beth
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Post by beth on Jun 2, 2015 9:48:14 GMT -5
As we read let's make some notes to keep the forum going as Kim suggested in last email.
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beth
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Post by beth on Jun 2, 2015 10:01:08 GMT -5
Oy! These two chapters are meaty! This is where we will learn how to analyze the work. There is even a scoring system. Perhaps for use with intern? I wonder if an intern would be overwhelmed? Maybe not if they are already familiar with this way of practice.
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beth
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Post by beth on Jun 3, 2015 9:13:50 GMT -5
On June 12 let's plan on doing the assignment from chapter 2 on page 22 (about the pig /science class) and the follow up to that in chapter 3 on page 44. I'm thinking by the time we say our hello's and get to know Holly a bit these two assignments will take us to the end of our meeting. Plus we will do chapter 3 and 4 "check for understanding" which does not take too long. Any in depth conversation of chapter 4 can probably wait until the next time.
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beth
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Post by beth on Jun 3, 2015 14:47:32 GMT -5
pg. 43 "Breadth of Control Options"
This whole concept of "liberal" and "conservative" reminds me of our conversation last week about old-school/new-school approaches...ie. "involvement" in the interpretation that some could see as "helper" while others have more "strict" boundaries. We also talked about VRS scam calls and saying blatantly "this is a scam" (more action) verses working clues into the interpretation to allow for the caller to have ownership (less action). Now we have new terms to use! So, I think I tend to be more conservative in many situations, whereas Kim and James were saying they fall more onto the liberal end of the spectrum. Dean is suggesting we need to identify a wide breadth of controls along the spectrum. So if I were to do this rubric scale in chapter 3 I would have to stretch over to the liberal end to avoid getting into the "rut" of limited options.
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Post by Kim on Jun 3, 2015 16:26:17 GMT -5
Going to start reading them tonight.
But yes I agree to do the activity from the example in the book together on the 12th so we can talk through it.
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beth
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Post by beth on Jun 8, 2015 16:13:03 GMT -5
grrr. I made a post a little while ago and it isn't here. Someone tell me if they find a post about taxonomy hidden somewhere....
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beth
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Post by beth on Jun 10, 2015 16:53:40 GMT -5
I think I recall Dean talking about Robert Karasek in the training. He developed the idea of demand-control. I was kind of thinking that it was unique to the interpreting field, but apparently in the 70's he studied the health and stress of people at work. Their research led them to realize that how stress was affected by work didn't jive with how the occupation was thought of (high-stress vs. low stress). That is when they developed the new way of framing work...into demands and controls. Many fields have used this for study. Including us! Then the taxonmy for our field came about because it was useful for organizing the elements of interpreting. "It emerged as a consequence of the need to organize our thinking about the essential elements of interpreting work. Accordingly, we do not want the DC-S taxonomy to become such a focus that it detracts from the more important task at hand- learning, understanding, and analyzing interpreting practice." p50
Our DC-S taxonomy is EIPI.
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Post by Kim on Jun 12, 2015 7:26:41 GMT -5
I find these chapters much more challenging. I'll have more to write about once we sit down and discuss it
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Post by Kim on Jun 13, 2015 6:00:05 GMT -5
WOW last night was fantastic!!! I'm glad we are spending more time with chapters 3 and 4 since they are so meaty. I feel like when we are trying to figure out the different demands EIPI it is very challenging to decipher which category they fall under. Not all the time, but sometimes they feel like that they should be under when, when the book states it should be another. The dialogue last night was great. I will continue to post more questions most likely LOL.
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beth
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Post by beth on Jun 14, 2015 19:27:10 GMT -5
Our meeting was great, I agree!!!
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Post by Kim on Jun 16, 2015 20:46:31 GMT -5
The discussions so far are so rich and informative. Whether we agree or disagree with some of the DC-S, it's fun to try and think of the 'what could be' a demand. Some of it we noticed was providing demands that weren't spelled out clearly in the exercise. i.e. making assumptions that were not clearly stated. That's difficult because we all come with years of experience so I think it is safe to say that even some of the things that are not clearly mentioned are in the "before the director calls 'action'" set up, we can predict what we might see. Where as a student would have a harder time doing that simply because the lack of experience in those given situations.
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Post by Kim on Jun 16, 2015 20:48:29 GMT -5
In a meeting recently that I interpreted I immediately noticed an Environmental demand because the room was about 100 degrees and it make it difficult because my team and I were very uncomfortable.
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beth
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Post by beth on Jun 23, 2015 7:50:22 GMT -5
I'm returning to chapter 4 now. They go over the movie set analogy again on page 52. Environmental is the movie set and the other 3 demands come into play when the director says "action".
We were struggling a bit in group determining what constitutes an environmental demand. Here is our answer! "...environmental demands are those which are "in place" BEFORE people begin interacting with one-another, or demands that emerge as a direct result of an environmental change (eg. an air conditioner starts running, a new person enters the room)."
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beth
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Post by beth on Jun 23, 2015 8:32:23 GMT -5
"When making a list of environmental demands, a common mistake is failing to mention the goal of the environment. (because while critical, it is less observable)..." (p54)
We made that mistake so far in our science scenario!
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beth
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Post by beth on Jun 29, 2015 15:51:46 GMT -5
DEIXIS!!! "Deictic forms of speech" p59
We run into this all the time! Exciting to have a name for it...although I don't know how to pronounce it...
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beth
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Post by beth on Jun 29, 2015 16:22:46 GMT -5
Nice reminders on page 62 (end of chapter 4) why we are doing this.
"The DC-S demand categories, as is true with any taxonomy, help us to make organized sense of the sometimes overwhelming challenge and experience of interpreting. Merely having a name for the things we observe or experience helps us better understand and respond to them."
and
"Familiarity with the EIPI demand categories also will help you by stimulating your thinking and prediction skills regarding the possible demands you might face in the interpreting assignments."
I feel like we are already finding both of these statements to be true!
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beth
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Post by beth on Jun 29, 2015 16:35:18 GMT -5
The class activity at the end of chapter 4 will be a good one. It will give us new practice of identifying demands after completing the science class activity. I say we plan to do that. It has 6 job settings to work with.
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Post by Kim on Jun 30, 2015 19:45:24 GMT -5
I'm getting back into it as well - there are definite moments of 'AH HA!" then some .. not so much lol
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JAMES
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Post by JAMES on Jul 6, 2015 10:10:52 GMT -5
Hi Kim & Beth,
In response to the below Beth, I agree with you. I think depending on where we come from and our back ground and experience dictate whether were "Involved" or "Helper", I view myself in the scam situation as being a bit more liberal, but maybe more conservative in another situation. Say gun control.
Kim when you guys post is there an email that goes out, cause I'm just seeing most of these post now. It's in part because I haven't checked in but trying to get caught up.
James
pg. 43 "Breadth of Control Options"
This whole concept of "liberal" and "conservative" reminds me of our conversation last week about old-school/new-school approaches...ie. "involvement" in the interpretation that some could see as "helper" while others have more "strict" boundaries. We also talked about VRS scam calls and saying blatantly "this is a scam" (more action) verses working clues into the interpretation to allow for the caller to have ownership (less action). Now we have new terms to use! So, I think I tend to be more conservative in many situations, whereas Kim and James were saying they fall more onto the liberal end of the spectrum. Dean is suggesting we need to identify a wide breadth of controls along the spectrum. So if I were to do this rubric scale in chapter 3 I would have to stretch over to the liberal end to avoid getting into the "rut" of limited options.
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JAMES
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Post by JAMES on Jul 6, 2015 10:18:15 GMT -5
In response to Kim's post: Kim, yes that night was awesome, there was a lot of camaraderie and respect as professionals. Likewise I think breaking the chapters up made a big difference instead of trying to swallow too much at the same time. Kim, yes deciphering the EIPI is a challenge because it's tools and a system that none of us are used to working with and we haven't made it our "own" and until we are able to do that ( by studying inculcating it into our lives and professions) it will feel awkward and strange, kind of like that first date when you are clueless as to what your supposed to do and you learn as you go, likewise we will start incorporating these techniques into our working and professional worlds. Looking forward to it.
WOW last night was fantastic!!! I'm glad we are spending more time with chapters 3 and 4 since they are so meaty. I feel like when we are trying to figure out the different demands EIPI it is very challenging to decipher which category they fall under. Not all the time, but sometimes they feel like that they should be under when, when the book states it should be another. The dialogue last night was great. I will continue to post more questions most likely LOL.
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JAMES
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Post by JAMES on Jul 6, 2015 10:31:11 GMT -5
I've seen the benefit of the study group in my own work, as I'm working I'm actively trying to ascertain what are the EIPI in a given situation. Why I think it's beneficial is I get the chance to look at my work in a new lense, from a new reference point, it's challenging, like Kim said, but the more we develop new language and tools to discuss our work the more seamless it will become, that's what I"m looking forward to and I can already see glimpses of this happening in our group process.
From the initial meeting, I've seen benefit, as interpreters it's the rare occasion that we have opportunity to discuss our work or issues we face so it's not surprising that it's uncomfortable, because we don't have the language to use to talk about what we do. At the weekend with Robyn Dean, I think it was Raine that really impressed me with her ability to talk about the work, but in this instance I think she has naturally ability that made it easy for her to do so, at least that was my observation. Later as Beth mentioned about the conservative, liberal perspective of interpreters in the SCAM situation, I could easily see myself as being more liberal in that situation, sometime i think it's more about common sense than actually having to do with perspective.
Again the BEAUTY of this group is that we are TALKING about what we do, and it's so REFRESHING to be able to do that.
I have a note that Environmental Demands are Fluid and ever changing, why I have that I don't know, but I'll throw it out there.
That's all I have for now. See you Ladies soon.
James
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