An Integrated Approach to Postgraduate Curriculum in Translation Studies

This article details how a group of instructors at Hamad bin Khalifa University in Qatar instituted an integrated curriculum for all students entering the university’s Master in Translation Studies and Master in Audiovisual Translation. First, it discusses the unique multicultural context in which these two programs operate. It then describes the details of the implementation, focusing on the role that an oral history project played in the curriculum. It ends with an appraisal of the program’s success and a consideration of future directions, looking at the need for integrated approaches to learning in the context of emerging institutions of higher education

Doctoral‐Level Counseling Students’ Experiences of Social Class Microaggressions

The authors recruited 11 doctoral‐level counseling students to participate in a study exploring the lived experiences of people who have encountered social class microaggressions (SCMs). Findings (consisting of 6 themes) suggest that SCMs are a distinct phenomenon arising from interpersonal and environmental exchanges that damage recipients. The authors present implications for counselor education and future research trajectories

Partnering for Policy Change: Public Policy Internship for Nurses and Interdisciplinary Healthcare Members

Nurses care for individuals, families, communities, states, nations, and the health of the planet. While developing relationships with those for whom they care, nurses also develop relationships with and partner with other interdisciplinary team members to impact policies to improve health for all. The 4.2 million nurses across the United States are uniquely positioned to address health-care needs alongside their interdisciplinary colleagues. This article provides a template for educating about policy so that nurses and other interdisciplinary team members learn how to address health-care topics at the policy level in partnership with one another.

Audio-visual integration during overt visual attention

How do different sources of information arising from different modalities interact to control where we look? To answer this question with respect to real-world operational conditions we presented natural images and spatially localized sounds in (V)isual, Audio-visual (AV) and (A)uditory conditions and measured subjects' eye-movements. Our results demonstrate that eye-movements in AV conditions are spatially biased towards the part of the image corresponding to the sound source. Interestingly, this spatial bias is dependent on the probability of a given image region to be fixated (saliency) in the V condition. This indicates that fixation behaviour during the AV conditions is the result of an integration process. Regression analysis shows that this integration is best accounted for by a linear combination of unimodal saliencies

Patient Choice for Older People in English NHS Primary Care: Theory and Practice

In the English National Health Service (NHS), patients are now expected to choose the time and place of treatment and even choose the actual treatment. However, the theory on which patient choice is based and the implementation of patient choice are controversial. There is evidence to indicate that attitudes and abilities to make choices are relatively sophisticated and not as straightforward as policy developments suggest. In addition, and surprisingly, there is little research on whethermaking individual choices about care is regarded as a priority by the largest NHS patient group and the single largest group for most GPs—older people.This conceptual paper examines the theory of patient choice concerning accessing and engaging with healthcare provision and reviews existing evidence on older people and patient choice in primary care

Mapping the Literature on Parent-Child Language across Activity Contexts:A Scoping Review

Linguistic interactions between parents and their children are frequently studied to investigate how children acquire language. From observations, researchers have identified interaction strategies that foster children’s language development. In turn, interventions to support children’s early language skills employ styles of interaction derived from these observations. However, researchers have not often considered how the activity context selected forobservation may affect the language used, or whether these contexts reflect children’s diverse experiences.The aim of this scoping review was to explore the breadth of literature about language use across a range of activities. Included studies described linguistic outputs of parents and typically developing children (aged 1;0 to 5;11 years) and activity context(s). Searches were conducted in PsycInfo, Medline, CINAHL, ERIC-ProQuest and Google Scholar. From 16,718 records, 59 studies were retained. Studies were charted according to the population included, linguistic outputs recorded, activity contexts studied and the methodological design. To allow for comparison of results across activity contexts, five thematic categories were identified: play activities, book reading, naturalistic routines, media and methodological implications. Challenges for future research are discussed, including ways to ensure the ecological validity of findings by coupling naturalistic language recordings with data collected during diverse everyday activity contexts