Understanding how stress can negatively impact interpreting performance. Techniques and practices for stress reduction. Strategies for real life stressful situations are demonstrated, along with audience participation to sample among several techniques. Methods for simulating stress during interpreting practice are shared. Simulations help diminish the negative impact of stress on performance, as do familiarity with techniques of stress reduction. Attendees will come away with a sampling of both.
This document provides an overview of a language learning course, including its content and language objectives, opening discussion cases, and a course syllabus. The content will explore properties of language, first language acquisition concepts, and the brain and language processing. Students will accomplish these through discussion, writing responses, group discussions, and exercises using context clues to understand meanings. The document outlines the course structure and assignments to help students meet the learning objectives.
An English lesson based on the theme of Ergonomics.
This presentation accompanies an online synchronic lesson given by the teacher using "Go to Meeting" or similar platform. The lesson focuses on vocabulary-building and phrases for giving advice giving advice.
This document provides guidance on developing fluent pronunciation in English. It includes general tips on sounds, phonetic symbols, phonics, and intonation. Families of words are presented to practice similar sounds, such as "oo" and "th". Regular practice of the word families, including recording one's voice, is recommended to improve pronunciation. A mind map and complementary activities are also included to reinforce learning.
Language production involves four stages: conceptualization, formulation, articulation, and self-monitoring. In conceptualization, the speaker forms the concept they wish to express. In formulation, they plan the linguistic representation. During articulation, the plan is executed through speech sounds. In self-monitoring, the speaker assesses if their speech matches their intent and makes corrections if needed. Speech errors provide insight into this process, suggesting language is planned at different linguistic levels and errors occur when plans at one level interfere with another. Native speakers self-monitor and correct mistakes, demonstrating the difference between linguistic competence and performance.
Language production involves four stages: conceptualization, formulation, articulation, and self-monitoring. In conceptualization, the speaker forms the thought they want to express. In formulation, they plan the linguistic representation. During articulation, the brain sends signals to speech muscles. In self-monitoring, the speaker assesses if their speech matches their intent and corrects any errors. Speech errors provide clues about how language is planned and produced, and that speakers have multiple competing production plans. Native speakers can self-correct immediately, showing production is constantly regulated and sensitive to mistakes.
Language Production is one of the basic topic in Linguistics. This will help in acknowledging the basics.
Free Access:
https://dollarupload.com/dl/b21fd6
Understanding how stress can negatively impact interpreting performance. Techniques and practices for stress reduction. Strategies for real life stressful situations are demonstrated, along with audience participation to sample among several techniques. Methods for simulating stress during interpreting practice are shared. Simulations help diminish the negative impact of stress on performance, as do familiarity with techniques of stress reduction. Attendees will come away with a sampling of both.
This document provides an overview of a language learning course, including its content and language objectives, opening discussion cases, and a course syllabus. The content will explore properties of language, first language acquisition concepts, and the brain and language processing. Students will accomplish these through discussion, writing responses, group discussions, and exercises using context clues to understand meanings. The document outlines the course structure and assignments to help students meet the learning objectives.
An English lesson based on the theme of Ergonomics.
This presentation accompanies an online synchronic lesson given by the teacher using "Go to Meeting" or similar platform. The lesson focuses on vocabulary-building and phrases for giving advice giving advice.
This document provides guidance on developing fluent pronunciation in English. It includes general tips on sounds, phonetic symbols, phonics, and intonation. Families of words are presented to practice similar sounds, such as "oo" and "th". Regular practice of the word families, including recording one's voice, is recommended to improve pronunciation. A mind map and complementary activities are also included to reinforce learning.
Language production involves four stages: conceptualization, formulation, articulation, and self-monitoring. In conceptualization, the speaker forms the concept they wish to express. In formulation, they plan the linguistic representation. During articulation, the plan is executed through speech sounds. In self-monitoring, the speaker assesses if their speech matches their intent and makes corrections if needed. Speech errors provide insight into this process, suggesting language is planned at different linguistic levels and errors occur when plans at one level interfere with another. Native speakers self-monitor and correct mistakes, demonstrating the difference between linguistic competence and performance.
Language production involves four stages: conceptualization, formulation, articulation, and self-monitoring. In conceptualization, the speaker forms the thought they want to express. In formulation, they plan the linguistic representation. During articulation, the brain sends signals to speech muscles. In self-monitoring, the speaker assesses if their speech matches their intent and corrects any errors. Speech errors provide clues about how language is planned and produced, and that speakers have multiple competing production plans. Native speakers can self-correct immediately, showing production is constantly regulated and sensitive to mistakes.
Language Production is one of the basic topic in Linguistics. This will help in acknowledging the basics.
Free Access:
https://dollarupload.com/dl/b21fd6
There are four main benefits to being bilingual according to research: 1) It increases defense against dementia by improving brain performance on memory tasks, 2) It increases focusing abilities due to strengthened multitasking skills, 3) It strengthens memory in both episodic and semantic recall, and 4) It allows for better multitasking as the brain works bilaterally to sort information.
Language and comprehension - Neuroscience Coursera AnanyaJauhari1
neuro-biological take on language and how we as humans understand the spoken or written words. this is a short 10 slide presentation aiming for understanding of the topic with examples.
This document discusses higher intellectual functions and their basis in the cerebral cortex. It explains that higher intellectual functions are essential to the human mind and involve conditioned reflexes. Conditioned reflexes form the basis of learning, memory, and other higher cognitive processes. The document then discusses various types of conditioning including classical and instrumental conditioning. It also covers topics like memory, speech, aphasia, and the brain areas involved in these higher cognitive functions.
This document discusses various aspects of communication skills, with a focus on pronunciation and voice modulation. It provides tips for proper pronunciation, the importance of pronunciation in communication. It also discusses voice modulation techniques like volume, pitch, pace, emphasis and inflection. The document emphasizes using pauses to allow listeners to absorb information and to replace filler words. Pauses also help speakers organize their thoughts and allow their mind to "catch up" to their speech. Proper pronunciation, modulation, and use of pauses are important for clear communication.
At the end of the lecture the student should be able to
a) Describe the mechanism of speech.
b) Classify and define the various types of memory.
c) Explain physiological basis of memory.
d) Differentiate the different types of memory deficits.
e) Differentiate between different type of speech disorders
The document discusses the relationship between language and the brain. It describes four key language areas in the brain: Wernicke's area, which is involved in understanding speech; Broca's area, which is involved in producing speech; the motor cortex, which controls muscle movement; and the arcuate fasciculus, which connects Wernicke's and Broca's areas. It also discusses language disorders like aphasia, which can result from damage to parts of the brain responsible for language abilities.
The human brain has three main parts - the cerebrum, cerebellum, and brain stem. The cerebrum is divided into two hemispheres and four lobes. Broca's area in the left frontal lobe controls speech production, while Wernicke's area in the left temporal lobe controls language comprehension. Damage to these areas can result in different types of aphasia. The brain is highly complex and not fully understood, controlling functions like thinking, movement, senses, and more.
This document discusses language development and processing. It covers several theories of language development including behaviorist, nativist, and interactionist perspectives. The components of language are also outlined, including phonetics, phonology, morphology, syntax, semantics, and pragmatics. Language processing involves production, reception, and comprehension and occurs via the language loop in the brain's left hemisphere for most people. Both bottom-up and top-down models of speech perception are used. Common language disorders are also mentioned, such as aphasia and dyslexia.
In this brief presentation, we are going to view the aspects of integrative functions & their associated parts in the brain & ANS, also some effects of stroke on patients regarding the post-psychosocial aspect, & other interesting matters to view at the end of the presentation, please view the presenter's notes since they contain more info & some links relevant to our topic
This document discusses teaching speaking as a foreign language. It addresses what a speaker must do, know, and consider when teaching speaking. A speaker must introduce themselves and model natural interactions. They must understand processes of speech production like conceptualization, articulation, self-monitoring, and fluency. A speaker must manage turn-taking and interactions. Additionally, a speaker must have linguistic knowledge including genres, discourse conventions, pragmatics, grammar, vocabulary and phonology. They must also understand sociocultural contexts and speech conditions. The document provides examples and breakdowns of these various components involved in effectively teaching speaking as a foreign language.
Unit 1 Fundamentals of Second Language Acquisition.pptxCristina Posada
This document provides an overview of the course unit on fundamentals of second language acquisition. It will focus on classifying theories of second language acquisition from a historical and pedagogical perspective. Students will explore what is known about how the brain processes language and the impact of bilingualism. Theories covered include Ellis' overview of SLA theories and Van Patten's characterization of different SLA theories. Learning activities include analyzing the relationship between SLA theories and designing activities to apply the theories in a classroom setting.
The document discusses first language acquisition from multiple perspectives. It addresses the key stages of language development including sound production, phonological acquisition, morphological and syntactical development, and semantic development. Children have an innate ability to acquire language and will develop language skills even with neurological disorders or limited input, demonstrating that language learning is a remarkable human achievement. The process is studied by linguists and psychologists and provides insights into human cognition and brain development.
Simultaneous interpreting is tested by one of the national certifying entities for healthcare interpreters, yet trainers do not always include it in their offerings and sometimes interpreters are ill equipped or hesitant to use it in a medical context. This webinar will address these gaps on why and how to teach simultaneous interpreting to healthcare interpreters, and is structured with them in mind, presenting 1) the reasoning and context of training interpreters in this mode, and 2) the techniques and tools for doing so. The presenter will discuss a bit of theoretical underpinnings, best practices for simultaneous, a decision-making tool for when to use it, practical ways to incorporate it into classroom-based and remote education, outcome measures, and how to provide constructive feedback. Current technological options will be heavily featured – no need for tape decks or audio labs!
This document discusses speech language pathology. It begins by defining physiology as the study of organ functions and explains how understanding physiology helps with pathology. It then defines speech language pathology as the study of human communication disorders. It lists the various areas and competencies of speech language pathologists, including articulation, fluency, voice, language, hearing, swallowing, cognition and communication skills. Finally, it discusses where speech language pathologists work, such as hospitals, schools, private practice and universities.
How to make your presentation not suck! pdf handoutNickHarveySmith
This presentation was delivered to medical students who were about to undertake their audit presentation. I have included the handout notes given to them
The document discusses the relationship between language and the human brain. It provides background on neurolinguistics, which is the study of how language is represented and processed in the brain. It then discusses some key differences between the human brain and other primates' brains that allow humans to acquire and use language. Some of the major areas of the brain involved in language are also outlined, such as Broca's area, Wernicke's area, and the arcuate fasciculus. Finally, some common language disorders like aphasia and dyslexia are briefly described.
Overview on Psycholinguistics: Universidad Santo TomásMauricio Buitrago
This document summarizes key topics related to first (L1) and second (L2) language acquisition. It discusses:
1) The brain areas involved in language processing like Broca's and Wernicke's areas.
2) Children acquire their L1 through innate language abilities and interaction, while adults learn L2 through conscious study relying more on explicit memory.
3) Being bilingual has many definitions but involves proficiency in two languages to varying degrees, and has cognitive advantages over monolingualism.
This slide(perception) describes perception, types of perception, the parts of the brain which control it, and disorders and remedies. It also explains memory and its types. The language which is another cognitive skill also presented in this slide.
This document discusses research on the organization of language in the multilingual brain. It describes how Broca's area and Wernicke's area were identified as critical for language processing and are typically located in the left hemisphere. While language abilities are predominantly left-lateralized, additional brain areas are involved. The organization of first (L1) and second (L2) languages can differ depending on the age of L2 acquisition, level of L2 proficiency, and how the L2 was learned. Younger acquisition and higher proficiency are linked to more similar organization of L1 and L2, while older acquisition involves relatively more right hemisphere involvement for L2. Brain damage generally affects all languages known but the most
Interpreting for Well Visits_ELobo.pptxEliana Lobo
This webinar is a two-hour workshop, covering interpreting for check-ups and well visits in the following areas of specialization: Adult Medicine and Pediatrics, often referred to as Family Medicine, and the Dental Clinic. Topics one can expect to cover in each clinic; how to prepare in advance (terminology and concepts related to development, metrics and measurements); proper protocols before, during and after the examination will be reviewed. Resources, recommendations and best practices for interpreting in these settings will be shared.
Standards of Practice related to sight translation and assisting patients with forms will be looked at carefully. You will learn about a tool for quickly assessing sight translation requests (that is, weeding out requests that are appropriate from those that are not, along with practical suggestions for handling these requests. Best practice recommendations for navigating privacy issues when assisting patients with paperwork will be shared, as well as how to handle the entering of personal information on forms. The importance of the Pre-Session will be reviewed.
Most of this presentation is devoted into delving into what distinguishes annual check-ups for both men vs women, adult vs an infant or child, and for dental appointments. What one can expect will take place during these types of well visits will be explained. With the changes brought about by the implementation of Section 1557, more and more dental practices are scheduling interpreters for their patients. A review of practices for preventative (annual check-ups) and corrective (orthodontia) dental care will be reviewed.
This session also covers best practice for assisting patients with intake and return visit paperwork, and NCIHC recommendations for what qualifies for sight translation, and what types of documents need to be professionally translated.
There will be two breakout room sessions to practice delivering a brief, yet complete pre-session, and how to ask for repetitions and clarifications in a professional manner. Methods (formulas) and phone apps for converting from imperial to metric measures will be shared. Mathematical concepts such as median, mean, average, percentage and percentile, will be discussed in order to help attendees grasp the concepts clearly, so as to find equivalents for their language pair.
Free links to reputable resources for glossaries, terminology, patient education material and standards of practice will be provided.
What You Need to Succeed in VRI from Home - for NAETISL Jun 16 2022_ELobo.pptxEliana Lobo
The document announces the 2nd Annual Virtual Conference of the National Association of Educational Translators and Interpreters of Spoken Languages (NAETISL) to take place from June 16-18, 2022. NAETISL is a 501(c)(3) nonprofit organization established in 2019 to strengthen family engagement in education by connecting emergent bilingual families and schools with research-based information about language access. The organization's mission is to establish standards for educational translators and interpreters to enhance student achievement and home-school connections.
There are four main benefits to being bilingual according to research: 1) It increases defense against dementia by improving brain performance on memory tasks, 2) It increases focusing abilities due to strengthened multitasking skills, 3) It strengthens memory in both episodic and semantic recall, and 4) It allows for better multitasking as the brain works bilaterally to sort information.
Language and comprehension - Neuroscience Coursera AnanyaJauhari1
neuro-biological take on language and how we as humans understand the spoken or written words. this is a short 10 slide presentation aiming for understanding of the topic with examples.
This document discusses higher intellectual functions and their basis in the cerebral cortex. It explains that higher intellectual functions are essential to the human mind and involve conditioned reflexes. Conditioned reflexes form the basis of learning, memory, and other higher cognitive processes. The document then discusses various types of conditioning including classical and instrumental conditioning. It also covers topics like memory, speech, aphasia, and the brain areas involved in these higher cognitive functions.
This document discusses various aspects of communication skills, with a focus on pronunciation and voice modulation. It provides tips for proper pronunciation, the importance of pronunciation in communication. It also discusses voice modulation techniques like volume, pitch, pace, emphasis and inflection. The document emphasizes using pauses to allow listeners to absorb information and to replace filler words. Pauses also help speakers organize their thoughts and allow their mind to "catch up" to their speech. Proper pronunciation, modulation, and use of pauses are important for clear communication.
At the end of the lecture the student should be able to
a) Describe the mechanism of speech.
b) Classify and define the various types of memory.
c) Explain physiological basis of memory.
d) Differentiate the different types of memory deficits.
e) Differentiate between different type of speech disorders
The document discusses the relationship between language and the brain. It describes four key language areas in the brain: Wernicke's area, which is involved in understanding speech; Broca's area, which is involved in producing speech; the motor cortex, which controls muscle movement; and the arcuate fasciculus, which connects Wernicke's and Broca's areas. It also discusses language disorders like aphasia, which can result from damage to parts of the brain responsible for language abilities.
The human brain has three main parts - the cerebrum, cerebellum, and brain stem. The cerebrum is divided into two hemispheres and four lobes. Broca's area in the left frontal lobe controls speech production, while Wernicke's area in the left temporal lobe controls language comprehension. Damage to these areas can result in different types of aphasia. The brain is highly complex and not fully understood, controlling functions like thinking, movement, senses, and more.
This document discusses language development and processing. It covers several theories of language development including behaviorist, nativist, and interactionist perspectives. The components of language are also outlined, including phonetics, phonology, morphology, syntax, semantics, and pragmatics. Language processing involves production, reception, and comprehension and occurs via the language loop in the brain's left hemisphere for most people. Both bottom-up and top-down models of speech perception are used. Common language disorders are also mentioned, such as aphasia and dyslexia.
In this brief presentation, we are going to view the aspects of integrative functions & their associated parts in the brain & ANS, also some effects of stroke on patients regarding the post-psychosocial aspect, & other interesting matters to view at the end of the presentation, please view the presenter's notes since they contain more info & some links relevant to our topic
This document discusses teaching speaking as a foreign language. It addresses what a speaker must do, know, and consider when teaching speaking. A speaker must introduce themselves and model natural interactions. They must understand processes of speech production like conceptualization, articulation, self-monitoring, and fluency. A speaker must manage turn-taking and interactions. Additionally, a speaker must have linguistic knowledge including genres, discourse conventions, pragmatics, grammar, vocabulary and phonology. They must also understand sociocultural contexts and speech conditions. The document provides examples and breakdowns of these various components involved in effectively teaching speaking as a foreign language.
Unit 1 Fundamentals of Second Language Acquisition.pptxCristina Posada
This document provides an overview of the course unit on fundamentals of second language acquisition. It will focus on classifying theories of second language acquisition from a historical and pedagogical perspective. Students will explore what is known about how the brain processes language and the impact of bilingualism. Theories covered include Ellis' overview of SLA theories and Van Patten's characterization of different SLA theories. Learning activities include analyzing the relationship between SLA theories and designing activities to apply the theories in a classroom setting.
The document discusses first language acquisition from multiple perspectives. It addresses the key stages of language development including sound production, phonological acquisition, morphological and syntactical development, and semantic development. Children have an innate ability to acquire language and will develop language skills even with neurological disorders or limited input, demonstrating that language learning is a remarkable human achievement. The process is studied by linguists and psychologists and provides insights into human cognition and brain development.
Simultaneous interpreting is tested by one of the national certifying entities for healthcare interpreters, yet trainers do not always include it in their offerings and sometimes interpreters are ill equipped or hesitant to use it in a medical context. This webinar will address these gaps on why and how to teach simultaneous interpreting to healthcare interpreters, and is structured with them in mind, presenting 1) the reasoning and context of training interpreters in this mode, and 2) the techniques and tools for doing so. The presenter will discuss a bit of theoretical underpinnings, best practices for simultaneous, a decision-making tool for when to use it, practical ways to incorporate it into classroom-based and remote education, outcome measures, and how to provide constructive feedback. Current technological options will be heavily featured – no need for tape decks or audio labs!
This document discusses speech language pathology. It begins by defining physiology as the study of organ functions and explains how understanding physiology helps with pathology. It then defines speech language pathology as the study of human communication disorders. It lists the various areas and competencies of speech language pathologists, including articulation, fluency, voice, language, hearing, swallowing, cognition and communication skills. Finally, it discusses where speech language pathologists work, such as hospitals, schools, private practice and universities.
How to make your presentation not suck! pdf handoutNickHarveySmith
This presentation was delivered to medical students who were about to undertake their audit presentation. I have included the handout notes given to them
The document discusses the relationship between language and the human brain. It provides background on neurolinguistics, which is the study of how language is represented and processed in the brain. It then discusses some key differences between the human brain and other primates' brains that allow humans to acquire and use language. Some of the major areas of the brain involved in language are also outlined, such as Broca's area, Wernicke's area, and the arcuate fasciculus. Finally, some common language disorders like aphasia and dyslexia are briefly described.
Overview on Psycholinguistics: Universidad Santo TomásMauricio Buitrago
This document summarizes key topics related to first (L1) and second (L2) language acquisition. It discusses:
1) The brain areas involved in language processing like Broca's and Wernicke's areas.
2) Children acquire their L1 through innate language abilities and interaction, while adults learn L2 through conscious study relying more on explicit memory.
3) Being bilingual has many definitions but involves proficiency in two languages to varying degrees, and has cognitive advantages over monolingualism.
This slide(perception) describes perception, types of perception, the parts of the brain which control it, and disorders and remedies. It also explains memory and its types. The language which is another cognitive skill also presented in this slide.
This document discusses research on the organization of language in the multilingual brain. It describes how Broca's area and Wernicke's area were identified as critical for language processing and are typically located in the left hemisphere. While language abilities are predominantly left-lateralized, additional brain areas are involved. The organization of first (L1) and second (L2) languages can differ depending on the age of L2 acquisition, level of L2 proficiency, and how the L2 was learned. Younger acquisition and higher proficiency are linked to more similar organization of L1 and L2, while older acquisition involves relatively more right hemisphere involvement for L2. Brain damage generally affects all languages known but the most
Interpreting for Well Visits_ELobo.pptxEliana Lobo
This webinar is a two-hour workshop, covering interpreting for check-ups and well visits in the following areas of specialization: Adult Medicine and Pediatrics, often referred to as Family Medicine, and the Dental Clinic. Topics one can expect to cover in each clinic; how to prepare in advance (terminology and concepts related to development, metrics and measurements); proper protocols before, during and after the examination will be reviewed. Resources, recommendations and best practices for interpreting in these settings will be shared.
Standards of Practice related to sight translation and assisting patients with forms will be looked at carefully. You will learn about a tool for quickly assessing sight translation requests (that is, weeding out requests that are appropriate from those that are not, along with practical suggestions for handling these requests. Best practice recommendations for navigating privacy issues when assisting patients with paperwork will be shared, as well as how to handle the entering of personal information on forms. The importance of the Pre-Session will be reviewed.
Most of this presentation is devoted into delving into what distinguishes annual check-ups for both men vs women, adult vs an infant or child, and for dental appointments. What one can expect will take place during these types of well visits will be explained. With the changes brought about by the implementation of Section 1557, more and more dental practices are scheduling interpreters for their patients. A review of practices for preventative (annual check-ups) and corrective (orthodontia) dental care will be reviewed.
This session also covers best practice for assisting patients with intake and return visit paperwork, and NCIHC recommendations for what qualifies for sight translation, and what types of documents need to be professionally translated.
There will be two breakout room sessions to practice delivering a brief, yet complete pre-session, and how to ask for repetitions and clarifications in a professional manner. Methods (formulas) and phone apps for converting from imperial to metric measures will be shared. Mathematical concepts such as median, mean, average, percentage and percentile, will be discussed in order to help attendees grasp the concepts clearly, so as to find equivalents for their language pair.
Free links to reputable resources for glossaries, terminology, patient education material and standards of practice will be provided.
What You Need to Succeed in VRI from Home - for NAETISL Jun 16 2022_ELobo.pptxEliana Lobo
The document announces the 2nd Annual Virtual Conference of the National Association of Educational Translators and Interpreters of Spoken Languages (NAETISL) to take place from June 16-18, 2022. NAETISL is a 501(c)(3) nonprofit organization established in 2019 to strengthen family engagement in education by connecting emergent bilingual families and schools with research-based information about language access. The organization's mission is to establish standards for educational translators and interpreters to enhance student achievement and home-school connections.
STRESS and Performance Anxiety During Test-TakingEliana Lobo
This document discusses managing stress and test anxiety. It provides strategies for reducing stress such as deep breathing, exercise, positive self-talk, and adequate sleep. It describes how stress affects the body and mind. Test anxiety is explained as a fear response that causes physical symptoms. Early preparation through practice tests and drills is recommended to build confidence. The document suggests performing interpreting drills while engaged in a cognitively or physically challenging secondary task to mimic stress conditions. Regular practice of dual tasks over time with increasing difficulty can help interpreters perform better under stress such as on certification tests.
Ethical conundrums in medical interpreting dshs-ostiEliana Lobo
This document discusses ethics and professional boundaries for interpreters according to Washington State's code of conduct. It covers training objectives like describing what a code of ethics is and why it exists. It also discusses how to handle specific situations like being asked to perform tasks outside one's scope of practice or a patient asking for medical advice. The document reviews concepts like accuracy, cultural sensitivity, confidentiality, and proficiency. It provides examples of ethical issues and quiz questions to illustrate proper protocol.
Target Your Trainings - E. Lobo for NCIHCEliana Lobo
Whether in a conference workshop or in a classroom-based setting, interpreter trainers and instructors are frequently faced with the challenge of delivering meaningful learning experiences for groups of students who themselves have varying levels of skills and prior knowledge. Add on the challenge of instructing individuals who have different learning preferences, and it can seem impossible for trainers to deliver presentations and classes that hit the mark for everyone.
This webinar is designed to provide interpreter trainers with a variety of tools and strategies to overcome these challenges so that no one leaves their workshop or class feeling shortchanged. Learn how to avoid losing precious minutes by bringing one segment of the group up to speed while the other segment is hungry for more advanced instruction and skills practice. Gain strategies on how to prepare activities that are challenging but still accessible and well-suited to each skill level. Create content, or modify existing content, that addresses the learning preferences of each individual and, most importantly, sticks with learners long after the end of the class or workshop. Step-by-step examples of how to use and apply the tools will be presented.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2. Eliana Lobo, M.A., CoreCHITM
Trainer of Trainers of Healthcare Interpreters (ToT)
Eliana Lobo is a nationally certified CoreCHITM
Portuguese healthcare interpreter, a WA state DSHS
medical interpreter, and a certified ToT (trainer of
Trainers) of medical interpreters.
M.A.s from Brown University in Bilingual Education,
and, Portuguese & Brazilian Studies
Former medical trauma center interpreter services
Supervisor & Trainer, and National Director of
Interpreter Quality for an LSP
Currently Director of Lobo Language Access
Creating/hosting more than 40 national webinars on
effective medical interpreter training, via NCIHC’s “Home
for Trainers” webinar workgroup
CCHI Commissioner
NCIHC Board member
11/21/2020Lobo Language Access 2
3. THIS TRAINING IS FOR:
Experienced
Interpreters
and
Novice Interpreters
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4. TODAY’S AGENDA
Your Brain
► Cognitive Processes
► Speech
► Interpreting
Your Emotions
► Amygdala
► Attention Hijacks
► Vagus Nerve
► Breathing
► Mindfulness
Your Interpreting Skills
► Attention
► Focus
► Listening
► Memory
► Speed
Self-Assessment for Improvement
► Common Error Types
► Identifying Your Most Frequent Error Types
► Exercises and Drills for Improvement
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5. PUSH YOUR
PERFORMANCEImprove Overall Accuracy by Sharpening:
Listening skills
Focus
Attention
Memory
Speed
Flow
Error Tracking
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6. WHAT IS THE STANDARD?
According to the National Council (NCIHC)
http://www.ncihc.org/assets/documents/publications/NCIHC
%20National%20Standards%20of%20Practice.pdf
The very first standard is ACCURACY, and the first two
criteria determining accuracy are:
The interpreter renders all messages accurately and
completely, without adding, omitting, or substituting
The interpreter replicates the register, style, and
tone of the speaker
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7. NATIONAL MEDICAL INTERPRETER
PROFESSIONAL ORGANIZATIONS
NCIHC
National Council on Interpreting in Healthcare
https://www.ncihc.org
IMIA
International Medical Interpreter Association
https://www.imiaweb.org
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8. WHO CERTIFIES MEDICAL INTERPRETERS?
CCHI
https://cchicertification.org
NBCMI
https://www.certifiedmedicalinterpreters.org
WA State DSHS
https://www.dshs.wa.gov/office-of-the-secretary/language-
testing-and-certification-program
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9. 11/21/2020Lobo Language Access
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WA STATE JOB DESCRIPTION – CAREER DETAILS
https://seeker.worksourcewa.com/OccupationSearch/CareerDetails.aspx?code=27309100
13. THE EIGHT STEPS OF SPEECH PRODUCTION
(SINGLE LANGUAGE)
When speaking a single language, looks like this:
1. Speech sounds or other stimuli are received by your ear/hearing aid.
2. These sounds are converted to bioelectric signals within the human ear,
or within the hearing aid device.
3. These electric impulses are then transported through specific ganglial
structures, ending up in the primary auditory cortex, on both
hemispheres of the brain. Interestingly, each hemisphere treats this input
differently
4. The left side recognizes distinctive parts such as phonemes or basic
sounds of speech, whereas the right side takes over prosodic*
characteristics and melodic information
5. The input then moves through areas in the brain that process:
6. Speech perception
7. Semantic association, or accessing stored meaning,
and only then does it move to
8. Speech production--Only EIGHT steps!
14. WHAT ARE SOME SYNONYMS
FOR PROSODY?
Prosody
Intonation
Emphasis
Speech rhythm
Rhythm
Enjambment
Modulation
Caesura
Pitch contour
Stress
Accent 11/21/2020Lobo Language Access
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15. STRESS AND YOUR BRAIN
To understand how stress can impact your ability to
interpret, we need to understand how the brain processes
interpreting in non-stressful situations first
What does the brain actually do, while we interpret?
To understand that, we first need to look at
cognitive function during speech
Lobo Language Access
16. COGNITIVE FUNCTION DURING SPEECH
Language processing refers to the way humans use words to
communicate ideas and feelings, and how such
communications are processed and understood
Cognitive function during interpreted speech involves
all the areas in the brain and body that receive and process
input in order to
hear it
understand it
convert it
be able to reproduce it in a 2nd language
Lobo Language Access
17. 11 STEPS TO SPEECH PRODUCTION
(FOR TWO LANGUAGES)
When we move from communicating in a single
language to interpreting between TWO languages,
we add the following tasks to the mix:
Memory
Conversion
Iteration
Your brain is now handling ALL of the 8 prior tasks, plus
3 brand new tasks! Essentially, you are adding 3 balls
to the 8 balls you’re already juggling!
Adding stress to this groups of 11 steps, pretty much ensures
you will drop some, if not all, of those balls at some point
It will probably happen more than once in a day.
What can you do in these situations?
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19. YOUR EMOTIONS
The Amygdala
How it Can Hijack Your Attention
The Vagus Nerve
How Breathing & Mindfulness Training Can Calm the Amygdala
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20. STRESS AND YOUR BRAIN WHILE
INTERPRETING
Did you ever “freeze” while interpreting?
It happens to us all
Did you ever get “choked up” during an
interpretation?
Again, it happens to us all at one time or another
How do you “unfreeze” and get back to the job?
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21. AMYGDALA VS. VAGUS NERVE
Amygdala
The amygdala is recognized as a component of the limbic
system. It is thought to play important roles in emotion and
behavior.
The amygdala helps coordinate responses to things in your
environment, especially those that trigger an emotional
response
This structure plays an important role in fear and anger.
Vagus Nerve
The vagus (Latin for wandering) nerve is far reaching,
extending from the brainstem down into your stomach
and intestines, innervating your heart and lungs,
and connecting your throat and facial muscles.
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22. AMYGDALA
Amygdala
a) the part of the limbic system that assesses the
emotional value of stimuli;
b) the part of the brain associated with fear reactions
“Fight, Flight or Freeze”
Being “triggered” (heart rate goes up, breathing
becomes shallower, muscles quiver, throat constricts,
neck tightens)
Feels like an anxiety attack
A person who has a seizure in the temporal lobe
the location of the Amygdala sometimes reports
an intense feeling of fear or danger, -Fiori
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23. VAGUS NERVE
Activating Vagus Nerve
Increasing activity in the vagus nerve
activates the parasympathetic nervous
system which means your body is able to
relax faster after stress
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24. UNDERSTANDING THESE PROCESSES IS THE
FIRST STEP TO BEING ABLE TO CONTROL
THESE SAME PROCESSES
What triggers my fight or flight response?
How can I rein in my spontaneous reaction and
regain control?
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25. AMYGDALA VS. VAGUS NERVE
Calming the Amygdala
Realize you’ve been triggered
Metacognition, the ability to think about your thinking,
is a higher-level skill that top performers master
LET GO of the story
Release the tension
Remember who you are
DO SOMETHING--just a small physical movement
pushes away the “deer in the headlights moment”
Wiggle your toes inside your shoes
Make a fist
Take a deep breath and let it out slowly
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26. ACTIVATING THE VAGUS NERVE
Mindful Breathing to Activate Vagus Nerve
►Increasing activity in your vagus nerve helps
your body relax faster after stress
► Deep, slow breathing stimulates your vagus nerve
► Most people take about 10-14 breaths each minute
► Take about 6 breaths per minute to relieve stress mindfully
► Breathe in through your nose and out through your mouth
► Try and exhale longer breaths than you inhale
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27. WHAT IS MINDFULNESS?
IT’S ABOUT PAYING ATTENTION
TO THE PRESENT MOMENT
WITH AWARENESS
AND
WITHOUT EMOTIONAL REACTIVITY
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28. POLL #1
DO YOU PRACTICE MINDFULNESS?
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29. LET’S TRY IT FOR 90
SECONDS!
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Try imagining yourself here!
Try to focus only on the sights and sounds of this video
while breathing mindfully, slowly, (in through your nose,
and out through your mouth).
30. FREE MINDFULNESS APPS
Available for iOS and Android
Insight Timer
Smiling Mind
Stop, Breathe & Think
UCLA Mindful
10% Happier
Headspace
CALM
Aura
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31. BREATHE BEFORE
EACH ENCOUNTER
At least SIX deep, slow, breaths that last
longer upon exhalation than inhalation
Do this before each client comes up on your
video screen
Do this before each client comes on
your telephone line
Do this before you walk into each
examination room with a patient
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32. “
”
THE PURPOSE OF LIFE IS NOT TO BE HAPPY.
IT IS TO BE USEFUL, TO BE HONORABLE,
TO BE COMPASSIONATE, TO HAVE IT MAKE
SOME DIFFERENCE THAT YOU HAVE LIVED
AND LIVED WELL.
~Ralph Waldo Emerson
How do we live up to the standard?
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33. MECHANICAL COMPONENTS OF ACCURACY
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ATTENTION
FOCUS
LISTENING
MEMORY
SPEED
ACCURACY
34. LISTENING VS HEARING
Hearing is passive
simply acknowledging an input of sound
Listening is active!
it means being able to focus
one’s attention on the speaker
It means being engaged
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ATTENTION
FOCUS
LISTENING
MEMORY
SPEED
ACCURACY
35. ATTENTIVE LISTENING
5 Steps to Listening
1. Receiving
2. Understanding
3. Remembering
4. Evaluation
5. Responding
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ATTENTION
FOCUS
LISTENING
MEMORY
SPEED
ACCURACY
Author Joseph DeVito has divided the listening process into five stages: receiving, understanding, remembering, evaluating, and responding
36. STRATEGIES TO IMPROVE LISTENING
The Three A’s of Active Listening
(Effective listening is about self-awareness)
You must pay attention to whether or not you are only hearing, or
passively listening, or if you are actively engaging.
Effective listening requires concentration and a focused effort that
is known as active listening
Active listening can be broken down into three main elements
Attention
Attitude
Adjustment
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37. MAINTAINING ATTENTION
We know now that attention is the fundamental
difference between hearing and listening.
Paying attention to what a speaker is saying requires
intentional effort on your part
Nichols, credited with first researching the field of listening,
observed, “listening is hard work. It is characterized by faster heart
action, quicker circulation of the blood, a small rise in bodily
temperature.”
Consider that we can process information four times faster than
a person speaks. Yet, tests of listening comprehension show the
average person listening at only 25% efficiency
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38. THE 7% RULE
ELEMENTS OF PERSONAL COMMUNICATION
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7%
38%55%
Personal Communication
Spoken Word Voice & Tone Body Language
39. ATTENTIVE LISTENING
5 Barriers to attentive listening:
Information overload
Personal concerns or issues
Outside Distractions
Rates of speech and thought
Reactions/Opinions/Prejudice
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ATTENTION
FOCUS
LISTENING
MEMORY
SPEED
ACCURACY
40. CHALLENGES TO
ATTENTION
Stress and Distraction hijack attention
A typical person can speak 125 words-per-minute, yet
we can process up to three times faster, reaching as
much as 500 words-per-minute
The poor listener grows impatient
The effective listener uses the extra processing time to
process the speaker’s words, distinguish key points,
and mentally summarize them
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41. ATTENTION IS FRAGILE!
Research indicates our mind wanders over 50%
of our waking hours!
There are ways one can gain control over distraction
It requires mindfulness training
In effect, you develop a personalized, portable,
brain fitness routine to keep your attention strong
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42. THE ATTENTION OF SOMEONE WHO
HASN’T HAD MINDFULNESS TRAINING
DECLINES WHEN THEY’RE UNDER
INTENSE STRESS,
BUT FOR PEOPLE WHO’VE HAD
TRAINING, THEIR ATTENTION REMAINS
STABLE AND CAN EVEN IMPROVE
AND BE SUSTAINED FOR LONGER
PERIODS, OVER TIME
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43. ADDITIONAL BENEFITS WHEN YOU
MINDFULLY TRAIN YOUR ATTENTION
Researchers have started to uncover additional
benefits associated with mindfulness, including
reduced anxiety
protection from depression relapse
and,
improved working memory!
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44. ANOTHER WAY TO LOOK AT
MINDFULNESS
IT’S ABOUT PAYING ATTENTION
TO THE PRESENT MOMENT
WITH AWARENESS
AND
WITHOUT EMOTIONAL REACTIVITY
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45. MINDFULNESS TRAINING
Mindfulness training can be broken down into
two major categories:
Focused attention and
Open monitoring
Two very different, yet complementary,
practices
Let’s look at how to improve both
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46. STRENGTHENING
FOCUS & ATTENTION
If our mind wanders over 50% of our waking
hours what can we do to change that?
Practice mindfulness as your first step
How do I strengthen my focus?
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ATTENTION
FOCUS
LISTENING
MEMORY
SPEED
ACCURACY
47. EXERCISES TO STRENGTHEN YOUR
FOCUS AND ATTENTION
Focused attention exercises cultivate your brain’s ability to focus
on one single thing, for example, breathing
Practice mindful breathing
Sit in a comfortable, upright position and
Focus all your attention on the sensations of breathing
Breathe in through your nose and out through your mouth
When your mind wanders away from the sensations to
internal mental content or any external distraction, gently
return it to the breath-related object
Don’t be surprised or disappointed if you find yourself
retrieving your mind hundreds of times during a
15-minute session.
Think of your brain like a puppy you’re training to walk
on a leash. Gently redirect it every time it darts away.
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48. GENTLY REDIRECT YOUR FOCUS, EVERY TIME
OTHER THOUGHTS INTRUDE
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https://youtu.be/B9EJ2-Lctgs
49. EXERCISES TO STRENGTHEN
FOCUSED ATTENTION
Focused attention exercise: the body scan
Imagine your attention as being like a flashlight. The body scan exercise
is essentially taking that flashlight and directing it systematically over your
entire body.
Start by focusing your attention on your toes, taking note of whatever
sensations might be there
Tightness?
Tingling?
Warmth?
Cold?
Next, move on to the soles of your feet, your heels, then your legs,
stomach, and so on, slowly moving the flashlight up your body
After you have developed regular practice focusing your attention,
you may progress to the practice of
Open Monitoring
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50. ONCE YOU HAVE PRACTICED QUIETING YOUR MIND,
MOVE TO THE OPEN MONITORING EXERCISE
IN THIS ORDER:
First, practice reducing your internal chatter
Second, work towards extending the number of
minutes where you can keep your mind still and
quiet
Start with 1-5 and then move to longer intervals
Third, work on developing open monitoring
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51. EXERCISES TO DEVELOP OPEN MONITORING
This practice, unlike like the breathing exercise, is not about paying attention
to a specific object or objects
It’s about remaining open to any experience (internal or external)
that arises, and allowing it to wash over you
Don’t process it,
Don’t think about it,
Just notice its occurrence and allow it to pass and dissipate
To do this, sit in a comfortable, upright position and
Try to be aware of any sensations, thoughts or emotions that emerge,
without holding on to them
It might help you to label what comes up by using words like “planning,”
“worrying,” “judging,” “remembering.”
You can do this silently or out loud
After you name it, let it go!
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52. EXERCISES TO DEVELOP OPEN MONITORING
Think of this exercise as if you were watching clouds move
in the sky while observing their different shapes
In this practice, you’re watching your thoughts as they travel
through your mind
Like watching leaves floating by on the river’s surface
There will be times when you feel like you keep getting hooked on
a particular thought or sensation and can’t seem to let it go
If you find yourself prone to internal chatter or distraction, so
that you can’t do the open monitoring practice,
go back to practicing your focused attention
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53. OPEN MONITORING HELPS YOU LEARN
TO PAY ATTENTION
TO WHAT’S HAPPENING AROUND YOU
WITHOUT BECOMING ATTACHED TO IT
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“LET IT GO” EXERCISE
Practice Clearing Your Mind
►When you have a thought,
► Identify it, and, immediately let it go!
► Often, this is harder to do than you’d think!
► Try to be aware of any sensations, thoughts or emotions
that emerge, without holding on to them
► Label what comes up using words like “planning,”
“worrying,” or “remembering”
► Remember, we are learning to detach
►Helps to have a neutral, pleasant view or something basic
to focus on when you first begin, so let’s try this while
viewing a colorful shape
► Ready? We’ll try it for 2 minutes…
55. CLEAR YOUR MIND
WHEN YOU HAVE A THOUGHT, IDENTIFY IT AND IMMEDIATELY LET IT GO!
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2 minutes
56. POLL #2
WAS THAT EASIER OR HARDER THAN
YOU THOUGHT IT WOULD BE?
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57. HOW LONG SHOULD I PRACTICE?
MINDFULNESS EXERCISES
WHEN CAN I EXPECT TO SEE THE BENEFITS OF THIS PRACTICE?
People generally start to see benefits when they practice for about 15
minutes a day, 5 days a week, for around 4 weeks
If you practice more, you will benefit more--but if you do less than 12
minutes a day, you won’t really see any benefits
If you try any of these exercises and have trouble keeping your
mind still, know that that’s a common experience!
Don’t be discouraged, as with any new activity or sport,
you need to practice
The mind will wander, and that’s completely fine
It’s not about not letting the mind wander
It’s about learning how to gently return your attention
to your focus, when that happens
THAT IS PRECISELY THE SKILL YOU ARE DEVELOPING!
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58. START SMALL!
Choose a reasonable goal, and start with half of
that, the very first time you try these exercises
Choose to commit to a month of practice in order
to see measurable results
Gradually increase your practice time
Aim for 15 minutes per day, five days a week
Start with 1 minute per day, five days a week
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59. LET’S TRY OPEN MONITORING
FOR THREE MINUTES
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Try noticing only colors or shapes, naming each as your gaze falls on it.
60. POLL #3
WAS THAT EASIER OR HARDER THIS TIME?
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61. AFTER FOCUS & ATTENTION COMES
ATTITUDE
Acquiring Emotional Vitality & Stamina
Don’t dwell on the negatives
Focus on what is most important, right now
Practice mindfulness
Keep a sense of purpose
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62. ATTITUDE
Even if you are paying close attention, you could be doing so
with the wrong kind of attitude
Getting frustrated with delays or protocols, or by having
appointments that run long, engaging in negative self-talk—
none of this will help you to listen effectively
Remember to hydrate and carry a snack with you!
You’ll be better off determining an internal motivation to be
attentive to the person speaking
Approaching the task of listening with a positive attitude and an
open-mind will make the act of listening much easier
Bad listeners make snap judgments that justify the decision
to be inattentive. Yet, since you’re already there, why not listen to
see what you can learn?
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63. ATTITUDE
Watch out for psychological deaf spots which impair
one’s ability to perceive and understand things counter
to our convictions.
It can be a description of an event, or even a word or
phrase that may trigger you and cause “an internal
emotional eruption”
Causing communication efficiency to drop rapidly
Interpreting errors increase when we interpret speech
we strongly disagree with, so staying detached is
fundamental!
Go back to your Open Monitoring exercise if you
find yourself getting triggered by attitudes
coming from others
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64. ADJUSTMENT
When we hear someone speak, we don’t know in
advance what he is going to be saying
So, we need to be flexible
Often, we follow a speaker along what seems like
a verbal detour that goes down a rabbit hole, until we
are rewarded by the speaker finally reaching his or her
destination, and often, only partially answering the
provider’s question
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66. MEMORY AND THE INTERPRETER
Working Memory is considered part of the most
basic executive functions that are essential to higher
level cognitive processing, including language
processing
Interpreting is one of the most difficult language
tasks, and its performance relies heavily on Working
Memory
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67. MEMORY AND THE INTERPRETER
Short-Term Memory
Short-term memory is important for the interpreter
to retain what he/she has just heard
Improves with PRACTICE
Long-Term Memory
Good long-term memory helps with understanding
and an accurately conveying of the message
Improves with STUDY
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73. INPUT VS. OUTPUT
We’ve looked at
• Attentive listening
• Focus
• Attention
• Memory
• We’ll look at Speed in the final section
• Remember to include PROSODY in your
output and analyze PROSODY in your listening
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74. WHAT IS PROSODY?
Prosody
The patterns of rhythm and sound used in poetry
The rhythmic patterns of stress and intonation in
a language
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75. HOW DOES PROSODY MATTER?
Spoken language involves more than the use of words;
we vary our pitch, loudness, tempo, and rhythm in our
speech in order to convey different meanings.
These changes are called "prosody," and people with
autism often find prosody difficult to hear, understand,
or reproduce.
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76. WHAT ARE SOME SYNONYMS
FOR PROSODY?
Prosody
Intonation
Emphasis
Speech rhythm
Rhythm
Enjambment
Modulation
Caesura
Pitch contour
Stress
Accent 11/21/2020Lobo Language Access
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77. ATTRIBUTES OF PROSODY
► Pitch of the voice
(varying between low and high)
► Length of sounds
(varying between short and long)
► Loudness, or prominence
(varying between soft and loud)
► Timbre or voice quality
(quality of sound)
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78. PROSODY & GESTURES
Prosodic cues such as
speech rate
pitch level
direction, or voice quality
Gestures such as
eyebrow furrowing
head tilt
shoulder shrug
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80. ALL THESE FEATURES REVEAL
SOMETHING ABOUT THE SPEAKER
Register
Helps determine level of education
Helps determine Age
Prosody
Helps is assessing degree of comfort
or distress
All help with context
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81. THE 7% RULE
ELEMENTS OF PERSONAL COMMUNICATION
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7%
38%55%
Personal Communication
Spoken Word Voice & Tone Body Language
82. PUTTING IT ALL TOGETHER
Focused attention
If you don’t hear it, you will never interpret it
Attentive listening
Attention hijacks and how to defuse them
Memory
Know your limitations and manage the flow
Speed
Know your limitations and manage the flow
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84. INPUT VS. OUTPUT
We’ve looked at
• Attentive listening
• Focus
• Attention
• Memory
• We’ll look at Speed in the last section
How do we apply this to our skillset?
How do we analyze our skillset in order to decide
on self-improvement, additional training or continuing
education choices?
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85. LIGHT AT THE END OF THE
TUNNEL
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87. WHICH ERROR TYPES OCCUR MOST
OFTEN?
Adding something that wasn’t present in the original
Omitting something from the original utterance
Distorting the meaning/changing the meaning
False cognate?
Summarizing the content
Editorializing by adding your opinion
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88. WHAT’S MY NEXT MOVE?
How do I pinpoint errors in my performance?
How do I improve specific parts of my skills?
How do I go about maintaining and improving
my skills without spending a lot of money?
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89. HOW DO I ASSESS MY SKILLS?
We are quite often, our own harshest critics.
In order to choose the best exercises to maximize
improvement within our skill set, we need to take a
good hard look at how we are doing the job in the
present moment.
What’s the best way to get an accurate snapshot of
our current performance level when it comes to
accuracy, fluency and delivery?
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91. POLL #4
HOW OFTEN DO YOU RECORD YOURSELF?
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92. YES, RECORD YOURSELF!
Where can I find quality training materials?
• For FREE Skill Drills, organized by topic, please visit
Eliana Lobo’s InterpreterTrainer page on YouTube:
• https://www.youtube.com/channel/UCJc3-Nq6hCISXnB8-
ONihJQ/playlists?view=1&shelf_id=0&sort=dd
• For concepts and great training resources, again for
FREE, visit NCIHC’s webinar landing page
• http://www.ncihc.org/home-for-trainers
• For Spanish /English interpreters
• https://www.youtube.com/channel/UChOp3asnuNBYctTqMp-
3Bew/videos?app=desktop
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93. HOW DO I UTILIZE SELF-RECORDING
TO IMPROVE MY SKILLS?
LISTEN TO RECORDINGS OF YOURSELF AND ANALYZE THEM
Once you have assembled a handful of self
recordings, say five or six, (although ten to twelve
would be better), you can begin to see and track your
errors cumulatively
See if any noticeable patterns emerge
Your predominant error types will determine the types
of exercises you would need to choose, in order to
shift your performance to a higher standard
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94. WHAT DO I LISTEN FOR?
(WHEN I LISTEN TO MY RECORDINGS)
Speed
Can I keep up with the speaker’s flow?
In English?
In the language I interpret for?
Fluidity
Am I struggling to find equivalent words and expressions?
Pronunciation
Can the provider understand me well?
Can I understand the patient, even if they are speaking the
target language differently than what I’m used to?
Accuracy
Have I used the best equivalents, included
everything without omitting anything?
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94
95. SELF-ASSESSMENT: WHAT ARE THE STEPS?
STEP 1
Record yourself shadowing an English speaker,
then,
record your self shadowing content in your 2nd
language
Can you keep up with the speaker?
If yes, proceed to next section
If no, you need to practice shadowing FIRST!
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96. FREE PHONE APPS:
SOYOU CAN RECORDYOURSELF EASILY
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iPhone
•Best voice recording apps for iPhone and
iPad - iDownloadBlog
•www.idownloadblog.com/2016/05/22/bes
t-voice-recording-apps-iphone-ipad/
•Audio Speed Changer Free on the App
Store - iTunes - Apple
•https://itunes.apple.com/us/app/audio-
speed-changer-free/id680523422?mt=8
Android
•How to Change the Speed of Audio Playback
With these 4 Android Apps
•https://www.guidingtech.com/56100/alter-
speed-audio-playback-android-apps/
•Speed Changer - Android Apps on
Google Play
•https://play.google.com/store/apps/details?id=j
p.ne.sakura.ccice.audipo&hl=en
These voice recording apps for smart phones, also allow you to alter
the speed of the recording. You should know what speed is too fast
for you sounds like, to be able to render accurately, and to better
manage the flow of the encounter in the moment.
97. STEP 2
ALWAYS RECORDYOURSELF WHEN DOING DRILLS
Record yourself when you practice your
interpreting
Listen to the playback
Note mistakes in your delivery
Common aspects of performance
where interpreters need to improve are:
Speed
Accuracy
Memory
With continued practice, this exercise of listening to the playback
with a critical ear will strengthen your confidence when you
interpret, as you will have been able to track improvements
over time
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98. HOW DO I SELF-ASSESS MY RECORDING?
Choose a recording to shadow or interpret
Pick something (a YouTube video for example), that you can
replay as often as you want, so you can compare your
rendering into the 2nd language with the original
Listen closely to your rendering. Note any instances of
the following error types by making a tick mark for each
one of these:
Additions
Deletions/omissions
Incorrect word used
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99. SAMPLE TRACKING TABLE
FOR WHEN YOU RECORD YOURSELF
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9
DATE Additions Omissions Wrong Word
1/1/20 Gun instead of rifle
1/5/20 Vehicle instead of van
1/9/20 Him instead of her
1/12/20 n/a
1/14/20 Nurse instead of Nurse
Practitioner
1/17/20 Skull instead of cranium
1/21/20 Headache instead of migraine
1/25/20 Constipated instead of congested
100. NOW THAT YOU’VE RECORDED YOURSELF 5 TIMES
(10 WOULD BE BETTER)
Track your errors during your review and,
record the number for each error type along with the date
Score your recordings at the end of each practice session
Keep a running tally on excel or word, adding to it each week
Choose skill drills to strengthen weak areas
(categories with the most tick marks) of your performance
Nothing matches the feeling you get, when you see your
numbers improving over time
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101. STEP 3: ASSESS & IDENTIFY YOUR
ERRORS
BY TYPE
Pinpoint your most frequently occurring error types
Identify all additions and omissions
For the final category of incorrect, count as an error, any
error that wasn’t an addition or omission
Try and determine the source of your error’s sub-type
False cognate?
Lack of specific vocabulary?
Lack of target language equivalent?
Couldn’t keep up?
Due to speed?
Due to memory?
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103. STEP 4: NOW THAT I KNOW WHICH AREAS I NEED TO
IMPROVE, WHAT DO I DO? HOW DO I DO THAT?
If most of your errors fall within additions
You need to work with conversion exercises
If most of your errors fall within deletions
You need to work with listening exercises
If most of your errors fall within omissions
You need to work with listening and speed exercises
If most of your errors fall within incorrect or
wrong word, bad conversion
Work with exercises for that specific error type
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104. EXERCISES TO IMPROVE CONVERSION SKILLS
Staying within the same language:
Practice re-stating a simple sentence using different words.
Avoid using the words used in the first sentence, (as much
as possible) while retaining the same meaning
-for example-
I was late to work this morning because of a flat tire.
The interpreter was delayed at the beginning of the day,
due to a wheel puncture on her vehicle.
Practice re-stating simple sentences in differing registers
(academic, medical, plain language and slang)
Repeat these two exercises,
convert from English to your target language
then repeat,
going from your target language into English
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• Read one sentence aloud to your partner
• Partner rephrases sentence, using different words, while conveying
same meaning back to reader
• Alternate reading and reformulating sentences with each other
LOW register
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• Read each phrase aloud to your partner
• Partner rephrases, using different words, but conveying
same meaning back to reader
MEDIUM register
109. EXERCISES TO IMPROVE LISTENING SKILLS
Practice listening to detailed statements
while taking notes
http://webtv.un.org
Listen to recordings of speakers of all ages,
levels of education and regions for your
target language
www.YouTube.com
Practice listening to spoken speech at
different rates of speed
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109
110. EXERCISES TO IMPROVE YOUR LISTENING SPEED
Practice listening to detailed statements while taking
notes
http://webtv.un.org
https://www.ted.com/talks
https://www.tedmed.com
Listen to recordings of speakers of all ages, levels of
education and regions for your target language
www.YouTube.com
Practice listening to spoken speech at different rates of
speed
Here is a link to a sample audio clip
https://www.youtube.com/channel/UCJc3-Nq6hCISXnB8-ONihJQ
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110
111. SHADOWING
Practice shadowing speakers on the radio while
driving or commuting on public transit
Choose different rates of speed depending on
the programming
Shadow content you enjoy or want to learn
about
Shadow content you strongly disagree
with, to challenge yourself (this is much harder)
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112. WHAT IS SHADOWING AGAIN?
Shadowing is an advanced language learning
technique, which can be used by learners
independently to improve their intonation and
pronunciation
It's quite a simple concept - you listen to a model, (for
example, a video or audio of someone speaking), and
you repeat what is said in real time
Helps non-native speakers’ flow
Helps interpreters develop their decalage
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117. WHAT IS DECALAGE?
A decalage is the length of time between the
start of the speech and the beginning of your
interpretation
A longer decalage allows for higher accuracy
because you get more context before
interpreting.
In your training, challenge yourself to increase your
decalage
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119. POLL #5
HOW DID THIS FEEL?
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120. WHAT DID I NOTICE ABOUT MYSELF?
Was it too fast for me?
Did I hear and understand everything?
Was I able to reproduce the same words?
Did I get stressed? Anxious?
How long did I last before I was no longer
able to keep up?
5 seconds?
15 seconds?
30 seconds?
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121. SHADOWING
AT 1.0, OR NORMAL SPEED
In-Flight Announcement
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2
1
122. POLL #6
HOW DID THIS FEEL?
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123. HOW DIFFERENT DID THAT FEEL??
How did it FEEL this time?
Could I keep up?
Was I able to reproduce the same words and
shadow?
Did it even feel too slow?
Was I able to keep up with the speaker
throughout the entire announcement?
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124. LET’S DO ONE MORE!
Track how it FEELS this time
Could I keep up?
Was I able to reproduce the same words and
shadow?
Did it even feel too slow?
Was I able to keep up with the speaker
throughout the entire announcement?
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126. POLL #7
HOW DID THIS FEEL?
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127. SHADOWING
AT 1.0, OR NORMAL SPEED
Traffic Report
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128. POLL #8
HOW DID THIS FEEL?
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129. EXERCISES TO ENHANCE YOUR INTERPRETING
SPEED
When you practice, interpret using recordings played at
different speeds, (preferably faster ones).
Practicing your shadowing & interpreting
at faster speeds makes normal speed feel easier!
Not only will this help you interpret for fast speakers,
It will help you immediately recognize what “too fast for me to
interpret well” sounds like, so you can manage the flow
You may ask the speaker to slow down by saying, “The interpreter asks you
to please slow down, so that I may capture everything without omitting
anything.”
You can hold up your hand palm facing the speaker
You may ask for a pause to interpret what has been said
https://www.youtube.com/channel/UCJc3-Nq6hCISXnB8-ONihJQ
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130. MEMORY, FOCUS & ATTENTION EXERCISES
Practice listening to detailed statements while taking
notes
http://webtv.un.org
https://www.senate.gov
Practice observing detail with memory games
Online games via Brain Training Games at
http://www.lumosity.com and
http://www.memory-improvement-tips.com/brain-games.html
Practice Focus and Attention with
Listening to 2 things at the same time and then writing down a
detailed summary about each scenario
https://www.youtube.com/channel/UCJc3-Nq6hCISXnB8-ONihJQ
Online games via Games for the Brain
http://www.gamesforthebrain.com
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131. GOING FORWARD: PRACTICE
Repeat Steps 1-4
Compare/contrast your results over time
1. Record yourself
2. ALWAYS RecordYourself When Doing Drills
3. Assess and Identify Your ERRORS by Type
4. Select exercises for your specific error type or area chosen for
improvement
► Incorporate practice into your daily life. Makes it easier to do regularly
► During your commute
► Waiting in line
► In the Waiting Room
► While stuck in traffic
► During your daily run or walk
► While vacuuming or sweeping
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132. IMPLEMENT REGULAR PRACTICE
Listening to content in your second language and interpreting it
into your first and strongest language
As you progress, flip back and forth between languages when
practicing your exercises
Find ways to work in practice while doing other tasks
► During your commute
► Waiting in line
► In the Waiting Room
► While stuck in traffic
► During your daily run or walk
► While vacuuming or sweeping
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133. FIND A RECORDING OF A FAMOUS SPEECH:
RECORD YOURSELF AS YOU INTERPRET IT
Print the Speech you selected
Record your interpretation of the speech,
(while listening to the original on headphones)
Check your interpretation by listening to it as
you replay it against the original
Listen for accuracy and completeness
http://speechpool.net is a great resource,
with content in over a dozen languages,
SPECIFICALLY FOR INTERPRETERS TO PRACTICE!
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134. PUBLIC SERVICE ANNOUNCEMENTS
Print the Speech you selected
Record your interpretation of the speech,
(while listening to the original on headphones)
Check your interpretation by listening to it as you replay it
against the original
Listen for accuracy and completeness
https://www.tedmed.com has a wide selection of medical
topics
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You can easily find public service announcements and audio
recordings, issued by hospitals, city hall, schools and the courts. Again,
record yourself as you render it into the other language!
135. CAPTIONING CONVERSATIONS
WITH LIVE TRANSCRIBE & OTTER.AI
Live Transcribe is
available in over 70
languages and dialects.
Enables two-way
conversation via a type-
back keyboard for users
who are unable, or don’t
want, to speak.
Connects with external
microphones to improve
transcription accuracy.
Up to 600 minutes per
month for FREE!
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136. USE TRANSCRIPTION APPS TO RECORD
LECTURES OR TEDTALK PRESENTATIONS
When you have a text version of the talk
available, it is much easier to check your
shadowing recording against the original text
for errors
With a written version of the lecture, it’s easier
to look up words that are new to you
Keep a list!
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137. THE IMPORTANCE OF THE PRE-
SESSION
The Pre-Session is a great place to establish the hand signal or
method you will use to interrupt the flow in order to ensure
accuracy
Even with providers who do not customarily utilize the
Pre-Session, you can establish many things in a few short
sentences,
“Hi, I’m Eliana, your Portuguese interpreter”
(Greeting, Introduction and confirmation of Language)
“I encourage you to speak directly to each other in first person.
Know that I will interpret everything said and keep it confidential”
(1st person, all utterances will be interpreted, and a reminder
of confidentiality/HIPAA)
“This is the hand signal I will use if I need clarification”
(How you as the interpreter, will interrupt and manage the flow
as needed)
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138. THE IMPORTANCE OF THE PRE-
SESSION
Until you’ve reached your performance stretch goals,
it is important to be able to manage expectations on both
sides!
pre-session helps establish boundaries and constraints.
It’s also good customer service!
It is important that the interpreter feels comfortable
managing the flow of the encounter, so establishing
that pre-arranged signal or word to do so upfront is always
helpful
Now that you know what too fast or too long for YOU
sounds like, you can step in before you exceed your
limits, with the help of that pre-arranged hand signal
or word
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139. RESOURCES
I have a page on YouTube called, InterpreterTrainer:
https://www.youtube.com/channel/UCJc3-Nq6hCISXnB8-
ONihJQ/playlists?view_as=subscriber
Click on PLAYLISTS to see all the folders of material arranged by topic
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140. ADDITIONAL RESOURCES
USED TO CREATE THIS TRAINING
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1. How the brain processes speech
https://ed.ted.com/lessons/how-do-our-brains-process-speech-gareth-
gaskell#review
2. How the human brain works during simultaneous interpretation
https://medicalxpress.com/news/2019-01-human-brain-simultaneous.html
3. How to Calm Down the Overactive Amygdala
https://www.mattnorman.com/how-to-calm-down-the-overactive-amygdala/
4. Natural Vagus Nerve Stimulation, Dr. Arielle Schwartz
https://drarielleschwartz.com/natural-vagus-nerve-stimulation-dr-arielle-
schwartz/#.X4UMw4tlBEZ
5. Three A’s of Active Listening
https://courses.lumenlearning.com/vccs-cst100-17fa/chapter/chapter-4-three-as-of-
active-listening
6. Methods for Practicing Simultaneous Interpreting
http://translationexcellence.com/methods-practicing-simultaneous-interpretation
141. ADDITIONAL RESOURCES
USED TO CREATE THIS TRAINING
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7. The elements of public speaking, DeVito, J. A. (2000).
https://open.lib.umn.edu/publicspeaking/chapter/4-4-stages-of-listening/
8. Active Listening
https://blog.udemy.com/listening-skills-exercises
9. 4 simple exercises to strengthen your attention and reduce
distractibility
https://ideas-ted-com.cdn.ampproject.org/c/s/ideas.ted.com/4-simple-exercises-to-
strengthen-your-attention-and-reduce-distractibility/amp
10. The Importance of Memory Training in Interpretation
http://www.cls.upt.ro/files/conferinte/proceedings/vol%205%20din%202012/10%20Kriston%20fin
al.pdf
11. How your attitudes affect your health
https://www.health.harvard.edu/mind-and-mood/how-your-attitudes-affect-your-health
142. WHERE ELSE CAN I FIND FREE
PRACTICE MATERIAL?
Clinic bulletin boards
Look for written
materials in different
areas within the clinic
or hospital, sometimes
you can find them on
the back of the exam
room door!
Lobo Language Access
143. WHERE ELSE CAN I FIND FREE
PRACTICE MATERIAL?
Public health clinics are a great, and often overlooked resource.
Patient education and community resources materials offer texts
covering a wide range of subjects. These are often available in
several languages--FREE to the public!
144. QUESTIONS?
Feel free to contact me!
InterpreterTrainer@outlook.com
Eliana Lobo
Director, Lobo Language Access
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Editor's Notes
*prosodic characteristics: collective term used to describe variations in pitch, loudness, tempo, and rhythm. These features are all involved in intonation, stress, and rhythm.
Do you practice mindfulness? Yes or No?
Easier/Harder
Easier/Harder
Tell the group that you will be asking questions on what they are about to hear and that they can take notes if they wish. Give time to find pen & paper.
Ready?
Start by saying,
You’re a city bus driver, beginning the route for the day, heading from the depot, making stops along the customary route, ending at the regional transfer station.
At the very first stop, , nine people get on the bus, two of them with bicycles, one person with a cane, four wearing backpacks, and one wearing a red hat.
At stop 2, four more people get on and one passenger gets off.
At stop 3, two people get on, one person was carrying a large duffel bag and the person with the red hat got off.
At stop 4, six people get on and no one gets off
At stop 5, nine people get on and four get off
At stop 6, one person gets on and no one gets off
At stop 7, three people get on and one person, the one with the duffel bag gets off
At stop 8, ten people get on and six get off, this includes the two with bicycles
At stop 9, two people get on and four get off
At stop 10, the bus reaches the transfer station terminal
Question: What how tall is the bus driver? When it the bus driver’s birthday?
The majority of people will not have heard, or have forgotten, the opening line: "you’re a city bus driver".
Red apple
Yellow apple
Scissors
Shoehorn
Date stamp
Ceramic tile
Flash drive
Moisturizer
Small flashlight
Keychain with one key
Small binder clip
Teacup
Wooden egg
Black wallet
Stuffed toy
Blue rubber band
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