This master's thesis deals with interpreter's self-training. The aim of this theoretical-empirical study is to give an overview of the interpreting students' attitude towards interpreter's self- training as well as of the techniques students use when they perform their self-training. Another aim is to describe the role of teachers in interpreter's self-training, i.e. to what extent they motivate and support their students when it comes to self-training. The research part of the study was conducted at the Institute of Translation Studies, Charles University, and at the Department of Translation Studies, University of Graz, with the aim to compare the situation at those two institutes taking into account the abovementioned criteria. The theoretical part of the thesis discusses interpreter's self-training in the context of deliberate practice and focuses also on group practice as well as on the teachers' role. It also presents methods, techniques and e-learning tools which students may find useful during their self-training. The empirical part consists of an analysis of the data collected by means of questionnaires at the abovementioned institutes. Collected data suggest that both institutes support students' self-training, be it to different extents, and offer them all the necessary tools and...

In this article, James Frierson, J.D., outlines the requirements for group practices under the Americans with Disabilities Act (ADA). Rules concerning required changes take effect in January of 1993 (and sooner for some groups), making it imperative that group practices be aware of the new law.