scholarly journals Speech-to-text interpreting in Finland, Sweden and Austria

2015 ◽  
Vol 07 (3) ◽  
Author(s):  
Ulf Norberg
Keyword(s):  
Real Time ◽  
International Cooperation ◽  
First Language ◽  
Training Programme ◽  
Spoken Language ◽  
Hearing Impaired ◽  
Standard Keyboard ◽  
The Disabled ◽  
Training Programmes

Speech-to-text (STT) interpreting is a type of intralingual interpreting mostly used by late deafened and hearing impaired persons who have a spoken language as their first language. In Finland, Sweden and Austria the speech-to-text transfer is performed in real-time by interpreters using a (specially adapted or standard) keyboard that is connected to a screen. As a result of different legislative frameworks governing services for the disabled, STT interpreting has developed differently in different countries and so far there has been little international cooperation. STT interpreting has also been largely ignored by Translation and Interpreting Studies. This paper examines the situation in Finland and Sweden, where STT interpreting training programmes have been available since the 1980s, and Austria, where the first training programme started in 2010, and investigates the norms, values and expectations that guide STT interpreters’ practice in the three countries. It also looks at the factors necessary for the development of a distinct ‘STT interpreting culture’.

Toward a real-time spoken language system using commercial hardware

1990 ◽  
Author(s):  
Steve Austin ◽  
Pat Peterson ◽  
Paul Placeway ◽  
Richard Schwartz ◽  
Jeff Vandergrift
Keyword(s):  
Real Time ◽  
Spoken Language ◽  
Language System

An international inventory of antimicrobial stewardship (AMS) training programmes for AMS teams

2021 ◽  
Author(s):  
Naomi Weier ◽  
Dilip Nathwani ◽  
Karin Thursky ◽  
Thomas Tängdén ◽  
Vera Vlahović-Palčevski ◽  
...  
Keyword(s):  
Antimicrobial Stewardship ◽  
Online Survey ◽  
Training Programme ◽  
Medical Doctors ◽  
Online Search ◽  
Barriers To Participation ◽  
Potential Barriers ◽  
Training Costs ◽  
Training Programmes ◽  
Individual Training

Abstract Background Healthcare professionals are increasingly expected to lead antimicrobial stewardship (AMS) initiatives. This role in complex healthcare environments requires specialized training. Objectives Little is known about the types of AMS training programmes available to clinicians seeking to play a lead role in AMS. We aimed to identify clinicians’ awareness of AMS training programmes, characteristics of AMS training programmes available and potential barriers to participation. Methods AMS training programmes available were identified by members of the ESCMID Study Group for Antimicrobial Stewardship (ESGAP) via an online survey and through an online search in 2018. Individual training programme course coordinators were then contacted (September–October 2018) for data on the target audience(s), methods of delivery, intended outcomes and potential barriers to accessing the training programme. Results A total of 166/250 ESGAP members (66%) responded to the survey, nominating 48 unique AMS training programmes. An additional 32 training programmes were identified through an online search. AMS training programmes were from around the world. Less than half (44.4%) of respondents were aware of one or more AMS training programmes available, with pharmacists more aware compared with medical doctors and other professionals (73% versus 46% and 25%, respectively). AMS training programmes were most commonly delivered online (59%) and aimed at medical doctors (46%). Training costs and a lack of recognition by health professional societies were the most frequently cited barriers to participation in AMS training programmes. Conclusions The development of a systematic inventory of AMS training programmes around the globe identifies opportunities and limitations to current training available. Improving access and increasing awareness amongst target participants will support improved education in AMS.

The role of paediatricians in specialist nurse training: a community child health example

2021 ◽  
pp. edpract-2020-320797
Author(s):  
Cliona Ni Bhrolchain
Keyword(s):  
Child Health ◽  
Training Programme ◽  
Formal Training ◽  
Nurse Training ◽  
Training Curriculum ◽  
Clinical Specialty ◽  
Specialist Nurse ◽  
Training Programmes ◽  
Nursing Roles

Specialist and advanced nursing roles have started to emerge in paediatrics and paediatricians may be asked to support nurses through their training. While there are specific training programmes for some areas of practice eg, neonatology, there are currently no programmes for others. Paediatricians may therefore find themselves being asked to train nurse specialists outside a formal training programme, or to provide the clinical specialty component linked to a generic MSc course, where the paediatrician may be required to devise a training curriculum specific to their area of practice. Using, neonatology, there are currently no programmes for others. Paediatricians may therefore find themselves being asked to train nurse specialists outside a formal training programme, or to provide the clinical specialty component linked to a generic MSc course, where the paediatrician may be required to devise a training curriculum specific to their area of practice. Using community child health as an example, this paper outlines how paediatricians might approach this, based on the experience of the author. However, the principles outlined can apply to any area of paediatrics.

Second Language Sentence Processing

2022 ◽  
Vol 8 (1) ◽  
pp. 235-256
Author(s):  
Holger Hopp
Keyword(s):  
Second Language ◽  
Real Time ◽  
Sentence Processing ◽  
First Language ◽  
Mental Lexicon ◽  
Utility Functions ◽  
Predictive Processing ◽  
Grammar Acquisition ◽  
L2 Processing ◽  
Incomplete Form

Second language (L2) sentence processing research studies how adult L2 learners understand sentences in real time. I review how L2 sentence processing differs from monolingual first-language (L1) processing and outline major findings and approaches. Three interacting factors appear to mandate L1–L2 differences: ( a) capacity restrictions in the ability to integrate information in an L2; ( b) L1–L2 differences in the weighting of cues, the timing of their application, and the efficiency of their retrieval; and ( c) variation in the utility functions of predictive processing. Against this backdrop, I outline a novel paradigm of interlanguage processing, which examines bilingual features of L2 processing, such as bilingual language systems, nonselective access to all grammars, and processing to learn an L2. Interlanguage processing goes beyond the traditional framing of L2 sentence processing as an incomplete form of monolingual processing and reconnects the field with current approaches to grammar acquisition and the bilingual mental lexicon.

Mindfulness and compassion training for clinicians: a qualitative study

2021 ◽  
Author(s):  
Clémence Brun ◽  
Alexis Akinyemi ◽  
Laurène Houtin ◽  
Claire Mizzi ◽  
Thierry Cardoso ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Positive Impact ◽  
Quality Care ◽  
Training Programme ◽  
Mindfulness Training ◽  
Psychological Consequences ◽  
Care Programme ◽  
Work Related ◽  
Training Programmes ◽  
High Level

Objectives: Providing quality care requires compassion, and encouraging caregivers to develop a patient-centred care relationship could be beneficial for both patients and caregivers. Such a goal can be achieved through mindfulness-based programmes, which can improve caregivers’ compassion and self-compassion. They are particularly relevant for caregivers, as they have a high risk of experiencing work-related burnout due to the high level of involvement required in their work. We hypothesised that a mindfulness training programme specifically focused on situations that are relevant for caregivers could improve patient–caregiver relationships and the care provided by the latter. Methods: We conducted a qualitative study with 10 interviews designed to explore the perceived psychological consequences of such training programmes amongst caregivers who experienced a mindfulness training programme specifically elaborated for the medical staff at APHP Sorbonne University (i.e., the Mindfulness Based (MB) CARE programme). Results: Content analysis results showed that the training had an overall positive impact on the caregivers’ ability to feel compassion toward their patients and themselves. The caregivers were more attentive to their patients and their needs, without being able to articulate how well they were paying attention to them. The programme also helped them develop kindness towards themselves and their patients. The participants were better able to accept more sympathetically the difficult experiences they might encounter in the workplace or those reported by their patients. Conclusions: We conclude that professional mindfulness training programmes could be operational levers for institutions aiming at fostering a more compassionate caregiver–patient relationship, which in turn, can improve the efficiency of care provision.

scholarly journals Building a Maternal and Newborn Care Training Programme for Health-Care Professionals in Guinea-Bissau

2017 ◽  
Vol 30 (10) ◽  
pp. 734 ◽  
Author(s):  
Ana Reynolds ◽  
Ahmed Zaky ◽  
Joana Moreira-Barros ◽  
João Bernardes
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Newborn Care ◽  
Training Programme ◽  
Guinea Bissau ◽  
Care Training ◽  
Multiple Choice Questionnaire ◽  
Training Programmes ◽  
Maternal And Newborn Care ◽  
Maternal And Newborn

Introduction: The Integrated Programme of Maternal and Child Health aims to reduce maternal and child mortality in Guinea-Bissau. The purpose of this article is to share our experience in building a training programme on maternal and newborn care for health-care professionals in Guinea-Bissau.Material and Methods: Regional directors of the four target areas chose a group of staff who provide prenatal and childbirth care to attend the course (12 to 15 trainees per region). In each region, 15 highly interactive and practical sessions were scheduled over eight weeks. The trainees’ summative and reactive assessment was obtained using a multiple choice questionnaire (final test) and an anonymous survey, respectively.Results: Attendees included 25 nurses, 17 midwives and 14 doctors. About two thirds had five years’ practice or less. Test median scores were higher among trainees with two to nine years of practice (54.4% to 60.9%), as compared to those with a year or less (47.8%) or 10 or more years (45.7%). Pedagogical variables were rated as ‘good’ or ‘very good’ by 91% to 95% of the attendees.Discussion: Use of an interactive and practical pedagogical methodology produced positive results and was crucial to tailoring the training to local needs. However, adapting the syllabus according to professional categories and experiences should be considered.Conclusion: Our results warrant further development and evaluation of training programmes on maternal and neonatal care in Guinea-Bissau.

Sign in / Sign up

Export Citation Format

Share Document