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Exploring behaviors of code switching among translations
No full textCode-switching is a practice where bilingual individuals switch between languages within a single conversation or utterance. Among bilingual individuals, code-switching has been widely studied. However, limited attention has been given to how specific professional roles, such as translation, influence this behavior. This study explores behaviors of code-switching among English-Spanish translators living in the United States, focusing on the potential impact of language proficiency, profession, and attitudes. A total of 30 participants completed an online questionnaire about code-switching behaviors and attitudes. Participants were individuals fluent in English and Spanish who currently reside in the United States. The participants were divided into two groups: professional translators and non-translators (i.e., regular bilinguals). Data analysis is ongoing, but preliminary comparisons of code-switching preferences across groups indicate overall similar behaviors in how both translators and non-translators utilize both languages at school/work. Differences did emerge when proficiency was examined: in the non-translator group, increased proficiency in one language is associated with a decline in proficiency in the other, indicating that a tradeoff in proficiency has taken place. Among translators, higher proficiency in one language correlates with greater proficiency in the other, indicating a more balanced bilingual competence. Furthermore, for non-translators, individuals with greater English proficiency indicated that they engaged in unintentional code-switching more often than those with more balanced proficiency. For the translator group, this pattern was not evidenced. By highlighting the role of professional training in shaping bilingual language use, this study contributes to sociolinguistics, bilingual, and translation studies
Effects of reporting a defendant’s race in a forensic mental health assessment for sentencing
No full textResearch suggests that cognitive biases (e.g., about race and ethnicity) may influence legal decision-makers—biases which may operate outside of conscious awareness. For example, it may be relevant for matters such as sentencing to know how likely a defendant is to reoffend. The current study examined whether varying mention (or not) of a defendant’s race or ethnicity in a forensic mental health assessment report related to perceptions of the defendant’s risk for reoffending and related risk management issues. The effects of participants’ own racial and ethnic identity relative to the hypothetical examinee (potential affinity bias), and their score on measures of implicit racial or ethnic bias, were also examined. Participants (interim n = 203) completed an online survey in which they were randomly assigned to read one of four hypothetical forensic mental health reports, which differed only with respect to the defendant’s indicated surname and race or ethnicity (White, Black, Hispanic, or no indicated race or ethnicity). Participants then completed a demographics measure, attention check items, items concerning perceptions of the defendant, and one of two implicit bias measures (depending on condition assignment: the Race Implicit Association Test or Hispanic Implicit Association Test). Preliminary results were not suggestive of affinity bias. However, significant correlations were observed between implicit bias scores and perceived risk for reoffending when the defendant was specified as White; perceived control over one’s actions when Black; and perceived risk for future violence when race or ethnicity was not specified. Implications for future research will be highlighted
Bridging divides: Addressing sustainable goal 16 in Bosnia and Herzegovina
Get PDFThirty years later, Bosnia and Herzegovina (BiH) continues to confront the persistent challenges stemming from its post-conflict legacy following the 1992–1995 Bosnian war and genocide, particularly the systemic issues of corruption, weak governance, and deep ethnic divisions established by Western powers through the Dayton Peace Agreement. These factors not only hinder BiH\u27s socio-economic development but also obstruct its aspirations for European Union (EU) integration and regional stability. This paper emphasizes the critical importance of addressing domestic justice and anti-corruption efforts as a means to achieve lasting peace and stability. Utilizing a threefold framework—considering external and domestic influences alongside environmental governance that hinder development—it articulates the complex interplay of factors shaping BiH\u27s fragmented political landscape. By analyzing historical contexts and current development issues, the paper explores evaluations of BiH\u27s development progress and proposes actionable policy recommendations aimed at reinforcing institutional integrity, enhancing accountability, and promoting inclusive governance. Moreover, it underscores the necessity for both domestic and international stakeholders to collaborate in fostering a culture of transparency and participation, vital for BiH\u27s path toward the United Nation\u27s Sustainable Development Goal 16, which seeks to establish meaningful peace, justice, and strong institutions. Ultimately, the successful navigation of these challenges can not only help unify BiH but also contribute to a more peaceful and cooperative Balkan region in the future, especially in light of geopolitical tensions such as the Russia-Ukraine conflict and anti-corruption protests in the Balkans that have encouraged the EU to accelerate the membership process for numerous Balkan countries
Culturally Concordant DBT STEPS-A Intervention in Orthodox Jewish Schools
Get PDFExistent research indicates that Dialectical Behavioral Therapy (DBT) is an efficacious treatment for mental health issues in many adult and adolescent populations, yet there is little research on the effect of DBT on culturally diverse, underserved populations (Mercado, & Hinojosa, 2017). Orthodox Jews are a culturally diverse, understudied, and underserved population (Schnall et al., 2014), that contends with strong stigmas against mental health treatment (Gearing et al., 2022). Orthodox Jewish community teachings are governed by religious values and precepts with a resistance to secular influence (Freund & Band-Winterstein, 2017). The social-emotional learning that is occasionally taught in some community schools does not typically stem from evidence-based research, and the curriculums that are evidence-based do not involve Jewish thought. It is unclear whether DBT could benefit this community, and mental health stigma may play an important role in mediating the effects of DBT. I hypothesized that implementing a culturally concordant DBT Skills in Schools: Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A) curriculum in an Orthodox Jewish high school and middle school would: 1. Decrease the students’ levels of emotion dysregulation. 2. Increase student effective skill use. 3. Reduce student and teacher perception of mental health stigma. The methods included teaching a culturally adapted DBT STEPS-A curriculum weekly, over the course of one semester (14-weeks). The teachers received a separate training session. Pre- and post-measures were collected at the start and conclusion of the study, and three short measures were administered throughout the semester. Results of the study supported all three hypotheses stated above, some fully and others partially. It is hoped that this study will reveal further opportunities for improving mental health abilities, reducing stigma, and providing culturally adaptive and accepted care in the Orthodox Jewish community
An Examination of the Pedagogical Decision-Making of Elementary Literacy Teachers as They Move From a Supervised Clinical Teaching Experience Into Their First Year as a Teacher of Record
No full textDespite extensive research conducted on issues concerning preservice and beginning teachers, there is little research that follows teacher candidates from their full-time clinical practice placement into their first-year of teaching, and even less that focuses on literacy instruction related decisions made during this time (Maloch et al., 2003). To address the gap in the existing literature, this study investigated how two beginning elementary literacy teachers self-described the development of their pedagogical decision-making as they moved from a supervised clinical teaching experience into their first-year as a teacher of record. Additionally, this study sought to uncover the influences behind the pedagogical decision-making of these teachers during this time period. Kahneman’s System 1 (intuitive) and System 2 (effortful) thinking were used to categorize pedagogical decision-making, and situated learning theory was used to analyze the data collected throughout the ten-month span of this study. Although all teachers, regardless of experience level partake in intuitive and effortful thinking, findings suggest the two participants who took part in this study experienced more effortful thinking as they began their first-year of teaching. The automaticity they developed during their clinical experience did not transfer to their new community of practice. Based on my findings, becoming a teacher was difficult because these beginning teachers were expected to make a multitude of complex decisions without the adequate heuristics and expertise to make them. Administrators, teacher educators, and CTs must work together to streamline the transition from teacher intern to beginning teacher by educating about intuitive and effortful thinking, with the goal being for beginning teachers to carry over of the automaticity developed during their clinical experience into their first-year of teaching. Additional research is needed to continue to examine these connections on a larger scale. A more streamlined transition could ultimately lessen unnecessary effortful thinking, which could potentially lead to a greater retention of teachers
Tracking Fall Migration with the Motus Wildlife Tracking System: The Fate of Window-struck and Captive-raised Passerines
No full textMany species of North American passerines migrate along the Atlantic flyway in the fall to reach winter habitats in the southeastern United States, the Caribbean, and Central and South America. Birds face many perils along their journeys including window strikes, which kill over one billion birds per year in the United States alone. Some birds survive the impact and may continue their migration. These birds may suffer delayed mortality or show aberrant migration due to injuries. This research seeks to understand if window-struck birds that initially survive bird-building collisions survive into the future and, if so, if they migrate effectively. Nanotags were affixed to window-struck passerines and control birds to track their fall migrations with the Motus Wildlife Tracking System. Control and experimental birds migrated with similar success across all species, indicating that birds survived post-collision events at the same rate as wild birds and that no significant long-term injury to these birds had occurred. These results provide evidence that birds involved in building collisions that survive are often successful in the wild and should not be added to overall mortality estimates. As an extension to this research on potentially aberrant migration in birds, three species of passerines were studied for differences in survival and migration between captive-raised and wild individuals. Nanotags were used to track birds raised in a rehabilitation facility and wild birds with the Motus network. Relatively few birds were successfully tracked, likely due to high hatch-year mortality during migration. However, there were significant differences between captive-raised and wild birds in one species, with significantly more wild birds successfully tracked during their fall migrations. These results provide evidence for challenges in captive-rearing passerines similar to those of captive-rearing other birds
Philip C. Guin, Ann Margaret Sharp, and Oleksandr V. Tyaglo, Aprl 2005
No full textOleksandr V. Tyaglo, Chair of the Department of Philosophy and Political Science, National University of Internal Affairs, Kharkiv, Ukraine, was a visiting scholar to the Institute for the Advancement of Philosophy for Children in April, 2005. He is seen here having dinner in the home of Philip C. Guin and Ann Margaret Sharp.https://digitalcommons.montclair.edu/iapc_pguin_gallery/1015/thumbnail.jp
Philosophy for Children Workshop, 1983
No full text1983 Philosophy for Children Workshop. Ann Margaret Sharp and Matthew Lipman in front row, Philip C. Guin at back center.https://digitalcommons.montclair.edu/iapc_pguin_gallery/1000/thumbnail.jp
\u3cem\u3eBuzzing with Questions: The Inquisitive Mind of Charles Henry Turner\u3c/em\u3e (2019) by Janice N. Harrington
Get PDFDo insects have minds? Are they creative? Can they tell time? Can they learn from experience? As a young boy, Charles Henry Turner couldn’t stop asking such questions and his curiosity-fueled intellect led him to become the first African American admitted to the St. Louis Academy of Science and one of the first entomologist to study insect behavior. By designing ingenious experiments, Turner proved that bees see color, that spiders can spin webs around artificial obstacles, that cockroaches can learn to navigate a maze, and that moths can be trained to beat their wings when a whistle blows. This insightful picture-book biography helps young readers trace the knowledge we find in science textbooks backwards through a process of experimental inquiry, to its source in human questioning. It also provokes important questions about the ethics of animal experiments.https://digitalcommons.montclair.edu/iapc_thinkingstories_picturebooks/1031/thumbnail.jp
Gibberish
No full texthttps://digitalcommons.montclair.edu/iapc_thinkingstories_displacement_gallery/1019/thumbnail.jp