Beyond Bilingual Programming: Interpreter Education in the U.S. Amidst Increasing Linguistic Diversity

The purpose of this study was to determine the current state of educational opportunities for college and university-level students who wish to incorporate Spanish into their study of ASL–English interpretation. The number of Spanish–English–ASL interpreters is growing at a rapid pace in the United States, and demand for such interpreters is notable—especially in video relay service settings (Quinto-Pozos, Alley, Casanova de Canales, & Treviño, 2015; Quinto-Pozos, Casanova de Canales, & Treviño, 2010). Unfortunately, there appear to be few educational programs that prepare students for such multilingual interpreting. The number of these programs is currently not known (in that information has not been reported in publications, on the Internet, or in social-media sources), and one goal of this research was to gather information about such programs and relevant trilingual content that interpreter educators may incorporate in their classes. This study offers a number of suggestions to interpreter education programs that enroll multilingual student interpreters

Partial wave analysis for central pions produced in diffractive events with ALICE at LHC

"ALICE is an experiment designed primarily for the study of matter under extreme conditions of temperature and energy density, located at one of the interaction points of the LHC at CERN. Due to its design characteristics, with ALICE it is possible to collect diffractive events in proton-proton collisions. In this work we present the analysis of central production events with 2 and 4 pions. The technique known as partial wave analysis is used to give an interpretation of the angular distributions of 2 and 4 pion events within the Collins-Soper reference frame for the diffractive events collected by ALICE during the Run 2 of LHC for proton+proton collisions at 13 TeV assuming a contribution of the f2(1270) resonance"

“You Sound Like a Good Program Manager”: An Analysis of Gender in Women’s Computing Life Histories

Through the eyes of professional women in computing, we can better understand the impact of workplace structures, higher education pathways, and the particular closed nature of the tech industry. This study of women’s life histories contributes to the work of in-depth qualitative examinations of CS learning contexts and psychological studies investigating phenomena such stereotype threat which contextualize the experience of women in computing environments. Drawing inspiration from Margolis and Fisher’s work drawing the “blueprints” of the “boy’s clubhouse” of computing education [20], as well as McDermott and Webber’s analysis of when math learning occurs [22], we ask when, where, and how is gender being invoked and created, as a way to unpack the places, events, and interactions that shape women’s participation in the Silicon Valley workforce. This qualitative analysis of 13 life history interviews with professional women in computing shows that gender becomes salient for women in public settings, particularly in early adulthood when women enter male-dominated classrooms, teams, and workplaces that foster “brogramming” culture. CS educators, hiring managers, and recruiters all need to be aware that the effects of gender go beyond just including more women in classrooms and on teams. The learning environment, incentives for participation, and the goal of diversity all need to be better aligned in order to foster an equitable workforce

Augmented reality for urban design: a case study in the University Cultural Centre project in Guadalajara, Mexico

La realidad aumentada es uno de los nuevos recursos que las TIC’s nos ofrecen para la visualización de modelos digitales, cuya principal característica es fundir los objetos 3D con el entorno real de forma interactiva. Esta posibilidad, en el caso de los modelos urbanos, elimina la tarea de generar virtualmente entornos complejos centrando todos los esfuerzos en representar exclusivamente y la intervención concreta para evaluar sobre el terreno como se apreciaría dicha propuesta de diseño en un futuro próximo y realizar los correspondientes ajustes en la fase de proyecto. En nuestro caso nos hemos centrado en el Centro Cultural Universitario de la Universidad de Guadalajara, México, en el que hemos realizado una investigación docente sobre las experiencias y trabajos de un grupo de 24 alumnos de la Maestría en Procesos y Expresión Gráfica en la Proyectación Arquitectónica Urbana celebrado los días 21 al 25 de junio de 2010. Nuestro objetivo era evaluar la posibilidad de utilización de esta tecnología en ambientes exteriores implicándola en procesos de diseño urbano, experiencia docente hasta ahora no documentada. En segundo lugar se han utilizado aplicaciones de Realidad aumentada de bajo coste, en principio pensadas para ambientes interiores o museos, pero con las que hemos desarrollado estrategias que han demostrado que ser aptas para ambientes urbanos. Dichas aplicaciones se ejecutan sobre ordenadores portátiles convencionales con ayuda de cámaras web. El ajuste y ubicación de los modelos virtuales sobre el terreno se lleva a cabo mediante marcadores. En tercer lugar se ha desarrollado un trabajo multidisciplinar en el que diversos diseñadores gráficos, industriales, arquitectos y urbanista, en forma conjunta han ensayado la viabilidad de esta tecnología para el desarrollo de proyectos urbanos. Para ello tomando como base la documentación el proyecto cuya realización está prevista para los próximos años 2011-12 en Guadalajara México, objetivo estratégico de la UdG, se han desarrollado diversos proyectos e intervenciones virtuales generados a partir de equipos de trabajos pluridisciplinares de alumnos de la Maestría. Hemos demostrado la versatilidad de esta nueva herramienta para ajustar la escala de los diferentes objetos de diseño urbano y las intervenciones puntuales al lugar concreto, posibilitando la definición precisa de los mismos y su correcta relación con el entorno, premisas fundamentales de todo proyecto. La experiencia educativa por su parte ha sido evaluada mediante una encuesta para valorar el grado de satisfacción, utilidad y aprovechamiento por parte de los alumnos, habiendo coincidido mayoritariamente todos y en forma muy satisfactoria, la experiencia.Peer Reviewe

Belief merging in Dynamic Logic of Propositional Assignments

International audienceWe study syntactical merging operations that are defined semantically by means of the Hamming distance between valuations; more precisely, we investigate the Σ-semantics, Gmax-semantics and max-semantics. We work with a logical language containing merging operators as connectives, as opposed to the metalanguage operations of the literature. We capture these merging operators as programs of Dynamic Logic of Propositional Assignments DL-PA. This provides a syntactical characterisation of the three semantically defined merging operators, and a proof system for DL-PA therefore also provides a proof system for these merging operators. We explain how PSPACE membership of the model checking and satisfiability problem of star-free DL-PA can be extended to the variant of DL-PA where symbolic disjunctions that are parametrised by sets (that are not defined as abbreviations, but are proper connectives) are built into the language. As our merging operators can be polynomially embedded into this variant of DL-PA, we obtain that both the model checking and the satisfiability problem of a formula containing possibly nested merging operators is in PSPACE