In my opinion they are way to busy with their own lives. Yes they can but often the flies are not of any nutritional value so are often overlooked when more steady supplies are avaliable. One of the main intentions of the Navigation Acts was to insulate British shipping companies from competition with the Dutch. Enforcement was often overlooked because the acts actually cost the British money due to stifling cash flow and trade. Some of the most overlooked food service distributors are independent companies that are not part of a franchise.
These distributors offer unique products and prospectives in product choices. Gather additional information. The dispossession left me at a loss. The refugee's dispossession is often overlooked if not denied.
Swiss chard is an often overlooked garden green that is an excellent source of nutrition. Access to education, often laws were overlooked by the bourgoisie. Yes, but they were called egg plates and a more often than not are overlooked as collectibles. Before begginning a vigorous aerobic ecercise routine all adults should. Yes, the noun 'consideration' is an abstract noun as a word for careful thought, often over a period of time; a word for a concept. He is the director of Rising Voices, a site that focuses on countries and cultures that are often overlooked and brings their voices to the online conversation.
It is often mistaken with mRNA. Yes, he often went on crime scenes. In some cases, Scotland Yard would take him there. He would often discover clues that the police had overlooked.
Log in. Books and Literature. Study now. See Answer. Best Answer. Study guides. Jane Eyre 20 cards. What is Mr Rochester's first name in Jane Eyre. What is meant to sitiing backwards on a chair. What was Grace Poole's salary. Books and Literature 20 cards.
What represents the possible functions of a body paragraph in a research essay. Can a metaphor be a form of self -expression. Why did Dee change her name in Everyday use. What does Poe use in the black cat to make the reader question the accuracy of the narrators account of events.
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Setting of gore by Sarah Ellis. What is the exposition in the story monkey and the turtle. Q: Which consideration is often overlooked when choosing an interpreter? Write your answer Related questions. What consideration is often overlooked when selecting an interpreter? Which consideration is often over looked when selecting an interpreter? What consideration is often over looked when selecting and interpreter?
What film star is often overlooked in real life? During interrogations or interviews, this information will be used as part of the assessment of the information obtained from the individual. Physical arrangements of site, if applicable. Possible need for interpreter to assist in after-action reviews or assessments. As part of the initial training with interpreters, Soldiers should tactfully convey that the instructor, interviewer, or interrogator always directs the interview or lesson.
Soldiers should put the interpreter's role in proper perspective and stress the interpreter's importance as a vital communication link between Soldiers and the TA. Soldiers should appeal to interpreters' professional pride by clearly describing how the quality and quantity of the information sent and received is directly dependent upon an interpreter's skills.
Also, Soldiers should mention how interpreters functions solely as a conduit between Soldier and subjects. Soldiers should be aware that some interpreters, because of cultural differences, might attempt to save face by purposely concealing their lack of understanding. They may attempt to translate what they think the Soldier or subject said or meant without asking for a clarification.
Because this situation can result in misinformation and confusion, and impact on credibility, Soldiers should let interpreters know that, when in doubt, they should always ask for clarification. Soldiers should create a safe environment for this situation as early as possible. Soldiers should cover these points while orienting and training the interpreter: Importance of the training, interview, or interrogation. Specific objectives of the training, interview, or interrogation, if any.
Outline of lesson or interview questions, if applicable. Background information on the interviewee or TA. Briefing, training, or interview schedules. The interviewer must remember that conducting an interview through an interpreter may take double or triple the amount of time needed when the interviewer is directly questioning the interviewee.
For that reason, the interpreter may be helpful in scheduling enough time. Copy of the briefing, questions, or lesson plan, if applicable. Special attention should be given to develop language proficiency in the technical fields in which the interpreters are expected to be employed. In general, a copy of the material will give the interpreter time to look up unfamiliar words or ask questions to clarify anything confusing. Copies of handout material, if applicable.
General background information on the subject. Glossary of terms, if applicable. Soldiers select an appropriate site for interviews. They position and arrange the physical setup of the area. When conducting interviews with important people or individuals from different cultures, this arrangement can be significant.
Soldiers instruct interpreters to mirror the Soldier's tone and personality of speech. Soldiers instruct interpreter not to interject their own questions or personality. They also instruct interpreters to inform them if they notice any inconsistencies or peculiarities from sources. Whenever possible, Soldier should identify cultural restrictions before interviewing, instructing, or conferring with particular foreign nationals.
For instance, they should know when is it proper to stand, sit, or cross one's legs. Gestures, being learned behavior, vary from culture to culture. Interpreters should be able to relate a number of these cultural restrictions, which, whenever possible, should be observed in working with particular groups or individuals.
Whether conducting an interview or presenting a lesson, Soldiers should avoid simultaneous translations, that is, both the Soldier and the interpreter talking at the same time. Soldiers should speak for a minute or less in a neutral, relaxed manner, directly to the individual or audience.
The interpreter should watch the Soldier carefully and, during the translation, mimic the Soldier's body language as well as interpret his or her verbal meaning. Soldiers should observe interpreters closely to detect any inconsistencies between an interpreter's and a Soldier's manners.
Soldiers must be careful not to force an interpreter into a literal translation by being too brief. Soldiers should present one major thought in its entirety and allow the interpreter to reconstruct it in his or her language and culture.
Although interpreters perform some editing as a function of the interpreting process, it is imperative that they transmit the exact meaning without additions or deletions. Soldiers should insist that interpreters always ask for clarification, prior to interpreting, whenever they not absolutely certain of the Soldier's meaning. However, Soldiers should be aware that a good interpreter, especially one who is local, can be invaluable in translating subtleties and hidden meanings.
During an interview or lesson, if questions are asked, interpreters should immediately relay them for an answer. Interpreters should never attempt to answer questions, even though they may know the correct answer. Additionally, neither Soldiers nor interpreters should correct each other in front of an interviewee or class; all differences should be settled away from the subject or audience. Just as establishing rapport with the interpreter is vitally important, establishing rapport with interview subjects or the TA is equally important.
Soldiers and interpreters should concentrate on rapport. To establish rapport, subjects or audiences should be treated as mature, important human beings who are capable and worthy. An important first step for Soldiers in communicating in a foreign language is to polish their English language skills. These skills are important, even if no attempt is made to learn the indigenous language. The clearer Soldiers speak in English, including using clear, correct words, the easier it is for interpreters to translate.
For instance, Soldiers may want to add words usually left out in colloquial English, such as the "air" in airplane, to ensure that they are not misinterpreted as referring to the Great Plains or a carpenter's plane. Soldiers should not use profanity at all and should avoid slang and colloquialisms. In many cases, such expressions cannot be translated. Even those that can be translated do not always retain the desired meaning.
Military jargon and terms such as "gee whiz" or "golly" are hard to translate. Soldiers should avoid using acronyms. While these have become part of everyday military language, in most cases interpreters and TAs will not be familiar with them, and it will be necessary for the interpreter to interrupt the interview to get clarification regarding the expanded form. This can disrupt the rhythm of the interview or lesson. Moreover, if interpreters must constantly interrupt the interviewer for clarification, they could lose credibility in the eyes of the TA, which could jeopardize the goals of the interview or lesson.
In addition, if a technical term or expression must be used, Soldiers must be sure interpreters convey the proper meaning. When speaking extemporaneously, Soldiers must think about what they want to say. They should break their thoughts into logical bits and say them a piece at a time, using short, simple words and sentences, which can be translated quickly and easily.
As a rule of thumb, Soldiers should never say more in one sentence than they can easily repeat word for word immediately after saying it. Each sentence should contain a complete thought without verbiage. Soldiers should avoid "folk" and culture-specific references. TAs may have no idea what is being talked about. Even if interpreters understand the reference, they may find it extremely difficult to quickly identify an appropriate equivalent in the TA's cultural frame of reference.
Transitional phrases and qualifiers tend to confuse nonnative speakers and waste valuable time. Examples are "for example," "in most cases," "maybe," and "perhaps. Soldiers should be cautious of using American humor, since humor does not translate well between cultures. Cultural and language differences can lead to misinterpretations by foreigners. Soldiers should determine early on what their interpreters find easiest to understand and translate meaningfully. In summary, Soldiers should-- Keep presentations as simple as possible.
Use short sentences and simple words low context. Avoid idiomatic English. Avoid flowery language. Avoid slang and colloquial expressions. Avoid "folk" and culture-specific references.
The following are some dos and don'ts for Soldiers to consider when working with interpreters. DOS B Soldiers should-- Position the interpreter by their side or even a step back. This will keep the subject or TA from shifting their attention or fixating on the interpreter and not on the Soldier. Always look at and talk directly to the subject or TA. Guard against the tendency to talk to the interpreter. Speak slowly and clearly. Repeat as often as necessary.
Speak to the individual or group as if they understand English. Be enthusiastic and employ the gestures, movements, voice intonations, and inflections that would normally be used before an English-speaking group. Considerable nonverbal meaning can be conveyed through voice and body movements. Encourage interpreters to mimic the same delivery. Periodically check an interpreter's accuracy, consistency, and clarity. Have an American fluent enough in the language sit in on a lesson or interview to ensure that the translation is not distorted, intentionally or unintentionally.
Another way to be sure is to learn the target language so that an interpreter's loyalty and honesty can be personally checked. Check with the audience whenever misunderstandings are suspected and clarify immediately.
Using the interpreter, ask questions to elicit answers that will tell whether the point is clear. If it is not, rephrase the instruction differently and illustrate the point again. Use repetition and examples whenever necessary to facilitate learning. If the TA asks few questions, it may mean the instruction is not understood or the message is not clear to them. Make interpreters feel like valuable members of the team. Give them recognition commensurate with the importance of their contributions.
Soldiers should not-- Address the subject or audience in the third person through the interpreter. Avoid saying, for example, "Tell them I'm glad to be their instructor. Make continual eye contact with the audience. Watch them, not the interpreter. Make side comments to interpreter that are not interpreted.
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