Browsing by Author "Jülich S"

Now showing 1 - 3 of 3
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    Getting their wires crossed: Interpreters and clinicians' expectations of the role of the professional interpreters in the Australian health context
    (International Association for Translation and Intercultural Studies, 16/11/2020) Crezee I; Zucchi E; Jülich S
    The positive impact the provision of professional language services has in the health context is well documented: the greater the engagement of qualified interpreters and culturally competent health professionals, the better the health outcomes of patients with limited English proficiency. However, while most professional interpreters in Australia generally adhere to the Australian Institute of Interpreters and Translators (2012a) Code of Ethics and Code of Conduct, a significant number appear to ignore or reject important precepts of the Code in their practice, especially if these interpreters are casual (non-inhouse) agency interpreters. Similarly, while most health professionals display an understanding of the role professional interpreters have in the health context, a number of them fail to grasp the importance of key elements of the Code of Ethics, including appropriate briefing, what should be interpreted and how, and the appropriate role boundaries of the interpreter. These findings are based on the analysis of two interpreter and two clinician surveys, both conducted in Australia.
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    Restorative Justice Responses to Sexual Violence: Perspectives and Experiences of Participating Persons Responsible and Persons Harmed
    (Taylor and Francis Group, 2024-04-03) Jülich S; Brady-Clark M; Yeung P; Landon F
    The failings of mainstream Western criminal justice systems in dealing with sexual violence cases, including the potential revictimization and retraumatization, are well established. Accordingly, demand has grown for alternative justice mechanisms. Project Restore NZ is funded by the New Zealand government to facilitate specialist restorative justice processes for sexual violence cases in Aotearoa New Zealand. Referrals come both from the community and from the New Zealand criminal justice system. This research investigated the experiences and perspectives of both persons harmed and persons responsible who undertook a restorative justice process through Project Restore. A survey was made available to participants between 2016 and 2019 and was completed by 37 persons harmed and 28 persons responsible. Comprising both multi-choice quantitative and open-ended qualitative questions, the survey explored the preparatory stage, motivations, and outcomes of the restorative justice process, as well as the emotional and practical experiences of the process itself. Although there is some variation in responses, the findings indicate that a majority of both persons harmed and persons responsible generally had positive perspectives on and experiences of the restorative justice processes offered by Project Restore.
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    Transforming teaching through cooperative inquiry: meaningful research for university teachers
    (Taylor and Francis Group on behalf of Educational Action Research, 2024-07-08) Green JK; Napan K; Jülich S; Stent WJ; Thomas JA; Lee DJ; Green MD
    In this article, seven participants from nursing, social work, accounting, fine arts, bioscience, and learning support disciplines share insights gained through participation in a transdisciplinary cooperative inquiry research group aimed at developing excellence in teaching. This Cooperative Inquiry for Reflection and Collaboration on Learning Effectiveness (CIRCLE) group promoted transformation of individual participants’ teaching as well as development of interdepartmental collaboration and camaraderie within the context of contemporary, performance-based academic environments. Collaborative, pedagogical, action research was undertaken through cooperative inquiry (CI) to explore transformative learning activities that increased teachers’ and students’ engagement while covering prescribed learning outcomes using creative approaches. The results are presented in a reflexive, collaborative autoethnography through seven authentic teacher stories. Reflections on the process and the impact of being in the research group provide evidence of the potential transdisciplinary, CI research groups offer to enhance research and teaching outcomes in higher education. These findings are significant internationally in light of the necessity to meet the increasing expectations of all stakeholders in the global tertiary education sector.