Interpreting serves as a medium for research and debate on all aspects of interpreting, in its various modes, modalities (spoken and signed) and settings (conferences, media, courtroom, healthcare and others). Striving to promote our understanding of the socio-cultural, cognitive and linguistic dimensions of interpreting as an activity and process, the journal covers theoretical and methodological concerns, explores the history and professional ecology of interpreting and its role in society, and addresses current issues in professional practice and training. Interpreting encourages cross-disciplinary inquiry from such fields as anthropology, cognitive science, cultural studies, discourse analysis, language planning, linguistics, neurolinguistics, psychology and sociology, as well as translation studies. Interpreting publishes original articles, reports, discussions and book reviews.
Intervention in School and Clinic (ISC) equips teachers and clinicians with hands-on tips, techniques, methods, and ideas for improving assessment, instruction, and management for individuals with learning disabilities or behavior disorders. Articles focus on curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques that have a direct application to the classroom settings.
Interventional Cardiology Clinics is a comprehensive review source, offering deeper coverage of interventional procedures for those in the field of cardiology. Written by key opinion leaders and published quarterly, these clinical reviews help interventionalists apply the latest advances to their practice. Interventional Cardiology Clinics includes systematic coverage of all of the major subject areas in the field, including percutaneous treatment of valvular heart disease, chronic total occlusion, bypass graft lesions/coronary thrombus, percutaneous ventricular support devices, and much more.