One Hundred Books: A journey through a century of John Newbery Award books

On a quest to read all of the existing Newbery award-winning books (est. 1921), a reading specialist examines the history of the books and the award itself. Considered the “most distinguished contribution to children’s literature,” the John Newbery gold medal, awarded by the American Library Association, is a high-water mark for upper elementary-aged children across the United States. The author’s two decades of teaching experience provide the analytical perspective and memoir-style investigation. Interviews with a book buyer for the Scholastic publisher, children’s librarians, former Newbery committee members, and a visit to the famed Kerlan Collection of Children’s Literature, frame the author’s adventure as he reads all the winners. --Provided by the author

Interpreter Boot Camp: Working Toward Achieving Interpreter Standards

A project was established in the state of Pennsylvania to mentor interpreters who scored between 3.0 and3.4 on the Educational Interpreter Performance Assessment(EIPA), missing the state minimum standard score of 3.5 or higher. This article serves as a template for interpreter trainers interested in setting up an interpreter “boot camp” to assist graduates in bridging the gap from an interpreter training program to work in an educational setting. Four mentees and four mentors, two instructors from interpreting programs, and one educational consultant participated in the Pennsylvania Interpreter Boot Camp. Although not all mentees achieved the targeted 3.5 scores when they retook the EIPA, all did improve their interpreting skills

The Experiential Learning Theory and Interpreter Education

Learning to become an interpreter is a hands-on and interactive experience. Students entering an interpreting program have a wide variety of language skill levels and backgrounds. In the context of American Sign Language (ASL)/English interpreter education, some students arrive at an interpreting program with no knowledge of ASL, whereas others have more experience and some proficiency with the language. Even though some of the students may be familiar with ASL, the process of interpreting is often a new skill set. As students learn how to interpret through hands-on practice, they follow a 4-mode learning cycle that is based on their experiences. D.A. Kolb (1984) developed the experiential learning theory (ELT), which is grounded in the experiences of the learner. This article focuses on how interpreting students learn, using the experiential learning cycle. Although this commentary is directed at students, the learning cycle can be applied to mentoring programs, and working interpreters can use it for life-long learning

Direct current flow through thin polymer films

The d.o. current-voltage behavior of thin films (600A to 1500A) of four different polymers was observed. The polymers studied were polystyrene, chlorinated ployethylene, polyethylmethacrylate, and a coplymer of n-octadecyl-vinyl-ether and maleic anhydride

Deaf-Hearing Interpreter Teams: A Teamwork Approach

Deaf-Hearing Interpreter teams: A Teamwork Approach Abstract Little research has been done on the perspectives of members of Deaf-hearing interpreter teams. Interviews were conducted by and with Deaf interpreters and hearing interpreters who had experience working in Deaf-hearing interpreter teams. The Demand-Control Schema was part of the framework for the study. Expectations of each other and roles played during preconferencing and postconferencing were important aspects of the study. This article presents perspectives and recommendations of team members, who shared positive and negative experiences that need to be considered when providing training for Deaf-hearing interpreter teams