Bibliography: leaves [238]-244.

Throughout the history of the North West, Metis people frequently used their knowledge of European, Indian, and Metis culture to mediate Aboriginal and non-Aboriginal social, diplomatic, and economic encounters. Though acknowledged in Metis historiography, this aspect of Metis identity has not been the focus of scholarly analysis, which has primarily centred on Louis Riel, Metis resistance, and ethnogenesis. By closely examining the primary documents, it is evident that the Metis interpreters present at Treaties 1 through 7 were more than merely translators. Prior to negotiations these Metis had interacted with First Nations in a variety of ways, whether in the fur trade or in missionary endeavours. Metis people were well versed in Aboriginal language and cultural traditions, skills they had employed successfully in Rupert's Land prior to 1870.<p> In drawing upon this amicable relationship between Metis and First Nations, Canadian officials in the North West recognized the positive effect of personal diplomacy on securing First Nations signatures to the treaty documents. In this thesis many examples will demonstrate that the actions of Metis people were critical in preventing violence between groups, thereby enabling the treaty process to begin. These Metis individuals moved within a middle ground of context that developed in the era prior to the 1870's, thus indicating a measure of continuity between the pre- and post transition period in the Canadian West.

Throughout the history of the North West, Metis people frequently used their knowledge of European, Indian, and Metis culture to mediate Aboriginal and non-Aboriginal social, diplomatic, and economic encounters. Though acknowledged in Metis historiography, this aspect of Metis identity has not been the focus of scholarly analysis, which has primarily centred on Louis Riel, Metis resistance, and ethnogenesis. By closely examining the primary documents, it is evident that the Metis interpreters present at Treaties 1 through 7 were more than merely translators. Prior to negotiations these Metis had interacted with First Nations in a variety of ways, whether in the fur trade or in missionary endeavours. Metis people were well versed in Aboriginal language and cultural traditions, skills they had employed successfully in Rupert's Land prior to 1870.<p> In drawing upon this amicable relationship between Metis and First Nations, Canadian officials in the North West recognized the positive effect of personal diplomacy on securing First Nations signatures to the treaty documents. In this thesis many examples will demonstrate that the actions of Metis people were critical in preventing violence between groups, thereby enabling the treaty process to begin. These Metis individuals moved within a middle ground of context that developed in the era prior to the 1870's, thus indicating a measure of continuity between the pre- and post transition period in the Canadian West.

This study investigated the conceptual blending processes that occurred during American Sign Language (ASL) interpretations. Using the framework of conceptual blending (Fauconnier &Turner, 1996), this study analyzed six ASL interpretations and found two new mental spaces, Narrator Space and Interpreter Space, which are activated during interpretations. Conceptual blending has been used analyzing ASL (Liddell, 1995, 1998, 2000, 2003; Dudis, 2004a, 2004b, 2007) but had not been applied to ASL interpretations until this study. The conceptual blending process of ASL has found several mental spaces that are activated in blends. Real Space (Liddell, 1995) and Event Space (Dudis, 2007) are two mental spaces that blend in ASL; these two spaces were also found in the data of this study. The data also revealed that all six interpreters created Event Space much like Deaf signers. / Access to thesis permanently restricted to Ball State community only / Department of English

Within ecotourism there is a built in assumption that tourists are the only ones who gain knowledge from an interpretive service. I sought to fill in that gap by looking at the ways the experiences of providing nature interpretation influenced interpreters’ professional practice. To accomplish this, semi-structured interviews involving 5 Ontario-based nature interpreters were conducted. Their narratives were analysed and coded using the method known as template analysis, the results of which were then used to make a comparative analysis. The results of this study indicate that there are two avenues through which nature interpreters learned from their experiences: through reflection initiated by emotions and through a realisation made from the experience. For the four participants who reported a change to their professional practice, that change came in the form of more inclusive practices being incorporated. / Thesis (Master, Education) -- Queen's University, 2014-06-20 15:06:09.83

Thesis (Ph. D.)--University of Adelaide, 1985. / Includes bibliographical references (leaves [238]-244).

Thesis (M.S.)--Rochester Institute of Technology, 2006. / Typescript. Includes bibliographical references (leaves 58-61).

INTRODUCTION: Language barriers between providers and low English proficiency (LEP) families in pediatric hospital care can reduce the quality of care provided to LEP patients/families. Boston Medical Center serves a population with a large LEP patient base. Currently, there is no existing model of care that efficiently and effectively incorporates interpreters on all morning rounds to optimize communication for all patients, especially LEP patients/families. OBJECTIVE: To improve communication between providers and LEP families on morning rounds in the Pediatric Inpatient Unit of Boston Medical Center. The aim for the QI initiative was to increase the percentage of rounding episodes with LEP patients/families in which the care plan was discussed between providers and families through the use of an in-person interpreter during morning rounds by 50% by February 28, 2015. METHODS: A quality improvement initiative utilizing residents, medical students, the unit coordinator and the ward assistant to introduce, streamline and standardize a process to incorporate interpreters on all morning rounds as needed for LEP families. The Model for Improvement was used for testing this initiative. Four Plan-Do-Study-Act (PDSA) cycles of testing were conducted between October 21, 2014 and February 20, 2015. The primary outcome was the proportion of rounding episodes for LEP patients/families in which the care plan was discussed between the provider and patients/families through an in-person interpreter. This data was collected through a newly created "Interpreter Rounding Form" (IRF) that served as a checklist for the process. The secondary outcome looked at patient satisfaction for both LEP and English proficient (EP) patients. This data was collected through survey questions from the CAHPS and AHRQ patient surveys. Process measures included if interpreter was requested, if interpreter was used and if any change in care management due to having in-person interpreter present. Balancing measures included duration of rounds, interpreter arrival time, and resident satisfaction. Language being included in resident verbal signouts and written signouts between teams was also tracked. Run charts were analyzed for all outcomes and measures to determine the effectiveness of changes tested. RESULTS AND CONCLUSIONS: For the first three PDSAs, there was a significant amount of variation in data measurement, which required focused efforts on better operationalizing our measurement framework. Changes were made after each PDSA to streamline the process and enforce completion of IRF, with which data was collected. For the fourth PDSA, starting in January 2015, completion rates for the IRF slowly increased to a median of 40%. Primary outcome data for PDSA 1-4 showed a median of 52% based on the rounding episodes that were recorded on the IRF forms, which suggests that the aim for a 50% increase in using an in-person interpreter on all morning rounds was achieved by February 28, 2015. However, this data may not reflect all the requests and encounters in which an in-person interpreter was used due to the missing data from a low completion rate of forms before PDSA 4. Further analysis of PDSA 4 data showed that though an in-person interpreter was used at a median of 38% of all encounters with LEP patients/families, providers were communicating with patients/families in their preferred language at 100% of the time; if did not request interpreter, providers used a resident or medical student who spoke the family's language 43% of the time. Patient survey data suggested that out of all patients in the unit, 80% of patients/families reported having "Always" understood the doctors, with LEP patients/families at a slightly higher percent than EP patients (100% vs 88%). Patients reported "Good" or higher for the quality of the information that was provided by the doctors on morning rounds at a median of 84%, with LEP patients at 100% compared to 84% for English-speaking patients. Qualitative analysis of patient responses showed that LEP patients liked the explanations and information provided in the morning rounds while EP patients mostly liked the attitude and approach of the doctors. One major limitation to our process was the constantly rotating residents/medical students and the need to train new teams. The project is ongoing with a focus on further standardization until a goal of 90% completion rate for IRF and 80% for primary outcome can be reached. Future PDSAs will encourage using medical interpreters for all LEP patient encounters and family-centered rounding.

Esta dissertação analisa os discursos sobre as práticas dos repetidores de classe em documentos do acervo do Instituto Nacional de Educação de Surdos (INES) no período de 1855 a 1910 que incidem atualmente na atuação dos tradutores-intérpretes de língua de sinais (TILS) no Brasil. Para isso, inspiro-me na noção de discurso de Michel Foucault (1984, 2006, 2008, 2012). Os discursos produzem práticas e constituem modos de ser e de atuar no mundo. Para tratar sobre o TILS, apresento estudos das pesquisadoras Quadros (2004), Rosa (2005) e Santos (2006, 2013), as quais abordam, entre outros temas, algumas histórias que possibilitaram a emergência dessa profissão. Esses estudos são abordados ao longo do trabalho, além de outras leituras com as quais dialogo nesta dissertação, como Rocha (2008, 2009) e Lobo (2008), e as produções realizadas pela Série Histórica do Instituto Nacional de Educação de Surdos publicadas em 2011. Para refletir sobre o contexto da educação, utilizo Faria-Filho (2000), Schueler e Magaldi (2008), Mazzota (2003) e Jannuzzi (2006). Também reflito com as pesquisas de Martins (2008; 2013) e Nantes (2012), que desenvolveram estudos sobre os TILS no campo dos Estudos Foucaultianos. Além do comentador Veiga-Neto (2003, 2006, 2009 e 2012), inspiro-me nos textos de Fischer (2001, 2012) e Castro (2009) para a construção das unidades discursivas. Para as análises, foram extraídos excertos dos documentos, os quais foram agrupados pelas recorrências discursivas em três conjuntos temáticos que tratam sobre a atuação dos repetidores. Esses agrupamentos constituem as unidades de análise, que nomeei como: 1) Discursos morais: sujeitos de boa índole e de bons costumes – nessa unidade, apresento excertos que abordam a questão da exigência de profissionais moralmente aptos para assumir a função de repetidor; 2) Discursos profissionais: a formação pela convivência – unidade formada por excertos que traçam perfis, formações específicas e processos seletivos para o desempenho da função; e 3) Discursos jurídicos: a condução das condutas pelas leis – excertos que se referem a documentos legais que visavam à regulação, ao controle e à condução da atuação dos repetidores. Também faço uma contextualização das condições históricas, políticas e educacionais do Brasil no período que compreende Império e início da República, a fim de apresentar os discursos sobre as práticas dos repetidores de classe. Moralidade, idoneidade e convivência estão entre as principais exigências e hoje são verdades que atravessaram os tempos e incidem diretamente na atuação dos TILS em nosso país. / This dissertation considers the notion of discourse as proposed by Michel Foucault (1984, 2006, 2008, 2012) and analyzes discourses about teaching assistants’ practices found in documents from the files of the National Institute of Deaf Education (INES) from 1855 to 1910 that currently affect the work performed by sign language translators and interpreters (SLTIs) in Brazil. Discourses produce practices and constitute ways of being and acting in the world. In order to address SLTIs, I have used studies carried out by Quadros (2004), Rosa (2005) and Santos (2006, 2013), who have approached, among other topics, some stories that have enabled the emergence of that occupation. Those studies have been addressed along this dissertation, besides other authors that I have considered, such as Rocha (2008, 2009) and Lobo (2008), and productions of the Historical Series of the National Institute of Deaf Education published in 2011. In order to reflect on the education context, I have used works by Faria-Filho (2000), Schueler & Magaldi (2008), Mazzota (2003) and Jannuzzi (2006). I have also reflected with the help from Martins (2008; 2013) and Nantes (2012), who developed studies on SLTIs in the field of Foucauldian Studies. Besides the commentator Veiga-Neto (2003, 2006, 2009, 2012), I have been inspired by texts written by Fischer (2001, 2012) and Castro (2009) for the construction of discursive units. For the analyses, excerpts were taken from documents, which were grouped according to discursive recurrences in three thematic sets dealing with the performance of teaching assistants. The groups constitute the analysis units, which I have named as: 1) Moral discourses: good-natured, moral subjects - in this unit, I have presented excerpts approaching the requirement of morally suited professionals to take on the function of teaching assistants; 2) Professional discourses: education through living together - unit formed by excerpts that trace profiles, specific education and selective processes for the performance of the function; and 3) Juridical discourses: the conduction of conducts by laws - excerpts related to legal documents that aimed at regulating, controlling and guiding the teaching assistants’ action. I have also contextualized the historical, political and educational conditions of Brazil in the period ranging from the Empire to the beginning of the Republic, in order to evidence the discourses about the teaching assistants’ practices. Morality, integrity and living together are some of the major requirements that today are truths that have crossed time and directly incide on SLTI’s action in this country.

Este trabalho versa sobre a atuação do intérprete de LIBRAS no contexto educacional inclusivista, adotado no Brasil, diante da necessidade de conhecer melhor os resultados da participação desse profissional na vida escolar e social do surdo. A grande questão que se coloca é se essa presença favorece o desenvolvimento do surdo e quais as exigências que estão sendo feitas para a efetividade de sua ação interpretativa. O ato de interpretar corresponde a um processo cognitivo pelo qual se trocam mensagens de uma língua para outra (orais ou sinalizadas). Ao mesmo tempo, representa uma tomada de decisões sintáticas, semânticas e pragmáticas em duas línguas que impõem sempre novas interpretações. Portanto, o intérprete não deve ser apenas um explicador, mas um profissional bilíngüe, habilitado na interpretação da língua de sinais para a língua portuguesa. Elaboramos este trabalho com o objetivo de analisar os relatos dos intérpretes de LIBRAS sobre suas contribuições para a aprendizagem e melhoria da interação entre surdos e ouvintes. Para esse fim, utilizamos uma metodologia qualitativa, e como instrumento de pesquisa optamos pelo uso de uma entrevista que forneceu os relatos de 10 (dez) intérpretes de LIBRAS do Ensino Fundamental II e Médio, de escolas públicas estaduais da cidade do Recife, (o que representa mais de 70% do total). Os dados fornecidos, através dos relatos, foram categorizados e a seguir analisados à luz do referencial teórico adotado. Os sujeitos revelaram que estão satisfeitos com seu trabalho, embora reconheçam que existem inúmeros obstáculos a serem superados, e, nem sempre o conseguem. Segundo eles, o trabalho do intérprete carece de uma infra-estrutura melhor, visto que, a que dispomos atualmente deixa a desejar, o que demanda ações que já constam das políticas públicas e que, até o momento, não foram implementadas. Esperamos com este trabalho contribuir para que essa atuação fique cada vez mais bem delineada, posto que esse grupo de profissionais foi forjado diante do desconhecimento quase total dos ouvintes e surdos, os quais sentiram necessidade de contar com a presença de alguém que pudesse facilitar a comunicação entre eles / This work deals with the performance of the Brazilian Sign Language (LIBRAS) interpreters actuation in an inclusive educational context, adopted in Brazil, due to the necessity of better knowing the results of this professionals participation in the school and social life of a deaf person. The great remarkable question pointed out is if this presence favors the deaf persons development and which demands are necessary for his interpretative effectiveness. Interpreting corresponds to a cognitive process in which messages from one language to another are exchanged (oral or sign). At the same time it represents a syntax, semantics and pragmatic decision making in two languages which always requires new interpretations. So, the interpreter does not need to be a mere explainer, but a bilingual professional, qualified for translating sign language (LIBRAS) into Portuguese. This work has been developed aiming at analyzing sign language (LIBRAS) interpreters reports regarding their contributions in order to improve the interaction between deaf people and listeners. In this sense, a qualitative methodology was used and as a research tool we selected an interview that provided reports from 10 (ten) sign language (LIBRAS) interpreters of public elementary II and high schools in Recife (which represents over 70% total). The data provided through the reports were classified and then analyzed based on the chosen theoretical frame of references. The professionals who were interviewed stated that they were satisfied with their work, although they admit there are several obstacles to overcome (which not always are). According to them, the interpreters work lacks a better infrastructure than the one we have nowadays which demands actions that are already part of the public policies and that up to now havent been implemented. We hope this work will contribute to help improve the performance of these professionals, since they have been forgotten and kept aside from who felt the necessity to count on someone who could facilitate communication among deaf and listeners