When primary participants talk to interpreters Essay Example for Free

When primary participants talk to interpreters Essay To be realistic about an interpreters role, we can examine several more examples of the way speakers interact and take turns. In this first example, І look at Ð ° turn in which Ð ° primary participant speaks directly to the Interpreter. Because examples from this case study corpus are relatively limited, І will add another example that appeared in an interpreter membership association newsletter, interpreters complain frequently about the propensity of primary participants to address utterances directly to interpreters. They imply that the primary participants should know better; they should know that interpreters only relay messages; they do not answer or speak directly to participants. Interestingly, their complaints seem to focus on the participant who is the professional or institutional representative, generally Ð ° speaker of Ð ° majority language, not the citizen or client, who speaks Ð ° minority language. Asking Ð ° question or speaking directly to an interpreter affords an opportunity to study the interaction around this dilemma, to examine different responses, and to learn whether primary participants are confirming or denying the role performance of the interpreter. S: FILMING? pointing at the researcher FILMING? І: [to the researcher] FILMING? Are you filming? R: yes І: YES [to the Student] The Student wants to know if filming has begun so he poses the question to the Interpreter. The Interpreter then asks the Researcher (who understands ASL) first using ASL, and then asking in English. Because the camera lens was fogged and the Researcher could not see clearly (Ð ° problem that cleared up), she did not respond to the signed utterance. When she heard the question, she answered in English, and the Interpreter relayed the answer to the Student. Although the Interpreter does relay this query from the Student, he is supposed to relay this question to the Professor as the other primary participant. In interpreting ideology, interpreters are not supposed to answer direct questions; rather they should pass on the question to allow the primary speaker to answer (see Metzger 1995: Chap 5). The Researcher is an ancillary participant who is supposed to be ignored because she is filming the event. But the Interpreter did relay the question on to Ð ° participant other than himself. That leaves two questions to be asked: To whom was the question directed? Why didnt the Interpreter relay the question to the Professor? Let us begin with the second question. The Interpreter did not relay the question to the Professor because she was answering the telephone and was speaking to the person who called. In conversational interaction, one primary participant can be called to attend to other matters or conversations, Ð ° perfectly ordinary occurrence in interaction. For example, when І accompany my mother to the lawyers office, the lawyer occasionally interrupts the meeting to answer Ð ° phone call or conduct Ð ° side conversation with his secretary. While he is engaged, my mother and І talk over what she and her lawyer are discussing or something else entirely. In this interaction, when the Professor is otherwise engaged, the Student can and does ask the Interpreter Ð ° question about the other activity at the meeting. So the Interpreter does not relay the question to the Professor because the question was not directed at her. Now lets consider the first question: To whom was the question directed? Because the Student could see the Professor uses the phone and because he asked the Interpreter, rather than turning around and asking the Researcher, and simply pointed in the direction of the Researcher, the question seems to be directed at the Interpreter. Most likely, the Student thought that the Interpreter could answer because video cameras generally have lights that come on when filming my point here is that Ð ° primary participant spoke directly to the Interpreter when the other primary participant was not attending to the interaction and had absented herself from the interaction with the Student. Participants act and react to interpreters as potential conversational partners and seem unaware that the task of interpreting should preclude treating an interpreter as Ð ° potential interlocutor. To primary participants, then, it must seem natural, even ordinary, to interact with interpreters as capable human beings who can answer and ask questions. This might suggest to interpreters that primary participants are never going to act as though interpreters are not also real participants in the interaction. It also suggests that interacting directly with an interpreter does not come about arbitrarily, but rather because of other social norms that govern interaction when Ð ° primary participant is interrupted and moves the focus off the reason and purpose for coming together. My next example is drawn from an article in Views (January 1998), the newsletter of the Registry of Interpreters for the Deaf, Ð ° North American association of sign language interpreters. In this article, the author presented an example similar to the previous one: Ð ° primary speaker asks an interpreter Ð ° question. The situation was Ð ° doctors office where Ð ° Deaf patient was being examined. During the examination the doctor turns to the interpreter and asks, How did you get into the field? Is sign language hard to learning? The dilemma presented to readers was that the interpreter was asked Ð ° question by the doctor but was not sure how to handle this situation or who should answer the question. The author suggested that determining Ð ° solution is Ð ° matter of ethics and that knowing ways of solving ethical dilemmas assists interpreters, particularly beginning interpreters, in arriving at good solutions. Although І agree that student interpreters should be trained to solve ethical dilemmas, under the scrutiny of discourse analysis, this particular phenomenon might not be an ethical problem but rather an ordinary happenstance in the interactional process of discourse. We can begin by noting that no other information is provided about the meeting and its progress. The doctors question is presented in isolation. As the preceding example demonstrated, it matters what the other participants are doing. We do not know what the patient is doing, what was said prior, or what is said afterward. This is the point about studying interpreters in actual interaction. Utterances do not arise on their own but are created in and reflected by the ongoing situation, and understanding or interpreting utterances is based on and is particular to that context. The patient could be changing clothes, could be having her temperature taken, or could be in the bathroom. The next thing to consider is that whether or not people are engaged in purposeful activity that may have serious consequences, such as Ð ° medical exam, they also monitor relationships, attitudes, and feelings. When doctors examine patients, it is not out of the ordinary to engage in small talk which seems to put everyone at ease. Nor is it unusual, when patients are unavailable for conversation, for doctors to engage in brief conversations with other person(s) in the room. Once, while my teenager was having her temperature taken, Ð ° doctor turned and began chatting with me about the extreme heat we were experiencing that summer. In general, all the participants engaged in interaction are available for conversation (Goffman 1967). In some ways, professionals, such as doctors and lawyers, experience Ð ° sense of being hosts within their spaces and thus attempt to acknowledge all the participants within the space, either by conversation or nonverbally.

Deforestation and Biodiversity Essay -- Exploratory Essays Research Pa

Deforestation and Biodiversity While the loss of forests is clearly visible, a decline in biodiversity has a less apparent effect. The subtle loss of biodiversity fails to indicate the significance that fewer species in the ecosystem increases the fragility of life for all species. Despite the negative effects of deforestation and the consequential decline of biodiversity, trees are cut down for an economic and consumer benefit. Members of society need to determine how much economic cost they are willing to spend in order to preserve plant and animal species. To reduce the degree of deforestation, tree harvesters may use selective logging, which involves only the removal of trees that are the most economically beneficial. Trees with lower economic value are left standing. This method still has problems intrinsic with any kind of deforestation and selective logging also introduces new environmental problems. Tree harvesters need to build roads into the forests to remove the timber (Vandermeer and Perfecto, 1995). The road construction means that a greater surface of land will be covered by asphalt, which increases the amount of rainwater runoff that is not filtered by the soil before entering a stream. These streams are polluted by sediment carried by the rainwater. Vandermeer and Perfecto also say that selective logging introduces secondary damage when non-targeted trees are knocked down in the process of removing the desirable trees. In addition, selective logging over a long period of time leads to deterioration of the stand, which reduces the overall value of the forest when the loss of more valuable trees leaves lower grade timber behind (Vandermeer and Perfecto, 1995). Another change related to the effect of sel... ...eforestation/deforestation_3.html>. Sanchez-Azofeifa, G., Rivard, B., Calvo, J., Moorthy, I. (2002). â€Å"Dynamics of Tropical Deforestation Around National Parks: Remote Sensing of Forest Change on the Osa Peninsula of Costa Rica.† Retrieved April 16, 2003, from BioOne . Southwick, C. H. (1996). Global Ecology in Human Perspective. New York: Oxford University Press. State Department. (2003). â€Å"Study Says Smaller Households threaten Worldwide Biodiversity,† January 15. Retrieved April 16, 2003, from United States Consulate Mumbai-India . Vandermeer, J. and Perfecto, I. (1995). Breakfast of Biodiversity: The Truth about Rain Forest Destruction. Oakland, California: The Institute for Food and Development Policy.

A Portrait of the Artist as Filipino Essay

†Bitoy Camacho, an old friend of the Marasigans, pays them a visit one afternoon after many years of absence. He is greeted by the two daughters of Lorenzo Marasigan, a famous painter, who in his declining years has been living in isolation and abject poverty. Recently, he finished his latest and perhaps last major work of art, a painting he entitled Portrait of the Artist as Filipino. The sisters Paula and Candida welcome Bitoy. They reminisce about the past and the good old days. Tony Javier, a young musician renting a room in the house, comes home from work and is surprised. Tony confides to Bitoy his frustrated efforts in convincing the sisters to sell the painting to an American client. †In the second act, Don Lorenzo is visited by Manolo and Pepang–the older brother and sister of Candida and Paula. They plan to transfer their father to a hospital and sell the house. They have invited Don Perico, a senator to convince their younger sisters. Don Perico appeals to both sisters to donate the painting to the government in exchange for a handsome pension that would relieve them of their burden. The sisters remain firm and indifferent during the debate the senator is forced to examine his life realizing too late that he has betrayed his true vocation as an artist-poet. Forlorn and devastated by remorse, [the senator] bids the sisters farewell. †Manolo and Pepang quarrel with their younger sisters [who] are forced to reveal why their father painted the picture. They had confronted him a year before, and in pain accused him of having wasted their lives. As a reaction, he painted his last work of art and then attempted to commit suicide. †Alone, Candida tells Paula of her frustration in job seeking. Tony Javier rushes in with news about his American client who has doubled his offer [for the painting]. In a moment of weakness, Paula abandons the house and joins Tony. †The third act begins with Bitoy remembering the Octobers of his youth and the feast of La Naval de Manila. A group of visitors to the Marasigan home inquire about rumors that the painting and Paula have disappeared forcing Candida to admit what happened and accuses herself of masterminding the crime. Paula enters and admits to having destroyed the portrait. Crushed, Tony accuses the two women of condemning him back to poverty. He leaves cursing them. In the meanwhile, the two sisters reconcile and reaffirm their decision to remain in the house with their father. Bitoy in a monologue ends the play with a prayer deciding to dedicate his life to the preservation of Intramuros and its historical past through art and memory.†

The Current Greek Financial Crisis - 1982 Words

It’s no secret that Greece is in quite a predicament. The country is currently in the midst of a crisis that reaches not just all parts of Greek society but a global stage as well. Is Greece at the point of no return, will they end up defaulting on their massive debts from combined lenders, breaking away from the European Union (EU) and the singular monetary system of the Euro? While many people think that is the way to go for Greece, the government could also find solace in the examples of other EU countries. By looking at how these countries were in the same situation as Greece yet have managed to make the necessary spending cuts and social reforms, and in doing so have regained control. This paper, provided will be an overview of the†¦show more content†¦The country subsequently took one of the largest emergency package loans in history and has been taking on more and more debt since. Much of its credit is coming from countries that Greece currently does a majority of its trade with. Economic growth since then has been labored and much needed political leadership has been fleeting. The government is spending money to send their youth to college and university for free and upon receiving a degree, many of these young people are leaving the country for promises of better work and job security. In a way this could be a great incentive for the government because if they can bring their economy back, it will be more favorable not only for future graduates to stay at home and contribute to their national structure and economy but also for the current youth that have gone elsewhere seeking employment to comeback. These youth are not just coming back empty handed, they are coming back with priceless knowledge of international business and structure, also pros and cons of how other societies operate and make their society work. These youth are currently out in the wide world scattered among countries, receiving valuable information that in the future can help Greece as a whole and its presence on and international stage. Many different theories have been presented on the current financial problems of Greece, by top-notch scholars and economists, who differ in opinion but