visual noise and started to take responsibility for the environmental factors of the interpretation.
63
Bi-lingual/Bi-cultural Model
Focuses on the interpreted message and the process of interpretation within the context of at least two linguistic and cultural groups.
64
Americans with Disabilities Act (ADA)
A federal law passed in 1990 requiring improvements in accessibility for all people with disabilities including deaf people (sometimes referred to civil rights act for people with disabilities)
65
Transliterate
Act of changing a message from one form of a language to another form of the same language; for interpreting, commonly refers to changing spoken English into a visual form of English
66
Culture
Provides a frame or schema for living within a specified group of people; cultures vary in a number of ways
67
Collectivist
Makes up 70% of the world’s cultures; individuals define themselves and others by their group membership; keen awareness of group needs and feelings; individuals are expected to contribute to and take care of the group, even if it means giving up personal plans or goals
68
Individualist
Individuals define themselves and other 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
69
Communication
Takes place between two or more people who may or may not share cultural, experiential and linguistic backgrounds. Similarities and differences influence he nature and success of communication.
70
Formal Register
Refers to the type of language used when one speaker addresses a fairly large group of listeners, with virtually no turn-taking or linguistic interaction between the speaker and the audience.
71
Frozen Register
A text that is the same each time it is rendered
72
Consultative Register
One of the individuals involved in the interchange has ‘expert’ status or an enhanced command of the topic at hand; yet there is a decision to interact with the listener or audience to confirm that communication has taken place
73
Informal or Casual Register
Participants involved have equal status
74
Intimate Register
Communication exchanges that take place between individuals who have a shared history or experimental base that influences the communication dynamics.
75
Hearing view of Deafness focuses on:
The inability to hear; viewed as deficit or impairment; uses terms to indicate degree of impairment
76
Minimal Language Skills
Individuals who have no language skills in any language — spoken, written, or signed
77
Speech-Reading
Involves a combination of deciphering lip, cheek, and throat movements, clarifying gestures and use of contextual clues to determine meaning
78
Audism
An attitude based on pathological thinking resulting in a negative stigma toward anyone who does not hear
79
Marginalization
The systematic exclusion of minority group members from quality social services, economic opportunities, health care, and meaningful education; the absence of power or ‘voice’
80
Paternalism
Desire to take members of the minority group “under their wing”, assuming a “know-it-all” or “take charge” stance
81
Institutionalized Opression
Subtle, long-term conditioning of the public to view the minority group and its members as “less than;” continues over an extended period of time until the marginalization is normalized and accepted
82
Horizontal violence
Frustration at the disenfranchisement resulting in violence and hostility that members of an oppressed group take out on one another
83
Ambivalence
Mixed negative and positive feelings about oneself based on society’s view of being “deficit;”
84
Interpretation
Result of taking a source language message, identify meaning and speaker intent by analyzing the linguistic and paralinguistic elements of the message, then making a cultural and linguistic transition and producing the message into the target language
85
Source language
The language in which original message is conveyed
86
Target language
Language into which original message is expressed by interpreter
87
Dynamic equivalence
Maintaining speaker’s intended interaction with and impact on the audience; when accomplished in an interpretation, the speaker’s goals and leaves of audience involvement is the same for both audiences
88
Translation
Changing a message from the frozen form of one language into the frozen form of another language
89
Sight translation
Changing a message from the frozen form of one language into another signed or spoken language
90
Modality
Refers to the channel through which a message is expressed, specifically aural/oral or visual/gestural
91
Reverse Skills Certificate (RSC)
Awarded to Deaf individuals who successfully completed the interview and the two sign-to-voice portions of the evaluation with 75% accuracy or above
92
Ethical considerations for Educational Settings
Role more broadly defined with younger children than older; interpreter is a member of educational team; a danger in becoming too familiar with one’s student and their family if working with same student year after year
93
Ethical considerations for working in Legal Settings
Familiarity with a case and multiple Deaf individuals; Deaf litigant should have one interpreter for courtroom proceedings and separate interpreter for client-attorney interactions.
94
When is a team used?
When text is dense or complex; presentation is longer than 50 minutes and interpretation is continuous; room is too large to allow all deaf participants to see interpreter at the front of the room; participants are using tactile or close vision interpretation
95
Non-manual markers
Facial expression and body movements used to inflect signs; that means to change, influence, or emphasize the meaning of a sign or signed phrase.
96
Adventitious deafness
To become deaf at some point after birth
97
Affect
Refers to emotions or feelings
98
A-Language (L1)
One’s first language, mother tongue, or native language
99
Association of Visual Language Interpreters of Canada (AVLIC)
National professional association and certifying body of sign language interpreters in Canada
100
Benefactors are perfect
Ideal frequently held by members of marginalized groups that members of the oppressor group are somehow super-beings, also referred to as “magical thinking”
101
Individuals with Disabilities Education Act (IDEA)
Federal law that mandates special education services for qualified individuals with disabilities to ensure all children with disabilities have a free and appropriate public education available to them.
102
1975 Public Law 94-142
Guarantees a free appropriate education to each child with a disability
103
CPC Tenet 1.1
Share assignment-related information only on a confidential and “as-needed” basis
104
CPC Tenet 1.2
Manage data, invoices, records, or other situational or consumer-specific information in a manner consistent with maintaining consumer confidentiality
105
CPC Tenet 1.3
Inform consumers when federal or state mandates require disclosure of confidential information
106
CPC Tenet 2.1
Provide service delivery regardless of race, color, national origin, gender, religion, age, disability, sexual orientation, or any other factor
107
CPC Tenet 2.2
Assess consumer needs and the interpreting situation before and during the assignment and make adjustments as needed
108
CPC Tenet 2.3
Render the message faithfully by conveying the content and spirit of what is being communicated, using language most readily understood by consumers, and correcting errors discreetly and expeditiously
109
CPC Tenet 2.4
Request support when needed to fully convey the message or to address exceptional communication challenges
110
CPC Tenet 2.5
Refrain from providing counsel, advice, or personal opinions
111
CPC Tenet 2.6
Judiciously provide information or referral regarding available interpreting or community resources without infringing upon consumers’ rights
112
CPC Tenet 3.1
Consult with appropriate persons regarding the interpreting situation to determine issues such as placement and adaptations necessary to interpret effectively
113
CPC Tenet 3.2
Decline assignment or withdraw from the interpreting profession when not competent due to physical, mental, or emotional factors
114
CPC Tenet 3.4
Comply with established workplace codes of conduct, notify appropriate personnel if there is a conflict with this CPC, and actively see resolution where warranted
115
CPC Tenet 3.5
Conduct and present themselves in an unobtrusive manner and exercise care in choice of attire
116
CPC Tenet 3.6
Refrain from the use of mind altering substances before or during the performance of duties
117
CPC Tenet 3.7
Disclose to parties involved any actual or perceived conflicts of interest
118
CPC Tenet 3.8
Avoid actual or perceived conflicts of interest that might cause harm or interfere with the effectiveness of interpreting services
119
CPC Tenet 3.9
Refrain from using confidential interpreted information for personal, monetary, or professional gain
120
CPC Tenet 3.10
Refrain from using confidential interpreted information for the benefit of personal or professional affiliations or entities
121
CPC Tenet 4.1
Consider requests or needs regarding language preference, and render the message accordingly (interpreted or transliterated)
122
CPC Tenet 4.2
Approach consumers with a professional demeanor at all times
123
CPC Tenet 4.2
Approach consumers with a professional demeanor at all times
124
CPC Tenet 4.3
Obtain the consent of consumers before bringing an intern to an assignment
125
CPC Tenet 4.4
Facilitate communication access and equality, and support the full interaction and independence of consumers
126
CPC Tenet 5.1
Maintain civility toward colleagues, interns, and stu- dents.
127
CPC Tenet 5.2
Work cooperatively with team members through con- sultation before assignments regarding logistics, providing professional and courteous assistance when asked and monitoring the accuracy of the message while functioning in the role of the support interpreter.
128
CPC Tenet 5.3
Approach colleagues privately to discuss and resolve breaches of ethical or professional conduct through standard conflict resolution methods; file a formal grievance only after such attempts have been unsuccessful or the breaches are harmful or habitual.
129
CPC Tenet 5.4
Assist and encourage colleagues by sharing information and serving as mentors when appropriate.
130
CPC Tenet 5.5
Obtain the consent of colleagues before bringing an intern to an assignment.
131
CPC Tenet 6.1
Accurately represent qualifications, such as certification, educational background, and experience, and provide documentation when requested.
132
CPC Tenet 6.2
Honor professional commitments and terminate assignments only when fair and justifiable grounds exist.
133
CPC Tenet 6.3
Promote conditions that are conducive to effective communication, inform the parties involved if such conditions do not exist, and seek appropriate remedies.
134
CPC Tenet 6.4
Inform appropriate parties in a timely manner when delayed or unable to fulfill assignments.
135
CPC Tenet 6.5
Reserve the option to decline or discontinue assignments if working conditions are not safe, healthy, or conducive to interpreting.
136
CPC Tenet 6.6
Refrain from harassment or coercion before, during, or after the provision of interpreting services
137
CPC Tenet 6.7
Render pro bono services in a fair and reasonable manner.
138
CPC Tenet 6.8
Charge fair and reasonable fees for the performance of interpreting services and arrange for payment in a professional and judicious manner
139
CPC Tenet 7.1
Increase knowledge and strengthen skills through activities such as:
> pursuing higher education;
> attending workshops and conferences;
> seeking mentoring and supervision opportunities;
> participating in community events; and
> engaging in independent studies.
140
CPC Tenet 7.2
Keep abreast of laws, policies, rules, and regulations that affect the profession.
