Directionality effects in simultaneous language interpreting: the case of sign language interpreters in The Netherlands

The quality of interpretations produced by sign language interpreters was investigated. Twenty-five experienced interpreters were instructed to interpret narratives from (a) spoken Dutch to Sign Language of The Netherlands (SLN), (b) spoken Dutch to Sign Supported Dutch (SSD), and (c) SLN to spoken Dutch. The quality of the interpreted narratives was assessed by 5 certified sign language interpreters who did not participate in the study. Two measures were used to assess interpreting quality: the propositional accuracy of the interpreters' interpretations and a subjective quality measure. The results showed that the interpreted narratives in the SLN-to-Dutch interpreting direction were of lower quality (on both measures) than the interpreted narratives in the Dutch-to-SLN and Dutch-to-SSD directions. Furthermore, interpreters who had begun acquiring SLN when they entered the interpreter training program performed as well in all 3 interpreting directions as interpreters who had acquired SLN from birth.     

An Academic Program Profile: Wayne State University

Since 1948, the Learning Design and Technology (LDT) program at Wayne State University has been offering degrees. Presently, the LDT program offers PhD, EdD, master's, and undergraduate degrees and two certificates. The degrees are delivered using various methods including face‐to‐face, blended, and online. The program focuses on the application of learning sciences and relevant disciplines to improve performance in organizations. The program has two concentration tracks: design and performance systems and learning technologies. Four full‐time and seven adjunct faculty are engaged in various research initiatives and projects with funding in excess of $5 million total. The faculty members serve in leadership roles in several academic and professional associations. In terms of programmatic initiatives, the LDT faculty members have renovated their programs to help make sure students can complete all required courses in 2 years, and the PhD in 4 years. They also are initiating a full‐time research intensive program. With capable faculty members and an excellent curriculum, the LDT program at Wayne State University nurtures competent scholars and professionals. —Sung “Pil” Kang, Ph.D. and Yeol Huh, Ph.D. column editors     

Changing times of feminism and higher education: from community to employability

This article discusses the creation of space and time for feminist approaches in higher education in the context of shifting community and employment relations and the restructuring of higher education space‐time. It draws on the reflections of three feminist academics concerning aspects of their work biographies in two very different higher education settings. It explores the shift from working in an academic department concerned with community studies to one concerned with education and related employment. The article focuses on the attempt to sustain feminist practices through these changing times and settings and is informed by the work on time and space by Barbara Adam, Henri Lefebvre and Doreen Massey.     

Educational Transfers in Postcolonial Contexts: Preliminary Results From Comparative Research on Workers’ Faculties in Vietnam,Cuba, and Mozambique

Worker’s Faculties, which have been widespread in the Soviet Union up until 1941, combined the two goals of preparing adult workers and peasants for university entrance through the provision of general education, as well as creating a new socialist intelligentsia from among these groups. After World War II, Workers’ Faculties were also established in postcolonial countries. Based on case studies in Vietnam, Cuba, and Mozambique, we argue that corresponding transfer processes were largely driven by local actors in the respective countries and that these institutions were regarded as suitable instruments in solving problems particular to postcolonial contexts.     

Changes in substrate utilisation and protein catabolism during multiday cycling in well-trained cyclists

There is a paucity of studies that have evaluated substrate utilisation and protein catabolism during multiday strenuous exercise in athletes. Eleven well-trained male cyclists completed 3 h of race-simulated cycling on 4 consecutive days. Cyclist exercised 2 h postprandially and with carbohydrate supplementation (~50 g · h^?1) during exercise. Whole body substrate utilisation was measured by indirect calorimetry, protein catabolism from sweat and urine urea excretion, and blood metabolite concentration was evaluated. Protein catabolism during exercise was significantly greater on days 2–4 (29.9 ± 8.8; 34.0 ± 11.2; 32.0 ± 7.3 g for days 2, 3, and 4, respectively) compared to day 1 (23.3 ± 7.6 g), P < 0.05. Fat oxidation was greater at 21 km (~45 min) on days 2–4 (1.06 ± 0.23; 1.08 ± 0.25; 1.12 ± 0.29 g · min^?1) compared to day 1 (0.74 ± 0.23 g · min^?1, P < 0.05), but the rate of carbohydrate and fat oxidation was similar between days at 50 and 80 km. Whole body substrate utilisation is altered on subsequent days of multiday prolonged strenuous cycling that includes a quicker transition to greater fat utilisation from exercise onset and a 28–46% greater reliance on endogenous protein catabolism on all successive days.     

Planning a responsive evaluation: Establishing solid partnerships by clarifying expectations and purpose,part 2

For evaluation to be worth the resources it consumes, it must enable decision makers to make sound decisions based on relevant, reliable, and valid data that lead to improved performance. It is from here that all evaluation efforts stem. All components of the evaluation must be aligned with the objectives and expectations that the organization and its stakeholders value and the decisions that will have to be made as a result of the evaluation findings. These decisions should be concerned with how to measurably improve performance at all levels of the organization. This article, the second of a two‐part series on evaluation (see Guerra‐López, 2007b, for part 1), describes how to create a responsive evaluation through the identification of stakeholders and expectations as a first and fundamental step.     

Key Competencies Required of Performance Improvement Professionals

Despite the growing literature about the criticality of a performance focus in our field, the literature on empirically formulated competencies for performance improvement professionals reflecting this shift has been scarce (Dean, 1999). While this study was being conducted (2000–2001), there were no formally recognized standards to guide performance improvement professionals. What the literature did offer was standards for instructional designers, specifically, the International Board of Standards for Training, Performance and Instruction (IBSTPI) released the third edition of Instructional Design Competencies: The Standards (Ritchey et al., 2000). Around this same time, The International Society for Performance Improvement (ISPI) was simultaneously, and independently, working on developing such standards. This study pursued similar efforts through two overarching purposes. The first purpose was to identify competencies required of competent performance improvement professionals. While previous studies had generally addressed what constitutes ideal practice, no data had been collected on current practice. Thus, the second purpose was to determine how often performance improvement practitioners believed they (1) should be, and (2) are currently applying each of the identified competencies. The relationships and gaps between these two indicators were also examined.     

Developing a Professional Identity as an Elementary Teacher of Nature of Science: A self-study of becoming an elementary teacher

This study explores the development of professional identity as a teacher of nature of science (NOS). Our research question was ‘How can a teacher develop a professional identity as an elementary teacher of NOS?' Through a researcher log, videotaped lessons, and collection of student work, we were able to track efforts in teaching NOS as part of regular classroom practice. A team of four researchers interpreted the data through the Beijaard et al. professional identity framework and found that it was not as simple and straightforward to teach NOS as we predicted. Development of professional identity as a teacher of NOS was influenced by contextual factors such as students, administration, and time, as well as personal struggles that were fraught with emotion. Development took place through an interpretation and reinterpretation of self through external factors and others' perceptions, as well as the influence of sub-identities.     

Academic discipline and risk perception of technologies: An empirical study

This article brings together two areas of research: studies on risk perception of technologies and studies on vocational/career choice. This is an important link since decisions concerning technologies are influenced by decision makers’ risk perceptions and these in turn may be related to educational and career paths.We analyze students of different academic disciplines with regard to their risk perception of four technologies. The aim is to find out whether there is a relationship between area of study (as a precursor of vocational and career choice) and risk perception of technologies regarding health, environment and society. The four technologies under study are renewable energies, genetic engineering, nanotechnology and information and communication technologies (ICT). Key results are: irrespective of academic discipline risk of genetic engineering on average is rated highest and renewable energies lowest. This holds for all the risks studied (environmental, health, societal risks). On average, students from different academic disciplines differ in their risk perception. Factor analyses show that common dimensions of risk are the technologies and not the kind of risk. Regression analyses show that the variables influencing perceived risks vary between the technological fields.