commit 566576637d742a7d179bb85e163bac87c89096f0 Author: root Date: Tue Jan 20 04:54:10 2026 +0000 Initial commit: intelaide backend and frontend Co-Authored-By: Claude Opus 4.5 diff --git a/.gitignore b/.gitignore new file mode 100644 index 0000000..17569e8 --- /dev/null +++ b/.gitignore @@ -0,0 +1,54 @@ +# Dependencies +node_modules/ + +# Build output +dist/ + +# Python virtual environment +bin/ +include/ +lib/ +lib64 +share/ +__pycache__/ +*.py[cod] +*$py.class +*.so +.Python +pyvenv.cfg + +# Uploads +uploads/ + +# Logs +*.log + +# Environment files +.env +.env.local +.env.*.local + +# IDE/Editor +.idea/ +.vscode/ +*.swp +*.swo +*~ +.DS_Store + +# OS files +Thumbs.db + +# Package manager +.npm +.yarn +*.tgz + +# Testing +coverage/ +.nyc_output/ + +# Misc +*.pid +*.seed +*.pid.lock diff --git a/db.txt b/db.txt new file mode 100644 index 0000000..83dfb9d --- /dev/null +++ b/db.txt @@ -0,0 +1,190 @@ +/*M!999999\- enable the sandbox mode */ +-- MariaDB dump 10.19 Distrib 10.11.11-MariaDB, for debian-linux-gnu (x86_64) +-- +-- Host: localhost Database: assist_hub +-- ------------------------------------------------------ +-- Server version 10.11.11-MariaDB-0ubuntu0.24.04.2 + +/*!40101 SET @OLD_CHARACTER_SET_CLIENT=@@CHARACTER_SET_CLIENT */; 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+/*!40101 SET character_set_client = @saved_cs_client */; + +-- +-- Dumping data for table `users` +-- + +LOCK TABLES `users` WRITE; +/*!40000 ALTER TABLE `users` DISABLE KEYS */; +INSERT INTO `users` VALUES +(3,'jnevans@gmail.com','$2b$10$Glx7ciFDCBGkBTJIr8ydZe/cwFBvIxLQ2EPYoIQ1aLlBf0f.SxZz2','Intelaide','Jared','Evans','11320 king George dr','Silver Spring','MD','20902','2028535544','2025-03-07 16:26:52'); +/*!40000 ALTER TABLE `users` ENABLE KEYS */; +UNLOCK TABLES; +/*!40103 SET TIME_ZONE=@OLD_TIME_ZONE */; + +/*!40101 SET SQL_MODE=@OLD_SQL_MODE */; +/*!40014 SET FOREIGN_KEY_CHECKS=@OLD_FOREIGN_KEY_CHECKS */; +/*!40014 SET UNIQUE_CHECKS=@OLD_UNIQUE_CHECKS */; +/*!40101 SET CHARACTER_SET_CLIENT=@OLD_CHARACTER_SET_CLIENT */; +/*!40101 SET CHARACTER_SET_RESULTS=@OLD_CHARACTER_SET_RESULTS */; +/*!40101 SET COLLATION_CONNECTION=@OLD_COLLATION_CONNECTION */; +/*!40111 SET SQL_NOTES=@OLD_SQL_NOTES */; + +-- Dump completed on 2025-04-14 0:37:43 diff --git a/doclink/.gitignore b/doclink/.gitignore new file mode 100644 index 0000000..28df5f3 --- /dev/null +++ b/doclink/.gitignore @@ -0,0 +1,86 @@ +# Default rules +# Byte-compiled / optimized / DLL files +__pycache__/ +*.py[cod] +*$py.class + +# C extensions +*.so + +# Distribution / packaging +.Python +build/ +develop-eggs/ +dist/ +downloads/ +eggs/ +.eggs/ +lib/ +lib64/ +parts/ +sdist/ +var/ +wheels/ +*.egg-info/ +.installed.cfg +*.egg +MANIFEST + +# PyInstaller +# Usually these files are written by a python script from a template +# before PyInstaller builds the exe, so as to inject date/other infos into it. +*.manifest +*.spec + +# Installer logs +pip-log.txt +pip-delete-this-directory.txt + +# Unit test / coverage reports +htmlcov/ +.tox/ +.nox/ +.coverage +.cache +nosetests.xml +coverage.xml +*.cover +*.py,cover +.hypothesis/ + +# Translations +*.mo +*.pot + +# Jupyter Notebook +.ipynb_checkpoints + +# IPython +profile_default/ +ipython_config.py + +# pyenv +.python-version + +# pipenv +Pipfile.lock + +# PEP 582; used by e.g. github.com/David-OConnor/pyflow +__pypackages__/ + +# Celery stuff +celerybeat-schedule +celerybeat.pid + +# Environments +.env* +.venv/ +venv/ +*.ipynb + +# VS Code +.vscode/ + +# Database +db_local/ +*.ini \ No newline at end of file diff --git a/doclink/README.md b/doclink/README.md new file mode 100644 index 0000000..6f06d0c --- /dev/null +++ b/doclink/README.md @@ -0,0 +1,109 @@ +# ๐Ÿ”— Doclink.io +Doclink is an AI document assistant that transforms how you interact with your documents. Upload your files, create custom folders, and ask questions to quickly retrieve relevant information across your entire document collection. Doclink connects related information between documents, making complex data analysis simple and intuitive. +We're on the early stage. And want to help everyone on their information processing. Thus, you can use doclink completely for free plus all of our implementation is open source. + +## โœจ Features + +- **๐Ÿ“Š Custom Knowledge Bases**: Create and organize multiple document collections for different topics or projects +- **๐Ÿ“‘ Multi-Format Support**: Upload and analyze PDF, DOCX, XLSX, PPTX, TXT, and web content +- **๐Ÿ” Intelligent Search**: Ask questions in natural language and get precise answers from your documents +- **๐Ÿง  Context-Aware Responses**: AI understands the relationships between your documents for comprehensive answers +- **๐Ÿ“Œ Source Citations**: Every answer includes references to specific document sources for easy verification +- **๐ŸŒ Web Interface**: Intuitive, responsive design works across all devices +- **๐Ÿ”’ Secure Authentication**: Google authentication ensures your document library remains private + +## ๐Ÿš€ Get Started + +1. **Sign Up**: Create an account using your google account on doclink.io +2. **Create a Folder**: Organize your documents into custom folders +3. **Upload Documents**: Add PDFs, Word documents, excel tables, and more +4. **Ask Questions**: Just ask to get information +5. **Analyze Responses**: Review AI-generated answers with source references +6. **Export Insights**: Save and share your findings + +# ๐Ÿ› ๏ธ Tech Stack + +We have a very lean tech stack. We mostly trust our from scratch RAG implementation and RAG understanding. On every benchmark, we have 95% relevancy level on our answers. +We're not very experienced web developers. But we trust our AI & RAG implementation. + +## ๐Ÿ–ฅ๏ธ Frontend +- Next.js +- Bootstrap & Custom CSS +- JavaScript + +## ๐Ÿ”ง Backend +- FastAPI +- PostgreSQL +- Redis + +## ๐Ÿง  AI & RAG +- OpenAI: Embeddings and answer generation +- FAISS: Semantic search + +## ๐Ÿ“ Document Processing +- PyMuPDF/Fitz: PDF processing and content extraction +- Docx/XLSX Processing: Support for Microsoft Office document formats +- Web Scraping: Ability to process and index web content + +# ๐Ÿ” RAG Implementation + +## ๐Ÿ“Š Relational Database Approach + +Doclink implements a custom Retrieval-Augmented Generation (RAG) system using PostgreSQL rather than specialized vector databases. This unique approach offers several advantages: + +- **๐Ÿงฉ Simplicity**: Using a single PostgreSQL database for both document metadata and embeddings simplifies the architecture and maintenance +- **๐Ÿ’ฐ Cost Efficiency**: Eliminates the need for additional vector database services or infrastructure +- **โš™๏ธ Flexibility**: Allows for complex queries that combine traditional SQL filtering with vector similarity search + +## ๐Ÿ—๏ธ How It Works + +Our RAG implementation functions through several key components: + +1. **๐Ÿ“„ Document Processing**: Documents are processed, split into meaningful chunks, and transformed into embeddings using OpenAI's embedding models +2. **๐Ÿ’พ Storage**: These embeddings are stored in PostgreSQL using the `BYTEA` data type, alongside document metadata and user information +3. **๐Ÿ”Ž Retrieval**: When a query is submitted, it's converted to an embedding and similarity search is performed against stored document embeddings +4. **๐Ÿง  Context Building**: The most relevant document chunks are assembled into a context window using custom logic that considers: + - Semantic relevance scores + - Document structure (headers, paragraphs, tables) + - User-selected file filters +5. **โœ๏ธ Response Generation**: The retrieved context is sent to the language model along with the original query to generate accurate, contextually relevant responses + +## ๐Ÿ” Security Layer + +Unlike many RAG implementations, Doclink adds an encryption layer to stored document content: + +- **๐Ÿ”’ AES-GCM Encryption**: Document content is encrypted before storage, with each file having a unique authentication tag +- **๐Ÿ”‘ Secure Decryption**: Content is only decrypted when needed for response generation +- **๐Ÿ›ก๏ธ Privacy Preservation**: Original document content remains protected even if the database is compromised + +This approach combines the power of modern vector search techniques with the reliability and familiarity of relational databases, creating a robust, secure, and maintainable RAG system. + +This architecture enables Doclink to securely handle document processing, embedding generation, and sophisticated question-answering capabilities while maintaining a responsive user experience. + +# ๐Ÿ‘ฅ Contributing + +We welcome contributions to Doclink! If you need a specific update, please open an issue we will be on it. +If you want to be part of our team, please reach us. + +# ๐Ÿ™ Acknowledgments + +Doclink stands on the shoulders of giants. We'd like to acknowledge the following projects and libraries that make our work possible: + +- **OpenAI** - For their powerful language models and embeddings +- **PyMuPDF (Fitz)** - Document processing library, licensed under GNU GPL v3 +- **FAISS** - Efficient similarity search library from Facebook Research +- **FastAPI** - Modern, fast web framework for building APIs +- **PostgreSQL** - Robust, open-source relational database +- **Next.js** - React framework for production-grade web applications +- **Spacy** - Industrial-strength natural language processing +- **Redis** - In-memory data structure store +- **Bootstrap** - Front-end framework for responsive web design + +Special thanks to: +- All contributors who have invested their time and expertise +- The open-source community for continued inspiration and support +- Our users for valuable feedback and suggestions + +# ๐Ÿ“œ License + +Doclink is released under the MIT License. diff --git a/doclink/app/__init__.py b/doclink/app/__init__.py new file mode 100644 index 0000000..e69de29 diff --git a/doclink/app/api/__init__.py b/doclink/app/api/__init__.py new file mode 100644 index 0000000..e69de29 diff --git a/doclink/app/api/core.py b/doclink/app/api/core.py new file mode 100644 index 0000000..4f3b49c --- /dev/null +++ b/doclink/app/api/core.py @@ -0,0 +1,474 @@ +from typing import List +import numpy as np +import bcrypt +import re +import base64 +import os +from dotenv import load_dotenv +from cryptography.hazmat.primitives.ciphers.aead import AESGCM + +from ..functions.reading_functions import ReadingFunctions +from ..functions.embedding_functions import EmbeddingFunctions +from ..functions.indexing_functions import IndexingFunctions +from ..functions.chatbot_functions import ChatbotFunctions +from ..functions.scraping_functions import Webscraper +from ..functions.export_functions import Exporter + + +class Authenticator: + def __init__(self): + pass + + def verify_password(self, plain_password: str, hashed_password: str) -> bool: + return bcrypt.checkpw( + plain_password.encode("utf-8"), hashed_password.encode("utf-8") + ) + + def hash_password(self, password: str) -> str: + salt = bcrypt.gensalt() + return bcrypt.hashpw(password.encode("utf-8"), salt).decode("utf-8") + + +class Encryptor: + def __init__(self): + load_dotenv() + self.key = os.getenv("ENCRYPTION_KEY") + self.email_auth = "EMAIL_AUTH_DATA_2025" + self.email_nonce = self.email_auth.encode("utf-8")[:12].ljust(12, b"\0") + self._key_bytes = base64.b64decode(self.key) + self.aesgcm = AESGCM(self._key_bytes) + + def encrypt(self, text: str, auth_data) -> str: + try: + nonce = os.urandom(12) + encrypted_data = self.aesgcm.encrypt( + nonce, text.encode("utf-8"), auth_data.encode("utf-8") + ) + combined_encrypt = nonce + encrypted_data + encrypted_sentence = base64.b64encode(combined_encrypt).decode("utf-8") + return encrypted_sentence + except Exception as e: + raise e + + def decrypt(self, encrypted_data: str, auth_data) -> str: + try: + decoded_text = base64.b64decode(encrypted_data.encode("utf-8")) + nonce = decoded_text[:12] + encrypted_text = decoded_text[12:] + decrypted_data = self.aesgcm.decrypt( + nonce, encrypted_text, auth_data.encode("utf-8") + ) + return decrypted_data.decode("utf-8") + except Exception as e: + raise e + + +class Processor: + def __init__( + self, + ): + self.ef = EmbeddingFunctions() + self.rf = ReadingFunctions() + self.indf = IndexingFunctions() + self.cf = ChatbotFunctions() + self.en = Encryptor() + self.ws = Webscraper() + self.ex = Exporter() + + def create_index(self, embeddings: np.ndarray, index_type: str = "flat"): + if index_type == "flat": + index = self.indf.create_flat_index(embeddings=embeddings) + return index + + def filter_search( + self, domain_content: dict, domain_embeddings: np.ndarray, file_ids: list + ): + filtered_indexes = [] + filtered_content = [] + + for i, content in enumerate(domain_content): + if content[4] in file_ids: + filtered_indexes.append(i) + filtered_content.append(content) + + filtered_embeddings = domain_embeddings[filtered_indexes] + + index = self.create_index(embeddings=filtered_embeddings) + boost_info = self.extract_boost_info( + domain_content=filtered_content, embeddings=filtered_embeddings + ) + + try: + index_header = self.create_index(embeddings=boost_info["header_embeddings"]) + except IndexError: + index_header = None + + return index, filtered_content, boost_info, index_header + + def search_index( + self, + user_query: str, + domain_content: dict, + boost_info: dict, + index, + index_header, + ): + file_lang = self.file_lang_detection(domain_content=domain_content) + queries, lang = self.query_preprocessing( + user_query=user_query, file_lang=file_lang + ) + if not queries: + if lang == "tr": + return ( + "Sorunu anlayamadฤฑm", + None, + None, + ) + else: + return ( + f"I didn't understand {user_query}", + None, + None, + ) + + query_embeddings = self.ef.create_embeddings_from_sentences( + sentences=queries[:-1] + ) + + boost_array = self._create_boost_array( + header_indexes=boost_info["header_indexes"], + sentence_amount=index.ntotal, + query_vector=query_embeddings[0], + index_header=index_header, + ) + + # Get search distances with occurrences + dict_resource = {} + for i, query_embedding in enumerate(query_embeddings): + D, I = index.search(query_embedding.reshape(1, -1), len(domain_content)) # noqa: E741 + if i == 0: + convergence_vector, distance_vector = I[0], D[0] + for i, match_index in enumerate(I[0]): + if match_index in dict_resource: + dict_resource[match_index].append(D[0][i]) + else: + dict_resource[match_index] = [D[0][i]] + + file_boost_array = self._create_file_boost_array( + domain_content=domain_content, + distance_vector=distance_vector, + convergence_vector=convergence_vector, + ) + + # Combine boost arrays + combined_boost_array = 0.25 * file_boost_array + 0.75 * boost_array + + # Get average occurrences + dict_resource = self._avg_resources(dict_resource) + + for key in dict_resource: + dict_resource[key] *= combined_boost_array[key] + + sorted_dict = dict( + sorted(dict_resource.items(), key=lambda item: item[1], reverse=True) + ) + + filtered_indexes = [ + sentence_index + for sentence_index in sorted_dict.keys() + if sorted_dict[sentence_index] >= 0.35 + ] + sorted_sentence_indexes = filtered_indexes[:10] + + # Early return with message + if not sorted_sentence_indexes: + if lang == "tr": + return ( + "SeรงtiฤŸin dokรผmanlarda bu sorunun cevabฤฑnฤฑ bulamadฤฑm", + None, + None, + ) + else: + return ( + "I couldn't find the answer of the question within the selected files", + None, + None, + ) + + # Sentences to context creation + context, context_windows, resources = self.context_creator( + sentence_index_list=sorted_sentence_indexes, + domain_content=domain_content, + header_indexes=boost_info["header_indexes"], + table_indexes=boost_info["table_indexes"], + ) + + answer = self.cf.response_generation( + query=user_query, context=context, intention=queries[-1] + ) + + return answer, resources, context_windows + + def query_preprocessing(self, user_query, file_lang): + generated_queries, lang = self.cf.query_generation( + query=user_query, file_lang=file_lang + ) + splitted_queries = generated_queries.split("\n") + + if len(splitted_queries) > 1: + return splitted_queries, lang + return None, lang + + def _create_boost_array( + self, + header_indexes: list, + sentence_amount: int, + query_vector: np.ndarray, + index_header, + ): + boost_array = np.ones(sentence_amount) + + if not index_header: + return boost_array + + D, I = index_header.search(query_vector.reshape(1, -1), 10) # noqa: E741 + filtered_header_indexes = [ + header_index + for index, header_index in enumerate(I[0]) + if D[0][index] > 0.30 + ] + + if not filtered_header_indexes: + return boost_array + else: + for i, filtered_index in enumerate(filtered_header_indexes): + try: + start = header_indexes[filtered_index] + 1 + end = header_indexes[filtered_index + 1] + if i > 2: + boost_array[start:end] *= 1.1 + elif i > 0: + boost_array[start:end] *= 1.2 + else: + boost_array[start:end] *= 1.3 + except IndexError as e: + print(f"List is out of range {e}") + continue + return boost_array + + # File boost function + def _create_file_boost_array( + self, + domain_content: list, + distance_vector: np.ndarray, + convergence_vector: np.ndarray, + ): + boost_array = np.ones(len(domain_content)) + sort_order = np.argsort(convergence_vector) + sorted_scores = distance_vector[sort_order] + file_counts = {} + + if not domain_content: + return boost_array + else: + for _, _, _, _, _, filename in domain_content: + file_counts[filename] = file_counts.get(filename, 0) + 1 + + file_sentence_counts = np.cumsum([0] + list(file_counts.values())) + + for i in range(len(file_sentence_counts) - 1): + start, end = file_sentence_counts[i], file_sentence_counts[i + 1] + if np.mean(sorted_scores[start:end]) > 0.30: + boost_array[start:end] *= 1.1 + + return boost_array + + def context_creator( + self, + sentence_index_list: list, + domain_content: List[tuple], + header_indexes: list, + table_indexes: list, + ): + context = "" + context_windows = [] + widened_indexes = [] + original_matches = set(sentence_index_list) + + for i, sentence_index in enumerate(sentence_index_list): + window_size = 4 if i < 3 else 2 + start = max(0, sentence_index - window_size) + end = min(len(domain_content) - 1, sentence_index + window_size) + + if table_indexes: + for table_index in table_indexes: + if sentence_index == table_index: + widened_indexes.append((table_index, table_index)) + table_indexes.remove(table_index) + break + + if not header_indexes: + widened_indexes.append((start, end)) + else: + for i, current_header in enumerate(header_indexes): + if sentence_index == current_header: + start = max(0, sentence_index) + if ( + i + 1 < len(header_indexes) + and abs(sentence_index - header_indexes[i + 1]) <= 20 + ): + end = min( + len(domain_content) - 1, header_indexes[i + 1] - 1 + ) + else: + end = min( + len(domain_content) - 1, sentence_index + window_size + ) + break + elif ( + i + 1 < len(header_indexes) + and current_header < sentence_index < header_indexes[i + 1] + ): + start = ( + current_header + if abs(sentence_index - current_header) <= 20 + else max(0, sentence_index - window_size) + ) + end = ( + header_indexes[i + 1] - 1 + if abs(header_indexes[i + 1] - sentence_index) <= 20 + else min( + len(domain_content) - 1, sentence_index + window_size + ) + ) + break + elif ( + i == len(header_indexes) - 1 + and current_header >= sentence_index + ): + start = ( + max(0, sentence_index) + if abs(current_header - sentence_index) <= 20 + else max(0, sentence_index - window_size) + ) + end = min(len(domain_content) - 1, sentence_index + window_size) + break + if (start, end) not in widened_indexes: + widened_indexes.append((start, end)) + + merged_truples = self.merge_tuples(widen_sentences=widened_indexes) + + used_indexes = [ + min(index for index in sentence_index_list if tuple[0] <= index <= tuple[1]) + for tuple in merged_truples + ] + resources = self._extract_resources( + sentence_indexes=used_indexes, domain_content=domain_content + ) + + for i, tuple in enumerate(merged_truples): + if tuple[0] == tuple[1]: + windened_sentence = " ".join( + self.en.decrypt( + domain_content[tuple[0]][0], domain_content[tuple[0]][4] + ) + ) + context += f"Context{i + 1}: File:{resources['file_names'][i]}, Confidence:{(len(sentence_index_list) - i) / len(sentence_index_list)}, Table\n{windened_sentence}\n" + context_windows.append(windened_sentence) + else: + highlighted_sentences = [] + + for index in range(tuple[0], tuple[1] + 1): + sentence_text = self.en.decrypt( + domain_content[index][0], domain_content[index][4] + ) + + # Highlight original matches + if index in original_matches: + highlighted_sentences.append(f"{sentence_text}") + else: + highlighted_sentences.append(sentence_text) + + windened_sentence = " ".join(highlighted_sentences) + context += f"Context{i + 1}: File:{resources['file_names'][i]}, Confidence:{(len(sentence_index_list) - i) / len(sentence_index_list)}, {windened_sentence}\n\n" + context_windows.append(windened_sentence) + + return context, context_windows, resources + + def _avg_resources(self, resources_dict): + for key, value in resources_dict.items(): + value_mean = sum(value) / len(value) + value_coefficient = value_mean + len(value) * 0.0025 + resources_dict[key] = value_coefficient + return resources_dict + + def _extract_resources(self, sentence_indexes: list, domain_content: List[tuple]): + resources = {"file_names": [], "page_numbers": []} + for index in sentence_indexes: + resources["file_names"].append(domain_content[index][5]) + resources["page_numbers"].append(domain_content[index][3]) + return resources + + def _create_dynamic_context(self, sentences): + context = "" + for i, sentence in enumerate(sentences): + context += f"{i + 1}: {sentence}\n" + return context + + def extract_boost_info(self, domain_content: List[tuple], embeddings: np.ndarray): + boost_info = { + "header_indexes": [], + "headers": [], + "header_embeddings": [], + "table_indexes": [], + } + for index in range(len(domain_content)): + if domain_content[index][1]: + boost_info["header_indexes"].append(index) + boost_info["headers"].append(domain_content[index][0]) + + if domain_content[index][2]: + boost_info["table_indexes"].append(index) + boost_info["header_embeddings"] = embeddings[boost_info["header_indexes"]] + return boost_info + + def merge_tuples(self, widen_sentences): + sorted_dict = {0: widen_sentences[0]} + + for sentence_tuple in widen_sentences[1:]: + tuple_range = range(sentence_tuple[0], sentence_tuple[1]) + is_in = 0 + for index, value in sorted_dict.items(): + current_range = range(value[0], value[1]) + if set(tuple_range) & set(current_range): + interval = ( + min(sorted_dict[index][0], sentence_tuple[0]), + max(sorted_dict[index][1], sentence_tuple[1]), + ) + sorted_dict[index] = interval + is_in = 1 + + if not is_in: + sorted_dict[index + 1] = sentence_tuple + + return list(dict.fromkeys(sorted_dict.values())) + + def file_lang_detection(self, domain_content: List[tuple]): + file_lang = {} + detected_sentence_amount = ( + 25 if len(domain_content) > 25 else len(domain_content) + ) + + for i in range(0, detected_sentence_amount): + decrypted_content = self.en.decrypt( + domain_content[i][0], domain_content[i][4] + ) + if re.match(r"\b[a-zA-Z]{" + str(4) + r",}\b", decrypted_content) or ( + decrypted_content[0] == "|" and decrypted_content[-1] == "|" + ): + lang = self.cf.detect_language(decrypted_content) + file_lang[lang] = file_lang.get(lang, 0) + 1 + try: + return max(file_lang, key=file_lang.get) + except ValueError: + return "en" diff --git a/doclink/app/api/endpoints.py b/doclink/app/api/endpoints.py new file mode 100644 index 0000000..f56b2c7 --- /dev/null +++ b/doclink/app/api/endpoints.py @@ -0,0 +1,846 @@ +from fastapi import APIRouter, UploadFile, HTTPException, Request, Query, File, Form +from fastapi.responses import JSONResponse, StreamingResponse +from google.oauth2.credentials import Credentials +from googleapiclient.discovery import build +from googleapiclient.http import MediaIoBaseDownload +from datetime import datetime + +import os +import logging +import uuid +import base64 +import psycopg2 +import io +import hmac +import hashlib + +from .core import Processor +from .core import Authenticator +from .core import Encryptor +from ..db.database import Database +from ..redis_manager import RedisManager, RedisConnectionError + +# services +router = APIRouter() +processor = Processor() +authenticator = Authenticator() +redis_manager = RedisManager() +encryptor = Encryptor() + +# logger +logging.basicConfig(level=logging.INFO) +logger = logging.getLogger(__name__) + +# environment variables +GOOGLE_CLIENT_ID = os.getenv("GOOGLE_CLIENT_ID") +GOOGLE_CLIENT_SECRET = os.getenv("GOOGLE_CLIENT_SECRET") +GOOGLE_REDIRECT_URI = os.getenv("GOOGLE_REDIRECT_URI") +GOOGLE_API_KEY = os.getenv("GOOGLE_API_KEY") + + +# request functions +@router.post("/db/get_user_info") +async def get_user_info(request: Request): + try: + data = await request.json() + user_id = data.get("user_id") + with Database() as db: + user_info, domain_info = db.get_user_info_w_id(user_id) + + return JSONResponse( + content={ + "user_info": user_info, + "domain_info": domain_info, + }, + status_code=200, + ) + except Exception as e: + raise HTTPException(status_code=500, detail=str(e)) + + +@router.post("/db/rename_domain") +async def rename_domain(request: Request): + try: + data = await request.json() + selected_domain_id = data.get("domain_id") + new_name = data.get("new_name") + with Database() as db: + success = db.rename_domain(domain_id=selected_domain_id, new_name=new_name) + + if not success: + return JSONResponse( + content={"message": "error while renaming domain"}, + status_code=400, + ) + + return JSONResponse( + content={"message": "success"}, + status_code=200, + ) + except Exception as e: + logger.error(f"Error renaming domain: {str(e)}") + raise HTTPException(status_code=500, detail=str(e)) + + +@router.post("/db/create_domain") +async def create_domain( + request: Request, + userID: str = Query(...), +): + try: + data = await request.json() + domain_name = data.get("domain_name") + domain_id = str(uuid.uuid4()) + with Database() as db: + result = db.create_domain( + user_id=userID, + domain_id=domain_id, + domain_name=domain_name, + domain_type=1, + ) + + if not result["success"]: + return JSONResponse( + content={"message": result["message"]}, + status_code=400, + ) + + return JSONResponse( + content={"message": "success", "domain_id": domain_id}, + status_code=200, + ) + except Exception as e: + logger.error(f"Error renaming domain: {str(e)}") + raise HTTPException(status_code=500, detail=str(e)) + + +@router.post("/db/delete_domain") +async def delete_domain(request: Request): + try: + data = await request.json() + domain_id = data.get("domain_id") + with Database() as db: + success = db.delete_domain(domain_id=domain_id) + + if success < 0: + return JSONResponse( + content={ + "message": "This is your default domain. You cannot delete it completely, instead you can delete the unnucessary files inside!" + }, + status_code=400, + ) + elif success == 0: + return JSONResponse( + content={ + "message": "Error while deleting domain. Please report this to us, using feedback on the bottom left." + }, + status_code=400, + ) + + db.conn.commit() + + return JSONResponse( + content={"message": "success"}, + status_code=200, + ) + except Exception as e: + logger.error(f"Error while deleting domain: {str(e)}") + raise HTTPException(status_code=500, detail=str(e)) + + +@router.post("/db/insert_feedback") +async def insert_feedback( + userID: str = Query(...), + feedback_type: str = Form(...), + feedback_description: str = Form(...), + feedback_screenshot: UploadFile = File(None), +): + try: + feedback_id = str(uuid.uuid4()) + screenshot_data = None + + if feedback_screenshot: + contents = await feedback_screenshot.read() + if len(contents) > 2 * 1024 * 1024: # 2MB limit + raise HTTPException( + status_code=400, detail="Screenshot size should be less than 2MB" + ) + screenshot_data = base64.b64encode(contents).decode("utf-8") + + with Database() as db: + db.insert_user_feedback( + feedback_id=feedback_id, + user_id=userID, + feedback_type=feedback_type, + description=feedback_description[:5000], + screenshot=screenshot_data, + ) + db.conn.commit() + + return JSONResponse( + content={"message": "Thanks for the feedback!"}, status_code=200 + ) + + except Exception as e: + raise HTTPException(status_code=500, detail=str(e)) + + +@router.post("/db/insert_rating") +async def insert_rating( + userID: str = Query(...), + rating: int = Form(...), + user_note: str = Form(""), +): + try: + rating_id = str(uuid.uuid4()) + with Database() as db: + db.insert_user_rating( + rating_id=rating_id, + user_id=userID, + rating=rating, + user_note=user_note if user_note else None, + ) + db.conn.commit() + + return JSONResponse( + content={"message": "Thank you for the rating!"}, status_code=200 + ) + + except Exception as e: + raise HTTPException(status_code=500, detail=str(e)) + + +@router.post("/qa/select_domain") +async def select_domain( + request: Request, + userID: str = Query(...), +): + try: + data = await request.json() + selected_domain_id = data.get("domain_id") + _, _, success = update_selected_domain( + user_id=userID, domain_id=selected_domain_id + ) + + if not success: + return JSONResponse( + content={"message": "error while updating selected domain"}, + status_code=400, + ) + + redis_manager.refresh_user_ttl(userID) + return JSONResponse( + content={"message": "success"}, + status_code=200, + ) + except RedisConnectionError as e: + logger.error(f"Redis connection error: {str(e)}") + raise HTTPException(status_code=503, detail="Service temporarily unavailable") + except Exception as e: + logger.error(f"Error in select_domain: {str(e)}") + raise HTTPException(status_code=500, detail=str(e)) + + +@router.post("/qa/generate_answer") +async def generate_answer( + request: Request, + userID: str = Query(...), + sessionID: str = Query(...), +): + try: + data = await request.json() + user_message = data.get("user_message") + file_ids = data.get("file_ids") + + # Check if domain is selected + selected_domain_id = redis_manager.get_data(f"user:{userID}:selected_domain") + if not selected_domain_id: + return JSONResponse( + content={"message": "Please select a domain first..."}, + status_code=400, + ) + + if not file_ids: + return JSONResponse( + content={"message": "You didn't select any files..."}, + status_code=400, + ) + + with Database() as db: + update_result = db.upsert_session_info(user_id=userID, session_id=sessionID) + + if not update_result["success"]: + return JSONResponse( + content={"message": update_result["message"]}, + status_code=400, + ) + + # Get required data from Redis + index, filtered_content, boost_info, index_header = processor.filter_search( + domain_content=redis_manager.get_data(f"user:{userID}:domain_content"), + domain_embeddings=redis_manager.get_data( + f"user:{userID}:domain_embeddings" + ), + file_ids=file_ids, + ) + + if not index or not filtered_content: + return JSONResponse( + content={"message": "Nothing in here..."}, + status_code=400, + ) + + # Process search + answer, resources, resource_sentences = processor.search_index( + user_query=user_message, + domain_content=filtered_content, + boost_info=boost_info, + index=index, + index_header=index_header, + ) + + if not resources or not resource_sentences: + return JSONResponse( + content={ + "message": answer, + "daily_count": update_result["daily_count"], + }, + status_code=200, + ) + + redis_manager.refresh_user_ttl(userID) + + return JSONResponse( + content={ + "answer": answer, + "resources": resources, + "resource_sentences": resource_sentences, + "question_count": update_result["question_count"], + "daily_count": update_result["daily_count"], + }, + status_code=200, + ) + + except RedisConnectionError as e: + logger.error(f"Redis connection error: {str(e)}") + raise HTTPException(status_code=503, detail="Service temporarily unavailable") + except Exception as e: + logger.error(f"Error in generate_answer: {str(e)}") + raise HTTPException(status_code=500, detail=str(e)) + + +@router.post("/io/store_file") +async def store_file( + userID: str = Query(...), + file: UploadFile = File(...), + lastModified: str = Form(...), +): + try: + file_bytes = await file.read() + if not file_bytes: + return JSONResponse( + content={ + "message": f"Empty file {file.filename}. If you think not, please report this to us!" + }, + status_code=400, + ) + + file_data = processor.rf.read_file( + file_bytes=file_bytes, file_name=file.filename + ) + + if not file_data["sentences"]: + return JSONResponse( + content={ + "message": f"No content to extract in {file.filename}. If there is please report this to us!" + }, + status_code=400, + ) + + # Create embeddings + file_embeddings = processor.ef.create_embeddings_from_sentences( + sentences=file_data["sentences"] + ) + + # Store in Redis + redis_key = f"user:{userID}:upload:{file.filename}" + upload_data = { + "file_name": file.filename, + "last_modified": datetime.fromtimestamp(int(lastModified) / 1000).strftime( + "%Y-%m-%d" + )[:20], + "sentences": file_data["sentences"], + "page_numbers": file_data["page_number"], + "is_headers": file_data["is_header"], + "is_tables": file_data["is_table"], + "embeddings": file_embeddings, + } + + redis_manager.set_data(redis_key, upload_data, expiry=3600) + + return JSONResponse( + content={"message": "success", "file_name": file.filename}, + status_code=200, + ) + + except Exception as e: + logging.error(f"Error storing file {file.filename}: {str(e)}") + return JSONResponse( + content={"message": f"Error storing file: {str(e)}"}, status_code=500 + ) + + +@router.post("/io/store_drive_file") +async def store_drive_file( + userID: str = Query(...), + lastModified: str = Form(...), + driveFileId: str = Form(...), + driveFileName: str = Form(...), + accessToken: str = Form(...), +): + try: + credentials = Credentials( + token=accessToken, + client_id=GOOGLE_CLIENT_ID, + client_secret=GOOGLE_CLIENT_SECRET, + token_uri="https://oauth2.googleapis.com/token", + ) + + drive_service = build("drive", "v3", credentials=credentials) + + google_mime_types = { + "application/vnd.google-apps.document": ("application/pdf", ".pdf"), + "application/vnd.google-apps.spreadsheet": ( + "application/vnd.openxmlformats-officedocument.spreadsheetml.sheet", + ".xlsx", + ), + "application/vnd.google-apps.presentation": ( + "application/vnd.openxmlformats-officedocument.presentationml.presentation", + ".pptx", + ), + "application/vnd.google-apps.script": ("text/plain", ".txt"), + } + + file_metadata = ( + drive_service.files().get(fileId=driveFileId, fields="mimeType").execute() + ) + mime_type = file_metadata["mimeType"] + + if mime_type in google_mime_types: + export_mime_type, extension = google_mime_types[mime_type] + request = drive_service.files().export_media( + fileId=driveFileId, mimeType=export_mime_type + ) + + if not driveFileName.endswith(extension): + driveFileName += extension + else: + request = drive_service.files().get_media(fileId=driveFileId) + + file_stream = io.BytesIO() + downloader = MediaIoBaseDownload(file_stream, request) + + done = False + while not done: + _, done = downloader.next_chunk() + + file_stream.seek(0) + file_bytes = file_stream.read() + + if not file_bytes: + return JSONResponse( + content={ + "message": f"Empty file {driveFileName}. If you think not, please report this to us!" + }, + status_code=400, + ) + + file_data = processor.rf.read_file( + file_bytes=file_bytes, file_name=driveFileName + ) + + if not file_data["sentences"]: + return JSONResponse( + content={ + "message": f"No content to extract in {driveFileName}. If there is please report this to us!" + }, + status_code=400, + ) + + file_embeddings = processor.ef.create_embeddings_from_sentences( + sentences=file_data["sentences"] + ) + + redis_key = f"user:{userID}:upload:{driveFileName}" + upload_data = { + "file_name": driveFileName, + "last_modified": datetime.fromtimestamp(int(lastModified) / 1000).strftime( + "%Y-%m-%d" + )[:20], + "sentences": file_data["sentences"], + "page_numbers": file_data["page_number"], + "is_headers": file_data["is_header"], + "is_tables": file_data["is_table"], + "embeddings": file_embeddings, + } + + redis_manager.set_data(redis_key, upload_data, expiry=3600) + + return JSONResponse( + content={"message": "success", "file_name": driveFileName}, status_code=200 + ) + + except Exception as e: + logging.error(f"Error storing Drive file {driveFileName}: {str(e)}") + return JSONResponse( + content={"message": f"Error storing file: {str(e)}"}, status_code=500 + ) + + +@router.post("/io/store_url") +async def store_url(userID: str = Query(...), url: str = Form(...)): + try: + if not processor.ws.url_validator(url): + return JSONResponse( + content={"message": "Invalid URL. Please enter a valid URL."}, + status_code=400, + ) + + html = processor.ws.request_creator(url) + if not html: + return JSONResponse( + content={"message": "Error fetching the URL. Please try again later."}, + status_code=400, + ) + + file_data = processor.rf.read_url(html_content=html) + + if not file_data["sentences"]: + return JSONResponse( + content={ + "message": f"No content to extract in {url}. If there is please report this to us!" + }, + status_code=400, + ) + + file_embeddings = processor.ef.create_embeddings_from_sentences( + sentences=file_data["sentences"] + ) + + redis_key = f"user:{userID}:upload:{url}" + upload_data = { + "file_name": url, + "last_modified": datetime.now().strftime("%Y-%m-%d"), + "sentences": file_data["sentences"], + "page_numbers": file_data["page_number"], + "is_headers": file_data["is_header"], + "is_tables": file_data["is_table"], + "embeddings": file_embeddings, + } + + redis_manager.set_data(redis_key, upload_data, expiry=3600) + + return JSONResponse( + content={"message": "success", "file_name": url}, status_code=200 + ) + + except Exception as e: + logging.error(f"Error storing URL {url}: {str(e)}") + return JSONResponse( + content={"message": f"Error storing URL: {str(e)}"}, status_code=500 + ) + + +@router.post("/io/upload_files") +async def upload_files(userID: str = Query(...)): + try: + # Get domain info + selected_domain_id = redis_manager.get_data(f"user:{userID}:selected_domain") + + with Database() as db: + domain_info = db.get_domain_info( + user_id=userID, domain_id=selected_domain_id + ) + + if not domain_info: + return JSONResponse( + content={"message": "Invalid domain selected"}, status_code=400 + ) + + # Get all stored files from Redis + stored_files = redis_manager.get_keys_by_pattern(f"user:{userID}:upload:*") + if not stored_files: + return JSONResponse( + content={"message": "No files to process"}, status_code=400 + ) + + file_info_batch = [] + file_content_batch = [] + + # Process stored files + for redis_key in stored_files: + upload_data = redis_manager.get_data(redis_key) + if not upload_data: + continue + + file_id = str(uuid.uuid4()) + + # Prepare batches + file_info_batch.append( + ( + userID, + file_id, + selected_domain_id, + upload_data["file_name"], + upload_data["last_modified"], + ) + ) + + for i in range(len(upload_data["sentences"])): + file_content_batch.append( + ( + file_id, + encryptor.encrypt( + text=upload_data["sentences"][i], auth_data=file_id + ), + upload_data["page_numbers"][i], + upload_data["is_headers"][i], + upload_data["is_tables"][i], + psycopg2.Binary(upload_data["embeddings"][i]), + ) + ) + + # Clean up Redis + redis_manager.delete_data(redis_key) + + # Bulk insert with limit check + result = db.insert_file_batches(file_info_batch, file_content_batch) + if not result["success"]: + return JSONResponse( + content={"message": result["message"]}, status_code=400 + ) + db.conn.commit() + + # Update domain info + file_names, file_ids, success = update_selected_domain( + user_id=userID, domain_id=selected_domain_id + ) + if not success: + return JSONResponse( + content={ + "message": "Files uploaded but, domain could not be updated", + "file_names": None, + "file_ids": None, + }, + status_code=400, + ) + + return JSONResponse( + content={ + "message": "success", + "file_names": file_names, + "file_ids": file_ids, + }, + status_code=200, + ) + + except Exception as e: + logging.error(f"Error processing uploads: {str(e)}") + return JSONResponse( + content={"message": f"Error processing uploads: {str(e)}"}, status_code=500 + ) + + +@router.post("/db/remove_file_upload") +async def remove_file_upload( + request: Request, + userID: str = Query(...), +): + try: + data = await request.json() + file_id = data.get("file_id") + domain_id = data.get("domain_id") + + with Database() as db: + success = db.clear_file_content(file_id=file_id) + if not success: + return JSONResponse( + content={ + "message": "Error deleting files", + }, + status_code=400, + ) + db.conn.commit() + + _, _, success = update_selected_domain(user_id=userID, domain_id=domain_id) + if not success: + return JSONResponse( + content={"message": "error"}, + status_code=200, + ) + + return JSONResponse( + content={ + "message": "success", + }, + status_code=200, + ) + except KeyError: + return JSONResponse( + content={"message": "Please select the domain number first"}, + status_code=200, + ) + except Exception as e: + db.conn.rollback() + logging.error(f"Error during file deletion: {str(e)}") + raise HTTPException( + content={"message": f"Failed deleting, error: {e}"}, status_code=500 + ) + + +@router.post("/io/export_response") +async def export_response(request: Request): + try: + data = await request.json() + text = data.get("contents", []) + + if not text: + raise ValueError("No content selected for export") + + formatted_text = "\n\n------------------\n\n".join(text) + + response = processor.ex.export_pdf(data=formatted_text) + + return StreamingResponse( + io.BytesIO(response.getvalue()), + media_type="application/pdf", + headers={ + "Content-Disposition": "attachment; filename=DoclinkExport.pdf", + "Content-Type": "application/pdf", + "Content-Length": str(len(response.getvalue())), + }, + ) + except ValueError as e: + raise HTTPException(status_code=400, detail=str(e)) + except Exception as e: + raise HTTPException(status_code=500, detail=f"PDF generation failed Error: {e}") + + +@router.post("/auth/logout") +async def logout(request: Request): + try: + data = await request.json() + user_id = data.get("user_id") + session_id = data.get("session_id") + + response = JSONResponse(content={"message": "Logged out successfully"}) + + # Clear FastAPI session cookie + response.delete_cookie( + key="session_id", + path="/", + domain=None, # This will use the current domain + secure=True, + httponly=True, + samesite="lax", + ) + + # Delete user redis session + redis_key = f"user:{user_id}:session:{session_id}" + session_exists = redis_manager.client.exists(redis_key) + if session_exists: + redis_manager.client.delete(redis_key) + + return response + except Exception as e: + logging.error(f"Error during logout: {str(e)}") + raise HTTPException( + content={"message": f"Failed logout, error: {e}"}, status_code=500 + ) + + +@router.post("/webhooks/lemon-squeezy") +async def handle_webhook(request: Request): + try: + # Get the raw request body + body = await request.body() + payload = await request.json() + + # Get the signature from the header + signature = request.headers.get("X-Signature") + + # Signature verification + webhook_secret = os.getenv("LEMON_SQUEEZY_WEBHOOK_SECRET") + expected_signature = hmac.new( + webhook_secret.encode(), body, hashlib.sha256 + ).hexdigest() + + if not hmac.compare_digest(signature, expected_signature): + raise HTTPException(status_code=401, detail="Invalid signature") + + event_name = payload.get("meta", {}).get("event_name") + if not event_name == "order_created": + return JSONResponse( + status_code=400, content={"message": "Wrong event came!"} + ) + + # Upgrade user to the premium limits + data = payload.get("data", {}).get("attributes", {}) + customer_id = data.get("customer_id") + customer_email = data.get("user_email") + receipt_url = data.get("urls").get("receipt") + + with Database() as db: + db.update_user_subscription( + user_email=customer_email, + lemon_squeezy_customer_id=customer_id, + receipt_url=receipt_url, + ) + db.conn.commit() + return JSONResponse(status_code=200, content={"message": "Webhook received"}) + + except Exception as e: + logger.error(f"Webhook error: {str(e)}") + raise HTTPException(status_code=500, detail=str(e)) + + +# local functions +def update_selected_domain(user_id: str, domain_id: str): + try: + redis_manager.set_data(f"user:{user_id}:selected_domain", domain_id) + + with Database() as db: + file_info = db.get_file_info_with_domain(user_id, domain_id) + + if not file_info: + # Clear any existing domain data + redis_manager.delete_data(f"user:{user_id}:domain_content") + redis_manager.delete_data(f"user:{user_id}:index") + redis_manager.delete_data(f"user:{user_id}:index_header") + redis_manager.delete_data(f"user:{user_id}:boost_info") + return None, None, 1 + + content, embeddings = db.get_file_content( + file_ids=[info["file_id"] for info in file_info] + ) + + if not content or not len(embeddings): + # Clear any existing domain data + redis_manager.delete_data(f"user:{user_id}:domain_content") + redis_manager.delete_data(f"user:{user_id}:index") + redis_manager.delete_data(f"user:{user_id}:index_header") + redis_manager.delete_data(f"user:{user_id}:boost_info") + return None, None, 0 + + # Store domain content in Redis + redis_manager.set_data(f"user:{user_id}:domain_content", content) + redis_manager.set_data(f"user:{user_id}:domain_embeddings", embeddings) + + file_names = [info["file_name"] for info in file_info] + file_ids = [info["file_id"] for info in file_info] + + return file_names, file_ids, 1 + + except Exception as e: + logger.error(f"Error in update_selected_domain: {str(e)}") + raise RedisConnectionError(f"Failed to update domain: {str(e)}") diff --git a/doclink/app/db/__init__.py b/doclink/app/db/__init__.py new file mode 100644 index 0000000..e69de29 diff --git a/doclink/app/db/config.py b/doclink/app/db/config.py new file mode 100644 index 0000000..f7fe2e0 --- /dev/null +++ b/doclink/app/db/config.py @@ -0,0 +1,18 @@ +from configparser import ConfigParser + + +class GenerateConfig: + def __init__(self) -> None: + pass + + def config(filename="app/db/database.ini", section="postgresql"): + parser = ConfigParser() + parser.read(filename) + db_config = {} + if parser.has_section(section): + params = parser.items(section) + for param in params: + db_config[param[0]] = param[1] + else: + raise Exception(f"Section {section} is not found in {filename} file.") + return db_config diff --git a/doclink/app/db/database.py b/doclink/app/db/database.py new file mode 100644 index 0000000..194df71 --- /dev/null +++ b/doclink/app/db/database.py @@ -0,0 +1,740 @@ +from psycopg2 import extras +from psycopg2 import DatabaseError +from pathlib import Path +import psycopg2 +import logging +import numpy as np +import uuid +from datetime import datetime + +from .config import GenerateConfig +from ..api.core import Encryptor + +logging.basicConfig(level=logging.INFO) +logger = logging.getLogger(__name__) +encryptor = Encryptor() + + +class Database: + _instance = None + + def __new__(cls): + if cls._instance is None: + cls._instance = super(Database, cls).__new__(cls) + cls._instance.db_config = GenerateConfig.config() + return cls._instance + + def __enter__(self): + self.conn = psycopg2.connect(**self.db_config) + self.cursor = self.conn.cursor() + return self + + def __exit__(self, exc_type, exc_val, exc_tb): + if self.cursor: + self.cursor.close() + if self.conn: + if exc_type is None: + self.conn.commit() + else: + self.conn.rollback() + self.conn.close() + + def initialize_tables(self): + sql_path = Path(__file__).resolve().parent / "sql" / "table_initialize.sql" + with sql_path.open("r") as file: + query = file.read() + try: + self.cursor.execute(query) + self.conn.commit() + except DatabaseError as e: + self.conn.rollback() + raise e + + def reset_database(self): + sql_path = Path(__file__).resolve().parent / "sql" / "database_reset.sql" + with sql_path.open("r") as file: + query = file.read() + try: + self.cursor.execute(query) + self.conn.commit() + except DatabaseError as e: + self.conn.rollback() + raise e + + def _bytes_to_embeddings(self, byte_array): + return np.frombuffer(byte_array.tobytes(), dtype=np.float16).reshape( + byte_array.shape[0], -1 + ) + + def get_user_info_w_id(self, user_id: str): + query_get_user_info = """ + SELECT DISTINCT user_name, user_surname, user_email, user_type, user_created_at, picture_url + FROM user_info + WHERE user_id = %s + """ + query_get_domain_ids = """ + SELECT DISTINCT domain_id + FROM domain_info + WHERE user_id = %s + """ + query_get_domain_info = """ + SELECT t1.domain_name, t1.domain_id, t2.file_name, t2.file_id + FROM domain_info t1 + LEFT JOIN file_info t2 ON t1.domain_id = t2.domain_id + WHERE t1.domain_id IN %s + """ + query_get_daily_count = """ + SELECT sum(question_count) + FROM session_info s + WHERE s.user_id = %s + AND s.created_at >= CURRENT_TIMESTAMP - INTERVAL '24 hours' AND s.created_at <= CURRENT_TIMESTAMP; + """ + + try: + self.cursor.execute(query_get_user_info, (user_id,)) + user_info_data = self.cursor.fetchone() + + self.cursor.execute(query_get_daily_count, (user_id,)) + user_daily_count = self.cursor.fetchone() + + if not user_info_data: + return None, None + + user_info = { + "user_name": user_info_data[0], + "user_surname": user_info_data[1], + "user_email": user_info_data[2], + "user_type": user_info_data[3], + "user_created_at": str(user_info_data[4]), + "user_daily_count": user_daily_count[0] if user_daily_count[0] else 0, + "user_picture_url": user_info_data[5], + } + + self.cursor.execute(query_get_domain_ids, (user_id,)) + domain_id_data = self.cursor.fetchall() + + if not domain_id_data: + return user_info, None + + domain_ids = [data[0] for data in domain_id_data] + self.cursor.execute(query_get_domain_info, (tuple(domain_ids),)) + domain_info_data = self.cursor.fetchall() + domain_info = {} + for data in domain_info_data: + if data[1] not in domain_info.keys(): + domain_info[data[1]] = { + "domain_name": data[0], + "file_names": [data[2]] if data[2] else [], + "file_ids": [data[3]] if data[3] else [], + } + else: + domain_info[data[1]]["file_names"].append(data[2]) + domain_info[data[1]]["file_ids"].append(data[3]) + + return user_info, domain_info + + except DatabaseError as e: + self.conn.rollback() + raise e + + def get_file_info_with_domain(self, user_id: str, domain_id: str): + query_get_file_info = """ + SELECT DISTINCT file_id, file_name, file_modified_date, file_upload_date + FROM file_info + WHERE user_id = %s AND domain_id = %s + """ + try: + self.cursor.execute( + query_get_file_info, + ( + user_id, + domain_id, + ), + ) + data = self.cursor.fetchall() + return ( + [ + { + "file_id": row[0], + "file_name": row[1], + "file_modified_date": row[2], + "file_upload_date": row[3], + } + for row in data + ] + if data + else None + ) + except DatabaseError as e: + self.conn.rollback() + raise e + + def get_domain_info(self, user_id: str, domain_id: int): + query = """ + SELECT DISTINCT domain_name + FROM domain_info + WHERE user_id = %s AND domain_id = %s + """ + try: + self.cursor.execute( + query, + ( + user_id, + domain_id, + ), + ) + data = self.cursor.fetchone() + return {"domain_name": data[0]} if data else None + except DatabaseError as e: + self.conn.rollback() + raise e + + def get_file_content(self, file_ids: list): + query_get_content = """ + SELECT t1.sentence AS sentence, t1.is_header AS is_header, t1.is_table AS is_table, t1.page_number AS page_number, t1.file_id AS file_id, t2.file_name AS file_name + FROM file_content t1 + LEFT JOIN file_info t2 ON t1.file_id = t2.file_id + WHERE t1.file_id IN %s + """ + query_get_embeddings = """ + SELECT array_agg(embedding) AS embeddings + FROM file_content + WHERE file_id IN %s + """ + try: + self.cursor.execute(query_get_content, (tuple(file_ids),)) + content = self.cursor.fetchall() + self.cursor.execute(query_get_embeddings, (tuple(file_ids),)) + byte_embeddings = self.cursor.fetchone() + if content and byte_embeddings and byte_embeddings[0]: + embeddings = self._bytes_to_embeddings(np.array(byte_embeddings[0])) + return content, embeddings + else: + return None, None + except DatabaseError as e: + self.conn.rollback() + print(f"Database error occurred: {e}") + return None, None + except Exception as e: + print(f"An unexpected error occurred: {e}") + return None, None + + def get_session_info(self, session_id: str): + query_get_session = """ + SELECT user_id, created_at + FROM session_info + WHERE session_id = %s + """ + self.cursor.execute(query_get_session, (session_id,)) + data = self.cursor.fetchone() + return {"user_id": data[0], "created_at": data[1]} if data else None + + def rename_domain(self, domain_id: str, new_name: str): + query = """ + UPDATE domain_info + SET domain_name = %s + WHERE domain_id = %s + """ + try: + self.cursor.execute(query, (new_name, domain_id)) + rows_affected = self.cursor.rowcount + return rows_affected > 0 + except DatabaseError as e: + self.conn.rollback() + raise e + + def insert_user_guide(self, user_id: str, domain_id: str): + """ + Insert default user guide content into user's default domain + using the file_id already present in default_content + """ + current_date = datetime.now().date() + file_id = str(uuid.uuid4()) + + try: + # Insert file info with the new file_id + query_insert_file_info = """ + INSERT INTO file_info + (user_id, domain_id, file_id, file_name, file_modified_date, file_upload_date) + VALUES + (%s, %s, %s, %s, %s, %s) + """ + + self.cursor.execute( + query_insert_file_info, + ( + user_id, + domain_id, + file_id, + "User Guide.pdf", + current_date, + current_date, + ), + ) + + query_get_guide_content = """ + SELECT sentence, is_header, is_table, page_number, embedding + FROM default_content + """ + self.cursor.execute(query_get_guide_content) + default_content = self.cursor.fetchall() + + for row in default_content: + sentence, is_header, is_table, page_number, embedding = row + encrypted_sentence = encryptor.encrypt(sentence, file_id) + + self.cursor.execute( + "INSERT INTO file_content (file_id, sentence, is_header, is_table, page_number, embedding) VALUES (%s, %s, %s, %s, %s, %s)", + ( + file_id, + encrypted_sentence, + is_header, + is_table, + page_number, + embedding, + ), + ) + + return True + + except DatabaseError as e: + self.conn.rollback() + logger.error(f"Error inserting user guide: {str(e)}") + raise e + except Exception as e: + self.conn.rollback() + logger.error(f"Unexpected error inserting user guide: {str(e)}") + raise e + + def delete_domain(self, domain_id: str): + get_domain_type_query = """ + SELECT domain_type + FROM domain_info + WHERE domain_id = %s + """ + get_files_query = """ + SELECT file_id + FROM file_info + WHERE domain_id = %s + """ + + delete_content_query = """ + DELETE FROM file_content + WHERE file_id IN %s + """ + + delete_files_query = """ + DELETE FROM file_info + WHERE domain_id = %s + """ + + delete_domain_query = """ + DELETE FROM domain_info + WHERE domain_id = %s + """ + + try: + self.cursor.execute(get_domain_type_query, (domain_id,)) + domain_type = self.cursor.fetchone() + if not domain_type[0]: + return -1 + + self.cursor.execute(get_files_query, (domain_id,)) + file_data = self.cursor.fetchall() + file_ids = [data[0] for data in file_data] + + # content -> files -> domain + if file_ids: + self.cursor.execute(delete_content_query, (tuple(file_ids),)) + self.cursor.execute(delete_files_query, (domain_id,)) + self.cursor.execute(delete_domain_query, (domain_id,)) + + rows_affected = self.cursor.rowcount + + return 1 if rows_affected else 0 + + except DatabaseError as e: + # Rollback in case of error + self.cursor.execute("ROLLBACK") + logger.error(f"Error deleting domain {domain_id}: {str(e)}") + raise e + + def insert_user_feedback( + self, + feedback_id: str, + user_id: str, + feedback_type: str, + description: str, + screenshot: str = None, + ): + query = """ + INSERT INTO user_feedback (feedback_id, user_id, feedback_type, description, screenshot) + VALUES (%s, %s, %s, %s, %s) + """ + try: + self.cursor.execute( + query, + ( + feedback_id, + user_id, + feedback_type, + description, + screenshot, + ), + ) + except DatabaseError as e: + self.conn.rollback() + raise e + + def insert_domain_info( + self, user_id: str, domain_id: str, domain_name: str, domain_type: int + ): + query_insert_domain_info = """ + INSERT INTO domain_info (user_id, domain_id, domain_name, domain_type) + VALUES (%s, %s, %s, %s) + """ + try: + self.cursor.execute( + query_insert_domain_info, + ( + user_id, + domain_id, + domain_name, + domain_type, + ), + ) + except DatabaseError as e: + self.conn.rollback() + raise e + + def create_domain( + self, user_id: str, domain_name: str, domain_id: str, domain_type: int + ): + query_count_domains = """ + SELECT COUNT(*), user_type + FROM domain_info d + JOIN user_info u ON d.user_id = u.user_id + WHERE u.user_id = %s + GROUP BY user_type + """ + + try: + self.cursor.execute(query_count_domains, (user_id,)) + result = self.cursor.fetchall() + + domain_count, user_type = result[0][0], result[0][1] + + if user_type == "free" and domain_count >= 3: + return { + "success": False, + "message": "Free users can only create up to 3 domains. Upgrade account to create more domains!", + } + + elif user_type == "premium" and domain_count >= 10: + return { + "success": False, + "message": "Premium users can only create up to 20 domains. Upgrade account to create more domains!", + } + + query_insert = """ + INSERT INTO domain_info (user_id, domain_id, domain_name, domain_type) + VALUES (%s, %s, %s, %s) + RETURNING domain_id + """ + + self.cursor.execute( + query_insert, (user_id, domain_id, domain_name, domain_type) + ) + created_domain_id = self.cursor.fetchone()[0] + + return { + "success": True, + "domain_id": created_domain_id, + "message": "success", + } + + except DatabaseError as e: + self.conn.rollback() + raise e + + def get_user_total_file_count(self, user_id: str): + user_type_query = """ + SELECT user_type + FROM user_info + WHERE user_id = %s + """ + + file_count_query = """ + SELECT COUNT(file_id) + FROM file_info + WHERE user_id = %s + """ + + try: + # Get user type first + self.cursor.execute(user_type_query, (user_id,)) + user_type_result = self.cursor.fetchone() + + if not user_type_result: + logger.error(f"User {user_id} not found in database") + return False + + user_type = user_type_result[0] + + # Get file count + self.cursor.execute(file_count_query, (user_id,)) + file_count_result = self.cursor.fetchone() + file_count = file_count_result[0] if file_count_result else 0 + + return file_count, user_type + except Exception as e: + self.conn.rollback() + logger.error(f"Error in user total file processing: {str(e)}") + return False + + def insert_file_batches( + self, file_info_batch: list, file_content_batch: list + ) -> bool: + """Process both file info and content in a single transaction.""" + try: + user_id = file_info_batch[0][0] + file_count, user_type = self.get_user_total_file_count(user_id) + + if user_type == "free" and file_count + len(file_info_batch) > 10: + return { + "success": False, + "message": f"Free users can only have 10 total files. You currently have {file_count} files across all folders. Upgrade to add more!", + } + elif user_type == "premium" and file_count + len(file_info_batch) > 100: + return { + "success": False, + "message": f"Premium users can only have 100 total files. You currently have {file_count} files across all folders", + } + + self._insert_file_info_batch(file_info_batch) + self._insert_file_content_batch(file_content_batch) + + return {"success": True, "message": "Files uploaded successfully"} + except Exception as e: + self.conn.rollback() + logger.error(f"Error in batch processing: {str(e)}") + return False + + def _insert_file_info_batch(self, file_info_batch: list): + """Internal method for file info insertion.""" + query = """ + INSERT INTO file_info (user_id, file_id, domain_id, file_name, file_modified_date) + VALUES %s + """ + try: + extras.execute_values(self.cursor, query, file_info_batch) + logger.info( + f"Successfully inserted {len(file_info_batch)} file info records" + ) + + except Exception as e: + logger.error(f"Error while inserting file info: {str(e)}") + raise + + def _insert_file_content_batch(self, file_content_batch: list): + """Internal method for file content insertion.""" + query = """ + INSERT INTO file_content (file_id, sentence, page_number, is_header, is_table, embedding) + VALUES %s + """ + try: + extras.execute_values(self.cursor, query, file_content_batch) + logger.info( + f"Successfully inserted {len(file_content_batch)} content rows " + ) + + except Exception as e: + logger.error(f"Error while inserting file content: {str(e)}") + raise + + def upsert_session_info(self, user_id: str, session_id: str): + # First check if the session exists + check_session_query = """ + SELECT id FROM session_info + WHERE user_id = %s AND session_id = %s + """ + + # Query to get daily question count and user type + query_get_daily_count = """ + SELECT sum(question_count), u.user_type + FROM session_info s + JOIN user_info u ON s.user_id = u.user_id + WHERE s.user_id = %s + AND s.created_at >= CURRENT_TIMESTAMP - INTERVAL '24 hours' AND s.created_at <= CURRENT_TIMESTAMP + GROUP BY u.user_type; + """ + + # Query to insert new session + insert_session_query = """ + INSERT INTO session_info + (user_id, session_id, question_count, total_enterance, last_enterance) + VALUES (%s, %s, 0, 1, CURRENT_TIMESTAMP) + RETURNING id + """ + + # Query to update existing session + update_question_query = """ + UPDATE session_info + SET question_count = question_count + 1, + last_enterance = CURRENT_TIMESTAMP + WHERE user_id = %s AND session_id = %s + RETURNING question_count + """ + + try: + # Check if session exists + self.cursor.execute(check_session_query, (user_id, session_id)) + session_exists = self.cursor.fetchone() + + # If session doesn't exist, create it + if not session_exists: + self.cursor.execute(insert_session_query, (user_id, session_id)) + self.conn.commit() + + # Get daily count and user type + self.cursor.execute(query_get_daily_count, (user_id,)) + result = self.cursor.fetchall() + daily_count, user_type = result[0][0], result[0][1] + + # Check free user limits + if user_type == "free" and daily_count >= 25: + return { + "success": False, + "message": "Daily question limit reached for free user. Please try again tomorrow or upgrade your plan!", + "question_count": daily_count, + } + + # Increment question count + self.cursor.execute(update_question_query, (user_id, session_id)) + question_count = self.cursor.fetchone()[0] + self.conn.commit() + + return { + "success": True, + "message": "success", + "question_count": question_count, + "daily_count": daily_count, + } + except Exception as e: + self.conn.rollback() + print(f"Error updating session info: {str(e)}") + raise e + + def insert_user_rating( + self, rating_id: str, user_id: str, rating: int, user_note: str + ): + query = """ + INSERT INTO user_rating (rating_id, user_id, rating, user_note) + VALUES (%s, %s, %s, %s) + """ + try: + self.cursor.execute(query, (rating_id, user_id, rating, user_note)) + except Exception as e: + self.conn.rollback() + raise e + + def clear_file_info(self, user_id: str, file_ids: list): + query = """ + DELETE FROM file_info + WHERE user_id = %s AND file_id IN %s + """ + try: + self.cursor.execute( + query, + ( + user_id, + tuple( + file_ids, + ), + ), + ) + return 1 + except DatabaseError as e: + self.conn.rollback() + raise e + + def clear_file_content(self, file_id: list): + clear_content_query = """ + DELETE FROM file_content + WHERE file_id = %s + """ + clear_file_info_query = """ + DELETE FROM file_info + WHERE file_id = %s + """ + try: + self.cursor.execute( + clear_content_query, + (file_id,), + ) + + self.cursor.execute( + clear_file_info_query, + (file_id,), + ) + + rows_affected = self.cursor.rowcount + + return 1 if rows_affected else 0 + + except DatabaseError as e: + self.conn.rollback() + raise e + + def update_user_subscription( + self, + user_email: str, + lemon_squeezy_customer_id: str, + receipt_url: str, + ): + try: + query_get_user = """ + SELECT user_id FROM user_info + WHERE user_email = %s + LIMIT 1 + """ + self.cursor.execute(query_get_user, (user_email,)) + result = self.cursor.fetchone() + + if result: + # Insert user into the premium table + user_id = result[0] + query_insert_premium_user = """ + INSERT INTO premium_user_info (lemon_squeezy_customer_id, user_id, receipt_url) + VALUES (%s, %s, %s) + """ + self.cursor.execute( + query_insert_premium_user, + (lemon_squeezy_customer_id, user_id, receipt_url), + ) + + # Update user info within the user_info table + query_update_user_info = """ + UPDATE user_info + SET user_type = %s + WHERE user_id = %s + RETURNING user_id + """ + self.cursor.execute(query_update_user_info, ("premium", user_id)) + return + else: + # This is for handling webhooks before we've updated the user record + logger.warning( + f"Received webhook for unknown customer: {lemon_squeezy_customer_id}" + ) + return False + except Exception as e: + logger.error(f"Error updating subscription: {str(e)}") + self.conn.rollback() # Added rollback to prevent transaction errors + return False + + +if __name__ == "__main__": + with Database() as db: + db.reset_database() + db.initialize_tables() diff --git a/doclink/app/db/sql/database_reset.sql b/doclink/app/db/sql/database_reset.sql new file mode 100644 index 0000000..59558f2 --- /dev/null +++ b/doclink/app/db/sql/database_reset.sql @@ -0,0 +1,38 @@ +-- drop_all_tables.sql + +-- Disable foreign key checks to avoid dependency issues +SET session_replication_role = 'replica'; + +-- Drop all tables in the public schema +DO $$ +DECLARE + r RECORD; +BEGIN + FOR r IN (SELECT tablename FROM pg_tables WHERE schemaname = 'public') LOOP + EXECUTE 'DROP TABLE IF EXISTS ' || quote_ident(r.tablename) || ' CASCADE'; + END LOOP; +END $$; + +-- Re-enable foreign key checks +SET session_replication_role = 'origin'; + +-- Optionally, you can also drop sequences if you have any +DO $$ +DECLARE + r RECORD; +BEGIN + FOR r IN (SELECT sequencename FROM pg_sequences WHERE schemaname = 'public') LOOP + EXECUTE 'DROP SEQUENCE IF EXISTS ' || quote_ident(r.sequencename) || ' CASCADE'; + END LOOP; +END $$; + +-- If you want to reset the primary key sequences for all tables, you can add this: +-- (Note: Only necessary if you've inserted data and want to reset auto-incrementing ids) +DO $$ +DECLARE + r RECORD; +BEGIN + FOR r IN (SELECT tablename FROM pg_tables WHERE schemaname = 'public') LOOP + EXECUTE 'ALTER TABLE ' || quote_ident(r.tablename) || ' ALTER COLUMN id RESTART WITH 1;'; + END LOOP; +END $$; \ No newline at end of file diff --git a/doclink/app/db/sql/table_initialize.sql b/doclink/app/db/sql/table_initialize.sql new file mode 100644 index 0000000..2ff6a31 --- /dev/null +++ b/doclink/app/db/sql/table_initialize.sql @@ -0,0 +1,88 @@ +CREATE TABLE IF NOT EXISTS user_info ( + user_id UUID PRIMARY KEY, + google_id VARCHAR(255) NOT NULL, + user_name VARCHAR(50) NOT NULL, + user_surname VARCHAR(50) NOT NULL, + user_email VARCHAR(100) UNIQUE NOT NULL, + user_type VARCHAR(20) DEFAULT 'free', + picture_url VARCHAR(255), + user_created_at TIMESTAMP DEFAULT CURRENT_TIMESTAMP +); + +CREATE TABLE IF NOT EXISTS premium_user_info ( + lemon_squeezy_customer_id VARCHAR(255) NOT NULL, + user_id UUID PRIMARY KEY, + receipt_url VARCHAR, + payment_at TIMESTAMP DEFAULT CURRENT_TIMESTAMP, + FOREIGN KEY (user_id) REFERENCES user_info(user_id) +); + +CREATE TABLE IF NOT EXISTS user_feedback ( + feedback_id UUID PRIMARY KEY, + user_id UUID NOT NULL, + feedback_type VARCHAR(20) NOT NULL, + description TEXT NOT NULL, + screenshot TEXT, + created_at TIMESTAMP DEFAULT CURRENT_TIMESTAMP, + FOREIGN KEY (user_id) REFERENCES user_info(user_id) +); + +CREATE TABLE IF NOT EXISTS domain_info ( + user_id UUID NOT NULL, + domain_id UUID PRIMARY KEY, + domain_name VARCHAR(30) NOT NULL, + domain_type INTEGER, + FOREIGN KEY (user_id) REFERENCES user_info(user_id) +); + +CREATE TABLE IF NOT EXISTS file_info ( + user_id UUID NOT NULL, + domain_id UUID NOT NULL, + file_id UUID PRIMARY KEY, + file_name VARCHAR(255) NOT NULL, + file_modified_date DATE, + file_upload_date DATE DEFAULT CURRENT_DATE, + FOREIGN KEY (user_id) REFERENCES user_info(user_id), + FOREIGN KEY (domain_id) REFERENCES domain_info(domain_id) +); + +CREATE TABLE IF NOT EXISTS file_content ( + content_id SERIAL PRIMARY KEY, + file_id UUID NOT NULL, + sentence TEXT NOT NULL, + is_header BOOLEAN DEFAULT FALSE, + is_table BOOLEAN DEFAULT FALSE, + page_number INTEGER, + embedding BYTEA, + FOREIGN KEY (file_id) REFERENCES file_info(file_id) +); + +CREATE TABLE IF NOT EXISTS session_info ( + id SERIAL PRIMARY KEY, + user_id UUID NOT NULL, + session_id UUID NOT NULL, + question_count INTEGER DEFAULT 0, + created_at TIMESTAMP DEFAULT CURRENT_TIMESTAMP, + total_enterance INTEGER DEFAULT 0, + last_enterance TIMESTAMP, + FOREIGN KEY (user_id) REFERENCES user_info(user_id) +); + +CREATE TABLE IF NOT EXISTS default_content ( + content_id SERIAL PRIMARY KEY, + file_id UUID NOT NULL, + sentence TEXT NOT NULL, + is_header BOOLEAN DEFAULT FALSE, + is_table BOOLEAN DEFAULT FALSE, + page_number INTEGER, + embedding BYTEA +); + +CREATE TABLE IF NOT EXISTS user_rating ( + rating_id UUID PRIMARY KEY, + user_id UUID NOT NULL, + rating INTEGER NOT NULL, + user_note TEXT, + created_at TIMESTAMP DEFAULT CURRENT_TIMESTAMP, + FOREIGN KEY (user_id) REFERENCES user_info(user_id) +); \ No newline at end of file diff --git a/doclink/app/functions/__init__.py b/doclink/app/functions/__init__.py new file mode 100644 index 0000000..e69de29 diff --git a/doclink/app/functions/chatbot_functions.py b/doclink/app/functions/chatbot_functions.py new file mode 100644 index 0000000..25cd86e --- /dev/null +++ b/doclink/app/functions/chatbot_functions.py @@ -0,0 +1,83 @@ +from openai import OpenAI +from dotenv import load_dotenv +from langdetect import detect +import textwrap +import yaml +import re +from typing import Dict, Any, Match + + +class ChatbotFunctions: + def __init__(self): + load_dotenv() + self.client = OpenAI() + + with open("app/utils/prompts.yaml", "r", encoding="utf-8") as file: + self.prompt_data = yaml.safe_load(file) + + def _prompt_query_generation(self, query, file_lang): + return textwrap.dedent( + self.get_prompt(category="queries", query=query, file_lang=file_lang) + ) + + def _prompt_answer_generation(self, query, context, lang, intention): + return textwrap.dedent( + self.get_prompt(category=intention, query=query, context=context, lang=lang) + ) + + def response_generation(self, query, context, intention): + lang = self.detect_language(query=query) + prompt = self._prompt_answer_generation( + query=query, context=context, lang=lang, intention=intention + ) + response = self.client.chat.completions.create( + model="gpt-4o-mini", + messages=[ + {"role": "system", "content": prompt}, + {"role": "user", "content": query}, + ], + temperature=0, + ) + answer = response.choices[0].message.content.strip() + return answer + + def query_generation(self, query, file_lang): + lang = self.detect_language(query=query) + prompt = self._prompt_query_generation(query, file_lang=file_lang) + response = self.client.chat.completions.create( + model="gpt-4o-mini", + messages=[ + {"role": "system", "content": prompt}, + {"role": "user", "content": query}, + ], + temperature=0, + ) + new_queries = response.choices[0].message.content.strip() + return new_queries, lang + + def detect_language(self, query): + if query.isalpha(): + lang = detect(text=query) + return "tr" if lang == "tr" else "en" + return None + + def replace_variables(self, match: Match, kwargs: Dict[str, Any]): + variables = match.group(1) or match.group(2) + value = kwargs.get(variables) + return str(value) + + def get_prompt(self, category, **kwargs): + variable_pattern = r"\${?(\w+)}?|\{(\w+)\}" + try: + prompt = self.prompt_data["prompts"]["languages"]["en"][category.strip()][ + 0 + ]["text"] + + def replace_wrapper(match): + return self.replace_variables(match, kwargs) + + full_prompt = re.sub(variable_pattern, replace_wrapper, prompt) + return full_prompt + except KeyError: + print(f"No template found for {category}") + return None diff --git a/doclink/app/functions/embedding_functions.py b/doclink/app/functions/embedding_functions.py new file mode 100644 index 0000000..46d428f --- /dev/null +++ b/doclink/app/functions/embedding_functions.py @@ -0,0 +1,36 @@ +import numpy as np +from openai import OpenAI +from dotenv import load_dotenv +from typing import List + + +class EmbeddingFunctions: + def __init__(self): + load_dotenv() + self.client = OpenAI() + + def create_embeddings_from_sentences( + self, sentences: List[str], chunk_size: int = 2000 + ) -> List[np.ndarray]: + file_embeddings = [] + for chunk_index in range(0, len(sentences), chunk_size): + chunk_embeddings = self.client.embeddings.create( + model="text-embedding-3-small", + input=sentences[chunk_index : chunk_index + chunk_size], + ) + chunk_array = np.array( + [x.embedding for x in chunk_embeddings.data], dtype=np.float16 + ) + file_embeddings.append( + chunk_array / np.linalg.norm(chunk_array, axis=1)[:, np.newaxis] + ) + + return np.vstack(file_embeddings) + + def create_embedding_from_sentence(self, sentence: list) -> np.ndarray: + query_embedding = self.client.embeddings.create( + model="text-embedding-3-small", input=sentence + ) + return np.array(query_embedding.data[0].embedding, dtype=np.float16).reshape( + 1, -1 + ) diff --git a/doclink/app/functions/export_functions.py b/doclink/app/functions/export_functions.py new file mode 100644 index 0000000..f484562 --- /dev/null +++ b/doclink/app/functions/export_functions.py @@ -0,0 +1,126 @@ +from reportlab.lib import colors +from reportlab.lib.pagesizes import A4 +from reportlab.lib.styles import ParagraphStyle, getSampleStyleSheet +from reportlab.platypus import SimpleDocTemplate, Paragraph, Spacer +from reportlab.pdfbase import pdfmetrics +from reportlab.pdfbase.ttfonts import TTFont +from io import BytesIO +import re + + +class Exporter: + def __init__(self): + self.styles = getSampleStyleSheet() + self.setup_styles() + + def _register_fonts(self): + pdfmetrics.registerFont(TTFont("Helvetica", "Helvetica")) + pdfmetrics.registerFont(TTFont("Helvetica-Bold", "Helvetica-Bold")) + + def setup_styles(self): + self.styles.add( + ParagraphStyle( + name="Header", + fontSize=14, + textColor=colors.HexColor("#10B981"), + spaceAfter=12, + fontName="Helvetica-Bold", + encoding="utf-8", + ) + ) + + self.styles.add( + ParagraphStyle( + name="Content", + fontSize=11, + textColor=colors.black, + spaceAfter=8, + fontName="Helvetica", + encoding="utf-8", + ) + ) + + self.styles.add( + ParagraphStyle( + name="Bullet-Point", + fontSize=11, + leftIndent=20, + bulletIndent=10, + spaceAfter=5, + fontName="Helvetica", + encoding="utf-8", + ) + ) + + def clean_text(self, text: str) -> str: + if not isinstance(text, str): + text = text.decode("utf-8") + + text = text.replace("ฤฑ", "i").replace("ฤฐ", "I") + text = text.replace("ฤŸ", "g").replace("ฤž", "G") + text = text.replace("รผ", "u").replace("รœ", "U") + text = text.replace("ลŸ", "s").replace("ลž", "S") + text = text.replace("รถ", "o").replace("ร–", "O") + text = text.replace("รง", "c").replace("ร‡", "C") + + text = re.sub( + r"\[header\](.*?)\[/header\]", r'\1', text + ) + text = re.sub(r"\[bold\](.*?)\[/bold\]", r"\1", text) + return text + + def create_watermark(self, canvas, doc): + canvas.saveState() + canvas.setFillColor(colors.HexColor("#10B981")) + canvas.setFont("Helvetica", 8) + canvas.drawString(30, 20, "Generated by docklink.io") + canvas.restoreState() + + def export_pdf(self, data: str) -> BytesIO: + buffer = BytesIO() + content = [] + cleaned_text = self.clean_text(data) + + doc = SimpleDocTemplate( + buffer, + pagesize=A4, + rightMargin=30, + leftMargin=30, + topMargin=30, + bottomMargin=30, + ) + + lines = cleaned_text.split("\n") + + for line in lines: + if line.strip(): + if ( + line.startswith("

") + or line.startswith('') + or "header" in line + ): + # Header section + text = line.replace("

", "").replace("

", "") + content.append(Paragraph(text, self.styles["Header"])) + elif line.startswith("-"): + # Bullet point + text = line.strip() + content.append(Paragraph(f"- {text}", self.styles["Bullet-Point"])) + else: + # Normal text + content.append(Paragraph(line, self.styles["Content"])) + + content.append(Spacer(1, 2)) + + try: + doc.build( + content, + onFirstPage=self.create_watermark, + onLaterPages=self.create_watermark, + ) + buffer.seek(0) + return buffer + except Exception as e: + raise ValueError( + f"Error: {e} Content too large or complex to export to PDF" + ) diff --git a/doclink/app/functions/indexing_functions.py b/doclink/app/functions/indexing_functions.py new file mode 100644 index 0000000..5e2fc0c --- /dev/null +++ b/doclink/app/functions/indexing_functions.py @@ -0,0 +1,12 @@ +import faiss + + +class IndexingFunctions: + def __init__(self): + pass + + def create_flat_index(self, embeddings): + dimension = len(embeddings[0]) + index = faiss.IndexFlatIP(dimension) + index.add(embeddings) + return index diff --git a/doclink/app/functions/reading_functions.py b/doclink/app/functions/reading_functions.py new file mode 100644 index 0000000..1f8a463 --- /dev/null +++ b/doclink/app/functions/reading_functions.py @@ -0,0 +1,536 @@ +import fitz +import tempfile +import io +import re +import spacy +import pymupdf4llm +import xml.etree.ElementTree as ET +import zipfile +from pathlib import Path +from langchain_text_splitters import MarkdownHeaderTextSplitter +from docling.datamodel.base_models import InputFormat +from docling.pipeline.simple_pipeline import SimplePipeline +from docling.document_converter import ( + DocumentConverter, + WordFormatOption, + PowerpointFormatOption, + HTMLFormatOption, +) + + +class ReadingFunctions: + def __init__(self): + self.nlp = spacy.load( + "en_core_web_sm", + disable=[ + "tagger", + "attribute_ruler", + "lemmatizer", + "ner", + "textcat", + "custom", + ], + ) + self.max_file_size_mb = 50 + self.headers_to_split_on = [ + ("#", "Header 1"), + ("##", "Header 2"), + ("###", "Header 3"), + ("####", "Header 4"), + ] + self.markdown_splitter = MarkdownHeaderTextSplitter( + self.headers_to_split_on, strip_headers=False, return_each_line=True + ) + self.converter = DocumentConverter( + allowed_formats=[ + InputFormat.DOCX, + InputFormat.PPTX, + InputFormat.XLSX, + InputFormat.PDF, + InputFormat.HTML, + ], + format_options={ + InputFormat.DOCX: WordFormatOption(pipeline_cls=SimplePipeline), + InputFormat.PPTX: PowerpointFormatOption(pipeline_cls=SimplePipeline), + InputFormat.HTML: HTMLFormatOption(pipeline_cls=SimplePipeline), + }, + ) + + def read_file(self, file_bytes: bytes, file_name: str): + """Read and process file content from bytes""" + file_size_mb = self._get_file_size(file_bytes=file_bytes) + file_type = file_name.split(".")[-1].lower() + + if file_size_mb > self.max_file_size_mb: + raise ValueError(f"File size exceeds {self.max_file_size_mb}MB limit") + + try: + if file_type == "pdf": + return self._process_pdf(file_bytes=file_bytes) + elif file_type == "docx": + return self._process_docx(file_bytes=file_bytes) + elif file_type == "pptx": + return self._process_pptx(file_bytes=file_bytes) + elif file_type == "xlsx": + return self._process_xlsx(file_bytes=file_bytes) + elif file_type == "udf": + return self._process_udf(file_bytes=file_bytes) + elif file_type in ["txt", "rtf"]: + return self._process_txt(file_bytes=file_bytes) + else: + raise ValueError(f"Unsupported file type: {file_type}") + + except Exception as e: + raise ValueError(f"Error processing {file_name}: {str(e)}") + + def read_url(self, html_content: tuple): + html_data = { + "sentences": [], + "page_number": [], + "is_header": [], + "is_table": [], + } + + try: + with tempfile.NamedTemporaryFile(delete=True, suffix=".html") as temp_file: + temp_file.write(html_content.encode("utf-8")) + temp_file.flush() + html_path = Path(temp_file.name) + md_text = self.converter.convert( + html_path + ).document.export_to_markdown() + splits = self.markdown_splitter.split_text(md_text) + + for split in splits: + if ( + not len(split.page_content) > 5 + or re.match(r"^[^\w]*$", split.page_content) + or split.page_content[:4] == " + + + + + + + + + + + + + + + `; + + this.element.innerHTML += ` + + `; + + document.body.appendChild(this.element); + } + + setupEventListeners() { + // Search functionality + const searchInput = this.element.querySelector('#domainSearchInput'); + searchInput?.addEventListener('input', (e) => { + this.events.emit('domainSearch', e.target.value); + }); + + // New domain button + const newDomainBtn = this.element.querySelector('#newDomainBtn'); + newDomainBtn?.addEventListener('click', () => { + this.handleNewDomain(); + }); + + // Domain deletion + this.domainManager.events.on('domainFileCountUpdated', ({ domainId, newCount }) => { + const domainCard = this.element.querySelector(`[data-domain-id="${domainId}"]`); + if (domainCard) { + const fileCountElement = domainCard.querySelector('.file-count'); + if (fileCountElement) { + fileCountElement.textContent = `${newCount} files`; + } + } + }); + + // Select button + const selectButton = this.element.querySelector('.select-button'); + selectButton?.addEventListener('click', () => { + if (this.temporarySelectedId) { + this.events.emit('domainSelected', this.temporarySelectedId); + this.hide(); + } + }); + + // Close button + const closeButton = this.element.querySelector('.close-button'); + closeButton?.addEventListener('click', () => { + this.resetTemporarySelection(); + this.hide(); + }); + + // Handle modal hidden event + this.element.addEventListener('hidden.bs.modal', () => { + this.resetTemporarySelection(); + }); + } + + createDomainCard(domain) { + return ` +
+
+
+ + +
+
+
${domain.name}
+ ${domain.fileCount} files +
+
+
+ + +
+
+ `; + } + + setupDomainCardListeners() { + this.element.querySelectorAll('.domain-card').forEach(card => { + if (card.classList.contains('new-domain-input-card')) return; + + const domainId = card.dataset.domainId; + const checkbox = card.querySelector('.domain-checkbox'); + + // Handle entire card click for selection + card.addEventListener('click', (e) => { + if (!e.target.closest('.domain-actions') && !e.target.closest('.checkbox-wrapper')) { + checkbox.checked = !checkbox.checked; + this.handleDomainSelection(checkbox, domainId); + } + }); + + // Handle checkbox click + checkbox?.addEventListener('change', (e) => { + e.stopPropagation(); + this.handleDomainSelection(checkbox, domainId); + }); + + // Delete button + card.querySelector('.delete-button')?.addEventListener('click', (e) => { + e.stopPropagation(); + this.domainToDelete = domainId; + this.showDomainDeleteModal(); + }); + + // Edit button + card.querySelector('.edit-button')?.addEventListener('click', (e) => { + e.stopPropagation(); + this.enableDomainEditing(card); + }); + }); + } + + handleDomainSelection(checkbox, domainId) { + // Uncheck all other checkboxes + this.element.querySelectorAll('.domain-checkbox').forEach(cb => { + if (cb !== checkbox) { + cb.checked = false; + } + }); + + // Update temporary selection + this.temporarySelectedId = checkbox.checked ? domainId : null; + } + + resetTemporarySelection() { + this.temporarySelectedId = null; + this.element.querySelectorAll('.domain-checkbox').forEach(cb => { + cb.checked = false; + }); + } + + handleNewDomain() { + const template = document.getElementById('newDomainInputTemplate'); + const domainsContainer = this.element.querySelector('#domainsContainer'); + + if (template && domainsContainer) { + const clone = template.content.cloneNode(true); + domainsContainer.appendChild(clone); + + const inputCard = domainsContainer.querySelector('.new-domain-input-card'); + const input = inputCard.querySelector('.new-domain-input'); + + this.setupNewDomainHandlers(inputCard, input); + input.focus(); + } + } + + setupNewDomainHandlers(inputCard, input) { + const confirmBtn = inputCard.querySelector('.confirm-button'); + const cancelBtn = inputCard.querySelector('.cancel-button'); + + const handleConfirm = async () => { + const name = input.value.trim(); + if (name) { + if (name.length > 20) { + const alertElement = document.createElement('div'); + alertElement.className = 'alert-modal'; + alertElement.innerHTML = ` +
+
I can't do it...
+

Folder name must be 20 characters or less. Please try again with a shorter name!

+ +
+ `; + + document.body.appendChild(alertElement); + + const closeButton = alertElement.querySelector('.alert-button'); + closeButton.addEventListener('click', () => { + alertElement.classList.remove('show'); + document.body.style.overflow = ''; + setTimeout(() => alertElement.remove(), 300); + }); + + requestAnimationFrame(() => { + alertElement.classList.add('show'); + document.body.style.overflow = 'hidden'; + }); + + return; + } + + const result = await window.createDomain(window.serverData.userId, name); + if (result.success) { + this.events.emit('domainCreate', { + id: result.id, + name: name + }); + this.updateDomainCount(); + inputCard.remove(); + } else { + if (result.message && result.message.includes('up to 3 domains')) { + const alertElement = document.createElement('div'); + alertElement.className = 'alert-modal'; + alertElement.innerHTML = ` +
+
+ +
+
Folder Limit Reached
+

${result.message}

+
+ Domains Used: ${this.domainManager.getAllDomains().length}/3 +
+ +
+ `; + + document.body.appendChild(alertElement); + + const closeButton = alertElement.querySelector('.alert-button'); + closeButton.addEventListener('click', () => { + alertElement.classList.remove('show'); + document.body.style.overflow = ''; + setTimeout(() => alertElement.remove(), 100); + }); + + requestAnimationFrame(() => { + alertElement.classList.add('show'); + document.body.style.overflow = 'hidden'; + }); + + } else { + this.events.emit('warning', 'Failed to create folder. Please try again.'); + } + inputCard.remove(); + } + } + }; + + confirmBtn.addEventListener('click', handleConfirm); + cancelBtn.addEventListener('click', () => inputCard.remove()); + + input.addEventListener('keypress', (e) => { + if (e.key === 'Enter') handleConfirm(); + }); + + input.addEventListener('keydown', (e) => { + if (e.key === 'Escape') inputCard.remove(); + }); + } + + async enableDomainEditing(card) { + const domainInfo = card.querySelector('.domain-info'); + const domainNameElement = domainInfo.querySelector('h6'); + const currentName = domainNameElement.getAttribute('title') || domainNameElement.textContent; + const domainId = card.dataset.domainId; + + const wrapper = document.createElement('div'); + wrapper.className = 'domain-name-input-wrapper'; + wrapper.innerHTML = ` + +
+ + +
+ `; + + const input = wrapper.querySelector('.domain-name-input'); + const confirmBtn = wrapper.querySelector('.edit-confirm-button'); + const cancelBtn = wrapper.querySelector('.edit-cancel-button'); + + const handleConfirm = async () => { + const newName = input.value.trim(); + if (newName && newName !== currentName) { + if (newName.length > 20) { + this.events.emit('warning', 'Folder name must be less than 20 characters'); + return; + } + + const success = await window.renameDomain(domainId, newName); + + if (success) { + this.events.emit('domainEdit', { + id: domainId, + newName: newName + }); + wrapper.replaceWith(domainNameElement); + domainNameElement.textContent = newName; + domainNameElement.setAttribute('title', newName); + } else { + this.events.emit('warning', 'Failed to rename domain'); + } + } else { + wrapper.replaceWith(domainNameElement); + } + }; + + confirmBtn.addEventListener('click', handleConfirm); + cancelBtn.addEventListener('click', () => wrapper.replaceWith(domainNameElement)); + + input.addEventListener('keypress', (e) => { + if (e.key === 'Enter') handleConfirm(); + }); + + input.addEventListener('keydown', (e) => { + if (e.key === 'Escape') wrapper.replaceWith(domainNameElement); + }); + + domainNameElement.replaceWith(wrapper); + input.focus(); + input.select(); + } + + updateDomainsList(domains) { + const container = this.element.querySelector('#domainsContainer'); + if (container) { + container.innerHTML = domains.map(domain => this.createDomainCard(domain)).join(''); + this.setupDomainCardListeners(); + } + } + + updateDomainCount() { + const domains = this.domainManager.getAllDomains(); + const count = domains.length; + const percentage = (count / 3) * 100; + + const countElement = this.element.querySelector('.domains-count'); + const progressBar = this.element.querySelector('.progress-bar'); + + if (countElement && progressBar) { + countElement.textContent = `${count}/3`; + progressBar.style.width = `${percentage}%`; + + } + } + + show() { + const modal = new bootstrap.Modal(this.element); + this.resetTemporarySelection(); + this.updateDomainCount(); + modal.show(); + } + + hide() { + const modal = bootstrap.Modal.getInstance(this.element); + if (modal) { + modal.hide(); + } + } + + initializeDeleteModal() { + const deleteModalElement = document.getElementById('deleteConfirmModal'); + if (deleteModalElement) { + this.deleteModal = new bootstrap.Modal(deleteModalElement, { + backdrop: 'static', + keyboard: false + }); + + deleteModalElement.addEventListener('show.bs.modal', () => { + document.getElementById('domainSelectModal').classList.add('delete-confirmation-open'); + }); + + deleteModalElement.addEventListener('hidden.bs.modal', () => { + document.getElementById('domainSelectModal').classList.remove('delete-confirmation-open'); + this.domainToDelete = null; // Clean up on hide + }); + + const confirmBtn = deleteModalElement.querySelector('#confirmDeleteBtn'); + confirmBtn?.addEventListener('click', async () => { + if (this.domainToDelete) { + await this.handleDomainDelete(this.domainToDelete); + this.domainToDelete = null; + this.deleteModal.hide(); + } + }); + + const cancelBtn = deleteModalElement.querySelector('.btn-outline-secondary'); + cancelBtn?.addEventListener('click', () => { + this.domainToDelete = null; + this.deleteModal.hide(); + }); + } + } + + showDomainDeleteModal() { + if (this.deleteModal) { + this.deleteModal.show(); + } + } + + hideDomainDeleteModal() { + if (this.deleteModal) { + this.deleteModal.hide(); + } + } + + async handleDomainDelete(domainId) { + const result = await window.deleteDomain(domainId); + + if (result.success) { + this.events.emit('domainDelete', domainId); + this.hideDomainDeleteModal(); + this.updateDomainCount(); + this.events.emit('message', { + text: 'Knowledege Base deleted!', + type: 'success' + }); + } else { + this.hideDomainDeleteModal(); + + const messageElement = document.getElementById('domainInfoMessage'); + if (messageElement) { + messageElement.textContent = result.message; + } + const infoModal = new bootstrap.Modal(document.getElementById('defaultDomainInfoModal')); + infoModal.show(); + } + } +} + +class FileUploadModal extends Component { + constructor(DomainManager) { + const element = document.createElement('div'); + element.id = 'fileUploadModal'; + element.className = 'modal fade'; + element.setAttribute('tabindex', '-1'); + element.setAttribute('aria-hidden', 'true'); + super(element); + + this.isUploading = false; + this.fileBasket = new FileBasket(); + this.urlInputModal = new URLInputModal() + this.domainManager = DomainManager; + + this.render(); + this.setupEventListeners(); + this.setupCloseButton(); + this.currentpicker = null; + } + + render() { + this.element.innerHTML = ` +
+
+
+
+
+
Selected Folder:
+
+ +
+
+
+ Total Sources + 0/20 +
+
+
+
+
+
+ +
+
+ +
+
+
+
+ +
+
+
Upload Files
+

Drag & drop or choose files to upload

+ Supported file types: PDF, DOCX, XLSX, PPTX, UDF and TXT + +
+
+ + + + + + +
+
+
+ + `; + + document.body.appendChild(this.element); + } + + setupEventListeners() { + const dropZone = this.element.querySelector('#dropZone'); + const fileInput = this.element.querySelector('#fileInput'); + const uploadBtn = this.element.querySelector('#uploadBtn'); + const chooseText = this.element.querySelector('.choose-text'); + const uploadIcon = this.element.querySelector('.upload-icon-wrapper'); + const urlButton = this.element.querySelector('.url-input-btn'); + + // Drag and drop handlers + ['dragenter', 'dragover', 'dragleave', 'drop'].forEach(eventName => { + dropZone.addEventListener(eventName, (e) => { + e.preventDefault(); + e.stopPropagation(); + }); + }); + + ['dragenter', 'dragover'].forEach(eventName => { + dropZone.addEventListener(eventName, () => { + if (!this.isUploading) { + dropZone.classList.add('dragover'); + } + }); + }); + + ['dragleave', 'drop'].forEach(eventName => { + dropZone.addEventListener(eventName, () => { + dropZone.classList.remove('dragover'); + }); + }); + + // File drop handler + dropZone.addEventListener('drop', (e) => { + if (!this.isUploading) { + const files = e.dataTransfer.files; + this.handleFiles(files); + } + }); + + // Icon click handler + uploadIcon.addEventListener('click', () => { + if (!this.isUploading) { + fileInput.click(); + } + }); + + // File input handler + chooseText.addEventListener('click', () => { + if (!this.isUploading) { + fileInput.click(); + } + }); + + fileInput.addEventListener('change', () => { + this.handleFiles(fileInput.files); + }); + + // Upload button handler + uploadBtn.addEventListener('click', () => { + this.startUpload(); + }); + + urlButton.addEventListener('click', () => { + if (!this.isUploading) { + this.urlInputModal.show(); + } + }); + + this.urlInputModal.events.on('urlProcessed', (result) => { + if (result.files) { + this.handleFiles(result.files); + } + this.events.emit('message', result); + }); + + this.element.addEventListener('hidden.bs.modal', () => { + this.events.emit('modalClose'); + }); + } + + handleFiles(newFiles) { + if (this.isUploading) return; + + const fileList = this.element.querySelector('#fileList'); + const uploadBtn = this.element.querySelector('#uploadBtn'); + const uploadArea = this.element.querySelector('#dropZone'); + + let addFilesResult; + if (newFiles[0]?.mimeType) { + addFilesResult = this.fileBasket.addDriveFiles(newFiles); + } else { + addFilesResult = this.fileBasket.addFiles(newFiles); + } + + if (addFilesResult.duplicates > 0) { + this.events.emit('warning', `${addFilesResult.duplicates} files were skipped as they were already added`); + } + + // Update UI + fileList.innerHTML = ''; + this.fileBasket.getFileNames().forEach(fileName => { + const fileItem = this.createFileItem(fileName); + fileList.appendChild(fileItem); + }); + + this.updateUploadUI(fileList, uploadBtn, uploadArea); + this.updateSourceCount(); + } + + createFileItem(fileName) { + const fileItem = document.createElement('div'); + fileItem.className = 'file-item pending-upload'; + fileItem.dataset.fileName = fileName; + const driveFile = this.fileBasket.drivefiles.get(fileName); + + const icon = this.getFileIcon(fileName,driveFile?.mimeType); + fileItem.innerHTML = ` +
+ +
+
+
${fileName}
+
+
+
+
+
+ +
+ `; + + const removeButton = fileItem.querySelector('.file-remove'); + removeButton.addEventListener('click', () => { + if (!this.isUploading) { + this.fileBasket.removeFile(fileName); + fileItem.remove(); + this.updateUploadUI( + this.element.querySelector('#fileList'), + this.element.querySelector('#uploadBtn'), + this.element.querySelector('#dropZone') + ); + } + }); + + return fileItem; + } + + setupCloseButton() { + const closeButton = this.element.querySelector('.close-button'); + closeButton.addEventListener('click', () => { + console.log('Close button clicked'); + this.hide(); + }); + } + + setLoadingState(isLoading) { + const loadingOverlay = this.element.querySelector('.upload-loading-overlay'); + const closeButton = this.element.querySelector('.close-button'); + const uploadBtn = this.element.querySelector('#uploadBtn'); + const modal = bootstrap.Modal.getInstance(this.element); + + if (isLoading) { + loadingOverlay.style.display = 'flex'; + closeButton.style.display = 'none'; + uploadBtn.disabled = true; + modal._config.backdrop = 'static'; + modal._config.keyboard = false; + } else { + loadingOverlay.style.display = 'none'; + closeButton.style.display = 'block'; + uploadBtn.disabled = false; + modal._config.backdrop = true; + modal._config.keyboard = true; + } + } + + async startUpload() { + if (!this.fileBasket.hasFilesToUpload() || this.isUploading) return; + + this.isUploading = true; + const uploadBtn = this.element.querySelector('#uploadBtn'); + uploadBtn.disabled = true; + this.setLoadingState(true); + let successCount = 0; + + try { + while (this.fileBasket.hasFilesToUpload()) { + const batch = this.fileBasket.getBatch(); + const uploadPromises = batch.map(async (fileName) => { + try { + const result = await this.uploadFile(fileName); + if (result.success) successCount++; + } catch (error) { + console.error(`Failed to upload ${fileName}:`, error); + } + }); + await Promise.all(uploadPromises); + } + + if (successCount > 0) { + const uploadResult = await window.uploadFiles(window.serverData.userId); + + if (uploadResult.success) { + this.events.emit('filesUploaded', uploadResult.data); + this.resetUploadUI(); + this.updateSourceCount(); + this.events.emit('message', { + text: `Successfully uploaded ${successCount} files`, + type: 'success' + }); + setTimeout(() => { + this.hide(); + this.events.emit('modalClose'); + }, 500); + } else if (uploadResult.error && uploadResult.error.includes('Upgrade')) { + console.log('first') + console.log(uploadResult.error) + const alertElement = document.createElement('div'); + alertElement.className = 'alert-modal'; + alertElement.innerHTML = ` +
+
+ +
+
File Limit Reached
+

${uploadResult.error}

+ +
+ `; + + document.body.appendChild(alertElement); + + const closeButton = alertElement.querySelector('.alert-button'); + closeButton.addEventListener('click', () => { + alertElement.classList.remove('show'); + document.body.style.overflow = ''; + setTimeout(() => alertElement.remove(), 300); + }); + + requestAnimationFrame(() => { + alertElement.classList.add('show'); + document.body.style.overflow = 'hidden'; + }); + } else { + console.log('second') + console.log(uploadResult.error) + throw new Error(uploadResult.error); + } + } + + } catch (error) { + console.error('Upload error:', error); + this.events.emit('error', error.message); + } finally { + this.isUploading = false; + this.fileBasket.clear(); + uploadBtn.disabled = false; + this.setLoadingState(false); + } + } + + resetUploadUI() { + const fileList = this.element.querySelector('#fileList'); + const uploadBtn = this.element.querySelector('#uploadBtn'); + const uploadArea = this.element.querySelector('#dropZone'); + + // Clear file list + fileList.innerHTML = ''; + + // Reset upload area + uploadArea.style.display = 'flex'; + uploadBtn.disabled = true; + + // Remove "Add More Files" button + this.removeAddMoreFilesButton(); + + // Clear FileBasket + this.fileBasket.clear(); + } + + async uploadFile(fileName) { + const fileItem = this.element.querySelector(`[data-file-name="${fileName}"]`); + const progressBar = fileItem.querySelector('.progress-bar'); + + try { + const formData = this.fileBasket.getFileFormData(fileName); + if (!formData) throw new Error('File not found'); + + fileItem.classList.remove('pending-upload'); + fileItem.classList.add('uploading'); + + let success; + if (formData.has('driveFileId')) { + success = await window.storedriveFile(window.serverData.userId, formData); + } else { + success = await window.storeFile(window.serverData.userId, formData); + } + + if (success) { + progressBar.style.width = '100%'; + fileItem.classList.remove('uploading'); + fileItem.classList.add('uploaded'); + return { success: true }; + } else { + throw new Error(result.error); + } + + } catch (error) { + fileItem.classList.remove('uploading'); + fileItem.classList.add('upload-error'); + return { success: false, error: error.message }; + } + } + + loadDrivePicker() { + if (typeof google === 'undefined') { + const script = document.createElement('script'); + script.src = 'https://apis.google.com/js/api.js'; + script.onload = () => { + window.gapi.load('picker', () => { + this.createPicker(); + }); + }; + document.body.appendChild(script); + } else { + this.createPicker(); + } + } + + createPicker() { + + if (this.currentPicker) { + this.currentPicker.dispose(); + this.currentPicker = null; + } + + const accessToken = document.cookie + .split('; ') + .find(row => row.startsWith('drive_access_token=')) + ?.split('=')[1]; + + if (!accessToken) { + const alertModal = document.createElement('div'); + alertModal.className = 'alert-modal'; + alertModal.innerHTML = ` +
+
+ +
+
Drive Access Required
+

To access your Google Drive files: +
1. Sign out +
2. Sign in with Google +
3. Allow Drive access when prompted +

+ +
+ `; + + document.body.appendChild(alertModal); + + requestAnimationFrame(() => { + alertModal.classList.add('show'); + document.body.style.overflow = 'hidden'; + }); + + const closeButton = alertModal.querySelector('.alert-button'); + closeButton.addEventListener('click', () => { + alertModal.classList.remove('show'); + document.body.style.overflow = ''; + setTimeout(() => alertModal.remove(), 300); + }); + + return; + } + + const GOOGLE_API_KEY = document.cookie + .split('; ') + .find(row => row.startsWith('google_api_key=')) + ?.split('=')[1]; + + + const picker = new google.picker.PickerBuilder() + .addView(google.picker.ViewId.DOCS) + .setOAuthToken(accessToken) + .setDeveloperKey(GOOGLE_API_KEY) + .enableFeature(google.picker.Feature.SUPPORT_DRIVES) + .enableFeature(google.picker.Feature.MULTISELECT_ENABLED) + .setCallback((data) => { + if (data[google.picker.Response.ACTION] === google.picker.Action.PICKED) { + const docs = data[google.picker.Response.DOCUMENTS]; + this.handleDriveSelection(docs); // Pass token to handler + } + }) + .build(); + picker.setVisible(true); + this.currentPicker = picker; + + setTimeout(() => { + const pickerFrame = document.querySelector('.picker-dialog-bg'); + const pickerDialog = document.querySelector('.picker-dialog'); + + if (pickerFrame && pickerDialog) { + document.querySelectorAll('.picker-dialog-bg, .picker-dialog').forEach(el => { + if (el !== pickerFrame && el !== pickerDialog) { + el.remove(); + } + }); + + pickerFrame.style.zIndex = '10000'; + pickerDialog.style.zIndex = '10001'; + } + }, 0); + + } + + handleDriveSelection(files) { + const supportedTypes = [ + 'application/pdf', + 'application/vnd.openxmlformats-officedocument.wordprocessingml.document', + 'text/plain', + 'application/vnd.openxmlformats-officedocument.spreadsheetml.sheet', + 'application/vnd.openxmlformats-officedocument.presentationml.presentation', + 'application/vnd.google-apps.document', + 'application/vnd.google-apps.document', + 'application/vnd.google-apps.spreadsheet', + 'application/vnd.google-apps.presentation', + 'application/vnd.google-apps.script', + ]; + + const filteredFiles = files.filter(file => { + return supportedTypes.includes(file.mimeType); + }); + + + if (filteredFiles.length === 0) { + this.events.emit('warning', 'No supported files selected. Please select PDF, DOCX, or TXT files.'); + return; + } + + if (filteredFiles.length < files.length) { + this.events.emit('warning', `${files.length - filteredFiles.length} files were skipped due to unsupported file types`); + } + + const fileList = this.element.querySelector('#fileList'); + this.fileBasket.files.clear(); + this.fileBasket.drivefiles.clear(); + this.fileBasket.uploadQueue = []; + + fileList.innerHTML = ''; + filteredFiles.forEach(file => { + const fileItem = this.createFileItem(file.name); + fileList.appendChild(fileItem); + }); + + this.updateUploadUI( + fileList, + this.element.querySelector('#uploadBtn'), + this.element.querySelector('#dropZone') + ); + + this.handleFiles(filteredFiles); + } + + getFileIcon(fileName, mimeType) { + const extension = fileName.split('.').pop().toLowerCase(); + + if (mimeType) { + switch (mimeType) { + case 'application/vnd.google-apps.document': + return 'bi-file-word'; + case 'application/vnd.google-apps.spreadsheet': + return 'bi-file-excel'; + case 'application/vnd.google-apps.presentation': + return 'bi-file-ppt'; + case 'application/vnd.google-apps.script': + return 'bi-file-text'; + } + } + + const iconMap = { + pdf: 'bi-file-pdf', + docx: 'bi-file-word', + doc: 'bi-file-word', + txt: 'bi-file-text', + pptx: 'bi-file-ppt', + xlsx: 'bi-file-excel', + udf: 'bi-file-post', + html: 'bi-file-code', + }; + return iconMap[extension] || 'bi-file'; + } + + updateUploadUI(fileList, uploadBtn, uploadArea) { + if (this.fileBasket.getFileNames().length > 0 || this.fileBasket.drivefiles.size > 0) { + uploadArea.style.display = 'none'; + uploadBtn.disabled = false; + this.ensureAddMoreFilesButton(fileList); + } else { + uploadArea.style.display = 'flex'; + uploadBtn.disabled = true; + this.removeAddMoreFilesButton(); + } + } + + ensureAddMoreFilesButton(fileList) { + let addFileBtn = this.element.querySelector('.add-file-btn'); + if (!addFileBtn) { + addFileBtn = document.createElement('button'); + addFileBtn.className = 'add-file-btn'; + addFileBtn.innerHTML = ` + + Add More Files + `; + addFileBtn.addEventListener('click', () => { + if (!this.isUploading) { + this.element.querySelector('#fileInput').click(); + } + }); + fileList.after(addFileBtn); + } + addFileBtn.disabled = this.isUploading; + addFileBtn.style.opacity = this.isUploading ? '0.5' : '1'; + } + + removeAddMoreFilesButton() { + const addFileBtn = this.element.querySelector('.add-file-btn'); + if (addFileBtn) { + addFileBtn.remove(); + } + } + + updateSourceCount() { + const domains = this.domainManager.getAllDomains(); + let totalSources = 0; + + domains.forEach(domain => { + if (domain.fileCount) { + totalSources += domain.fileCount; + } + }); + + const percentage = (totalSources / 20) * 100; + + const countElement = this.element.querySelector('.sources-count'); + const progressBar = this.element.querySelector('.progress-bar'); + + if (countElement && progressBar) { + countElement.textContent = `${totalSources}/20`; + progressBar.style.width = `${percentage}%`; + + } + } + + show(domainName = '') { + const domainNameElement = this.element.querySelector('.domain-name'); + if (domainNameElement) { + domainNameElement.textContent = domainName; + } + this.updateSourceCount(); + const modal = new bootstrap.Modal(this.element); + modal.show(); + } + + hide() { + const modal = bootstrap.Modal.getInstance(this.element); + if (modal) { + modal.hide(); + this.events.emit('modalClose'); + this.fileBasket.clear(); + this.resetUploadUI(); + } + } +} + + +class ChatManager extends Component { + constructor() { + const element = document.querySelector('.chat-content'); + super(element); + + this.messageContainer = this.element.querySelector('.chat-messages'); + this.setupMessageInput(); + this.setupExportButton(); + } + + setupMessageInput() { + const container = document.querySelector('.message-input-container'); + container.innerHTML = ` + + + `; + + const input = container.querySelector('.message-input'); + + input.addEventListener('keypress', (e) => { + if (e.key === 'Enter' && !e.shiftKey) { + e.preventDefault(); + this.handleSendMessage(input); + } + }); + + } + + async handleSendMessage(input) { + const message = input.value.trim(); + if (!message) return; + + // Add user message + this.addMessage(message, 'user'); + input.value = ''; + + // Add loading message + const loadingMessage = this.addLoadingMessage(); + + // Disable chat + this.disableChat(); + + try { + const selectedFileIds = window.app.sidebar.getSelectedFileIds(); + + const response = await window.sendMessage( + message, + window.serverData.userId, + window.serverData.sessionId, + selectedFileIds + ); + + // Remove loading message + loadingMessage.remove(); + + if (response.status === 400) { + if (response.message.includes('Daily question limit')) { + // Show limit reached modal + const alertElement = document.createElement('div'); + alertElement.className = 'alert-modal'; + alertElement.innerHTML = ` +
+
+ +
+
Daily Limit Reached
+

${response.message}

+
+ Questions Used Today: 25/25 +
+ +
+ `; + + document.body.appendChild(alertElement); + + const closeButton = alertElement.querySelector('.alert-button'); + closeButton.addEventListener('click', () => { + alertElement.classList.remove('show'); + document.body.style.overflow = ''; + setTimeout(() => alertElement.remove(), 300); + }); + + requestAnimationFrame(() => { + alertElement.classList.add('show'); + document.body.style.overflow = 'hidden'; + }); + } else { + this.addMessage(response.message, 'ai'); + } + return; + } + + if (response.answer && response.question_count == 10) { + this.addMessage(response.answer, 'ai'); + this.updateResources(response.resources, response.resource_sentences); + this.events.emit('ratingModalOpen'); + window.app.profileLimitsModal.updateDailyCount(response.daily_count); + } + else if (response.answer) { + this.addMessage(response.answer, 'ai'); + this.updateResources(response.resources, response.resource_sentences); + window.app.profileLimitsModal.updateDailyCount(response.daily_count); + } + else { + this.addMessage(response.message, 'ai'); + window.app.profileLimitsModal.updateDailyCount(response.daily_count); + } + + } catch (error) { + loadingMessage.remove(); + this.addMessage('Error generating message!', 'ai'); + console.error('Error:', error); + } finally { + this.enableChat(); + } + } + + addMessage(content, type) { + const message = document.createElement('div'); + message.className = `chat-message ${type}`; + + const bubble = document.createElement('div'); + bubble.className = `message-bubble ${type}-bubble`; + + const text = document.createElement('div'); + text.className = 'message-text'; + + if (type === 'ai') { + text.innerHTML = this.formatMessage(content); + bubble.appendChild(text); + + if (!content.includes('what can I find for you?')) { + message.setAttribute('data-exportable', 'true'); + + const actionBar = document.createElement('div'); + actionBar.className = 'message-actions'; + + const actionContainer = document.createElement('div'); + actionContainer.className = 'action-container'; + + const selectionMark = document.createElement('div'); + selectionMark.className = 'selection-mark'; + selectionMark.innerHTML = ''; + + const copyButton = document.createElement('button'); + copyButton.className = 'copy-button'; + copyButton.innerHTML = ` + + Copy`; + + copyButton.addEventListener('click', () => { + const messageContent = text.innerHTML; + this.copyToClipboard(messageContent); + + copyButton.innerHTML = ` + + Copied!`; + copyButton.classList.add('copied'); + + setTimeout(() => { + copyButton.innerHTML = ` + + Copy`; + copyButton.classList.remove('copied'); + }, 2000); + }); + + selectionMark.addEventListener('click', () => { + message.classList.toggle('selected'); + this.updateExportButton(); + }); + + actionContainer.appendChild(copyButton); + actionBar.appendChild(copyButton); + bubble.appendChild(selectionMark); + bubble.appendChild(actionBar); + message.appendChild(bubble); + } else { + message.appendChild(bubble); + bubble.appendChild(text); + message.appendChild(bubble); + } + } else { + text.textContent = content; + bubble.appendChild(text); + message.appendChild(bubble) + } + + bubble.appendChild(text); + message.appendChild(bubble); + this.messageContainer.appendChild(message); + this.scrollToBottom(); + + return message; + } + + setupExportButton() { + const exportButton = document.querySelector('.export-button'); + if (exportButton) { + exportButton.addEventListener('click', () => this.handleExportSelected()); + exportButton.disabled = true; + } + } + + updateExportButton() { + const exportButton = document.querySelector('.export-button'); + const selectedMessages = document.querySelectorAll('.chat-message.ai.selected'); + const count = selectedMessages.length; + + let counter = document.querySelector('.export-counter'); + if (!counter) { + counter = document.createElement('div'); + counter.className = 'export-counter'; + exportButton.parentElement.appendChild(counter); + } + + counter.textContent = `${count}/10`; + counter.style.color = count === 10 ? '#10B981' : 'white'; + + exportButton.disabled = count === 0; + + if (count > 10) { + const lastSelected = selectedMessages[selectedMessages.length - 1]; + lastSelected.classList.remove('selected'); + this.updateExportButton(); + } + } + + getSelectedMessages() { + const selectedMessages = document.querySelectorAll('.chat-message.ai.selected'); + return Array.from(selectedMessages).map(message => { + return message.querySelector('.message-text').innerHTML; + }); + } + + async handleExportSelected() { + const selectedContents = this.getSelectedMessages(); + if (selectedContents.length === 0 || selectedContents.length > 10 ) return; + + const exportButton = document.querySelector('.export-button'); + const originalHTML = exportButton.innerHTML; + + try { + // Show loading state + exportButton.innerHTML = ``; + exportButton.disabled = true; + + const result = await window.exportResponse(selectedContents); + + if (result === true) { + // Success state + exportButton.innerHTML = ''; + setTimeout(() => { + // Reset state + exportButton.innerHTML = originalHTML; + exportButton.disabled = false; + + // Deselect all messages + document.querySelectorAll('.chat-message.ai.selected').forEach(msg => { + msg.classList.remove('selected'); + }); + this.updateExportButton(); + }, 2000); + } else { + // Error state + exportButton.innerHTML = ''; + setTimeout(() => { + exportButton.innerHTML = originalHTML; + exportButton.disabled = false; + }, 2000); + } + } catch (error) { + console.error('Export failed:', error); + exportButton.innerHTML = ''; + setTimeout(() => { + exportButton.innerHTML = originalHTML; + exportButton.disabled = false; + }, 2000); + } + } + + updateHeader(domainName = null) { + const headerTitle = document.querySelector('.header-title'); + if (!headerTitle) return; + + if (domainName) { + headerTitle.innerHTML = `Chat with ${domainName}`; + } else { + headerTitle.textContent = 'Chat'; + } + } + + addLoadingMessage() { + const message = document.createElement('div'); + message.className = 'chat-message ai'; + message.innerHTML = ` +
+
+ +
+
+ `; + this.messageContainer.appendChild(message); + this.scrollToBottom(); + return message; + } + + showDefaultMessage() { + this.messageContainer.innerHTML = ` +
+
+
+ Please select a folder to start chatting with your documents. + Click the settings icon to select a folder. +
+
+
+ `; + } + + formatMessage(text) { + // First process headers + let formattedText = text.replace(/\[header\](.*?)\[\/header\]/g, '
$1
'); + + // Handle nested lists with proper indentation + formattedText = formattedText.replace(/^-\s*(.*?)$/gm, '
$1
'); + formattedText = formattedText.replace(/^\s{2}-\s*(.*?)$/gm, '
$1
'); + formattedText = formattedText.replace(/^\s{4}-\s*(.*?)$/gm, '
$1
'); + + // Process bold terms + formattedText = formattedText.replace(/\*\*(.*?)\*\*/g, '$1'); + formattedText = formattedText.replace(/\[bold\](.*?)\[\/bold\]/g, '$1'); + + return `
${formattedText}
`; + } + + convertMarkdownToHtmlTable(content) { + if (!content.includes('|')) { + return content; + } + + let segments = []; + + + const startsWithTable = content.trimStart().startsWith('|'); + + if (startsWithTable) { + const tableEndIndex = findTableEndIndex(content); + if (tableEndIndex > 0) { + const tableContent = content.substring(0, tableEndIndex).trim(); + segments.push(processTableContent(tableContent)); + + if (tableEndIndex < content.length) { + const remainingText = content.substring(tableEndIndex).trim(); + if (remainingText) { + segments.push(convertMarkdownToHtmlTable(remainingText)); + } + } + } else { + segments.push(processTableContent(content)); + } + } else { + const tableRegex = /(\|[^\n]+\|(?:\r?\n\|[^\n]+\|)*)/g; + let lastIndex = 0; + let match; + + while ((match = tableRegex.exec(content)) !== null) { + if (match.index > lastIndex) { + const textContent = content.substring(lastIndex, match.index).trim(); + if (textContent) { + segments.push(`
${textContent}
`); + } + } + + segments.push(processTableContent(match[0])); + lastIndex = match.index + match[0].length; + } + + if (lastIndex < content.length) { + const remainingText = content.substring(lastIndex).trim(); + if (remainingText) { + segments.push(`
${remainingText}
`); + } + } + } + + return segments.join(''); + + function findTableEndIndex(text) { + const lines = text.split('\n'); + let lineIndex = 0; + + for (let i = 0; i < lines.length; i++) { + lineIndex += lines[i].length + 1; + if (!lines[i].trimStart().startsWith('|')) { + return lineIndex - 1; + } + } + + return -1; + } + + function processTableContent(tableContent) { + const rows = tableContent.split(/\r?\n/).filter(row => row.trim() && row.includes('|')); + + let htmlTable = '
'; + let hasSeparatorRow = rows.some(row => + row.replace(/[\|\-:\s]/g, '').length === 0 + ); + + rows.forEach((row, rowIndex) => { + if (row.replace(/[\|\-:\s]/g, '').length === 0) return; + + const cells = []; + let cellMatch; + const cellRegex = /\|(.*?)(?=\||$)/g; + + while ((cellMatch = cellRegex.exec(row + '|')) !== null) { + if (cellMatch[1] !== undefined) { + cells.push(cellMatch[1].trim()); + } + } + + if (cells.length === 0) return; + + htmlTable += ''; + cells.forEach(cell => { + const isHeader = (rowIndex === 0 && !hasSeparatorRow) || + (rowIndex === 0 && hasSeparatorRow); + const cellTag = isHeader ? 'th' : 'td'; + + htmlTable += `<${cellTag} class="align-left">${cell}`; + }); + htmlTable += ''; + }); + + htmlTable += '
'; + return htmlTable; + } + } + + updateResources(resources, sentences) { + const container = document.querySelector('.resources-list'); + container.innerHTML = ''; + + if (!resources || !sentences || !resources.file_names?.length) { + return; + } + + sentences.forEach((sentence, index) => { + const item = document.createElement('div'); + item.className = 'resource-item'; + const content = this.convertMarkdownToHtmlTable(sentence); + + item.innerHTML = ` +
+ ${resources.file_names[index]} + + + Page ${resources.page_numbers[index]} + +
+
+
+
+
${index + 1}
+
+
+ ${content} +
+
+ `; + + container.appendChild(item); + }); + } + + copyToClipboard(content) { + const cleanText = content.replace(/
(.*?)<\/div>/g, '$1\n') + .replace(/
(.*?)<\/div>/g, '- $1') + .replace(/
(.*?)<\/div>/g, ' - $1') + .replace(/
(.*?)<\/div>/g, ' - $1') + .replace(/(.*?)<\/strong>/g, '$1') + .replace(/<[^>]+>/g, '') + .replace(/\n\s*\n/g, '\n\n') + .trim(); + + navigator.clipboard.writeText(cleanText) + .catch(err => console.error('Failed to copy text:', err)); + } + + scrollToBottom() { + this.element.scrollTop = this.element.scrollHeight; + } + + enableChat() { + this.element.classList.remove('chat-disabled'); + const input = document.querySelector('.message-input'); + input.disabled = false; + input.placeholder = "Send message"; + } + + disableChat() { + this.element.classList.add('chat-disabled'); + const input = document.querySelector('.message-input'); + input.disabled = true; + input.placeholder = "Select your folder to start chat..."; + } + + clearDefaultMessage() { + this.messageContainer.innerHTML = ''; + } +} + +// Sidebar Component +class Sidebar extends Component { + constructor(domainManager) { + const element = document.createElement('div'); + element.className = 'sidebar-container open'; + super(element); + + this.domainManager = domainManager; + this.isOpen = true; + this.timeout = null; + this.selectedFiles = new Set(); + this.render(); + this.setupEventListeners(); + this.isModalOpen = false; + } + + render() { + this.element.innerHTML = ` +
+
+
+
+
+ Doclink +

Doclink

+
+
+
+
+
+
+
+ + Unselected +
+
+ +
+
+ +
+ +
+
+ +

+ Select a folder from ๐Ÿ“ to start chatting +

+
+
+ +
+
+ Free Plan +
+
+
i
+ +
+
+ + Usage Limits +
+
+
+ + Logout +
+
+
+
+ Go Premium! + Feedback +
+
+ +
+ `; + } + + setupEventListeners() { + // Existing event listeners + const settingsIcon = this.element.querySelector('.settings-icon'); + if (settingsIcon) { + settingsIcon.addEventListener('click', () => { + this.events.emit('settingsClick'); + }); + } + + const fileMenuBtn = this.element.querySelector('.open-file-btn'); + fileMenuBtn.addEventListener('click', () => { + this.events.emit('fileMenuClick'); + }); + + + // Add hover handlers for desktop + const menuTrigger = document.querySelector('.menu-trigger'); + if (menuTrigger) { + menuTrigger.addEventListener('click', () => { + this.toggle(); + }); + } + + this.events.on('modalOpen', () => { + this.isModalOpen = true; + }); + + this.events.on('modalClose', () => { + this.isModalOpen = false; + setTimeout(() => { + this.toggle(false); // Force close the sidebar + }, 200); + }); + + // Mobile menu trigger handler + this.events.on('menuTrigger', () => { + if (window.innerWidth < 992) { + const menuIcon = document.querySelector('.menu-trigger .bi-list'); + if (menuIcon) { + menuIcon.style.transform = this.isOpen ? 'rotate(0)' : 'rotate(45deg)'; + } + this.toggle(); + } + }); + + // Handle window resize + window.addEventListener('resize', () => { + if (window.innerWidth >= 992) { + document.body.style.overflow = ''; + const menuIcon = document.querySelector('.menu-trigger .bi-list'); + if (menuIcon) { + menuIcon.style.transform = 'rotate(0)'; + } + } + }); + + // User Profile Menu + const userSection = this.element.querySelector('#userProfileMenu'); + if (userSection) { + userSection.addEventListener('click', (e) => { + e.stopPropagation(); + userSection.classList.toggle('active'); + }); + + // Close menu when clicking outside + document.addEventListener('click', (e) => { + if (!userSection.contains(e.target)) { + userSection.classList.remove('active'); + } + }); + + // Handle menu items + userSection.querySelectorAll('.menu-item').forEach(item => { + item.addEventListener('click', (e) => { + e.stopPropagation(); + if (item.classList.contains('logout-item')) { + // Handle logout logic here + console.log('Logging out...'); + } + userSection.classList.remove('active'); + }); + }); + } + + // Premium and Feedback links + const premiumLink = this.element.querySelector('.premium-link'); + if (premiumLink) { + premiumLink.addEventListener('click', (e) => { + e.preventDefault(); + this.events.emit('premiumClick'); + }); + } + + const feedbackLink = this.element.querySelector('.bottom-links a:not(.premium-link)'); + if (feedbackLink) { + feedbackLink.addEventListener('click', (e) => { + e.preventDefault(); + this.events.emit('feedbackClick'); + }); + } + + const profileMenuItem = userSection.querySelector('.menu-item:first-child'); + if (profileMenuItem) { + profileMenuItem.addEventListener('click', (e) => { + e.stopPropagation(); + userSection.classList.remove('active'); + this.events.emit('showProfileLimits'); + }); + } + } + + toggle() { + this.isOpen = !this.isOpen; + this.element.classList.toggle('open', this.isOpen); + + // Toggle chat container margin + const chatContainer = document.querySelector('.chat-container'); + if (chatContainer) { + chatContainer.classList.toggle('sidebar-closed', !this.isOpen); + + const messageContainer = document.querySelector('.message-container'); + if (messageContainer) { + messageContainer.style.left = this.isOpen ? '294px' : '0'; + messageContainer.style.width = this.isOpen ? + 'calc(100% - 600px - 294px)' : + 'calc(100% - 600px)'; + } + } + + } + + updateDomainSelection(domain) { + const domainText = this.element.querySelector('.selected-domain-text'); + const folderIcon = this.element.querySelector('.bi-folder'); + const helperText = this.element.querySelector('.helper-text'); + + if (domain) { + domainText.textContent = domain.name; + domainText.title = domain.name; + folderIcon.className = 'bi bi-folder empty-folder'; + helperText.style.display = 'none'; + } else { + domainText.textContent = 'No Domain Selected'; + domainText.removeAttribute('title'); + folderIcon.className = 'bi bi-folder empty-folder'; + helperText.style.display = 'block'; + } + } + + updateFileList(files, fileIDS) { + const fileList = this.element.querySelector('#sidebarFileList'); + if (!fileList) return; + + fileList.innerHTML = ''; + + if (files.length > 0 && fileIDS.length > 0) { + files.forEach((file, index) => { + const fileItem = this.createFileListItem(file, fileIDS[index]); + + // Check the checkbox by default + const checkbox = fileItem.querySelector('.file-checkbox'); + if (checkbox) { + checkbox.checked = true; + } + + fileList.appendChild(fileItem); + }); + } + + this.updateFileMenuVisibility(); + } + + createFileListItem(fileName, fileID) { + const fileItem = document.createElement('li'); + let extension; + if (fileName.includes('http') || fileName.includes('www.')) { + extension = 'html'; + } else { + extension = fileName.split('.').pop().toLowerCase(); + } + const icon = this.getFileIcon(extension); + const truncatedName = this.truncateFileName(fileName); + + fileItem.innerHTML = ` +
+
+ + +
+ + +
+
+ ${truncatedName} +
+ + +
+
+ `; + + this.selectedFiles.add(fileID); + + const checkbox = fileItem.querySelector('.file-checkbox'); + checkbox.checked = true; + + // Handle checkbox changes + checkbox.addEventListener('change', () => { + if (checkbox.checked) { + this.selectedFiles.add(fileID); + } else { + this.selectedFiles.delete(fileID); + } + // Update sources count + window.app.updateSourcesCount(this.selectedFiles.size); + }); + + const deleteBtn = fileItem.querySelector('.delete-file-btn'); + const confirmActions = fileItem.querySelector('.delete-confirm-actions'); + + deleteBtn.addEventListener('click', (e) => { + e.stopPropagation(); + // Show confirmation actions + confirmActions.classList.add('show'); + deleteBtn.style.display = 'none'; + }); + + // Add confirm/cancel handlers + const confirmBtn = fileItem.querySelector('.confirm-delete-btn'); + const cancelBtn = fileItem.querySelector('.cancel-delete-btn'); + + confirmBtn.addEventListener('click', async (e) => { + e.stopPropagation(); + const selectedDomain = this.domainManager.getSelectedDomain(); + if (!selectedDomain) return; + + const success = await window.removeFile(fileID, selectedDomain.data.id, window.serverData.userId); + + if (success) { + // Remove file from UI + fileItem.remove(); + + // Update domain file count + selectedDomain.data.files = selectedDomain.data.files.filter(f => f !== fileName); + selectedDomain.data.fileIDS = selectedDomain.data.fileIDS.filter(id => id !== fileID); + this.domainManager.updateDomainFileCount(selectedDomain.data.id); + + // Update sources count + const sourcesCount = selectedDomain.data.files.length; + window.app.updateSourcesCount(sourcesCount); + } + }); + + cancelBtn.addEventListener('click', (e) => { + e.stopPropagation(); + confirmActions.classList.remove('show'); + deleteBtn.style.display = 'flex'; + }); + + return fileItem; + } + + truncateFileName(fileName, maxLength = 25) { + if (fileName.length <= maxLength) return fileName; + + let extension; + if (fileName.includes('http') || fileName.includes('www.')) { + extension = 'html'; + } else { + extension = fileName.split('.').pop().toLowerCase(); + } + + const nameWithoutExt = fileName.slice(0, fileName.lastIndexOf('.')); + + // Leave room for ellipsis and extension + const truncatedLength = maxLength - 3 - extension.length - 1; + return `${nameWithoutExt.slice(0, truncatedLength)}...${extension}`; + } + + getSelectedFileIds() { + return Array.from(this.selectedFiles); + } + + updateFileList(files, fileIDS) { + const fileList = this.element.querySelector('#sidebarFileList'); + if (!fileList) return; + + fileList.innerHTML = ''; + this.selectedFiles.clear(); // Clear existing selections + + if (files.length > 0 && fileIDS.length > 0) { + files.forEach((file, index) => { + const fileItem = this.createFileListItem(file, fileIDS[index]); + fileList.appendChild(fileItem); + }); + } + + this.updateFileMenuVisibility(); + // Update initial sources count + window.app.updateSourcesCount(this.selectedFiles.size); + } + + updatePlanBadge(userType) { + const planBadge = this.element.querySelector('.plan-badge'); + if (planBadge) { + if (userType === 'premium') { + planBadge.textContent = 'Premium Plan'; + } else { + planBadge.textContent = 'Free Plan'; + } + } + } + + hideDeleteConfirmations() { + this.element.querySelectorAll('.delete-confirm-actions').forEach(actions => { + actions.classList.remove('show'); + }); + this.element.querySelectorAll('.delete-file-btn').forEach(btn => { + btn.style.display = 'flex'; + }); + } + + clearFileSelections() { + this.selectedFiles.clear(); + window.app.updateSourcesCount(0); + } + + getFileIcon(extension) { + const iconMap = { + pdf: 'bi-file-pdf', + docx: 'bi-file-word', + doc: 'bi-file-word', + txt: 'bi-file-text', + pptx: 'bi-file-ppt', + xlsx: 'bi-file-excel', + udf: 'bi-file-post', + html: 'bi-file-earmark-code', + }; + return iconMap[extension] || 'bi-file'; + } + + updateFileMenuVisibility() { + const fileList = this.element.querySelector('#sidebarFileList'); + const helperText = this.element.querySelector('.helper-text'); + const fileMenuBtn = this.element.querySelector('.open-file-btn'); + const fileListContainer = this.element.querySelector('.file-list-container'); + + if (fileList.children.length > 0) { + helperText.style.display = 'none'; + helperText.style.height = '0'; + helperText.style.margin = '0'; + helperText.style.padding = '0'; + } else { + fileListContainer.style.height = 'auto'; + fileMenuBtn.style.position = 'static'; + fileMenuBtn.style.width = '100%'; + } + } + + +} + +class PremiumModal extends Component { + constructor() { + const element = document.getElementById('premiumAlert'); + super(element); + this.setupEventListeners(); + } + + setupEventListeners() { + const closeButton = this.element.querySelector('.alert-button'); + closeButton?.addEventListener('click', () => this.hide()); + } + + show() { + this.element.classList.add('show'); + document.body.style.overflow = 'hidden'; + } + + hide() { + this.element.classList.remove('show'); + document.body.style.overflow = ''; + } +} + +// Feedback Modal Component +class FeedbackModal extends Component { + constructor() { + const element = document.createElement('div'); + element.className = 'feedback-modal'; + super(element); + + this.render(); + this.setupEventListeners(); + } + + render() { + this.element.innerHTML = ` + + `; + + document.body.appendChild(this.element); + } + + setupEventListeners() { + // Close button handlers + const closeButtons = this.element.querySelectorAll('.close-modal, .btn-cancel'); + closeButtons.forEach(button => { + button.addEventListener('click', () => this.hide()); + }); + + // Click outside to close + this.element.addEventListener('click', (e) => { + if (e.target === this.element) { + this.hide(); + } + }); + + // Form submission + const form = this.element.querySelector('#feedback-form'); + form.addEventListener('submit', async (e) => { + e.preventDefault(); + await this.handleSubmit(e); + }); + + // File size validation + const fileInput = this.element.querySelector('#feedback-screenshot'); + fileInput.addEventListener('change', (e) => { + const file = e.target.files[0]; + if (file && file.size > 2 * 1024 * 1024) { + alert('File size must be less than 2MB'); + e.target.value = ''; + } + }); + } + + async handleSubmit(e) { + const form = e.target; + const submitButton = form.querySelector('.btn-submit'); + submitButton.disabled = true; + + try { + const formData = new FormData(form); + const result = await window.sendFeedback(formData, window.serverData.userId); + + if (result.success) { + this.hide(); + this.events.emit('success', result.message); + } else { + this.events.emit('error', result.message); + } + } catch (error) { + console.error('Error in feedback submission:', error); + this.events.emit('error', 'An unexpected error occurred'); + } finally { + submitButton.disabled = false; + form.reset(); + } + } + + show() { + this.element.classList.add('show'); + document.body.style.overflow = 'hidden'; + } + + hide() { + this.element.classList.remove('show'); + document.body.style.overflow = ''; + this.element.querySelector('#feedback-form').reset(); + } +} + +class SuccessAlert extends Component { + constructor() { + const element = document.getElementById('feedbackSuccessAlert'); + super(element); + this.setupEventListeners(); + } + + setupEventListeners() { + const closeButton = this.element.querySelector('.alert-button'); + closeButton?.addEventListener('click', () => this.hide()); + } + + show() { + this.element.classList.add('show'); + document.body.style.overflow = 'hidden'; + } + + hide() { + this.element.classList.remove('show'); + document.body.style.overflow = ''; + } +} + +// Logout +class LogoutModal extends Component { + constructor() { + const element = document.getElementById('logoutConfirmModal'); + super(element); + this.setupEventListeners(); + + // Set URLs based on environment from serverData + this.WEB_URL = window.serverData.environment === 'dev' + ? 'http://localhost:3000' + : 'https://doclink.io'; + } + + setupEventListeners() { + const logoutButton = this.element.querySelector('.alert-button'); + const cancelButton = this.element.querySelector('.btn-cancel'); + + logoutButton?.addEventListener('click', () => { + this.handleLogout(); + }); + + cancelButton?.addEventListener('click', () => { + this.hide(); + }); + } + + handleLogout() { + try { + // 1. Clear client-side app state + localStorage.clear(); + sessionStorage.clear(); + + // 2. Call FastAPI logout endpoint + window.handleLogoutRequest(window.serverData.userId, window.serverData.sessionId) + .finally(() => { + // 3. Clear cookies manually as backup + this.clearCookies(); + // 4. Redirect to signout + window.location.href = `${this.WEB_URL}/api/auth/signout?callbackUrl=/`; + }); + + } catch (error) { + console.error('Logout error:', error); + window.location.href = this.WEB_URL; + } + } + + clearCookies() { + const cookies = document.cookie.split(';'); + const domain = window.location.hostname; + for (let cookie of cookies) { + const name = cookie.split('=')[0].trim(); + document.cookie = `${name}=; expires=Thu, 01 Jan 1970 00:00:00 GMT; path=/; domain=${domain}`; + document.cookie = `${name}=; expires=Thu, 01 Jan 1970 00:00:00 GMT; path=/; domain=.${domain}`; + } + } + + show() { + this.element.classList.add('show'); + document.body.style.overflow = 'hidden'; + } + + hide() { + this.element.classList.remove('show'); + document.body.style.overflow = ''; + } +} + +// Rating Modal +class RatingModal extends Component { + constructor() { + const element = document.createElement('div'); + element.className = 'modal fade'; + element.id = 'ratingModal'; + element.setAttribute('tabindex', '-1'); + element.setAttribute('aria-hidden', 'true'); + super(element); + + this.rating = 0; + + this.render(); + this.setupEventListeners(); + } + + render() { + this.element.innerHTML = ` +
+
+
+
+
How would you rate Doclink?
+ +
+
+
+
+ + + + + +
+
+ +
+ +
+
+
+
+
+ `; + + document.body.appendChild(this.element); + this.modal = new bootstrap.Modal(this.element); + } + + setupEventListeners() { + // Star rating handlers + const stars = this.element.querySelectorAll('.stars i'); + stars.forEach((star, index) => { + star.addEventListener('click', () => this.handleStarClick(index)); + star.addEventListener('mouseover', () => this.highlightStars(index)); + star.addEventListener('mouseout', () => this.updateStars()); + }); + + // Close button handler + const closeButton = this.element.querySelector('.close-button'); + closeButton.addEventListener('click', () => this.hide()); + + // Submit button handler + const submitButton = this.element.querySelector('.submit-button'); + submitButton.addEventListener('click', () => { + const feedbackInput = this.element.querySelector('.feedback-input'); + this.sendRating(this.rating,feedbackInput.value) + setTimeout(() => { + this.hide(); + }, 1000); + }); + + // Click outside to close + this.element.addEventListener('click', (e) => { + if (e.target === this.element) { + this.hide(); + } + }); + } + + handleStarClick(index) { + this.rating = index + 1; + this.updateStars(); + } + + async sendRating(rating,user_note) { + try { + const result = await window.sendRating(rating, user_note, window.serverData.userId); + + if (result.success) { + this.hide() + this.events.emit('success', result.message); + } else { + this.events.emit('error', result.message); + } + } catch (error) { + console.error('Error in rating submission:', error); + this.events.emit('error', 'An unexpected error occurred'); + } finally { + this.reset(); + } + } + + highlightStars(index) { + const stars = this.element.querySelectorAll('.stars i'); + stars.forEach((star, i) => { + star.classList.remove('bi-star-fill', 'bi-star'); + if (i <= index) { + star.classList.add('bi-star-fill'); + star.classList.add('active'); + } else { + star.classList.add('bi-star'); + star.classList.remove('active'); + } + }); + } + + updateStars() { + const stars = this.element.querySelectorAll('.stars i'); + stars.forEach((star, i) => { + star.classList.remove('bi-star-fill', 'bi-star', 'active'); + if (i < this.rating) { + star.classList.add('bi-star-fill'); + star.classList.add('active'); + } else { + star.classList.add('bi-star'); + } + }); + } + + show() { + this.modal.show(); + document.body.style.overflow = 'hidden'; + } + + hide() { + this.modal.hide(); + document.body.style.overflow = ''; + } + + reset() { + this.rating = 0; + this.updateStars(); + const feedbackInput = this.element.querySelector('.feedback-input'); + if (feedbackInput) { + feedbackInput.value = ''; + } + } +} + +// URLuploadModal +class URLInputModal extends Component { + constructor() { + const element = document.createElement('div'); + element.className = 'modal fade'; + element.id = 'urlInputModal'; + element.setAttribute('tabindex', '-1'); + element.setAttribute('aria-hidden', 'true'); + super(element); + + this.render(); + this.setupEventListeners(); + this.modal = null; + + } + + render() { + this.element.innerHTML = ` +
+
+
+
+
Add content from URL
+ +
+ +
+
+ + + Enter the URL of the webpage you want to add to your folder + +
+ + + + +
+
+
+
+ `; + + document.body.appendChild(this.element); + this.modal = new bootstrap.Modal(this.element); + } + + setupEventListeners() { + const urlInput = this.element.querySelector('.url-input'); + const addButton = this.element.querySelector('.add-url-btn'); + const closeButton = this.element.querySelector('.close-button'); + + // Enable/disable add button based on URL input + urlInput.addEventListener('input', () => { + addButton.disabled = !urlInput.value.trim(); + }); + + // URL processing + addButton.addEventListener('click', () => { + const url = urlInput.value; + this.startProcessing(url); + urlInput.value = ''; + }); + + // Close button handler + closeButton.addEventListener('click', () => { + this.hide(); + }); + + // Click outside to close + this.element.addEventListener('click', (e) => { + if (e.target === this.element) { + this.hide(); + } + }); + + } + + async startProcessing(url) { + const clean_url = url.trim(); + if (!clean_url) return; + + this.setLoadingState(true); + + try { + const success = await window.storeURL(window.serverData.userId, clean_url); + + if (success === 1) { + this.handleFileBasketAddition(clean_url) + this.events.emit('urlProcessed', { + message: 'Successfully processed URL', + type: 'success' + }); + this.hide(); + } else { + throw new Error('Failed to process URL'); + } + + } catch (error) { + this.events.emit('error', error.message); + } finally { + this.setLoadingState(false); + } + } + + handleFileBasketAddition(url) { + try { + // Create a clean filename from the URL + const urlObj = new URL(url); + const fileName = `${urlObj.hostname}.html`; + + // Create URL file object similar to drive file object + const urlFile = { + name: fileName, + mimeType: 'text/html', + lastModified: Date.now() + }; + + // Emit event for FileUploadModal to handle + this.events.emit('urlProcessed', { + files: [urlFile], + message: 'Successfully processed URL', + type: 'success' + }); + + this.hide(); + return true; + + } catch (error) { + console.error('Error preparing URL file:', error); + return false; + } + } + + setLoadingState(isLoading) { + const loadingOverlay = this.element.querySelector('.upload-loading-overlay'); + const closeButton = this.element.querySelector('.close-button'); + const addButton = this.element.querySelector('.add-url-btn'); + + if (isLoading) { + loadingOverlay.style.display = 'flex'; + closeButton.style.display = 'none'; + addButton.disabled = true; + this.modal._config.backdrop = 'static'; + this.modal._config.keyboard = false; + } else { + loadingOverlay.style.display = 'none'; + closeButton.style.display = 'block'; + addButton.disabled = false; + this.modal._config.backdrop = true; + this.modal._config.keyboard = true; + } + } + + show() { + if (this.modal) { + this.modal.dispose(); + } + + this.modal = new bootstrap.Modal(this.element); + + this.element.style.zIndex = '9999'; + + this.modal.show(); + + setTimeout(() => { + const backdrop = document.querySelector('.modal-backdrop:last-child'); + if (backdrop) { + backdrop.style.zIndex = '9998'; + } + }, 0); + } + + hide() { + this.modal.hide(); + const urlInput = this.element.querySelector('.url-input'); + urlInput.value = ''; + } + +} + +// Add this class after other modal classes +class ProfileLimitsModal extends Component { + constructor(domainManager) { + const element = document.createElement('div'); + element.className = 'modal fade'; + element.id = 'profileLimitsModal'; + element.setAttribute('tabindex', '-1'); + element.setAttribute('aria-hidden', 'true'); + super(element); + + this.domainManager = domainManager; + this.render(); + this.setupEventListeners(); + this.dailyQuestionsCount = 0; + } + + render() { + this.element.innerHTML = ` +
+
+
+
+
Usage Limits
+ +
+ +
+ +
+
+
+ Total Sources + Source limit across all folders +
+ 0/20 +
+
+
+
+
+ + +
+
+
+ Folders + Number of folders you can create +
+ 0/3 +
+
+
+
+
+ + +
+
+
+ Daily Questions + Resets daily at midnight UTC +
+ 0/10 +
+
+
+
+
+ +
+ +
+
+
+
+
+ `; + + document.body.appendChild(this.element); + } + + updateLimits() { + const domains = this.domainManager.getAllDomains(); + let totalSources = 0; + const userType = window.app?.userData?.user_info?.user_type || 'free'; + const upgradeButton = this.element.querySelector('.upgrade-section'); + + const limitsContainer = this.element.querySelector('.limits-container'); + if (limitsContainer) { + const limitIndicators = limitsContainer.querySelectorAll('.limit-indicator'); + const dailyQuestionBar = limitIndicators.length >= 3 ? limitIndicators[2] : null; + + if (upgradeButton) { + upgradeButton.style.display = userType === 'premium' ? 'none' : 'block'; + } + + if (dailyQuestionBar) { + dailyQuestionBar.style.display = userType === 'premium' ? 'none' : 'block'; + } + } + + domains.forEach(domain => { + if (domain.fileCount) { + totalSources += domain.fileCount; + } + }); + + if (userType === 'free') { + this.updateProgressBar('sources', totalSources, 10); + this.updateProgressBar('domains', domains.length, 3); + this.updateProgressBar('questions', this.dailyQuestionsCount, 25); + } else if (userType === 'premium') { + this.updateProgressBar('sources', totalSources, 100); + this.updateProgressBar('domains', domains.length, 20); + } + + } + + updateDailyCount(count) { + this.dailyQuestionsCount = count; + if (this.element.classList.contains('show')) { + this.updateProgressBar('questions', count, 25); + } + } + + updateProgressBar(type, current, max) { + const countElement = this.element.querySelector(`.${type}-count`); + const progressBar = countElement?.closest('.limit-indicator').querySelector('.progress-bar'); + + if (countElement && progressBar) { + const percentage = (current / max) * 100; + countElement.textContent = `${current}/${max}`; + progressBar.style.width = `${percentage}%`; + } + } + + setupEventListeners() { + const upgradeButton = this.element.querySelector('.upgrade-button'); + upgradeButton?.addEventListener('click', () => { + this.events.emit('upgradeClick'); + }); + } + + show() { + this.updateLimits(); + const modal = new bootstrap.Modal(this.element); + modal.show(); + } + + hide() { + const modal = bootstrap.Modal.getInstance(this.element); + if (modal) { + modal.hide(); + } + } +} + +// Application +class App { + constructor() { + this.domainManager = new DomainManager(); + this.sidebar = new Sidebar(this.domainManager); + this.feedbackModal = new FeedbackModal(); + this.domainSettingsModal = new DomainSettingsModal(this.domainManager); + this.fileUploadModal = new FileUploadModal(this.domainManager); + this.events = new EventEmitter(); + this.userData = null; + this.sourcesCount = 0; + this.sourcesBox = document.querySelector('.sources-box'); + this.sourcesNumber = document.querySelector('.sources-number'); + this.chatManager = new ChatManager(); + this.premiumModal = new PremiumModal(); + this.successAlert = new SuccessAlert(); + this.logoutModal = new LogoutModal(); + this.ratingModal = new RatingModal(); + this.profileLimitsModal = new ProfileLimitsModal(this.domainManager); + this.chatManager.disableChat(); + this.setupEventListeners(); + } + + updateUserInterface() { + // Update user section in sidebar + const userEmail = this.sidebar.element.querySelector('.user-email'); + const userAvatar = this.sidebar.element.querySelector('.user-avatar'); + + userEmail.textContent = this.userData.user_info.user_email; + + if (this.userData.user_info.user_picture_url && this.userData.user_info.user_picture_url !== "null") { + userAvatar.innerHTML = `${this.userData.user_info.user_name}`; + userAvatar.classList.add('has-image'); + } else { + userAvatar.textContent = this.userData.user_info.user_name[0].toUpperCase(); + userAvatar.classList.remove('has-image'); + } + + this.sidebar.updatePlanBadge(this.userData.user_info.user_type); + } + + updateSourcesCount(count) { + this.sourcesCount = count; + if (this.sourcesNumber) { + this.sourcesNumber.textContent = count; + this.sourcesBox.setAttribute('count', count); + } + } + + updateDomainCount() { + this.domainSettingsModal.updateDomainCount(); + } + + setupEventListeners() { + // Sidebar events + this.sidebar.events.on('settingsClick', () => { + this.domainSettingsModal.show(); + }); + + this.sidebar.events.on('fileMenuClick', () => { + const selectedDomain = this.domainManager.getSelectedDomain(); + if (!selectedDomain) { + this.events.emit('warning', 'Please select a domain first'); + return; + } + this.fileUploadModal.show(selectedDomain.data.name); + this.sidebar.events.emit('modalOpen'); + }); + + this.sidebar.events.on('feedbackClick', () => { + this.feedbackModal.show(); + }); + + // Domain Settings Modal events + this.domainSettingsModal.events.on('domainCreate', async (domainData) => { + const domainCard = this.domainManager.addDomain({ + id: domainData.id, + name: domainData.name + }); + + // Update the domains list in the modal + this.domainSettingsModal.updateDomainsList(this.domainManager.getAllDomains()); + + this.updateDomainCount(); + + this.events.emit('message', { + text: `Successfully created folder ${domainData.name}`, + type: 'success' + }); + }); + + this.domainSettingsModal.events.on('domainSearch', (searchTerm) => { + const filteredDomains = this.domainManager.searchDomains(searchTerm); + this.domainSettingsModal.updateDomainsList(filteredDomains); + }); + + this.domainSettingsModal.events.on('domainSelected', async (domainId) => { + try { + const success = await window.selectDomain(domainId, window.serverData.userId); + + if (success) { + const domain = this.domainManager.getDomain(domainId); + if (!domain) return; + + // Update domain manager state and UI + this.domainManager.selectDomain(domainId); + this.sidebar.updateDomainSelection(domain.data); + + // Update header with domain name + this.chatManager.updateHeader(domain.data.name); + + const files = domain.data.files || []; + const fileIDS = domain.data.fileIDS || []; + this.sidebar.updateFileList(files, fileIDS); + + // Update sources count + this.updateSourcesCount(files.length); + + // Enable chat + this.chatManager.enableChat(); + + this.events.emit('message', { + text: `Successfully switched to folder ${domain.data.name}`, + type: 'success' + }); + } + } catch (error) { + this.events.emit('message', { + text: 'Failed to select folder', + type: 'error' + }); + } + }); + + const selectButton = this.domainSettingsModal.element.querySelector('.select-button'); + selectButton?.addEventListener('click', () => { + const selectedCheckbox = this.domainSettingsModal.element.querySelector('.domain-checkbox:checked'); + if (selectedCheckbox) { + const domainCard = selectedCheckbox.closest('.domain-card'); + const domainId = domainCard.dataset.domainId; + this.domainSettingsModal.events.emit('domainSelected', domainId); + } + }); + + this.domainSettingsModal.events.on('domainEdit', async ({ id, newName }) => { + const success = this.domainManager.renameDomain(id, newName); + if (success) { + // If this is the currently selected domain, update the sidebar + const selectedDomain = this.domainManager.getSelectedDomain(); + if (selectedDomain && selectedDomain.data.id === id) { + this.sidebar.updateDomainSelection(selectedDomain.data); + } + + // Update the domains list in the modal + this.domainSettingsModal.updateDomainsList(this.domainManager.getAllDomains()); + + this.events.emit('message', { + text: `Successfully renamed folder to ${newName}`, + type: 'success' + }); + } + }); + + this.domainSettingsModal.events.on('warning', (message) => { + this.events.emit('message', { + text: message, + type: 'warning' + }); + }); + + this.domainSettingsModal.events.on('domainDelete', async (domainId) => { + const wasSelected = this.domainManager.getSelectedDomain()?.data.id === domainId; + + if (this.domainManager.deleteDomain(domainId)) { + if (wasSelected) { + // Reset sidebar to default state + this.sidebar.updateDomainSelection(null); + this.sidebar.updateFileList([], []); + // Reset sources count + this.updateSourcesCount(0); + // Disable chat + this.chatManager.disableChat(); + } + + this.domainSettingsModal.updateDomainsList(this.domainManager.getAllDomains()); + + this.updateDomainCount(); + + this.events.emit('message', { + text: 'Folder successfully deleted', + type: 'success' + }); + } + }); + + this.chatManager.events.on('ratingModalOpen', () => { + setTimeout(() => { + this.ratingModal.show(); + }, 500); + }); + + // File Upload Modal events + this.fileUploadModal.events.on('filesUploaded', (data) => { + const selectedDomain = this.domainManager.getSelectedDomain(); + if (selectedDomain) { + // Access the nested data object + selectedDomain.data.files = data.file_names; + selectedDomain.data.fileIDS = data.file_ids; + this.sidebar.updateFileList(data.file_names, data.file_ids); + this.updateSourcesCount(data.file_names.length); + this.domainManager.updateDomainFileCount(selectedDomain.data.id); + } + }); + + this.fileUploadModal.events.on('warning', (message) => { + this.events.emit('message', { + text: message, + type: 'warning' + }); + }); + + this.fileUploadModal.events.on('error', (message) => { + this.events.emit('message', { + text: message, + type: 'error' + }); + }); + + this.fileUploadModal.events.on('modalClose', () => { + this.sidebar.events.emit('modalClose'); + }); + + // Feedback Modal events + this.feedbackModal.events.on('feedbackSubmitted', (message) => { + console.log(message); + }); + + this.feedbackModal.events.on('feedbackError', (error) => { + console.error(error); + }); + + this.feedbackModal.events.on('success', (message) => { + this.successAlert.show(); + }); + + // Premium Modal Events + const premiumLink = this.sidebar.element.querySelector('.premium-link'); + premiumLink?.addEventListener('click', (e) => { + e.preventDefault(); + this.initiateCheckout(); + }); + + this.profileLimitsModal.events.on('upgradeClick', () => { + this.initiateCheckout(); + }); + + // Logout event + const logoutItem = this.sidebar.element.querySelector('.logout-item'); + logoutItem?.addEventListener('click', (e) => { + e.preventDefault(); + this.logoutModal.show(); + }); + + this.sidebar.events.on('showProfileLimits', () => { + this.profileLimitsModal.show() + }); + + } + + // In App class initialization + async init() { + // Initialize + this.userData = await window.fetchUserInfo(window.serverData.userId); + if (!this.userData) { + throw new Error('Failed to load user data'); + } + + // Update user interface with user data + this.updateUserInterface() + + // Store domain data + Object.keys(this.userData.domain_info).forEach(key => { + const domainData = this.userData.domain_info[key]; + const domain = { + id: key, + name: domainData.domain_name, + fileCount: domainData.file_names.length, + files: domainData.file_names, + fileIDS: domainData.file_ids + }; + this.domainManager.addDomain(domain); + }); + + // Update UI with domain data + this.domainSettingsModal.updateDomainsList( + this.domainManager.getAllDomains() + ); + + window.user_type = this.userData.user_type + + // Add sidebar to DOM + document.body.appendChild(this.sidebar.element); + + // Setup menu trigger + const menuTrigger = document.querySelector('.menu-trigger'); + if (menuTrigger) { + menuTrigger.addEventListener('click', () => { + this.sidebar.events.emit('menuTrigger'); + }); + } + + window.app.profileLimitsModal.updateDailyCount(this.userData.user_info.user_daily_count); + + // Welcome operations + const isFirstTime = window.serverData.isFirstTime === 'True'; + if (1 === 1) { + localStorage.setItem('firstTime', 0); + const firstTimeMsg = `[header]Welcome to Doclink${this.userData.user_info.user_name ? `, ${this.userData.user_info.user_name}` : ''}๐Ÿ‘‹[/header]\nYour first folder with helpful guide settled up. You can always use this file to get information about Doclink!\n[header]To get started[/header]\n- Select your folder on navigation bar \n- Upload your documents or insert a link\n- Ask any question to get information\n- All answers will include sources on references\n\n[header]Quick Tips[/header]\n- Doclink is specialized to answer only from your files\n- Specialized questions can help Doclink to find information better\n- Doclink supports PDF, DOCX, Excel, PowerPoint, UDF and TXT file formats\n- You can create different folders for different topics and interact with them\n- You can also ask just selected files to get isolated information\n- You can select answers on the upper right of the message box and create report with clicking report icon on the chat`; + this.chatManager.addMessage(firstTimeMsg, 'ai'); + + const domains = this.domainManager.getAllDomains(); + if (domains.length > 0) { + this.domainSettingsModal.events.emit('domainSelected', domains[0].id); + } + + } else { + // Regular welcome message for returning users + this.chatManager.addMessage( + `Welcome ${this.userData.user_info.user_name}, what can I find for you?`, + 'ai' + ); + } + } + + // Initial Checkout + initiateCheckout() { + const checkoutUrl = 'https://doclinkio.lemonsqueezy.com/buy/0c0294bb-1cbe-4411-a9bc-800053d1580c'; + window.location.href = checkoutUrl; + } +} + +// Initialize when DOM is ready +document.addEventListener('DOMContentLoaded', () => { + window.app = new App(); + window.app.init(); + + const resourcesTrigger = document.querySelector('.resources-trigger'); + const resourcesContainer = document.querySelector('.resources-container'); + const mainContent = document.querySelector('.chat-container'); + + if (resourcesTrigger && resourcesContainer) { + resourcesTrigger.addEventListener('click', () => { + resourcesContainer.classList.toggle('show'); + mainContent.classList.toggle('blur-content'); + + if (resourcesContainer.classList.contains('show')) { + backdrop.classList.add('show'); + document.body.style.overflow = 'hidden'; + } else { + backdrop.classList.remove('show'); + document.body.style.overflow = ''; + } + }); + + // Escape tuลŸu ile kapatma + document.addEventListener('keydown', (e) => { + if (e.key === 'Escape' && resourcesContainer.classList.contains('show')) { + resourcesContainer.classList.remove('show'); + mainContent.classList.remove('blur-content'); + backdrop.classList.remove('show'); + document.body.style.overflow = ''; + } + }); + } + +}); \ No newline at end of file diff --git a/doclink/app/utils/prompts.yaml b/doclink/app/utils/prompts.yaml new file mode 100644 index 0000000..62f241c --- /dev/null +++ b/doclink/app/utils/prompts.yaml @@ -0,0 +1,636 @@ +prompts: + languages: + en: + general_purpose: + - id: gp_001 + text: " + Your task is to analyze the given context windows, extract relevant data based on the user's query, and use file information to enhance your response. Your primary goal is to provide a comprehensive, structured, and user-friendly answer using solely the information provided in the context window.\n + Please respond in the language of the user's query, specified by the {lang} variable (e.g., 'en' for English, 'tr' for Turkish), ensuring the tone and style align with the query's language and context.\n + + Instructions:\n + You will be provided with context windows, each containing several sentences along with the two following metadata: \n + File: Specifies source of each context.\n + Confidence coefficient: A number between 0 and 1, indicating the priority of the context (higher numbers mean higher priority).\n + + Extracting Relevant Information:\n + Carefully analyze the user's query to determine the specific information being requested.\n + Use all relevant context windows, prioritizing those with higher confidence levels for accuracy.\n + If the query references a specific file, extract information only from the specified file(s).\n + If the query does not specify a file, aggregate information from all available files.\n + If the context contains consistent information across multiple files, consolidate the data and indicate consistency.\n + If the context contains contradictory information: Highlight the contradictions, specify their sources, and explain how they differ.\n + If the context contains similar or different information, summarize the distinctions or similarities and relate them to the query.\n + Present your response using bullet points or topic-based sections for better readability.\n + Prioritize clarity and conciseness. Use subheadings or categories for complex queries.\n + If the required information is not found in the context, state this clearly and offer suggestions or clarifications if possible.\n + Do not specify the confidence coefficient in response.\n + Do not mention about the 'context windows'. 'Use according to resources' instead.\n + + Respond *strictly* in the following format:\n + + [header]Section Name[/header]\n + Content with [bold]bold terms[/bold] when needed. Use the following list format for any points:\n + - Main point\n + - Sub-point\n + - Further nested point\n + + [header]Another Section Name[/header]\n + Content with [bold]bold terms[/bold] when needed\n + - Main point\n + - Sub-point\n + - Further nested point\n + + Rules:\n + 1. Each major section must start with [header]...[/header]\n + 2. Use [bold]...[/bold] for important terms or emphasis within content\n + 3. Headers should be one of: Definition, Purpose, Key Features, Operation, Context\n + 4. Use single dash (-) for all list items\n + 5. Indent nested list items with exactly 2 spaces per level\n + 6. Place one empty line between major sections\n + 7. Do not use any other list markers (bullets, dots, numbers)\n + 8. Keep indentation consistent throughout the response\n + + Context Windows:\n + {context}\n + + User Query:\n + {query}\n + + User Query language:\n + {lang}\n + " + + Informational: + - id: info_001 + text: " + Your task is to analyze the given context windows, extract relevant data based on the user's query, and use file information to enhance your response. Your primary goal is to provide a comprehensive, structured, and user-friendly answer using solely the information provided in the context window.\n + Please respond in the language of the user's query, specified by the {lang} variable (e.g., 'en' for English, 'tr' for Turkish), ensuring the tone and style align with the query's language and context.\n + + Instructions:\n + You will be provided with context windows, each containing several sentences along with the two following metadata:\n + File: Specifies source of each context.\n + Confidence coefficient: A number between 0 and 1, indicating the priority of the context (higher numbers mean higher priority).\n + + 1. Identify factual knowledge, definitions, or explanations requested in the query.\n + 2. Focus on delivering concise, clear, and specific information.\n + 3. Include [b]key terms[/b] and definitions for clarity and emphasize relevant details.\n + 4. Avoid generalizations; prioritize extracting exact matches or relevant information from the context.\n + 5. Answer must be short as possible, on-point and clear as much as possible.\n + 6. Always prioritize contexts with higher confidence coefficients for accuracy, but cross-check lower-confidence contexts for supplementary or missing details to ensure completeness.\n + 7. Where appropriate, attribute information to its source file or section implicitly. For example: 'As described in the regulations...' or 'According to the provided report...' without directly mentioning the context window or file name unless explicitly required by the query.\n + 8. If contradictory information is found: Explicitly state the contradiction and its source(s). Suggest possible resolutions, clarifications, or factors that may explain the discrepancy (e.g., differing data sources, updates, or interpretations).\n + 9. If the query requests a more detailed response, expand your answer with additional explanations\n + + Extracting Relevant Information:\n + Carefully analyze the user's query to determine the specific information being requested.\n + Use all relevant context windows, prioritizing those with higher confidence levels for accuracy.\n + If the query references a specific file, extract information only from the specified file(s).\n + If the query does not specify a file, aggregate information from all available files.\n + If the context contains consistent information across multiple files, consolidate the data and indicate consistency.\n + If the context contains contradictory information: Highlight the contradictions, specify their sources, and explain how they differ.\n + If the context contains similar or different information, summarize the distinctions or similarities and relate them to the query.\n + Present your response using bullet points or topic-based sections for better readability.\n + Prioritize clarity and conciseness. Use subheadings or categories for complex queries.\n + If the required information is not found in the context, state this clearly and offer suggestions or clarifications if possible.\n + Do not specify the confidence coefficient in response.\n + Do not mention about the 'context windows'. 'Use according to resources' instead.\n + + Respond *strictly* in the following format:\n + + [header]Section Name[/header]\n + Content with [bold]bold terms[/bold] when needed. Use the following list format for any points:\n + - Main point\n + - Sub-point\n + - Further nested point\n + + [header]Another Section Name[/header]\n + Content with [bold]bold terms[/bold] when needed\n + - Main point\n + - Sub-point\n + - Further nested point\n + + Rules:\n + 1. Each major section must start with [header]...[/header]\n + 2. Use [bold]...[/bold] for important terms or emphasis within content\n + 3. Headers should be one of: Definition, Purpose, Key Features, Operation, Context\n + 4. Use single dash (-) for all list items\n + 5. Indent nested list items with exactly 2 spaces per level\n + 6. Place one empty line between major sections\n + 7. Do not use any other list markers (bullets, dots, numbers)\n + 8. Keep indentation consistent throughout the response \n + + Context Windows:\n + {context}\n + + User Query:\n + {query}\n + + User Query language:\n + {lang}\n + " + + Comparison: + - id: comp_001 + text: " + Your task is to analyze the given context windows, extract relevant data based on the user's query, and use file information to enhance your response. Your primary goal is to provide a comprehensive, structured, and user-friendly answer using solely the information provided in the context window.\n + Please respond in the language of the user's query, specified by the {lang} variable (e.g., 'en' for English, 'tr' for Turkish), ensuring the tone and style align with the query's language.\n + + Instructions:\n + You will be provided with context windows, each containing several sentences along with the two following metadata:\n + File: Specifies source of each context.\n + Confidence coefficient: A number between 0 and 1, indicating the priority of the context (higher numbers mean higher priority).\n + + 1. Extract and compare relevant details from the context to highlight similarities and differences.\n + 2. If contradictory information is found, specify the contradictions and explain their sources.\n + 3. Present distinctions or parallels in a structured format, using headers like [header]Similarities[/header] and [header]Differences[/header].\n + 4. Provide a clear explanation of how the extracted information relates to the user's query.\n + 5. If consistent information appears across contexts, summarize it in the [header]Similarities[/header] section. For contradictory information: Specify conflicting points under [header]Differences[/header]. Attribute contradictions to their respective sources and explain their impact.\n + 6. For comparisons involving multiple attributes, organize data using a [bold]tabular format[/bold] or structured lists. Each row or bullet point should represent one attribute.\n + 7. If the required comparison data is missing, clearly state this under [header]Missing Information[/header]. Offer suggestions for refining the query or point out gaps in the context.\n + 8. For queries involving detailed or hierarchical comparisons: Use a primary section for high-level differences or similarities. Include nested sections for more granular points.\n + + Extracting Relevant Information:\n + Carefully analyze the user's query to determine the specific information being requested.\n + Use all relevant context windows, prioritizing those with higher confidence levels for accuracy.\n + If the query references a specific file, extract information only from the specified file(s).\n + If the query does not specify a file, aggregate information from all available files.\n + If the context contains consistent information across multiple files, consolidate the data and indicate consistency.\n + If the context contains contradictory information: Highlight the contradictions, specify their sources, and explain how they differ.\n + If the context contains similar or different information, summarize the distinctions or similarities and relate them to the query.\n + Present your response using bullet points or topic-based sections for better readability.\n + Prioritize clarity and conciseness. Use subheadings or categories for complex queries.\n + If the required information is not found in the context, state this clearly and offer suggestions or clarifications if possible.\n + Do not specify the confidence coefficient in response.\n + Do not mention about the 'context windows'. 'Use according to resources' instead.\n + + Respond *strictly* in the following format:\n + + [header]Section Name[/header]\n + Content with [bold]bold terms[/bold] when needed. Use the following list format for any points:\n + - Main point\n + - Sub-point\n + - Further nested point\n + + [header]Another Section Name[/header]\n + Content with [bold]bold terms[/bold] when needed\n + - Main point\n + - Sub-point\n + - Further nested point\n + + Rules:\n + 1. Each major section must start with [header]...[/header]\n + 2. Use [bold]...[/bold] for important terms or emphasis within content\n + 3. Headers should be one of: Definition, Purpose, Key Features, Operation, Context\n + 4. Use single dash (-) for all list items\n + 5. Indent nested list items with exactly 2 spaces per level\n + 6. Place one empty line between major sections\n + 7. Do not use any other list markers (bullets, dots, numbers)\n + 8. Keep indentation consistent throughout the response\n + + Context Windows:\n + {context}\n + + User Query:\n + {query}\n + + User Query language:\n + {lang}\n + " + + Summarization: + - id: sum_001 + text: " + Your task is to analyze the given context windows, extract relevant data based on the user's query, and use file information to enhance your response. Your primary goal is to provide a comprehensive, structured, and user-friendly answer using solely the information provided in the context window.\n + Please respond in the language of the user's query, specified by the {lang} variable (e.g., 'en' for English, 'tr' for Turkish), ensuring the tone and style align with the query's language.\n + + Instructions:\n + You will be provided with context windows, each containing several sentences along with the two following metadata:\n + File: Specifies source of each context.\n + Confidence coefficient: A number between 0 and 1, indicating the priority of the context (higher numbers mean higher priority).\n + + 1. Identify and extract key points or main ideas from the context relevant to the query.\n + 2. Create a concise and well-structured summary, using bullet points or categories for clarity.\n + 3. Highlight overarching themes and provide an overview without including excessive details.\n + 4. Consolidate consistent information across contexts to avoid redundancy.\n + 5. If the query specifies a focus area (e.g., a section, file, or theme), prioritize summarizing content strictly relevant to that focus. Where no focus is specified, highlight the most critical and recurring themes or points.\n + 6. Where appropriate, illustrate key ideas with short examples or specific details from the context. Keep examples concise and relevant.\n + 7. If the context contains contradictions: Summarize both perspectives succinctly. Highlight the contradiction explicitly, and explain how it relates to the query.\n + 8. The summary should not exceed 200 tokens unless explicitly requested by the query. If required details exceed this limit, provide a prioritized or hierarchical overview.\n + + Extracting Relevant Information:\n + Carefully analyze the user's query to determine the specific information being requested.\n + Use all relevant context windows, prioritizing those with higher confidence levels for accuracy.\n + If the query references a specific file, extract information only from the specified file(s).\n + If the query does not specify a file, aggregate information from all available files.\n + If the context contains consistent information across multiple files, consolidate the data and indicate consistency.\n + If the context contains contradictory information: Highlight the contradictions, specify their sources, and explain how they differ.\n + If the context contains similar or different information, summarize the distinctions or similarities and relate them to the query.\n + Present your response using bullet points or topic-based sections for better readability.\n + Prioritize clarity and conciseness. Use subheadings or categories for complex queries.\n + If the required information is not found in the context, state this clearly and offer suggestions or clarifications if possible.\n + Do not specify the confidence coefficient in response.\n + Do not mention about the 'context windows'. 'Use according to resources' instead.\n + + Respond *strictly* in the following format:\n + + [header]Section Name[/header]\n + Content with [bold]bold terms[/bold] when needed. Use the following list format for any points:\n + - Main point\n + - Sub-point\n + - Further nested point\n + + [header]Another Section Name[/header]\n + Content with [bold]bold terms[/bold] when needed\n + - Main point\n + - Sub-point\n + - Further nested point\n + + Rules:\n + 1. Each major section must start with [header]...[/header]\n + 2. Use [bold]...[/bold] for important terms or emphasis within content\n + 3. Headers should be one of: Definition, Purpose, Key Features, Operation, Context\n + 4. Use single dash (-) for all list items\n + 5. Indent nested list items with exactly 2 spaces per level\n + 6. Place one empty line between major sections\n + 7. Do not use any other list markers (bullets, dots, numbers)\n + 8. Keep indentation consistent throughout the response\n + + Context Windows:\n + {context}\n + + User Query:\n + {query}\n + + User Query language:\n + {lang}\n + " + + queries: + - id: query_001 + text: " + Task: Analyze, Correct, and Generate Related Questions & Answers\n + Instructions:\n + You are given a user query.\n + + First, check the user question. If it has no meaning, return an empty string. If it is meaningful, do the following:\n + Correct any spelling or grammatical errors and return the corrected question as the first line of the output.\n + Generate 3 semantically similar queries that retain the same meaning as the corrected query.\n + Create 3 different questions that approach the original query from different angles but stay related.\n + Answer last 3 questions with concise responses, 1-2 sentences max each.\n + Then, analyze the corrected user query and determine its intent, intention list is and their keywords, examples are given below. If intent can't be determined return empty '' string.\n + Please respond in the file language, specified by the {file lang} variable (e.g., 'en' for English, 'tr' for Turkish) regardless of user query's language , ensuring the tone and style align with the file's language.\n + If file language is diferent than english look for the intention keywords that provided for intent detection below in file language.\n + + The possible intents are:\n + 1. Informational: Seeking factual knowledge, definitions, or explanations.\n + Intention Keywords: What, define, explain, details, specify, who, why, how.\n + Intention Examples: What is the penalty for breaking this rule? โ†’ Informational\n + 2. Summarization: Requesting a concise overview of complex information.\n + Intention Keywords: Summarize, overview, main points, key ideas, brief, concise, simplify.\n + Intention Examples: Can you summarize the key points of this document? โ†’ Summarization\n + 3. Comparison: Evaluating options, methods, or technologies.\n + Intention Keywords: Compare, difference, similarity, versus, contrast, better, alternative, pros and cons.\n + Intention Examples: Compare the benefits of these two methods. โ†’ Comparison\n + + Return the output **strictly** in the following format:\n + [corrected query]\n + [first semantically similar query]\n + [second semantically similar query]\n + [third semantically similar query]\n + [first different-angle question]\n + [second different-angle question]\n + [third different-angle question]\n + [first different-angle answer]\n + [second different-angle answer]\n + [third different-angle answer]\n + [user intention]\n + + User query: {query}\n + + File language:\n + {file_lang}\n + + Example:\n + User query: How does retrieval-augmented generation work in AI systems?\n + + File language: en\n + + Output: + How does retrieval-augmented generation work in AI systems?\n + What is the process of retrieval-augmented generation in AI?\n + How does RAG help AI systems retrieve and generate information?\n + Can you explain how retrieval-augmented generation functions in AI applications?\n + What are the key advantages of using RAG in AI?\n + How does RAG differ from traditional machine learning models?\n + What challenges does RAG face in implementation?\n + RAG enhances AI by providing more accurate responses by retrieving relevant external data.\n + Unlike traditional models, RAG integrates search capabilities to access external knowledge during inference.\n + Major challenges include latency in retrieval, ensuring relevance of fetched data, and maintaining up-to-date information.\n + Informational\n + " + tr: + general_purpose: + - id: gp_tr_001 + text: " + Gรถreviniz verilen baฤŸlam pencerelerini analiz etmek, kullanฤฑcฤฑnฤฑn sorgusuna gรถre ilgili verileri รงฤฑkarmak ve yanฤฑtฤฑnฤฑzฤฑ geliลŸtirmek iรงin dosya bilgilerini kullanmaktฤฑr. Birincil amacฤฑnฤฑz, yalnฤฑzca baฤŸlam penceresinde saฤŸlanan bilgileri kullanarak kapsamlฤฑ, yapฤฑlandฤฑrฤฑlmฤฑลŸ ve kullanฤฑcฤฑ dostu bir yanฤฑt sunmaktฤฑr.\n + + Talimatlar:\n + Size, her biri birkaรง cรผmle ve ลŸu iki meta veriyi iรงeren baฤŸlam pencereleri saฤŸlanacaktฤฑr:\n + Dosya: Her baฤŸlamฤฑn kaynaฤŸฤฑnฤฑ belirtir.\n + Gรผven katsayฤฑsฤฑ: 0 ile 1 arasฤฑnda bir sayฤฑ olup, baฤŸlamฤฑn รถncelik seviyesini ifade eder (daha yรผksek sayฤฑlar daha yรผksek รถncelik anlamฤฑna gelir).\n + + ฤฐlgili Bilgilerin ร‡ฤฑkarฤฑlmasฤฑ:\n + Kullanฤฑcฤฑnฤฑn sorgusunda istenen belirli bilgileri belirlemek iรงin dikkatlice analiz yapฤฑn.\n + DoฤŸruluk iรงin daha yรผksek gรผven seviyelerine sahip baฤŸlamlara รถncelik vererek tรผm ilgili baฤŸlam pencerelerini kullanฤฑn.\n + Sorgu belirli bir dosyayฤฑ referans alฤฑyorsa, yalnฤฑzca belirtilen dosya(lar)dan bilgi รงฤฑkarฤฑn.\n + Sorgu herhangi bir dosya belirtmiyorsa, mevcut tรผm dosyalardan bilgileri birleลŸtirin.\n + BaฤŸlam birden fazla dosyada tutarlฤฑ bilgiler iรงeriyorsa, verileri birleลŸtirin ve tutarlฤฑlฤฑฤŸฤฑ belirtin.\n + BaฤŸlam รงeliลŸkili bilgiler iรงeriyorsa: ร‡eliลŸkileri vurgulayฤฑn, kaynaklarฤฑnฤฑ belirtin ve nasฤฑl farklฤฑlฤฑk gรถsterdiklerini aรงฤฑklayฤฑn.\n + BaฤŸlam benzer veya farklฤฑ bilgiler iรงeriyorsa, farklฤฑlฤฑklarฤฑ veya benzerlikleri รถzetleyin ve bunlarฤฑ sorguyla iliลŸkilendirin.\n + Yanฤฑtฤฑnฤฑzฤฑ daha iyi okunabilirlik iรงin madde iลŸaretleri veya konuya dayalฤฑ bรถlรผmler kullanarak sunun.\n + Netlik ve รถzlรผlรผฤŸe รถncelik verin. KarmaลŸฤฑk sorgular iรงin alt baลŸlฤฑklar veya kategoriler kullanฤฑn.\n + Gerekli bilgi baฤŸlamda bulunmuyorsa, bunu aรงฤฑkรงa belirtin ve mรผmkรผnse รถneriler veya aรงฤฑklamalar sunun.\n + Yanฤฑtta gรผven katsayฤฑsฤฑnฤฑ belirtmeyin.\n + + AลŸaฤŸฤฑdaki formata *kesinlikle* uygun ลŸekilde yanฤฑt verin:\n + + [header]Bรถlรผm Adฤฑ[/header]\n + GerektiฤŸinde [bold]kalฤฑn terimler[/bold] ile iรงerik. Maddeler iรงin ลŸu format kullanฤฑlmalฤฑ:\n + - Ana madde\n + - Alt madde\n + - Daha alt madde\n + + [header]DiฤŸer Bรถlรผm Adฤฑ[/header]\n + GerektiฤŸinde [bold]kalฤฑn terimler[/bold] ile iรงerik\n + - Ana madde\n + - Alt madde\n + - Daha alt madde\n + + Kurallar:\n + 1. Her ana bรถlรผm [header]...[/header] ile baลŸlamalฤฑ\n + 2. ร–nemli terimler veya vurgulamalar iรงin [bold]...[/bold] kullanฤฑn\n + 3. Bรถlรผm baลŸlฤฑklarฤฑ ลŸunlardan biri olmalฤฑ: Tanฤฑm, Amaรง, Temel ร–zellikler, ฤฐลŸleyiลŸ, BaฤŸlam\n + 4. Tรผm liste maddeleri iรงin tek tire (-) kullanฤฑn\n + 5. Alt maddelerde tam olarak 2 boลŸluk ile girintileme yapฤฑn\n + 6. Ana bรถlรผmler arasฤฑnda bir boลŸ satฤฑr bฤฑrakฤฑn\n + 7. BaลŸka liste iลŸaretleri kullanmayฤฑn (nokta, sayฤฑ vb.)\n + 8. Yanฤฑt boyunca tutarlฤฑ girintileme kullanฤฑn\n + + BaฤŸlam Pencereleri:\n + {context}\n + + Kullanฤฑcฤฑ Sorgusu:\n + {query}\n + " + + Bilgi Edinme: + - id: info_tr_001 + text: " + Gรถreviniz verilen baฤŸlam pencerelerini analiz etmek, kullanฤฑcฤฑnฤฑn sorgusuna gรถre ilgili verileri รงฤฑkarmak ve yanฤฑtฤฑnฤฑzฤฑ geliลŸtirmek iรงin dosya bilgilerini kullanmaktฤฑr. Birincil amacฤฑnฤฑz, yalnฤฑzca baฤŸlam penceresinde saฤŸlanan bilgileri kullanarak kapsamlฤฑ, yapฤฑlandฤฑrฤฑlmฤฑลŸ ve kullanฤฑcฤฑ dostu bir yanฤฑt sunmaktฤฑr.\n + + Talimatlar:\n + Size, her biri birkaรง cรผmle ve ลŸu iki meta veriyi iรงeren baฤŸlam pencereleri saฤŸlanacaktฤฑr:\n + Dosya: Her baฤŸlamฤฑn kaynaฤŸฤฑnฤฑ belirtir.\n + Gรผven katsayฤฑsฤฑ: 0 ile 1 arasฤฑnda bir sayฤฑ olup, baฤŸlamฤฑn รถncelik seviyesini ifade eder (daha yรผksek sayฤฑlar daha yรผksek รถncelik anlamฤฑna gelir).\n + + 1. Sorguda talep edilen gerรงek bilgilere, tanฤฑmlara veya aรงฤฑklamalara odaklanฤฑn.\n + 2. Kฤฑsa, net ve spesifik bilgiler sunmaya odaklanฤฑn.\n + 3. Aรงฤฑklฤฑk iรงin [b]รถnemli terimler[/b] ve tanฤฑmlarฤฑ ekleyin ve ilgili ayrฤฑntฤฑlarฤฑ vurgulayฤฑn.\n + 4. Genellemelerden kaรงฤฑnฤฑn; baฤŸlamdan tam eลŸleลŸmeleri veya ilgili bilgileri รงฤฑkarmayฤฑ รถnceliklendirin.\n + 5. Cevap mรผmkรผn olduฤŸunca kฤฑsa, net ve doฤŸrudan olmalฤฑ; 150 ile 200 token arasฤฑnda olmalฤฑdฤฑr.\n + 6. DoฤŸruluk iรงin her zaman daha yรผksek gรผven katsayฤฑsฤฑna sahip baฤŸlamlara รถncelik verin, ancak eksiksizliฤŸi saฤŸlamak iรงin ek veya eksik ayrฤฑntฤฑlar iรงin daha dรผลŸรผk gรผven katsayฤฑsฤฑna sahip baฤŸlamlarฤฑ รงapraz kontrol edin.\n + 7. Uygun olduฤŸunda, bilgiyi kaynak dosya veya bรถlรผme dolaylฤฑ olarak atfedin. ร–rneฤŸin: Yรถnetmeliklerde belirtildiฤŸi gibi... veya SaฤŸlanan rapora gรถre... ifadelerini kullanฤฑn, ancak sorguda aรงฤฑkรงa istenmediฤŸi sรผrece baฤŸlam penceresi veya dosya adฤฑnฤฑ doฤŸrudan belirtmeyin.\n + 8. ร‡eliลŸkili bilgiler bulunursa: ร‡eliลŸkiyi ve kaynaฤŸฤฑnฤฑ aรงฤฑkรงa belirtin. Olasฤฑ รงรถzรผm yollarฤฑnฤฑ, aรงฤฑklamalarฤฑ veya farklฤฑlฤฑklarฤฑ aรงฤฑklayabilecek faktรถrleri (รถrneฤŸin, farklฤฑ veri kaynaklarฤฑ, gรผncellemeler veya yorumlar) รถnerin.\n + + ฤฐlgili Bilgilerin ร‡ฤฑkarฤฑlmasฤฑ:\n + Kullanฤฑcฤฑnฤฑn sorgusunda istenen belirli bilgileri belirlemek iรงin dikkatlice analiz yapฤฑn.\n + DoฤŸruluk iรงin daha yรผksek gรผven seviyelerine sahip baฤŸlamlara รถncelik vererek tรผm ilgili baฤŸlam pencerelerini kullanฤฑn.\n + Sorgu belirli bir dosyayฤฑ referans alฤฑyorsa, yalnฤฑzca belirtilen dosya(lar)dan bilgi รงฤฑkarฤฑn.\n + Sorgu herhangi bir dosya belirtmiyorsa, mevcut tรผm dosyalardan bilgileri birleลŸtirin.\n + BaฤŸlam birden fazla dosyada tutarlฤฑ bilgiler iรงeriyorsa, verileri birleลŸtirin ve tutarlฤฑlฤฑฤŸฤฑ belirtin.\n + BaฤŸlam รงeliลŸkili bilgiler iรงeriyorsa: ร‡eliลŸkileri vurgulayฤฑn, kaynaklarฤฑnฤฑ belirtin ve nasฤฑl farklฤฑlฤฑk gรถsterdiklerini aรงฤฑklayฤฑn.\n + BaฤŸlam benzer veya farklฤฑ bilgiler iรงeriyorsa, farklฤฑlฤฑklarฤฑ veya benzerlikleri รถzetleyin ve bunlarฤฑ sorguyla iliลŸkilendirin.\n + Yanฤฑtฤฑnฤฑzฤฑ daha iyi okunabilirlik iรงin madde iลŸaretleri veya konuya dayalฤฑ bรถlรผmler kullanarak sunun.\n + Netlik ve รถzlรผlรผฤŸe รถncelik verin. KarmaลŸฤฑk sorgular iรงin alt baลŸlฤฑklar veya kategoriler kullanฤฑn.\n + Gerekli bilgi baฤŸlamda bulunmuyorsa, bunu aรงฤฑkรงa belirtin ve mรผmkรผnse รถneriler veya aรงฤฑklamalar sunun.\n + Yanฤฑtta gรผven katsayฤฑsฤฑnฤฑ belirtmeyin.\n + + AลŸaฤŸฤฑdaki formata *kesinlikle* uygun ลŸekilde yanฤฑt verin:\n + + [header]Bรถlรผm Adฤฑ[/header]\n + GerektiฤŸinde [bold]kalฤฑn terimler[/bold] ile iรงerik. Maddeler iรงin ลŸu format kullanฤฑlmalฤฑ:\n + - Ana madde\n + - Alt madde\n + - Daha alt madde\n + + [header]DiฤŸer Bรถlรผm Adฤฑ[/header]\n + GerektiฤŸinde [bold]kalฤฑn terimler[/bold] ile iรงerik\n + - Ana madde\n + - Alt madde\n + - Daha alt madde\n + + Kurallar:\n + 1. Her ana bรถlรผm [header]...[/header] ile baลŸlamalฤฑ\n + 2. ร–nemli terimler veya vurgulamalar iรงin [bold]...[/bold] kullanฤฑn\n + 3. Bรถlรผm baลŸlฤฑklarฤฑ ลŸunlardan biri olmalฤฑ: Tanฤฑm, Amaรง, Temel ร–zellikler, ฤฐลŸleyiลŸ, BaฤŸlam\n + 4. Tรผm liste maddeleri iรงin tek tire (-) kullanฤฑn\n + 5. Alt maddelerde tam olarak 2 boลŸluk ile girintileme yapฤฑn\n + 6. Ana bรถlรผmler arasฤฑnda bir boลŸ satฤฑr bฤฑrakฤฑn\n + 7. BaลŸka liste iลŸaretleri kullanmayฤฑn (nokta, sayฤฑ vb.)\n + 8. Yanฤฑt boyunca tutarlฤฑ girintileme kullanฤฑn\n + + BaฤŸlam Pencereleri:\n + {context}\n + + Kullanฤฑcฤฑ Sorgusu:\n + {query}\n + " + + KarลŸฤฑlaลŸtฤฑrma: + - id: comp_tr_001 + text: " + Gรถreviniz verilen baฤŸlam pencerelerini analiz etmek, kullanฤฑcฤฑnฤฑn sorgusuna gรถre ilgili verileri รงฤฑkarmak ve yanฤฑtฤฑnฤฑzฤฑ geliลŸtirmek iรงin dosya bilgilerini kullanmaktฤฑr. Birincil amacฤฑnฤฑz, yalnฤฑzca baฤŸlam penceresinde saฤŸlanan bilgileri kullanarak kapsamlฤฑ, yapฤฑlandฤฑrฤฑlmฤฑลŸ ve kullanฤฑcฤฑ dostu bir yanฤฑt sunmaktฤฑr.\n + + Talimatlar:\n + Size, her biri birkaรง cรผmle ve ลŸu iki meta veriyi iรงeren baฤŸlam pencereleri saฤŸlanacaktฤฑr:\n + Dosya: Her baฤŸlamฤฑn kaynaฤŸฤฑnฤฑ belirtir.\n + Gรผven katsayฤฑsฤฑ: 0 ile 1 arasฤฑnda bir sayฤฑ olup, baฤŸlamฤฑn รถncelik seviyesini ifade eder (daha yรผksek sayฤฑlar daha yรผksek รถncelik anlamฤฑna gelir).\n + + 1. Benzerlikleri ve farklฤฑlฤฑklarฤฑ vurgulamak iรงin baฤŸlamdan ilgili detaylarฤฑ รงฤฑkarฤฑn ve karลŸฤฑlaลŸtฤฑrฤฑn.\n + 2. ร‡eliลŸkili bilgiler bulunursa, bu รงeliลŸkileri belirtin ve kaynaklarฤฑnฤฑ aรงฤฑklayฤฑn.\n + 3. Ayrฤฑmlarฤฑ veya paralellikleri, [header]Benzerlikler[/header] ve [header]Farklฤฑlฤฑklar[/header] gibi baลŸlฤฑklar kullanarak yapฤฑlandฤฑrฤฑlmฤฑลŸ bir formatta sunun.\n + 4. ร‡ฤฑkarฤฑlan bilgilerin kullanฤฑcฤฑnฤฑn sorgusuyla nasฤฑl iliลŸkili olduฤŸunu net bir ลŸekilde aรงฤฑklayฤฑn.\n + 5. EฤŸer baฤŸlamlar arasฤฑnda tutarlฤฑ bilgiler bulunuyorsa, bunlarฤฑ [header]Benzerlikler[/header] bรถlรผmรผnde รถzetleyin. ร‡eliลŸkili bilgiler iรงin: ร‡eliลŸen noktalarฤฑ [header]Farklฤฑlฤฑklar[/header] baลŸlฤฑฤŸฤฑ altฤฑnda belirtin. ร‡eliลŸkileri ilgili kaynaklarฤฑna atfedin ve bunlarฤฑn etkisini aรงฤฑklayฤฑn.\n + 6. Birden fazla รถzelliฤŸi kapsayan karลŸฤฑlaลŸtฤฑrmalar iรงin, verileri [bold]tablo formatฤฑnda[/bold] veya yapฤฑlandฤฑrฤฑlmฤฑลŸ listeler halinde dรผzenleyin. Her bir satฤฑr veya madde iลŸareti bir รถzelliฤŸi temsil etmelidir.\n + 7. Gerekli karลŸฤฑlaลŸtฤฑrma verileri eksikse, bunu [header]Eksik Bilgiler[/header] baลŸlฤฑฤŸฤฑ altฤฑnda aรงฤฑkรงa belirtin. Sorgunun nasฤฑl iyileลŸtirilebileceฤŸine dair รถnerilerde bulunun veya baฤŸlamdaki eksikliklere iลŸaret edin.\n + 8. Ayrฤฑntฤฑlฤฑ veya hiyerarลŸik karลŸฤฑlaลŸtฤฑrmalarฤฑ iรงeren sorgular iรงin: Genel farklฤฑlฤฑklar veya benzerlikler iรงin bir ana bรถlรผm kullanฤฑn. Daha ayrฤฑntฤฑlฤฑ noktalar iรงin iรง iรงe geรงmiลŸ bรถlรผmler ekleyin.\n + + ฤฐlgili Bilgilerin ร‡ฤฑkarฤฑlmasฤฑ:\n + Kullanฤฑcฤฑnฤฑn sorgusunda istenen belirli bilgileri belirlemek iรงin dikkatlice analiz yapฤฑn.\n + DoฤŸruluk iรงin daha yรผksek gรผven seviyelerine sahip baฤŸlamlara รถncelik vererek tรผm ilgili baฤŸlam pencerelerini kullanฤฑn.\n + Sorgu belirli bir dosyayฤฑ referans alฤฑyorsa, yalnฤฑzca belirtilen dosya(lar)dan bilgi รงฤฑkarฤฑn.\n + Sorgu herhangi bir dosya belirtmiyorsa, mevcut tรผm dosyalardan bilgileri birleลŸtirin.\n + BaฤŸlam birden fazla dosyada tutarlฤฑ bilgiler iรงeriyorsa, verileri birleลŸtirin ve tutarlฤฑlฤฑฤŸฤฑ belirtin.\n + BaฤŸlam รงeliลŸkili bilgiler iรงeriyorsa: ร‡eliลŸkileri vurgulayฤฑn, kaynaklarฤฑnฤฑ belirtin ve nasฤฑl farklฤฑlฤฑk gรถsterdiklerini aรงฤฑklayฤฑn.\n + BaฤŸlam benzer veya farklฤฑ bilgiler iรงeriyorsa, farklฤฑlฤฑklarฤฑ veya benzerlikleri รถzetleyin ve bunlarฤฑ sorguyla iliลŸkilendirin.\n + Yanฤฑtฤฑnฤฑzฤฑ daha iyi okunabilirlik iรงin madde iลŸaretleri veya konuya dayalฤฑ bรถlรผmler kullanarak sunun.\n + Netlik ve รถzlรผlรผฤŸe รถncelik verin. KarmaลŸฤฑk sorgular iรงin alt baลŸlฤฑklar veya kategoriler kullanฤฑn.\n + Gerekli bilgi baฤŸlamda bulunmuyorsa, bunu aรงฤฑkรงa belirtin ve mรผmkรผnse รถneriler veya aรงฤฑklamalar sunun.\n + Yanฤฑtta gรผven katsayฤฑsฤฑnฤฑ belirtmeyin.\n + + AลŸaฤŸฤฑdaki formata *kesinlikle* uygun ลŸekilde yanฤฑt verin:\n + + [header]Bรถlรผm Adฤฑ[/header]\n + GerektiฤŸinde [bold]kalฤฑn terimler[/bold] ile iรงerik. Maddeler iรงin ลŸu format kullanฤฑlmalฤฑ:\n + - Ana madde\n + - Alt madde\n + - Daha alt madde\n + + [header]DiฤŸer Bรถlรผm Adฤฑ[/header]\n + GerektiฤŸinde [bold]kalฤฑn terimler[/bold] ile iรงerik\n + - Ana madde\n + - Alt madde\n + - Daha alt madde\n + + Kurallar:\n + 1. Her ana bรถlรผm [header]...[/header] ile baลŸlamalฤฑ\n + 2. ร–nemli terimler veya vurgulamalar iรงin [bold]...[/bold] kullanฤฑn\n + 3. Bรถlรผm baลŸlฤฑklarฤฑ ลŸunlardan biri olmalฤฑ: Tanฤฑm, Amaรง, Temel ร–zellikler, ฤฐลŸleyiลŸ, BaฤŸlam\n + 4. Tรผm liste maddeleri iรงin tek tire (-) kullanฤฑn\n + 5. Alt maddelerde tam olarak 2 boลŸluk ile girintileme yapฤฑn\n + 6. Ana bรถlรผmler arasฤฑnda bir boลŸ satฤฑr bฤฑrakฤฑn\n + 7. BaลŸka liste iลŸaretleri kullanmayฤฑn (nokta, sayฤฑ vb.)\n + 8. Yanฤฑt boyunca tutarlฤฑ girintileme kullanฤฑn\n + + BaฤŸlam Pencereleri:\n + {context}\n + + Kullanฤฑcฤฑ Sorgusu:\n + {query}\n + " + + ร–zetleme: + - id: sum_tr_001 + text: " + Gรถreviniz verilen baฤŸlam pencerelerini analiz etmek, kullanฤฑcฤฑnฤฑn sorgusuna gรถre ilgili verileri รงฤฑkarmak ve yanฤฑtฤฑnฤฑzฤฑ geliลŸtirmek iรงin dosya bilgilerini kullanmaktฤฑr. Birincil amacฤฑnฤฑz, yalnฤฑzca baฤŸlam penceresinde saฤŸlanan bilgileri kullanarak kapsamlฤฑ, yapฤฑlandฤฑrฤฑlmฤฑลŸ ve kullanฤฑcฤฑ dostu bir yanฤฑt sunmaktฤฑr.\n + + Talimatlar:\n + Size, her biri birkaรง cรผmle ve ลŸu iki meta veriyi iรงeren baฤŸlam pencereleri saฤŸlanacaktฤฑr:\n + Dosya: Her baฤŸlamฤฑn kaynaฤŸฤฑnฤฑ belirtir.\n + Gรผven katsayฤฑsฤฑ: 0 ile 1 arasฤฑnda bir sayฤฑ olup, baฤŸlamฤฑn รถncelik seviyesini ifade eder (daha yรผksek sayฤฑlar daha yรผksek รถncelik anlamฤฑna gelir).\n + + 1. Sorgu ile ilgili baฤŸlamdan anahtar noktalarฤฑ veya temel fikirleri belirleyin ve รงฤฑkarฤฑn.\n + 2. Netlik iรงin madde iลŸaretleri veya kategoriler kullanarak kฤฑsa ve iyi yapฤฑlandฤฑrฤฑlmฤฑลŸ bir รถzet oluลŸturun.\n + 3. Genel temalarฤฑ vurgulayฤฑn ve gereksiz ayrฤฑntฤฑlara yer vermeden genel bir bakฤฑลŸ saฤŸlayฤฑn.\n + 4. Tekrarlamalarฤฑ รถnlemek iรงin baฤŸlamlar arasฤฑndaki tutarlฤฑ bilgileri birleลŸtirin.\n + 5. EฤŸer sorgu belirli bir odak alanฤฑ (รถrneฤŸin, bir bรถlรผm, dosya veya tema) belirtiyorsa, yalnฤฑzca bu odakla ilgili iรงeriฤŸi รถzetlemeye รถncelik verin. Herhangi bir odak belirtilmemiลŸse, en kritik ve tekrar eden temalarฤฑ veya noktalarฤฑ vurgulayฤฑn.\n + 6. Uygun olduฤŸunda, baฤŸlamdan kฤฑsa รถrnekler veya belirli detaylarla ana fikirleri aรงฤฑklayฤฑn. ร–rnekleri kฤฑsa ve ilgili tutun.\n + 7. BaฤŸlamda รงeliลŸkiler varsa: Her iki bakฤฑลŸ aรงฤฑsฤฑnฤฑ da kฤฑsaca รถzetleyin. ร‡eliลŸkiyi aรงฤฑkรงa belirtin ve bunun sorguyla nasฤฑl iliลŸkili olduฤŸunu aรงฤฑklayฤฑn.\n + 8. ร–zet, sorgu tarafฤฑndan aรงฤฑkรงa talep edilmedikรงe 200 kelimeyi aลŸmamalฤฑdฤฑr. EฤŸer gerekli detaylar bu sฤฑnฤฑrฤฑ aลŸarsa, รถncelikli veya hiyerarลŸik bir genel bakฤฑลŸ saฤŸlayฤฑn.\n + + ฤฐlgili Bilgilerin ร‡ฤฑkarฤฑlmasฤฑ:\n + Kullanฤฑcฤฑnฤฑn sorgusunda istenen belirli bilgileri belirlemek iรงin dikkatlice analiz yapฤฑn.\n + DoฤŸruluk iรงin daha yรผksek gรผven seviyelerine sahip baฤŸlamlara รถncelik vererek tรผm ilgili baฤŸlam pencerelerini kullanฤฑn.\n + Sorgu belirli bir dosyayฤฑ referans alฤฑyorsa, yalnฤฑzca belirtilen dosya(lar)dan bilgi รงฤฑkarฤฑn.\n + Sorgu herhangi bir dosya belirtmiyorsa, mevcut tรผm dosyalardan bilgileri birleลŸtirin.\n + BaฤŸlam birden fazla dosyada tutarlฤฑ bilgiler iรงeriyorsa, verileri birleลŸtirin ve tutarlฤฑlฤฑฤŸฤฑ belirtin.\n + BaฤŸlam รงeliลŸkili bilgiler iรงeriyorsa: ร‡eliลŸkileri vurgulayฤฑn, kaynaklarฤฑnฤฑ belirtin ve nasฤฑl farklฤฑlฤฑk gรถsterdiklerini aรงฤฑklayฤฑn.\n + BaฤŸlam benzer veya farklฤฑ bilgiler iรงeriyorsa, farklฤฑlฤฑklarฤฑ veya benzerlikleri รถzetleyin ve bunlarฤฑ sorguyla iliลŸkilendirin.\n + Yanฤฑtฤฑnฤฑzฤฑ daha iyi okunabilirlik iรงin madde iลŸaretleri veya konuya dayalฤฑ bรถlรผmler kullanarak sunun.\n + Netlik ve รถzlรผlรผฤŸe รถncelik verin. KarmaลŸฤฑk sorgular iรงin alt baลŸlฤฑklar veya kategoriler kullanฤฑn.\n + Gerekli bilgi baฤŸlamda bulunmuyorsa, bunu aรงฤฑkรงa belirtin ve mรผmkรผnse รถneriler veya aรงฤฑklamalar sunun.\n + Yanฤฑtta gรผven katsayฤฑsฤฑnฤฑ belirtmeyin.\n + + AลŸaฤŸฤฑdaki formata *kesinlikle* uygun ลŸekilde yanฤฑt verin:\n + + [header]Bรถlรผm Adฤฑ[/header]\n + GerektiฤŸinde [bold]kalฤฑn terimler[/bold] ile iรงerik. Maddeler iรงin ลŸu format kullanฤฑlmalฤฑ:\n + - Ana madde\n + - Alt madde\n + - Daha alt madde\n + + [header]DiฤŸer Bรถlรผm Adฤฑ[/header]\n + GerektiฤŸinde [bold]kalฤฑn terimler[/bold] ile iรงerik\n + - Ana madde\n + - Alt madde\n + - Daha alt madde\n + + Kurallar:\n + 1. Her ana bรถlรผm [header]...[/header] ile baลŸlamalฤฑ\n + 2. ร–nemli terimler veya vurgulamalar iรงin [bold]...[/bold] kullanฤฑn\n + 3. Bรถlรผm baลŸlฤฑklarฤฑ ลŸunlardan biri olmalฤฑ: Tanฤฑm, Amaรง, Temel ร–zellikler, ฤฐลŸleyiลŸ, BaฤŸlam\n + 4. Tรผm liste maddeleri iรงin tek tire (-) kullanฤฑn\n + 5. Alt maddelerde tam olarak 2 boลŸluk ile girintileme yapฤฑn\n + 6. Ana bรถlรผmler arasฤฑnda bir boลŸ satฤฑr bฤฑrakฤฑn\n + 7. BaลŸka liste iลŸaretleri kullanmayฤฑn (nokta, sayฤฑ vb.)\n + 8. Yanฤฑt boyunca tutarlฤฑ girintileme kullanฤฑn\n + + BaฤŸlam Pencereleri:\n + {context}\n + + Kullanฤฑcฤฑ Sorgusu:\n + {query}\n + " + + queries: + - id: query_tr_001 + text: " + Gรถrev: Analiz Et, Dรผzelt ve ฤฐlgili Sorular & Cevaplar OluลŸtur.\n + + Talimatlar:\n + Kullanฤฑcฤฑ sorgusu size verilmiลŸtir.\n + ร–ncelikle Kullanฤฑcฤฑ sorusunu kontrol edin. EฤŸer anlamsฤฑzsa, boลŸ bir string '' dรถndรผrรผn. Anlamlฤฑysa, ลŸu iลŸlemleri yapฤฑn:\n + Herhangi bir yazฤฑm veya dilbilgisi hatasฤฑ olup olmadฤฑฤŸฤฑnฤฑ kontrol edin ve dรผzeltilmiลŸ soruyu รงฤฑktฤฑdaki ilk soru olarak dรถndรผrรผn.\n + Ardฤฑndan, DรผzeltmiลŸ soruyla aynฤฑ anlamฤฑ koruyan 3 semantik olarak benzer sorgu oluลŸturun.\n + Orijinal soruyu farklฤฑ aรงฤฑlardan ele alan, ancak yine de ilgili kalan 3 farklฤฑ soru oluลŸturun.\n + Son 3 soruya, her biri 1-2 cรผmlelik kฤฑsa cevaplarla yanฤฑt verin.\n + Ardฤฑndan dรผzeltilmiลŸ kullanฤฑcฤฑ sorgusunu analiz edin ve niyetini belirleyin. Niyet listesi, anahtar kelimeler ve รถrnekler aลŸaฤŸฤฑda verilmiลŸtir. EฤŸer niyet tam olarak anlaลŸฤฑlmaz ise boลŸ bir string '' dรถndรผr.\n + + Olasฤฑ niyetler:\n + 1. Bilgi Edinme: Gerรงek bilgileri, tanฤฑmlarฤฑ veya aรงฤฑklamalarฤฑ รถฤŸrenme talebi.\n + Niyet Anahtar Kelimeleri: Ne, tanฤฑmla, aรงฤฑkla, detaylar, belirt, kim, neden, nasฤฑl.\n + Niyet ร–rnekleri: Bu kuralฤฑ ihlal etmenin cezasฤฑ nedir? โ†’ Bilgilendirme\n + 2. ร–zetleme: KarmaลŸฤฑk bilgilerin kฤฑsa bir รถzetini isteme.\n + Niyet Anahtar Kelimeleri: ร–zetle, genel bakฤฑลŸ, ana noktalar, temel fikirler, kฤฑsa, รถz, basitleลŸtir.\n + Niyet ร–rnekleri: Bu belgenin ana noktalarฤฑnฤฑ รถzetleyebilir misiniz? โ†’ ร–zetleme\n + 3. KarลŸฤฑlaลŸtฤฑrma: Seรงenekleri, yรถntemleri veya teknolojileri deฤŸerlendirme.\n + Niyet Anahtar Kelimeleri: KarลŸฤฑlaลŸtฤฑr, fark, benzerlik, karลŸฤฑlaลŸtฤฑrma, daha iyi, alternatif, artฤฑlar ve eksiler.\n + Niyet ร–rnekleri: Bu iki yรถntemin faydalarฤฑnฤฑ karลŸฤฑlaลŸtฤฑrฤฑn. โ†’ KarลŸฤฑlaลŸtฤฑrma\n + + ร‡ฤฑktฤฑyฤฑ **kesinlikle** ลŸu formatta dรถndรผrรผn:\n + [dรผzeltilmiลŸ sorgu]\n + [birinci semantik olarak benzer sorgu]\n + [ikinci semantik olarak benzer sorgu]\n + [รผรงรผncรผ semantik olarak benzer sorgu]\n + [birinci farklฤฑ-aรงฤฑdan soru]\n + [ikinci farklฤฑ-aรงฤฑdan soru]\n + [รผรงรผncรผ farklฤฑ-aรงฤฑdan soru]\n + [birinci farklฤฑ-aรงฤฑdan cevap]\n + [ikinci farklฤฑ-aรงฤฑdan cevap]\n + [รผรงรผncรผ farklฤฑ-aรงฤฑdan cevap]\n + [kullanฤฑcฤฑ niyeti]\n + + Kullanฤฑcฤฑ Sorgusu: {query}\n + + ร–rnek:\n + Kullanฤฑcฤฑ sorgusu: Retrieval-augmented generation yapay zeka sistemlerinde nasฤฑl รงalฤฑลŸฤฑr?\n + + ร‡ฤฑktฤฑ:\n + Retrieval-augmented generation yapay zeka sistemlerinde nasฤฑl รงalฤฑลŸฤฑr?\n + Retrieval-augmented generation sรผreci yapay zekada nasฤฑl iลŸler?\n + RAG, yapay zeka sistemlerine bilgi getirme ve oluลŸturma konusunda nasฤฑl yardฤฑmcฤฑ olur?\n + Retrieval-augmented generation yapay zeka uygulamalarฤฑnda nasฤฑl iลŸlev gรถrรผr?\n + RAG kullanmanฤฑn yapay zeka iรงin temel avantajlarฤฑ nelerdir?\n + RAG, geleneksel makine รถฤŸrenimi modellerinden nasฤฑl farklฤฑdฤฑr?\n + RAGโ€™in uygulanmasฤฑnda karลŸฤฑlaลŸฤฑlan zorluklar nelerdir?\n + RAG, yapay zekayฤฑ dฤฑลŸ verileri getirerek daha doฤŸru yanฤฑtlar saฤŸlamada geliลŸtirir.\n + RAG, geleneksel modellerden farklฤฑ olarak รงฤฑkarฤฑm sฤฑrasฤฑnda harici bilgilere eriลŸim saฤŸlar.\n + BaลŸlฤฑca zorluklar arasฤฑnda getirme gecikmesi, getirilen verilerin uygunluฤŸu ve bilgilerin gรผncel tutulmasฤฑ yer alฤฑr.\n + Bilgi Edinme\n + + Kullanฤฑcฤฑ sorusu: {query}\n + " + +metadata: + version: "1.0" + description: "Prompt type storages with language groups" \ No newline at end of file diff --git a/doclink/doclink/app/__init__.py b/doclink/doclink/app/__init__.py new file mode 100644 index 0000000..e69de29 diff --git a/doclink/doclink/app/api/__init__.py b/doclink/doclink/app/api/__init__.py new file mode 100644 index 0000000..e69de29 diff --git a/doclink/doclink/app/api/core.py b/doclink/doclink/app/api/core.py new file mode 100644 index 0000000..4f3b49c --- /dev/null +++ b/doclink/doclink/app/api/core.py @@ -0,0 +1,474 @@ +from typing import List +import numpy as np +import bcrypt +import re +import base64 +import os +from dotenv import load_dotenv +from cryptography.hazmat.primitives.ciphers.aead import AESGCM + +from ..functions.reading_functions import ReadingFunctions +from ..functions.embedding_functions import EmbeddingFunctions +from ..functions.indexing_functions import IndexingFunctions +from ..functions.chatbot_functions import ChatbotFunctions +from ..functions.scraping_functions import Webscraper +from ..functions.export_functions import Exporter + + +class Authenticator: + def __init__(self): + pass + + def verify_password(self, plain_password: str, hashed_password: str) -> bool: + return bcrypt.checkpw( + plain_password.encode("utf-8"), hashed_password.encode("utf-8") + ) + + def hash_password(self, password: str) -> str: + salt = bcrypt.gensalt() + return bcrypt.hashpw(password.encode("utf-8"), salt).decode("utf-8") + + +class Encryptor: + def __init__(self): + load_dotenv() + self.key = os.getenv("ENCRYPTION_KEY") + self.email_auth = "EMAIL_AUTH_DATA_2025" + self.email_nonce = self.email_auth.encode("utf-8")[:12].ljust(12, b"\0") + self._key_bytes = base64.b64decode(self.key) + self.aesgcm = AESGCM(self._key_bytes) + + def encrypt(self, text: str, auth_data) -> str: + try: + nonce = os.urandom(12) + encrypted_data = self.aesgcm.encrypt( + nonce, text.encode("utf-8"), auth_data.encode("utf-8") + ) + combined_encrypt = nonce + encrypted_data + encrypted_sentence = base64.b64encode(combined_encrypt).decode("utf-8") + return encrypted_sentence + except Exception as e: + raise e + + def decrypt(self, encrypted_data: str, auth_data) -> str: + try: + decoded_text = base64.b64decode(encrypted_data.encode("utf-8")) + nonce = decoded_text[:12] + encrypted_text = decoded_text[12:] + decrypted_data = self.aesgcm.decrypt( + nonce, encrypted_text, auth_data.encode("utf-8") + ) + return decrypted_data.decode("utf-8") + except Exception as e: + raise e + + +class Processor: + def __init__( + self, + ): + self.ef = EmbeddingFunctions() + self.rf = ReadingFunctions() + self.indf = IndexingFunctions() + self.cf = ChatbotFunctions() + self.en = Encryptor() + self.ws = Webscraper() + self.ex = Exporter() + + def create_index(self, embeddings: np.ndarray, index_type: str = "flat"): + if index_type == "flat": + index = self.indf.create_flat_index(embeddings=embeddings) + return index + + def filter_search( + self, domain_content: dict, domain_embeddings: np.ndarray, file_ids: list + ): + filtered_indexes = [] + filtered_content = [] + + for i, content in enumerate(domain_content): + if content[4] in file_ids: + filtered_indexes.append(i) + filtered_content.append(content) + + filtered_embeddings = domain_embeddings[filtered_indexes] + + index = self.create_index(embeddings=filtered_embeddings) + boost_info = self.extract_boost_info( + domain_content=filtered_content, embeddings=filtered_embeddings + ) + + try: + index_header = self.create_index(embeddings=boost_info["header_embeddings"]) + except IndexError: + index_header = None + + return index, filtered_content, boost_info, index_header + + def search_index( + self, + user_query: str, + domain_content: dict, + boost_info: dict, + index, + index_header, + ): + file_lang = self.file_lang_detection(domain_content=domain_content) + queries, lang = self.query_preprocessing( + user_query=user_query, file_lang=file_lang + ) + if not queries: + if lang == "tr": + return ( + "Sorunu anlayamadฤฑm", + None, + None, + ) + else: + return ( + f"I didn't understand {user_query}", + None, + None, + ) + + query_embeddings = self.ef.create_embeddings_from_sentences( + sentences=queries[:-1] + ) + + boost_array = self._create_boost_array( + header_indexes=boost_info["header_indexes"], + sentence_amount=index.ntotal, + query_vector=query_embeddings[0], + index_header=index_header, + ) + + # Get search distances with occurrences + dict_resource = {} + for i, query_embedding in enumerate(query_embeddings): + D, I = index.search(query_embedding.reshape(1, -1), len(domain_content)) # noqa: E741 + if i == 0: + convergence_vector, distance_vector = I[0], D[0] + for i, match_index in enumerate(I[0]): + if match_index in dict_resource: + dict_resource[match_index].append(D[0][i]) + else: + dict_resource[match_index] = [D[0][i]] + + file_boost_array = self._create_file_boost_array( + domain_content=domain_content, + distance_vector=distance_vector, + convergence_vector=convergence_vector, + ) + + # Combine boost arrays + combined_boost_array = 0.25 * file_boost_array + 0.75 * boost_array + + # Get average occurrences + dict_resource = self._avg_resources(dict_resource) + + for key in dict_resource: + dict_resource[key] *= combined_boost_array[key] + + sorted_dict = dict( + sorted(dict_resource.items(), key=lambda item: item[1], reverse=True) + ) + + filtered_indexes = [ + sentence_index + for sentence_index in sorted_dict.keys() + if sorted_dict[sentence_index] >= 0.35 + ] + sorted_sentence_indexes = filtered_indexes[:10] + + # Early return with message + if not sorted_sentence_indexes: + if lang == "tr": + return ( + "SeรงtiฤŸin dokรผmanlarda bu sorunun cevabฤฑnฤฑ bulamadฤฑm", + None, + None, + ) + else: + return ( + "I couldn't find the answer of the question within the selected files", + None, + None, + ) + + # Sentences to context creation + context, context_windows, resources = self.context_creator( + sentence_index_list=sorted_sentence_indexes, + domain_content=domain_content, + header_indexes=boost_info["header_indexes"], + table_indexes=boost_info["table_indexes"], + ) + + answer = self.cf.response_generation( + query=user_query, context=context, intention=queries[-1] + ) + + return answer, resources, context_windows + + def query_preprocessing(self, user_query, file_lang): + generated_queries, lang = self.cf.query_generation( + query=user_query, file_lang=file_lang + ) + splitted_queries = generated_queries.split("\n") + + if len(splitted_queries) > 1: + return splitted_queries, lang + return None, lang + + def _create_boost_array( + self, + header_indexes: list, + sentence_amount: int, + query_vector: np.ndarray, + index_header, + ): + boost_array = np.ones(sentence_amount) + + if not index_header: + return boost_array + + D, I = index_header.search(query_vector.reshape(1, -1), 10) # noqa: E741 + filtered_header_indexes = [ + header_index + for index, header_index in enumerate(I[0]) + if D[0][index] > 0.30 + ] + + if not filtered_header_indexes: + return boost_array + else: + for i, filtered_index in enumerate(filtered_header_indexes): + try: + start = header_indexes[filtered_index] + 1 + end = header_indexes[filtered_index + 1] + if i > 2: + boost_array[start:end] *= 1.1 + elif i > 0: + boost_array[start:end] *= 1.2 + else: + boost_array[start:end] *= 1.3 + except IndexError as e: + print(f"List is out of range {e}") + continue + return boost_array + + # File boost function + def _create_file_boost_array( + self, + domain_content: list, + distance_vector: np.ndarray, + convergence_vector: np.ndarray, + ): + boost_array = np.ones(len(domain_content)) + sort_order = np.argsort(convergence_vector) + sorted_scores = distance_vector[sort_order] + file_counts = {} + + if not domain_content: + return boost_array + else: + for _, _, _, _, _, filename in domain_content: + file_counts[filename] = file_counts.get(filename, 0) + 1 + + file_sentence_counts = np.cumsum([0] + list(file_counts.values())) + + for i in range(len(file_sentence_counts) - 1): + start, end = file_sentence_counts[i], file_sentence_counts[i + 1] + if np.mean(sorted_scores[start:end]) > 0.30: + boost_array[start:end] *= 1.1 + + return boost_array + + def context_creator( + self, + sentence_index_list: list, + domain_content: List[tuple], + header_indexes: list, + table_indexes: list, + ): + context = "" + context_windows = [] + widened_indexes = [] + original_matches = set(sentence_index_list) + + for i, sentence_index in enumerate(sentence_index_list): + window_size = 4 if i < 3 else 2 + start = max(0, sentence_index - window_size) + end = min(len(domain_content) - 1, sentence_index + window_size) + + if table_indexes: + for table_index in table_indexes: + if sentence_index == table_index: + widened_indexes.append((table_index, table_index)) + table_indexes.remove(table_index) + break + + if not header_indexes: + widened_indexes.append((start, end)) + else: + for i, current_header in enumerate(header_indexes): + if sentence_index == current_header: + start = max(0, sentence_index) + if ( + i + 1 < len(header_indexes) + and abs(sentence_index - header_indexes[i + 1]) <= 20 + ): + end = min( + len(domain_content) - 1, header_indexes[i + 1] - 1 + ) + else: + end = min( + len(domain_content) - 1, sentence_index + window_size + ) + break + elif ( + i + 1 < len(header_indexes) + and current_header < sentence_index < header_indexes[i + 1] + ): + start = ( + current_header + if abs(sentence_index - current_header) <= 20 + else max(0, sentence_index - window_size) + ) + end = ( + header_indexes[i + 1] - 1 + if abs(header_indexes[i + 1] - sentence_index) <= 20 + else min( + len(domain_content) - 1, sentence_index + window_size + ) + ) + break + elif ( + i == len(header_indexes) - 1 + and current_header >= sentence_index + ): + start = ( + max(0, sentence_index) + if abs(current_header - sentence_index) <= 20 + else max(0, sentence_index - window_size) + ) + end = min(len(domain_content) - 1, sentence_index + window_size) + break + if (start, end) not in widened_indexes: + widened_indexes.append((start, end)) + + merged_truples = self.merge_tuples(widen_sentences=widened_indexes) + + used_indexes = [ + min(index for index in sentence_index_list if tuple[0] <= index <= tuple[1]) + for tuple in merged_truples + ] + resources = self._extract_resources( + sentence_indexes=used_indexes, domain_content=domain_content + ) + + for i, tuple in enumerate(merged_truples): + if tuple[0] == tuple[1]: + windened_sentence = " ".join( + self.en.decrypt( + domain_content[tuple[0]][0], domain_content[tuple[0]][4] + ) + ) + context += f"Context{i + 1}: File:{resources['file_names'][i]}, Confidence:{(len(sentence_index_list) - i) / len(sentence_index_list)}, Table\n{windened_sentence}\n" + context_windows.append(windened_sentence) + else: + highlighted_sentences = [] + + for index in range(tuple[0], tuple[1] + 1): + sentence_text = self.en.decrypt( + domain_content[index][0], domain_content[index][4] + ) + + # Highlight original matches + if index in original_matches: + highlighted_sentences.append(f"{sentence_text}") + else: + highlighted_sentences.append(sentence_text) + + windened_sentence = " ".join(highlighted_sentences) + context += f"Context{i + 1}: File:{resources['file_names'][i]}, Confidence:{(len(sentence_index_list) - i) / len(sentence_index_list)}, {windened_sentence}\n\n" + context_windows.append(windened_sentence) + + return context, context_windows, resources + + def _avg_resources(self, resources_dict): + for key, value in resources_dict.items(): + value_mean = sum(value) / len(value) + value_coefficient = value_mean + len(value) * 0.0025 + resources_dict[key] = value_coefficient + return resources_dict + + def _extract_resources(self, sentence_indexes: list, domain_content: List[tuple]): + resources = {"file_names": [], "page_numbers": []} + for index in sentence_indexes: + resources["file_names"].append(domain_content[index][5]) + resources["page_numbers"].append(domain_content[index][3]) + return resources + + def _create_dynamic_context(self, sentences): + context = "" + for i, sentence in enumerate(sentences): + context += f"{i + 1}: {sentence}\n" + return context + + def extract_boost_info(self, domain_content: List[tuple], embeddings: np.ndarray): + boost_info = { + "header_indexes": [], + "headers": [], + "header_embeddings": [], + "table_indexes": [], + } + for index in range(len(domain_content)): + if domain_content[index][1]: + boost_info["header_indexes"].append(index) + boost_info["headers"].append(domain_content[index][0]) + + if domain_content[index][2]: + boost_info["table_indexes"].append(index) + boost_info["header_embeddings"] = embeddings[boost_info["header_indexes"]] + return boost_info + + def merge_tuples(self, widen_sentences): + sorted_dict = {0: widen_sentences[0]} + + for sentence_tuple in widen_sentences[1:]: + tuple_range = range(sentence_tuple[0], sentence_tuple[1]) + is_in = 0 + for index, value in sorted_dict.items(): + current_range = range(value[0], value[1]) + if set(tuple_range) & set(current_range): + interval = ( + min(sorted_dict[index][0], sentence_tuple[0]), + max(sorted_dict[index][1], sentence_tuple[1]), + ) + sorted_dict[index] = interval + is_in = 1 + + if not is_in: + sorted_dict[index + 1] = sentence_tuple + + return list(dict.fromkeys(sorted_dict.values())) + + def file_lang_detection(self, domain_content: List[tuple]): + file_lang = {} + detected_sentence_amount = ( + 25 if len(domain_content) > 25 else len(domain_content) + ) + + for i in range(0, detected_sentence_amount): + decrypted_content = self.en.decrypt( + domain_content[i][0], domain_content[i][4] + ) + if re.match(r"\b[a-zA-Z]{" + str(4) + r",}\b", decrypted_content) or ( + decrypted_content[0] == "|" and decrypted_content[-1] == "|" + ): + lang = self.cf.detect_language(decrypted_content) + file_lang[lang] = file_lang.get(lang, 0) + 1 + try: + return max(file_lang, key=file_lang.get) + except ValueError: + return "en" diff --git a/doclink/doclink/app/api/endpoints.py b/doclink/doclink/app/api/endpoints.py new file mode 100644 index 0000000..ba3c0ce --- /dev/null +++ b/doclink/doclink/app/api/endpoints.py @@ -0,0 +1,870 @@ +from fastapi import APIRouter, UploadFile, HTTPException, Request, Query, File, Form +from fastapi.responses import JSONResponse, StreamingResponse +from google.oauth2.credentials import Credentials +from googleapiclient.discovery import build +from googleapiclient.http import MediaIoBaseDownload +from datetime import datetime + +import os +import logging +import uuid +import base64 +import psycopg2 +import io +import hmac +import hashlib + +from .core import Processor +from .core import Authenticator +from .core import Encryptor +from ..db.database import Database +from ..redis_manager import RedisManager, RedisConnectionError + +# services +router = APIRouter() +processor = Processor() +authenticator = Authenticator() +redis_manager = RedisManager() +encryptor = Encryptor() + +# logger +logging.basicConfig(level=logging.INFO) +logger = logging.getLogger(__name__) + +# environment variables +GOOGLE_CLIENT_ID = os.getenv("GOOGLE_CLIENT_ID") +GOOGLE_CLIENT_SECRET = os.getenv("GOOGLE_CLIENT_SECRET") +GOOGLE_REDIRECT_URI = os.getenv("GOOGLE_REDIRECT_URI") +GOOGLE_API_KEY = os.getenv("GOOGLE_API_KEY") + + +# request functions +@router.post("/db/get_user_info") +async def get_user_info(request: Request): + try: + data = await request.json() + user_id = data.get("user_id") + with Database() as db: + user_info, domain_info = db.get_user_info_w_id(user_id) + + return JSONResponse( + content={ + "user_info": user_info, + "domain_info": domain_info, + }, + status_code=200, + ) + except Exception as e: + raise HTTPException(status_code=500, detail=str(e)) + + +@router.post("/db/rename_domain") +async def rename_domain(request: Request): + try: + data = await request.json() + selected_domain_id = data.get("domain_id") + new_name = data.get("new_name") + with Database() as db: + success = db.rename_domain(domain_id=selected_domain_id, new_name=new_name) + + if not success: + return JSONResponse( + content={"message": "error while renaming domain"}, + status_code=400, + ) + + return JSONResponse( + content={"message": "success"}, + status_code=200, + ) + except Exception as e: + logger.error(f"Error renaming domain: {str(e)}") + raise HTTPException(status_code=500, detail=str(e)) + + +@router.post("/db/create_domain") +async def create_domain( + request: Request, + userID: str = Query(...), +): + try: + data = await request.json() + domain_name = data.get("domain_name") + domain_id = str(uuid.uuid4()) + with Database() as db: + result = db.create_domain( + user_id=userID, + domain_id=domain_id, + domain_name=domain_name, + domain_type=1, + ) + + if not result["success"]: + return JSONResponse( + content={"message": result["message"]}, + status_code=400, + ) + + return JSONResponse( + content={"message": "success", "domain_id": domain_id}, + status_code=200, + ) + except Exception as e: + logger.error(f"Error renaming domain: {str(e)}") + raise HTTPException(status_code=500, detail=str(e)) + + +@router.post("/db/delete_domain") +async def delete_domain(request: Request): + try: + data = await request.json() + domain_id = data.get("domain_id") + with Database() as db: + success = db.delete_domain(domain_id=domain_id) + + if success < 0: + return JSONResponse( + content={ + "message": "This is your default domain. You cannot delete it completely, instead you can delete the unnucessary files inside!" + }, + status_code=400, + ) + elif success == 0: + return JSONResponse( + content={ + "message": "Error while deleting domain. Please report this to us, using feedback on the bottom left." + }, + status_code=400, + ) + + db.conn.commit() + + return JSONResponse( + content={"message": "success"}, + status_code=200, + ) + except Exception as e: + logger.error(f"Error while deleting domain: {str(e)}") + raise HTTPException(status_code=500, detail=str(e)) + + +@router.post("/db/insert_feedback") +async def insert_feedback( + userID: str = Query(...), + feedback_type: str = Form(...), + feedback_description: str = Form(...), + feedback_screenshot: UploadFile = File(None), +): + try: + feedback_id = str(uuid.uuid4()) + screenshot_data = None + + if feedback_screenshot: + contents = await feedback_screenshot.read() + if len(contents) > 2 * 1024 * 1024: # 2MB limit + raise HTTPException( + status_code=400, detail="Screenshot size should be less than 2MB" + ) + screenshot_data = base64.b64encode(contents).decode("utf-8") + + with Database() as db: + db.insert_user_feedback( + feedback_id=feedback_id, + user_id=userID, + feedback_type=feedback_type, + description=feedback_description[:5000], + screenshot=screenshot_data, + ) + db.conn.commit() + + return JSONResponse( + content={"message": "Thanks for the feedback!"}, status_code=200 + ) + + except Exception as e: + raise HTTPException(status_code=500, detail=str(e)) + + +@router.post("/db/insert_rating") +async def insert_rating( + userID: str = Query(...), + rating: int = Form(...), + user_note: str = Form(""), +): + try: + rating_id = str(uuid.uuid4()) + with Database() as db: + db.insert_user_rating( + rating_id=rating_id, + user_id=userID, + rating=rating, + user_note=user_note if user_note else None, + ) + db.conn.commit() + + return JSONResponse( + content={"message": "Thank you for the rating!"}, status_code=200 + ) + + except Exception as e: + raise HTTPException(status_code=500, detail=str(e)) + + +@router.post("/qa/select_domain") +async def select_domain( + request: Request, + userID: str = Query(...), +): + try: + data = await request.json() + selected_domain_id = data.get("domain_id") + _, _, success = update_selected_domain( + user_id=userID, domain_id=selected_domain_id + ) + + if not success: + return JSONResponse( + content={"message": "error while updating selected domain"}, + status_code=400, + ) + + redis_manager.refresh_user_ttl(userID) + return JSONResponse( + content={"message": "success"}, + status_code=200, + ) + except RedisConnectionError as e: + logger.error(f"Redis connection error: {str(e)}") + raise HTTPException(status_code=503, detail="Service temporarily unavailable") + except Exception as e: + logger.error(f"Error in select_domain: {str(e)}") + raise HTTPException(status_code=500, detail=str(e)) + + +@router.post("/qa/generate_answer") +async def generate_answer( + request: Request, + userID: str = Query(...), + sessionID: str = Query(...), +): + try: + data = await request.json() + user_message = data.get("user_message") + file_ids = data.get("file_ids") + + # Check if domain is selected + selected_domain_id = redis_manager.get_data(f"user:{userID}:selected_domain") + if not selected_domain_id: + return JSONResponse( + content={"message": "Please select a domain first..."}, + status_code=400, + ) + + if not file_ids: + return JSONResponse( + content={"message": "You didn't select any files..."}, + status_code=400, + ) + + with Database() as db: + update_result = db.upsert_session_info(user_id=userID, session_id=sessionID) + if not update_result["success"]: + return JSONResponse( + content={"message": update_result["message"]}, + status_code=400, + ) + + # Retrieve domain data from Redis + domain_content = redis_manager.get_data(f"user:{userID}:domain_content") + domain_embeddings = redis_manager.get_data(f"user:{userID}:domain_embeddings") + + # Log the retrieved data for debugging + logger.info(f"Domain content: {domain_content}") + logger.info(f"Domain embeddings: {domain_embeddings}") + + # Guard: if either domain content or embeddings is None, return an error + if domain_content is None or domain_embeddings is None: + logger.error("Domain data not found in Redis") + return JSONResponse( + content={"message": "Domain data not available. Please re-select your domain."}, + status_code=400, + ) + + # Call filter_search to filter the domain content + result = processor.filter_search( + domain_content=domain_content, + domain_embeddings=domain_embeddings, + file_ids=file_ids, + ) + if result is None: + logger.error("filter_search returned None") + return JSONResponse( + content={"message": "Nothing in here..."}, + status_code=400, + ) + + try: + index, filtered_content, boost_info, index_header = result + except Exception as e: + logger.error(f"Error unpacking filter_search result: {e}") + return JSONResponse( + content={"message": "Error processing domain data."}, + status_code=400, + ) + + # Process search with the filtered data + answer, resources, resource_sentences = processor.search_index( + user_query=user_message, + domain_content=filtered_content, + boost_info=boost_info, + index=index, + index_header=index_header, + ) + + if not resources or not resource_sentences: + return JSONResponse( + content={ + "message": answer, + "daily_count": update_result["daily_count"], + }, + status_code=200, + ) + + redis_manager.refresh_user_ttl(userID) + + return JSONResponse( + content={ + "answer": answer, + "resources": resources, + "resource_sentences": resource_sentences, + "question_count": update_result["question_count"], + "daily_count": update_result["daily_count"], + }, + status_code=200, + ) + + except RedisConnectionError as e: + logger.error(f"Redis connection error: {str(e)}") + raise HTTPException(status_code=503, detail="Service temporarily unavailable") + except Exception as e: + logger.error(f"Error in generate_answer: {str(e)}") + raise HTTPException(status_code=500, detail=str(e)) + + + +@router.post("/io/store_file") +async def store_file( + userID: str = Query(...), + file: UploadFile = File(...), + lastModified: str = Form(...), +): + try: + file_bytes = await file.read() + if not file_bytes: + return JSONResponse( + content={ + "message": f"Empty file {file.filename}. If you think not, please report this to us!" + }, + status_code=400, + ) + + file_data = processor.rf.read_file( + file_bytes=file_bytes, file_name=file.filename + ) + + if not file_data["sentences"]: + return JSONResponse( + content={ + "message": f"No content to extract in {file.filename}. If there is please report this to us!" + }, + status_code=400, + ) + + # Create embeddings + file_embeddings = processor.ef.create_embeddings_from_sentences( + sentences=file_data["sentences"] + ) + + # Store in Redis + redis_key = f"user:{userID}:upload:{file.filename}" + upload_data = { + "file_name": file.filename, + "last_modified": datetime.fromtimestamp(int(lastModified) / 1000).strftime( + "%Y-%m-%d" + )[:20], + "sentences": file_data["sentences"], + "page_numbers": file_data["page_number"], + "is_headers": file_data["is_header"], + "is_tables": file_data["is_table"], + "embeddings": file_embeddings, + } + + redis_manager.set_data(redis_key, upload_data, expiry=3600) + + return JSONResponse( + content={"message": "success", "file_name": file.filename}, + status_code=200, + ) + + except Exception as e: + logging.error(f"Error storing file {file.filename}: {str(e)}") + return JSONResponse( + content={"message": f"Error storing file: {str(e)}"}, status_code=500 + ) + + +@router.post("/io/store_drive_file") +async def store_drive_file( + userID: str = Query(...), + lastModified: str = Form(...), + driveFileId: str = Form(...), + driveFileName: str = Form(...), + accessToken: str = Form(...), +): + try: + credentials = Credentials( + token=accessToken, + client_id=GOOGLE_CLIENT_ID, + client_secret=GOOGLE_CLIENT_SECRET, + token_uri="https://oauth2.googleapis.com/token", + ) + + drive_service = build("drive", "v3", credentials=credentials) + + google_mime_types = { + "application/vnd.google-apps.document": ("application/pdf", ".pdf"), + "application/vnd.google-apps.spreadsheet": ( + "application/vnd.openxmlformats-officedocument.spreadsheetml.sheet", + ".xlsx", + ), + "application/vnd.google-apps.presentation": ( + "application/vnd.openxmlformats-officedocument.presentationml.presentation", + ".pptx", + ), + "application/vnd.google-apps.script": ("text/plain", ".txt"), + } + + file_metadata = ( + drive_service.files().get(fileId=driveFileId, fields="mimeType").execute() + ) + mime_type = file_metadata["mimeType"] + + if mime_type in google_mime_types: + export_mime_type, extension = google_mime_types[mime_type] + request = drive_service.files().export_media( + fileId=driveFileId, mimeType=export_mime_type + ) + + if not driveFileName.endswith(extension): + driveFileName += extension + else: + request = drive_service.files().get_media(fileId=driveFileId) + + file_stream = io.BytesIO() + downloader = MediaIoBaseDownload(file_stream, request) + + done = False + while not done: + _, done = downloader.next_chunk() + + file_stream.seek(0) + file_bytes = file_stream.read() + + if not file_bytes: + return JSONResponse( + content={ + "message": f"Empty file {driveFileName}. If you think not, please report this to us!" + }, + status_code=400, + ) + + file_data = processor.rf.read_file( + file_bytes=file_bytes, file_name=driveFileName + ) + + if not file_data["sentences"]: + return JSONResponse( + content={ + "message": f"No content to extract in {driveFileName}. If there is please report this to us!" + }, + status_code=400, + ) + + file_embeddings = processor.ef.create_embeddings_from_sentences( + sentences=file_data["sentences"] + ) + + redis_key = f"user:{userID}:upload:{driveFileName}" + upload_data = { + "file_name": driveFileName, + "last_modified": datetime.fromtimestamp(int(lastModified) / 1000).strftime( + "%Y-%m-%d" + )[:20], + "sentences": file_data["sentences"], + "page_numbers": file_data["page_number"], + "is_headers": file_data["is_header"], + "is_tables": file_data["is_table"], + "embeddings": file_embeddings, + } + + redis_manager.set_data(redis_key, upload_data, expiry=3600) + + return JSONResponse( + content={"message": "success", "file_name": driveFileName}, status_code=200 + ) + + except Exception as e: + logging.error(f"Error storing Drive file {driveFileName}: {str(e)}") + return JSONResponse( + content={"message": f"Error storing file: {str(e)}"}, status_code=500 + ) + + +@router.post("/io/store_url") +async def store_url(userID: str = Query(...), url: str = Form(...)): + try: + if not processor.ws.url_validator(url): + return JSONResponse( + content={"message": "Invalid URL. Please enter a valid URL."}, + status_code=400, + ) + + html = processor.ws.request_creator(url) + if not html: + return JSONResponse( + content={"message": "Error fetching the URL. Please try again later."}, + status_code=400, + ) + + file_data = processor.rf.read_url(html_content=html) + + if not file_data["sentences"]: + return JSONResponse( + content={ + "message": f"No content to extract in {url}. If there is please report this to us!" + }, + status_code=400, + ) + + file_embeddings = processor.ef.create_embeddings_from_sentences( + sentences=file_data["sentences"] + ) + + redis_key = f"user:{userID}:upload:{url}" + upload_data = { + "file_name": url, + "last_modified": datetime.now().strftime("%Y-%m-%d"), + "sentences": file_data["sentences"], + "page_numbers": file_data["page_number"], + "is_headers": file_data["is_header"], + "is_tables": file_data["is_table"], + "embeddings": file_embeddings, + } + + redis_manager.set_data(redis_key, upload_data, expiry=3600) + + return JSONResponse( + content={"message": "success", "file_name": url}, status_code=200 + ) + + except Exception as e: + logging.error(f"Error storing URL {url}: {str(e)}") + return JSONResponse( + content={"message": f"Error storing URL: {str(e)}"}, status_code=500 + ) + + +@router.post("/io/upload_files") +async def upload_files(userID: str = Query(...)): + try: + # Get domain info + selected_domain_id = redis_manager.get_data(f"user:{userID}:selected_domain") + + with Database() as db: + domain_info = db.get_domain_info( + user_id=userID, domain_id=selected_domain_id + ) + + if not domain_info: + return JSONResponse( + content={"message": "Invalid domain selected"}, status_code=400 + ) + + # Get all stored files from Redis + stored_files = redis_manager.get_keys_by_pattern(f"user:{userID}:upload:*") + if not stored_files: + return JSONResponse( + content={"message": "No files to process"}, status_code=400 + ) + + file_info_batch = [] + file_content_batch = [] + + # Process stored files + for redis_key in stored_files: + upload_data = redis_manager.get_data(redis_key) + if not upload_data: + continue + + file_id = str(uuid.uuid4()) + + # Prepare batches + file_info_batch.append( + ( + userID, + file_id, + selected_domain_id, + upload_data["file_name"], + upload_data["last_modified"], + ) + ) + + for i in range(len(upload_data["sentences"])): + file_content_batch.append( + ( + file_id, + encryptor.encrypt( + text=upload_data["sentences"][i], auth_data=file_id + ), + upload_data["page_numbers"][i], + upload_data["is_headers"][i], + upload_data["is_tables"][i], + psycopg2.Binary(upload_data["embeddings"][i]), + ) + ) + + # Clean up Redis + redis_manager.delete_data(redis_key) + + # Bulk insert with limit check + result = db.insert_file_batches(file_info_batch, file_content_batch) + if not result["success"]: + return JSONResponse( + content={"message": result["message"]}, status_code=400 + ) + db.conn.commit() + + # Update domain info + file_names, file_ids, success = update_selected_domain( + user_id=userID, domain_id=selected_domain_id + ) + if not success: + return JSONResponse( + content={ + "message": "Files uploaded but, domain could not be updated", + "file_names": None, + "file_ids": None, + }, + status_code=400, + ) + + return JSONResponse( + content={ + "message": "success", + "file_names": file_names, + "file_ids": file_ids, + }, + status_code=200, + ) + + except Exception as e: + logging.error(f"Error processing uploads: {str(e)}") + return JSONResponse( + content={"message": f"Error processing uploads: {str(e)}"}, status_code=500 + ) + + +@router.post("/db/remove_file_upload") +async def remove_file_upload( + request: Request, + userID: str = Query(...), +): + try: + data = await request.json() + file_id = data.get("file_id") + domain_id = data.get("domain_id") + + with Database() as db: + success = db.clear_file_content(file_id=file_id) + if not success: + return JSONResponse( + content={ + "message": "Error deleting files", + }, + status_code=400, + ) + db.conn.commit() + + _, _, success = update_selected_domain(user_id=userID, domain_id=domain_id) + if not success: + return JSONResponse( + content={"message": "error"}, + status_code=200, + ) + + return JSONResponse( + content={ + "message": "success", + }, + status_code=200, + ) + except KeyError: + return JSONResponse( + content={"message": "Please select the domain number first"}, + status_code=200, + ) + except Exception as e: + db.conn.rollback() + logging.error(f"Error during file deletion: {str(e)}") + raise HTTPException( + content={"message": f"Failed deleting, error: {e}"}, status_code=500 + ) + + +@router.post("/io/export_response") +async def export_response(request: Request): + try: + data = await request.json() + text = data.get("contents", []) + + if not text: + raise ValueError("No content selected for export") + + formatted_text = "\n\n------------------\n\n".join(text) + + response = processor.ex.export_pdf(data=formatted_text) + + return StreamingResponse( + io.BytesIO(response.getvalue()), + media_type="application/pdf", + headers={ + "Content-Disposition": "attachment; filename=DoclinkExport.pdf", + "Content-Type": "application/pdf", + "Content-Length": str(len(response.getvalue())), + }, + ) + except ValueError as e: + raise HTTPException(status_code=400, detail=str(e)) + except Exception as e: + raise HTTPException(status_code=500, detail=f"PDF generation failed Error: {e}") + + +@router.post("/auth/logout") +async def logout(request: Request): + try: + data = await request.json() + user_id = data.get("user_id") + session_id = data.get("session_id") + + response = JSONResponse(content={"message": "Logged out successfully"}) + + # Clear FastAPI session cookie + response.delete_cookie( + key="session_id", + path="/", + domain=None, # This will use the current domain + secure=True, + httponly=True, + samesite="lax", + ) + + # Delete user redis session + redis_key = f"user:{user_id}:session:{session_id}" + session_exists = redis_manager.client.exists(redis_key) + if session_exists: + redis_manager.client.delete(redis_key) + + return response + except Exception as e: + logging.error(f"Error during logout: {str(e)}") + raise HTTPException( + content={"message": f"Failed logout, error: {e}"}, status_code=500 + ) + + +@router.post("/webhooks/lemon-squeezy") +async def handle_webhook(request: Request): + try: + # Get the raw request body + body = await request.body() + payload = await request.json() + + # Get the signature from the header + signature = request.headers.get("X-Signature") + + # Signature verification + webhook_secret = os.getenv("LEMON_SQUEEZY_WEBHOOK_SECRET") + expected_signature = hmac.new( + webhook_secret.encode(), body, hashlib.sha256 + ).hexdigest() + + if not hmac.compare_digest(signature, expected_signature): + raise HTTPException(status_code=401, detail="Invalid signature") + + event_name = payload.get("meta", {}).get("event_name") + if not event_name == "order_created": + return JSONResponse( + status_code=400, content={"message": "Wrong event came!"} + ) + + # Upgrade user to the premium limits + data = payload.get("data", {}).get("attributes", {}) + customer_id = data.get("customer_id") + customer_email = data.get("user_email") + receipt_url = data.get("urls").get("receipt") + + with Database() as db: + db.update_user_subscription( + user_email=customer_email, + lemon_squeezy_customer_id=customer_id, + receipt_url=receipt_url, + ) + db.conn.commit() + return JSONResponse(status_code=200, content={"message": "Webhook received"}) + + except Exception as e: + logger.error(f"Webhook error: {str(e)}") + raise HTTPException(status_code=500, detail=str(e)) + + +# local functions +def update_selected_domain(user_id: str, domain_id: str): + try: + redis_manager.set_data(f"user:{user_id}:selected_domain", domain_id) + + with Database() as db: + file_info = db.get_file_info_with_domain(user_id, domain_id) + + if not file_info: + # Clear any existing domain data + redis_manager.delete_data(f"user:{user_id}:domain_content") + redis_manager.delete_data(f"user:{user_id}:index") + redis_manager.delete_data(f"user:{user_id}:index_header") + redis_manager.delete_data(f"user:{user_id}:boost_info") + return [], [], 1 + + content, embeddings = db.get_file_content( + file_ids=[info["file_id"] for info in file_info] + ) + + if not content or not len(embeddings): + # Clear any existing domain data + redis_manager.delete_data(f"user:{user_id}:domain_content") + redis_manager.delete_data(f"user:{user_id}:index") + redis_manager.delete_data(f"user:{user_id}:index_header") + redis_manager.delete_data(f"user:{user_id}:boost_info") + return [], [], 1 + + # Store domain content in Redis + redis_manager.set_data(f"user:{user_id}:domain_content", content) + redis_manager.set_data(f"user:{user_id}:domain_embeddings", embeddings) + + file_names = [info["file_name"] for info in file_info] + file_ids = [info["file_id"] for info in file_info] + + return file_names, file_ids, 1 + + except Exception as e: + logger.error(f"Error in update_selected_domain: {str(e)}") + raise RedisConnectionError(f"Failed to update domain: {str(e)}") + diff --git a/doclink/doclink/app/db/__init__.py b/doclink/doclink/app/db/__init__.py new file mode 100644 index 0000000..e69de29 diff --git a/doclink/doclink/app/db/config.py b/doclink/doclink/app/db/config.py new file mode 100644 index 0000000..f7fe2e0 --- /dev/null +++ b/doclink/doclink/app/db/config.py @@ -0,0 +1,18 @@ +from configparser import ConfigParser + + +class GenerateConfig: + def __init__(self) -> None: + pass + + def config(filename="app/db/database.ini", section="postgresql"): + parser = ConfigParser() + parser.read(filename) + db_config = {} + if parser.has_section(section): + params = parser.items(section) + for param in params: + db_config[param[0]] = param[1] + else: + raise Exception(f"Section {section} is not found in {filename} file.") + return db_config diff --git a/doclink/doclink/app/db/database.py b/doclink/doclink/app/db/database.py new file mode 100644 index 0000000..acc0715 --- /dev/null +++ b/doclink/doclink/app/db/database.py @@ -0,0 +1,750 @@ +from psycopg2 import extras +from psycopg2 import DatabaseError +from pathlib import Path +import psycopg2 +import logging +import numpy as np +import uuid +from datetime import datetime + +from .config import GenerateConfig +from ..api.core import Encryptor + +logging.basicConfig(level=logging.INFO) +logger = logging.getLogger(__name__) +encryptor = Encryptor() + + +class Database: + _instance = None + + def __new__(cls): + if cls._instance is None: + cls._instance = super(Database, cls).__new__(cls) + # Ensure db_config is set even if _instance was already created + if not hasattr(cls._instance, 'db_config'): + cls._instance.db_config = GenerateConfig.config() + return cls._instance + + def __enter__(self): + self.conn = psycopg2.connect(**self.db_config) + self.cursor = self.conn.cursor() + return self + + def __exit__(self, exc_type, exc_val, exc_tb): + if self.cursor: + self.cursor.close() + if self.conn: + if exc_type is None: + self.conn.commit() + else: + self.conn.rollback() + self.conn.close() + + def initialize_tables(self): + sql_path = Path(__file__).resolve().parent / "sql" / "table_initialize.sql" + with sql_path.open("r") as file: + query = file.read() + try: + self.cursor.execute(query) + self.conn.commit() + except DatabaseError as e: + self.conn.rollback() + raise e + + def reset_database(self): + sql_path = Path(__file__).resolve().parent / "sql" / "database_reset.sql" + with sql_path.open("r") as file: + query = file.read() + try: + self.cursor.execute(query) + self.conn.commit() + except DatabaseError as e: + self.conn.rollback() + raise e + + def _bytes_to_embeddings(self, byte_array): + return np.frombuffer(byte_array.tobytes(), dtype=np.float16).reshape( + byte_array.shape[0], -1 + ) + + def get_user_info_w_id(self, user_id: str): + query_get_user_info = """ + SELECT DISTINCT user_name, user_surname, user_email, user_type, user_created_at, picture_url + FROM user_info + WHERE user_id = %s + """ + query_get_domain_ids = """ + SELECT DISTINCT domain_id + FROM domain_info + WHERE user_id = %s + """ + query_get_domain_info = """ + SELECT t1.domain_name, t1.domain_id, t2.file_name, t2.file_id + FROM domain_info t1 + LEFT JOIN file_info t2 ON t1.domain_id = t2.domain_id + WHERE t1.domain_id IN %s + """ + query_get_daily_count = """ + SELECT sum(question_count) + FROM session_info s + WHERE s.user_id = %s + AND s.created_at >= CURRENT_TIMESTAMP - INTERVAL '24 hours' AND s.created_at <= CURRENT_TIMESTAMP; + """ + + try: + self.cursor.execute(query_get_user_info, (user_id,)) + user_info_data = self.cursor.fetchone() + + self.cursor.execute(query_get_daily_count, (user_id,)) + user_daily_count = self.cursor.fetchone() + + if not user_info_data: + return None, None + + user_info = { + "user_name": user_info_data[0], + "user_surname": user_info_data[1], + "user_email": user_info_data[2], + "user_type": user_info_data[3], + "user_created_at": str(user_info_data[4]), + "user_daily_count": user_daily_count[0] if user_daily_count[0] else 0, + "user_picture_url": user_info_data[5], + } + + self.cursor.execute(query_get_domain_ids, (user_id,)) + domain_id_data = self.cursor.fetchall() + + if not domain_id_data: + return user_info, None + + domain_ids = [data[0] for data in domain_id_data] + self.cursor.execute(query_get_domain_info, (tuple(domain_ids),)) + domain_info_data = self.cursor.fetchall() + domain_info = {} + for data in domain_info_data: + if data[1] not in domain_info.keys(): + domain_info[data[1]] = { + "domain_name": data[0], + "file_names": [data[2]] if data[2] else [], + "file_ids": [data[3]] if data[3] else [], + } + else: + domain_info[data[1]]["file_names"].append(data[2]) + domain_info[data[1]]["file_ids"].append(data[3]) + + return user_info, domain_info + + except DatabaseError as e: + self.conn.rollback() + raise e + + def get_file_info_with_domain(self, user_id: str, domain_id: str): + query_get_file_info = """ + SELECT DISTINCT file_id, file_name, file_modified_date, file_upload_date + FROM file_info + WHERE user_id = %s AND domain_id = %s + """ + try: + self.cursor.execute( + query_get_file_info, + ( + user_id, + domain_id, + ), + ) + data = self.cursor.fetchall() + return ( + [ + { + "file_id": row[0], + "file_name": row[1], + "file_modified_date": row[2], + "file_upload_date": row[3], + } + for row in data + ] + if data + else None + ) + except DatabaseError as e: + self.conn.rollback() + raise e + + def get_domain_info(self, user_id: str, domain_id: int): + query = """ + SELECT DISTINCT domain_name + FROM domain_info + WHERE user_id = %s AND domain_id = %s + """ + try: + self.cursor.execute( + query, + ( + user_id, + domain_id, + ), + ) + data = self.cursor.fetchone() + return {"domain_name": data[0]} if data else None + except DatabaseError as e: + self.conn.rollback() + raise e + + def get_file_content(self, file_ids: list): + query_get_content = """ + SELECT t1.sentence AS sentence, t1.is_header AS is_header, t1.is_table AS is_table, t1.page_number AS page_number, t1.file_id AS file_id, t2.file_name AS file_name + FROM file_content t1 + LEFT JOIN file_info t2 ON t1.file_id = t2.file_id + WHERE t1.file_id IN %s + """ + query_get_embeddings = """ + SELECT array_agg(embedding) AS embeddings + FROM file_content + WHERE file_id IN %s + """ + try: + self.cursor.execute(query_get_content, (tuple(file_ids),)) + content = self.cursor.fetchall() + self.cursor.execute(query_get_embeddings, (tuple(file_ids),)) + byte_embeddings = self.cursor.fetchone() + if content and byte_embeddings and byte_embeddings[0]: + embeddings = self._bytes_to_embeddings(np.array(byte_embeddings[0])) + return content, embeddings + else: + return None, None + except DatabaseError as e: + self.conn.rollback() + print(f"Database error occurred: {e}") + return None, None + except Exception as e: + print(f"An unexpected error occurred: {e}") + return None, None + + def get_session_info(self, session_id: str): + query_get_session = """ + SELECT user_id, created_at + FROM session_info + WHERE session_id = %s + """ + self.cursor.execute(query_get_session, (session_id,)) + data = self.cursor.fetchone() + return {"user_id": data[0], "created_at": data[1]} if data else None + + def rename_domain(self, domain_id: str, new_name: str): + query = """ + UPDATE domain_info + SET domain_name = %s + WHERE domain_id = %s + """ + try: + self.cursor.execute(query, (new_name, domain_id)) + rows_affected = self.cursor.rowcount + return rows_affected > 0 + except DatabaseError as e: + self.conn.rollback() + raise e + + def insert_user_info(self, user_id: str, google_id: str, user_name: str, user_surname: str, user_email: str, user_type: str, picture_url: str): + query = """ + INSERT INTO user_info (user_id, google_id, user_name, user_surname, user_email, user_type, picture_url) + VALUES (%s, %s, %s, %s, %s, %s, %s) + """ + self.cursor.execute(query, (user_id, google_id, user_name, user_surname, user_email, user_type, picture_url)) + + + def insert_user_guide(self, user_id: str, domain_id: str): + """ + Insert default user guide content into user's default domain + using the file_id already present in default_content + """ + current_date = datetime.now().date() + file_id = str(uuid.uuid4()) + + try: + # Insert file info with the new file_id + query_insert_file_info = """ + INSERT INTO file_info + (user_id, domain_id, file_id, file_name, file_modified_date, file_upload_date) + VALUES + (%s, %s, %s, %s, %s, %s) + """ + + self.cursor.execute( + query_insert_file_info, + ( + user_id, + domain_id, + file_id, + "User Guide.pdf", + current_date, + current_date, + ), + ) + + query_get_guide_content = """ + SELECT sentence, is_header, is_table, page_number, embedding + FROM default_content + """ + self.cursor.execute(query_get_guide_content) + default_content = self.cursor.fetchall() + + for row in default_content: + sentence, is_header, is_table, page_number, embedding = row + encrypted_sentence = encryptor.encrypt(sentence, file_id) + + self.cursor.execute( + "INSERT INTO file_content (file_id, sentence, is_header, is_table, page_number, embedding) VALUES (%s, %s, %s, %s, %s, %s)", + ( + file_id, + encrypted_sentence, + is_header, + is_table, + page_number, + embedding, + ), + ) + + return True + + except DatabaseError as e: + self.conn.rollback() + logger.error(f"Error inserting user guide: {str(e)}") + raise e + except Exception as e: + self.conn.rollback() + logger.error(f"Unexpected error inserting user guide: {str(e)}") + raise e + + def delete_domain(self, domain_id: str): + get_domain_type_query = """ + SELECT domain_type + FROM domain_info + WHERE domain_id = %s + """ + get_files_query = """ + SELECT file_id + FROM file_info + WHERE domain_id = %s + """ + + delete_content_query = """ + DELETE FROM file_content + WHERE file_id IN %s + """ + + delete_files_query = """ + DELETE FROM file_info + WHERE domain_id = %s + """ + + delete_domain_query = """ + DELETE FROM domain_info + WHERE domain_id = %s + """ + + try: + self.cursor.execute(get_domain_type_query, (domain_id,)) + domain_type = self.cursor.fetchone() + if not domain_type[0]: + return -1 + + self.cursor.execute(get_files_query, (domain_id,)) + file_data = self.cursor.fetchall() + file_ids = [data[0] for data in file_data] + + # content -> files -> domain + if file_ids: + self.cursor.execute(delete_content_query, (tuple(file_ids),)) + self.cursor.execute(delete_files_query, (domain_id,)) + self.cursor.execute(delete_domain_query, (domain_id,)) + + rows_affected = self.cursor.rowcount + + return 1 if rows_affected else 0 + + except DatabaseError as e: + # Rollback in case of error + self.cursor.execute("ROLLBACK") + logger.error(f"Error deleting domain {domain_id}: {str(e)}") + raise e + + def insert_user_feedback( + self, + feedback_id: str, + user_id: str, + feedback_type: str, + description: str, + screenshot: str = None, + ): + query = """ + INSERT INTO user_feedback (feedback_id, user_id, feedback_type, description, screenshot) + VALUES (%s, %s, %s, %s, %s) + """ + try: + self.cursor.execute( + query, + ( + feedback_id, + user_id, + feedback_type, + description, + screenshot, + ), + ) + except DatabaseError as e: + self.conn.rollback() + raise e + + def insert_domain_info( + self, user_id: str, domain_id: str, domain_name: str, domain_type: int + ): + query_insert_domain_info = """ + INSERT INTO domain_info (user_id, domain_id, domain_name, domain_type) + VALUES (%s, %s, %s, %s) + """ + try: + self.cursor.execute( + query_insert_domain_info, + ( + user_id, + domain_id, + domain_name, + domain_type, + ), + ) + except DatabaseError as e: + self.conn.rollback() + raise e + + def create_domain( + self, user_id: str, domain_name: str, domain_id: str, domain_type: int + ): + query_count_domains = """ + SELECT COUNT(*), user_type + FROM domain_info d + JOIN user_info u ON d.user_id = u.user_id + WHERE u.user_id = %s + GROUP BY user_type + """ + + try: + self.cursor.execute(query_count_domains, (user_id,)) + result = self.cursor.fetchall() + + domain_count, user_type = result[0][0], result[0][1] + + if user_type == "free" and domain_count >= 10: + return { + "success": False, + "message": "Free users can only create up to 10 domains. Upgrade account to create more domains!", + } + + elif user_type == "premium" and domain_count >= 10: + return { + "success": False, + "message": "Premium users can only create up to 20 domains. Upgrade account to create more domains!", + } + + query_insert = """ + INSERT INTO domain_info (user_id, domain_id, domain_name, domain_type) + VALUES (%s, %s, %s, %s) + RETURNING domain_id + """ + + self.cursor.execute( + query_insert, (user_id, domain_id, domain_name, domain_type) + ) + created_domain_id = self.cursor.fetchone()[0] + + return { + "success": True, + "domain_id": created_domain_id, + "message": "success", + } + + except DatabaseError as e: + self.conn.rollback() + raise e + + def get_user_total_file_count(self, user_id: str): + user_type_query = """ + SELECT user_type + FROM user_info + WHERE user_id = %s + """ + + file_count_query = """ + SELECT COUNT(file_id) + FROM file_info + WHERE user_id = %s + """ + + try: + # Get user type first + self.cursor.execute(user_type_query, (user_id,)) + user_type_result = self.cursor.fetchone() + + if not user_type_result: + logger.error(f"User {user_id} not found in database") + return False + + user_type = user_type_result[0] + + # Get file count + self.cursor.execute(file_count_query, (user_id,)) + file_count_result = self.cursor.fetchone() + file_count = file_count_result[0] if file_count_result else 0 + + return file_count, user_type + except Exception as e: + self.conn.rollback() + logger.error(f"Error in user total file processing: {str(e)}") + return False + + def insert_file_batches( + self, file_info_batch: list, file_content_batch: list + ) -> bool: + """Process both file info and content in a single transaction.""" + try: + user_id = file_info_batch[0][0] + file_count, user_type = self.get_user_total_file_count(user_id) + + if user_type == "free" and file_count + len(file_info_batch) > 100: + return { + "success": False, + "message": f"Free users can only have 100 total files. You currently have {file_count} files across all folders. Upgrade to add more!", + } + elif user_type == "premium" and file_count + len(file_info_batch) > 100: + return { + "success": False, + "message": f"Premium users can only have 100 total files. You currently have {file_count} files across all folders", + } + + self._insert_file_info_batch(file_info_batch) + self._insert_file_content_batch(file_content_batch) + + return {"success": True, "message": "Files uploaded successfully"} + except Exception as e: + self.conn.rollback() + logger.error(f"Error in batch processing: {str(e)}") + return False + + def _insert_file_info_batch(self, file_info_batch: list): + """Internal method for file info insertion.""" + query = """ + INSERT INTO file_info (user_id, file_id, domain_id, file_name, file_modified_date) + VALUES %s + """ + try: + extras.execute_values(self.cursor, query, file_info_batch) + logger.info( + f"Successfully inserted {len(file_info_batch)} file info records" + ) + + except Exception as e: + logger.error(f"Error while inserting file info: {str(e)}") + raise + + def _insert_file_content_batch(self, file_content_batch: list): + """Internal method for file content insertion.""" + query = """ + INSERT INTO file_content (file_id, sentence, page_number, is_header, is_table, embedding) + VALUES %s + """ + try: + extras.execute_values(self.cursor, query, file_content_batch) + logger.info( + f"Successfully inserted {len(file_content_batch)} content rows " + ) + + except Exception as e: + logger.error(f"Error while inserting file content: {str(e)}") + raise + + def upsert_session_info(self, user_id: str, session_id: str): + # First check if the session exists + check_session_query = """ + SELECT id FROM session_info + WHERE user_id = %s AND session_id = %s + """ + + # Query to get daily question count and user type + query_get_daily_count = """ + SELECT sum(question_count), u.user_type + FROM session_info s + JOIN user_info u ON s.user_id = u.user_id + WHERE s.user_id = %s + AND s.created_at >= CURRENT_TIMESTAMP - INTERVAL '24 hours' AND s.created_at <= CURRENT_TIMESTAMP + GROUP BY u.user_type; + """ + + # Query to insert new session + insert_session_query = """ + INSERT INTO session_info + (user_id, session_id, question_count, total_enterance, last_enterance) + VALUES (%s, %s, 0, 1, CURRENT_TIMESTAMP) + RETURNING id + """ + + # Query to update existing session + update_question_query = """ + UPDATE session_info + SET question_count = question_count + 1, + last_enterance = CURRENT_TIMESTAMP + WHERE user_id = %s AND session_id = %s + RETURNING question_count + """ + + try: + # Check if session exists + self.cursor.execute(check_session_query, (user_id, session_id)) + session_exists = self.cursor.fetchone() + + # If session doesn't exist, create it + if not session_exists: + self.cursor.execute(insert_session_query, (user_id, session_id)) + self.conn.commit() + + # Get daily count and user type + self.cursor.execute(query_get_daily_count, (user_id,)) + result = self.cursor.fetchall() + daily_count, user_type = result[0][0], result[0][1] + + # Check free user limits + if user_type == "free" and daily_count >= 25: + return { + "success": False, + "message": "Daily question limit reached for free user. Please try again tomorrow or upgrade your plan!", + "question_count": daily_count, + } + + # Increment question count + self.cursor.execute(update_question_query, (user_id, session_id)) + question_count = self.cursor.fetchone()[0] + self.conn.commit() + + return { + "success": True, + "message": "success", + "question_count": question_count, + "daily_count": daily_count, + } + except Exception as e: + self.conn.rollback() + print(f"Error updating session info: {str(e)}") + raise e + + def insert_user_rating( + self, rating_id: str, user_id: str, rating: int, user_note: str + ): + query = """ + INSERT INTO user_rating (rating_id, user_id, rating, user_note) + VALUES (%s, %s, %s, %s) + """ + try: + self.cursor.execute(query, (rating_id, user_id, rating, user_note)) + except Exception as e: + self.conn.rollback() + raise e + + def clear_file_info(self, user_id: str, file_ids: list): + query = """ + DELETE FROM file_info + WHERE user_id = %s AND file_id IN %s + """ + try: + self.cursor.execute( + query, + ( + user_id, + tuple( + file_ids, + ), + ), + ) + return 1 + except DatabaseError as e: + self.conn.rollback() + raise e + + def clear_file_content(self, file_id: list): + clear_content_query = """ + DELETE FROM file_content + WHERE file_id = %s + """ + clear_file_info_query = """ + DELETE FROM file_info + WHERE file_id = %s + """ + try: + self.cursor.execute( + clear_content_query, + (file_id,), + ) + + self.cursor.execute( + clear_file_info_query, + (file_id,), + ) + + rows_affected = self.cursor.rowcount + + return 1 if rows_affected else 0 + + except DatabaseError as e: + self.conn.rollback() + raise e + + def update_user_subscription( + self, + user_email: str, + lemon_squeezy_customer_id: str, + receipt_url: str, + ): + try: + query_get_user = """ + SELECT user_id FROM user_info + WHERE user_email = %s + LIMIT 1 + """ + self.cursor.execute(query_get_user, (user_email,)) + result = self.cursor.fetchone() + + if result: + # Insert user into the premium table + user_id = result[0] + query_insert_premium_user = """ + INSERT INTO premium_user_info (lemon_squeezy_customer_id, user_id, receipt_url) + VALUES (%s, %s, %s) + """ + self.cursor.execute( + query_insert_premium_user, + (lemon_squeezy_customer_id, user_id, receipt_url), + ) + + # Update user info within the user_info table + query_update_user_info = """ + UPDATE user_info + SET user_type = %s + WHERE user_id = %s + RETURNING user_id + """ + self.cursor.execute(query_update_user_info, ("premium", user_id)) + return + else: + # This is for handling webhooks before we've updated the user record + logger.warning( + f"Received webhook for unknown customer: {lemon_squeezy_customer_id}" + ) + return False + except Exception as e: + logger.error(f"Error updating subscription: {str(e)}") + self.conn.rollback() # Added rollback to prevent transaction errors + return False + + +if __name__ == "__main__": + with Database() as db: + db.reset_database() + db.initialize_tables() diff --git a/doclink/doclink/app/db/sql/database_reset.sql b/doclink/doclink/app/db/sql/database_reset.sql new file mode 100644 index 0000000..ec93428 --- /dev/null +++ b/doclink/doclink/app/db/sql/database_reset.sql @@ -0,0 +1,38 @@ +-- drop_all_tables.sql + +-- Disable foreign key checks to avoid dependency issues +-- SET session_replication_role = 'replica'; + +-- Drop all tables in the public schema +DO $$ +DECLARE + r RECORD; +BEGIN + FOR r IN (SELECT tablename FROM pg_tables WHERE schemaname = 'public') LOOP + EXECUTE 'DROP TABLE IF EXISTS ' || quote_ident(r.tablename) || ' CASCADE'; + END LOOP; +END $$; + +-- Re-enable foreign key checks +-- SET session_replication_role = 'origin'; + +-- Optionally, you can also drop sequences if you have any +DO $$ +DECLARE + r RECORD; +BEGIN + FOR r IN (SELECT sequencename FROM pg_sequences WHERE schemaname = 'public') LOOP + EXECUTE 'DROP SEQUENCE IF EXISTS ' || quote_ident(r.sequencename) || ' CASCADE'; + END LOOP; +END $$; + +-- If you want to reset the primary key sequences for all tables, you can add this: +-- (Note: Only necessary if you've inserted data and want to reset auto-incrementing ids) +DO $$ +DECLARE + r RECORD; +BEGIN + FOR r IN (SELECT tablename FROM pg_tables WHERE schemaname = 'public') LOOP + EXECUTE 'ALTER TABLE ' || quote_ident(r.tablename) || ' ALTER COLUMN id RESTART WITH 1;'; + END LOOP; +END $$; diff --git a/doclink/doclink/app/db/sql/table_initialize.sql b/doclink/doclink/app/db/sql/table_initialize.sql new file mode 100644 index 0000000..2ff6a31 --- /dev/null +++ b/doclink/doclink/app/db/sql/table_initialize.sql @@ -0,0 +1,88 @@ +CREATE TABLE IF NOT EXISTS user_info ( + user_id UUID PRIMARY KEY, + google_id VARCHAR(255) NOT NULL, + user_name VARCHAR(50) NOT NULL, + user_surname VARCHAR(50) NOT NULL, + user_email VARCHAR(100) UNIQUE NOT NULL, + user_type VARCHAR(20) DEFAULT 'free', + picture_url VARCHAR(255), + user_created_at TIMESTAMP DEFAULT CURRENT_TIMESTAMP +); + +CREATE TABLE IF NOT EXISTS premium_user_info ( + lemon_squeezy_customer_id VARCHAR(255) NOT NULL, + user_id UUID PRIMARY KEY, + receipt_url VARCHAR, + payment_at TIMESTAMP DEFAULT CURRENT_TIMESTAMP, + FOREIGN KEY (user_id) REFERENCES user_info(user_id) +); + +CREATE TABLE IF NOT EXISTS user_feedback ( + feedback_id UUID PRIMARY KEY, + user_id UUID NOT NULL, + feedback_type VARCHAR(20) NOT NULL, + description TEXT NOT NULL, + screenshot TEXT, + created_at TIMESTAMP DEFAULT CURRENT_TIMESTAMP, + FOREIGN KEY (user_id) REFERENCES user_info(user_id) +); + +CREATE TABLE IF NOT EXISTS domain_info ( + user_id UUID NOT NULL, + domain_id UUID PRIMARY KEY, + domain_name VARCHAR(30) NOT NULL, + domain_type INTEGER, + FOREIGN KEY (user_id) REFERENCES user_info(user_id) +); + +CREATE TABLE IF NOT EXISTS file_info ( + user_id UUID NOT NULL, + domain_id UUID NOT NULL, + file_id UUID PRIMARY KEY, + file_name VARCHAR(255) NOT NULL, + file_modified_date DATE, + file_upload_date DATE DEFAULT CURRENT_DATE, + FOREIGN KEY (user_id) REFERENCES user_info(user_id), + FOREIGN KEY (domain_id) REFERENCES domain_info(domain_id) +); + +CREATE TABLE IF NOT EXISTS file_content ( + content_id SERIAL PRIMARY KEY, + file_id UUID NOT NULL, + sentence TEXT NOT NULL, + is_header BOOLEAN DEFAULT FALSE, + is_table BOOLEAN DEFAULT FALSE, + page_number INTEGER, + embedding BYTEA, + FOREIGN KEY (file_id) REFERENCES file_info(file_id) +); + +CREATE TABLE IF NOT EXISTS session_info ( + id SERIAL PRIMARY KEY, + user_id UUID NOT NULL, + session_id UUID NOT NULL, + question_count INTEGER DEFAULT 0, + created_at TIMESTAMP DEFAULT CURRENT_TIMESTAMP, + total_enterance INTEGER DEFAULT 0, + last_enterance TIMESTAMP, + FOREIGN KEY (user_id) REFERENCES user_info(user_id) +); + +CREATE TABLE IF NOT EXISTS default_content ( + content_id SERIAL PRIMARY KEY, + file_id UUID NOT NULL, + sentence TEXT NOT NULL, + is_header BOOLEAN DEFAULT FALSE, + is_table BOOLEAN DEFAULT FALSE, + page_number INTEGER, + embedding BYTEA +); + +CREATE TABLE IF NOT EXISTS user_rating ( + rating_id UUID PRIMARY KEY, + user_id UUID NOT NULL, + rating INTEGER NOT NULL, + user_note TEXT, + created_at TIMESTAMP DEFAULT CURRENT_TIMESTAMP, + FOREIGN KEY (user_id) REFERENCES user_info(user_id) +); \ No newline at end of file diff --git a/doclink/doclink/app/functions/__init__.py b/doclink/doclink/app/functions/__init__.py new file mode 100644 index 0000000..e69de29 diff --git a/doclink/doclink/app/functions/chatbot_functions.py b/doclink/doclink/app/functions/chatbot_functions.py new file mode 100644 index 0000000..25cd86e --- /dev/null +++ b/doclink/doclink/app/functions/chatbot_functions.py @@ -0,0 +1,83 @@ +from openai import OpenAI +from dotenv import load_dotenv +from langdetect import detect +import textwrap +import yaml +import re +from typing import Dict, Any, Match + + +class ChatbotFunctions: + def __init__(self): + load_dotenv() + self.client = OpenAI() + + with open("app/utils/prompts.yaml", "r", encoding="utf-8") as file: + self.prompt_data = yaml.safe_load(file) + + def _prompt_query_generation(self, query, file_lang): + return textwrap.dedent( + self.get_prompt(category="queries", query=query, file_lang=file_lang) + ) + + def _prompt_answer_generation(self, query, context, lang, intention): + return textwrap.dedent( + self.get_prompt(category=intention, query=query, context=context, lang=lang) + ) + + def response_generation(self, query, context, intention): + lang = self.detect_language(query=query) + prompt = self._prompt_answer_generation( + query=query, context=context, lang=lang, intention=intention + ) + response = self.client.chat.completions.create( + model="gpt-4o-mini", + messages=[ + {"role": "system", "content": prompt}, + {"role": "user", "content": query}, + ], + temperature=0, + ) + answer = response.choices[0].message.content.strip() + return answer + + def query_generation(self, query, file_lang): + lang = self.detect_language(query=query) + prompt = self._prompt_query_generation(query, file_lang=file_lang) + response = self.client.chat.completions.create( + model="gpt-4o-mini", + messages=[ + {"role": "system", "content": prompt}, + {"role": "user", "content": query}, + ], + temperature=0, + ) + new_queries = response.choices[0].message.content.strip() + return new_queries, lang + + def detect_language(self, query): + if query.isalpha(): + lang = detect(text=query) + return "tr" if lang == "tr" else "en" + return None + + def replace_variables(self, match: Match, kwargs: Dict[str, Any]): + variables = match.group(1) or match.group(2) + value = kwargs.get(variables) + return str(value) + + def get_prompt(self, category, **kwargs): + variable_pattern = r"\${?(\w+)}?|\{(\w+)\}" + try: + prompt = self.prompt_data["prompts"]["languages"]["en"][category.strip()][ + 0 + ]["text"] + + def replace_wrapper(match): + return self.replace_variables(match, kwargs) + + full_prompt = re.sub(variable_pattern, replace_wrapper, prompt) + return full_prompt + except KeyError: + print(f"No template found for {category}") + return None diff --git a/doclink/doclink/app/functions/embedding_functions.py b/doclink/doclink/app/functions/embedding_functions.py new file mode 100644 index 0000000..46d428f --- /dev/null +++ b/doclink/doclink/app/functions/embedding_functions.py @@ -0,0 +1,36 @@ +import numpy as np +from openai import OpenAI +from dotenv import load_dotenv +from typing import List + + +class EmbeddingFunctions: + def __init__(self): + load_dotenv() + self.client = OpenAI() + + def create_embeddings_from_sentences( + self, sentences: List[str], chunk_size: int = 2000 + ) -> List[np.ndarray]: + file_embeddings = [] + for chunk_index in range(0, len(sentences), chunk_size): + chunk_embeddings = self.client.embeddings.create( + model="text-embedding-3-small", + input=sentences[chunk_index : chunk_index + chunk_size], + ) + chunk_array = np.array( + [x.embedding for x in chunk_embeddings.data], dtype=np.float16 + ) + file_embeddings.append( + chunk_array / np.linalg.norm(chunk_array, axis=1)[:, np.newaxis] + ) + + return np.vstack(file_embeddings) + + def create_embedding_from_sentence(self, sentence: list) -> np.ndarray: + query_embedding = self.client.embeddings.create( + model="text-embedding-3-small", input=sentence + ) + return np.array(query_embedding.data[0].embedding, dtype=np.float16).reshape( + 1, -1 + ) diff --git a/doclink/doclink/app/functions/export_functions.py b/doclink/doclink/app/functions/export_functions.py new file mode 100644 index 0000000..f484562 --- /dev/null +++ b/doclink/doclink/app/functions/export_functions.py @@ -0,0 +1,126 @@ +from reportlab.lib import colors +from reportlab.lib.pagesizes import A4 +from reportlab.lib.styles import ParagraphStyle, getSampleStyleSheet +from reportlab.platypus import SimpleDocTemplate, Paragraph, Spacer +from reportlab.pdfbase import pdfmetrics +from reportlab.pdfbase.ttfonts import TTFont +from io import BytesIO +import re + + +class Exporter: + def __init__(self): + self.styles = getSampleStyleSheet() + self.setup_styles() + + def _register_fonts(self): + pdfmetrics.registerFont(TTFont("Helvetica", "Helvetica")) + pdfmetrics.registerFont(TTFont("Helvetica-Bold", "Helvetica-Bold")) + + def setup_styles(self): + self.styles.add( + ParagraphStyle( + name="Header", + fontSize=14, + textColor=colors.HexColor("#10B981"), + spaceAfter=12, + fontName="Helvetica-Bold", + encoding="utf-8", + ) + ) + + self.styles.add( + ParagraphStyle( + name="Content", + fontSize=11, + textColor=colors.black, + spaceAfter=8, + fontName="Helvetica", + encoding="utf-8", + ) + ) + + self.styles.add( + ParagraphStyle( + name="Bullet-Point", + fontSize=11, + leftIndent=20, + bulletIndent=10, + spaceAfter=5, + fontName="Helvetica", + encoding="utf-8", + ) + ) + + def clean_text(self, text: str) -> str: + if not isinstance(text, str): + text = text.decode("utf-8") + + text = text.replace("ฤฑ", "i").replace("ฤฐ", "I") + text = text.replace("ฤŸ", "g").replace("ฤž", "G") + text = text.replace("รผ", "u").replace("รœ", "U") + text = text.replace("ลŸ", "s").replace("ลž", "S") + text = text.replace("รถ", "o").replace("ร–", "O") + text = text.replace("รง", "c").replace("ร‡", "C") + + text = re.sub( + r"\[header\](.*?)\[/header\]", r'\1', text + ) + text = re.sub(r"\[bold\](.*?)\[/bold\]", r"\1", text) + return text + + def create_watermark(self, canvas, doc): + canvas.saveState() + canvas.setFillColor(colors.HexColor("#10B981")) + canvas.setFont("Helvetica", 8) + canvas.drawString(30, 20, "Generated by docklink.io") + canvas.restoreState() + + def export_pdf(self, data: str) -> BytesIO: + buffer = BytesIO() + content = [] + cleaned_text = self.clean_text(data) + + doc = SimpleDocTemplate( + buffer, + pagesize=A4, + rightMargin=30, + leftMargin=30, + topMargin=30, + bottomMargin=30, + ) + + lines = cleaned_text.split("\n") + + for line in lines: + if line.strip(): + if ( + line.startswith("

") + or line.startswith('') + or "header" in line + ): + # Header section + text = line.replace("

", "").replace("

", "") + content.append(Paragraph(text, self.styles["Header"])) + elif line.startswith("-"): + # Bullet point + text = line.strip() + content.append(Paragraph(f"- {text}", self.styles["Bullet-Point"])) + else: + # Normal text + content.append(Paragraph(line, self.styles["Content"])) + + content.append(Spacer(1, 2)) + + try: + doc.build( + content, + onFirstPage=self.create_watermark, + onLaterPages=self.create_watermark, + ) + buffer.seek(0) + return buffer + except Exception as e: + raise ValueError( + f"Error: {e} Content too large or complex to export to PDF" + ) diff --git a/doclink/doclink/app/functions/indexing_functions.py b/doclink/doclink/app/functions/indexing_functions.py new file mode 100644 index 0000000..5e2fc0c --- /dev/null +++ b/doclink/doclink/app/functions/indexing_functions.py @@ -0,0 +1,12 @@ +import faiss + + +class IndexingFunctions: + def __init__(self): + pass + + def create_flat_index(self, embeddings): + dimension = len(embeddings[0]) + index = faiss.IndexFlatIP(dimension) + index.add(embeddings) + return index diff --git a/doclink/doclink/app/functions/reading_functions.py b/doclink/doclink/app/functions/reading_functions.py new file mode 100644 index 0000000..1f8a463 --- /dev/null +++ b/doclink/doclink/app/functions/reading_functions.py @@ -0,0 +1,536 @@ +import fitz +import tempfile +import io +import re +import spacy +import pymupdf4llm +import xml.etree.ElementTree as ET +import zipfile +from pathlib import Path +from langchain_text_splitters import MarkdownHeaderTextSplitter +from docling.datamodel.base_models import InputFormat +from docling.pipeline.simple_pipeline import SimplePipeline +from docling.document_converter import ( + DocumentConverter, + WordFormatOption, + PowerpointFormatOption, + HTMLFormatOption, +) + + +class ReadingFunctions: + def __init__(self): + self.nlp = spacy.load( + "en_core_web_sm", + disable=[ + "tagger", + "attribute_ruler", + "lemmatizer", + "ner", + "textcat", + "custom", + ], + ) + self.max_file_size_mb = 50 + self.headers_to_split_on = [ + ("#", "Header 1"), + ("##", "Header 2"), + ("###", "Header 3"), + ("####", "Header 4"), + ] + self.markdown_splitter = MarkdownHeaderTextSplitter( + self.headers_to_split_on, strip_headers=False, return_each_line=True + ) + self.converter = DocumentConverter( + allowed_formats=[ + InputFormat.DOCX, + InputFormat.PPTX, + InputFormat.XLSX, + InputFormat.PDF, + InputFormat.HTML, + ], + format_options={ + InputFormat.DOCX: WordFormatOption(pipeline_cls=SimplePipeline), + InputFormat.PPTX: PowerpointFormatOption(pipeline_cls=SimplePipeline), + InputFormat.HTML: HTMLFormatOption(pipeline_cls=SimplePipeline), + }, + ) + + def read_file(self, file_bytes: bytes, file_name: str): + """Read and process file content from bytes""" + file_size_mb = self._get_file_size(file_bytes=file_bytes) + file_type = file_name.split(".")[-1].lower() + + if file_size_mb > self.max_file_size_mb: + raise ValueError(f"File size exceeds {self.max_file_size_mb}MB limit") + + try: + if file_type == "pdf": + return self._process_pdf(file_bytes=file_bytes) + elif file_type == "docx": + return self._process_docx(file_bytes=file_bytes) + elif file_type == "pptx": + return self._process_pptx(file_bytes=file_bytes) + elif file_type == "xlsx": + return self._process_xlsx(file_bytes=file_bytes) + elif file_type == "udf": + return self._process_udf(file_bytes=file_bytes) + elif file_type in ["txt", "rtf"]: + return self._process_txt(file_bytes=file_bytes) + else: + raise ValueError(f"Unsupported file type: {file_type}") + + except Exception as e: + raise ValueError(f"Error processing {file_name}: {str(e)}") + + def read_url(self, html_content: tuple): + html_data = { + "sentences": [], + "page_number": [], + "is_header": [], + "is_table": [], + } + + try: + with tempfile.NamedTemporaryFile(delete=True, suffix=".html") as temp_file: + temp_file.write(html_content.encode("utf-8")) + temp_file.flush() + html_path = Path(temp_file.name) + md_text = self.converter.convert( + html_path + ).document.export_to_markdown() + splits = self.markdown_splitter.split_text(md_text) + + for split in splits: + if ( + not len(split.page_content) > 5 + or re.match(r"^[^\w]*$", split.page_content) + or split.page_content[:4] == " +

+ + + + +
+
+
+ + + + + + + `; + + this.element.innerHTML += ` + + `; + + document.body.appendChild(this.element); + } + + setupEventListeners() { + // Search functionality + const searchInput = this.element.querySelector('#domainSearchInput'); + searchInput?.addEventListener('input', (e) => { + this.events.emit('domainSearch', e.target.value); + }); + + // New domain button + const newDomainBtn = this.element.querySelector('#newDomainBtn'); + newDomainBtn?.addEventListener('click', () => { + this.handleNewDomain(); + }); + + // Domain deletion + this.domainManager.events.on('domainFileCountUpdated', ({ domainId, newCount }) => { + const domainCard = this.element.querySelector(`[data-domain-id="${domainId}"]`); + if (domainCard) { + const fileCountElement = domainCard.querySelector('.file-count'); + if (fileCountElement) { + fileCountElement.textContent = `${newCount} files`; + } + } + }); + + // Select button + const selectButton = this.element.querySelector('.select-button'); + selectButton?.addEventListener('click', () => { + if (this.temporarySelectedId) { + this.events.emit('domainSelected', this.temporarySelectedId); + this.hide(); + } + }); + + // Close button + const closeButton = this.element.querySelector('.close-button'); + closeButton?.addEventListener('click', () => { + this.resetTemporarySelection(); + this.hide(); + }); + + // Handle modal hidden event + this.element.addEventListener('hidden.bs.modal', () => { + this.resetTemporarySelection(); + }); + } + + createDomainCard(domain) { + return ` +
+
+
+ + +
+
+
${domain.name}
+ ${domain.fileCount} files +
+
+
+ + +
+
+ `; + } + + setupDomainCardListeners() { + this.element.querySelectorAll('.domain-card').forEach(card => { + if (card.classList.contains('new-domain-input-card')) return; + + const domainId = card.dataset.domainId; + const checkbox = card.querySelector('.domain-checkbox'); + + // Handle entire card click for selection + card.addEventListener('click', (e) => { + if (!e.target.closest('.domain-actions') && !e.target.closest('.checkbox-wrapper')) { + checkbox.checked = !checkbox.checked; + this.handleDomainSelection(checkbox, domainId); + } + }); + + // Handle checkbox click + checkbox?.addEventListener('change', (e) => { + e.stopPropagation(); + this.handleDomainSelection(checkbox, domainId); + }); + + // Delete button + card.querySelector('.delete-button')?.addEventListener('click', (e) => { + e.stopPropagation(); + this.domainToDelete = domainId; + this.showDomainDeleteModal(); + }); + + // Edit button + card.querySelector('.edit-button')?.addEventListener('click', (e) => { + e.stopPropagation(); + this.enableDomainEditing(card); + }); + }); + } + + handleDomainSelection(checkbox, domainId) { + // Uncheck all other checkboxes + this.element.querySelectorAll('.domain-checkbox').forEach(cb => { + if (cb !== checkbox) { + cb.checked = false; + } + }); + + // Update temporary selection + this.temporarySelectedId = checkbox.checked ? domainId : null; + } + + resetTemporarySelection() { + this.temporarySelectedId = null; + this.element.querySelectorAll('.domain-checkbox').forEach(cb => { + cb.checked = false; + }); + } + + handleNewDomain() { + const template = document.getElementById('newDomainInputTemplate'); + const domainsContainer = this.element.querySelector('#domainsContainer'); + + if (template && domainsContainer) { + const clone = template.content.cloneNode(true); + domainsContainer.appendChild(clone); + + const inputCard = domainsContainer.querySelector('.new-domain-input-card'); + const input = inputCard.querySelector('.new-domain-input'); + + this.setupNewDomainHandlers(inputCard, input); + input.focus(); + } + } + + setupNewDomainHandlers(inputCard, input) { + const confirmBtn = inputCard.querySelector('.confirm-button'); + const cancelBtn = inputCard.querySelector('.cancel-button'); + + const handleConfirm = async () => { + const name = input.value.trim(); + if (name) { + if (name.length > 20) { + const alertElement = document.createElement('div'); + alertElement.className = 'alert-modal'; + alertElement.innerHTML = ` +
+
I can't do it...
+

Folder name must be 20 characters or less. Please try again with a shorter name!

+ +
+ `; + + document.body.appendChild(alertElement); + + const closeButton = alertElement.querySelector('.alert-button'); + closeButton.addEventListener('click', () => { + alertElement.classList.remove('show'); + document.body.style.overflow = ''; + setTimeout(() => alertElement.remove(), 300); + }); + + requestAnimationFrame(() => { + alertElement.classList.add('show'); + document.body.style.overflow = 'hidden'; + }); + + return; + } + + const result = await window.createDomain(window.serverData.userId, name); + if (result.success) { + this.events.emit('domainCreate', { + id: result.id, + name: name + }); + this.updateDomainCount(); + inputCard.remove(); + } else { + if (result.message && result.message.includes('up to 3 domains')) { + const alertElement = document.createElement('div'); + alertElement.className = 'alert-modal'; + alertElement.innerHTML = ` +
+
+ +
+
Folder Limit Reached
+

${result.message}

+
+ Domains Used: ${this.domainManager.getAllDomains().length}/3 +
+ +
+ `; + + document.body.appendChild(alertElement); + + const closeButton = alertElement.querySelector('.alert-button'); + closeButton.addEventListener('click', () => { + alertElement.classList.remove('show'); + document.body.style.overflow = ''; + setTimeout(() => alertElement.remove(), 100); + }); + + requestAnimationFrame(() => { + alertElement.classList.add('show'); + document.body.style.overflow = 'hidden'; + }); + + } else { + this.events.emit('warning', 'Failed to create folder. Please try again.'); + } + inputCard.remove(); + } + } + }; + + confirmBtn.addEventListener('click', handleConfirm); + cancelBtn.addEventListener('click', () => inputCard.remove()); + + input.addEventListener('keypress', (e) => { + if (e.key === 'Enter') handleConfirm(); + }); + + input.addEventListener('keydown', (e) => { + if (e.key === 'Escape') inputCard.remove(); + }); + } + + async enableDomainEditing(card) { + const domainInfo = card.querySelector('.domain-info'); + const domainNameElement = domainInfo.querySelector('h6'); + const currentName = domainNameElement.getAttribute('title') || domainNameElement.textContent; + const domainId = card.dataset.domainId; + + const wrapper = document.createElement('div'); + wrapper.className = 'domain-name-input-wrapper'; + wrapper.innerHTML = ` + +
+ + +
+ `; + + const input = wrapper.querySelector('.domain-name-input'); + const confirmBtn = wrapper.querySelector('.edit-confirm-button'); + const cancelBtn = wrapper.querySelector('.edit-cancel-button'); + + const handleConfirm = async () => { + const newName = input.value.trim(); + if (newName && newName !== currentName) { + if (newName.length > 20) { + this.events.emit('warning', 'Folder name must be less than 20 characters'); + return; + } + + const success = await window.renameDomain(domainId, newName); + + if (success) { + this.events.emit('domainEdit', { + id: domainId, + newName: newName + }); + wrapper.replaceWith(domainNameElement); + domainNameElement.textContent = newName; + domainNameElement.setAttribute('title', newName); + } else { + this.events.emit('warning', 'Failed to rename domain'); + } + } else { + wrapper.replaceWith(domainNameElement); + } + }; + + confirmBtn.addEventListener('click', handleConfirm); + cancelBtn.addEventListener('click', () => wrapper.replaceWith(domainNameElement)); + + input.addEventListener('keypress', (e) => { + if (e.key === 'Enter') handleConfirm(); + }); + + input.addEventListener('keydown', (e) => { + if (e.key === 'Escape') wrapper.replaceWith(domainNameElement); + }); + + domainNameElement.replaceWith(wrapper); + input.focus(); + input.select(); + } + + updateDomainsList(domains) { + const container = this.element.querySelector('#domainsContainer'); + if (container) { + container.innerHTML = domains.map(domain => this.createDomainCard(domain)).join(''); + this.setupDomainCardListeners(); + } + } + + updateDomainCount() { + const domains = this.domainManager.getAllDomains(); + const count = domains.length; + const percentage = (count / 3) * 100; + + const countElement = this.element.querySelector('.domains-count'); + const progressBar = this.element.querySelector('.progress-bar'); + + if (countElement && progressBar) { + countElement.textContent = `${count}/3`; + progressBar.style.width = `${percentage}%`; + + } + } + + show() { + const modal = new bootstrap.Modal(this.element); + this.resetTemporarySelection(); + this.updateDomainCount(); + modal.show(); + } + + hide() { + const modal = bootstrap.Modal.getInstance(this.element); + if (modal) { + modal.hide(); + } + } + + initializeDeleteModal() { + const deleteModalElement = document.getElementById('deleteConfirmModal'); + if (deleteModalElement) { + this.deleteModal = new bootstrap.Modal(deleteModalElement, { + backdrop: 'static', + keyboard: false + }); + + deleteModalElement.addEventListener('show.bs.modal', () => { + document.getElementById('domainSelectModal').classList.add('delete-confirmation-open'); + }); + + deleteModalElement.addEventListener('hidden.bs.modal', () => { + document.getElementById('domainSelectModal').classList.remove('delete-confirmation-open'); + this.domainToDelete = null; // Clean up on hide + }); + + const confirmBtn = deleteModalElement.querySelector('#confirmDeleteBtn'); + confirmBtn?.addEventListener('click', async () => { + if (this.domainToDelete) { + await this.handleDomainDelete(this.domainToDelete); + this.domainToDelete = null; + this.deleteModal.hide(); + } + }); + + const cancelBtn = deleteModalElement.querySelector('.btn-outline-secondary'); + cancelBtn?.addEventListener('click', () => { + this.domainToDelete = null; + this.deleteModal.hide(); + }); + } + } + + showDomainDeleteModal() { + if (this.deleteModal) { + this.deleteModal.show(); + } + } + + hideDomainDeleteModal() { + if (this.deleteModal) { + this.deleteModal.hide(); + } + } + + async handleDomainDelete(domainId) { + const result = await window.deleteDomain(domainId); + + if (result.success) { + this.events.emit('domainDelete', domainId); + this.hideDomainDeleteModal(); + this.updateDomainCount(); + this.events.emit('message', { + text: 'Knowledege Base deleted!', + type: 'success' + }); + } else { + this.hideDomainDeleteModal(); + + const messageElement = document.getElementById('domainInfoMessage'); + if (messageElement) { + messageElement.textContent = result.message; + } + const infoModal = new bootstrap.Modal(document.getElementById('defaultDomainInfoModal')); + infoModal.show(); + } + } +} + +class FileUploadModal extends Component { + constructor(DomainManager) { + const element = document.createElement('div'); + element.id = 'fileUploadModal'; + element.className = 'modal fade'; + element.setAttribute('tabindex', '-1'); + element.setAttribute('aria-hidden', 'true'); + super(element); + + this.isUploading = false; + this.fileBasket = new FileBasket(); + this.urlInputModal = new URLInputModal() + this.domainManager = DomainManager; + + this.render(); + this.setupEventListeners(); + this.setupCloseButton(); + this.currentpicker = null; + } + + render() { + this.element.innerHTML = ` +
+
+
+
+
+
Selected Folder:
+
+ +
+
+
+ Total Sources + 0/20 +
+
+
+
+
+
+ +
+
+ +
+
+
+
+ +
+
+
Upload Files
+

Drag & drop or choose files to upload

+ Supported file types: PDF, DOCX, XLSX, PPTX, UDF and TXT + +
+
+ + + + + + +
+
+
+ + `; + + document.body.appendChild(this.element); + } + + setupEventListeners() { + const dropZone = this.element.querySelector('#dropZone'); + const fileInput = this.element.querySelector('#fileInput'); + const uploadBtn = this.element.querySelector('#uploadBtn'); + const chooseText = this.element.querySelector('.choose-text'); + const uploadIcon = this.element.querySelector('.upload-icon-wrapper'); + const urlButton = this.element.querySelector('.url-input-btn'); + + // Drag and drop handlers + ['dragenter', 'dragover', 'dragleave', 'drop'].forEach(eventName => { + dropZone.addEventListener(eventName, (e) => { + e.preventDefault(); + e.stopPropagation(); + }); + }); + + ['dragenter', 'dragover'].forEach(eventName => { + dropZone.addEventListener(eventName, () => { + if (!this.isUploading) { + dropZone.classList.add('dragover'); + } + }); + }); + + ['dragleave', 'drop'].forEach(eventName => { + dropZone.addEventListener(eventName, () => { + dropZone.classList.remove('dragover'); + }); + }); + + // File drop handler + dropZone.addEventListener('drop', (e) => { + if (!this.isUploading) { + const files = e.dataTransfer.files; + this.handleFiles(files); + } + }); + + // Icon click handler + uploadIcon.addEventListener('click', () => { + if (!this.isUploading) { + fileInput.click(); + } + }); + + // File input handler + chooseText.addEventListener('click', () => { + if (!this.isUploading) { + fileInput.click(); + } + }); + + fileInput.addEventListener('change', () => { + this.handleFiles(fileInput.files); + }); + + // Upload button handler + uploadBtn.addEventListener('click', () => { + this.startUpload(); + }); + + urlButton.addEventListener('click', () => { + if (!this.isUploading) { + this.urlInputModal.show(); + } + }); + + this.urlInputModal.events.on('urlProcessed', (result) => { + if (result.files) { + this.handleFiles(result.files); + } + this.events.emit('message', result); + }); + + this.element.addEventListener('hidden.bs.modal', () => { + this.events.emit('modalClose'); + }); + } + + handleFiles(newFiles) { + if (this.isUploading) return; + + const fileList = this.element.querySelector('#fileList'); + const uploadBtn = this.element.querySelector('#uploadBtn'); + const uploadArea = this.element.querySelector('#dropZone'); + + let addFilesResult; + if (newFiles[0]?.mimeType) { + addFilesResult = this.fileBasket.addDriveFiles(newFiles); + } else { + addFilesResult = this.fileBasket.addFiles(newFiles); + } + + if (addFilesResult.duplicates > 0) { + this.events.emit('warning', `${addFilesResult.duplicates} files were skipped as they were already added`); + } + + // Update UI + fileList.innerHTML = ''; + this.fileBasket.getFileNames().forEach(fileName => { + const fileItem = this.createFileItem(fileName); + fileList.appendChild(fileItem); + }); + + this.updateUploadUI(fileList, uploadBtn, uploadArea); + this.updateSourceCount(); + } + + createFileItem(fileName) { + const fileItem = document.createElement('div'); + fileItem.className = 'file-item pending-upload'; + fileItem.dataset.fileName = fileName; + const driveFile = this.fileBasket.drivefiles.get(fileName); + + const icon = this.getFileIcon(fileName,driveFile?.mimeType); + fileItem.innerHTML = ` +
+ +
+
+
${fileName}
+
+
+
+
+
+ +
+ `; + + const removeButton = fileItem.querySelector('.file-remove'); + removeButton.addEventListener('click', () => { + if (!this.isUploading) { + this.fileBasket.removeFile(fileName); + fileItem.remove(); + this.updateUploadUI( + this.element.querySelector('#fileList'), + this.element.querySelector('#uploadBtn'), + this.element.querySelector('#dropZone') + ); + } + }); + + return fileItem; + } + + setupCloseButton() { + const closeButton = this.element.querySelector('.close-button'); + closeButton.addEventListener('click', () => { + console.log('Close button clicked'); + this.hide(); + }); + } + + setLoadingState(isLoading) { + const loadingOverlay = this.element.querySelector('.upload-loading-overlay'); + const closeButton = this.element.querySelector('.close-button'); + const uploadBtn = this.element.querySelector('#uploadBtn'); + const modal = bootstrap.Modal.getInstance(this.element); + + if (isLoading) { + loadingOverlay.style.display = 'flex'; + closeButton.style.display = 'none'; + uploadBtn.disabled = true; + modal._config.backdrop = 'static'; + modal._config.keyboard = false; + } else { + loadingOverlay.style.display = 'none'; + closeButton.style.display = 'block'; + uploadBtn.disabled = false; + modal._config.backdrop = true; + modal._config.keyboard = true; + } + } + + async startUpload() { + if (!this.fileBasket.hasFilesToUpload() || this.isUploading) return; + + this.isUploading = true; + const uploadBtn = this.element.querySelector('#uploadBtn'); + uploadBtn.disabled = true; + this.setLoadingState(true); + let successCount = 0; + + try { + while (this.fileBasket.hasFilesToUpload()) { + const batch = this.fileBasket.getBatch(); + const uploadPromises = batch.map(async (fileName) => { + try { + const result = await this.uploadFile(fileName); + if (result.success) successCount++; + } catch (error) { + console.error(`Failed to upload ${fileName}:`, error); + } + }); + await Promise.all(uploadPromises); + } + + if (successCount > 0) { + const uploadResult = await window.uploadFiles(window.serverData.userId); + + if (uploadResult.success) { + this.events.emit('filesUploaded', uploadResult.data); + this.resetUploadUI(); + this.updateSourceCount(); + this.events.emit('message', { + text: `Successfully uploaded ${successCount} files`, + type: 'success' + }); + setTimeout(() => { + this.hide(); + this.events.emit('modalClose'); + }, 500); + } else if (uploadResult.error && uploadResult.error.includes('Upgrade')) { + console.log('first') + console.log(uploadResult.error) + const alertElement = document.createElement('div'); + alertElement.className = 'alert-modal'; + alertElement.innerHTML = ` +
+
+ +
+
File Limit Reached
+

${uploadResult.error}

+ +
+ `; + + document.body.appendChild(alertElement); + + const closeButton = alertElement.querySelector('.alert-button'); + closeButton.addEventListener('click', () => { + alertElement.classList.remove('show'); + document.body.style.overflow = ''; + setTimeout(() => alertElement.remove(), 300); + }); + + requestAnimationFrame(() => { + alertElement.classList.add('show'); + document.body.style.overflow = 'hidden'; + }); + } else { + console.log('second') + console.log(uploadResult.error) + throw new Error(uploadResult.error); + } + } + + } catch (error) { + console.error('Upload error:', error); + this.events.emit('error', error.message); + } finally { + this.isUploading = false; + this.fileBasket.clear(); + uploadBtn.disabled = false; + this.setLoadingState(false); + } + } + + resetUploadUI() { + const fileList = this.element.querySelector('#fileList'); + const uploadBtn = this.element.querySelector('#uploadBtn'); + const uploadArea = this.element.querySelector('#dropZone'); + + // Clear file list + fileList.innerHTML = ''; + + // Reset upload area + uploadArea.style.display = 'flex'; + uploadBtn.disabled = true; + + // Remove "Add More Files" button + this.removeAddMoreFilesButton(); + + // Clear FileBasket + this.fileBasket.clear(); + } + + async uploadFile(fileName) { + const fileItem = this.element.querySelector(`[data-file-name="${fileName}"]`); + const progressBar = fileItem.querySelector('.progress-bar'); + + try { + const formData = this.fileBasket.getFileFormData(fileName); + if (!formData) throw new Error('File not found'); + + fileItem.classList.remove('pending-upload'); + fileItem.classList.add('uploading'); + + let success; + if (formData.has('driveFileId')) { + success = await window.storedriveFile(window.serverData.userId, formData); + } else { + success = await window.storeFile(window.serverData.userId, formData); + } + + if (success) { + progressBar.style.width = '100%'; + fileItem.classList.remove('uploading'); + fileItem.classList.add('uploaded'); + return { success: true }; + } else { + throw new Error(result.error); + } + + } catch (error) { + fileItem.classList.remove('uploading'); + fileItem.classList.add('upload-error'); + return { success: false, error: error.message }; + } + } + + loadDrivePicker() { + if (typeof google === 'undefined') { + const script = document.createElement('script'); + script.src = 'https://apis.google.com/js/api.js'; + script.onload = () => { + window.gapi.load('picker', () => { + this.createPicker(); + }); + }; + document.body.appendChild(script); + } else { + this.createPicker(); + } + } + + createPicker() { + + if (this.currentPicker) { + this.currentPicker.dispose(); + this.currentPicker = null; + } + + const accessToken = document.cookie + .split('; ') + .find(row => row.startsWith('drive_access_token=')) + ?.split('=')[1]; + + if (!accessToken) { + const alertModal = document.createElement('div'); + alertModal.className = 'alert-modal'; + alertModal.innerHTML = ` +
+
+ +
+
Drive Access Required
+

To access your Google Drive files: +
1. Sign out +
2. Sign in with Google +
3. Allow Drive access when prompted +

+ +
+ `; + + document.body.appendChild(alertModal); + + requestAnimationFrame(() => { + alertModal.classList.add('show'); + document.body.style.overflow = 'hidden'; + }); + + const closeButton = alertModal.querySelector('.alert-button'); + closeButton.addEventListener('click', () => { + alertModal.classList.remove('show'); + document.body.style.overflow = ''; + setTimeout(() => alertModal.remove(), 300); + }); + + return; + } + + const GOOGLE_API_KEY = document.cookie + .split('; ') + .find(row => row.startsWith('google_api_key=')) + ?.split('=')[1]; + + + const picker = new google.picker.PickerBuilder() + .addView(google.picker.ViewId.DOCS) + .setOAuthToken(accessToken) + .setDeveloperKey(GOOGLE_API_KEY) + .enableFeature(google.picker.Feature.SUPPORT_DRIVES) + .enableFeature(google.picker.Feature.MULTISELECT_ENABLED) + .setCallback((data) => { + if (data[google.picker.Response.ACTION] === google.picker.Action.PICKED) { + const docs = data[google.picker.Response.DOCUMENTS]; + this.handleDriveSelection(docs); // Pass token to handler + } + }) + .build(); + picker.setVisible(true); + this.currentPicker = picker; + + setTimeout(() => { + const pickerFrame = document.querySelector('.picker-dialog-bg'); + const pickerDialog = document.querySelector('.picker-dialog'); + + if (pickerFrame && pickerDialog) { + document.querySelectorAll('.picker-dialog-bg, .picker-dialog').forEach(el => { + if (el !== pickerFrame && el !== pickerDialog) { + el.remove(); + } + }); + + pickerFrame.style.zIndex = '10000'; + pickerDialog.style.zIndex = '10001'; + } + }, 0); + + } + + handleDriveSelection(files) { + const supportedTypes = [ + 'application/pdf', + 'application/vnd.openxmlformats-officedocument.wordprocessingml.document', + 'text/plain', + 'application/vnd.openxmlformats-officedocument.spreadsheetml.sheet', + 'application/vnd.openxmlformats-officedocument.presentationml.presentation', + 'application/vnd.google-apps.document', + 'application/vnd.google-apps.document', + 'application/vnd.google-apps.spreadsheet', + 'application/vnd.google-apps.presentation', + 'application/vnd.google-apps.script', + ]; + + const filteredFiles = files.filter(file => { + return supportedTypes.includes(file.mimeType); + }); + + + if (filteredFiles.length === 0) { + this.events.emit('warning', 'No supported files selected. Please select PDF, DOCX, or TXT files.'); + return; + } + + if (filteredFiles.length < files.length) { + this.events.emit('warning', `${files.length - filteredFiles.length} files were skipped due to unsupported file types`); + } + + const fileList = this.element.querySelector('#fileList'); + this.fileBasket.files.clear(); + this.fileBasket.drivefiles.clear(); + this.fileBasket.uploadQueue = []; + + fileList.innerHTML = ''; + filteredFiles.forEach(file => { + const fileItem = this.createFileItem(file.name); + fileList.appendChild(fileItem); + }); + + this.updateUploadUI( + fileList, + this.element.querySelector('#uploadBtn'), + this.element.querySelector('#dropZone') + ); + + this.handleFiles(filteredFiles); + } + + getFileIcon(fileName, mimeType) { + const extension = fileName.split('.').pop().toLowerCase(); + + if (mimeType) { + switch (mimeType) { + case 'application/vnd.google-apps.document': + return 'bi-file-word'; + case 'application/vnd.google-apps.spreadsheet': + return 'bi-file-excel'; + case 'application/vnd.google-apps.presentation': + return 'bi-file-ppt'; + case 'application/vnd.google-apps.script': + return 'bi-file-text'; + } + } + + const iconMap = { + pdf: 'bi-file-pdf', + docx: 'bi-file-word', + doc: 'bi-file-word', + txt: 'bi-file-text', + pptx: 'bi-file-ppt', + xlsx: 'bi-file-excel', + udf: 'bi-file-post', + html: 'bi-file-code', + }; + return iconMap[extension] || 'bi-file'; + } + + updateUploadUI(fileList, uploadBtn, uploadArea) { + if (this.fileBasket.getFileNames().length > 0 || this.fileBasket.drivefiles.size > 0) { + uploadArea.style.display = 'none'; + uploadBtn.disabled = false; + this.ensureAddMoreFilesButton(fileList); + } else { + uploadArea.style.display = 'flex'; + uploadBtn.disabled = true; + this.removeAddMoreFilesButton(); + } + } + + ensureAddMoreFilesButton(fileList) { + let addFileBtn = this.element.querySelector('.add-file-btn'); + if (!addFileBtn) { + addFileBtn = document.createElement('button'); + addFileBtn.className = 'add-file-btn'; + addFileBtn.innerHTML = ` + + Add More Files + `; + addFileBtn.addEventListener('click', () => { + if (!this.isUploading) { + this.element.querySelector('#fileInput').click(); + } + }); + fileList.after(addFileBtn); + } + addFileBtn.disabled = this.isUploading; + addFileBtn.style.opacity = this.isUploading ? '0.5' : '1'; + } + + removeAddMoreFilesButton() { + const addFileBtn = this.element.querySelector('.add-file-btn'); + if (addFileBtn) { + addFileBtn.remove(); + } + } + + updateSourceCount() { + const domains = this.domainManager.getAllDomains(); + let totalSources = 0; + + domains.forEach(domain => { + if (domain.fileCount) { + totalSources += domain.fileCount; + } + }); + + const percentage = (totalSources / 20) * 100; + + const countElement = this.element.querySelector('.sources-count'); + const progressBar = this.element.querySelector('.progress-bar'); + + if (countElement && progressBar) { + countElement.textContent = `${totalSources}/20`; + progressBar.style.width = `${percentage}%`; + + } + } + + show(domainName = '') { + const domainNameElement = this.element.querySelector('.domain-name'); + if (domainNameElement) { + domainNameElement.textContent = domainName; + } + this.updateSourceCount(); + const modal = new bootstrap.Modal(this.element); + modal.show(); + } + + hide() { + const modal = bootstrap.Modal.getInstance(this.element); + if (modal) { + modal.hide(); + this.events.emit('modalClose'); + this.fileBasket.clear(); + this.resetUploadUI(); + } + } +} + + +class ChatManager extends Component { + constructor() { + const element = document.querySelector('.chat-content'); + super(element); + + this.messageContainer = this.element.querySelector('.chat-messages'); + this.setupMessageInput(); + this.setupExportButton(); + } + + setupMessageInput() { + const container = document.querySelector('.message-input-container'); + container.innerHTML = ` + + + `; + + const input = container.querySelector('.message-input'); + + input.addEventListener('keypress', (e) => { + if (e.key === 'Enter' && !e.shiftKey) { + e.preventDefault(); + this.handleSendMessage(input); + } + }); + + } + + async handleSendMessage(input) { + const message = input.value.trim(); + if (!message) return; + + // Add user message + this.addMessage(message, 'user'); + input.value = ''; + + // Add loading message + const loadingMessage = this.addLoadingMessage(); + + // Disable chat + this.disableChat(); + + try { + const selectedFileIds = window.app.sidebar.getSelectedFileIds(); + + const response = await window.sendMessage( + message, + window.serverData.userId, + window.serverData.sessionId, + selectedFileIds + ); + + // Remove loading message + loadingMessage.remove(); + + if (response.status === 400) { + if (response.message.includes('Daily question limit')) { + // Show limit reached modal + const alertElement = document.createElement('div'); + alertElement.className = 'alert-modal'; + alertElement.innerHTML = ` +
+
+ +
+
Daily Limit Reached
+

${response.message}

+
+ Questions Used Today: 25/25 +
+ +
+ `; + + document.body.appendChild(alertElement); + + const closeButton = alertElement.querySelector('.alert-button'); + closeButton.addEventListener('click', () => { + alertElement.classList.remove('show'); + document.body.style.overflow = ''; + setTimeout(() => alertElement.remove(), 300); + }); + + requestAnimationFrame(() => { + alertElement.classList.add('show'); + document.body.style.overflow = 'hidden'; + }); + } else { + this.addMessage(response.message, 'ai'); + } + return; + } + + if (response.answer && response.question_count == 10) { + this.addMessage(response.answer, 'ai'); + this.updateResources(response.resources, response.resource_sentences); + this.events.emit('ratingModalOpen'); + window.app.profileLimitsModal.updateDailyCount(response.daily_count); + } + else if (response.answer) { + this.addMessage(response.answer, 'ai'); + this.updateResources(response.resources, response.resource_sentences); + window.app.profileLimitsModal.updateDailyCount(response.daily_count); + } + else { + this.addMessage(response.message, 'ai'); + window.app.profileLimitsModal.updateDailyCount(response.daily_count); + } + + } catch (error) { + loadingMessage.remove(); + this.addMessage('Error generating message!', 'ai'); + console.error('Error:', error); + } finally { + this.enableChat(); + } + } + + addMessage(content, type) { + const message = document.createElement('div'); + message.className = `chat-message ${type}`; + + const bubble = document.createElement('div'); + bubble.className = `message-bubble ${type}-bubble`; + + const text = document.createElement('div'); + text.className = 'message-text'; + + if (type === 'ai') { + text.innerHTML = this.formatMessage(content); + bubble.appendChild(text); + + if (!content.includes('what can I find for you?')) { + message.setAttribute('data-exportable', 'true'); + + const actionBar = document.createElement('div'); + actionBar.className = 'message-actions'; + + const actionContainer = document.createElement('div'); + actionContainer.className = 'action-container'; + + const selectionMark = document.createElement('div'); + selectionMark.className = 'selection-mark'; + selectionMark.innerHTML = ''; + + const copyButton = document.createElement('button'); + copyButton.className = 'copy-button'; + copyButton.innerHTML = ` + + Copy`; + + copyButton.addEventListener('click', () => { + const messageContent = text.innerHTML; + this.copyToClipboard(messageContent); + + copyButton.innerHTML = ` + + Copied!`; + copyButton.classList.add('copied'); + + setTimeout(() => { + copyButton.innerHTML = ` + + Copy`; + copyButton.classList.remove('copied'); + }, 2000); + }); + + selectionMark.addEventListener('click', () => { + message.classList.toggle('selected'); + this.updateExportButton(); + }); + + actionContainer.appendChild(copyButton); + actionBar.appendChild(copyButton); + bubble.appendChild(selectionMark); + bubble.appendChild(actionBar); + message.appendChild(bubble); + } else { + message.appendChild(bubble); + bubble.appendChild(text); + message.appendChild(bubble); + } + } else { + text.textContent = content; + bubble.appendChild(text); + message.appendChild(bubble) + } + + bubble.appendChild(text); + message.appendChild(bubble); + this.messageContainer.appendChild(message); + this.scrollToBottom(); + + return message; + } + + setupExportButton() { + const exportButton = document.querySelector('.export-button'); + if (exportButton) { + exportButton.addEventListener('click', () => this.handleExportSelected()); + exportButton.disabled = true; + } + } + + updateExportButton() { + const exportButton = document.querySelector('.export-button'); + const selectedMessages = document.querySelectorAll('.chat-message.ai.selected'); + const count = selectedMessages.length; + + let counter = document.querySelector('.export-counter'); + if (!counter) { + counter = document.createElement('div'); + counter.className = 'export-counter'; + exportButton.parentElement.appendChild(counter); + } + + counter.textContent = `${count}/10`; + counter.style.color = count === 10 ? '#10B981' : 'white'; + + exportButton.disabled = count === 0; + + if (count > 10) { + const lastSelected = selectedMessages[selectedMessages.length - 1]; + lastSelected.classList.remove('selected'); + this.updateExportButton(); + } + } + + getSelectedMessages() { + const selectedMessages = document.querySelectorAll('.chat-message.ai.selected'); + return Array.from(selectedMessages).map(message => { + return message.querySelector('.message-text').innerHTML; + }); + } + + async handleExportSelected() { + const selectedContents = this.getSelectedMessages(); + if (selectedContents.length === 0 || selectedContents.length > 10 ) return; + + const exportButton = document.querySelector('.export-button'); + const originalHTML = exportButton.innerHTML; + + try { + // Show loading state + exportButton.innerHTML = ``; + exportButton.disabled = true; + + const result = await window.exportResponse(selectedContents); + + if (result === true) { + // Success state + exportButton.innerHTML = ''; + setTimeout(() => { + // Reset state + exportButton.innerHTML = originalHTML; + exportButton.disabled = false; + + // Deselect all messages + document.querySelectorAll('.chat-message.ai.selected').forEach(msg => { + msg.classList.remove('selected'); + }); + this.updateExportButton(); + }, 2000); + } else { + // Error state + exportButton.innerHTML = ''; + setTimeout(() => { + exportButton.innerHTML = originalHTML; + exportButton.disabled = false; + }, 2000); + } + } catch (error) { + console.error('Export failed:', error); + exportButton.innerHTML = ''; + setTimeout(() => { + exportButton.innerHTML = originalHTML; + exportButton.disabled = false; + }, 2000); + } + } + + updateHeader(domainName = null) { + const headerTitle = document.querySelector('.header-title'); + if (!headerTitle) return; + + if (domainName) { + headerTitle.innerHTML = `Chat with ${domainName}`; + } else { + headerTitle.textContent = 'Chat'; + } + } + + addLoadingMessage() { + const message = document.createElement('div'); + message.className = 'chat-message ai'; + message.innerHTML = ` +
+
+ +
+
+ `; + this.messageContainer.appendChild(message); + this.scrollToBottom(); + return message; + } + + showDefaultMessage() { + this.messageContainer.innerHTML = ` +
+
+
+ Please select a folder to start chatting with your documents. + Click the settings icon to select a folder. +
+
+
+ `; + } + + formatMessage(text) { + // First process headers + let formattedText = text.replace(/\[header\](.*?)\[\/header\]/g, '
$1
'); + + // Handle nested lists with proper indentation + formattedText = formattedText.replace(/^-\s*(.*?)$/gm, '
$1
'); + formattedText = formattedText.replace(/^\s{2}-\s*(.*?)$/gm, '
$1
'); + formattedText = formattedText.replace(/^\s{4}-\s*(.*?)$/gm, '
$1
'); + + // Process bold terms + formattedText = formattedText.replace(/\*\*(.*?)\*\*/g, '$1'); + formattedText = formattedText.replace(/\[bold\](.*?)\[\/bold\]/g, '$1'); + + return `
${formattedText}
`; + } + + convertMarkdownToHtmlTable(content) { + if (!content.includes('|')) { + return content; + } + + let segments = []; + + + const startsWithTable = content.trimStart().startsWith('|'); + + if (startsWithTable) { + const tableEndIndex = findTableEndIndex(content); + if (tableEndIndex > 0) { + const tableContent = content.substring(0, tableEndIndex).trim(); + segments.push(processTableContent(tableContent)); + + if (tableEndIndex < content.length) { + const remainingText = content.substring(tableEndIndex).trim(); + if (remainingText) { + segments.push(convertMarkdownToHtmlTable(remainingText)); + } + } + } else { + segments.push(processTableContent(content)); + } + } else { + const tableRegex = /(\|[^\n]+\|(?:\r?\n\|[^\n]+\|)*)/g; + let lastIndex = 0; + let match; + + while ((match = tableRegex.exec(content)) !== null) { + if (match.index > lastIndex) { + const textContent = content.substring(lastIndex, match.index).trim(); + if (textContent) { + segments.push(`
${textContent}
`); + } + } + + segments.push(processTableContent(match[0])); + lastIndex = match.index + match[0].length; + } + + if (lastIndex < content.length) { + const remainingText = content.substring(lastIndex).trim(); + if (remainingText) { + segments.push(`
${remainingText}
`); + } + } + } + + return segments.join(''); + + function findTableEndIndex(text) { + const lines = text.split('\n'); + let lineIndex = 0; + + for (let i = 0; i < lines.length; i++) { + lineIndex += lines[i].length + 1; + if (!lines[i].trimStart().startsWith('|')) { + return lineIndex - 1; + } + } + + return -1; + } + + function processTableContent(tableContent) { + const rows = tableContent.split(/\r?\n/).filter(row => row.trim() && row.includes('|')); + + let htmlTable = '
'; + let hasSeparatorRow = rows.some(row => + row.replace(/[\|\-:\s]/g, '').length === 0 + ); + + rows.forEach((row, rowIndex) => { + if (row.replace(/[\|\-:\s]/g, '').length === 0) return; + + const cells = []; + let cellMatch; + const cellRegex = /\|(.*?)(?=\||$)/g; + + while ((cellMatch = cellRegex.exec(row + '|')) !== null) { + if (cellMatch[1] !== undefined) { + cells.push(cellMatch[1].trim()); + } + } + + if (cells.length === 0) return; + + htmlTable += ''; + cells.forEach(cell => { + const isHeader = (rowIndex === 0 && !hasSeparatorRow) || + (rowIndex === 0 && hasSeparatorRow); + const cellTag = isHeader ? 'th' : 'td'; + + htmlTable += `<${cellTag} class="align-left">${cell}`; + }); + htmlTable += ''; + }); + + htmlTable += '
'; + return htmlTable; + } + } + + updateResources(resources, sentences) { + const container = document.querySelector('.resources-list'); + container.innerHTML = ''; + + if (!resources || !sentences || !resources.file_names?.length) { + return; + } + + sentences.forEach((sentence, index) => { + const item = document.createElement('div'); + item.className = 'resource-item'; + const content = this.convertMarkdownToHtmlTable(sentence); + + item.innerHTML = ` +
+ ${resources.file_names[index]} + + + Page ${resources.page_numbers[index]} + +
+
+
+
+
${index + 1}
+
+
+ ${content} +
+
+ `; + + container.appendChild(item); + }); + } + + copyToClipboard(content) { + const cleanText = content.replace(/
(.*?)<\/div>/g, '$1\n') + .replace(/
(.*?)<\/div>/g, '- $1') + .replace(/
(.*?)<\/div>/g, ' - $1') + .replace(/
(.*?)<\/div>/g, ' - $1') + .replace(/(.*?)<\/strong>/g, '$1') + .replace(/<[^>]+>/g, '') + .replace(/\n\s*\n/g, '\n\n') + .trim(); + + navigator.clipboard.writeText(cleanText) + .catch(err => console.error('Failed to copy text:', err)); + } + + scrollToBottom() { + this.element.scrollTop = this.element.scrollHeight; + } + + enableChat() { + this.element.classList.remove('chat-disabled'); + const input = document.querySelector('.message-input'); + input.disabled = false; + input.placeholder = "Send message"; + } + + disableChat() { + this.element.classList.add('chat-disabled'); + const input = document.querySelector('.message-input'); + input.disabled = true; + input.placeholder = "Select your folder to start chat..."; + } + + clearDefaultMessage() { + this.messageContainer.innerHTML = ''; + } +} + +// Sidebar Component +class Sidebar extends Component { + constructor(domainManager) { + const element = document.createElement('div'); + element.className = 'sidebar-container open'; + super(element); + + this.domainManager = domainManager; + this.isOpen = true; + this.timeout = null; + this.selectedFiles = new Set(); + this.render(); + this.setupEventListeners(); + this.isModalOpen = false; + } + + render() { + this.element.innerHTML = ` +
+
+
+
+
+ Doclink +

Doclink

+
+
+
+
+
+
+
+ + Unselected +
+
+ +
+
+ +
+ +
+
+ +

+ Select a folder from ๐Ÿ“ to start chatting +

+
+
+ +
+
+ Standard Plan +
+
+
i
+ +
+
+ + Usage Limits +
+
+
+ + Logout +
+
+
+
+ . + Feedback +
+
+ +
+ `; + } + + setupEventListeners() { + // Existing event listeners + const settingsIcon = this.element.querySelector('.settings-icon'); + if (settingsIcon) { + settingsIcon.addEventListener('click', () => { + this.events.emit('settingsClick'); + }); + } + + const fileMenuBtn = this.element.querySelector('.open-file-btn'); + fileMenuBtn.addEventListener('click', () => { + this.events.emit('fileMenuClick'); + }); + + + // Add hover handlers for desktop + const menuTrigger = document.querySelector('.menu-trigger'); + if (menuTrigger) { + menuTrigger.addEventListener('click', () => { + this.toggle(); + }); + } + + this.events.on('modalOpen', () => { + this.isModalOpen = true; + }); + + this.events.on('modalClose', () => { + this.isModalOpen = false; + setTimeout(() => { + this.toggle(false); // Force close the sidebar + }, 200); + }); + + // Mobile menu trigger handler + this.events.on('menuTrigger', () => { + if (window.innerWidth < 992) { + const menuIcon = document.querySelector('.menu-trigger .bi-list'); + if (menuIcon) { + menuIcon.style.transform = this.isOpen ? 'rotate(0)' : 'rotate(45deg)'; + } + this.toggle(); + } + }); + + // Handle window resize + window.addEventListener('resize', () => { + if (window.innerWidth >= 992) { + document.body.style.overflow = ''; + const menuIcon = document.querySelector('.menu-trigger .bi-list'); + if (menuIcon) { + menuIcon.style.transform = 'rotate(0)'; + } + } + }); + + // User Profile Menu + const userSection = this.element.querySelector('#userProfileMenu'); + if (userSection) { + userSection.addEventListener('click', (e) => { + e.stopPropagation(); + userSection.classList.toggle('active'); + }); + + // Close menu when clicking outside + document.addEventListener('click', (e) => { + if (!userSection.contains(e.target)) { + userSection.classList.remove('active'); + } + }); + + // Handle menu items + userSection.querySelectorAll('.menu-item').forEach(item => { + item.addEventListener('click', (e) => { + e.stopPropagation(); + if (item.classList.contains('logout-item')) { + // Handle logout logic here + console.log('Logging out...'); + } + userSection.classList.remove('active'); + }); + }); + } + + // Premium and Feedback links + const premiumLink = this.element.querySelector('.premium-link'); + if (premiumLink) { + premiumLink.addEventListener('click', (e) => { + e.preventDefault(); + this.events.emit('premiumClick'); + }); + } + + const feedbackLink = this.element.querySelector('.bottom-links a:not(.premium-link)'); + if (feedbackLink) { + feedbackLink.addEventListener('click', (e) => { + e.preventDefault(); + this.events.emit('feedbackClick'); + }); + } + + const profileMenuItem = userSection.querySelector('.menu-item:first-child'); + if (profileMenuItem) { + profileMenuItem.addEventListener('click', (e) => { + e.stopPropagation(); + userSection.classList.remove('active'); + this.events.emit('showProfileLimits'); + }); + } + } + + toggle() { + this.isOpen = !this.isOpen; + this.element.classList.toggle('open', this.isOpen); + + // Toggle chat container margin + const chatContainer = document.querySelector('.chat-container'); + if (chatContainer) { + chatContainer.classList.toggle('sidebar-closed', !this.isOpen); + + const messageContainer = document.querySelector('.message-container'); + if (messageContainer) { + messageContainer.style.left = this.isOpen ? '294px' : '0'; + messageContainer.style.width = this.isOpen ? + 'calc(100% - 600px - 294px)' : + 'calc(100% - 600px)'; + } + } + + } + + updateDomainSelection(domain) { + const domainText = this.element.querySelector('.selected-domain-text'); + const folderIcon = this.element.querySelector('.bi-folder'); + const helperText = this.element.querySelector('.helper-text'); + + if (domain) { + domainText.textContent = domain.name; + domainText.title = domain.name; + folderIcon.className = 'bi bi-folder empty-folder'; + helperText.style.display = 'none'; + } else { + domainText.textContent = 'No Domain Selected'; + domainText.removeAttribute('title'); + folderIcon.className = 'bi bi-folder empty-folder'; + helperText.style.display = 'block'; + } + } + + updateFileList(files, fileIDS) { + const fileList = this.element.querySelector('#sidebarFileList'); + if (!fileList) return; + + fileList.innerHTML = ''; + + if (files.length > 0 && fileIDS.length > 0) { + files.forEach((file, index) => { + const fileItem = this.createFileListItem(file, fileIDS[index]); + + // Check the checkbox by default + const checkbox = fileItem.querySelector('.file-checkbox'); + if (checkbox) { + checkbox.checked = true; + } + + fileList.appendChild(fileItem); + }); + } + + this.updateFileMenuVisibility(); + } + + createFileListItem(fileName, fileID) { + const fileItem = document.createElement('li'); + let extension; + if (fileName.includes('http') || fileName.includes('www.')) { + extension = 'html'; + } else { + extension = fileName.split('.').pop().toLowerCase(); + } + const icon = this.getFileIcon(extension); + const truncatedName = this.truncateFileName(fileName); + + fileItem.innerHTML = ` +
+
+ + +
+ + +
+
+ ${truncatedName} +
+ + +
+
+ `; + + this.selectedFiles.add(fileID); + + const checkbox = fileItem.querySelector('.file-checkbox'); + checkbox.checked = true; + + // Handle checkbox changes + checkbox.addEventListener('change', () => { + if (checkbox.checked) { + this.selectedFiles.add(fileID); + } else { + this.selectedFiles.delete(fileID); + } + // Update sources count + window.app.updateSourcesCount(this.selectedFiles.size); + }); + + const deleteBtn = fileItem.querySelector('.delete-file-btn'); + const confirmActions = fileItem.querySelector('.delete-confirm-actions'); + + deleteBtn.addEventListener('click', (e) => { + e.stopPropagation(); + // Show confirmation actions + confirmActions.classList.add('show'); + deleteBtn.style.display = 'none'; + }); + + // Add confirm/cancel handlers + const confirmBtn = fileItem.querySelector('.confirm-delete-btn'); + const cancelBtn = fileItem.querySelector('.cancel-delete-btn'); + + confirmBtn.addEventListener('click', async (e) => { + e.stopPropagation(); + const selectedDomain = this.domainManager.getSelectedDomain(); + if (!selectedDomain) return; + + const success = await window.removeFile(fileID, selectedDomain.data.id, window.serverData.userId); + + if (success) { + // Remove file from UI + fileItem.remove(); + + // Update domain file count + selectedDomain.data.files = selectedDomain.data.files.filter(f => f !== fileName); + selectedDomain.data.fileIDS = selectedDomain.data.fileIDS.filter(id => id !== fileID); + this.domainManager.updateDomainFileCount(selectedDomain.data.id); + + // Update sources count + const sourcesCount = selectedDomain.data.files.length; + window.app.updateSourcesCount(sourcesCount); + } + }); + + cancelBtn.addEventListener('click', (e) => { + e.stopPropagation(); + confirmActions.classList.remove('show'); + deleteBtn.style.display = 'flex'; + }); + + return fileItem; + } + + truncateFileName(fileName, maxLength = 25) { + if (fileName.length <= maxLength) return fileName; + + let extension; + if (fileName.includes('http') || fileName.includes('www.')) { + extension = 'html'; + } else { + extension = fileName.split('.').pop().toLowerCase(); + } + + const nameWithoutExt = fileName.slice(0, fileName.lastIndexOf('.')); + + // Leave room for ellipsis and extension + const truncatedLength = maxLength - 3 - extension.length - 1; + return `${nameWithoutExt.slice(0, truncatedLength)}...${extension}`; + } + + getSelectedFileIds() { + return Array.from(this.selectedFiles); + } + + updateFileList(files, fileIDS) { + const fileList = this.element.querySelector('#sidebarFileList'); + if (!fileList) return; + + fileList.innerHTML = ''; + this.selectedFiles.clear(); // Clear existing selections + + if (files.length > 0 && fileIDS.length > 0) { + files.forEach((file, index) => { + const fileItem = this.createFileListItem(file, fileIDS[index]); + fileList.appendChild(fileItem); + }); + } + + this.updateFileMenuVisibility(); + // Update initial sources count + window.app.updateSourcesCount(this.selectedFiles.size); + } + + updatePlanBadge(userType) { + const planBadge = this.element.querySelector('.plan-badge'); + if (planBadge) { + if (userType === 'premium') { + planBadge.textContent = 'Premium Plan'; + } else { + planBadge.textContent = 'Standard Plan'; + } + } + } + + hideDeleteConfirmations() { + this.element.querySelectorAll('.delete-confirm-actions').forEach(actions => { + actions.classList.remove('show'); + }); + this.element.querySelectorAll('.delete-file-btn').forEach(btn => { + btn.style.display = 'flex'; + }); + } + + clearFileSelections() { + this.selectedFiles.clear(); + window.app.updateSourcesCount(0); + } + + getFileIcon(extension) { + const iconMap = { + pdf: 'bi-file-pdf', + docx: 'bi-file-word', + doc: 'bi-file-word', + txt: 'bi-file-text', + pptx: 'bi-file-ppt', + xlsx: 'bi-file-excel', + udf: 'bi-file-post', + html: 'bi-file-earmark-code', + }; + return iconMap[extension] || 'bi-file'; + } + + updateFileMenuVisibility() { + const fileList = this.element.querySelector('#sidebarFileList'); + const helperText = this.element.querySelector('.helper-text'); + const fileMenuBtn = this.element.querySelector('.open-file-btn'); + const fileListContainer = this.element.querySelector('.file-list-container'); + + if (fileList.children.length > 0) { + helperText.style.display = 'none'; + helperText.style.height = '0'; + helperText.style.margin = '0'; + helperText.style.padding = '0'; + } else { + fileListContainer.style.height = 'auto'; + fileMenuBtn.style.position = 'static'; + fileMenuBtn.style.width = '100%'; + } + } + + +} + +class PremiumModal extends Component { + constructor() { + const element = document.getElementById('premiumAlert'); + super(element); + this.setupEventListeners(); + } + + setupEventListeners() { + const closeButton = this.element.querySelector('.alert-button'); + closeButton?.addEventListener('click', () => this.hide()); + } + + show() { + this.element.classList.add('show'); + document.body.style.overflow = 'hidden'; + } + + hide() { + this.element.classList.remove('show'); + document.body.style.overflow = ''; + } +} + +// Feedback Modal Component +class FeedbackModal extends Component { + constructor() { + const element = document.createElement('div'); + element.className = 'feedback-modal'; + super(element); + + this.render(); + this.setupEventListeners(); + } + + render() { + this.element.innerHTML = ` + + `; + + document.body.appendChild(this.element); + } + + setupEventListeners() { + // Close button handlers + const closeButtons = this.element.querySelectorAll('.close-modal, .btn-cancel'); + closeButtons.forEach(button => { + button.addEventListener('click', () => this.hide()); + }); + + // Click outside to close + this.element.addEventListener('click', (e) => { + if (e.target === this.element) { + this.hide(); + } + }); + + // Form submission + const form = this.element.querySelector('#feedback-form'); + form.addEventListener('submit', async (e) => { + e.preventDefault(); + await this.handleSubmit(e); + }); + + // File size validation + const fileInput = this.element.querySelector('#feedback-screenshot'); + fileInput.addEventListener('change', (e) => { + const file = e.target.files[0]; + if (file && file.size > 2 * 1024 * 1024) { + alert('File size must be less than 2MB'); + e.target.value = ''; + } + }); + } + + async handleSubmit(e) { + const form = e.target; + const submitButton = form.querySelector('.btn-submit'); + submitButton.disabled = true; + + try { + const formData = new FormData(form); + const result = await window.sendFeedback(formData, window.serverData.userId); + + if (result.success) { + this.hide(); + this.events.emit('success', result.message); + } else { + this.events.emit('error', result.message); + } + } catch (error) { + console.error('Error in feedback submission:', error); + this.events.emit('error', 'An unexpected error occurred'); + } finally { + submitButton.disabled = false; + form.reset(); + } + } + + show() { + this.element.classList.add('show'); + document.body.style.overflow = 'hidden'; + } + + hide() { + this.element.classList.remove('show'); + document.body.style.overflow = ''; + this.element.querySelector('#feedback-form').reset(); + } +} + +class SuccessAlert extends Component { + constructor() { + const element = document.getElementById('feedbackSuccessAlert'); + super(element); + this.setupEventListeners(); + } + + setupEventListeners() { + const closeButton = this.element.querySelector('.alert-button'); + closeButton?.addEventListener('click', () => this.hide()); + } + + show() { + this.element.classList.add('show'); + document.body.style.overflow = 'hidden'; + } + + hide() { + this.element.classList.remove('show'); + document.body.style.overflow = ''; + } +} + +// Logout +class LogoutModal extends Component { + constructor() { + const element = document.getElementById('logoutConfirmModal'); + super(element); + this.setupEventListeners(); + + // Set URLs based on environment from serverData + this.WEB_URL = window.serverData.environment === 'dev' + ? 'http://localhost:3000' + : 'https://doclink.io'; + } + + setupEventListeners() { + const logoutButton = this.element.querySelector('.alert-button'); + const cancelButton = this.element.querySelector('.btn-cancel'); + + logoutButton?.addEventListener('click', () => { + this.handleLogout(); + }); + + cancelButton?.addEventListener('click', () => { + this.hide(); + }); + } + + handleLogout() { + try { + // 1. Clear client-side app state + localStorage.clear(); + sessionStorage.clear(); + + // 2. Call FastAPI logout endpoint + window.handleLogoutRequest(window.serverData.userId, window.serverData.sessionId) + .finally(() => { + // 3. Clear cookies manually as backup + this.clearCookies(); + // 4. Redirect to signout + window.location.href = `${this.WEB_URL}/api/auth/signout?callbackUrl=/`; + }); + + } catch (error) { + console.error('Logout error:', error); + window.location.href = this.WEB_URL; + } + } + + clearCookies() { + const cookies = document.cookie.split(';'); + const domain = window.location.hostname; + for (let cookie of cookies) { + const name = cookie.split('=')[0].trim(); + document.cookie = `${name}=; expires=Thu, 01 Jan 1970 00:00:00 GMT; path=/; domain=${domain}`; + document.cookie = `${name}=; expires=Thu, 01 Jan 1970 00:00:00 GMT; path=/; domain=.${domain}`; + } + } + + show() { + this.element.classList.add('show'); + document.body.style.overflow = 'hidden'; + } + + hide() { + this.element.classList.remove('show'); + document.body.style.overflow = ''; + } +} + +// Rating Modal +class RatingModal extends Component { + constructor() { + const element = document.createElement('div'); + element.className = 'modal fade'; + element.id = 'ratingModal'; + element.setAttribute('tabindex', '-1'); + element.setAttribute('aria-hidden', 'true'); + super(element); + + this.rating = 0; + + this.render(); + this.setupEventListeners(); + } + + render() { + this.element.innerHTML = ` +
+
+
+
+
How would you rate Doclink?
+ +
+
+
+
+ + + + + +
+
+ +
+ +
+
+
+
+
+ `; + + document.body.appendChild(this.element); + this.modal = new bootstrap.Modal(this.element); + } + + setupEventListeners() { + // Star rating handlers + const stars = this.element.querySelectorAll('.stars i'); + stars.forEach((star, index) => { + star.addEventListener('click', () => this.handleStarClick(index)); + star.addEventListener('mouseover', () => this.highlightStars(index)); + star.addEventListener('mouseout', () => this.updateStars()); + }); + + // Close button handler + const closeButton = this.element.querySelector('.close-button'); + closeButton.addEventListener('click', () => this.hide()); + + // Submit button handler + const submitButton = this.element.querySelector('.submit-button'); + submitButton.addEventListener('click', () => { + const feedbackInput = this.element.querySelector('.feedback-input'); + this.sendRating(this.rating,feedbackInput.value) + setTimeout(() => { + this.hide(); + }, 1000); + }); + + // Click outside to close + this.element.addEventListener('click', (e) => { + if (e.target === this.element) { + this.hide(); + } + }); + } + + handleStarClick(index) { + this.rating = index + 1; + this.updateStars(); + } + + async sendRating(rating,user_note) { + try { + const result = await window.sendRating(rating, user_note, window.serverData.userId); + + if (result.success) { + this.hide() + this.events.emit('success', result.message); + } else { + this.events.emit('error', result.message); + } + } catch (error) { + console.error('Error in rating submission:', error); + this.events.emit('error', 'An unexpected error occurred'); + } finally { + this.reset(); + } + } + + highlightStars(index) { + const stars = this.element.querySelectorAll('.stars i'); + stars.forEach((star, i) => { + star.classList.remove('bi-star-fill', 'bi-star'); + if (i <= index) { + star.classList.add('bi-star-fill'); + star.classList.add('active'); + } else { + star.classList.add('bi-star'); + star.classList.remove('active'); + } + }); + } + + updateStars() { + const stars = this.element.querySelectorAll('.stars i'); + stars.forEach((star, i) => { + star.classList.remove('bi-star-fill', 'bi-star', 'active'); + if (i < this.rating) { + star.classList.add('bi-star-fill'); + star.classList.add('active'); + } else { + star.classList.add('bi-star'); + } + }); + } + + show() { + this.modal.show(); + document.body.style.overflow = 'hidden'; + } + + hide() { + this.modal.hide(); + document.body.style.overflow = ''; + } + + reset() { + this.rating = 0; + this.updateStars(); + const feedbackInput = this.element.querySelector('.feedback-input'); + if (feedbackInput) { + feedbackInput.value = ''; + } + } +} + +// URLuploadModal +class URLInputModal extends Component { + constructor() { + const element = document.createElement('div'); + element.className = 'modal fade'; + element.id = 'urlInputModal'; + element.setAttribute('tabindex', '-1'); + element.setAttribute('aria-hidden', 'true'); + super(element); + + this.render(); + this.setupEventListeners(); + this.modal = null; + + } + + render() { + this.element.innerHTML = ` +
+
+
+
+
Add content from URL
+ +
+ +
+
+ + + Enter the URL of the webpage you want to add to your folder + +
+ + + + +
+
+
+
+ `; + + document.body.appendChild(this.element); + this.modal = new bootstrap.Modal(this.element); + } + + setupEventListeners() { + const urlInput = this.element.querySelector('.url-input'); + const addButton = this.element.querySelector('.add-url-btn'); + const closeButton = this.element.querySelector('.close-button'); + + // Enable/disable add button based on URL input + urlInput.addEventListener('input', () => { + addButton.disabled = !urlInput.value.trim(); + }); + + // URL processing + addButton.addEventListener('click', () => { + const url = urlInput.value; + this.startProcessing(url); + urlInput.value = ''; + }); + + // Close button handler + closeButton.addEventListener('click', () => { + this.hide(); + }); + + // Click outside to close + this.element.addEventListener('click', (e) => { + if (e.target === this.element) { + this.hide(); + } + }); + + } + + async startProcessing(url) { + const clean_url = url.trim(); + if (!clean_url) return; + + this.setLoadingState(true); + + try { + const success = await window.storeURL(window.serverData.userId, clean_url); + + if (success === 1) { + this.handleFileBasketAddition(clean_url) + this.events.emit('urlProcessed', { + message: 'Successfully processed URL', + type: 'success' + }); + this.hide(); + } else { + throw new Error('Failed to process URL'); + } + + } catch (error) { + this.events.emit('error', error.message); + } finally { + this.setLoadingState(false); + } + } + + handleFileBasketAddition(url) { + try { + // Create a clean filename from the URL + const urlObj = new URL(url); + const fileName = `${urlObj.hostname}.html`; + + // Create URL file object similar to drive file object + const urlFile = { + name: fileName, + mimeType: 'text/html', + lastModified: Date.now() + }; + + // Emit event for FileUploadModal to handle + this.events.emit('urlProcessed', { + files: [urlFile], + message: 'Successfully processed URL', + type: 'success' + }); + + this.hide(); + return true; + + } catch (error) { + console.error('Error preparing URL file:', error); + return false; + } + } + + setLoadingState(isLoading) { + const loadingOverlay = this.element.querySelector('.upload-loading-overlay'); + const closeButton = this.element.querySelector('.close-button'); + const addButton = this.element.querySelector('.add-url-btn'); + + if (isLoading) { + loadingOverlay.style.display = 'flex'; + closeButton.style.display = 'none'; + addButton.disabled = true; + this.modal._config.backdrop = 'static'; + this.modal._config.keyboard = false; + } else { + loadingOverlay.style.display = 'none'; + closeButton.style.display = 'block'; + addButton.disabled = false; + this.modal._config.backdrop = true; + this.modal._config.keyboard = true; + } + } + + show() { + if (this.modal) { + this.modal.dispose(); + } + + this.modal = new bootstrap.Modal(this.element); + + this.element.style.zIndex = '9999'; + + this.modal.show(); + + setTimeout(() => { + const backdrop = document.querySelector('.modal-backdrop:last-child'); + if (backdrop) { + backdrop.style.zIndex = '9998'; + } + }, 0); + } + + hide() { + this.modal.hide(); + const urlInput = this.element.querySelector('.url-input'); + urlInput.value = ''; + } + +} + +// Add this class after other modal classes +class ProfileLimitsModal extends Component { + constructor(domainManager) { + const element = document.createElement('div'); + element.className = 'modal fade'; + element.id = 'profileLimitsModal'; + element.setAttribute('tabindex', '-1'); + element.setAttribute('aria-hidden', 'true'); + super(element); + + this.domainManager = domainManager; + this.render(); + this.setupEventListeners(); + this.dailyQuestionsCount = 0; + } + + render() { + this.element.innerHTML = ` +
+
+
+
+
Usage Limits
+ +
+ +
+ +
+
+
+ Total Sources + Source limit across all folders +
+ 0/20 +
+
+
+
+
+ + +
+
+
+ Folders + Number of folders you can create +
+ 0/3 +
+
+
+
+
+ + +
+
+
+ Daily Questions + Resets daily at midnight UTC +
+ 0/10 +
+
+
+
+
+ +
+ +
+
+
+
+
+ `; + + document.body.appendChild(this.element); + } + + updateLimits() { + const domains = this.domainManager.getAllDomains(); + let totalSources = 0; + const userType = window.app?.userData?.user_info?.user_type || 'free'; + const upgradeButton = this.element.querySelector('.upgrade-section'); + + const limitsContainer = this.element.querySelector('.limits-container'); + if (limitsContainer) { + const limitIndicators = limitsContainer.querySelectorAll('.limit-indicator'); + const dailyQuestionBar = limitIndicators.length >= 3 ? limitIndicators[2] : null; + + if (upgradeButton) { + upgradeButton.style.display = userType === 'premium' ? 'none' : 'block'; + } + + if (dailyQuestionBar) { + dailyQuestionBar.style.display = userType === 'premium' ? 'none' : 'block'; + } + } + + domains.forEach(domain => { + if (domain.fileCount) { + totalSources += domain.fileCount; + } + }); + + if (userType === 'free') { + this.updateProgressBar('sources', totalSources, 10); + this.updateProgressBar('domains', domains.length, 3); + this.updateProgressBar('questions', this.dailyQuestionsCount, 25); + } else if (userType === 'premium') { + this.updateProgressBar('sources', totalSources, 100); + this.updateProgressBar('domains', domains.length, 20); + } + + } + + updateDailyCount(count) { + this.dailyQuestionsCount = count; + if (this.element.classList.contains('show')) { + this.updateProgressBar('questions', count, 25); + } + } + + updateProgressBar(type, current, max) { + const countElement = this.element.querySelector(`.${type}-count`); + const progressBar = countElement?.closest('.limit-indicator').querySelector('.progress-bar'); + + if (countElement && progressBar) { + const percentage = (current / max) * 100; + countElement.textContent = `${current}/${max}`; + progressBar.style.width = `${percentage}%`; + } + } + + setupEventListeners() { + const upgradeButton = this.element.querySelector('.upgrade-button'); + upgradeButton?.addEventListener('click', () => { + this.events.emit('upgradeClick'); + }); + } + + show() { + this.updateLimits(); + const modal = new bootstrap.Modal(this.element); + modal.show(); + } + + hide() { + const modal = bootstrap.Modal.getInstance(this.element); + if (modal) { + modal.hide(); + } + } +} + +// Application +class App { + constructor() { + this.domainManager = new DomainManager(); + this.sidebar = new Sidebar(this.domainManager); + this.feedbackModal = new FeedbackModal(); + this.domainSettingsModal = new DomainSettingsModal(this.domainManager); + this.fileUploadModal = new FileUploadModal(this.domainManager); + this.events = new EventEmitter(); + this.userData = null; + this.sourcesCount = 0; + this.sourcesBox = document.querySelector('.sources-box'); + this.sourcesNumber = document.querySelector('.sources-number'); + this.chatManager = new ChatManager(); + this.premiumModal = new PremiumModal(); + this.successAlert = new SuccessAlert(); + this.logoutModal = new LogoutModal(); + this.ratingModal = new RatingModal(); + this.profileLimitsModal = new ProfileLimitsModal(this.domainManager); + this.chatManager.disableChat(); + this.setupEventListeners(); + } + + updateUserInterface() { + // Update user section in sidebar + const userEmail = this.sidebar.element.querySelector('.user-email'); + const userAvatar = this.sidebar.element.querySelector('.user-avatar'); + + userEmail.textContent = this.userData.user_info.user_email; + + if (this.userData.user_info.user_picture_url && this.userData.user_info.user_picture_url !== "null") { + userAvatar.innerHTML = `${this.userData.user_info.user_name}`; + userAvatar.classList.add('has-image'); + } else { + userAvatar.textContent = this.userData.user_info.user_name[0].toUpperCase(); + userAvatar.classList.remove('has-image'); + } + + this.sidebar.updatePlanBadge(this.userData.user_info.user_type); + } + + updateSourcesCount(count) { + this.sourcesCount = count; + if (this.sourcesNumber) { + this.sourcesNumber.textContent = count; + this.sourcesBox.setAttribute('count', count); + } + } + + updateDomainCount() { + this.domainSettingsModal.updateDomainCount(); + } + + setupEventListeners() { + // Sidebar events + this.sidebar.events.on('settingsClick', () => { + this.domainSettingsModal.show(); + }); + + this.sidebar.events.on('fileMenuClick', () => { + const selectedDomain = this.domainManager.getSelectedDomain(); + if (!selectedDomain) { + this.events.emit('warning', 'Please select a domain first'); + return; + } + this.fileUploadModal.show(selectedDomain.data.name); + this.sidebar.events.emit('modalOpen'); + }); + + this.sidebar.events.on('feedbackClick', () => { + this.feedbackModal.show(); + }); + + // Domain Settings Modal events + this.domainSettingsModal.events.on('domainCreate', async (domainData) => { + const domainCard = this.domainManager.addDomain({ + id: domainData.id, + name: domainData.name + }); + + // Update the domains list in the modal + this.domainSettingsModal.updateDomainsList(this.domainManager.getAllDomains()); + + this.updateDomainCount(); + + this.events.emit('message', { + text: `Successfully created folder ${domainData.name}`, + type: 'success' + }); + }); + + this.domainSettingsModal.events.on('domainSearch', (searchTerm) => { + const filteredDomains = this.domainManager.searchDomains(searchTerm); + this.domainSettingsModal.updateDomainsList(filteredDomains); + }); + + this.domainSettingsModal.events.on('domainSelected', async (domainId) => { + try { + const success = await window.selectDomain(domainId, window.serverData.userId); + + if (success) { + const domain = this.domainManager.getDomain(domainId); + if (!domain) return; + + // Update domain manager state and UI + this.domainManager.selectDomain(domainId); + this.sidebar.updateDomainSelection(domain.data); + + // Update header with domain name + this.chatManager.updateHeader(domain.data.name); + + const files = domain.data.files || []; + const fileIDS = domain.data.fileIDS || []; + this.sidebar.updateFileList(files, fileIDS); + + // Update sources count + this.updateSourcesCount(files.length); + + // Enable chat + this.chatManager.enableChat(); + + this.events.emit('message', { + text: `Successfully switched to folder ${domain.data.name}`, + type: 'success' + }); + } + } catch (error) { + this.events.emit('message', { + text: 'Failed to select folder', + type: 'error' + }); + } + }); + + const selectButton = this.domainSettingsModal.element.querySelector('.select-button'); + selectButton?.addEventListener('click', () => { + const selectedCheckbox = this.domainSettingsModal.element.querySelector('.domain-checkbox:checked'); + if (selectedCheckbox) { + const domainCard = selectedCheckbox.closest('.domain-card'); + const domainId = domainCard.dataset.domainId; + this.domainSettingsModal.events.emit('domainSelected', domainId); + } + }); + + this.domainSettingsModal.events.on('domainEdit', async ({ id, newName }) => { + const success = this.domainManager.renameDomain(id, newName); + if (success) { + // If this is the currently selected domain, update the sidebar + const selectedDomain = this.domainManager.getSelectedDomain(); + if (selectedDomain && selectedDomain.data.id === id) { + this.sidebar.updateDomainSelection(selectedDomain.data); + } + + // Update the domains list in the modal + this.domainSettingsModal.updateDomainsList(this.domainManager.getAllDomains()); + + this.events.emit('message', { + text: `Successfully renamed folder to ${newName}`, + type: 'success' + }); + } + }); + + this.domainSettingsModal.events.on('warning', (message) => { + this.events.emit('message', { + text: message, + type: 'warning' + }); + }); + + this.domainSettingsModal.events.on('domainDelete', async (domainId) => { + const wasSelected = this.domainManager.getSelectedDomain()?.data.id === domainId; + + if (this.domainManager.deleteDomain(domainId)) { + if (wasSelected) { + // Reset sidebar to default state + this.sidebar.updateDomainSelection(null); + this.sidebar.updateFileList([], []); + // Reset sources count + this.updateSourcesCount(0); + // Disable chat + this.chatManager.disableChat(); + } + + this.domainSettingsModal.updateDomainsList(this.domainManager.getAllDomains()); + + this.updateDomainCount(); + + this.events.emit('message', { + text: 'Folder successfully deleted', + type: 'success' + }); + } + }); + + this.chatManager.events.on('ratingModalOpen', () => { + setTimeout(() => { + this.ratingModal.show(); + }, 500); + }); + + // File Upload Modal events + this.fileUploadModal.events.on('filesUploaded', (data) => { + const selectedDomain = this.domainManager.getSelectedDomain(); + if (selectedDomain) { + // Access the nested data object + selectedDomain.data.files = data.file_names; + selectedDomain.data.fileIDS = data.file_ids; + this.sidebar.updateFileList(data.file_names, data.file_ids); + this.updateSourcesCount(data.file_names.length); + this.domainManager.updateDomainFileCount(selectedDomain.data.id); + } + }); + + this.fileUploadModal.events.on('warning', (message) => { + this.events.emit('message', { + text: message, + type: 'warning' + }); + }); + + this.fileUploadModal.events.on('error', (message) => { + this.events.emit('message', { + text: message, + type: 'error' + }); + }); + + this.fileUploadModal.events.on('modalClose', () => { + this.sidebar.events.emit('modalClose'); + }); + + // Feedback Modal events + this.feedbackModal.events.on('feedbackSubmitted', (message) => { + console.log(message); + }); + + this.feedbackModal.events.on('feedbackError', (error) => { + console.error(error); + }); + + this.feedbackModal.events.on('success', (message) => { + this.successAlert.show(); + }); + + // Premium Modal Events + const premiumLink = this.sidebar.element.querySelector('.premium-link'); + premiumLink?.addEventListener('click', (e) => { + e.preventDefault(); + this.initiateCheckout(); + }); + + this.profileLimitsModal.events.on('upgradeClick', () => { + this.initiateCheckout(); + }); + + // Logout event + const logoutItem = this.sidebar.element.querySelector('.logout-item'); + logoutItem?.addEventListener('click', (e) => { + e.preventDefault(); + this.logoutModal.show(); + }); + + this.sidebar.events.on('showProfileLimits', () => { + this.profileLimitsModal.show() + }); + + } + + // In App class initialization + async init() { + // Initialize + this.userData = await window.fetchUserInfo(window.serverData.userId); + if (!this.userData) { + throw new Error('Failed to load user data'); + } + + // Update user interface with user data + this.updateUserInterface() + + // Store domain data + Object.keys(this.userData.domain_info).forEach(key => { + const domainData = this.userData.domain_info[key]; + const domain = { + id: key, + name: domainData.domain_name, + fileCount: domainData.file_names.length, + files: domainData.file_names, + fileIDS: domainData.file_ids + }; + this.domainManager.addDomain(domain); + }); + + // Update UI with domain data + this.domainSettingsModal.updateDomainsList( + this.domainManager.getAllDomains() + ); + + window.user_type = this.userData.user_type + + // Add sidebar to DOM + document.body.appendChild(this.sidebar.element); + + // Setup menu trigger + const menuTrigger = document.querySelector('.menu-trigger'); + if (menuTrigger) { + menuTrigger.addEventListener('click', () => { + this.sidebar.events.emit('menuTrigger'); + }); + } + + window.app.profileLimitsModal.updateDailyCount(this.userData.user_info.user_daily_count); + + // Welcome operations + const isFirstTime = window.serverData.isFirstTime === 'True'; + if (isFirstTime) { + localStorage.setItem('firstTime', 0); + const firstTimeMsg = `[header]Welcome to Doclink${this.userData.user_info.user_name ? `, ${this.userData.user_info.user_name}` : ''}๐Ÿ‘‹[/header]\nYour first folder with helpful guide settled up. You can always use this file to get information about Doclink!\n[header]To get started[/header]\n- Select your folder on navigation bar \n- Upload your documents or insert a link\n- Ask any question to get information\n- All answers will include sources on references\n\n[header]Quick Tips[/header]\n- Doclink is specialized to answer only from your files\n- Specialized questions can help Doclink to find information better\n- Doclink supports PDF, DOCX, Excel, PowerPoint, UDF and TXT file formats\n- You can create different folders for different topics and interact with them\n- You can also ask just selected files to get isolated information\n- You can select answers on the upper right of the message box and create report with clicking report icon on the chat`; + this.chatManager.addMessage(firstTimeMsg, 'ai'); + + const domains = this.domainManager.getAllDomains(); + if (domains.length > 0) { + this.domainSettingsModal.events.emit('domainSelected', domains[0].id); + } + + } else { + // Regular welcome message for returning users + this.chatManager.addMessage( + `Welcome ${this.userData.user_info.user_name}, what can I find for you?`, + 'ai' + ); + } + } + + // Initial Checkout + initiateCheckout() { + // const checkoutUrl = 'https://doclinkio.lemonsqueezy.com/buy/0c0294bb-1cbe-4411-a9bc-800053d1580c'; + const checkoutUrl = 'https://test.jarednevans.com'; + window.location.href = checkoutUrl; + } +} + +// Initialize when DOM is ready +document.addEventListener('DOMContentLoaded', () => { + window.app = new App(); + window.app.init(); + + const resourcesTrigger = document.querySelector('.resources-trigger'); + const resourcesContainer = document.querySelector('.resources-container'); + const mainContent = document.querySelector('.chat-container'); + + if (resourcesTrigger && resourcesContainer) { + resourcesTrigger.addEventListener('click', () => { + resourcesContainer.classList.toggle('show'); + mainContent.classList.toggle('blur-content'); + + if (resourcesContainer.classList.contains('show')) { + backdrop.classList.add('show'); + document.body.style.overflow = 'hidden'; + } else { + backdrop.classList.remove('show'); + document.body.style.overflow = ''; + } + }); + + // Escape tuลŸu ile kapatma + document.addEventListener('keydown', (e) => { + if (e.key === 'Escape' && resourcesContainer.classList.contains('show')) { + resourcesContainer.classList.remove('show'); + mainContent.classList.remove('blur-content'); + backdrop.classList.remove('show'); + document.body.style.overflow = ''; + } + }); + } + +}); diff --git a/doclink/doclink/app/test_db_conn.py b/doclink/doclink/app/test_db_conn.py new file mode 100644 index 0000000..7dc0bc3 --- /dev/null +++ b/doclink/doclink/app/test_db_conn.py @@ -0,0 +1,17 @@ +import os, psycopg2 +from dotenv import load_dotenv + +load_dotenv() + +try: + conn = psycopg2.connect( + host=os.getenv("DB_HOST"), + port=os.getenv("DB_PORT"), + database=os.getenv("DB_NAME"), + user=os.getenv("DB_USER"), + password=os.getenv("DB_PASSWORD") + ) + print("Connection successful!") + conn.close() +except Exception as e: + print("Connection failed:", e) diff --git a/doclink/doclink/app/utils/prompts.yaml b/doclink/doclink/app/utils/prompts.yaml new file mode 100644 index 0000000..62f241c --- /dev/null +++ b/doclink/doclink/app/utils/prompts.yaml @@ -0,0 +1,636 @@ +prompts: + languages: + en: + general_purpose: + - id: gp_001 + text: " + Your task is to analyze the given context windows, extract relevant data based on the user's query, and use file information to enhance your response. Your primary goal is to provide a comprehensive, structured, and user-friendly answer using solely the information provided in the context window.\n + Please respond in the language of the user's query, specified by the {lang} variable (e.g., 'en' for English, 'tr' for Turkish), ensuring the tone and style align with the query's language and context.\n + + Instructions:\n + You will be provided with context windows, each containing several sentences along with the two following metadata: \n + File: Specifies source of each context.\n + Confidence coefficient: A number between 0 and 1, indicating the priority of the context (higher numbers mean higher priority).\n + + Extracting Relevant Information:\n + Carefully analyze the user's query to determine the specific information being requested.\n + Use all relevant context windows, prioritizing those with higher confidence levels for accuracy.\n + If the query references a specific file, extract information only from the specified file(s).\n + If the query does not specify a file, aggregate information from all available files.\n + If the context contains consistent information across multiple files, consolidate the data and indicate consistency.\n + If the context contains contradictory information: Highlight the contradictions, specify their sources, and explain how they differ.\n + If the context contains similar or different information, summarize the distinctions or similarities and relate them to the query.\n + Present your response using bullet points or topic-based sections for better readability.\n + Prioritize clarity and conciseness. Use subheadings or categories for complex queries.\n + If the required information is not found in the context, state this clearly and offer suggestions or clarifications if possible.\n + Do not specify the confidence coefficient in response.\n + Do not mention about the 'context windows'. 'Use according to resources' instead.\n + + Respond *strictly* in the following format:\n + + [header]Section Name[/header]\n + Content with [bold]bold terms[/bold] when needed. Use the following list format for any points:\n + - Main point\n + - Sub-point\n + - Further nested point\n + + [header]Another Section Name[/header]\n + Content with [bold]bold terms[/bold] when needed\n + - Main point\n + - Sub-point\n + - Further nested point\n + + Rules:\n + 1. Each major section must start with [header]...[/header]\n + 2. Use [bold]...[/bold] for important terms or emphasis within content\n + 3. Headers should be one of: Definition, Purpose, Key Features, Operation, Context\n + 4. Use single dash (-) for all list items\n + 5. Indent nested list items with exactly 2 spaces per level\n + 6. Place one empty line between major sections\n + 7. Do not use any other list markers (bullets, dots, numbers)\n + 8. Keep indentation consistent throughout the response\n + + Context Windows:\n + {context}\n + + User Query:\n + {query}\n + + User Query language:\n + {lang}\n + " + + Informational: + - id: info_001 + text: " + Your task is to analyze the given context windows, extract relevant data based on the user's query, and use file information to enhance your response. Your primary goal is to provide a comprehensive, structured, and user-friendly answer using solely the information provided in the context window.\n + Please respond in the language of the user's query, specified by the {lang} variable (e.g., 'en' for English, 'tr' for Turkish), ensuring the tone and style align with the query's language and context.\n + + Instructions:\n + You will be provided with context windows, each containing several sentences along with the two following metadata:\n + File: Specifies source of each context.\n + Confidence coefficient: A number between 0 and 1, indicating the priority of the context (higher numbers mean higher priority).\n + + 1. Identify factual knowledge, definitions, or explanations requested in the query.\n + 2. Focus on delivering concise, clear, and specific information.\n + 3. Include [b]key terms[/b] and definitions for clarity and emphasize relevant details.\n + 4. Avoid generalizations; prioritize extracting exact matches or relevant information from the context.\n + 5. Answer must be short as possible, on-point and clear as much as possible.\n + 6. Always prioritize contexts with higher confidence coefficients for accuracy, but cross-check lower-confidence contexts for supplementary or missing details to ensure completeness.\n + 7. Where appropriate, attribute information to its source file or section implicitly. For example: 'As described in the regulations...' or 'According to the provided report...' without directly mentioning the context window or file name unless explicitly required by the query.\n + 8. If contradictory information is found: Explicitly state the contradiction and its source(s). Suggest possible resolutions, clarifications, or factors that may explain the discrepancy (e.g., differing data sources, updates, or interpretations).\n + 9. If the query requests a more detailed response, expand your answer with additional explanations\n + + Extracting Relevant Information:\n + Carefully analyze the user's query to determine the specific information being requested.\n + Use all relevant context windows, prioritizing those with higher confidence levels for accuracy.\n + If the query references a specific file, extract information only from the specified file(s).\n + If the query does not specify a file, aggregate information from all available files.\n + If the context contains consistent information across multiple files, consolidate the data and indicate consistency.\n + If the context contains contradictory information: Highlight the contradictions, specify their sources, and explain how they differ.\n + If the context contains similar or different information, summarize the distinctions or similarities and relate them to the query.\n + Present your response using bullet points or topic-based sections for better readability.\n + Prioritize clarity and conciseness. Use subheadings or categories for complex queries.\n + If the required information is not found in the context, state this clearly and offer suggestions or clarifications if possible.\n + Do not specify the confidence coefficient in response.\n + Do not mention about the 'context windows'. 'Use according to resources' instead.\n + + Respond *strictly* in the following format:\n + + [header]Section Name[/header]\n + Content with [bold]bold terms[/bold] when needed. Use the following list format for any points:\n + - Main point\n + - Sub-point\n + - Further nested point\n + + [header]Another Section Name[/header]\n + Content with [bold]bold terms[/bold] when needed\n + - Main point\n + - Sub-point\n + - Further nested point\n + + Rules:\n + 1. Each major section must start with [header]...[/header]\n + 2. Use [bold]...[/bold] for important terms or emphasis within content\n + 3. Headers should be one of: Definition, Purpose, Key Features, Operation, Context\n + 4. Use single dash (-) for all list items\n + 5. Indent nested list items with exactly 2 spaces per level\n + 6. Place one empty line between major sections\n + 7. Do not use any other list markers (bullets, dots, numbers)\n + 8. Keep indentation consistent throughout the response \n + + Context Windows:\n + {context}\n + + User Query:\n + {query}\n + + User Query language:\n + {lang}\n + " + + Comparison: + - id: comp_001 + text: " + Your task is to analyze the given context windows, extract relevant data based on the user's query, and use file information to enhance your response. Your primary goal is to provide a comprehensive, structured, and user-friendly answer using solely the information provided in the context window.\n + Please respond in the language of the user's query, specified by the {lang} variable (e.g., 'en' for English, 'tr' for Turkish), ensuring the tone and style align with the query's language.\n + + Instructions:\n + You will be provided with context windows, each containing several sentences along with the two following metadata:\n + File: Specifies source of each context.\n + Confidence coefficient: A number between 0 and 1, indicating the priority of the context (higher numbers mean higher priority).\n + + 1. Extract and compare relevant details from the context to highlight similarities and differences.\n + 2. If contradictory information is found, specify the contradictions and explain their sources.\n + 3. Present distinctions or parallels in a structured format, using headers like [header]Similarities[/header] and [header]Differences[/header].\n + 4. Provide a clear explanation of how the extracted information relates to the user's query.\n + 5. If consistent information appears across contexts, summarize it in the [header]Similarities[/header] section. For contradictory information: Specify conflicting points under [header]Differences[/header]. Attribute contradictions to their respective sources and explain their impact.\n + 6. For comparisons involving multiple attributes, organize data using a [bold]tabular format[/bold] or structured lists. Each row or bullet point should represent one attribute.\n + 7. If the required comparison data is missing, clearly state this under [header]Missing Information[/header]. Offer suggestions for refining the query or point out gaps in the context.\n + 8. For queries involving detailed or hierarchical comparisons: Use a primary section for high-level differences or similarities. Include nested sections for more granular points.\n + + Extracting Relevant Information:\n + Carefully analyze the user's query to determine the specific information being requested.\n + Use all relevant context windows, prioritizing those with higher confidence levels for accuracy.\n + If the query references a specific file, extract information only from the specified file(s).\n + If the query does not specify a file, aggregate information from all available files.\n + If the context contains consistent information across multiple files, consolidate the data and indicate consistency.\n + If the context contains contradictory information: Highlight the contradictions, specify their sources, and explain how they differ.\n + If the context contains similar or different information, summarize the distinctions or similarities and relate them to the query.\n + Present your response using bullet points or topic-based sections for better readability.\n + Prioritize clarity and conciseness. Use subheadings or categories for complex queries.\n + If the required information is not found in the context, state this clearly and offer suggestions or clarifications if possible.\n + Do not specify the confidence coefficient in response.\n + Do not mention about the 'context windows'. 'Use according to resources' instead.\n + + Respond *strictly* in the following format:\n + + [header]Section Name[/header]\n + Content with [bold]bold terms[/bold] when needed. Use the following list format for any points:\n + - Main point\n + - Sub-point\n + - Further nested point\n + + [header]Another Section Name[/header]\n + Content with [bold]bold terms[/bold] when needed\n + - Main point\n + - Sub-point\n + - Further nested point\n + + Rules:\n + 1. Each major section must start with [header]...[/header]\n + 2. Use [bold]...[/bold] for important terms or emphasis within content\n + 3. Headers should be one of: Definition, Purpose, Key Features, Operation, Context\n + 4. Use single dash (-) for all list items\n + 5. Indent nested list items with exactly 2 spaces per level\n + 6. Place one empty line between major sections\n + 7. Do not use any other list markers (bullets, dots, numbers)\n + 8. Keep indentation consistent throughout the response\n + + Context Windows:\n + {context}\n + + User Query:\n + {query}\n + + User Query language:\n + {lang}\n + " + + Summarization: + - id: sum_001 + text: " + Your task is to analyze the given context windows, extract relevant data based on the user's query, and use file information to enhance your response. Your primary goal is to provide a comprehensive, structured, and user-friendly answer using solely the information provided in the context window.\n + Please respond in the language of the user's query, specified by the {lang} variable (e.g., 'en' for English, 'tr' for Turkish), ensuring the tone and style align with the query's language.\n + + Instructions:\n + You will be provided with context windows, each containing several sentences along with the two following metadata:\n + File: Specifies source of each context.\n + Confidence coefficient: A number between 0 and 1, indicating the priority of the context (higher numbers mean higher priority).\n + + 1. Identify and extract key points or main ideas from the context relevant to the query.\n + 2. Create a concise and well-structured summary, using bullet points or categories for clarity.\n + 3. Highlight overarching themes and provide an overview without including excessive details.\n + 4. Consolidate consistent information across contexts to avoid redundancy.\n + 5. If the query specifies a focus area (e.g., a section, file, or theme), prioritize summarizing content strictly relevant to that focus. Where no focus is specified, highlight the most critical and recurring themes or points.\n + 6. Where appropriate, illustrate key ideas with short examples or specific details from the context. Keep examples concise and relevant.\n + 7. If the context contains contradictions: Summarize both perspectives succinctly. Highlight the contradiction explicitly, and explain how it relates to the query.\n + 8. The summary should not exceed 200 tokens unless explicitly requested by the query. If required details exceed this limit, provide a prioritized or hierarchical overview.\n + + Extracting Relevant Information:\n + Carefully analyze the user's query to determine the specific information being requested.\n + Use all relevant context windows, prioritizing those with higher confidence levels for accuracy.\n + If the query references a specific file, extract information only from the specified file(s).\n + If the query does not specify a file, aggregate information from all available files.\n + If the context contains consistent information across multiple files, consolidate the data and indicate consistency.\n + If the context contains contradictory information: Highlight the contradictions, specify their sources, and explain how they differ.\n + If the context contains similar or different information, summarize the distinctions or similarities and relate them to the query.\n + Present your response using bullet points or topic-based sections for better readability.\n + Prioritize clarity and conciseness. Use subheadings or categories for complex queries.\n + If the required information is not found in the context, state this clearly and offer suggestions or clarifications if possible.\n + Do not specify the confidence coefficient in response.\n + Do not mention about the 'context windows'. 'Use according to resources' instead.\n + + Respond *strictly* in the following format:\n + + [header]Section Name[/header]\n + Content with [bold]bold terms[/bold] when needed. Use the following list format for any points:\n + - Main point\n + - Sub-point\n + - Further nested point\n + + [header]Another Section Name[/header]\n + Content with [bold]bold terms[/bold] when needed\n + - Main point\n + - Sub-point\n + - Further nested point\n + + Rules:\n + 1. Each major section must start with [header]...[/header]\n + 2. Use [bold]...[/bold] for important terms or emphasis within content\n + 3. Headers should be one of: Definition, Purpose, Key Features, Operation, Context\n + 4. Use single dash (-) for all list items\n + 5. Indent nested list items with exactly 2 spaces per level\n + 6. Place one empty line between major sections\n + 7. Do not use any other list markers (bullets, dots, numbers)\n + 8. Keep indentation consistent throughout the response\n + + Context Windows:\n + {context}\n + + User Query:\n + {query}\n + + User Query language:\n + {lang}\n + " + + queries: + - id: query_001 + text: " + Task: Analyze, Correct, and Generate Related Questions & Answers\n + Instructions:\n + You are given a user query.\n + + First, check the user question. If it has no meaning, return an empty string. If it is meaningful, do the following:\n + Correct any spelling or grammatical errors and return the corrected question as the first line of the output.\n + Generate 3 semantically similar queries that retain the same meaning as the corrected query.\n + Create 3 different questions that approach the original query from different angles but stay related.\n + Answer last 3 questions with concise responses, 1-2 sentences max each.\n + Then, analyze the corrected user query and determine its intent, intention list is and their keywords, examples are given below. If intent can't be determined return empty '' string.\n + Please respond in the file language, specified by the {file lang} variable (e.g., 'en' for English, 'tr' for Turkish) regardless of user query's language , ensuring the tone and style align with the file's language.\n + If file language is diferent than english look for the intention keywords that provided for intent detection below in file language.\n + + The possible intents are:\n + 1. Informational: Seeking factual knowledge, definitions, or explanations.\n + Intention Keywords: What, define, explain, details, specify, who, why, how.\n + Intention Examples: What is the penalty for breaking this rule? โ†’ Informational\n + 2. Summarization: Requesting a concise overview of complex information.\n + Intention Keywords: Summarize, overview, main points, key ideas, brief, concise, simplify.\n + Intention Examples: Can you summarize the key points of this document? โ†’ Summarization\n + 3. Comparison: Evaluating options, methods, or technologies.\n + Intention Keywords: Compare, difference, similarity, versus, contrast, better, alternative, pros and cons.\n + Intention Examples: Compare the benefits of these two methods. โ†’ Comparison\n + + Return the output **strictly** in the following format:\n + [corrected query]\n + [first semantically similar query]\n + [second semantically similar query]\n + [third semantically similar query]\n + [first different-angle question]\n + [second different-angle question]\n + [third different-angle question]\n + [first different-angle answer]\n + [second different-angle answer]\n + [third different-angle answer]\n + [user intention]\n + + User query: {query}\n + + File language:\n + {file_lang}\n + + Example:\n + User query: How does retrieval-augmented generation work in AI systems?\n + + File language: en\n + + Output: + How does retrieval-augmented generation work in AI systems?\n + What is the process of retrieval-augmented generation in AI?\n + How does RAG help AI systems retrieve and generate information?\n + Can you explain how retrieval-augmented generation functions in AI applications?\n + What are the key advantages of using RAG in AI?\n + How does RAG differ from traditional machine learning models?\n + What challenges does RAG face in implementation?\n + RAG enhances AI by providing more accurate responses by retrieving relevant external data.\n + Unlike traditional models, RAG integrates search capabilities to access external knowledge during inference.\n + Major challenges include latency in retrieval, ensuring relevance of fetched data, and maintaining up-to-date information.\n + Informational\n + " + tr: + general_purpose: + - id: gp_tr_001 + text: " + Gรถreviniz verilen baฤŸlam pencerelerini analiz etmek, kullanฤฑcฤฑnฤฑn sorgusuna gรถre ilgili verileri รงฤฑkarmak ve yanฤฑtฤฑnฤฑzฤฑ geliลŸtirmek iรงin dosya bilgilerini kullanmaktฤฑr. Birincil amacฤฑnฤฑz, yalnฤฑzca baฤŸlam penceresinde saฤŸlanan bilgileri kullanarak kapsamlฤฑ, yapฤฑlandฤฑrฤฑlmฤฑลŸ ve kullanฤฑcฤฑ dostu bir yanฤฑt sunmaktฤฑr.\n + + Talimatlar:\n + Size, her biri birkaรง cรผmle ve ลŸu iki meta veriyi iรงeren baฤŸlam pencereleri saฤŸlanacaktฤฑr:\n + Dosya: Her baฤŸlamฤฑn kaynaฤŸฤฑnฤฑ belirtir.\n + Gรผven katsayฤฑsฤฑ: 0 ile 1 arasฤฑnda bir sayฤฑ olup, baฤŸlamฤฑn รถncelik seviyesini ifade eder (daha yรผksek sayฤฑlar daha yรผksek รถncelik anlamฤฑna gelir).\n + + ฤฐlgili Bilgilerin ร‡ฤฑkarฤฑlmasฤฑ:\n + Kullanฤฑcฤฑnฤฑn sorgusunda istenen belirli bilgileri belirlemek iรงin dikkatlice analiz yapฤฑn.\n + DoฤŸruluk iรงin daha yรผksek gรผven seviyelerine sahip baฤŸlamlara รถncelik vererek tรผm ilgili baฤŸlam pencerelerini kullanฤฑn.\n + Sorgu belirli bir dosyayฤฑ referans alฤฑyorsa, yalnฤฑzca belirtilen dosya(lar)dan bilgi รงฤฑkarฤฑn.\n + Sorgu herhangi bir dosya belirtmiyorsa, mevcut tรผm dosyalardan bilgileri birleลŸtirin.\n + BaฤŸlam birden fazla dosyada tutarlฤฑ bilgiler iรงeriyorsa, verileri birleลŸtirin ve tutarlฤฑlฤฑฤŸฤฑ belirtin.\n + BaฤŸlam รงeliลŸkili bilgiler iรงeriyorsa: ร‡eliลŸkileri vurgulayฤฑn, kaynaklarฤฑnฤฑ belirtin ve nasฤฑl farklฤฑlฤฑk gรถsterdiklerini aรงฤฑklayฤฑn.\n + BaฤŸlam benzer veya farklฤฑ bilgiler iรงeriyorsa, farklฤฑlฤฑklarฤฑ veya benzerlikleri รถzetleyin ve bunlarฤฑ sorguyla iliลŸkilendirin.\n + Yanฤฑtฤฑnฤฑzฤฑ daha iyi okunabilirlik iรงin madde iลŸaretleri veya konuya dayalฤฑ bรถlรผmler kullanarak sunun.\n + Netlik ve รถzlรผlรผฤŸe รถncelik verin. KarmaลŸฤฑk sorgular iรงin alt baลŸlฤฑklar veya kategoriler kullanฤฑn.\n + Gerekli bilgi baฤŸlamda bulunmuyorsa, bunu aรงฤฑkรงa belirtin ve mรผmkรผnse รถneriler veya aรงฤฑklamalar sunun.\n + Yanฤฑtta gรผven katsayฤฑsฤฑnฤฑ belirtmeyin.\n + + AลŸaฤŸฤฑdaki formata *kesinlikle* uygun ลŸekilde yanฤฑt verin:\n + + [header]Bรถlรผm Adฤฑ[/header]\n + GerektiฤŸinde [bold]kalฤฑn terimler[/bold] ile iรงerik. Maddeler iรงin ลŸu format kullanฤฑlmalฤฑ:\n + - Ana madde\n + - Alt madde\n + - Daha alt madde\n + + [header]DiฤŸer Bรถlรผm Adฤฑ[/header]\n + GerektiฤŸinde [bold]kalฤฑn terimler[/bold] ile iรงerik\n + - Ana madde\n + - Alt madde\n + - Daha alt madde\n + + Kurallar:\n + 1. Her ana bรถlรผm [header]...[/header] ile baลŸlamalฤฑ\n + 2. ร–nemli terimler veya vurgulamalar iรงin [bold]...[/bold] kullanฤฑn\n + 3. Bรถlรผm baลŸlฤฑklarฤฑ ลŸunlardan biri olmalฤฑ: Tanฤฑm, Amaรง, Temel ร–zellikler, ฤฐลŸleyiลŸ, BaฤŸlam\n + 4. Tรผm liste maddeleri iรงin tek tire (-) kullanฤฑn\n + 5. Alt maddelerde tam olarak 2 boลŸluk ile girintileme yapฤฑn\n + 6. Ana bรถlรผmler arasฤฑnda bir boลŸ satฤฑr bฤฑrakฤฑn\n + 7. BaลŸka liste iลŸaretleri kullanmayฤฑn (nokta, sayฤฑ vb.)\n + 8. Yanฤฑt boyunca tutarlฤฑ girintileme kullanฤฑn\n + + BaฤŸlam Pencereleri:\n + {context}\n + + Kullanฤฑcฤฑ Sorgusu:\n + {query}\n + " + + Bilgi Edinme: + - id: info_tr_001 + text: " + Gรถreviniz verilen baฤŸlam pencerelerini analiz etmek, kullanฤฑcฤฑnฤฑn sorgusuna gรถre ilgili verileri รงฤฑkarmak ve yanฤฑtฤฑnฤฑzฤฑ geliลŸtirmek iรงin dosya bilgilerini kullanmaktฤฑr. Birincil amacฤฑnฤฑz, yalnฤฑzca baฤŸlam penceresinde saฤŸlanan bilgileri kullanarak kapsamlฤฑ, yapฤฑlandฤฑrฤฑlmฤฑลŸ ve kullanฤฑcฤฑ dostu bir yanฤฑt sunmaktฤฑr.\n + + Talimatlar:\n + Size, her biri birkaรง cรผmle ve ลŸu iki meta veriyi iรงeren baฤŸlam pencereleri saฤŸlanacaktฤฑr:\n + Dosya: Her baฤŸlamฤฑn kaynaฤŸฤฑnฤฑ belirtir.\n + Gรผven katsayฤฑsฤฑ: 0 ile 1 arasฤฑnda bir sayฤฑ olup, baฤŸlamฤฑn รถncelik seviyesini ifade eder (daha yรผksek sayฤฑlar daha yรผksek รถncelik anlamฤฑna gelir).\n + + 1. Sorguda talep edilen gerรงek bilgilere, tanฤฑmlara veya aรงฤฑklamalara odaklanฤฑn.\n + 2. Kฤฑsa, net ve spesifik bilgiler sunmaya odaklanฤฑn.\n + 3. Aรงฤฑklฤฑk iรงin [b]รถnemli terimler[/b] ve tanฤฑmlarฤฑ ekleyin ve ilgili ayrฤฑntฤฑlarฤฑ vurgulayฤฑn.\n + 4. Genellemelerden kaรงฤฑnฤฑn; baฤŸlamdan tam eลŸleลŸmeleri veya ilgili bilgileri รงฤฑkarmayฤฑ รถnceliklendirin.\n + 5. Cevap mรผmkรผn olduฤŸunca kฤฑsa, net ve doฤŸrudan olmalฤฑ; 150 ile 200 token arasฤฑnda olmalฤฑdฤฑr.\n + 6. DoฤŸruluk iรงin her zaman daha yรผksek gรผven katsayฤฑsฤฑna sahip baฤŸlamlara รถncelik verin, ancak eksiksizliฤŸi saฤŸlamak iรงin ek veya eksik ayrฤฑntฤฑlar iรงin daha dรผลŸรผk gรผven katsayฤฑsฤฑna sahip baฤŸlamlarฤฑ รงapraz kontrol edin.\n + 7. Uygun olduฤŸunda, bilgiyi kaynak dosya veya bรถlรผme dolaylฤฑ olarak atfedin. ร–rneฤŸin: Yรถnetmeliklerde belirtildiฤŸi gibi... veya SaฤŸlanan rapora gรถre... ifadelerini kullanฤฑn, ancak sorguda aรงฤฑkรงa istenmediฤŸi sรผrece baฤŸlam penceresi veya dosya adฤฑnฤฑ doฤŸrudan belirtmeyin.\n + 8. ร‡eliลŸkili bilgiler bulunursa: ร‡eliลŸkiyi ve kaynaฤŸฤฑnฤฑ aรงฤฑkรงa belirtin. Olasฤฑ รงรถzรผm yollarฤฑnฤฑ, aรงฤฑklamalarฤฑ veya farklฤฑlฤฑklarฤฑ aรงฤฑklayabilecek faktรถrleri (รถrneฤŸin, farklฤฑ veri kaynaklarฤฑ, gรผncellemeler veya yorumlar) รถnerin.\n + + ฤฐlgili Bilgilerin ร‡ฤฑkarฤฑlmasฤฑ:\n + Kullanฤฑcฤฑnฤฑn sorgusunda istenen belirli bilgileri belirlemek iรงin dikkatlice analiz yapฤฑn.\n + DoฤŸruluk iรงin daha yรผksek gรผven seviyelerine sahip baฤŸlamlara รถncelik vererek tรผm ilgili baฤŸlam pencerelerini kullanฤฑn.\n + Sorgu belirli bir dosyayฤฑ referans alฤฑyorsa, yalnฤฑzca belirtilen dosya(lar)dan bilgi รงฤฑkarฤฑn.\n + Sorgu herhangi bir dosya belirtmiyorsa, mevcut tรผm dosyalardan bilgileri birleลŸtirin.\n + BaฤŸlam birden fazla dosyada tutarlฤฑ bilgiler iรงeriyorsa, verileri birleลŸtirin ve tutarlฤฑlฤฑฤŸฤฑ belirtin.\n + BaฤŸlam รงeliลŸkili bilgiler iรงeriyorsa: ร‡eliลŸkileri vurgulayฤฑn, kaynaklarฤฑnฤฑ belirtin ve nasฤฑl farklฤฑlฤฑk gรถsterdiklerini aรงฤฑklayฤฑn.\n + BaฤŸlam benzer veya farklฤฑ bilgiler iรงeriyorsa, farklฤฑlฤฑklarฤฑ veya benzerlikleri รถzetleyin ve bunlarฤฑ sorguyla iliลŸkilendirin.\n + Yanฤฑtฤฑnฤฑzฤฑ daha iyi okunabilirlik iรงin madde iลŸaretleri veya konuya dayalฤฑ bรถlรผmler kullanarak sunun.\n + Netlik ve รถzlรผlรผฤŸe รถncelik verin. KarmaลŸฤฑk sorgular iรงin alt baลŸlฤฑklar veya kategoriler kullanฤฑn.\n + Gerekli bilgi baฤŸlamda bulunmuyorsa, bunu aรงฤฑkรงa belirtin ve mรผmkรผnse รถneriler veya aรงฤฑklamalar sunun.\n + Yanฤฑtta gรผven katsayฤฑsฤฑnฤฑ belirtmeyin.\n + + AลŸaฤŸฤฑdaki formata *kesinlikle* uygun ลŸekilde yanฤฑt verin:\n + + [header]Bรถlรผm Adฤฑ[/header]\n + GerektiฤŸinde [bold]kalฤฑn terimler[/bold] ile iรงerik. Maddeler iรงin ลŸu format kullanฤฑlmalฤฑ:\n + - Ana madde\n + - Alt madde\n + - Daha alt madde\n + + [header]DiฤŸer Bรถlรผm Adฤฑ[/header]\n + GerektiฤŸinde [bold]kalฤฑn terimler[/bold] ile iรงerik\n + - Ana madde\n + - Alt madde\n + - Daha alt madde\n + + Kurallar:\n + 1. Her ana bรถlรผm [header]...[/header] ile baลŸlamalฤฑ\n + 2. ร–nemli terimler veya vurgulamalar iรงin [bold]...[/bold] kullanฤฑn\n + 3. Bรถlรผm baลŸlฤฑklarฤฑ ลŸunlardan biri olmalฤฑ: Tanฤฑm, Amaรง, Temel ร–zellikler, ฤฐลŸleyiลŸ, BaฤŸlam\n + 4. Tรผm liste maddeleri iรงin tek tire (-) kullanฤฑn\n + 5. Alt maddelerde tam olarak 2 boลŸluk ile girintileme yapฤฑn\n + 6. Ana bรถlรผmler arasฤฑnda bir boลŸ satฤฑr bฤฑrakฤฑn\n + 7. BaลŸka liste iลŸaretleri kullanmayฤฑn (nokta, sayฤฑ vb.)\n + 8. Yanฤฑt boyunca tutarlฤฑ girintileme kullanฤฑn\n + + BaฤŸlam Pencereleri:\n + {context}\n + + Kullanฤฑcฤฑ Sorgusu:\n + {query}\n + " + + KarลŸฤฑlaลŸtฤฑrma: + - id: comp_tr_001 + text: " + Gรถreviniz verilen baฤŸlam pencerelerini analiz etmek, kullanฤฑcฤฑnฤฑn sorgusuna gรถre ilgili verileri รงฤฑkarmak ve yanฤฑtฤฑnฤฑzฤฑ geliลŸtirmek iรงin dosya bilgilerini kullanmaktฤฑr. Birincil amacฤฑnฤฑz, yalnฤฑzca baฤŸlam penceresinde saฤŸlanan bilgileri kullanarak kapsamlฤฑ, yapฤฑlandฤฑrฤฑlmฤฑลŸ ve kullanฤฑcฤฑ dostu bir yanฤฑt sunmaktฤฑr.\n + + Talimatlar:\n + Size, her biri birkaรง cรผmle ve ลŸu iki meta veriyi iรงeren baฤŸlam pencereleri saฤŸlanacaktฤฑr:\n + Dosya: Her baฤŸlamฤฑn kaynaฤŸฤฑnฤฑ belirtir.\n + Gรผven katsayฤฑsฤฑ: 0 ile 1 arasฤฑnda bir sayฤฑ olup, baฤŸlamฤฑn รถncelik seviyesini ifade eder (daha yรผksek sayฤฑlar daha yรผksek รถncelik anlamฤฑna gelir).\n + + 1. Benzerlikleri ve farklฤฑlฤฑklarฤฑ vurgulamak iรงin baฤŸlamdan ilgili detaylarฤฑ รงฤฑkarฤฑn ve karลŸฤฑlaลŸtฤฑrฤฑn.\n + 2. ร‡eliลŸkili bilgiler bulunursa, bu รงeliลŸkileri belirtin ve kaynaklarฤฑnฤฑ aรงฤฑklayฤฑn.\n + 3. Ayrฤฑmlarฤฑ veya paralellikleri, [header]Benzerlikler[/header] ve [header]Farklฤฑlฤฑklar[/header] gibi baลŸlฤฑklar kullanarak yapฤฑlandฤฑrฤฑlmฤฑลŸ bir formatta sunun.\n + 4. ร‡ฤฑkarฤฑlan bilgilerin kullanฤฑcฤฑnฤฑn sorgusuyla nasฤฑl iliลŸkili olduฤŸunu net bir ลŸekilde aรงฤฑklayฤฑn.\n + 5. EฤŸer baฤŸlamlar arasฤฑnda tutarlฤฑ bilgiler bulunuyorsa, bunlarฤฑ [header]Benzerlikler[/header] bรถlรผmรผnde รถzetleyin. ร‡eliลŸkili bilgiler iรงin: ร‡eliลŸen noktalarฤฑ [header]Farklฤฑlฤฑklar[/header] baลŸlฤฑฤŸฤฑ altฤฑnda belirtin. ร‡eliลŸkileri ilgili kaynaklarฤฑna atfedin ve bunlarฤฑn etkisini aรงฤฑklayฤฑn.\n + 6. Birden fazla รถzelliฤŸi kapsayan karลŸฤฑlaลŸtฤฑrmalar iรงin, verileri [bold]tablo formatฤฑnda[/bold] veya yapฤฑlandฤฑrฤฑlmฤฑลŸ listeler halinde dรผzenleyin. Her bir satฤฑr veya madde iลŸareti bir รถzelliฤŸi temsil etmelidir.\n + 7. Gerekli karลŸฤฑlaลŸtฤฑrma verileri eksikse, bunu [header]Eksik Bilgiler[/header] baลŸlฤฑฤŸฤฑ altฤฑnda aรงฤฑkรงa belirtin. Sorgunun nasฤฑl iyileลŸtirilebileceฤŸine dair รถnerilerde bulunun veya baฤŸlamdaki eksikliklere iลŸaret edin.\n + 8. Ayrฤฑntฤฑlฤฑ veya hiyerarลŸik karลŸฤฑlaลŸtฤฑrmalarฤฑ iรงeren sorgular iรงin: Genel farklฤฑlฤฑklar veya benzerlikler iรงin bir ana bรถlรผm kullanฤฑn. Daha ayrฤฑntฤฑlฤฑ noktalar iรงin iรง iรงe geรงmiลŸ bรถlรผmler ekleyin.\n + + ฤฐlgili Bilgilerin ร‡ฤฑkarฤฑlmasฤฑ:\n + Kullanฤฑcฤฑnฤฑn sorgusunda istenen belirli bilgileri belirlemek iรงin dikkatlice analiz yapฤฑn.\n + DoฤŸruluk iรงin daha yรผksek gรผven seviyelerine sahip baฤŸlamlara รถncelik vererek tรผm ilgili baฤŸlam pencerelerini kullanฤฑn.\n + Sorgu belirli bir dosyayฤฑ referans alฤฑyorsa, yalnฤฑzca belirtilen dosya(lar)dan bilgi รงฤฑkarฤฑn.\n + Sorgu herhangi bir dosya belirtmiyorsa, mevcut tรผm dosyalardan bilgileri birleลŸtirin.\n + BaฤŸlam birden fazla dosyada tutarlฤฑ bilgiler iรงeriyorsa, verileri birleลŸtirin ve tutarlฤฑlฤฑฤŸฤฑ belirtin.\n + BaฤŸlam รงeliลŸkili bilgiler iรงeriyorsa: ร‡eliลŸkileri vurgulayฤฑn, kaynaklarฤฑnฤฑ belirtin ve nasฤฑl farklฤฑlฤฑk gรถsterdiklerini aรงฤฑklayฤฑn.\n + BaฤŸlam benzer veya farklฤฑ bilgiler iรงeriyorsa, farklฤฑlฤฑklarฤฑ veya benzerlikleri รถzetleyin ve bunlarฤฑ sorguyla iliลŸkilendirin.\n + Yanฤฑtฤฑnฤฑzฤฑ daha iyi okunabilirlik iรงin madde iลŸaretleri veya konuya dayalฤฑ bรถlรผmler kullanarak sunun.\n + Netlik ve รถzlรผlรผฤŸe รถncelik verin. KarmaลŸฤฑk sorgular iรงin alt baลŸlฤฑklar veya kategoriler kullanฤฑn.\n + Gerekli bilgi baฤŸlamda bulunmuyorsa, bunu aรงฤฑkรงa belirtin ve mรผmkรผnse รถneriler veya aรงฤฑklamalar sunun.\n + Yanฤฑtta gรผven katsayฤฑsฤฑnฤฑ belirtmeyin.\n + + AลŸaฤŸฤฑdaki formata *kesinlikle* uygun ลŸekilde yanฤฑt verin:\n + + [header]Bรถlรผm Adฤฑ[/header]\n + GerektiฤŸinde [bold]kalฤฑn terimler[/bold] ile iรงerik. Maddeler iรงin ลŸu format kullanฤฑlmalฤฑ:\n + - Ana madde\n + - Alt madde\n + - Daha alt madde\n + + [header]DiฤŸer Bรถlรผm Adฤฑ[/header]\n + GerektiฤŸinde [bold]kalฤฑn terimler[/bold] ile iรงerik\n + - Ana madde\n + - Alt madde\n + - Daha alt madde\n + + Kurallar:\n + 1. Her ana bรถlรผm [header]...[/header] ile baลŸlamalฤฑ\n + 2. ร–nemli terimler veya vurgulamalar iรงin [bold]...[/bold] kullanฤฑn\n + 3. Bรถlรผm baลŸlฤฑklarฤฑ ลŸunlardan biri olmalฤฑ: Tanฤฑm, Amaรง, Temel ร–zellikler, ฤฐลŸleyiลŸ, BaฤŸlam\n + 4. Tรผm liste maddeleri iรงin tek tire (-) kullanฤฑn\n + 5. Alt maddelerde tam olarak 2 boลŸluk ile girintileme yapฤฑn\n + 6. Ana bรถlรผmler arasฤฑnda bir boลŸ satฤฑr bฤฑrakฤฑn\n + 7. BaลŸka liste iลŸaretleri kullanmayฤฑn (nokta, sayฤฑ vb.)\n + 8. Yanฤฑt boyunca tutarlฤฑ girintileme kullanฤฑn\n + + BaฤŸlam Pencereleri:\n + {context}\n + + Kullanฤฑcฤฑ Sorgusu:\n + {query}\n + " + + ร–zetleme: + - id: sum_tr_001 + text: " + Gรถreviniz verilen baฤŸlam pencerelerini analiz etmek, kullanฤฑcฤฑnฤฑn sorgusuna gรถre ilgili verileri รงฤฑkarmak ve yanฤฑtฤฑnฤฑzฤฑ geliลŸtirmek iรงin dosya bilgilerini kullanmaktฤฑr. Birincil amacฤฑnฤฑz, yalnฤฑzca baฤŸlam penceresinde saฤŸlanan bilgileri kullanarak kapsamlฤฑ, yapฤฑlandฤฑrฤฑlmฤฑลŸ ve kullanฤฑcฤฑ dostu bir yanฤฑt sunmaktฤฑr.\n + + Talimatlar:\n + Size, her biri birkaรง cรผmle ve ลŸu iki meta veriyi iรงeren baฤŸlam pencereleri saฤŸlanacaktฤฑr:\n + Dosya: Her baฤŸlamฤฑn kaynaฤŸฤฑnฤฑ belirtir.\n + Gรผven katsayฤฑsฤฑ: 0 ile 1 arasฤฑnda bir sayฤฑ olup, baฤŸlamฤฑn รถncelik seviyesini ifade eder (daha yรผksek sayฤฑlar daha yรผksek รถncelik anlamฤฑna gelir).\n + + 1. Sorgu ile ilgili baฤŸlamdan anahtar noktalarฤฑ veya temel fikirleri belirleyin ve รงฤฑkarฤฑn.\n + 2. Netlik iรงin madde iลŸaretleri veya kategoriler kullanarak kฤฑsa ve iyi yapฤฑlandฤฑrฤฑlmฤฑลŸ bir รถzet oluลŸturun.\n + 3. Genel temalarฤฑ vurgulayฤฑn ve gereksiz ayrฤฑntฤฑlara yer vermeden genel bir bakฤฑลŸ saฤŸlayฤฑn.\n + 4. Tekrarlamalarฤฑ รถnlemek iรงin baฤŸlamlar arasฤฑndaki tutarlฤฑ bilgileri birleลŸtirin.\n + 5. EฤŸer sorgu belirli bir odak alanฤฑ (รถrneฤŸin, bir bรถlรผm, dosya veya tema) belirtiyorsa, yalnฤฑzca bu odakla ilgili iรงeriฤŸi รถzetlemeye รถncelik verin. Herhangi bir odak belirtilmemiลŸse, en kritik ve tekrar eden temalarฤฑ veya noktalarฤฑ vurgulayฤฑn.\n + 6. Uygun olduฤŸunda, baฤŸlamdan kฤฑsa รถrnekler veya belirli detaylarla ana fikirleri aรงฤฑklayฤฑn. ร–rnekleri kฤฑsa ve ilgili tutun.\n + 7. BaฤŸlamda รงeliลŸkiler varsa: Her iki bakฤฑลŸ aรงฤฑsฤฑnฤฑ da kฤฑsaca รถzetleyin. ร‡eliลŸkiyi aรงฤฑkรงa belirtin ve bunun sorguyla nasฤฑl iliลŸkili olduฤŸunu aรงฤฑklayฤฑn.\n + 8. ร–zet, sorgu tarafฤฑndan aรงฤฑkรงa talep edilmedikรงe 200 kelimeyi aลŸmamalฤฑdฤฑr. EฤŸer gerekli detaylar bu sฤฑnฤฑrฤฑ aลŸarsa, รถncelikli veya hiyerarลŸik bir genel bakฤฑลŸ saฤŸlayฤฑn.\n + + ฤฐlgili Bilgilerin ร‡ฤฑkarฤฑlmasฤฑ:\n + Kullanฤฑcฤฑnฤฑn sorgusunda istenen belirli bilgileri belirlemek iรงin dikkatlice analiz yapฤฑn.\n + DoฤŸruluk iรงin daha yรผksek gรผven seviyelerine sahip baฤŸlamlara รถncelik vererek tรผm ilgili baฤŸlam pencerelerini kullanฤฑn.\n + Sorgu belirli bir dosyayฤฑ referans alฤฑyorsa, yalnฤฑzca belirtilen dosya(lar)dan bilgi รงฤฑkarฤฑn.\n + Sorgu herhangi bir dosya belirtmiyorsa, mevcut tรผm dosyalardan bilgileri birleลŸtirin.\n + BaฤŸlam birden fazla dosyada tutarlฤฑ bilgiler iรงeriyorsa, verileri birleลŸtirin ve tutarlฤฑlฤฑฤŸฤฑ belirtin.\n + BaฤŸlam รงeliลŸkili bilgiler iรงeriyorsa: ร‡eliลŸkileri vurgulayฤฑn, kaynaklarฤฑnฤฑ belirtin ve nasฤฑl farklฤฑlฤฑk gรถsterdiklerini aรงฤฑklayฤฑn.\n + BaฤŸlam benzer veya farklฤฑ bilgiler iรงeriyorsa, farklฤฑlฤฑklarฤฑ veya benzerlikleri รถzetleyin ve bunlarฤฑ sorguyla iliลŸkilendirin.\n + Yanฤฑtฤฑnฤฑzฤฑ daha iyi okunabilirlik iรงin madde iลŸaretleri veya konuya dayalฤฑ bรถlรผmler kullanarak sunun.\n + Netlik ve รถzlรผlรผฤŸe รถncelik verin. KarmaลŸฤฑk sorgular iรงin alt baลŸlฤฑklar veya kategoriler kullanฤฑn.\n + Gerekli bilgi baฤŸlamda bulunmuyorsa, bunu aรงฤฑkรงa belirtin ve mรผmkรผnse รถneriler veya aรงฤฑklamalar sunun.\n + Yanฤฑtta gรผven katsayฤฑsฤฑnฤฑ belirtmeyin.\n + + AลŸaฤŸฤฑdaki formata *kesinlikle* uygun ลŸekilde yanฤฑt verin:\n + + [header]Bรถlรผm Adฤฑ[/header]\n + GerektiฤŸinde [bold]kalฤฑn terimler[/bold] ile iรงerik. Maddeler iรงin ลŸu format kullanฤฑlmalฤฑ:\n + - Ana madde\n + - Alt madde\n + - Daha alt madde\n + + [header]DiฤŸer Bรถlรผm Adฤฑ[/header]\n + GerektiฤŸinde [bold]kalฤฑn terimler[/bold] ile iรงerik\n + - Ana madde\n + - Alt madde\n + - Daha alt madde\n + + Kurallar:\n + 1. Her ana bรถlรผm [header]...[/header] ile baลŸlamalฤฑ\n + 2. ร–nemli terimler veya vurgulamalar iรงin [bold]...[/bold] kullanฤฑn\n + 3. Bรถlรผm baลŸlฤฑklarฤฑ ลŸunlardan biri olmalฤฑ: Tanฤฑm, Amaรง, Temel ร–zellikler, ฤฐลŸleyiลŸ, BaฤŸlam\n + 4. Tรผm liste maddeleri iรงin tek tire (-) kullanฤฑn\n + 5. Alt maddelerde tam olarak 2 boลŸluk ile girintileme yapฤฑn\n + 6. Ana bรถlรผmler arasฤฑnda bir boลŸ satฤฑr bฤฑrakฤฑn\n + 7. BaลŸka liste iลŸaretleri kullanmayฤฑn (nokta, sayฤฑ vb.)\n + 8. Yanฤฑt boyunca tutarlฤฑ girintileme kullanฤฑn\n + + BaฤŸlam Pencereleri:\n + {context}\n + + Kullanฤฑcฤฑ Sorgusu:\n + {query}\n + " + + queries: + - id: query_tr_001 + text: " + Gรถrev: Analiz Et, Dรผzelt ve ฤฐlgili Sorular & Cevaplar OluลŸtur.\n + + Talimatlar:\n + Kullanฤฑcฤฑ sorgusu size verilmiลŸtir.\n + ร–ncelikle Kullanฤฑcฤฑ sorusunu kontrol edin. EฤŸer anlamsฤฑzsa, boลŸ bir string '' dรถndรผrรผn. Anlamlฤฑysa, ลŸu iลŸlemleri yapฤฑn:\n + Herhangi bir yazฤฑm veya dilbilgisi hatasฤฑ olup olmadฤฑฤŸฤฑnฤฑ kontrol edin ve dรผzeltilmiลŸ soruyu รงฤฑktฤฑdaki ilk soru olarak dรถndรผrรผn.\n + Ardฤฑndan, DรผzeltmiลŸ soruyla aynฤฑ anlamฤฑ koruyan 3 semantik olarak benzer sorgu oluลŸturun.\n + Orijinal soruyu farklฤฑ aรงฤฑlardan ele alan, ancak yine de ilgili kalan 3 farklฤฑ soru oluลŸturun.\n + Son 3 soruya, her biri 1-2 cรผmlelik kฤฑsa cevaplarla yanฤฑt verin.\n + Ardฤฑndan dรผzeltilmiลŸ kullanฤฑcฤฑ sorgusunu analiz edin ve niyetini belirleyin. Niyet listesi, anahtar kelimeler ve รถrnekler aลŸaฤŸฤฑda verilmiลŸtir. EฤŸer niyet tam olarak anlaลŸฤฑlmaz ise boลŸ bir string '' dรถndรผr.\n + + Olasฤฑ niyetler:\n + 1. Bilgi Edinme: Gerรงek bilgileri, tanฤฑmlarฤฑ veya aรงฤฑklamalarฤฑ รถฤŸrenme talebi.\n + Niyet Anahtar Kelimeleri: Ne, tanฤฑmla, aรงฤฑkla, detaylar, belirt, kim, neden, nasฤฑl.\n + Niyet ร–rnekleri: Bu kuralฤฑ ihlal etmenin cezasฤฑ nedir? โ†’ Bilgilendirme\n + 2. ร–zetleme: KarmaลŸฤฑk bilgilerin kฤฑsa bir รถzetini isteme.\n + Niyet Anahtar Kelimeleri: ร–zetle, genel bakฤฑลŸ, ana noktalar, temel fikirler, kฤฑsa, รถz, basitleลŸtir.\n + Niyet ร–rnekleri: Bu belgenin ana noktalarฤฑnฤฑ รถzetleyebilir misiniz? โ†’ ร–zetleme\n + 3. KarลŸฤฑlaลŸtฤฑrma: Seรงenekleri, yรถntemleri veya teknolojileri deฤŸerlendirme.\n + Niyet Anahtar Kelimeleri: KarลŸฤฑlaลŸtฤฑr, fark, benzerlik, karลŸฤฑlaลŸtฤฑrma, daha iyi, alternatif, artฤฑlar ve eksiler.\n + Niyet ร–rnekleri: Bu iki yรถntemin faydalarฤฑnฤฑ karลŸฤฑlaลŸtฤฑrฤฑn. โ†’ KarลŸฤฑlaลŸtฤฑrma\n + + ร‡ฤฑktฤฑyฤฑ **kesinlikle** ลŸu formatta dรถndรผrรผn:\n + [dรผzeltilmiลŸ sorgu]\n + [birinci semantik olarak benzer sorgu]\n + [ikinci semantik olarak benzer sorgu]\n + [รผรงรผncรผ semantik olarak benzer sorgu]\n + [birinci farklฤฑ-aรงฤฑdan soru]\n + [ikinci farklฤฑ-aรงฤฑdan soru]\n + [รผรงรผncรผ farklฤฑ-aรงฤฑdan soru]\n + [birinci farklฤฑ-aรงฤฑdan cevap]\n + [ikinci farklฤฑ-aรงฤฑdan cevap]\n + [รผรงรผncรผ farklฤฑ-aรงฤฑdan cevap]\n + [kullanฤฑcฤฑ niyeti]\n + + Kullanฤฑcฤฑ Sorgusu: {query}\n + + ร–rnek:\n + Kullanฤฑcฤฑ sorgusu: Retrieval-augmented generation yapay zeka sistemlerinde nasฤฑl รงalฤฑลŸฤฑr?\n + + ร‡ฤฑktฤฑ:\n + Retrieval-augmented generation yapay zeka sistemlerinde nasฤฑl รงalฤฑลŸฤฑr?\n + Retrieval-augmented generation sรผreci yapay zekada nasฤฑl iลŸler?\n + RAG, yapay zeka sistemlerine bilgi getirme ve oluลŸturma konusunda nasฤฑl yardฤฑmcฤฑ olur?\n + Retrieval-augmented generation yapay zeka uygulamalarฤฑnda nasฤฑl iลŸlev gรถrรผr?\n + RAG kullanmanฤฑn yapay zeka iรงin temel avantajlarฤฑ nelerdir?\n + RAG, geleneksel makine รถฤŸrenimi modellerinden nasฤฑl farklฤฑdฤฑr?\n + RAGโ€™in uygulanmasฤฑnda karลŸฤฑlaลŸฤฑlan zorluklar nelerdir?\n + RAG, yapay zekayฤฑ dฤฑลŸ verileri getirerek daha doฤŸru yanฤฑtlar saฤŸlamada geliลŸtirir.\n + RAG, geleneksel modellerden farklฤฑ olarak รงฤฑkarฤฑm sฤฑrasฤฑnda harici bilgilere eriลŸim saฤŸlar.\n + BaลŸlฤฑca zorluklar arasฤฑnda getirme gecikmesi, getirilen verilerin uygunluฤŸu ve bilgilerin gรผncel tutulmasฤฑ yer alฤฑr.\n + Bilgi Edinme\n + + Kullanฤฑcฤฑ sorusu: {query}\n + " + +metadata: + version: "1.0" + description: "Prompt type storages with language groups" \ No newline at end of file diff --git a/doclink/doclink/templates/app.html b/doclink/doclink/templates/app.html new file mode 100644 index 0000000..5dc3cae --- /dev/null +++ b/doclink/doclink/templates/app.html @@ -0,0 +1,409 @@ + + + + + + + + + + + Doclink + + + + + + + + + + + + + + + +
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+ + + diff --git a/doclink/doclink/tests/__init__.py b/doclink/doclink/tests/__init__.py new file mode 100644 index 0000000..e69de29 diff --git a/doclink/doclink/tests/test_redis_connection.py b/doclink/doclink/tests/test_redis_connection.py new file mode 100644 index 0000000..59d921e --- /dev/null +++ b/doclink/doclink/tests/test_redis_connection.py @@ -0,0 +1,124 @@ +# tests/integration/test_redis_connection.py +import pytest +from app.redis_manager import RedisManager +import numpy as np + + +class TestRedisConnection: + @pytest.fixture(scope="class") + def redis_manager(self): + """Fixture to provide Redis manager instance""" + return RedisManager() + + @pytest.fixture(scope="function") + def cleanup(self, redis_manager): + """Fixture to cleanup after each test""" + yield + test_keys = redis_manager.client.keys("test:*") + if test_keys: + redis_manager.client.delete(*test_keys) + + def test_connection(self, redis_manager): + """Test basic Redis connection""" + assert redis_manager.is_connected(), "Redis connection failed" + + def test_basic_operations(self, redis_manager, cleanup): + """Test basic Redis operations with simple data""" + test_data = {"string": "value", "number": 42} + + # Test set operation + assert redis_manager.set_data("test:basic", test_data), "Failed to set data" + + # Test get operation + retrieved_data = redis_manager.get_data("test:basic") + assert retrieved_data == test_data, "Retrieved data doesn't match original" + + # Test delete operation + assert redis_manager.delete_data("test:basic"), "Failed to delete data" + assert ( + redis_manager.get_data("test:basic") is None + ), "Data still exists after deletion" + + def test_complex_data_operations(self, redis_manager, cleanup): + """Test Redis operations with complex data structures""" + test_data = { + "array": np.array([1, 2, 3]), + "nested": {"dict": {"a": 1}, "list": [1, 2, 3], "tuple": (4, 5, 6)}, + } + + # Test set operation + assert redis_manager.set_data( + "test:complex", test_data + ), "Failed to set complex data" + + # Test get operation + retrieved_data = redis_manager.get_data("test:complex") + assert isinstance( + retrieved_data["array"], np.ndarray + ), "NumPy array not preserved" + assert np.array_equal( + retrieved_data["array"], test_data["array"] + ), "NumPy array data mismatch" + assert ( + retrieved_data["nested"] == test_data["nested"] + ), "Nested structure mismatch" + + def test_expiry(self, redis_manager, cleanup): + """Test data expiration""" + import time + + test_data = {"test": "value"} + + # Set data with 1 second expiry + assert redis_manager.set_data( + "test:expiry", test_data, expiry=1 + ), "Failed to set data with expiry" + + # Verify data exists + assert ( + redis_manager.get_data("test:expiry") is not None + ), "Data not set properly" + + # Wait for expiration + time.sleep(1.1) + + # Verify data has expired + assert redis_manager.get_data("test:expiry") is None, "Data did not expire" + + def test_concurrent_access(self, redis_manager, cleanup): + """Test concurrent access to Redis""" + import threading + + def worker(worker_id: int): + for i in range(10): + key = f"test:concurrent:{worker_id}:{i}" + data = {"worker": worker_id, "iteration": i} + assert redis_manager.set_data(key, data) + retrieved = redis_manager.get_data(key) + assert retrieved == data + + threads = [threading.Thread(target=worker, args=(i,)) for i in range(5)] + for t in threads: + t.start() + for t in threads: + t.join() + + def test_performance(self, redis_manager, cleanup): + """Test performance of Redis operations""" + import time + + # Test write performance + start_time = time.time() + for i in range(1000): + redis_manager.set_data(f"test:perf:write:{i}", {"data": i}) + write_time = time.time() - start_time + + # Test read performance + start_time = time.time() + for i in range(1000): + redis_manager.get_data(f"test:perf:write:{i}") + read_time = time.time() - start_time + + # Assert reasonable performance (adjust thresholds as needed) + assert write_time < 5.0, f"Write performance too slow: {write_time:.2f}s" + assert read_time < 5.0, f"Read performance too slow: {read_time:.2f}s" diff --git a/doclink/filelist.txt b/doclink/filelist.txt new file mode 100644 index 0000000..fbc9c9f --- /dev/null +++ b/doclink/filelist.txt @@ -0,0 +1,28 @@ +./app/functions/chatbot_functions.py +./app/functions/scraping_functions.py +./app/functions/embedding_functions.py +./app/functions/indexing_functions.py +./app/functions/reading_functions.py +./app/functions/export_functions.py +./app/test_db_conn.py +./app/main_dev.py +./app/api/core.py +./app/api/endpoints.py +./app/db/database.ini +./app/db/sql/database_reset.sql +./app/db/sql/table_initialize.sql +./app/db/database.py +./app/db/config.py +./app/static/favicon/site.webmanifest +./app/static/js/app-api.js +./app/static/js/app.js +./app/static/css/app.css +./app/redis_manager.py +./app/utils/prompts.yaml +./app/main_prod.py +./.env +./templates/bkup_app.html +./templates/app.html +./templates/index.html +./test_user_info.sh +./tests/test_redis_connection.py diff --git a/doclink/hold/README.md b/doclink/hold/README.md new file mode 100644 index 0000000..6f06d0c --- /dev/null +++ b/doclink/hold/README.md @@ -0,0 +1,109 @@ +# ๐Ÿ”— Doclink.io +Doclink is an AI document assistant that transforms how you interact with your documents. Upload your files, create custom folders, and ask questions to quickly retrieve relevant information across your entire document collection. Doclink connects related information between documents, making complex data analysis simple and intuitive. +We're on the early stage. And want to help everyone on their information processing. Thus, you can use doclink completely for free plus all of our implementation is open source. + +## โœจ Features + +- **๐Ÿ“Š Custom Knowledge Bases**: Create and organize multiple document collections for different topics or projects +- **๐Ÿ“‘ Multi-Format Support**: Upload and analyze PDF, DOCX, XLSX, PPTX, TXT, and web content +- **๐Ÿ” Intelligent Search**: Ask questions in natural language and get precise answers from your documents +- **๐Ÿง  Context-Aware Responses**: AI understands the relationships between your documents for comprehensive answers +- **๐Ÿ“Œ Source Citations**: Every answer includes references to specific document sources for easy verification +- **๐ŸŒ Web Interface**: Intuitive, responsive design works across all devices +- **๐Ÿ”’ Secure Authentication**: Google authentication ensures your document library remains private + +## ๐Ÿš€ Get Started + +1. **Sign Up**: Create an account using your google account on doclink.io +2. **Create a Folder**: Organize your documents into custom folders +3. **Upload Documents**: Add PDFs, Word documents, excel tables, and more +4. **Ask Questions**: Just ask to get information +5. **Analyze Responses**: Review AI-generated answers with source references +6. **Export Insights**: Save and share your findings + +# ๐Ÿ› ๏ธ Tech Stack + +We have a very lean tech stack. We mostly trust our from scratch RAG implementation and RAG understanding. On every benchmark, we have 95% relevancy level on our answers. +We're not very experienced web developers. But we trust our AI & RAG implementation. + +## ๐Ÿ–ฅ๏ธ Frontend +- Next.js +- Bootstrap & Custom CSS +- JavaScript + +## ๐Ÿ”ง Backend +- FastAPI +- PostgreSQL +- Redis + +## ๐Ÿง  AI & RAG +- OpenAI: Embeddings and answer generation +- FAISS: Semantic search + +## ๐Ÿ“ Document Processing +- PyMuPDF/Fitz: PDF processing and content extraction +- Docx/XLSX Processing: Support for Microsoft Office document formats +- Web Scraping: Ability to process and index web content + +# ๐Ÿ” RAG Implementation + +## ๐Ÿ“Š Relational Database Approach + +Doclink implements a custom Retrieval-Augmented Generation (RAG) system using PostgreSQL rather than specialized vector databases. This unique approach offers several advantages: + +- **๐Ÿงฉ Simplicity**: Using a single PostgreSQL database for both document metadata and embeddings simplifies the architecture and maintenance +- **๐Ÿ’ฐ Cost Efficiency**: Eliminates the need for additional vector database services or infrastructure +- **โš™๏ธ Flexibility**: Allows for complex queries that combine traditional SQL filtering with vector similarity search + +## ๐Ÿ—๏ธ How It Works + +Our RAG implementation functions through several key components: + +1. **๐Ÿ“„ Document Processing**: Documents are processed, split into meaningful chunks, and transformed into embeddings using OpenAI's embedding models +2. **๐Ÿ’พ Storage**: These embeddings are stored in PostgreSQL using the `BYTEA` data type, alongside document metadata and user information +3. **๐Ÿ”Ž Retrieval**: When a query is submitted, it's converted to an embedding and similarity search is performed against stored document embeddings +4. **๐Ÿง  Context Building**: The most relevant document chunks are assembled into a context window using custom logic that considers: + - Semantic relevance scores + - Document structure (headers, paragraphs, tables) + - User-selected file filters +5. **โœ๏ธ Response Generation**: The retrieved context is sent to the language model along with the original query to generate accurate, contextually relevant responses + +## ๐Ÿ” Security Layer + +Unlike many RAG implementations, Doclink adds an encryption layer to stored document content: + +- **๐Ÿ”’ AES-GCM Encryption**: Document content is encrypted before storage, with each file having a unique authentication tag +- **๐Ÿ”‘ Secure Decryption**: Content is only decrypted when needed for response generation +- **๐Ÿ›ก๏ธ Privacy Preservation**: Original document content remains protected even if the database is compromised + +This approach combines the power of modern vector search techniques with the reliability and familiarity of relational databases, creating a robust, secure, and maintainable RAG system. + +This architecture enables Doclink to securely handle document processing, embedding generation, and sophisticated question-answering capabilities while maintaining a responsive user experience. + +# ๐Ÿ‘ฅ Contributing + +We welcome contributions to Doclink! If you need a specific update, please open an issue we will be on it. +If you want to be part of our team, please reach us. + +# ๐Ÿ™ Acknowledgments + +Doclink stands on the shoulders of giants. We'd like to acknowledge the following projects and libraries that make our work possible: + +- **OpenAI** - For their powerful language models and embeddings +- **PyMuPDF (Fitz)** - Document processing library, licensed under GNU GPL v3 +- **FAISS** - Efficient similarity search library from Facebook Research +- **FastAPI** - Modern, fast web framework for building APIs +- **PostgreSQL** - Robust, open-source relational database +- **Next.js** - React framework for production-grade web applications +- **Spacy** - Industrial-strength natural language processing +- **Redis** - In-memory data structure store +- **Bootstrap** - Front-end framework for responsive web design + +Special thanks to: +- All contributors who have invested their time and expertise +- The open-source community for continued inspiration and support +- Our users for valuable feedback and suggestions + +# ๐Ÿ“œ License + +Doclink is released under the MIT License. diff --git a/doclink/hold/requirements.txt b/doclink/hold/requirements.txt new file mode 100644 index 0000000..153a0e3 --- /dev/null +++ b/doclink/hold/requirements.txt @@ -0,0 +1,194 @@ +annotated-types==0.7.0 +anyio==4.6.2.post1 +appdirs==1.4.4 +async-timeout==5.0.1 +attrs==24.2.0 +autoflake==2.3.1 +bcrypt==4.2.0 +beautifulsoup4==4.12.3 +blis==0.7.11 +bs4==0.0.2 +cachetools==5.5.0 +catalogue==2.0.10 +certifi==2024.8.30 +cffi==1.17.1 +chardet==5.2.0 +charset-normalizer==3.4.0 +click==8.1.7 +cloudpathlib==0.20.0 +confection==0.1.5 +cryptography==44.0.0 +cssselect==1.2.0 +cymem==2.0.8 +deepsearch-glm==1.0.0 +dill==0.3.9 +distro==1.9.0 +docling==2.10.0 +docling-core==2.9.0 +docling-ibm-models==2.0.7 +docling-parse==3.0.0 +easyocr==1.7.2 +ecdsa==0.19.0 +en-core-web-sm @ https://github.com/explosion/spacy-models/releases/download/en_core_web_sm-3.7.1/en_core_web_sm-3.7.1-py3-none-any.whl#sha256=86cc141f63942d4b2c5fcee06630fd6f904788d2f0ab005cce45aadb8fb73889 +et_xmlfile==2.0.0 +exceptiongroup==1.2.2 +faiss-cpu==1.8.0.post1 +fake-useragent==2.0.3 +fastapi==0.112.1 +filelock==3.16.1 +filetype==1.2.0 +fsspec==2024.10.0 +google-api-core==2.24.1 +google-api-python-client==2.160.0 +google-auth==2.37.0 +google-auth-httplib2==0.2.0 +google-auth-oauthlib==1.2.1 +googleapis-common-protos==1.66.0 +h11==0.14.0 +httpcore==1.0.6 +httplib2==0.22.0 +httpx==0.27.2 +huggingface-hub==0.26.5 +idna==3.10 +imageio==2.36.1 +importlib_metadata==8.6.1 +iniconfig==2.0.0 +itsdangerous==2.2.0 +Jinja2==3.1.4 +jiter==0.6.1 +jsonlines==3.1.0 +jsonpatch==1.33 +jsonpointer==3.0.0 +jsonref==1.1.0 +jsonschema==4.23.0 +jsonschema-specifications==2024.10.1 +jwt==1.3.1 +langchain-core==0.3.21 +langchain-text-splitters==0.3.2 +langcodes==3.4.1 +langdetect==1.0.9 +langsmith==0.1.145 +language_data==1.2.0 +lazy_loader==0.4 +lxml==5.3.0 +lxml_html_clean==0.4.1 +marisa-trie==1.2.1 +markdown-it-py==3.0.0 +marko==2.1.2 +MarkupSafe==3.0.2 +mdurl==0.1.2 +mpire==2.10.2 +mpmath==1.3.0 +multiprocess==0.70.17 +murmurhash==1.0.10 +networkx==3.4.2 +ninja==1.11.1.2 +numpy==1.26.4 +nvidia-cublas-cu12==12.4.5.8 +nvidia-cuda-cupti-cu12==12.4.127 +nvidia-cuda-nvrtc-cu12==12.4.127 +nvidia-cuda-runtime-cu12==12.4.127 +nvidia-cudnn-cu12==9.1.0.70 +nvidia-cufft-cu12==11.2.1.3 +nvidia-curand-cu12==10.3.5.147 +nvidia-cusolver-cu12==11.6.1.9 +nvidia-cusparse-cu12==12.3.1.170 +nvidia-nccl-cu12==2.21.5 +nvidia-nvjitlink-cu12==12.4.127 +nvidia-nvtx-cu12==12.4.127 +oauthlib==3.2.2 +openai==1.41.1 +opencv-python-headless==4.10.0.84 +openpyxl==3.1.5 +orjson==3.10.12 +packaging==24.1 +pandas==2.2.3 +parse==1.20.2 +pillow==10.4.0 +pluggy==1.5.0 +preshed==3.0.9 +proto-plus==1.26.0 +protobuf==5.29.3 +psycopg2-binary==2.9.9 +pyasn1==0.6.1 +pyasn1_modules==0.4.1 +pyclipper==1.3.0.post6 +pycparser==2.22 +pydantic==2.9.2 +pydantic-settings==2.6.1 +pydantic_core==2.23.4 +pyee==11.1.1 +pyflakes==3.2.0 +Pygments==2.18.0 +PyJWT==2.10.1 +PyMuPDF==1.24.11 +pymupdf4llm==0.0.17 +pyparsing==3.2.1 +PyPDF2==3.0.1 +pypdfium2==4.30.0 +pyppeteer==2.0.0 +pyquery==2.0.1 +pytest==8.3.3 +python-bidi==0.6.3 +python-dateutil==2.9.0.post0 +python-docx==1.1.2 +python-dotenv==1.0.1 +python-jose==3.3.0 +python-multipart==0.0.9 +python-pptx==1.0.2 +pytz==2024.2 +PyYAML==6.0.2 +ratelimit==2.2.1 +redis==5.2.0 +referencing==0.35.1 +regex==2024.11.6 +reportlab==4.3.1 +requests==2.32.3 +requests-html==0.10.0 +requests-oauthlib==2.0.0 +requests-toolbelt==1.0.0 +rich==13.9.3 +rpds-py==0.22.3 +rsa==4.9 +Rtree==1.3.0 +safetensors==0.4.5 +scikit-image==0.24.0 +scipy==1.14.1 +semchunk==2.2.0 +shapely==2.0.6 +shellingham==1.5.4 +six==1.16.0 +smart-open==7.0.5 +sniffio==1.3.1 +soupsieve==2.6 +spacy==3.7.6 +spacy-legacy==3.0.12 +spacy-loggers==1.0.5 +srsly==2.4.8 +starlette==0.38.6 +sympy==1.13.1 +tabulate==0.9.0 +tenacity==9.0.0 +thinc==8.2.5 +tifffile==2024.9.20 +tokenizers==0.21.0 +tomli==2.1.0 +torch==2.5.1 +torchvision==0.20.1 +tqdm==4.66.5 +transformers==4.47.0 +triton==3.1.0 +typer==0.12.5 +typing_extensions==4.12.2 +tzdata==2024.2 +uritemplate==4.1.1 +urllib3==1.26.20 +uvicorn==0.30.6 +validators==0.34.0 +w3lib==2.3.1 +wasabi==1.1.3 +weasel==0.4.1 +websockets==10.4 +wrapt==1.16.0 +XlsxWriter==3.2.0 +zipp==3.21.0 diff --git a/doclink/licence.md b/doclink/licence.md new file mode 100644 index 0000000..b8b7bdb --- /dev/null +++ b/doclink/licence.md @@ -0,0 +1,17 @@ +MIT License +Copyright (c) 2025 Doclink +Permission is hereby granted, free of charge, to any person obtaining a copy +of this software and associated documentation files (the "Software"), to deal +in the Software without restriction, including without limitation the rights +to use, copy, modify, merge, publish, distribute, sublicense, and/or sell +copies of the Software, and to permit persons to whom the Software is +furnished to do so, subject to the following conditions: +The above copyright notice and this permission notice shall be included in all +copies or substantial portions of the Software. +THE SOFTWARE IS PROVIDED "AS IS", WITHOUT WARRANTY OF ANY KIND, EXPRESS OR +IMPLIED, INCLUDING BUT NOT LIMITED TO THE WARRANTIES OF MERCHANTABILITY, +FITNESS FOR A PARTICULAR PURPOSE AND NONINFRINGEMENT. IN NO EVENT SHALL THE +AUTHORS OR COPYRIGHT HOLDERS BE LIABLE FOR ANY CLAIM, DAMAGES OR OTHER +LIABILITY, WHETHER IN AN ACTION OF CONTRACT, TORT OR OTHERWISE, ARISING FROM, +OUT OF OR IN CONNECTION WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS IN THE +SOFTWARE. diff --git a/doclink/recreate_ai_files.sh b/doclink/recreate_ai_files.sh new file mode 100755 index 0000000..b408d88 --- /dev/null +++ b/doclink/recreate_ai_files.sh @@ -0,0 +1,3 @@ +#!/bin/sh +~/bin/cat_doclink_files.sh > ai_files.txt +~/bin/cat_skipped_doclink_files.sh > ai_skipped_files.txt diff --git a/doclink/requirements.txt b/doclink/requirements.txt new file mode 100644 index 0000000..153a0e3 --- /dev/null +++ b/doclink/requirements.txt @@ -0,0 +1,194 @@ +annotated-types==0.7.0 +anyio==4.6.2.post1 +appdirs==1.4.4 +async-timeout==5.0.1 +attrs==24.2.0 +autoflake==2.3.1 +bcrypt==4.2.0 +beautifulsoup4==4.12.3 +blis==0.7.11 +bs4==0.0.2 +cachetools==5.5.0 +catalogue==2.0.10 +certifi==2024.8.30 +cffi==1.17.1 +chardet==5.2.0 +charset-normalizer==3.4.0 +click==8.1.7 +cloudpathlib==0.20.0 +confection==0.1.5 +cryptography==44.0.0 +cssselect==1.2.0 +cymem==2.0.8 +deepsearch-glm==1.0.0 +dill==0.3.9 +distro==1.9.0 +docling==2.10.0 +docling-core==2.9.0 +docling-ibm-models==2.0.7 +docling-parse==3.0.0 +easyocr==1.7.2 +ecdsa==0.19.0 +en-core-web-sm @ https://github.com/explosion/spacy-models/releases/download/en_core_web_sm-3.7.1/en_core_web_sm-3.7.1-py3-none-any.whl#sha256=86cc141f63942d4b2c5fcee06630fd6f904788d2f0ab005cce45aadb8fb73889 +et_xmlfile==2.0.0 +exceptiongroup==1.2.2 +faiss-cpu==1.8.0.post1 +fake-useragent==2.0.3 +fastapi==0.112.1 +filelock==3.16.1 +filetype==1.2.0 +fsspec==2024.10.0 +google-api-core==2.24.1 +google-api-python-client==2.160.0 +google-auth==2.37.0 +google-auth-httplib2==0.2.0 +google-auth-oauthlib==1.2.1 +googleapis-common-protos==1.66.0 +h11==0.14.0 +httpcore==1.0.6 +httplib2==0.22.0 +httpx==0.27.2 +huggingface-hub==0.26.5 +idna==3.10 +imageio==2.36.1 +importlib_metadata==8.6.1 +iniconfig==2.0.0 +itsdangerous==2.2.0 +Jinja2==3.1.4 +jiter==0.6.1 +jsonlines==3.1.0 +jsonpatch==1.33 +jsonpointer==3.0.0 +jsonref==1.1.0 +jsonschema==4.23.0 +jsonschema-specifications==2024.10.1 +jwt==1.3.1 +langchain-core==0.3.21 +langchain-text-splitters==0.3.2 +langcodes==3.4.1 +langdetect==1.0.9 +langsmith==0.1.145 +language_data==1.2.0 +lazy_loader==0.4 +lxml==5.3.0 +lxml_html_clean==0.4.1 +marisa-trie==1.2.1 +markdown-it-py==3.0.0 +marko==2.1.2 +MarkupSafe==3.0.2 +mdurl==0.1.2 +mpire==2.10.2 +mpmath==1.3.0 +multiprocess==0.70.17 +murmurhash==1.0.10 +networkx==3.4.2 +ninja==1.11.1.2 +numpy==1.26.4 +nvidia-cublas-cu12==12.4.5.8 +nvidia-cuda-cupti-cu12==12.4.127 +nvidia-cuda-nvrtc-cu12==12.4.127 +nvidia-cuda-runtime-cu12==12.4.127 +nvidia-cudnn-cu12==9.1.0.70 +nvidia-cufft-cu12==11.2.1.3 +nvidia-curand-cu12==10.3.5.147 +nvidia-cusolver-cu12==11.6.1.9 +nvidia-cusparse-cu12==12.3.1.170 +nvidia-nccl-cu12==2.21.5 +nvidia-nvjitlink-cu12==12.4.127 +nvidia-nvtx-cu12==12.4.127 +oauthlib==3.2.2 +openai==1.41.1 +opencv-python-headless==4.10.0.84 +openpyxl==3.1.5 +orjson==3.10.12 +packaging==24.1 +pandas==2.2.3 +parse==1.20.2 +pillow==10.4.0 +pluggy==1.5.0 +preshed==3.0.9 +proto-plus==1.26.0 +protobuf==5.29.3 +psycopg2-binary==2.9.9 +pyasn1==0.6.1 +pyasn1_modules==0.4.1 +pyclipper==1.3.0.post6 +pycparser==2.22 +pydantic==2.9.2 +pydantic-settings==2.6.1 +pydantic_core==2.23.4 +pyee==11.1.1 +pyflakes==3.2.0 +Pygments==2.18.0 +PyJWT==2.10.1 +PyMuPDF==1.24.11 +pymupdf4llm==0.0.17 +pyparsing==3.2.1 +PyPDF2==3.0.1 +pypdfium2==4.30.0 +pyppeteer==2.0.0 +pyquery==2.0.1 +pytest==8.3.3 +python-bidi==0.6.3 +python-dateutil==2.9.0.post0 +python-docx==1.1.2 +python-dotenv==1.0.1 +python-jose==3.3.0 +python-multipart==0.0.9 +python-pptx==1.0.2 +pytz==2024.2 +PyYAML==6.0.2 +ratelimit==2.2.1 +redis==5.2.0 +referencing==0.35.1 +regex==2024.11.6 +reportlab==4.3.1 +requests==2.32.3 +requests-html==0.10.0 +requests-oauthlib==2.0.0 +requests-toolbelt==1.0.0 +rich==13.9.3 +rpds-py==0.22.3 +rsa==4.9 +Rtree==1.3.0 +safetensors==0.4.5 +scikit-image==0.24.0 +scipy==1.14.1 +semchunk==2.2.0 +shapely==2.0.6 +shellingham==1.5.4 +six==1.16.0 +smart-open==7.0.5 +sniffio==1.3.1 +soupsieve==2.6 +spacy==3.7.6 +spacy-legacy==3.0.12 +spacy-loggers==1.0.5 +srsly==2.4.8 +starlette==0.38.6 +sympy==1.13.1 +tabulate==0.9.0 +tenacity==9.0.0 +thinc==8.2.5 +tifffile==2024.9.20 +tokenizers==0.21.0 +tomli==2.1.0 +torch==2.5.1 +torchvision==0.20.1 +tqdm==4.66.5 +transformers==4.47.0 +triton==3.1.0 +typer==0.12.5 +typing_extensions==4.12.2 +tzdata==2024.2 +uritemplate==4.1.1 +urllib3==1.26.20 +uvicorn==0.30.6 +validators==0.34.0 +w3lib==2.3.1 +wasabi==1.1.3 +weasel==0.4.1 +websockets==10.4 +wrapt==1.16.0 +XlsxWriter==3.2.0 +zipp==3.21.0 diff --git a/doclink/templates/app.html b/doclink/templates/app.html new file mode 100644 index 0000000..ab72374 --- /dev/null +++ b/doclink/templates/app.html @@ -0,0 +1,409 @@ + + + + + + + + + + + Doclink + + + + + + + + + + + + + + + +
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+
+
+ + + + + + + + + + + \ No newline at end of file diff --git a/doclink/tests/__init__.py b/doclink/tests/__init__.py new file mode 100644 index 0000000..e69de29 diff --git a/doclink/tests/test_redis_connection.py b/doclink/tests/test_redis_connection.py new file mode 100644 index 0000000..59d921e --- /dev/null +++ b/doclink/tests/test_redis_connection.py @@ -0,0 +1,124 @@ +# tests/integration/test_redis_connection.py +import pytest +from app.redis_manager import RedisManager +import numpy as np + + +class TestRedisConnection: + @pytest.fixture(scope="class") + def redis_manager(self): + """Fixture to provide Redis manager instance""" + return RedisManager() + + @pytest.fixture(scope="function") + def cleanup(self, redis_manager): + """Fixture to cleanup after each test""" + yield + test_keys = redis_manager.client.keys("test:*") + if test_keys: + redis_manager.client.delete(*test_keys) + + def test_connection(self, redis_manager): + """Test basic Redis connection""" + assert redis_manager.is_connected(), "Redis connection failed" + + def test_basic_operations(self, redis_manager, cleanup): + """Test basic Redis operations with simple data""" + test_data = {"string": "value", "number": 42} + + # Test set operation + assert redis_manager.set_data("test:basic", test_data), "Failed to set data" + + # Test get operation + retrieved_data = redis_manager.get_data("test:basic") + assert retrieved_data == test_data, "Retrieved data doesn't match original" + + # Test delete operation + assert redis_manager.delete_data("test:basic"), "Failed to delete data" + assert ( + redis_manager.get_data("test:basic") is None + ), "Data still exists after deletion" + + def test_complex_data_operations(self, redis_manager, cleanup): + """Test Redis operations with complex data structures""" + test_data = { + "array": np.array([1, 2, 3]), + "nested": {"dict": {"a": 1}, "list": [1, 2, 3], "tuple": (4, 5, 6)}, + } + + # Test set operation + assert redis_manager.set_data( + "test:complex", test_data + ), "Failed to set complex data" + + # Test get operation + retrieved_data = redis_manager.get_data("test:complex") + assert isinstance( + retrieved_data["array"], np.ndarray + ), "NumPy array not preserved" + assert np.array_equal( + retrieved_data["array"], test_data["array"] + ), "NumPy array data mismatch" + assert ( + retrieved_data["nested"] == test_data["nested"] + ), "Nested structure mismatch" + + def test_expiry(self, redis_manager, cleanup): + """Test data expiration""" + import time + + test_data = {"test": "value"} + + # Set data with 1 second expiry + assert redis_manager.set_data( + "test:expiry", test_data, expiry=1 + ), "Failed to set data with expiry" + + # Verify data exists + assert ( + redis_manager.get_data("test:expiry") is not None + ), "Data not set properly" + + # Wait for expiration + time.sleep(1.1) + + # Verify data has expired + assert redis_manager.get_data("test:expiry") is None, "Data did not expire" + + def test_concurrent_access(self, redis_manager, cleanup): + """Test concurrent access to Redis""" + import threading + + def worker(worker_id: int): + for i in range(10): + key = f"test:concurrent:{worker_id}:{i}" + data = {"worker": worker_id, "iteration": i} + assert redis_manager.set_data(key, data) + retrieved = redis_manager.get_data(key) + assert retrieved == data + + threads = [threading.Thread(target=worker, args=(i,)) for i in range(5)] + for t in threads: + t.start() + for t in threads: + t.join() + + def test_performance(self, redis_manager, cleanup): + """Test performance of Redis operations""" + import time + + # Test write performance + start_time = time.time() + for i in range(1000): + redis_manager.set_data(f"test:perf:write:{i}", {"data": i}) + write_time = time.time() - start_time + + # Test read performance + start_time = time.time() + for i in range(1000): + redis_manager.get_data(f"test:perf:write:{i}") + read_time = time.time() - start_time + + # Assert reasonable performance (adjust thresholds as needed) + assert write_time < 5.0, f"Write performance too slow: {write_time:.2f}s" + assert read_time < 5.0, f"Read performance too slow: {read_time:.2f}s" diff --git a/intelaide-backend/config/db.js b/intelaide-backend/config/db.js new file mode 100644 index 0000000..ce5f1ca --- /dev/null +++ b/intelaide-backend/config/db.js @@ -0,0 +1,12 @@ +import mysql from 'mysql2/promise'; +import dotenv from 'dotenv'; +dotenv.config(); + +const pool = mysql.createPool({ + host: process.env.DB_HOST, + user: process.env.DB_USER, + password: process.env.DB_PASS, + database: process.env.DB_NAME, +}); + +export default pool; diff --git a/intelaide-backend/controllers/assistantController.js b/intelaide-backend/controllers/assistantController.js new file mode 100644 index 0000000..2b14244 --- /dev/null +++ b/intelaide-backend/controllers/assistantController.js @@ -0,0 +1,155 @@ +// backend/controllers/assistantController.js +import pool from '../config/db.js'; + +export const createAssistant = async (req, res) => { + const { assistant_name } = req.body; + const user_id = req.userId; // Extracted from auth middleware + + if (!assistant_name) { + return res.status(400).json({ message: 'Assistant name is required' }); + } + + try { + const [result] = await pool.execute( + 'INSERT INTO ai_assistants (user_id, assistant_name) VALUES (?, ?)', + [user_id, assistant_name] + ); + res.status(201).json({ id: result.insertId, message: 'Assistant created successfully' }); + } catch (error) { + console.error('Database Error:', error); + res.status(500).json({ message: 'An unexpected error occurred. Please try again.' }); + } +}; + +export const getAssistantById = async (req, res) => { + const { id } = req.params; + const user_id = req.userId; // comes from auth middleware + try { + const [rows] = await pool.execute( + 'SELECT id, assistant_name, created_at FROM ai_assistants WHERE id = ? AND user_id = ?', + [id, user_id] + ); + if (rows.length === 0) { + return res.status(404).json({ message: 'Assistant not found' }); + } + res.json(rows[0]); + } catch (error) { + console.error('Error retrieving assistant:', error); + res.status(500).json({ message: 'Error retrieving assistant. Please try again later.' }); + } +}; + +export const getAssistants = async (req, res) => { + const user_id = req.userId; + try { + const [assistants] = await pool.execute( + 'SELECT id, assistant_name, created_at FROM ai_assistants WHERE user_id = ?', + [user_id] + ); + res.json(assistants); + } catch (error) { + console.error('Database Error:', error); + res.status(500).json({ message: 'An unexpected error occurred. Please try again.' }); + } +}; + +export const deleteAssistant = async (req, res) => { + const { id } = req.params; + const user_id = req.userId; + try { + const [result] = await pool.execute( + 'DELETE FROM ai_assistants WHERE id = ? AND user_id = ?', + [id, user_id] + ); + if (result.affectedRows === 0) { + return res.status(404).json({ message: 'Assistant not found or unauthorized' }); + } + res.json({ message: 'Assistant deleted successfully' }); + } catch (error) { + console.error('Database Error:', error); + res.status(500).json({ message: 'An unexpected error occurred. Please try again.' }); + } +}; + +export const assignFileToAssistant = async (req, res) => { + const { assistantId, fileId } = req.params; + const user_id = req.userId; + try { + const [existingAssignment] = await pool.execute( + 'SELECT * FROM assistant_files WHERE assistant_id = ? AND file_id = ?', + [assistantId, fileId] + ); + if (existingAssignment.length > 0) { + return res.status(400).json({ message: 'File is already assigned to this assistant' }); + } + await pool.execute( + 'INSERT INTO assistant_files (assistant_id, file_id) VALUES (?, ?)', + [assistantId, fileId] + ); + res.json({ message: 'File assigned to assistant successfully' }); + } catch (error) { + console.error('Database Error:', error); + res.status(500).json({ message: 'An unexpected error occurred. Please try again.' }); + } +}; + +export const getFilesByAssistant = async (req, res) => { + const { assistantId } = req.params; + const user_id = req.userId; + try { + const [files] = await pool.execute( + `SELECT f.id, f.file_name, f.file_path, f.file_type, f.status + FROM assistant_files af + JOIN files f ON af.file_id = f.id + WHERE af.assistant_id = ? AND f.user_id = ?`, + [assistantId, user_id] + ); + if (files.length === 0) { + return res.json([]); // Return an empty array + } + res.json(files); + } catch (error) { + console.error('Database Error:', error); + res.status(500).json({ message: 'An unexpected error occurred. Please try again.' }); + } +}; + +export const assignMultipleFilesToAssistant = async (req, res) => { + const { assistantId } = req.params; + const { fileIds } = req.body; // Expect an array of file IDs + + if (!fileIds || !Array.isArray(fileIds) || fileIds.length === 0) { + return res.status(400).json({ message: 'No files selected' }); + } + + try { + for (let fileId of fileIds) { + await pool.execute( + 'INSERT INTO assistant_files (assistant_id, file_id) VALUES (?, ?)', + [assistantId, fileId] + ); + } + res.json({ message: 'Files assigned successfully' }); + } catch (error) { + console.error('Error assigning files:', error); + res.status(500).json({ message: 'Database error. Please try again.' }); + } +}; + +export const removeFileFromAssistant = async (req, res) => { + const { assistantId, fileId } = req.params; + try { + const [result] = await pool.execute( + 'DELETE FROM assistant_files WHERE assistant_id = ? AND file_id = ?', + [assistantId, fileId] + ); + if (result.affectedRows === 0) { + return res.status(404).json({ message: 'File not found in assistant or unauthorized' }); + } + res.json({ message: 'File removed from assistant successfully' }); + } catch (error) { + console.error('Database Error:', error); + res.status(500).json({ message: 'An unexpected error occurred. Please try again.' }); + } +}; + diff --git a/intelaide-backend/controllers/authController.js b/intelaide-backend/controllers/authController.js new file mode 100644 index 0000000..b41d9e5 --- /dev/null +++ b/intelaide-backend/controllers/authController.js @@ -0,0 +1,70 @@ +// backend/controllers/authController.js +import jwt from 'jsonwebtoken'; +import bcrypt from 'bcryptjs'; +import User from '../models/User.js'; + +export const register = async (req, res) => { + const { email, password, first_name, last_name, organization, address, city, state, zip_code, phone } = req.body; + // Input validation + if (!email || !password || !first_name || !last_name) { + return res.status(400).json({ message: 'Required fields are missing' }); + } + try { + // Check for existing user by email + const existingUser = await User.findByEmail(email); + if (existingUser) { + return res.status(400).json({ message: 'Email is already registered' }); + } + // Hash the password before storing it + const password_hash = await bcrypt.hash(password, 10); + // Prepare user data for insertion + const userData = { + email, + password_hash, + organization: organization || null, + first_name, + last_name, + address: address || null, + city: city || null, + state: state || null, + zip_code: zip_code || null, + phone: phone || null, + }; + // Insert user into database + await User.createUser(userData); + res.status(201).json({ message: 'User registered successfully' }); + } catch (error) { + console.error('Error registering user:', error.sqlMessage || error.message); + res.status(500).json({ message: 'Error registering user. Please try again later.' }); + } +}; + +export const login = async (req, res) => { + const { email, password } = req.body; + if (!email || !password) { + return res.status(400).json({ message: 'Email and password are required' }); + } + try { + // Find user by email + const user = await User.findByEmail(email); + if (!user) { + return res.status(401).json({ message: 'Invalid credentials' }); + } + // Compare passwords + const isMatch = await bcrypt.compare(password, user.password_hash); + if (!isMatch) { + return res.status(401).json({ message: 'Invalid credentials' }); + } + // Generate JWT token + const token = jwt.sign({ id: user.id }, process.env.JWT_SECRET, { expiresIn: process.env.JWT_EXPIRES_IN || '1h' }); + res.json({ + token, + expiresIn: 3600, + message: 'Login successful', + }); + } catch (error) { + console.error('Error logging in user:', error); + res.status(500).json({ message: 'Error logging in. Please try again later.' }); + } +}; + diff --git a/intelaide-backend/controllers/embeddingController.js b/intelaide-backend/controllers/embeddingController.js new file mode 100644 index 0000000..9138f8d --- /dev/null +++ b/intelaide-backend/controllers/embeddingController.js @@ -0,0 +1,86 @@ +// backend/controllers/embeddingController.js +import { spawn } from 'child_process'; +import path from 'path'; +import fs from 'fs'; +import pool from '../config/db.js'; + +export const generateEmbeddings = async (req, res) => { + const { assistantId } = req.params; + const userId = req.userId; + + try { + // Retrieve file paths assigned to this assistant for the current user. + const [filesResult] = await pool.execute( + `SELECT f.file_path + FROM assistant_files af + JOIN files f ON af.file_id = f.id + WHERE af.assistant_id = ? AND f.user_id = ?`, + [assistantId, userId] + ); + + if (filesResult.length === 0) { + return res.status(400).json({ message: 'No files assigned to this assistant' }); + } + + // Create a directory for the assistantโ€™s FAISS index: + // e.g., documents/user_{userId}/assistant_{assistantId} + const indexDir = path.join(process.cwd(), 'documents', `user_${userId}`, `assistant_${assistantId}`); + fs.mkdirSync(indexDir, { recursive: true }); + + // Define the output index file path (e.g., faiss_index.bin). + const outputPath = path.join(indexDir, 'faiss_index.bin'); + + // Prepare an array of file paths to pass to the Python script. + const filePaths = filesResult.map(row => row.file_path); + + // Define the full path to the Python executable inside your venv. + const pythonExecutable = "/root/intelaide-backend/python/bin/python3"; + + // Build the full path to the generate_embeddings.py script. + const pythonScriptPath = path.join(process.cwd(), 'python', 'create_embeds_from_files_mapping.py'); + + + // Spawn the Python process with the full path to the Python executable. + const pythonProcess = spawn(pythonExecutable, [ + pythonScriptPath, + '--files', + ...filePaths, + '--index_output', + outputPath, + ]); + +// console.log(`Filepaths: ${filePaths}`); +// console.log(`Creating index: ${outputPath}`); + + + let scriptOutput = ''; + let scriptError = ''; + + pythonProcess.stdout.on('data', data => { + scriptOutput += data.toString(); + }); + pythonProcess.stderr.on('data', data => { + scriptError += data.toString(); + }); + + pythonProcess.on('close', async (code) => { + if (code !== 0) { + console.error('Python script error:', scriptError); + return res.status(500).json({ message: 'Error generating embeddings', error: scriptError }); + } + // Update the assistant record with the FAISS index path and mark embeddings as completed. + await pool.execute( + 'UPDATE ai_assistants SET faiss_index_path = ?, embedding_status = ? WHERE id = ? AND user_id = ?', + [outputPath, 'completed', assistantId, userId] + ); + res.json({ message: 'Embeddings generated successfully', output: scriptOutput }); + }); + + } catch (error) { + console.error('Error in generateEmbeddings:', error); + res.status(500).json({ message: 'Error generating embeddings' }); + } +}; + +export default generateEmbeddings; + diff --git a/intelaide-backend/controllers/fileController.js b/intelaide-backend/controllers/fileController.js new file mode 100644 index 0000000..1c186ee --- /dev/null +++ b/intelaide-backend/controllers/fileController.js @@ -0,0 +1,161 @@ +// backend/controllers/fileController.js +import multer from 'multer'; +import path from 'path'; +import fs from 'fs'; +import pool from '../config/db.js'; +import File from '../models/File.js'; + +// Configure Multer storage with a dynamic destination based on req.userId +const storage = multer.diskStorage({ + destination: (req, file, cb) => { + // Create a directory like "documents/user_{userId}" + const userId = req.userId; + const dest = path.join(process.cwd(), 'documents', `user_${userId}`); + fs.mkdirSync(dest, { recursive: true }); + cb(null, dest); + }, + filename: (req, file, cb) => { + // Sanitize the original file name and append a timestamp to avoid collisions + const parsed = path.parse(file.originalname); + const sanitizedName = parsed.name.replace(/[^a-zA-Z0-9]/g, '_'); + const fileName = `${sanitizedName}_${Date.now()}${parsed.ext}`; + cb(null, fileName); + }, +}); + +const upload = multer({ + storage, + limits: { fileSize: 5 * 1024 * 1024 }, // 5MB max file size +}); + +const allowedExtensions = ['txt', 'md']; + +/** + * Upload multiple files. + * The files will be stored in a directory based on the authenticated user's ID. + */ +export const uploadFiles = (req, res) => { + // Use multer's array middleware to handle multiple files under the field 'files' + upload.array('files')(req, res, async (err) => { + if (err) { + return res.status(400).json({ message: err.message }); + } + + try { + // Process each uploaded file + for (let file of req.files) { + console.log('Uploaded file:', file); + console.log('User ID from token:', req.userId); + + // Check if the file extension is allowed + const fileExtension = path.extname(file.originalname) + .substring(1) + .toLowerCase(); + if (!allowedExtensions.includes(fileExtension)) { + return res.status(400).json({ message: 'Only .txt and .md files are allowed' }); + } + + // Prepare file data for the database; file_path includes the user-specific folder + const fileData = { + user_id: req.userId, + file_name: file.filename, + file_path: file.path, + file_type: fileExtension, + status: 'uploaded', + }; + + await File.createFile(fileData); + } + res.json({ + message: 'Files uploaded successfully', + files: req.files.map(file => file.filename) + }); + } catch (error) { + console.error('Error uploading files:', error); + res.status(500).json({ message: 'Database error. Please try again.' }); + } + }); +}; + +/** + * Get all files for the authenticated user. + */ +export const getUserFiles = async (req, res) => { + try { + const files = await File.getUserFiles(req.userId); + if (!files.length) { + return res.status(404).json({ message: 'No files found' }); + } + res.json(files); + } catch (error) { + console.error('Error retrieving files:', error); + res.status(500).json({ message: 'Database error. Please try again.' }); + } +}; + +/** + * Get a single file by its ID (if needed). + */ +export const getFileById = async (req, res) => { + const { id } = req.params; + try { + const file = await File.findById(id, req.userId); + if (!file) { + return res.status(404).json({ message: 'File not found or unauthorized' }); + } + res.json(file); + } catch (error) { + console.error('Error retrieving file:', error); + res.status(500).json({ message: 'Database error. Please try again.' }); + } +}; + +export const previewFile = (req, res) => { + // Use the authenticated user's ID from the token + const userId = req.userId; + // Get the filename from the route parameter + const { filename } = req.params; + // Construct the full file path (matches the location used in the multer storage) + const filePath = path.join(process.cwd(), 'documents', `user_${userId}`, filename); + console.log(`Previewing file for user ${userId} from path: ${filePath}`); + + res.sendFile(filePath, (err) => { + if (err) { + console.error('Error sending file:', err); + return res.status(404).send('File not found'); + } + }); +}; + +/** + * Delete a file. + * This endpoint removes the file from the filesystem and then deletes its record from the database. + */ +export const deleteFile = async (req, res) => { + const { id } = req.params; + const user_id = req.userId; + try { + // Retrieve the file's path from the database + const [file] = await pool.execute( + 'SELECT file_path FROM files WHERE id = ? AND user_id = ?', + [id, user_id] + ); + if (file.length === 0) { + return res.status(404).json({ message: 'File not found or unauthorized' }); + } + // Remove the file from the filesystem + fs.unlink(path.resolve(file[0].file_path), async (err) => { + if (err) { + console.error('Error deleting file from disk:', err); + return res.status(500).json({ message: 'Error deleting file from disk' }); + } + // Delete the file record from the database + await pool.execute('DELETE FROM files WHERE id = ? AND user_id = ?', [id, user_id]); + res.json({ message: 'File deleted successfully' }); + }); + } catch (error) { + console.error('Error deleting file:', error); + res.status(500).json({ message: 'Database error. Please try again.' }); + } +}; + diff --git a/intelaide-backend/controllers/ollamaController.js b/intelaide-backend/controllers/ollamaController.js new file mode 100644 index 0000000..4e2b516 --- /dev/null +++ b/intelaide-backend/controllers/ollamaController.js @@ -0,0 +1,92 @@ +// backend/controllers/ollamaController.js +import ollama from 'ollama'; +import { spawn } from 'child_process'; +import path from 'path'; +import { fileURLToPath } from 'url'; +import pool from '../config/db.js'; + +// Define __filename and __dirname for ES modules +const __filename = fileURLToPath(import.meta.url); +const __dirname = path.dirname(__filename); + +export const queryAssistant = async (req, res) => { + try { + const { prompt, model, assistantId } = req.body; + if (!prompt) { + return res.status(400).json({ message: 'Prompt is required' }); + } + if (!assistantId) { + return res.status(400).json({ message: 'assistantId is required' }); + } + + // Use provided model or default to 'llama3.2:3b-instruct-q8_0' + const usedModel = model || 'llama3.2:3b-instruct-q8_0'; + + // Retrieve the assistantโ€™s FAISS index path from the database. + const [assistantRows] = await pool.execute( + 'SELECT faiss_index_path FROM ai_assistants WHERE id = ? AND user_id = ?', + [assistantId, req.userId] + ); + if (assistantRows.length === 0) { + return res.status(404).json({ message: 'Assistant not found or unauthorized' }); + } + const faissIndexPath = assistantRows[0].faiss_index_path; + + // Build the full path to the FAISS search script using __dirname. + const pythonScriptPath = path.join(__dirname, '../python', 'faiss_search_mapping.py'); + + // Define the Python executable path (update as needed) + const pythonExecutable = "/root/intelaide-backend/python/bin/python3"; + + // Build the arguments to pass to the Python script. + // The new script expects: + // --faiss_index_path --query --k + const searchArgs = [ + '--faiss_index_path', faissIndexPath, + '--query', prompt + ]; + + let pyOutput = ""; + await new Promise((resolve, reject) => { + const pyProc = spawn(pythonExecutable, [pythonScriptPath, ...searchArgs]); + let stdoutData = ""; + let stderrData = ""; + + pyProc.stdout.on('data', (data) => { + stdoutData += data.toString(); + }); + pyProc.stderr.on('data', (data) => { + stderrData += data.toString(); + }); + pyProc.on('close', (code) => { + if (code !== 0) { + console.error('FAISS search script error:', stderrData); + return reject(new Error(`FAISS search script error: ${stderrData}`)); + } + // Optionally, if the Python script logs extra info before printing the final prompt, + // you can parse stdoutData to extract only the desired content. + pyOutput = stdoutData.trim(); + resolve(); + }); + }); + + // Create the augmented prompt using the output from Python. + const augmentedPrompt = `${pyOutput}`; + console.log('Prompt sent: ', augmentedPrompt); + + // Send the augmented prompt to Ollama. + const response = await ollama.chat({ + model: usedModel, + messages: [{ role: 'user', content: augmentedPrompt }], + }); + + console.log('Ollama chat response:', response); + return res.json({ response }); + } catch (error) { + console.error('Error querying assistant:', error); + return res.status(500).json({ message: 'Error querying assistant', error: error.message }); + } +}; + +export default queryAssistant; + diff --git a/intelaide-backend/controllers/userController.js b/intelaide-backend/controllers/userController.js new file mode 100644 index 0000000..86b76ae --- /dev/null +++ b/intelaide-backend/controllers/userController.js @@ -0,0 +1,67 @@ +// backend/controllers/userController.js +import User from '../models/User.js'; + +export const getCurrentUser = async (req, res) => { +// console.log('User controller: Fetching user with ID:', req.userId); + try { + const user = await User.findById(req.userId); + if (!user) { + return res.status(404).json({ message: 'User not found.' }); + } + res.json({ + first_name: user.first_name, + last_name: user.last_name, + email: user.email, + }); + } catch (error) { + console.error('Error fetching user:', error.message); + res.status(500).json({ message: 'Error fetching user information' }); + } +}; + +export const getUserById = async (req, res) => { + const { id } = req.params; + try { + const user = await User.findById(id); + if (!user) { + return res.status(404).json({ message: 'User not found' }); + } + // Remove sensitive data before sending the response + delete user.password_hash; + res.json(user); + } catch (error) { + console.error('Error retrieving user by ID:', error.message); + res.status(500).json({ message: 'Error retrieving user. Please try again later.' }); + } +}; + +export const getUserByEmail = async (req, res) => { + const { email } = req.params; + try { + const user = await User.findByEmail(email); + if (!user) { + return res.status(404).json({ message: 'User not found' }); + } + // Remove sensitive data before sending the response + delete user.password_hash; + res.json(user); + } catch (error) { + console.error('Error retrieving user by email:', error.message); + res.status(500).json({ message: 'Error retrieving user. Please try again later.' }); + } +}; + +export const getAllUsers = async (req, res) => { + try { + const users = await User.getAllUsers(); + if (!users.length) { + return res.status(404).json({ message: 'No users found' }); + } + users.forEach((user) => delete user.password_hash); + res.json(users); + } catch (error) { + console.error('Error retrieving all users:', error.message); + res.status(500).json({ message: 'Error retrieving users. Please try again later.' }); + } +}; + diff --git a/intelaide-backend/documents/user_3/01_mission_vision_1755718653317.md b/intelaide-backend/documents/user_3/01_mission_vision_1755718653317.md new file mode 100644 index 0000000..bc603f0 --- /dev/null +++ b/intelaide-backend/documents/user_3/01_mission_vision_1755718653317.md @@ -0,0 +1,21 @@ +# Mission & Vision Statement - Registry of Interpreters for the Deaf, Inc. (RID) + +## Mission +RID serves equally our members, profession, and the public by promoting and advocating for qualified and effective interpreters in all spaces where intersectional diverse Deaf lives are impacted. + +## Vision +RID envisions qualified interpreters as partners in universal communication access and forward-thinking, effective communication solutions while honoring intersectional diverse spaces. + +## Core Values +- Intersectionality and diversity of communities served +- Diversity, Equity, Inclusion, Accessibility, and Belonging (DEIAB) +- Professional contribution of volunteer leadership +- Adaptability and advancement of the interpreting profession +- Ethical practices with an emphasis on โ€œdo no harmโ€ +- Advocacy for accessible, effective communication + +## Diversity Statement +RID embraces diversity across a wide spectrum (gender identity, race, disability, geographic location, certification status, etc.) and integrates these values throughout the organization. + +--- +The national certifying body of ASL Interpreters fostering the professional growth of interpreting. diff --git a/intelaide-backend/documents/user_3/02_org_chart_1755718653316.md b/intelaide-backend/documents/user_3/02_org_chart_1755718653316.md new file mode 100644 index 0000000..3ae37be --- /dev/null +++ b/intelaide-backend/documents/user_3/02_org_chart_1755718653316.md @@ -0,0 +1,23 @@ +# Organizational Chart - Registry of Interpreters for the Deaf, Inc. (RID) + +## Board of Directors +- Chief Executive Officer (CEO) +- Region Representatives (Iโ€“V) +- At-Large Directors +- Treasurer +- Secretary + +## Staff Leadership +- Certification Department +- Professional Development Department +- Membership Department +- Ethics & Standards Department +- Finance & Operations +- Communications & Outreach + +## Affiliate Chapters +- 54 Affiliate Chapters (ACs) across 5 regions +- Supported by Affiliate Chapter Liaison +- AC Relations Committee in development + +*(Affiliate Chapters act as local professional networks, provide professional development, and advocate at the state level.)* diff --git a/intelaide-backend/documents/user_3/03_employee_handbook_1755718653316.md b/intelaide-backend/documents/user_3/03_employee_handbook_1755718653316.md new file mode 100644 index 0000000..75b2113 --- /dev/null +++ b/intelaide-backend/documents/user_3/03_employee_handbook_1755718653316.md @@ -0,0 +1,22 @@ +# Employee Handbook - Registry of Interpreters for the Deaf, Inc. (RID) + +## Introduction +Welcome to Registry of Interpreters for the Deaf, Inc. (RID). This handbook outlines policies, procedures, and expectations for staff, contractors, and volunteers. + +## Workplace Policies +- Equal Opportunity Employment +- Anti-Harassment Policy +- Attendance & Leave +- Compliance with RIDโ€™s Mission and Vision + +## Benefits +- Health Insurance +- Retirement Plan +- Paid Time Off +- Professional Development Opportunities + +## Expectations +Employees are expected to: +- Uphold RIDโ€™s mission and vision +- Support interpretersโ€™ professional growth +- Abide by the NAD-RID Code of Professional Conduct (CPC) diff --git a/intelaide-backend/documents/user_3/04_it_security_policies_1755718653316.md b/intelaide-backend/documents/user_3/04_it_security_policies_1755718653316.md new file mode 100644 index 0000000..7420506 --- /dev/null +++ b/intelaide-backend/documents/user_3/04_it_security_policies_1755718653316.md @@ -0,0 +1,15 @@ +# IT & Security Policies - Registry of Interpreters for the Deaf, Inc. (RID) + +## Acceptable Use +All staff, members, and contractors must use IT resources responsibly and for professional purposes only. + +## Data Protection +- Encrypt sensitive data (e.g., member info, certification records) +- Use strong, unique passwords +- Report security incidents immediately + +## Remote Work +Remote access to RID systems must use secure VPN and comply with cybersecurity best practices. + +## Confidentiality +All certification exam data, ethics cases, and member information must be protected according to RID policies. diff --git a/intelaide-backend/documents/user_3/05_code_of_conduct_1755718653316.md b/intelaide-backend/documents/user_3/05_code_of_conduct_1755718653316.md new file mode 100644 index 0000000..a82dbab --- /dev/null +++ b/intelaide-backend/documents/user_3/05_code_of_conduct_1755718653316.md @@ -0,0 +1,15 @@ +# Code of Conduct - Registry of Interpreters for the Deaf, Inc. (RID) + +## Professional Standards +All staff, members, and certificants must act with integrity, fairness, and professionalism. + +## Ethical Practices System (EPS) +The EPS enforces professional standards through two processes: +- **Complaints** (named, formal cases) +- **Reports** (anonymous, informational submissions) + +## Conflicts of Interest +Conflicts related to certification, membership, or governance must be disclosed. + +## Compliance +Follow all organizational bylaws, policies, and the NAD-RID Code of Professional Conduct (CPC). diff --git a/intelaide-backend/documents/user_3/06_strategic_plan_1755718653315.md b/intelaide-backend/documents/user_3/06_strategic_plan_1755718653315.md new file mode 100644 index 0000000..fa8befd --- /dev/null +++ b/intelaide-backend/documents/user_3/06_strategic_plan_1755718653315.md @@ -0,0 +1,23 @@ +# Strategic Plan (2025-2030) - Registry of Interpreters for the Deaf, Inc. (RID) + +## Strategic Pillars +1. Diversity, Equity, Inclusion, Accessibility & Belonging +2. Organizational Transformation +3. Organizational Relevance +4. Organizational Effectiveness + +## Goals +- Strengthen certification programs +- Expand professional development opportunities +- Increase member engagement +- Advocate for the Deaf and interpreting communities + +## Key Initiatives +- Digital transformation of certification systems +- Expanded continuing education programs +- Diversity, equity, and inclusion initiatives +- Partnerships with Deaf organizations +- Revitalizing Affiliate Chapters (liaison, handbook, committees) + +## Metrics +Annual review of certification pass rates, membership growth, and impact reports. diff --git a/intelaide-backend/documents/user_3/07_annual_report_1755718653315.md b/intelaide-backend/documents/user_3/07_annual_report_1755718653315.md new file mode 100644 index 0000000..2cf9db2 --- /dev/null +++ b/intelaide-backend/documents/user_3/07_annual_report_1755718653315.md @@ -0,0 +1,21 @@ +# Annual Report - Registry of Interpreters for the Deaf, Inc. (RID) + +## Executive Summary +Registry of Interpreters for the Deaf, Inc. (RID) achieved significant milestones this year, continuing its leadership as the national certifying body of ASL interpreters. + +## Key Highlights +- Certification exams administered: XXXX +- Continuing education workshops: XXXX +- Advocacy campaigns: XXXX +- Publications: VIEWS magazine, Journal of Interpretation + +## Financial Overview +*(Insert charts/tables summarizing revenue and expenses)* + +## Organizational Impact +- Expanded Affiliate Chapter engagement +- Enhanced DEIAB initiatives +- Strengthened interpreter standards nationwide + +--- +The national certifying body of ASL Interpreters fostering the professional growth of interpreting. diff --git a/intelaide-backend/documents/user_3/08_standard_operating_procedures_1755718653315.md b/intelaide-backend/documents/user_3/08_standard_operating_procedures_1755718653315.md new file mode 100644 index 0000000..c5fac25 --- /dev/null +++ b/intelaide-backend/documents/user_3/08_standard_operating_procedures_1755718653315.md @@ -0,0 +1,18 @@ +# Standard Operating Procedures (SOPs) - Registry of Interpreters for the Deaf, Inc. (RID) + +## Example: Certification Exam Administration +1. Candidate registers online +2. RID verifies eligibility +3. Candidate schedules exam with testing partner +4. Scores are reviewed and certified + +## Example: Ethics Complaint Process +1. Complaint submitted (named) +2. Ethics Committee reviews case +3. Decision issued and communicated +4. Records documented securely + +## Example: Affiliate Chapter Engagement +1. AC requests support or resources +2. Affiliate Chapter Liaison provides guidance +3. AC Handbook referenced for standard processes diff --git a/intelaide-backend/documents/user_3/09_training_onboarding_1755718653315.md b/intelaide-backend/documents/user_3/09_training_onboarding_1755718653315.md new file mode 100644 index 0000000..d34ebfd --- /dev/null +++ b/intelaide-backend/documents/user_3/09_training_onboarding_1755718653315.md @@ -0,0 +1,16 @@ +# Training & Onboarding Guide - Registry of Interpreters for the Deaf, Inc. (RID) + +## Welcome Message +Welcome to Registry of Interpreters for the Deaf, Inc. (RID)! We are proud to be the national certifying body of ASL interpreters. + +## Orientation +- Introduction to mission, vision, and values +- Overview of departments and leadership +- Required compliance and ethics training +- Introduction to Affiliate Chapter network + +## Resources +- RID Member Portal +- Certification Handbook +- RID Press publications +- IT & Security Helpdesk diff --git a/intelaide-backend/documents/user_3/10_style_guide_1755718653314.md b/intelaide-backend/documents/user_3/10_style_guide_1755718653314.md new file mode 100644 index 0000000..fb388bb --- /dev/null +++ b/intelaide-backend/documents/user_3/10_style_guide_1755718653314.md @@ -0,0 +1,16 @@ +# Marketing & Communications Style Guide - Registry of Interpreters for the Deaf, Inc. (RID) + +## Brand Voice +- Professional, inclusive, and advocacy-driven +- Accessible to both interpreters and the Deaf community + +## Visual Identity +- RID Logo usage rules +- Approved color palette +- Typography standards + +## Writing Guidelines +- Use people-first and community-preferred language +- Be consistent in terminology (e.g., "ASL interpreters" not "signers") +- Respectfully reference the Deaf community +- Reflect RIDโ€™s DEIAB values in all communication diff --git a/intelaide-backend/documents/user_3/about_advertising_1741802987918.md b/intelaide-backend/documents/user_3/about_advertising_1741802987918.md new file mode 100644 index 0000000..b1f8c69 --- /dev/null +++ b/intelaide-backend/documents/user_3/about_advertising_1741802987918.md @@ -0,0 +1,326 @@ +# https://rid.org/about/advertising/#ridjobboard + +Skip to content + +[![](https://rid.org/wp-content/uploads/2023/04/RID-big-i-Logo-no- +bg.png)](https://rid.org/) + +Toggle Navigation + + * [Member Login](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + * [Careers](https://rid.org/careers/) + * [FAQs](https://rid.org/faqs/) + +Toggle Navigation + + * [ __Contact Us](https://rid.org/contact/) + * [ Donate](https://www.paypal.com/donate/?hosted_button_id=XV4M85ST7DGGS) + * [RID Forms](https://rid.org/rid-forms/) + +Toggle Navigation + + * [Search the Registry](https://myaccount.rid.org/Public/Search/Member.aspx) + +Menu + + * [Certification](https://rid.org/certification/) + * [Available Certifications](https://rid.org/certification/available-certifications/) + * [Newly Certified](https://rid.org/certifications/available-certifications/#newlycertified) + * [Alternative Pathway Program](https://rid.org/certification/alternative-pathway-program/) + * [Credly Digital Credentials](https://rid.org/certification/credly-digital-credentials/) + * [Certification Reinstatement](https://rid.org/certification/certification-reinstatement/) + * [Testing at CASLI](https://www.casli.org/exam-preparations/) + * [Programs](https://rid.org/programs/) + * [Certification Maintenance](https://rid.org/programs/certification-maintenance/) + * [CMP](https://rid.org/programs/certification-maintenance/cmp/) + * [ACET](https://rid.org/programs/certification-maintenance/acet/) + * [Earning RID CEUs](https://rid.org/programs/certification-maintenance/ceus/) + * [PPO CEUs](https://rid.org/programs/certification-maintenance/ceus/ppo-ceus/) + * [RID Approved Sponsors](https://rid.org/programs/certification-maintenance/approved-sponsors/) + * [Workshop Presenters & Hosts](https://rid.org/programs/certification-maintenance/workshop-presenters-and-hosts/) + * [Membership](https://rid.org/programs/membership/) + * [Member Benefits](https://rid.org/membership/#memberbenefits) + * [Member Sections](https://rid.org/about/volunteer-leadership/#membersections) + * [Freelance Insurance Program](https://rid.org/membership/#freelanceprogram) + * [Publications](https://rid.org/programs/membership/publications/) + * [Membership Renewal](https://rid.org/programs/membership/#membershiprenewal) + * [Affiliate Chapters](https://rid.org/programs/membership/affiliate-chapters/) + * [Affiliate Chapter Resource Center](https://rid.org/programs/membership/affiliate-chapters/acrc/) + * [Scholarships and Awards](https://rid.org/scholarships-and-awards/) + * [ __Join RID!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + * [ Ethics](https://rid.org/programs/ethics/) + * [CPC](https://rid.org/programs/ethics/code-of-professional-conduct/) + * [EPS Policy](https://rid.org/wp-content/uploads/2024/09/EPS-Policy-and-Enforcement-Procedures_Updated-July-2024.pdf) + * [EPS Complaints](https://rid.org/programs/ethics/eps-complaints/) + * [EPS Procedures](https://rid.org/programs/ethics/eps-procedures/) + * [EPS Violations](https://rid.org/programs/ethics/eps-violations/) + * [ __File a Complaint](https://rid.org/eps-complaint-form/) + * [ Govโ€™t Affairs](https://rid.org/programs/gap/) + * [Advocacy Toolkit](https://rid.org/programs/gap/advocacy-toolkit/) + * [State-by-State Regulations](https://rid.org/programs/gap/state-by-state-regulations/) + * [Ongoing Advocacy Efforts](https://rid.org/programs/gap/ongoing-advocacy-efforts/) + * [Webinars](https://rid.org/programs/webinars/) + * [ __RID CEC](https://education.rid.org/) + * [ About Us](https://rid.org/about/) + * [Our Team](https://rid.org/about/#ourteam) + * [Board of Directors](https://rid.org/about/#bod) + * [Board Meetings](https://rid.org/about/governance/#boardmeetings) + * [Board of Directors Nominations Form](https://rid.org/bod-nomination-form/) + * [Nominations Process](https://rid.org/bod-nomination-form/#nominationprocess) + * [2025 National Conference](https://rid.org/about/events/national-conference/) + * [RID Regions](https://rid.org/about/#ridregions) + * [Careers](https://rid.org/careers/) + * [Job Board](https://rid.org/about/advertising/#ridjobboard) + * [RID Bookstore](https://ridpress.org/) + * [Governance](https://rid.org/about/governance/) + * [Guiding Documents](https://rid.org/about/governance/#guidingdocuments) + * [Volunteer Leadership](https://rid.org/about/volunteer-leadership/) + * [Volunteer Leadership Application](https://rid.org/volunteer-leadership-app/) + * [Resources](https://rid.org/about/resources/) + * [Newsroom](https://rid.org/resources/newsroom/) + * [Annual Reports](https://rid.org/about/governance/#guidingdocuments) + * [Advertising](https://rid.org/about/advertising/) + * [Resources](https://rid.org/about/resources/) + * [For the Consumer](https://rid.org/about/resources/#fortheconsumer) + * [For the Interpreter](https://rid.org/about/resources/#fortheinterpreter) + * [Standard Practice Papers](https://rid.org/about/resources/#spp) + * [Newsroom](https://rid.org/resources/newsroom/) + * [Position Statements](https://rid.org/about/resources/#positionstatements) + * Search for: + +[![](https://rid.org/wp-content/uploads/2023/04/RID-big-i-Logo-no- +bg.png)](https://rid.org/) + + * [__Contact Us](https://rid.org/contact/) + * [ Donate](https://www.paypal.com/donate/?hosted_button_id=XV4M85ST7DGGS) + * [RID Forms](https://rid.org/rid-forms/) + +Toggle Navigation + + * [Certification](https://rid.org/certification/) + * [Available Certifications](https://rid.org/certification/available-certifications/) + * [Newly Certified](https://rid.org/certifications/available-certifications/#newlycertified) + * [Alternative Pathway Program](https://rid.org/certification/alternative-pathway-program/) + * [Credly Digital Credentials](https://rid.org/certification/credly-digital-credentials/) + * [Certification Reinstatement](https://rid.org/certification/certification-reinstatement/) + * [Testing at CASLI](https://www.casli.org/exam-preparations/) + * [Programs](https://rid.org/programs/) + * [Certification Maintenance](https://rid.org/programs/certification-maintenance/) + * [CMP](https://rid.org/programs/certification-maintenance/cmp/) + * [ACET](https://rid.org/programs/certification-maintenance/acet/) + * [Earning RID CEUs](https://rid.org/programs/certification-maintenance/ceus/) + * [PPO CEUs](https://rid.org/programs/certification-maintenance/ceus/ppo-ceus/) + * [RID Approved Sponsors](https://rid.org/programs/certification-maintenance/approved-sponsors/) + * [Workshop Presenters & Hosts](https://rid.org/programs/certification-maintenance/workshop-presenters-and-hosts/) + * [Membership](https://rid.org/programs/membership/) + * [Member Benefits](https://rid.org/membership/#memberbenefits) + * [Member Sections](https://rid.org/about/volunteer-leadership/#membersections) + * [Freelance Insurance Program](https://rid.org/membership/#freelanceprogram) + * [Publications](https://rid.org/programs/membership/publications/) + * [Membership Renewal](https://rid.org/programs/membership/#membershiprenewal) + * [Affiliate Chapters](https://rid.org/programs/membership/affiliate-chapters/) + * [Affiliate Chapter Resource Center](https://rid.org/programs/membership/affiliate-chapters/acrc/) + * [Scholarships and Awards](https://rid.org/scholarships-and-awards/) + * [ __Join RID!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + * [ Ethics](https://rid.org/programs/ethics/) + * [CPC](https://rid.org/programs/ethics/code-of-professional-conduct/) + * [EPS Policy](https://rid.org/wp-content/uploads/2024/09/EPS-Policy-and-Enforcement-Procedures_Updated-July-2024.pdf) + * [EPS Complaints](https://rid.org/programs/ethics/eps-complaints/) + * [EPS Procedures](https://rid.org/programs/ethics/eps-procedures/) + * [EPS Violations](https://rid.org/programs/ethics/eps-violations/) + * [ __File a Complaint](https://rid.org/eps-complaint-form/) + * [ Govโ€™t Affairs](https://rid.org/programs/gap/) + * [Advocacy Toolkit](https://rid.org/programs/gap/advocacy-toolkit/) + * [State-by-State Regulations](https://rid.org/programs/gap/state-by-state-regulations/) + * [Ongoing Advocacy Efforts](https://rid.org/programs/gap/ongoing-advocacy-efforts/) + * [Webinars](https://rid.org/programs/webinars/) + * [ __RID CEC](https://education.rid.org/) + * [ About Us](https://rid.org/about/) + * [Our Team](https://rid.org/about/#ourteam) + * [Board of Directors](https://rid.org/about/#bod) + * [Board Meetings](https://rid.org/about/governance/#boardmeetings) + * [Board of Directors Nominations Form](https://rid.org/bod-nomination-form/) + * [Nominations Process](https://rid.org/bod-nomination-form/#nominationprocess) + * [2025 National Conference](https://rid.org/about/events/national-conference/) + * [RID Regions](https://rid.org/about/#ridregions) + * [Careers](https://rid.org/careers/) + * [Job Board](https://rid.org/about/advertising/#ridjobboard) + * [RID Bookstore](https://ridpress.org/) + * [Governance](https://rid.org/about/governance/) + * [Guiding Documents](https://rid.org/about/governance/#guidingdocuments) + * [Volunteer Leadership](https://rid.org/about/volunteer-leadership/) + * [Volunteer Leadership Application](https://rid.org/volunteer-leadership-app/) + * [Resources](https://rid.org/about/resources/) + * [Newsroom](https://rid.org/resources/newsroom/) + * [Annual Reports](https://rid.org/about/governance/#guidingdocuments) + * [Advertising](https://rid.org/about/advertising/) + * [Resources](https://rid.org/about/resources/) + * [For the Consumer](https://rid.org/about/resources/#fortheconsumer) + * [For the Interpreter](https://rid.org/about/resources/#fortheinterpreter) + * [Standard Practice Papers](https://rid.org/about/resources/#spp) + * [Newsroom](https://rid.org/resources/newsroom/) + * [Position Statements](https://rid.org/about/resources/#positionstatements) + * Search for: + +#### Advertising + +# Maximize Your Exposure. + +Advertise with RID and reach thousands. + +![](https://rid.org/wp-content/uploads/2023/03/Advertising-Header.jpg) + +Advertising[Jenelle Bloom](https://rid.org/author/jbloom/ "Posts by Jenelle +Bloom")2024-07-05T17:55:01+00:00 + +![363](https://rid.org/wp-content/uploads/2022/09/363.jpg) + +## Advertise & build your network and reach + +With over 14,000 members in the U.S. and abroad, RID is the largest, +comprehensive registry of American Sign Language (ASL) interpreters in the +country! Easily reach our members through our eNEWS, VIEWS, and website/ +social media platforms for your company or organizationโ€™s job announcements, +events, and promotions. Interactive opportunities available to engage your +potential customers and clients in a way that is unmatched. + +__ + +## Job Ad + +Give your job opportunities a boost on our website and social media platforms + +__ + +## eNews Insert + +Delivered monthly to the inbox of over 12k members + +__ + +## VIEWS Ad + +Our quarterly publication with the ability to add an interactive flair + +[Advertising Options](https://rid.org/wp- +content/uploads/2023/04/RID-2023-Advertising-Media-Kit.pdf) + +# + +Job Board + + * ![](https://rid.org/wp-content/uploads/2025/03/University-of-Rochester-Logo-320x202.png) + +[](https://rid.org/rochester-director-of-deaf-professional-interpreter- +services/) + +## [U of Rochester Director of Deaf Professional Interpreter +Services](https://rid.org/rochester-director-of-deaf-professional-interpreter- +services/) + +The Director of Deaf Professional Interpreter Services (DPIS) is [...] + +[Jenelle Bloom](https://rid.org/author/jbloom/ "Posts by Jenelle +Bloom")2025-03-12T15:59:14+00:00March 12, 2025|Categories: [Job +Board](https://rid.org/category/job-board/)|Comments Off on U of Rochester +Director of Deaf Professional Interpreter Services + +[Read More](https://rid.org/rochester-director-of-deaf-professional- +interpreter-services/) + + * ![](https://rid.org/wp-content/uploads/2025/03/occ-logo-open-graph-320x202.png) + +[](https://rid.org/occ-asl-interpreting-instructor/) + +## [Oakland Community College ASL-Interpreting +Instructor](https://rid.org/occ-asl-interpreting-instructor/) + +Oakland Community College in Auburn Hills, Michigan, is seeking [...] + +[Jenelle Bloom](https://rid.org/author/jbloom/ "Posts by Jenelle +Bloom")2025-03-12T13:50:08+00:00March 12, 2025|Categories: [Job +Board](https://rid.org/category/job-board/)|Comments Off on Oakland Community +College ASL-Interpreting Instructor + +[Read More](https://rid.org/occ-asl-interpreting-instructor/) + + * ![](https://rid.org/wp-content/uploads/2024/12/AMN-Healthcare-Logo-Smaller-320x202.png) + +[](https://rid.org/amn-medical-vri/) + +## [AMN Healthcare Medical VR Interpreter](https://rid.org/amn-medical-vri/) + +The ASL Medical Video Remote Interpreter (VRI) will cover a wide range [...] + +[Jenelle Bloom](https://rid.org/author/jbloom/ "Posts by Jenelle +Bloom")2025-02-21T14:48:40+00:00February 21, 2025|Categories: [Job +Board](https://rid.org/category/job-board/)|Comments Off on AMN Healthcare +Medical VR Interpreter + +[Read More](https://rid.org/amn-medical-vri/) + + * ![](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%27887%27%20height%3D%27380%27%20viewBox%3D%270%200%20887%20380%27%3E%3Crect%20width%3D%27887%27%20height%3D%27380%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) + +[](https://rid.org/uc-santa-barbara-asl-interpreter/) + +## [UC Santa Barbara ASL Interpreter](https://rid.org/uc-santa-barbara-asl- +interpreter/) + +The Interpreter works between spoken English and American Sign [...] + +[Jenelle Bloom](https://rid.org/author/jbloom/ "Posts by Jenelle +Bloom")2025-02-14T21:54:55+00:00February 14, 2025|Categories: [Job +Board](https://rid.org/category/job-board/)|Comments Off on UC Santa Barbara +ASL Interpreter + +[Read More](https://rid.org/uc-santa-barbara-asl-interpreter/) + +[Submit a Job Listing!](mailto:advertising@rid.org) + +__ + +![Registry of Interpreters for the Deaf, Inc. Logo](https://rid.org/wp- +content/uploads/2023/04/RID-big-i-Logo-no-bg.png)![Registry of Interpreters +for the Deaf, Inc. Logo](https://rid.org/wp-content/uploads/2023/04/RID-big-i- +Logo-no-bg.png)![Registry of Interpreters for the Deaf, Inc. +Logo](https://rid.org/wp-content/uploads/2023/04/RID-big-i-Logo-no-bg.png) + +RIDโ€™s purpose is to serve equally our members, profession, and the public by +promoting and advocating for qualified and effective interpreters in all +spaces where intersectional diverse Deaf lives are impacted. + + * [Certification](https://rid.org/certification/) + * [Certification Maintenance](https://rid.org/programs/certification-maintenance/) + * [Membership](https://rid.org/programs/membership/) + * [Ethics](https://rid.org/programs/ethics/) + * [About Us](https://rid.org/about/) + + * [Member Login](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + * [Careers](https://rid.org/careers/) + * [FAQs](https://rid.org/faqs/) + * [Job Board](https://rid.org/about/advertising/#ridjobboard) + +### + +### Business Info + +Registry of Interpreters for the Deaf, Inc. +PO Box 17581 +Arlington, VA 22216-7581 + +__703-838-0030 + +[ __Contact Us](https://rid.org/contact/) + +RID, Inc. ยฉ 2025 + +[](https://www.facebook.com/RIDInc +"Facebook")[](https://www.instagram.com/ridinc/ +"Instagram")[](https://www.youtube.com/RIDOfficialChannel +"YouTube")[](https://www.linkedin.com/company/registry-of-interpreters-for- +the-deaf-inc. 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Reports](https://rid.org/about/governance/#guidingdocuments) + * [Advertising](https://rid.org/about/advertising/) + * [Resources](https://rid.org/about/resources/) + * [For the Consumer](https://rid.org/about/resources/#fortheconsumer) + * [For the Interpreter](https://rid.org/about/resources/#fortheinterpreter) + * [Standard Practice Papers](https://rid.org/about/resources/#spp) + * [Newsroom](https://rid.org/resources/newsroom/) + * [Position Statements](https://rid.org/about/resources/#positionstatements) + * Search for: + +#### Advertising + +# Maximize Your Exposure. + +Advertise with RID and reach thousands. + +![](https://rid.org/wp-content/uploads/2023/03/Advertising-Header.jpg) + +Advertising[Jenelle Bloom](https://rid.org/author/jbloom/ "Posts by Jenelle +Bloom")2024-07-05T17:55:01+00:00 + +![363](https://rid.org/wp-content/uploads/2022/09/363.jpg) + +## Advertise & build your network and reach + +With over 14,000 members in the U.S. and abroad, RID is the largest, +comprehensive registry of American Sign Language (ASL) interpreters in the +country! Easily reach our members through our eNEWS, VIEWS, and website/ +social media platforms for your company or organizationโ€™s job announcements, +events, and promotions. Interactive opportunities available to engage your +potential customers and clients in a way that is unmatched. + +__ + +## Job Ad + +Give your job opportunities a boost on our website and social media platforms + +__ + +## eNews Insert + +Delivered monthly to the inbox of over 12k members + +__ + +## VIEWS Ad + +Our quarterly publication with the ability to add an interactive flair + +[Advertising Options](https://rid.org/wp- +content/uploads/2023/04/RID-2023-Advertising-Media-Kit.pdf) + +# + +Job Board + + * ![](https://rid.org/wp-content/uploads/2025/03/University-of-Rochester-Logo-320x202.png) + +[](https://rid.org/rochester-director-of-deaf-professional-interpreter- +services/) + +## [U of Rochester Director of Deaf Professional Interpreter +Services](https://rid.org/rochester-director-of-deaf-professional-interpreter- +services/) + +The Director of Deaf Professional Interpreter Services (DPIS) is [...] + +[Jenelle Bloom](https://rid.org/author/jbloom/ "Posts by Jenelle +Bloom")2025-03-12T15:59:14+00:00March 12, 2025|Categories: [Job +Board](https://rid.org/category/job-board/)|Comments Off on U of Rochester +Director of Deaf Professional Interpreter Services + +[Read More](https://rid.org/rochester-director-of-deaf-professional- +interpreter-services/) + + * ![](https://rid.org/wp-content/uploads/2025/03/occ-logo-open-graph-320x202.png) + +[](https://rid.org/occ-asl-interpreting-instructor/) + +## [Oakland Community College ASL-Interpreting +Instructor](https://rid.org/occ-asl-interpreting-instructor/) + +Oakland Community College in Auburn Hills, Michigan, is seeking [...] + +[Jenelle Bloom](https://rid.org/author/jbloom/ "Posts by Jenelle +Bloom")2025-03-12T13:50:08+00:00March 12, 2025|Categories: [Job +Board](https://rid.org/category/job-board/)|Comments Off on Oakland Community +College ASL-Interpreting Instructor + +[Read More](https://rid.org/occ-asl-interpreting-instructor/) + + * ![](https://rid.org/wp-content/uploads/2024/12/AMN-Healthcare-Logo-Smaller-320x202.png) + +[](https://rid.org/amn-medical-vri/) + +## [AMN Healthcare Medical VR Interpreter](https://rid.org/amn-medical-vri/) + +The ASL Medical Video Remote Interpreter (VRI) will cover a wide range [...] + +[Jenelle Bloom](https://rid.org/author/jbloom/ "Posts by Jenelle +Bloom")2025-02-21T14:48:40+00:00February 21, 2025|Categories: [Job +Board](https://rid.org/category/job-board/)|Comments Off on AMN Healthcare +Medical VR Interpreter + +[Read More](https://rid.org/amn-medical-vri/) + + * ![](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%27887%27%20height%3D%27380%27%20viewBox%3D%270%200%20887%20380%27%3E%3Crect%20width%3D%27887%27%20height%3D%27380%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) + +[](https://rid.org/uc-santa-barbara-asl-interpreter/) + +## [UC Santa Barbara ASL Interpreter](https://rid.org/uc-santa-barbara-asl- +interpreter/) + +The Interpreter works between spoken English and American Sign [...] + +[Jenelle Bloom](https://rid.org/author/jbloom/ "Posts by Jenelle +Bloom")2025-02-14T21:54:55+00:00February 14, 2025|Categories: [Job +Board](https://rid.org/category/job-board/)|Comments Off on UC Santa Barbara +ASL Interpreter + +[Read More](https://rid.org/uc-santa-barbara-asl-interpreter/) + +[Submit a Job Listing!](mailto:advertising@rid.org) + +__ + +![Registry of Interpreters for the Deaf, Inc. Logo](https://rid.org/wp- +content/uploads/2023/04/RID-big-i-Logo-no-bg.png)![Registry of Interpreters +for the Deaf, Inc. Logo](https://rid.org/wp-content/uploads/2023/04/RID-big-i- +Logo-no-bg.png)![Registry of Interpreters for the Deaf, Inc. +Logo](https://rid.org/wp-content/uploads/2023/04/RID-big-i-Logo-no-bg.png) + +RIDโ€™s purpose is to serve equally our members, profession, and the public by +promoting and advocating for qualified and effective interpreters in all +spaces where intersectional diverse Deaf lives are impacted. + + * [Certification](https://rid.org/certification/) + * [Certification Maintenance](https://rid.org/programs/certification-maintenance/) + * [Membership](https://rid.org/programs/membership/) + * [Ethics](https://rid.org/programs/ethics/) + * [About Us](https://rid.org/about/) + + * [Member Login](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + * [Careers](https://rid.org/careers/) + * [FAQs](https://rid.org/faqs/) + * [Job Board](https://rid.org/about/advertising/#ridjobboard) + +### + +### Business Info + +Registry of Interpreters for the Deaf, Inc. +PO Box 17581 +Arlington, VA 22216-7581 + +__703-838-0030 + +[ __Contact Us](https://rid.org/contact/) + +RID, Inc. ยฉ 2025 + +[](https://www.facebook.com/RIDInc +"Facebook")[](https://www.instagram.com/ridinc/ +"Instagram")[](https://www.youtube.com/RIDOfficialChannel +"YouTube")[](https://www.linkedin.com/company/registry-of-interpreters-for- +the-deaf-inc. "LinkedIn") + +Back to top + +Page load link + diff --git a/intelaide-backend/documents/user_3/assistant_2/faiss_index.bin b/intelaide-backend/documents/user_3/assistant_2/faiss_index.bin new file mode 100644 index 0000000..e79cafb Binary files /dev/null and b/intelaide-backend/documents/user_3/assistant_2/faiss_index.bin differ diff --git a/intelaide-backend/documents/user_3/assistant_2/faiss_index_mapping.pkl b/intelaide-backend/documents/user_3/assistant_2/faiss_index_mapping.pkl new file mode 100644 index 0000000..c97a923 Binary files /dev/null and b/intelaide-backend/documents/user_3/assistant_2/faiss_index_mapping.pkl differ diff --git a/intelaide-backend/documents/user_3/assistant_3/faiss_index.bin b/intelaide-backend/documents/user_3/assistant_3/faiss_index.bin new file mode 100644 index 0000000..8117a16 Binary files /dev/null and b/intelaide-backend/documents/user_3/assistant_3/faiss_index.bin differ diff --git a/intelaide-backend/documents/user_3/assistant_3/faiss_index_mapping.pkl b/intelaide-backend/documents/user_3/assistant_3/faiss_index_mapping.pkl new file mode 100644 index 0000000..8d6b111 Binary files /dev/null and b/intelaide-backend/documents/user_3/assistant_3/faiss_index_mapping.pkl differ diff --git a/intelaide-backend/documents/user_3/assistant_5/faiss_index.bin b/intelaide-backend/documents/user_3/assistant_5/faiss_index.bin new file mode 100644 index 0000000..7e34816 Binary files /dev/null and b/intelaide-backend/documents/user_3/assistant_5/faiss_index.bin differ diff --git a/intelaide-backend/documents/user_3/assistant_5/faiss_index_mapping.pkl b/intelaide-backend/documents/user_3/assistant_5/faiss_index_mapping.pkl new file mode 100644 index 0000000..89f93dc Binary files /dev/null and b/intelaide-backend/documents/user_3/assistant_5/faiss_index_mapping.pkl differ diff --git a/intelaide-backend/documents/user_3/assistant_6/faiss_index.bin b/intelaide-backend/documents/user_3/assistant_6/faiss_index.bin new file mode 100644 index 0000000..0d969aa Binary files /dev/null and b/intelaide-backend/documents/user_3/assistant_6/faiss_index.bin differ diff --git a/intelaide-backend/documents/user_3/assistant_6/faiss_index_mapping.pkl b/intelaide-backend/documents/user_3/assistant_6/faiss_index_mapping.pkl new file mode 100644 index 0000000..8ff2961 Binary files /dev/null and b/intelaide-backend/documents/user_3/assistant_6/faiss_index_mapping.pkl differ diff --git a/intelaide-backend/documents/user_3/assistant_7/faiss_index.bin b/intelaide-backend/documents/user_3/assistant_7/faiss_index.bin new file mode 100644 index 0000000..6d0df7a Binary files /dev/null and b/intelaide-backend/documents/user_3/assistant_7/faiss_index.bin differ diff --git a/intelaide-backend/documents/user_3/assistant_7/faiss_index_mapping.pkl b/intelaide-backend/documents/user_3/assistant_7/faiss_index_mapping.pkl new file mode 100644 index 0000000..3caa8ed Binary files /dev/null and b/intelaide-backend/documents/user_3/assistant_7/faiss_index_mapping.pkl differ diff --git a/intelaide-backend/documents/user_3/page_0_1741377656205.txt b/intelaide-backend/documents/user_3/page_0_1741377656205.txt new file mode 100644 index 0000000..c98d715 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_0_1741377656205.txt @@ -0,0 +1,19 @@ +Interpreting: the act of conveying meaning between people who use signed and/or spoken languages. +Certification provides an independent verification of an interpreterโ€™s knowledge, abilities and ethical standards. +Use our registry to find contact information for a specific member, verify an RID memberโ€™s certification(s) and search for freelance interpreters. +All certified members of RID are required to participate in professional development in order to maintain their certification. +The Ethical Practices System (EPS) is a multi-level grievance system to be utilized when all personal efforts have been exhausted and proven unsuccessful. +RID is dedicated to supporting our members through the provision of benefits and advocacy services. +CASLI develops and operates sign language interpreting testing to ensure a baseline of quality interpreting services. +Canโ€™t find what youโ€™re looking for? +Search below through RIDโ€™s most asked questions for each department. +Or browse our online live document for an extensive list of FAQs. +Empowering you to make strong ethical decisions +Advocating and upholding accountability and integrity for the sign language interpreting profession. +Name change, membership, EPS, CEUs and more! +Find out member benefits, membership support and more! +VIEWS, JOI, RID Press and more. +Contact RID and let us help you. +Monday โ€“ Friday: 9am โ€” 5pm +Thank you for your message. It has been sent. +There was an error trying to send your message. Please try again later. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_10_1741377712270.txt b/intelaide-backend/documents/user_3/page_10_1741377712270.txt new file mode 100644 index 0000000..a83d986 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_10_1741377712270.txt @@ -0,0 +1,4 @@ +July 31 โ€“ August 3, 2025 | Minneapolis, MN +RID is delighted to invite RID members, community members, aspiring interpreters, and others to attend the 2025 RID National Conference, held on July 31 โ€“ August 3, 2025, in Minneapolis, MN! We look forward to welcoming you! +Sorry, your browser doesn't support embedded videos. +We can't wait to see you! \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_11_1741377715811.txt b/intelaide-backend/documents/user_3/page_11_1741377715811.txt new file mode 100644 index 0000000..c70aa1c --- /dev/null +++ b/intelaide-backend/documents/user_3/page_11_1741377715811.txt @@ -0,0 +1,28 @@ +Understanding How Your CEU Totals are Displayed +Understanding How Your CEU Totals are Displayed +YOUR PORTAL โ€“ On the main screen in your portal, locate the Certification Details displaying your CEU breakdown. You will also find your certification cycle beginning and end dates! +CEU PROGRESS โ€“ Your progress is shown here, including Professional Studies (PS) CEUs and General Studies (GS) CEUs. **Only up to 2 GS CEUs can be counted for certification maintenance purposes. +PPO CEU PROGRESS โ€“ This line only keeps track of your PPO CEU progress. Do not include this number in your total. PPO CEUs are a sub-category of Professional Studies; those CEUs are part of your PS total, not in addition to it. +REVIEW YOUR TOTAL โ€“ Review your total CEUs earned line. Your total will not include the number shown to the right of your PPO tracking line. CALCULATING RECAP โ€“ SKIP THE PPO LINE! In short, use the PPO CEU line as a tracking feature for yourself! These CEUs will always be calculated into your total. Just remember the requirement, 1.0 of your PS CEUs must be PPO. +Question? No problem! Visit our faqs page or email us at +participants โ€“ All certified members of RID are required to participate in the CMP in order to maintain their certification. +Maintain and grow your skills +Associate Continuing Education Tracking (ACET) +participants โ€“ demonstrating the Associate membersโ€™ commitment to and participation in the field of interpreting. +RID Continuing Education Center (CEC) +Browse the Continuing Education Center portal to view our educational content. +Relying on RID Approved Sponsors to provide and approve appropriate educational activities for participants. +Apply to be a sponsor +Standards and Criteria for Approved Sponsors. +Participants must work with an RID-Approved Sponsor to earn CEU credits. +Learn How to Earn CEUs +Used for any discrepancy with your transcript such as missing activities, or incorrect CEUs. +Find a RID CEU Provider +Search for a CMP Approved Sponsor to offer CEUs for your workshop, earn CEUs for college courses or set up an independent study. You donโ€™t have to work with a sponsor in your area โ€“ they can be located anywhere! +Some RID Approved CMP Sponsors offer RID CEUs at a distance. Although RID cannot promote any individual Sponsor, we are happy to provide information that will assist you in locating RID CEU activities that may not be available through the workshop search tool on the RID Web site. +We offer content from experts you can trust +Challenging injustice, respecting and valuing diversity, protection of equal access, Social Justice/Liberation studies, Cultural competence, and moreโ€ฆ +RID approved workshops can be sponsor initiated or co-sponsored with another organization. Search the +Become an RID Approved Sponsor +Organizations, agencies, affiliate chapters and individuals seeking to be Approved Sponsors must +. This was developed by the RID Professional Development Committee (PDC). In addition, the PDC reviews and makes determinations on all applications. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_12_1741377720436.txt b/intelaide-backend/documents/user_3/page_12_1741377720436.txt new file mode 100644 index 0000000..ef57ff4 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_12_1741377720436.txt @@ -0,0 +1,41 @@ +RIDโ€™s latest news, press releases, position statements, and more! +We are deeply grateful to our generous donors for [...] +The Global Movement of Giving Tuesday Accepting Giving [...] +We extend our heartfelt gratitude to our donors for [...] +on 2024 RID Donor Wall +Announcing New Secretary-Elect: Andrea K Smith! +Meet your new Secretary-Elect: Andrea K Smith! Andrea [...] +2024 New Executive Board Elect +With no contested positions, these individuals will be sworn [...] +April 2024 Neurodiversity Webinar Series [...] +September Affiliate Chapter Town Hall +When and Where Town Hall Date & Time: Tuesday, September [...] +Section 504 of the Rehabilitation Act Position Statement +Misuse of RID Certification(s) to Teach ASL +The Regulation of the Sign Language Interpreting Profession +RID supports the State regulation of interpreters [...] +RID/NAIE Joint Position Statement on Perez v. Sturgis County Schools System +RID/NAIE Joint Position Statement on Perez v. Sturgis County [...] +RID Position Statement: CDIs at Press Conferences +CDIs at Press Conferences Position Statement PDF We, The [...] +RID Position Statement on Misrepresentation of Certifications and Credentials +RIDโ€™s Position The official RID certifications are listed on [...] +Section 504 of the Rehabilitation Act Position Statement +RID/NAIE Joint Position Statement on Perez v. Sturgis County Schools System +RID/NAIE Joint Position Statement on Perez v. Sturgis County [...] +Registry of Interpreters for the Deaf (RID) [...] +Crisis at Louisiana Department of Corrections +Whatโ€™s Happening Right Now? The Department of Justice (USDOJ) sued [...] +Letter from Congressional Deaf Caucus to the White House โ€“ May 1, 2020 +Final Sign Lang Interpreters during COVID-19 Ltr +Section 504 of the Rehabilitation Act Position Statement +We are deeply grateful to our generous donors for [...] +AMN Healthcare Medical VR Interpreter +The ASL Medicalย Videoย Remoteย Interpreter (VRI) will cover a wide range [...] +on AMN Healthcare Medical VR Interpreter +UC Santa Barbara ASL Interpreter +The Interpreter works between spoken English and American Sign [...] +on UC Santa Barbara ASL Interpreter +The Global Movement of Giving Tuesday Accepting Giving [...] +We extend our heartfelt gratitude to our donors for [...] +on 2024 RID Donor Wall \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_13_1741377727523.txt b/intelaide-backend/documents/user_3/page_13_1741377727523.txt new file mode 100644 index 0000000..72d05c9 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_13_1741377727523.txt @@ -0,0 +1,307 @@ +Resources regarding recent Presidential Executive Orders +Executive Orders and White House Information +What is an Executive Order and how is it different from a law? +โ€“ย American Civil Liberties Union (ACLU) +โ€“ US Equal Employment Opportunity Commission +Executive Orders affecting charitable nonprofits +โ€“ย National Council of Nonprofits +DEIA Offices, Programs and Initiatives +DEI in Government and Private Sector +Further Guidance Regarding Ending DEIA Offices, Programs and Initiatives +โ€“ Chief Human Capital Officers Council +Additional DEIA Guidance to Agencies +โ€“ Office of Personnel Management +A clarification MEMO from the federal Office of Personnel Management (OPM) clarifies that accommodating deaf people with sign language interpreting is +in the anti-DEIA executive orders. +The what and why of interpreting +The expectations and standards for you to know. +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the membership in outlining standard practices and positions on various interpreting roles and issues. You may print out the SPPs below and then make the number of copies needed. +An Overview of K-12 Educational Interpreting +Use of a Certified Deaf Interpreter +Interpreting in Mental Health Settings +Interpreting in Health Care Settings +Interpreting for Individuals who are Deaf-Blind +Professional Sign Language Interpreting Agencies +The Field of Interpreting โ€“ Opportunities and Growth +The field of interpretation is currently in an exciting period of growth as a career profession. As we work to eliminate the perception of interpretation as just a โ€œjobโ€ that any individual with an interest can undertake, we are seeing the field gain momentum in reputation that encompasses quality and respect. With supply not meeting the current demand, interpreters have become an invaluable tool in communication access between Deaf and hard-of-hearing individuals. +Interpreting is a human service-related field that is utilized in a myriad of different life situations, such as medical, mental health, law, education, etc. An interpreter, who must uphold the +, is a bilingual and bicultural professional working in a true profession and should be regarded as such. +Because interpreters are key to communication access, RID strives to maintain high +for members in various ways, including credentials, continuing education, and standard practice papers. +If you are thinking of interpreting as a career, we hope that this information will be helpful in your decision-making process. If you need more information, please do not hesitate to contact +. Learn more about interpreting as a career in the section below +Why You Should Become a RID Certified Interpreter +Is the process of transmitting spoken English into American Sign Language (ASL) and/or gestures for communication between Deaf and hearing individuals; +Enhances the quality of interaction between the Deaf and hard-of-hearing communities; +Serves as a tool in bridging communication gaps; +Is a profession that is highly dynamic and sophisticated; +Offers a career that allows one to grow with each knowledge building experience. +A committed individual to not only achieve certification but to also maintain and grow the skills needed +Physical stamina, endurance and the ability to emotionally handle an assignment and adhere to confidentiality +A great knowledge of the English language and the ability to speak clearly, be audibly heard and to portray the feelings and emotion of the speaker, whether voice or sign interpreting +An understanding that interpreting is a complex process that requires linguistic, cognitive and technical skills +Sign language interpreting is a rapidly expanding field. Schools, government agencies, hospitals, court systems and private businesses employ interpreters.ย  Interpreters work in a variety of settings including medical, legal, religious, mental health, rehabilitation, performing arts and business. +The interpreting field is experiencing an increase in demand for qualified interpreters. This is due, in part, with the advent of Video Relay Service (VRS) and Video Remote Interpreting (VRI). These services offer consumers access to real-time visual communication with the hearing community. As the methods of communication increase between the Deaf and hearing communities through technological advancements, we will also experience an increase in demand for the number of qualified interpreters to be utilized through these techniques. +Sign Language/spoken English interpreters are highly skilled professionals that facilitate communication between hearing individuals and the Deaf or hard-of-hearing. They are a crucial communication tool utilized by all people involved in a communication setting. Interpreters must be able to listen to another personโ€™s words, inflections and intent and simultaneously render them into the visual language of signs using the mode of communication preferred by the deaf consumer. The interpreter must also be able to comprehend the signs, inflections and intent of the deaf consumer and simultaneously speak them in articulate, appropriate English. They must understand the cultures in which they work and apply that knowledge to promote effective cross-cultural communications. +Interpreting requires specialized expertise. While proficiency in English and in sign language is necessary, language skills alone are not sufficient for an individual to work as a professional interpreter. Becoming an interpreter +Is a complex process that requires a high degree of linguistic, cognitive and technical skills; +Takes a committed individual to not only achieve certification but to also maintain and grow the skills needed; +Requires physical stamina, endurance and the ability to emotionally handle an assignment and adhere to confidentiality; +Necessitates a great knowledge of the English language and the ability to speak clearly, be audibly heard and to portray the feelings and emotion of the speaker, whether they are voice or sign interpreting. +The Americans with Disabilities Act requires the provision of qualified interpreters in a variety of settings. It states that โ€œTo satisfy this requirement, the interpreter must have the proven ability to effectively communicateโ€ฆโ€ +One important measure of an interpreterโ€™s proven ability is professional credentials. Credentials are obtained by taking and passing an assessment of your skills. RID provides testing for national certification. +All Types of Sign Language +Sign language is no more universal than spoken languages. American Sign Language (ASL) is the language used by a majority of people in the Deaf community in the United States, most of Canada (LSQ is used in Quebec), certain Caribbean countries and areas of Mexico. Other areas of the world use their own sign languages, such as England (British Sign Language) and Australia (Australian Sign Language). +American Sign Language (ASL) is a distinct visual-gestural-kinesthetic language. While it borrows elements from spoken English and old French sign language, it has unique grammatical, lexical and linguistic features of its own. It is not English on the hands. +Because ASL is not English, educators have developed a number of signed codes which use ASL vocabulary items, modify them to match English vocabulary, and put them together according to English grammatical rules. These codes have various names including Signed Exact English (SEE) and Manual Coded English (MCE). Additionally, when native speakers of English and native users of ASL try to communicate, the โ€œlanguageโ€ that results is a mixture of both English and ASL vocabulary and grammar. This is referred to as PSE (Pidgin Signed English) or contact signing. +Whether you are a beginner, an advanced signer or a Child of a Deaf Adult (CODA), RID is here to help you understand what it takes to become a professional and qualified interpreter. Fascination with sign language and/or the desire to โ€œhelpโ€ are admirable, but these alone are not qualifications to be interpreting for persons who are Deaf or hard of hearing. Patience, persistence, dedication and professional training are just some of the few key elements that are crucial to becoming a successful interpreter. +Why You Should Become a RID Certified Interpreter +What Interpreting is and How to Get Started +the act of conveying meaning between peopleย who use signed and/or spoken languages +Professional sign language interpreters develop interpreting skills through extensive training and practice over a long period of time. Before committing to this profession, it is imperative that you prepare yourself for the expectations, requirements and standards that will be asked of you. +Below are a few resources that will help guide you along the process: +Discover Interpreting was established from a grant issued by the U.S. Department of Education Rehabilitation Services Administration, CFDA 84.160A and 84.160B, as a response to the ASL interpreter shortage. This is an excellent tool to help inspire individuals who are interested in pursuing a career in the field of interpreting, close the โ€œgapโ€ between graduation and certification, and to increase the number of qualified interpreters. +The Commission onย Collegiate Interpreter Education +CCIE wasย established to promote professionalism inย the field of sign language interpreter education through an accreditation process. This siteย provides a list of accredited programs to help youย prepare to enter the field of interpreting. +Interpreter Training and Preparation Programs +These programs provide you with the education and knowledge base to develop the skills to become an interpreter. +*NEW* View an intensive spreadsheet of available 2 and 4 year ITP programs +(Resource made available by CCBC Program Assistant Jesse Hammons, CIT and CCBC) +RIDโ€™s Certification Programs measure your knowledge and skill level and provides you with the appropriate level credentials for your testing skills. +NAD-RID Code of Professional Conduct +The NAD-RID Code of Professional Conduct sets the standards to which allย certified members of RID are expected to adhere. +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the membership in outlining standard practices and positions on various interpreting roles and issues. These SPPs are excellent resources to educate all interpreters as well as hearing and deaf clients, the general public, business contacts, school personnel, doctors and nurses, etc. See the section above for our SPPs. +RID Affiliate Chapters and Local Chapters +Your affiliate or local chapter can serve as an excellent source for guidance, mentorship and information. +ASL Fluency and Learning the Language +How long does it take to become fluent in Japanese, Russian or any other foreign language? Language fluency, be it spoken or visual, requires time, dedication, study, immersion in the language community, and constant practice. While you may have the potential to handle communication of simple concepts of daily life after just three classes, it will most likely take you years to be comfortably fluent in native conversations at normal rates discussing complex topics. +Sign language classes are offered throughout the community at schools and colleges, churches and recreation departments. Some of these are excellent, and some are very poor. The classes may be ASL, PSE, SEE or some mixture of all. Instructors may be experienced, professional educators, or people who have only taken a few classes themselves. Buyer beware! +Some things to consider or ask when choosing a class: +Is the instructor native or near-native fluent in American Sign Language (ASL)? +Fluency in the language could be evidenced by RID certification or NAD or state Quality Assurance (QA) ratings in interpreting, or by an advanced or superior rating on the SCPI (Sign Communication Proficiency Interview). Be wary of instructors who just recently took classes themselves. +Is the instructor involved in the Deaf community and with professional organizations? +It is very beneficial if the instructors have formally studied the language and the teaching profession. Credentials to look for include membership in the American Sign Language Teachers Association (ASLTA) and/or the Conference of Interpreter Trainers (CIT) as well as organizations such as RID, NAD and Black Deaf Advocates (BDA). +What do you know about the organization offering the class? +What is the history and reputation of the organization with regard to sign language education? Does the organization provide you with additional materials on sign language? Are you provided with information on what is happening in the Deaf community? Does the organization provide you guidance regarding your next steps once you learn the basics? +Does the Deaf community support this class and organization? +People who are native ASL signers and involved in the Deaf community see โ€œgraduatesโ€ from various classes. Seek their guidance on which classes they recommend? +What has become of previous graduates of the class? +What have they accomplished since they finished their studies? Has the class been helpful? Do they feel they learned what they needed? +An interpreter program is a formalized education program with a dedicated curriculum that is offered through a college, university or technical school that prepares students for a career in the field of interpreting. There are college and university programs around the country. A majority offer associate degrees in interpreting, but the number of bachelor programs is increasing. Additionally, a handful of schools offer master degrees in interpreting. +For a list of available programs +. Please note that this may not be a complete, up-to-date list. To confirm that the program is accredited, you can visit +.ย Please contact your local college, university or technical school to see what programs they may offer, if any. Also, contact your +for more information on interpreting programs in your area. +Beginning July 1, 2012, exam candidates will be required to hold a degree (any major) or submit an approved +. ย recorded in their RID account.ย While you mayย receive a degree in any field, one may find the background, skills development and theory learned in a recognized interpreter program are extremely beneficial in getting your national certification. +Most interpreterย educationย programs provide you with the knowledge and skills to begin pursuing an interpreting career as well as a foundation to begin preparing for certification. Completion of a program is more like a driverโ€™s permit that lets you operate in certain protected situations. Continued practice, participation in workshops and training experiences, and work with mentors will help prepare you to earn your certification. And certification opens many doors to a successful career for you in the interpreting profession. +To be a successful interpreter, you need a wide range of general knowledge. A degree is an important way to gain that knowledge. The higher the degree, the more diverse and complete your general knowledge will be. In many interpreting jobs in school systems, your salary is partly based on your degree. Interpreting is a very complex task and requires a high degree of fluency in two languages. Will you be able to master the language and the interpreting task during the length of the program you are considering? +In general, the more education a person can get, the better they will do. But, the quality of the education is important as well. Here are some questions to consider when choosing a program: +Is the program up-to-date and well respected by the Deaf and interpreting communities? +Are its faculty members affiliated with and actively involved in professional organizations? +What kind of credentials do they have? +Are the program graduates working in the field and getting their credentials? +What kinds of resources are available to students and faculty? +There is a strong need for qualified interpreters with credentials as we are currently experiencing a period in the interpreting field where supply is not keeping up with demand. The greatest demand for interpreters is in medium-to-large cities. The more mobile you are, the more likely you are to find an interpreting job. +Interpreters typically fall in one of three categories: +Agency interpreter, meaning that you are employed by an agency that provides you job assignments. +Free-lance interpreter, meaning that you are responsible for finding and maintaining your own client base +Contracted interpreter, meaning that you take on aspects of both the agency interpreter and the freelance interpreter. You provide services to an interpreter services agency or to other agencies in accordance with the terms and conditions of a particular contract or contracts. You are not an employee of the interpreter services agency or any other agencies for which they provide services +You donโ€™t have to wait until you are a practicing interpreter to become a RID member. Join today and enhance your networking opportunities within the field of professional interpreting. +If you already interpret out in the community but are not yet RID certified, you qualify to join as an Associate member. If you are a student in an Interpreter Training Program, you can join as a Student member. +If you are neither of the above yet still want to reap the +of membership, then join as a Supporting member. +The more unified we become as an overall profession, the greater our voice and the more impact we will have. +Educational Interpreters have always been an important part of the mission and programs of RID.ย For many years, RID has received feedback from educational interpreters that they were overlooked as a population by the majority of publications, +articles, conferences and workshops that we provide. +Realizing that RID would have a greater voice and a larger volume of impact if we embraced other populations in the interpreting profession, we have taken great strides to become more inclusive to the educational interpreter and wholeheartedly welcome you into RIDโ€™s membership. +Fromย the fall of 2006 to the summer of 2016, RID recognized individuals who passed the Educational Interpreter Performance Assessment (EIPA) written and performance tests at the level of 4.0 or higher as certified members of the association. +Overview of K-12 Educational Interpreting Standard Practice Paper +The Educational Interpreter Resources Toolkit, which wasย prepared by the 2007 โ€“ 2009 Educational Interpreting Committee (EIC), serves as an excellent resource tool to assist educational interpreters in the work they do. +This Resources Toolkit may serve as your โ€˜Home Baseโ€™ in discovering tools that can assist you in getting valuable information for the work you do serving students in the educational setting, K-12. +Educational Interpreter Resources Toolkit (full document) +Section I: Laws & Policy Supporting Deaf Education +Section II: Database & Tools for Finding Additional Resources +Section IV: Books, Journals & Articles of Interest +Section V: State Specific Educational Interpreting Guidelines +Section VI: Resources to Share with School Personnel +Section VII: Resources to Share with Students & Parents +The Educational Interpreter Committee (EIC), in collaboration with the Interpreters in Educational and Instructional Settings (IEIS) member section conducted two surveys during their 2007-2009 term; a survey of both RID affiliate chapter presidents and interpreters working in educational settings. The purpose of the surveys were, respectively speaking, to: learn what affiliate chapter presidents know about and were doing for educational interpreters and to discover what educational interpreters know about and found value in RID affiliate chapters. +For detailed information about the books, reference materials and publications we offer to interpreters, please visit ourย online store.ย Some of the titles of relevant publications to the educational interpreter include: +โ€œEducational Interpreting: A Collection of Articles From VIEWSโ€ย ย by various authors andย โ€œEncounters With Reality: 1001 Interpreter Scenariosโ€ย by Brenda Cartwright +The scholarship program is undergoing some changes and updates to better serve our membership. Once it is ready, we will make an announcement. Thank you for your support and patience! +RID Scholarships and Awards program +recognizes our colleagues who have made a significant impact on our lives, careers, and the interpreting profession. These awards serve as a small tribute to their sustained contributions to the profession. +We all have someone who has impacted our lives in one way or another, whether a mentor who has provided the necessary guidance and advice, a friend who demonstrates true commitment, a teacher who pushes us to reach our potential or a colleague who inspires us and sets new standards for success. +The recipients of these awards are the individuals who have gone the extra mile for the profession; have served as role models, teachers, trainers, mentors, or colleagues; or have just been there as a support and confidante. They have achieved personal success and have now dedicated themselves to the betterment of the profession as a whole. In short, they are inspiring motivators for all of us. +โ€“ CIT is the professional organization of interpreter educators. This site also provides information about the Commission on Collegiate Interpreter Education, the accreditation body for interpreting programs. +โ€“ Mana a Mano is a national organization of interpreters who work in Spanish-influenced setting. +National Alliance of Black Interpreters, Inc.ย โ€“ NAOBI is the national association that supports sign language interpreters from the African diaspora. +Association of Visual Language Interpreters of Canada +โ€“ AVLIC is RIDโ€™s counterpart in Canada โ€“ it is the only certifying body for ASL-English interpreters in Canada.ย  AVLIC was established in 1979 and has several Affiliate Chapters across the country. +European Forum of Sign Language Interpreters +โ€“ EFSLI is a membership organization of sign language interpreters from both in and out of the European Union. +Sign Language Interpreters Association of New Zealand +โ€“ SLIAZ is a national professional association which represents and advances the profession by informing members and consumers and promoting high standards of practice and integrity in the field. +World Association of Sign Language Interpreters +โ€“ WASLI was established 23 July 2003 during the 14th World Congress of the World Federation of the Deaf in Montreal Canada with the aim to advance the profession of sign language interpreting worldwide. +โ€“ SignLanguage offers a unique reference point on sign language and communication basics. This Web site has brought together expert information and a look at British Sign Language (BSL) along with the histories. +World Association of Sign Language Interpreters +โ€“ WASLI was established 23 July 2003 during the 14th World Congress of the World Federation of the Deaf in Montreal Canada with the aim to advance the profession of sign language interpreting worldwide. +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the membership in outlining standard practices and positions on various interpreting roles and issues. You may print out the SPPs below and then make the number of copies needed. +An Overview of K-12 Educational Interpreting (2010) +Qualified educational interpreters/transliterators are a critical part of the educational day for children who are deaf or hard of hearing. This paper addresses the legal requirements, roles and duties of the educational interpreter, including qualifications, and guidelines for districts when hiring an educational interpreter. +Video remote interpreting (VRI) is a fee-based interpreting service conveyed via videoconferencing where at least one person, typically the interpreter, is at a separate location. As a fee based service, VRI may be arranged through service contracts, rate plans based on per minute or per hour fees, or charges based on individual usage. +Use of a Certified Deaf Interpreter (1997) +A Certified Deaf Interpreter (CDI) is an individual who is deaf or hard of hearing and has been certified by the Registry of Interpreters for the Deaf as an interpreter. In addition to excellent general communication skills and general interpreter training, the CDI may also have specialized training and/or experience in use of gesture, mime, props, drawings and other tools to enhance communication. +Interpreting in Legal Settings (2007) +Legal interpreting encompasses a range of settings in which the deaf person interacts with various parts of the justice system. Legal interpreting naturally includes court interpreting; however, a legalย interpreterโ€™s work is not restricted to the courtroom. +Interpreting in Mental Health Settings (2007) +This Standard Practice Paper addresses the unique challenges faced by interpreters working in mental health settings and the skill set needed to successfully meet those challenges. +Interpreting in Religious Settings (2007) +Religious interpreting occurs in settings which are spiritual in nature. These settings can include worship services, religious education, workshops, conferences, retreats, confession, scripture study, youth activities, counseling, tours and pilgrimages, weddings, funerals and other special ceremonies. +Video Relay Service Interpreting (2007) +Video relay service (VRS) is a free telephone relay service using video technology to allow deaf and hard of hearing persons to make and receive phone calls using American Sign Language (ASL). VRS, as an industry, has grown exponentially since its inception in 2000 as an offshoot of traditional Telecommunications Relay Service (TRS) or text-based relay services. +Interpreting in Health Care Settings (2007) +Effective communication between consumers who are deaf and health care providers is essential. When the consumers and health care providers do not share a common language, a qualified sign language interpreter can facilitate communication. A consumer who is deaf could be the patient, a relative or companion who is involved in the patientโ€™s health care. +Between 1990 and 2007, Repetitive Stress Injuries (RSIs) increased an unbelievable 80 percent. The New York Times called RSI โ€œthe epidemic of the 90s and beyond.โ€ More than 9.5 million U.S. workers were stricken with RSI in the last year alone including journalists, computer users, cashiers, surgeons, assembly line workers, meat processors and, of course, interpreters, to name a few. +Coordinating Interpreters for Conferences (2007) +The purpose of this paper is to provide you, the conference interpreter coordinator(s), with information that will support your work ensuring conference communication access for deaf, hard of hearing and/or Deaf-blind participants. The links you will find throughout this text will supplement, further explain and/or provide samples of tools you may use or modify for your work. +Team interpreting is the utilization of two or more interpreters who support each other to meet the needs of a particular communication situation. Depending on both the needs of the participants and agreement between the interpreters, responsibilities of the individual team members can be rotated and feedback may be exchanged. +Interpreters work in a variety of settings and situations; some are employees of institutions, agencies and companies, and some are self-employed. Interpreters who are self-employed are less likelyย to encounter situations in which non-interpreting duties are expected of them. +Interpreting for Individuals who are Deaf-Blind (2007) +The spectrum of consumers who utilize Deaf-Blind interpreting services consists of individuals with differing degrees of vision loss and hearing loss. The amount and type of vision and hearing a person has determines the type of interpreting that will be most effective for that individual. +Oral transliterators, also called oral interpreters, facilitate spoken communication between individuals who are deaf or hard of hearing and individuals who are not. Individuals who are โ€œoralistsโ€ useย speech and speechreading as their primary mode of communication and may or may not know or use manual communication modes or sign language. +Professional Sign Language Interpreting (2007) +Sign language interpreting makes communication possible between people who are deaf or hard of hearing and people who can hear. Interpreting is a complex process that requires a high degree ofย linguistic, cognitive and technical skills in both English and American Sign Language (ASL). +Business Practices: Billing Considerations (2007) +RID does not dictate or restrict business practices. It does however, expect interpreters to conduct business in a manner consistent with the NAD-RID Code of Professional Conduct. There are regional differences in billing practices for interpreting services. +RID believes that the mentoring relationship is of benefit to consumers of interpreting services as well as to those in the interpreting profession. Each mentoring situation is unique depending upon the individuals involved and the goals of the relationship. +Interpreting for the performing arts spans the full spectrum of genres from Shakespeare to new works, including but not limited to childrenโ€™s theatre, musical theatre, literary readings, concerts, traditional and non-traditional narratives. This type of interpreting happens on traditional stages for local companies, for touring shows, in alternative spaces, museums and galleries, and in educational settings, to name a few. +Professional Sign Language Interpreting Agencies (2014) +This paper considers โ€œinterpreting agencyโ€ to include both non-profit and for-profit entities, as well as those individuals and groups who coordinate sign language interpreting services in larger organizations such as school disability services coordinators, etc. +The Registry of Interpreters for the Deaf, Inc. (RID), the national professional association of sign language interpreters in the United States, created this Professional Practice Paper (P3) to introduce the work of Deaf interpreters (DIs) as a generalist practitioner. Historically, Deaf individuals have provided ad hoc interpreting services within the Deaf communities. Although RID began credentialing Deaf individuals in 1972, a severe shortage of certified DIs continues today. +RIDโ€™s position on important issues. +RID/NAIE Joint Position Statement on Perez v. Sturgis County Schools System +The Supreme Court of the United States issued a unanimous opinion on the matter of Perez v. Sturgis County School System on March 21, 2023. +We, The Registry of Interpreters for the Deaf (RID), recognize the unique skills and abilities necessary to effectively interpret press conferences and emergency notifications. +In order to promote excellence in interpreting, all interpreters should demonstrate skill, knowledge, and ability through the attainment of certification. +Misrepresentation of Certifications and Credentials +The official RID certifications are listed on this webpage: +.ย  Anything other than those listed are not recognized by RID as valid credentials or certifications. +How to provide and what to look for +Understanding what it is and why people need it. +Why Use RID Certified Interpreters +Why should my interpreter be certified by and/ or a member of RID? +Registry of Interpreters for the Deaf, Inc. is the sole nationally-recognized certifying body of professional American Sign Language interpreters and transliterators. All members of RID, certified or not, are expected to comply with the NAD-RID Code of Professional Conduct +and are subject to our Ethical Practices System +where a consumer or colleague may file a grievance against any member who does not comply with the CPC. +Please view the PDF here to read more about why you should use a RID certified interpreter. +The Americans with Disabilities Act (ADA) +defines โ€œqualified interpreterโ€ in its Title III regulation as: +โ€œan interpreter who is able to interpret effectively, accurately and impartially both receptively and expressively, using any necessary specialized vocabulary.โ€ +This definition continues to cause a great deal of confusion among consumers, service providers and professional interpreters. While the definition empowers deaf and hearing consumers to demand satisfaction, it provides no assistance to hiring entities (who are mandated by ADA to provide interpreter services) in determining who is โ€œqualifiedโ€ BEFORE services are provided. This is a critical point. Without the tools or mechanisms to identify who has attained some level of competency, hiring entities are at a loss on how to satisfy the mandates of ADA in locating/providing โ€œqualifiedโ€ interpreter services. +Code of Professional Conduct (CPC) +A code of professional conduct is a necessary component to any profession to maintain standards for the individuals within that profession to adhere. It brings about accountability, responsibility and trust to the individuals that the profession serves. +Originally, RID, along with the National Association of the Deaf (NAD), co-authored the ethical code of conduct for interpreters. At the core of this code of conduct are the seven tenets, which are followed by guiding principles and illustrations. +The tenets are to be viewed holistically and as a guide to complete professional behavior. When in doubt, one should refer to the explicit language of the tenet. +Interpreters adhere to standards of confidential communication. +Interpreters possess the professional skills and knowledge required for the specific interpreting situation. +Interpreters conduct themselves in a manner appropriate to the specific interpreting situation. +Interpreters demonstrate respect for consumers. +Interpreters demonstrate respect for colleagues, interns, and students of the profession. +Interpreters maintain ethical business practices. +Interpreters engage in professional development. +Click here to access the full version of the +RID Code of Professional Conduct +Coฬdigo de Conducta Profesional de la NAD-RID en Espaรฑol +The 2022 ASL version of the CPC was filmed and produced by +Attempting to take over where the ADA leaves off with this definition, RID, in its role as the national association representing the profession, strives to maintain high standards for its members โ€“ above and beyond that required by the ADA. This elevates the interpreter holding RID credentials and sets the bar for interpreting services throughout the profession. +Possessing RID certification is a highly valued asset for an interpreter and helps you to stand above the rest. For the betterment of the profession and the service to the consumer, RID has a tri-fold approach to the standards it maintains for its membership: +strive to maintain strict adherence to nationally recognized, testing industry standards of validity, reliability, equity and legal defensibility. +is an avenue through which the continued skill development of certified interpreters/transliterators is monitored and nourished +Code of Professional Conduct (CPC) +are two vehicles which provide guidance and enforcement to professionalism and conduct. The EPS provides an opportunity for consumers to address concerns or file complaints regarding the quality of interpreter/transliterator services, and the CPC sets the standards to which all individuals holding RID certification are expected to adhere. +Learn more about RIDโ€™s Standard Practice Papers>> +The Growth of the Profession +The growth and maturation of the profession has also created a movement in many states to consider state licensure requirements for its interpreters. Many states have passed the necessary legislation for this requirement. +In addition to an increased number of state licensure laws, there has also been a steady increase in the number of interpreter training/preparation programs (ITPs) available as well as professional training opportunities, such asย workshops and conferences, offered at the local, state, regional and national level. +With these advancements, โ€œstandardsโ€ or the โ€œnormโ€ for interpreters 15 years ago are really no longer relevant today. +All professions go through maturation phases. In nursing, there are delineated differences between an orderly, nurseโ€™s aide, LVN and RN; in law, the same holds true between a legal secretary, a paralegal and an attorney. In many professions, such as nursing and law, states have implemented clear-cut requirements and standards for that profession including timelines and an organizational structure for when and how these requirements would be met. +We are at a point in the interpreting profession to not only witness but impact the progress and journey down this path. +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the membership in outlining standard practices and positions on various interpreting roles and issues. You may print out the SPPs below and then make the number of copies needed. +An Overview of K-12 Educational Interpreting +Use of a Certified Deaf Interpreter +Interpreting in Mental Health Settings +Interpreting in Health Care Settings +Interpreting for Individuals who are Deaf-Blind +Professional Sign Language Interpreting Agencies +The more unified we become as an overall profession, the greater our voice and the more impact we will have. +Educational Interpreters have always been an important part of the mission and programs of RID.ย For many years, RID has received feedback from educational interpreters that they were overlooked as a population by the majority of publications, +articles, conferences and workshops that we provide. +Realizing that RID would have a greater voice and a larger volume of impact if we embraced other populations in the interpreting profession, we have taken great strides to become more inclusive to the educational interpreter and wholeheartedly welcome you into RIDโ€™s membership. +Fromย the fall of 2006 to the summer of 2016, RID recognized individuals who passed the Educational Interpreter Performance Assessment (EIPA) written and performance tests at the level of 4.0 or higher as certified members of the association. +Overview of K-12 Educational Interpreting Standard Practice Paper +The Educational Interpreter Resources Toolkit, which wasย prepared by the 2007 โ€“ 2009 Educational Interpreting Committee (EIC), serves as an excellent resource tool to assist educational interpreters in the work they do. +This Resources Toolkit may serve as your โ€˜Home Baseโ€™ in discovering tools that can assist you in getting valuable information for the work you do serving students in the educational setting, K-12. +Educational Interpreter Resources Toolkit (full document) +Section I: Laws & Policy Supporting Deaf Education +Section II: Database & Tools for Finding Additional Resources +Section IV: Books, Journals & Articles of Interest +Section V: State Specific Educational Interpreting Guidelines +Section VI: Resources to Share with School Personnel +Section VII: Resources to Share with Students & Parents +The Educational Interpreter Committee (EIC), in collaboration with the Interpreters in Educational and Instructional Settings (IEIS) member section conducted two surveys during their 2007-2009 term; a survey of both RID affiliate chapter presidents and interpreters working in educational settings. The purpose of the surveys were, respectively speaking, to: learn what affiliate chapter presidents know about and were doing for educational interpreters and to discover what educational interpreters know about and found value in RID affiliate chapters. +For detailed information about the books, reference materials and publications we offer to interpreters, please visit ourย online store.ย Some of the titles of relevant publications to the educational interpreter include: +โ€œEducational Interpreting: A Collection of Articles From VIEWSโ€ย ย by various authors andย โ€œEncounters With Reality: 1001 Interpreter Scenariosโ€ย by Brenda Cartwright +Donโ€™t be overwhelmed by the process of hiring an interpreter! Let RID help! +As the hiring entity, you have the option to hireย individualsย directly or through anย interpreter service agency. To begin your search, go to ourย searchable databaseย and search by city and/or state. Not all interpreters and/or agencies are RID members and, as a result, may not be listed. If you have difficulty finding a resource in your area, +Use thisย search tool to find contact information for a specific member, verify an RID memberโ€™s certification(s) and search for freelance interpreters using specific credentials for your assignment. For example, if you need a certified member who has their legal certification in your city, this is the search tool to use. +Use this search tool to find local interpreter referral agencies for upcoming assignments you have. This is also a great tool to hire an agency for a contract. When working with an agency, you do not directly contact interpreters. Instead, the agency does the work for you and matches a working interpreter to your specific assignment. +As a non-profit membership association, RID and its affiliate chapters are not allowed by federal law to give advice as to salary and/or hourly rates. Rates for interpreters are market driven, vary greatly by region, and are negotiated between the individual or agency and the hirer. +RID and its affiliate chapters also do not give advice as to accessibility issues, such as the Americans with Disability Act (ADA). You should directly contact the +U.S. Department of Justice and the ADA Office +or other government agencies that oversee access. For an additional informational resource, please look at this National Association of the Deaf web page on +American Sign Language Related Graphics +โ€“ Provides short video clips showing how to sign words in ASL +Americans with Disabilities Act (ADA) Information +โ€“ Contains information and helpful resources pertaining to the Americans with Disabilities Act (ADA). +โ€“ Information from the U.S. Department of Justice about the ADA and tax benefits for small and large businesses, as well as IRS information. +CART Services (Communication Access Realtime Translation) +โ€“ Sponsored by the National Court Reporters Association, this site has general information about CART, how to find a provider and what to expect. In addition, the site discusses different setting where CART is used. +American Association of the Deaf-Blind +โ€“ AADB is a national consumer organization of, by and for deaf-blind Americans and their supporters. Deaf-blind includes all types and degrees of dual vision and hearing loss. +Coalition of Organizations for Accessible Technology +โ€“ COAT is a coalition of over 300 national, regional, state, and community-based disability organizations, including RID.ย COAT advocates for legislative and regulatory safeguards that will ensure full access by people with disabilities to evolving high speed broadband, wireless and other Internet Protocol (IP) technologies. +National Association of the Deaf +โ€“ NADโ€™s mission is to promote, protect and preserve the rights and quality of life of deaf and hard of hearing individuals in the United States of America. +National Association of State Agencies of the Deaf and Hard of Hearing +โ€“ NASADHH functions as the national voice of state agencies serving Deaf and Hard of Hearing people and promote the implementation of best practices in the provision of services. +โ€“ IDC is a non-profit organization of Deaf and Hard of Hearing American Indians whose goals are similar to many Native American organizations. IDC promotes the interests of its members by fostering and enhancing their cultural, historical and linguistic tribal traditions. +โ€“ The NADC provides cultural awareness and advocacy for the interests of the Asian Deaf and Hard of Hearing Community. +โ€“ NBDAโ€™s mission is to promote leadership development, economic and educational opportunities, social equality, and to safeguard the general health and welfare of Black deaf and hard of hearing people. +World Federationย of the Deaf +โ€“ WFD is an international non-governmental organization representing approximately 70 million deaf people worldwide. Most important among WFD priorities are deaf people in developing countries; the right to sign language; and equal opportunity in all spheres of life, including access to education and information. +โ€“ NDRN is the nonprofit membership organization for the federally mandated Protection and Advocacy (P&A) Systems and Client Assistance Programs (CAP) for individuals with disabilities. Collectively, the P&A/CAP network is the largest provider of legally based advocacy services to people with disabilities in the United States. +Disabled Peopleโ€™s Association โ€“ Singapore +โ€“ DPA is a non-profit, cross-disability organization whose mission is to be the voice of people with disabilities, helping them achieve full participation and equal status in the society through independent living. +Information and Resources on Deafness +ADA Hospitality: A Guide to Planning Accessible Meetings +โ€“ The Mid-Atlantic ADA Center and TransCen, Inc. sponsored the publication in recognition of the 25th anniversary of the transformational Americans with Disabilities Act of 1990. Helping you navigate, plan, and create accessible meetings, events, and conferences that serve all your guestsโ€™ needs. +Described and Captioned Media Program +โ€“ The DCMPโ€™s mission is to provide all persons who are deaf or hard of hearing awareness of and equal access to communication and learning through the use of captioned educational media and supportive collateral materials. The DCMP also acts as a captioning information and training center. +โ€“ The Laurent Clerc National Deaf Education Center provides a variety of information and resources on deafness. +โ€“ Resources and help for deaf, deaf-blind or hard of hearing women trying to leave abusive relationships. +National Institute on Deafness and Other Communication Disorders +โ€“ One of the National Institutes of Health, the NIDCD works to improve the lives of people who have communication disorders. This website focuses on medical information and research. +Services for Deaf and DeafBlind women +โ€“ย ADWAS provides comprehensive services to Deaf and Deaf-Blind victims/survivors of sexual assault, domestic violence, and stalking. ADWAS believes that violence is a learned behavior and envisions a world where violence is not tolerated. +Addiction Treatment for Individuals Deaf and Blind +โ€“ย Addiction can be a harrowing experience for anyone. Individuals who are deaf, hard of hearing, blind, or visually impaired can especially find this experience daunting, as theyโ€™re faced with not only overcoming an addiction, but attempting to find a treatment program that recognizes and respects their unique challenges. +Archdiocese of Washington-Center for Deaf Ministry +โ€“ Interpreters who work in Catholicย churches will be interpretingย a very different liturgy coming in Advent ofย this year. The language used will be much more of a challenge to interpret. The National Catholic Office of the Deaf has provided this resource. +We bring you qualified interpreters for your business +Count on our members to foster greater awareness of sign language interpreting as a professional career, and practice professionalism in their work. +Through RIDโ€™s Ethical Practices System, ensure that there is an efficient, effective, and sustainable way to maintain ethical interpreters. +Following a CPC is monumental, and knowing that interpreters have a duty to protect their consumer. Consumers and the public can trust RID certification. +Making a commitment to do right in your work is the tip of the iceberg. Action is key, and interprets commit to their practice. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_14_1741377732729.txt b/intelaide-backend/documents/user_3/page_14_1741377732729.txt new file mode 100644 index 0000000..72d05c9 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_14_1741377732729.txt @@ -0,0 +1,307 @@ +Resources regarding recent Presidential Executive Orders +Executive Orders and White House Information +What is an Executive Order and how is it different from a law? +โ€“ย American Civil Liberties Union (ACLU) +โ€“ US Equal Employment Opportunity Commission +Executive Orders affecting charitable nonprofits +โ€“ย National Council of Nonprofits +DEIA Offices, Programs and Initiatives +DEI in Government and Private Sector +Further Guidance Regarding Ending DEIA Offices, Programs and Initiatives +โ€“ Chief Human Capital Officers Council +Additional DEIA Guidance to Agencies +โ€“ Office of Personnel Management +A clarification MEMO from the federal Office of Personnel Management (OPM) clarifies that accommodating deaf people with sign language interpreting is +in the anti-DEIA executive orders. +The what and why of interpreting +The expectations and standards for you to know. +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the membership in outlining standard practices and positions on various interpreting roles and issues. You may print out the SPPs below and then make the number of copies needed. +An Overview of K-12 Educational Interpreting +Use of a Certified Deaf Interpreter +Interpreting in Mental Health Settings +Interpreting in Health Care Settings +Interpreting for Individuals who are Deaf-Blind +Professional Sign Language Interpreting Agencies +The Field of Interpreting โ€“ Opportunities and Growth +The field of interpretation is currently in an exciting period of growth as a career profession. As we work to eliminate the perception of interpretation as just a โ€œjobโ€ that any individual with an interest can undertake, we are seeing the field gain momentum in reputation that encompasses quality and respect. With supply not meeting the current demand, interpreters have become an invaluable tool in communication access between Deaf and hard-of-hearing individuals. +Interpreting is a human service-related field that is utilized in a myriad of different life situations, such as medical, mental health, law, education, etc. An interpreter, who must uphold the +, is a bilingual and bicultural professional working in a true profession and should be regarded as such. +Because interpreters are key to communication access, RID strives to maintain high +for members in various ways, including credentials, continuing education, and standard practice papers. +If you are thinking of interpreting as a career, we hope that this information will be helpful in your decision-making process. If you need more information, please do not hesitate to contact +. Learn more about interpreting as a career in the section below +Why You Should Become a RID Certified Interpreter +Is the process of transmitting spoken English into American Sign Language (ASL) and/or gestures for communication between Deaf and hearing individuals; +Enhances the quality of interaction between the Deaf and hard-of-hearing communities; +Serves as a tool in bridging communication gaps; +Is a profession that is highly dynamic and sophisticated; +Offers a career that allows one to grow with each knowledge building experience. +A committed individual to not only achieve certification but to also maintain and grow the skills needed +Physical stamina, endurance and the ability to emotionally handle an assignment and adhere to confidentiality +A great knowledge of the English language and the ability to speak clearly, be audibly heard and to portray the feelings and emotion of the speaker, whether voice or sign interpreting +An understanding that interpreting is a complex process that requires linguistic, cognitive and technical skills +Sign language interpreting is a rapidly expanding field. Schools, government agencies, hospitals, court systems and private businesses employ interpreters.ย  Interpreters work in a variety of settings including medical, legal, religious, mental health, rehabilitation, performing arts and business. +The interpreting field is experiencing an increase in demand for qualified interpreters. This is due, in part, with the advent of Video Relay Service (VRS) and Video Remote Interpreting (VRI). These services offer consumers access to real-time visual communication with the hearing community. As the methods of communication increase between the Deaf and hearing communities through technological advancements, we will also experience an increase in demand for the number of qualified interpreters to be utilized through these techniques. +Sign Language/spoken English interpreters are highly skilled professionals that facilitate communication between hearing individuals and the Deaf or hard-of-hearing. They are a crucial communication tool utilized by all people involved in a communication setting. Interpreters must be able to listen to another personโ€™s words, inflections and intent and simultaneously render them into the visual language of signs using the mode of communication preferred by the deaf consumer. The interpreter must also be able to comprehend the signs, inflections and intent of the deaf consumer and simultaneously speak them in articulate, appropriate English. They must understand the cultures in which they work and apply that knowledge to promote effective cross-cultural communications. +Interpreting requires specialized expertise. While proficiency in English and in sign language is necessary, language skills alone are not sufficient for an individual to work as a professional interpreter. Becoming an interpreter +Is a complex process that requires a high degree of linguistic, cognitive and technical skills; +Takes a committed individual to not only achieve certification but to also maintain and grow the skills needed; +Requires physical stamina, endurance and the ability to emotionally handle an assignment and adhere to confidentiality; +Necessitates a great knowledge of the English language and the ability to speak clearly, be audibly heard and to portray the feelings and emotion of the speaker, whether they are voice or sign interpreting. +The Americans with Disabilities Act requires the provision of qualified interpreters in a variety of settings. It states that โ€œTo satisfy this requirement, the interpreter must have the proven ability to effectively communicateโ€ฆโ€ +One important measure of an interpreterโ€™s proven ability is professional credentials. Credentials are obtained by taking and passing an assessment of your skills. RID provides testing for national certification. +All Types of Sign Language +Sign language is no more universal than spoken languages. American Sign Language (ASL) is the language used by a majority of people in the Deaf community in the United States, most of Canada (LSQ is used in Quebec), certain Caribbean countries and areas of Mexico. Other areas of the world use their own sign languages, such as England (British Sign Language) and Australia (Australian Sign Language). +American Sign Language (ASL) is a distinct visual-gestural-kinesthetic language. While it borrows elements from spoken English and old French sign language, it has unique grammatical, lexical and linguistic features of its own. It is not English on the hands. +Because ASL is not English, educators have developed a number of signed codes which use ASL vocabulary items, modify them to match English vocabulary, and put them together according to English grammatical rules. These codes have various names including Signed Exact English (SEE) and Manual Coded English (MCE). Additionally, when native speakers of English and native users of ASL try to communicate, the โ€œlanguageโ€ that results is a mixture of both English and ASL vocabulary and grammar. This is referred to as PSE (Pidgin Signed English) or contact signing. +Whether you are a beginner, an advanced signer or a Child of a Deaf Adult (CODA), RID is here to help you understand what it takes to become a professional and qualified interpreter. Fascination with sign language and/or the desire to โ€œhelpโ€ are admirable, but these alone are not qualifications to be interpreting for persons who are Deaf or hard of hearing. Patience, persistence, dedication and professional training are just some of the few key elements that are crucial to becoming a successful interpreter. +Why You Should Become a RID Certified Interpreter +What Interpreting is and How to Get Started +the act of conveying meaning between peopleย who use signed and/or spoken languages +Professional sign language interpreters develop interpreting skills through extensive training and practice over a long period of time. Before committing to this profession, it is imperative that you prepare yourself for the expectations, requirements and standards that will be asked of you. +Below are a few resources that will help guide you along the process: +Discover Interpreting was established from a grant issued by the U.S. Department of Education Rehabilitation Services Administration, CFDA 84.160A and 84.160B, as a response to the ASL interpreter shortage. This is an excellent tool to help inspire individuals who are interested in pursuing a career in the field of interpreting, close the โ€œgapโ€ between graduation and certification, and to increase the number of qualified interpreters. +The Commission onย Collegiate Interpreter Education +CCIE wasย established to promote professionalism inย the field of sign language interpreter education through an accreditation process. This siteย provides a list of accredited programs to help youย prepare to enter the field of interpreting. +Interpreter Training and Preparation Programs +These programs provide you with the education and knowledge base to develop the skills to become an interpreter. +*NEW* View an intensive spreadsheet of available 2 and 4 year ITP programs +(Resource made available by CCBC Program Assistant Jesse Hammons, CIT and CCBC) +RIDโ€™s Certification Programs measure your knowledge and skill level and provides you with the appropriate level credentials for your testing skills. +NAD-RID Code of Professional Conduct +The NAD-RID Code of Professional Conduct sets the standards to which allย certified members of RID are expected to adhere. +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the membership in outlining standard practices and positions on various interpreting roles and issues. These SPPs are excellent resources to educate all interpreters as well as hearing and deaf clients, the general public, business contacts, school personnel, doctors and nurses, etc. See the section above for our SPPs. +RID Affiliate Chapters and Local Chapters +Your affiliate or local chapter can serve as an excellent source for guidance, mentorship and information. +ASL Fluency and Learning the Language +How long does it take to become fluent in Japanese, Russian or any other foreign language? Language fluency, be it spoken or visual, requires time, dedication, study, immersion in the language community, and constant practice. While you may have the potential to handle communication of simple concepts of daily life after just three classes, it will most likely take you years to be comfortably fluent in native conversations at normal rates discussing complex topics. +Sign language classes are offered throughout the community at schools and colleges, churches and recreation departments. Some of these are excellent, and some are very poor. The classes may be ASL, PSE, SEE or some mixture of all. Instructors may be experienced, professional educators, or people who have only taken a few classes themselves. Buyer beware! +Some things to consider or ask when choosing a class: +Is the instructor native or near-native fluent in American Sign Language (ASL)? +Fluency in the language could be evidenced by RID certification or NAD or state Quality Assurance (QA) ratings in interpreting, or by an advanced or superior rating on the SCPI (Sign Communication Proficiency Interview). Be wary of instructors who just recently took classes themselves. +Is the instructor involved in the Deaf community and with professional organizations? +It is very beneficial if the instructors have formally studied the language and the teaching profession. Credentials to look for include membership in the American Sign Language Teachers Association (ASLTA) and/or the Conference of Interpreter Trainers (CIT) as well as organizations such as RID, NAD and Black Deaf Advocates (BDA). +What do you know about the organization offering the class? +What is the history and reputation of the organization with regard to sign language education? Does the organization provide you with additional materials on sign language? Are you provided with information on what is happening in the Deaf community? Does the organization provide you guidance regarding your next steps once you learn the basics? +Does the Deaf community support this class and organization? +People who are native ASL signers and involved in the Deaf community see โ€œgraduatesโ€ from various classes. Seek their guidance on which classes they recommend? +What has become of previous graduates of the class? +What have they accomplished since they finished their studies? Has the class been helpful? Do they feel they learned what they needed? +An interpreter program is a formalized education program with a dedicated curriculum that is offered through a college, university or technical school that prepares students for a career in the field of interpreting. There are college and university programs around the country. A majority offer associate degrees in interpreting, but the number of bachelor programs is increasing. Additionally, a handful of schools offer master degrees in interpreting. +For a list of available programs +. Please note that this may not be a complete, up-to-date list. To confirm that the program is accredited, you can visit +.ย Please contact your local college, university or technical school to see what programs they may offer, if any. Also, contact your +for more information on interpreting programs in your area. +Beginning July 1, 2012, exam candidates will be required to hold a degree (any major) or submit an approved +. ย recorded in their RID account.ย While you mayย receive a degree in any field, one may find the background, skills development and theory learned in a recognized interpreter program are extremely beneficial in getting your national certification. +Most interpreterย educationย programs provide you with the knowledge and skills to begin pursuing an interpreting career as well as a foundation to begin preparing for certification. Completion of a program is more like a driverโ€™s permit that lets you operate in certain protected situations. Continued practice, participation in workshops and training experiences, and work with mentors will help prepare you to earn your certification. And certification opens many doors to a successful career for you in the interpreting profession. +To be a successful interpreter, you need a wide range of general knowledge. A degree is an important way to gain that knowledge. The higher the degree, the more diverse and complete your general knowledge will be. In many interpreting jobs in school systems, your salary is partly based on your degree. Interpreting is a very complex task and requires a high degree of fluency in two languages. Will you be able to master the language and the interpreting task during the length of the program you are considering? +In general, the more education a person can get, the better they will do. But, the quality of the education is important as well. Here are some questions to consider when choosing a program: +Is the program up-to-date and well respected by the Deaf and interpreting communities? +Are its faculty members affiliated with and actively involved in professional organizations? +What kind of credentials do they have? +Are the program graduates working in the field and getting their credentials? +What kinds of resources are available to students and faculty? +There is a strong need for qualified interpreters with credentials as we are currently experiencing a period in the interpreting field where supply is not keeping up with demand. The greatest demand for interpreters is in medium-to-large cities. The more mobile you are, the more likely you are to find an interpreting job. +Interpreters typically fall in one of three categories: +Agency interpreter, meaning that you are employed by an agency that provides you job assignments. +Free-lance interpreter, meaning that you are responsible for finding and maintaining your own client base +Contracted interpreter, meaning that you take on aspects of both the agency interpreter and the freelance interpreter. You provide services to an interpreter services agency or to other agencies in accordance with the terms and conditions of a particular contract or contracts. You are not an employee of the interpreter services agency or any other agencies for which they provide services +You donโ€™t have to wait until you are a practicing interpreter to become a RID member. Join today and enhance your networking opportunities within the field of professional interpreting. +If you already interpret out in the community but are not yet RID certified, you qualify to join as an Associate member. If you are a student in an Interpreter Training Program, you can join as a Student member. +If you are neither of the above yet still want to reap the +of membership, then join as a Supporting member. +The more unified we become as an overall profession, the greater our voice and the more impact we will have. +Educational Interpreters have always been an important part of the mission and programs of RID.ย For many years, RID has received feedback from educational interpreters that they were overlooked as a population by the majority of publications, +articles, conferences and workshops that we provide. +Realizing that RID would have a greater voice and a larger volume of impact if we embraced other populations in the interpreting profession, we have taken great strides to become more inclusive to the educational interpreter and wholeheartedly welcome you into RIDโ€™s membership. +Fromย the fall of 2006 to the summer of 2016, RID recognized individuals who passed the Educational Interpreter Performance Assessment (EIPA) written and performance tests at the level of 4.0 or higher as certified members of the association. +Overview of K-12 Educational Interpreting Standard Practice Paper +The Educational Interpreter Resources Toolkit, which wasย prepared by the 2007 โ€“ 2009 Educational Interpreting Committee (EIC), serves as an excellent resource tool to assist educational interpreters in the work they do. +This Resources Toolkit may serve as your โ€˜Home Baseโ€™ in discovering tools that can assist you in getting valuable information for the work you do serving students in the educational setting, K-12. +Educational Interpreter Resources Toolkit (full document) +Section I: Laws & Policy Supporting Deaf Education +Section II: Database & Tools for Finding Additional Resources +Section IV: Books, Journals & Articles of Interest +Section V: State Specific Educational Interpreting Guidelines +Section VI: Resources to Share with School Personnel +Section VII: Resources to Share with Students & Parents +The Educational Interpreter Committee (EIC), in collaboration with the Interpreters in Educational and Instructional Settings (IEIS) member section conducted two surveys during their 2007-2009 term; a survey of both RID affiliate chapter presidents and interpreters working in educational settings. The purpose of the surveys were, respectively speaking, to: learn what affiliate chapter presidents know about and were doing for educational interpreters and to discover what educational interpreters know about and found value in RID affiliate chapters. +For detailed information about the books, reference materials and publications we offer to interpreters, please visit ourย online store.ย Some of the titles of relevant publications to the educational interpreter include: +โ€œEducational Interpreting: A Collection of Articles From VIEWSโ€ย ย by various authors andย โ€œEncounters With Reality: 1001 Interpreter Scenariosโ€ย by Brenda Cartwright +The scholarship program is undergoing some changes and updates to better serve our membership. Once it is ready, we will make an announcement. Thank you for your support and patience! +RID Scholarships and Awards program +recognizes our colleagues who have made a significant impact on our lives, careers, and the interpreting profession. These awards serve as a small tribute to their sustained contributions to the profession. +We all have someone who has impacted our lives in one way or another, whether a mentor who has provided the necessary guidance and advice, a friend who demonstrates true commitment, a teacher who pushes us to reach our potential or a colleague who inspires us and sets new standards for success. +The recipients of these awards are the individuals who have gone the extra mile for the profession; have served as role models, teachers, trainers, mentors, or colleagues; or have just been there as a support and confidante. They have achieved personal success and have now dedicated themselves to the betterment of the profession as a whole. In short, they are inspiring motivators for all of us. +โ€“ CIT is the professional organization of interpreter educators. This site also provides information about the Commission on Collegiate Interpreter Education, the accreditation body for interpreting programs. +โ€“ Mana a Mano is a national organization of interpreters who work in Spanish-influenced setting. +National Alliance of Black Interpreters, Inc.ย โ€“ NAOBI is the national association that supports sign language interpreters from the African diaspora. +Association of Visual Language Interpreters of Canada +โ€“ AVLIC is RIDโ€™s counterpart in Canada โ€“ it is the only certifying body for ASL-English interpreters in Canada.ย  AVLIC was established in 1979 and has several Affiliate Chapters across the country. +European Forum of Sign Language Interpreters +โ€“ EFSLI is a membership organization of sign language interpreters from both in and out of the European Union. +Sign Language Interpreters Association of New Zealand +โ€“ SLIAZ is a national professional association which represents and advances the profession by informing members and consumers and promoting high standards of practice and integrity in the field. +World Association of Sign Language Interpreters +โ€“ WASLI was established 23 July 2003 during the 14th World Congress of the World Federation of the Deaf in Montreal Canada with the aim to advance the profession of sign language interpreting worldwide. +โ€“ SignLanguage offers a unique reference point on sign language and communication basics. This Web site has brought together expert information and a look at British Sign Language (BSL) along with the histories. +World Association of Sign Language Interpreters +โ€“ WASLI was established 23 July 2003 during the 14th World Congress of the World Federation of the Deaf in Montreal Canada with the aim to advance the profession of sign language interpreting worldwide. +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the membership in outlining standard practices and positions on various interpreting roles and issues. You may print out the SPPs below and then make the number of copies needed. +An Overview of K-12 Educational Interpreting (2010) +Qualified educational interpreters/transliterators are a critical part of the educational day for children who are deaf or hard of hearing. This paper addresses the legal requirements, roles and duties of the educational interpreter, including qualifications, and guidelines for districts when hiring an educational interpreter. +Video remote interpreting (VRI) is a fee-based interpreting service conveyed via videoconferencing where at least one person, typically the interpreter, is at a separate location. As a fee based service, VRI may be arranged through service contracts, rate plans based on per minute or per hour fees, or charges based on individual usage. +Use of a Certified Deaf Interpreter (1997) +A Certified Deaf Interpreter (CDI) is an individual who is deaf or hard of hearing and has been certified by the Registry of Interpreters for the Deaf as an interpreter. In addition to excellent general communication skills and general interpreter training, the CDI may also have specialized training and/or experience in use of gesture, mime, props, drawings and other tools to enhance communication. +Interpreting in Legal Settings (2007) +Legal interpreting encompasses a range of settings in which the deaf person interacts with various parts of the justice system. Legal interpreting naturally includes court interpreting; however, a legalย interpreterโ€™s work is not restricted to the courtroom. +Interpreting in Mental Health Settings (2007) +This Standard Practice Paper addresses the unique challenges faced by interpreters working in mental health settings and the skill set needed to successfully meet those challenges. +Interpreting in Religious Settings (2007) +Religious interpreting occurs in settings which are spiritual in nature. These settings can include worship services, religious education, workshops, conferences, retreats, confession, scripture study, youth activities, counseling, tours and pilgrimages, weddings, funerals and other special ceremonies. +Video Relay Service Interpreting (2007) +Video relay service (VRS) is a free telephone relay service using video technology to allow deaf and hard of hearing persons to make and receive phone calls using American Sign Language (ASL). VRS, as an industry, has grown exponentially since its inception in 2000 as an offshoot of traditional Telecommunications Relay Service (TRS) or text-based relay services. +Interpreting in Health Care Settings (2007) +Effective communication between consumers who are deaf and health care providers is essential. When the consumers and health care providers do not share a common language, a qualified sign language interpreter can facilitate communication. A consumer who is deaf could be the patient, a relative or companion who is involved in the patientโ€™s health care. +Between 1990 and 2007, Repetitive Stress Injuries (RSIs) increased an unbelievable 80 percent. The New York Times called RSI โ€œthe epidemic of the 90s and beyond.โ€ More than 9.5 million U.S. workers were stricken with RSI in the last year alone including journalists, computer users, cashiers, surgeons, assembly line workers, meat processors and, of course, interpreters, to name a few. +Coordinating Interpreters for Conferences (2007) +The purpose of this paper is to provide you, the conference interpreter coordinator(s), with information that will support your work ensuring conference communication access for deaf, hard of hearing and/or Deaf-blind participants. The links you will find throughout this text will supplement, further explain and/or provide samples of tools you may use or modify for your work. +Team interpreting is the utilization of two or more interpreters who support each other to meet the needs of a particular communication situation. Depending on both the needs of the participants and agreement between the interpreters, responsibilities of the individual team members can be rotated and feedback may be exchanged. +Interpreters work in a variety of settings and situations; some are employees of institutions, agencies and companies, and some are self-employed. Interpreters who are self-employed are less likelyย to encounter situations in which non-interpreting duties are expected of them. +Interpreting for Individuals who are Deaf-Blind (2007) +The spectrum of consumers who utilize Deaf-Blind interpreting services consists of individuals with differing degrees of vision loss and hearing loss. The amount and type of vision and hearing a person has determines the type of interpreting that will be most effective for that individual. +Oral transliterators, also called oral interpreters, facilitate spoken communication between individuals who are deaf or hard of hearing and individuals who are not. Individuals who are โ€œoralistsโ€ useย speech and speechreading as their primary mode of communication and may or may not know or use manual communication modes or sign language. +Professional Sign Language Interpreting (2007) +Sign language interpreting makes communication possible between people who are deaf or hard of hearing and people who can hear. Interpreting is a complex process that requires a high degree ofย linguistic, cognitive and technical skills in both English and American Sign Language (ASL). +Business Practices: Billing Considerations (2007) +RID does not dictate or restrict business practices. It does however, expect interpreters to conduct business in a manner consistent with the NAD-RID Code of Professional Conduct. There are regional differences in billing practices for interpreting services. +RID believes that the mentoring relationship is of benefit to consumers of interpreting services as well as to those in the interpreting profession. Each mentoring situation is unique depending upon the individuals involved and the goals of the relationship. +Interpreting for the performing arts spans the full spectrum of genres from Shakespeare to new works, including but not limited to childrenโ€™s theatre, musical theatre, literary readings, concerts, traditional and non-traditional narratives. This type of interpreting happens on traditional stages for local companies, for touring shows, in alternative spaces, museums and galleries, and in educational settings, to name a few. +Professional Sign Language Interpreting Agencies (2014) +This paper considers โ€œinterpreting agencyโ€ to include both non-profit and for-profit entities, as well as those individuals and groups who coordinate sign language interpreting services in larger organizations such as school disability services coordinators, etc. +The Registry of Interpreters for the Deaf, Inc. (RID), the national professional association of sign language interpreters in the United States, created this Professional Practice Paper (P3) to introduce the work of Deaf interpreters (DIs) as a generalist practitioner. Historically, Deaf individuals have provided ad hoc interpreting services within the Deaf communities. Although RID began credentialing Deaf individuals in 1972, a severe shortage of certified DIs continues today. +RIDโ€™s position on important issues. +RID/NAIE Joint Position Statement on Perez v. Sturgis County Schools System +The Supreme Court of the United States issued a unanimous opinion on the matter of Perez v. Sturgis County School System on March 21, 2023. +We, The Registry of Interpreters for the Deaf (RID), recognize the unique skills and abilities necessary to effectively interpret press conferences and emergency notifications. +In order to promote excellence in interpreting, all interpreters should demonstrate skill, knowledge, and ability through the attainment of certification. +Misrepresentation of Certifications and Credentials +The official RID certifications are listed on this webpage: +.ย  Anything other than those listed are not recognized by RID as valid credentials or certifications. +How to provide and what to look for +Understanding what it is and why people need it. +Why Use RID Certified Interpreters +Why should my interpreter be certified by and/ or a member of RID? +Registry of Interpreters for the Deaf, Inc. is the sole nationally-recognized certifying body of professional American Sign Language interpreters and transliterators. All members of RID, certified or not, are expected to comply with the NAD-RID Code of Professional Conduct +and are subject to our Ethical Practices System +where a consumer or colleague may file a grievance against any member who does not comply with the CPC. +Please view the PDF here to read more about why you should use a RID certified interpreter. +The Americans with Disabilities Act (ADA) +defines โ€œqualified interpreterโ€ in its Title III regulation as: +โ€œan interpreter who is able to interpret effectively, accurately and impartially both receptively and expressively, using any necessary specialized vocabulary.โ€ +This definition continues to cause a great deal of confusion among consumers, service providers and professional interpreters. While the definition empowers deaf and hearing consumers to demand satisfaction, it provides no assistance to hiring entities (who are mandated by ADA to provide interpreter services) in determining who is โ€œqualifiedโ€ BEFORE services are provided. This is a critical point. Without the tools or mechanisms to identify who has attained some level of competency, hiring entities are at a loss on how to satisfy the mandates of ADA in locating/providing โ€œqualifiedโ€ interpreter services. +Code of Professional Conduct (CPC) +A code of professional conduct is a necessary component to any profession to maintain standards for the individuals within that profession to adhere. It brings about accountability, responsibility and trust to the individuals that the profession serves. +Originally, RID, along with the National Association of the Deaf (NAD), co-authored the ethical code of conduct for interpreters. At the core of this code of conduct are the seven tenets, which are followed by guiding principles and illustrations. +The tenets are to be viewed holistically and as a guide to complete professional behavior. When in doubt, one should refer to the explicit language of the tenet. +Interpreters adhere to standards of confidential communication. +Interpreters possess the professional skills and knowledge required for the specific interpreting situation. +Interpreters conduct themselves in a manner appropriate to the specific interpreting situation. +Interpreters demonstrate respect for consumers. +Interpreters demonstrate respect for colleagues, interns, and students of the profession. +Interpreters maintain ethical business practices. +Interpreters engage in professional development. +Click here to access the full version of the +RID Code of Professional Conduct +Coฬdigo de Conducta Profesional de la NAD-RID en Espaรฑol +The 2022 ASL version of the CPC was filmed and produced by +Attempting to take over where the ADA leaves off with this definition, RID, in its role as the national association representing the profession, strives to maintain high standards for its members โ€“ above and beyond that required by the ADA. This elevates the interpreter holding RID credentials and sets the bar for interpreting services throughout the profession. +Possessing RID certification is a highly valued asset for an interpreter and helps you to stand above the rest. For the betterment of the profession and the service to the consumer, RID has a tri-fold approach to the standards it maintains for its membership: +strive to maintain strict adherence to nationally recognized, testing industry standards of validity, reliability, equity and legal defensibility. +is an avenue through which the continued skill development of certified interpreters/transliterators is monitored and nourished +Code of Professional Conduct (CPC) +are two vehicles which provide guidance and enforcement to professionalism and conduct. The EPS provides an opportunity for consumers to address concerns or file complaints regarding the quality of interpreter/transliterator services, and the CPC sets the standards to which all individuals holding RID certification are expected to adhere. +Learn more about RIDโ€™s Standard Practice Papers>> +The Growth of the Profession +The growth and maturation of the profession has also created a movement in many states to consider state licensure requirements for its interpreters. Many states have passed the necessary legislation for this requirement. +In addition to an increased number of state licensure laws, there has also been a steady increase in the number of interpreter training/preparation programs (ITPs) available as well as professional training opportunities, such asย workshops and conferences, offered at the local, state, regional and national level. +With these advancements, โ€œstandardsโ€ or the โ€œnormโ€ for interpreters 15 years ago are really no longer relevant today. +All professions go through maturation phases. In nursing, there are delineated differences between an orderly, nurseโ€™s aide, LVN and RN; in law, the same holds true between a legal secretary, a paralegal and an attorney. In many professions, such as nursing and law, states have implemented clear-cut requirements and standards for that profession including timelines and an organizational structure for when and how these requirements would be met. +We are at a point in the interpreting profession to not only witness but impact the progress and journey down this path. +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the membership in outlining standard practices and positions on various interpreting roles and issues. You may print out the SPPs below and then make the number of copies needed. +An Overview of K-12 Educational Interpreting +Use of a Certified Deaf Interpreter +Interpreting in Mental Health Settings +Interpreting in Health Care Settings +Interpreting for Individuals who are Deaf-Blind +Professional Sign Language Interpreting Agencies +The more unified we become as an overall profession, the greater our voice and the more impact we will have. +Educational Interpreters have always been an important part of the mission and programs of RID.ย For many years, RID has received feedback from educational interpreters that they were overlooked as a population by the majority of publications, +articles, conferences and workshops that we provide. +Realizing that RID would have a greater voice and a larger volume of impact if we embraced other populations in the interpreting profession, we have taken great strides to become more inclusive to the educational interpreter and wholeheartedly welcome you into RIDโ€™s membership. +Fromย the fall of 2006 to the summer of 2016, RID recognized individuals who passed the Educational Interpreter Performance Assessment (EIPA) written and performance tests at the level of 4.0 or higher as certified members of the association. +Overview of K-12 Educational Interpreting Standard Practice Paper +The Educational Interpreter Resources Toolkit, which wasย prepared by the 2007 โ€“ 2009 Educational Interpreting Committee (EIC), serves as an excellent resource tool to assist educational interpreters in the work they do. +This Resources Toolkit may serve as your โ€˜Home Baseโ€™ in discovering tools that can assist you in getting valuable information for the work you do serving students in the educational setting, K-12. +Educational Interpreter Resources Toolkit (full document) +Section I: Laws & Policy Supporting Deaf Education +Section II: Database & Tools for Finding Additional Resources +Section IV: Books, Journals & Articles of Interest +Section V: State Specific Educational Interpreting Guidelines +Section VI: Resources to Share with School Personnel +Section VII: Resources to Share with Students & Parents +The Educational Interpreter Committee (EIC), in collaboration with the Interpreters in Educational and Instructional Settings (IEIS) member section conducted two surveys during their 2007-2009 term; a survey of both RID affiliate chapter presidents and interpreters working in educational settings. The purpose of the surveys were, respectively speaking, to: learn what affiliate chapter presidents know about and were doing for educational interpreters and to discover what educational interpreters know about and found value in RID affiliate chapters. +For detailed information about the books, reference materials and publications we offer to interpreters, please visit ourย online store.ย Some of the titles of relevant publications to the educational interpreter include: +โ€œEducational Interpreting: A Collection of Articles From VIEWSโ€ย ย by various authors andย โ€œEncounters With Reality: 1001 Interpreter Scenariosโ€ย by Brenda Cartwright +Donโ€™t be overwhelmed by the process of hiring an interpreter! Let RID help! +As the hiring entity, you have the option to hireย individualsย directly or through anย interpreter service agency. To begin your search, go to ourย searchable databaseย and search by city and/or state. Not all interpreters and/or agencies are RID members and, as a result, may not be listed. If you have difficulty finding a resource in your area, +Use thisย search tool to find contact information for a specific member, verify an RID memberโ€™s certification(s) and search for freelance interpreters using specific credentials for your assignment. For example, if you need a certified member who has their legal certification in your city, this is the search tool to use. +Use this search tool to find local interpreter referral agencies for upcoming assignments you have. This is also a great tool to hire an agency for a contract. When working with an agency, you do not directly contact interpreters. Instead, the agency does the work for you and matches a working interpreter to your specific assignment. +As a non-profit membership association, RID and its affiliate chapters are not allowed by federal law to give advice as to salary and/or hourly rates. Rates for interpreters are market driven, vary greatly by region, and are negotiated between the individual or agency and the hirer. +RID and its affiliate chapters also do not give advice as to accessibility issues, such as the Americans with Disability Act (ADA). You should directly contact the +U.S. Department of Justice and the ADA Office +or other government agencies that oversee access. For an additional informational resource, please look at this National Association of the Deaf web page on +American Sign Language Related Graphics +โ€“ Provides short video clips showing how to sign words in ASL +Americans with Disabilities Act (ADA) Information +โ€“ Contains information and helpful resources pertaining to the Americans with Disabilities Act (ADA). +โ€“ Information from the U.S. Department of Justice about the ADA and tax benefits for small and large businesses, as well as IRS information. +CART Services (Communication Access Realtime Translation) +โ€“ Sponsored by the National Court Reporters Association, this site has general information about CART, how to find a provider and what to expect. In addition, the site discusses different setting where CART is used. +American Association of the Deaf-Blind +โ€“ AADB is a national consumer organization of, by and for deaf-blind Americans and their supporters. Deaf-blind includes all types and degrees of dual vision and hearing loss. +Coalition of Organizations for Accessible Technology +โ€“ COAT is a coalition of over 300 national, regional, state, and community-based disability organizations, including RID.ย COAT advocates for legislative and regulatory safeguards that will ensure full access by people with disabilities to evolving high speed broadband, wireless and other Internet Protocol (IP) technologies. +National Association of the Deaf +โ€“ NADโ€™s mission is to promote, protect and preserve the rights and quality of life of deaf and hard of hearing individuals in the United States of America. +National Association of State Agencies of the Deaf and Hard of Hearing +โ€“ NASADHH functions as the national voice of state agencies serving Deaf and Hard of Hearing people and promote the implementation of best practices in the provision of services. +โ€“ IDC is a non-profit organization of Deaf and Hard of Hearing American Indians whose goals are similar to many Native American organizations. IDC promotes the interests of its members by fostering and enhancing their cultural, historical and linguistic tribal traditions. +โ€“ The NADC provides cultural awareness and advocacy for the interests of the Asian Deaf and Hard of Hearing Community. +โ€“ NBDAโ€™s mission is to promote leadership development, economic and educational opportunities, social equality, and to safeguard the general health and welfare of Black deaf and hard of hearing people. +World Federationย of the Deaf +โ€“ WFD is an international non-governmental organization representing approximately 70 million deaf people worldwide. Most important among WFD priorities are deaf people in developing countries; the right to sign language; and equal opportunity in all spheres of life, including access to education and information. +โ€“ NDRN is the nonprofit membership organization for the federally mandated Protection and Advocacy (P&A) Systems and Client Assistance Programs (CAP) for individuals with disabilities. Collectively, the P&A/CAP network is the largest provider of legally based advocacy services to people with disabilities in the United States. +Disabled Peopleโ€™s Association โ€“ Singapore +โ€“ DPA is a non-profit, cross-disability organization whose mission is to be the voice of people with disabilities, helping them achieve full participation and equal status in the society through independent living. +Information and Resources on Deafness +ADA Hospitality: A Guide to Planning Accessible Meetings +โ€“ The Mid-Atlantic ADA Center and TransCen, Inc. sponsored the publication in recognition of the 25th anniversary of the transformational Americans with Disabilities Act of 1990. Helping you navigate, plan, and create accessible meetings, events, and conferences that serve all your guestsโ€™ needs. +Described and Captioned Media Program +โ€“ The DCMPโ€™s mission is to provide all persons who are deaf or hard of hearing awareness of and equal access to communication and learning through the use of captioned educational media and supportive collateral materials. The DCMP also acts as a captioning information and training center. +โ€“ The Laurent Clerc National Deaf Education Center provides a variety of information and resources on deafness. +โ€“ Resources and help for deaf, deaf-blind or hard of hearing women trying to leave abusive relationships. +National Institute on Deafness and Other Communication Disorders +โ€“ One of the National Institutes of Health, the NIDCD works to improve the lives of people who have communication disorders. This website focuses on medical information and research. +Services for Deaf and DeafBlind women +โ€“ย ADWAS provides comprehensive services to Deaf and Deaf-Blind victims/survivors of sexual assault, domestic violence, and stalking. ADWAS believes that violence is a learned behavior and envisions a world where violence is not tolerated. +Addiction Treatment for Individuals Deaf and Blind +โ€“ย Addiction can be a harrowing experience for anyone. Individuals who are deaf, hard of hearing, blind, or visually impaired can especially find this experience daunting, as theyโ€™re faced with not only overcoming an addiction, but attempting to find a treatment program that recognizes and respects their unique challenges. +Archdiocese of Washington-Center for Deaf Ministry +โ€“ Interpreters who work in Catholicย churches will be interpretingย a very different liturgy coming in Advent ofย this year. The language used will be much more of a challenge to interpret. The National Catholic Office of the Deaf has provided this resource. +We bring you qualified interpreters for your business +Count on our members to foster greater awareness of sign language interpreting as a professional career, and practice professionalism in their work. +Through RIDโ€™s Ethical Practices System, ensure that there is an efficient, effective, and sustainable way to maintain ethical interpreters. +Following a CPC is monumental, and knowing that interpreters have a duty to protect their consumer. Consumers and the public can trust RID certification. +Making a commitment to do right in your work is the tip of the iceberg. Action is key, and interprets commit to their practice. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_15_1741377736703.txt b/intelaide-backend/documents/user_3/page_15_1741377736703.txt new file mode 100644 index 0000000..1554dc0 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_15_1741377736703.txt @@ -0,0 +1,79 @@ +The Certification Maintenance Program (CMP) is the vehicle used to monitor the continued skill development of certified interpreters. +Understanding How Your CEU Totals are Displayed +Understanding How Your CEU Totals are Displayed +YOUR PORTAL โ€“ On the main screen in your portal, locate the Certification Details displaying your CEU breakdown. You will also find your certification cycle beginning and end dates! +CEU PROGRESS โ€“ Your progress is shown here, including Professional Studies (PS) CEUs and General Studies (GS) CEUs. **Only up to 2 GS CEUs can be counted for certification maintenance purposes. +PPO CEU PROGRESS โ€“ This line only keeps track of your PPO CEU progress. Do not include this number in your total. PPO CEUs are a sub-category of Professional Studies; those CEUs are part of your PS total, not in addition to it. +REVIEW YOUR TOTAL โ€“ Review your total CEUs earned line. Your total will not include the number shown to the right of your PPO tracking line. CALCULATING RECAP โ€“ SKIP THE PPO LINE! In short, use the PPO CEU line as a tracking feature for yourself! These CEUs will always be calculated into your total. Just remember the requirement, 1.0 of your PS CEUs must be PPO. +Question? No problem! Visit our faqs page or email us at +You may begin earning RID CEUs for your new certification cycle any time on or after your certification start date. (Your +is the Results Sent date shown in โ€œView Your Exam History.โ€ ย To see your exam results, please click on โ€œDownload Score Report.โ€ย  This PDF document will automatically downloaded to your computer.) +RID Approved CMP Sponsors process your continuing education activities, which you can monitor through your online RID member account. You can access your transcript at any time by logging in to your member account at +and clicking on โ€œDownload CEU Transcriptโ€ or clicking โ€œView Your Education History.โ€ Please note that it can take up to 60 days for CEUs to be added to your transcript. If 60 days have elapsed since your CEU-earning activity and your CEUs from the event are still not posted on your transcript, please fill out the +by paying annual RID Certified Member dues +of the RID Certification Maintenance Program (CMP) +8.0 Total CEUs with at least 6.0 in PS CEUs +may be applied toward the requirement) +*If your certification cycle began on or after 1/1/2019, the PPO CEU requirement is in effect for you โ€“ please see +SC:Lโ€™s onlyโ€“2.0 of the 6.0 +must be in legal interpreting topics +SC:PAโ€™s onlyโ€“2.0 of the 6.0 +must be in performing arts topics +Follow the RID Code of Professional Conduct +Power, Privilege, and Oppression CEUs: At the 2015 RID National Conference in New Orleans, a member motion was made that each cycle, +1.0 of the required 6.0 Professional Studies (PS) CEUs be related to topics of Power, Privilege, and Oppression (PPO) +. The motion was passed with the support of 64% of the membership. +Certification cycles end December 31 of the fourth year from the start date of a certified members certification cycle. At the completion of the certification cycle, the certification maintenance requirements must be met. To verify when the certification ends, log into the member portal and the certification start and end date will be listed. If a certified member feels they may not be able to meet the CEU requirement for certification renewal, they may submit a certification cycle extension request form. +If you believe you will not meet the CEU requirement for cycle ending December 31, 2024, a one-year, once-in-a-lifetime Certification Cycle extension may be available for those who submit a +Certification Cycle Extension Request form. +The extension request must be submitted to the Professional Development Department via the +by December 31, 2024, to avoid a late fee of $100. If you have received an extension in the past, a reinstatement will need to be requested. For more information, please visit +RID Headquarters will begin processing 2024 extension requests on September 1, 2024. Once an extension request has been approved it cannot be rescinded or canceled. +IMPORTANT: An extension does not delay the end date of the next certification cycleโ€”the extension cuts into the following cycle.ย  The new certification cycle will begin the day after the CEU requirement for the extended cycle has been satisfied.ย  For this reason, it is good to complete the CEU requirement as quickly as possible to allow as much time as possible to earn the next cycleโ€™s CEUs. +RID reserves the right to revoke certification based on any of the following grounds: +Failing to meet Certification Maintenance Program (CMP) requirements +Attempting to take the exam for another person +Cheating on an RID examination +RID Code of Professional Conduct +Pleading guilty, nolo contendre, or being found guilty of financial offenses, physically violent offenses or offenses involving misrepresentation or fraud +Loss of Generalist or Specialist Certification +Any active certified member not satisfying the requirements of the certification maintenance program by the end of his/her cycle will cease to be certified. +Certified: Inactive and Certified: Retired Status +Questions can be sent to the CMP Department at +Voluntarily Relinquish the RID Certification(s) You Currently Hold +RID Certified members who decide to voluntarily relinquish the RID certification(s) they currently hold are required to submit a completed, signed and notarized form. +To learn more about the eligibility requirements or to submit your request to voluntarily relinquish the RID certification(s) you currently hold, +For more information, contact the Certification Department at +is a category for Certified members who are taking a break from interpreting due to a life-altering event or activity which precludes them from working as an interpreter. A member in this category may not represent themselves as currently certified. +To be switched to this category, you must be a currently Certified member in good standing. Status change requests must be made prior to membership expiration on 6/30. The grace period for membership renewal does not apply to status change requests โ€“ after 6/30, you are no longer considered โ€œin good standingโ€. +After submitting your request, RID HQ will review it within 7-10 business days and send a letter via email if your request is approved. Dues for this category are $50 (as of FY 2024). If you are approved, your approval letter will include information about the +requirements for returning to active status for your records. +A member can be on Inactive status for up to eight years. After eight years on Inactive status, the RID certifications the individual on Inactive status holds will be terminated. +While you are on Inactive status, your CMP cycle is basically frozen. You cannot earn any CEUs, but no time passes in your cycle. When you re-enter active status, you enter with the same amount of time and the same number of CEUs you had when you went to Inactive status. +There are different requirements for returning to active status based on how long you were on Inactive status. +Less than three years on Inactive status: Upon written announcement of intention to return to active status, the CMP cycle will resume and the +member will return to active status. +Three to five years on Inactive status: Member must announce, in writing, their intention to return to active status and complete 2.0 CEUs (in the +professional studies category) to be eligible for active status. +Five to eight years on Inactive status: Member must: a) announce, in writing, their intention to return to active status; b) complete 2.0 CEUs (in the +professional studies category) to be eligible for active status; AND c) pass the current generalist knowledge/written exam for RID certification. +Upon return to active status, you must submit the balance for certified membership for the current fiscal year. +To switch to Certified: Inactive status, please complete and submit the form at +is a category for Certified members who, upon reaching the age of 55 or older, elect to retire from working as an interpreter or transliterator. A member in this category may not represent themselves as currently certified. +To be switched to this category, you must be a currently Certified member in good standing. Status change requests must be made prior to membership expiration on 6/30. The grace period for membership renewal does not apply to status change requests โ€“ after 6/30, you are no longer considered โ€œin good standingโ€. +After submitting your request, RID HQ will review it within 7-10 business days and send a letter via email if your request is approved. Dues for this category are $50 (as of FY 2024). If you are approved, your approval letter will include information about the requirements for returning to active status for your records. +A member can be on Retired status for up to eight years. After eight years on Retired status, the RID certifications the individual on Retired status holds will be terminated. +While you are on Retired status, your CMP cycle is basically frozen. You cannot earn any CEUs, but no time passes in your cycle. If you re-enter active status, you enter with the same amount of time and the same number of CEUs you had when you went to Retired status. +There are different requirements for returning to active status based on how long you were on Retired status. +Less than three years on Retired status: Upon written announcement of intention to return to active status, the CMP cycle will resume and the +member will return to active status. +Three to five years on Retired status: Member must announce, in writing, their intention to return to active status and complete 2.0 CEUs (in the professional studies category) to be eligible for active status. +Five to eight years on Retired status: Member must: a) announce, in writing, their intention to return to active status; b) complete 2.0 CEUs (in the +professional studies category) to be eligible for active status; AND c) pass the current generalist knowledge/written exam for RID certification. +Upon return to active status, you must submit the balance for certified membership for the current fiscal year. +To switch to Certified: Retired status, please complete and submit the form at +Find an Approved Sponsor, presenter, or workshop +Find quick links here to get you to where you need to go. If you canโ€™t find what youโ€™re looking for, +Follow the RID Code of Professional Conduct +Certification Cycle Extension Request Form +An extension may be available for those who \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_16_1741377740432.txt b/intelaide-backend/documents/user_3/page_16_1741377740432.txt new file mode 100644 index 0000000..d422b3d --- /dev/null +++ b/intelaide-backend/documents/user_3/page_16_1741377740432.txt @@ -0,0 +1,43 @@ +This form is managed by the RID EPS Department. This form is for making a complaint which is related to violations of the EPS Policy and/or the CPC and based on a situation or incident in which you were involved or have knowledge of. If your concern is based on public information such as newspaper articles, media, court judgements you can share this information with RID by filing a report: +. Please continue if you wish to file a complaint. If you are unsure, contact +Should you wish to file an EPS Complaint in ASL, please do so +Name of Person Filing Complaint (Complainant) +State / Province / Region +RID Member ID (If applicable) +Name(s) of the interpreter(s) against whom this complaint is being filed +What is the city and state of the interpreter(s) against whom this complaint is being filed? If you donโ€™t know please respond, โ€œI donโ€™t know.โ€ +State / Province / Region +You must describe the conduct of the respondent(s), in which language do you wish to provide this information? +The EPS Department will reach out to you and provide a link to upload your video in ASL. +Please proceed with the remainder of the complaint form. +Please describe the conduct involved. Be sure to include as many details as possible such as the location, date, and time. +Do you have any documentation supporting the alleged unethical conduct? +Please attach all relevant documents supporting the alleged unethical conduct. +If you have more than one document, please attach each document individually in the file upload spaces below. +Max. file size: 300 MB. +Max. file size: 300 MB. +Max. file size: 300 MB. +If you have more files to upload, please contact +If you need to reference the NAD-RID CPC to answer the following questions below, please review the policy here by copy and pasting the following link in a separate window: https://rid.org/programs/ethics/code-of-professional-conduct/ +If you allege a violation of the NAD-RID Code of Professional Conduct, please check which tenet(s) you believe were violated. +Tenet 4.0 RESPECT FOR CONSUMERS +Tenet 5.0 RESPECT FOR COLLEAGUES +If you need to reference the RID EPS Policy to answer the following questions below, please review the policy by copy and pasting the following link in a separate window: https://acrobat.adobe.com/id/urn:aaid:sc:VA6C2:910f8855-e5df-4153-80cb-e759f74ebdb8 +If you allege a violation of the Prohibited Actions and Behaviors from the EPS Policy RELATING TO THE INTEGRITY OF MEMBERSHIP AND CREDENTIALS please check which you believe were violated. +Misrepresentation of Membership and Credentials +Certification Maintenance Program (CMP) Infringement +Dishonest Actions Impacting CASLI Testing +If you allege a violation of the Prohibited Actions and Behaviors from the EPS Policy RELATING TO UPHOLDING TRUST IN THE PROFESSION please check which you believe were violated. +Misconduct via Online Professional Spaces +Actions Taken During Interpreting-Related Activities +Negligence in Recommending or Utilizing Necessary Resources +Disrespect for colleagues, consumers, organizational stakeholders, and students of the profession +Dishonesty while Conducting the Business of Interpreting +If you allege a violation of the Prohibited Actions and Behaviors from the EPS Policy RELATING TO ADVERSE ACTIONS please check which you believe were violated. +By my signature here, I certify that: +The information provided here and in any attachments are true and accurate to the best of my knowledge and belief. +I request that the RIDโ€™s EPS review my assertions of unethical conduct on the part of the individual(s) named above. Further, I understand and agree that my name will appear as COMPLAINANT. +I authorize RID to contact me regarding this complaint, if deemed necessary. I authorize RID to release this complaint and all other supporting material I have provided or may provide in the future to the subject of the complaint, members of EPS Review Board, attorneys and others as deemed appropriate by RID or as required by law. +By typing my name, I am signing this document electronically. I agree that my electronic signature is the legal equivalent of my manual/handwritten signature on this document. By typing my name using any device, means, or action, I agree that my signature on this document is as valid as if I signed the document in writing. +MM slash DD slash YYYY +RID has the sole discretion to determine which complaints should be pursued, how they should be pursued, and what action, if any, should be taken, in accordance with the RID Ethical Practices System Policies and Procedures. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_17_1741377743782.txt b/intelaide-backend/documents/user_3/page_17_1741377743782.txt new file mode 100644 index 0000000..574901d --- /dev/null +++ b/intelaide-backend/documents/user_3/page_17_1741377743782.txt @@ -0,0 +1,118 @@ +RID is the national certifying body of sign language interpreters and is a professional organization that fosters the growth of the profession and the professional growth of interpreting. +Star Grieser, MS, CDI, ICE-CCP +Director of Govโ€™t Affairs and Advocacy +Director of Finance and Accounting +Executive Assistant and Meeting Planner +Dr. Jesรบs Rฤ“migiล, PsyD, MBA, CDI +Shonna Magee, MRC, CI & CT, NIC Master, OTC +Andrea K Smith, MA, CI & CT, SC:L, NIC +M. Antwan Campbell, MPA, Ed:K-12 +RIDโ€™s purpose is to serve equally our members, profession, and the public by promoting and advocating for qualified and effective interpreters in all spaces where intersectional diverse Deaf lives are impacted. +We envision qualified interpreters as partners in universal communication access and forward-thinking, effective communication solutions while honoring intersectional diverse spaces. +The values statementย encompasses what values are at the โ€œheartโ€ or center of our work.ย RID values: +the intersectionality and diversity of the communities we serve. +Diversity, Equity, Inclusion, Accessibility and Belonging (DEIAB). +the professional contribution of volunteer leadership. +the adaptability, advancement and relevance of the interpreting profession. +ethical practices in the field of sign language interpreting, and embraces the principle of โ€œdo no harm.โ€ +advocacy for the right to accessible, effective communication. +Pillar One: Diversity, Equity, Inclusion, Accessibility & Belonging +Connecticut, Delaware, Maine, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont, West Virginia +Alabama, Florida, Georgia, Maryland & District of Columbia (Potomac Chapter), Mississippi, North Carolina, South Carolina, Tennessee, Virginia +Illinois, Indiana, Kentucky, Michigan, Minnesota, Ohio, Wisconsin +Arkansas, Colorado, Iowa, Kansas, Louisiana, Missouri, Montana, Nebraska, New Mexico, North Dakota, Oklahoma, Texas, Wyoming +Alaska, Arizona, California, Hawaii, Idaho, Nevada, Oregon, Utah, Washington +Welcome colleagues and friends of Region I. By browsing this site and clicking on the links below, you will catch a glimpse of what our chapters are up to and see the great energy that is Region I! We are proud to represent and introduce you to some of the most dynamic and forward-thinking individuals in the interpreting field. +Connecticut,Delaware, Maine, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont, West Virginia +New York City Metro RID +Welcome to the Region II page! We are excited to have a place where information will be continually updated to notify everyone on the events occurring in the region, as well as provide contact information for all Affiliate Chapter presidents. We welcome any comments/suggestions to make the site substantive and informative. +Alabama, Florida, Georgia, Maryland & District of Columbia (Potomac Chapter), Mississippi, North Carolina, South Carolina, Tennessee, Virginia +Welcome to the Region III Web page! Here you will find chapter links, regional conference information and the awards available to members. This site will be updated regularly, so be sure to check back for new information in the coming months. +Illinois, Indiana, Kentucky, Michigan, Minnesota, Ohio, Wisconsin +Greetings! Welcome to RID Region IV (RIV); the home of countless passionate members and dedicated leaders. It is the vision of our RIV members and leaders to promote a community that inspires personal and professional transformation by offering cutting edge and innovative opportunities, honoring the evolving and diverse needs of its membership. We trust that you will find information on this Web page that supports this vision and hope you will make this site a frequent stop on your professional journey. +Arkansas, Colorado, Iowa, Kansas, Louisiana, Missouri, Montana, Nebraska, New Mexico, North Dakota, Oklahoma, Texas, Wyoming +Welcome to RID Region V! Take a look and you will find a region that boasts tropical islands, snow capped mountains, wine countries, ski slopes and canyons. The beauty goes beyond the landscapes of our states; it is also seen in the members and leaders who make us Region V! +Alaska, Arizona, California, Hawaii, Idaho, Nevada, Oregon, Utah, Washington +Dr. Jesรบs Rฤ“migiล, PsyD, MBA, CDI +Dr. Rฤ“migiล is Hispanic and the first generation in his family to have graduated from college. He received his Psy. D from William James College, and his MBA from Salem University. He is currently the +Director of Equal Opportunity Programs and Title IX Coordinator at Gallaudet University +. Jesรบsโ€™ experience and intersectional identities enable him to offer a unique set of perspectives that will benefit the membership of RID and the Deaf, & DeafBlind community, and the hearing community that it serves. He is a past President of the Rhode Island Association for the Deaf and continues his service as a board member for the Rhode Island School for Deaf. Jesรบs has been a Certified Deaf Interpreter for +years, interpreting primarily in the medical, and mental health settings. +Shonna Magee, MRC, CI and CT, NIC Master, OTC +Shonna Magee (MRC, CI and CT, NIC Master, OTC) has over 26 years of experience interpreting, presenting, providing interpreter diagnostics, and mentoring. She specializes in emergency management, vocational rehabilitation, VRI, and medical interpreting. She has served as a professor of interpreting and ASL at Daytona State College and a professor of ASL at Pensacola State College. She received her Bachelorโ€™s in interpreting from the University of Cincinnati and her Masterโ€™s in Rehabilitation Counseling from the University of South Carolina where she was the Statewide Coordinator of Deaf Services for the South Carolina Vocational Rehabilitation Department. She is currently the Director of Operations at SIGNature Access Solutions LLC and SIGNature CEUs LLC. +Andrea K Smith, MA, CI & CT, SC:L, NIC +Andrea K Smith, MA, CI & CT, SC:L, NIC has been an interpreting professional for twenty years, primarily in legal settings with an emphasis on domestic violence and sexual assault.ย  She works as the staff interpreter at the ACLU Disability Rights Project in San Francisco. She received her Masterโ€™s degree from the European Masters in Sign Language Interpreting with her thesis on +Signposting: Neutral Channel Communications in Deaf-Hearing Interpreting Teams +.ย  She recently completed a two-year assignment in Ireland and engaged in community collaboration on the development of the Irish Sign Language interpreter regulations.ย  Her current research examines Deaf professionals and designated interpreters in pursuit of her PhD at the University of Wolverhampton. In her personal time, she travels extensively with her spouse and twins. +Kate has over fifteen years of experience as a thought leader and agent +of change and enjoys the challenges and successes of working with teams +and creating systemic access. Kate is a former founder of a social impact +organization that was a vehicle for change by investing revenue into the +local Deaf Community efforts, access and programming. Kateโ€™s +experience building a company that had real impact for the local community +also afforded her the opportunity to partner with organizations and +institutions in creating access within their systems. She has led hospital +leadership, private corporation personnel, universities, and non-profit +organization leaders through the process of maximizing their resources while +creating a system of service provision that allows their constituents peace of +mind. With her professional expertise, she brings a level of innovation and +sustainability, while maintaining a culture of respect and principles that +honor each entityโ€™s unique structure, culture and operations. +Academically, Kate is a graduate of Northeastern Universityโ€™s Interpreter +Education Program and holds a Masterโ€™s degree in Social Impact from +Claremont Lincoln University. After a decade of coordinating interpreting +services at the post-secondary level, Kate dedicated herself to providing +reputable, accessible Deaf-centric services by listening to and working +Kate and her husband live in rural Maryland with their energetic children +and enjoys taking advantage of all the countryside has to offer, while +continuing her love of learning and positively contributing to our +Mona Mehrpour is a heritage signer of ASL and the daughter of two deaf parents. Over the past 15 years, she has interpreted in a variety of settings, including educational interpreting in K-12 and post-secondary settings, video relay, medical, community, theater and public services throughout Northern California. Throughout her interpreting journey, she has completed an interpreting training program, received a 4.0 on the EIPA, and became a nationally certified interpreter (NIC). Mona currently resides in Virginia, continuing her interpreting journey by engaging in both community and virtual work. She also volunteers and serves Deaf-Parented Interpreters Member Section as Chair under the Registry Interpreters for the Deaf. As an immigrant and a child of immigrants from Iran, Mona grew up in multiple deaf communities which is her source of inspiration for continual growth. She thrives on the connections she makes with her peers in dialogues about personal development and dissecting interpreting work in order to understand the decision-making processes to provide the best possible access for our diverse deaf communities. +Glenna has over 25 years of experience in program management, supervision, training, grant writing and marketing on local, state and federal levels. She is currently an Associate Professor and was the faculty chair for the ASLE program, including the ASL Studies and Interpreter Education and the World Language at Tulsa Community College. Glenna is currently an Oklahoma QAST State evaluator. For 12 years, she was a division director for a national deaf organization. She was a national logistic coordinator responsible for the management and operation unit and the Community Emergency Preparedness Information Network (CEPIN) training program. +She previously was one of several Deaf FEMA certified instructors for the CEPIN program with TDI to provide deaf culture and competency trainings to emergency responders and consumers with hearing loss. Glenna implemented the Oklahoma Domestic Violence Awareness Program for the Deaf and Hard of hearing communities and providers to improve communication and accessible services with funding from the US Department of Justice and Oklahoma District Attorney Council. She also worked with the Department of Health and Oklahoma Tobacco Settlement Endowment Trust to develop and implement the Oklahoma Tobacco Awareness program for deaf and hard of hearing cultural needs. For several years, Glenna previously managed a telecommunication relay call center with 250+ employees for Ameritech/Southwestern Bell and CSD in Ohio. She was the Oklahoma account manager for Sprint Telecommunication Relay Service during its early formation. In addition, Glenna serves on the subject matter expert team to review the U.S. Department of Homeland Securityโ€™s FEMA/Office for Civil Rights and Civil Libertiesโ€™ Special Needs Planning Guidebook for Emergency Managers. +She is president of the Oklahoma Association of the Deaf and served on Oklahoma Registry of Interpreters for the Deaf as Deaf Member-at-Large. For the last 30 years, Glenna served on the City of Tulsa Mayorโ€™s Commission on Concerns of Tulsans with Disabilities; Oklahoma Coalition Against Domestic Violence and Sexual Abuse State Task Force member; Tulsa Community College Interpreter Training Advisory Committee Member. She previously was Governorโ€™s appointee for Oklahoma State Department of Human Services Advisory Board, 1993 and Governor-appointed board member on Oklahoma State Independent Living Council, 1991-1994 and recently Governor Henry-appointed board member and elected secretary for Statewide Independent Living Council. +Glenna holds an MA in Sign Language Education from Gallaudet University and a BA-LS in Leadership Administration from the University of Oklahoma and resides in Owasso, Oklahoma. She is married to Timi Richardson and has three children; Matt teaches ASL at Broken Arrow Public School, Kelsey advocates for the Indigenous Indian with her Masters in Law, and Jonathan works for Congressman Hern at the US Capitol in D.C. Glenna loves to relax at the lake house, boating and enjoying family time in her spare time. +Christina was born on Sauk tribal lands, attended college on the lands of the Peoria people, and currently works on the lands of the Paugussett tribe. ย As a graduate of the The Theater School at DePaul University, Christinaโ€™s work with the National Theatre of the Deaf (NTD) provided the impetus for her move to Connecticut, where she has served as the CRID president for the past four years. +Christina is a graduate of the the ASL-English Interpretation program at Columbia College of Chicago, Illinois. ย In her time in Connecticut, she has had the honor of serving as a governor-appointed member of the Advisory Board for Persons who are Deaf or Hard of Hearing and is a designated lead interpreter for the Connecticut Robotics Chapter for K-12 students (FIRST). Additionally, she and her husband were married a few months before the pandemic lockdown on an All Elite Wrestling (AEW) Wrestling cruise. +M. Antwan Campbell, MPA, Ed:K-12 +M. Antwan Campbell first joined the interpreting profession through his younger brother and is a 2003 graduate of Gardner-Webb University where he received his BA in ASL and in 2007, he received his Masterโ€™s in Public Administration from UNC-Pembroke. He has taught several workshops geared towards improving the skills of educational interpreters and those who work with Deaf/Hard of Hearing students across North Carolina and the surrounding states.ย  He is currently working as the Educational Consultant for Deaf/Hard of Hearing and Interpreter Support with the North Carolina Department of Public Instruction. +He has worked within the educational system for over ten years in a variety of settings from elementary to post-secondary and on a variety of levels from being in the classroom to supervising outside of it.ย  He has received his Ed:K-12 interpreting certification from RID.ย  He is actively engaged in the affiliate chapter, North Carolina Registry of Interpreters for the Deaf, NCRID, as he is currently serving as its Past President.ย  He has served the local community in a variety of ways to include mentoring new and beginning interpreters throughout the state as well.ย  It is truly evident that Antwan has a passion for education and improving the standards for all students.ย  He currently resides in Raleigh, NC. +Jessica Eubank is an interpreter from New Mexico native. Jessica recently finished a term as the President of the New Mexico RID before transitioning to the Region IV Rep position. She has worked as an interpreter in a variety of settings including K-12, Community freelance, VRS/VRI etc. Jessica is currently the staff interpreter for a state agency where she provides interpreting services for advocacy on communication access issues, as well as oversee a mentoring program that helps new interpreters gain their footing in the field by providing support and mentorship they need to prepare for longevity in our field. This is work that she very much enjoys. +Located in Northern California, Rachel has been a Certified Deaf Interpreter since 2016. But Rachelโ€™s journey into the possibility of becoming a Deaf interpreter began in 2008 when she was first asked to do sight translation. In 2012, Rachel took her first interpreting-related workshop and started thinking that perhaps it was a definite possibility that Deaf individuals could interpret. +Rachel teaches in an Interpreter Preparatory Program (IPP) and provides training for Deaf individuals interested in learning more about the possibility of becoming a Deaf interpreter. Rachel has also served on her local Affiliate Chapter, SaVRID (Sacramento Valley Registry of Interpreters for the Deaf), in various positions. General Member-at-Large, Secretary, and Treasurer. Rachel enjoys participating in and listening to many different communities, talking with and seeing different perspectives. Rachel looks forward to continuing that work, that passion, but on a larger scale โ€“ specifically as the RID Region V Representative. +Star Grieser, MS, CDI, ICE-CCP +Star grew up in south Florida โ€“ Stuart and Jensen Beach, Florida โ€“ where she developed her love for the outdoors and the open sea. She attended NTID (SVP โ€˜94) and graduated from the Rochester Institute of Technology with a B.S. in Professional and Technical Communication, and McDaniel College with a Masterโ€™s in Deaf Education (2001). +Star has always been active in advocacy and has worked among the Deaf and interpreting communities, be it mental health care, Deaf education, and more recently as Program Chair for the ASL and Interpreter Education Program at Tidewater Community College, Chesapeake, VA, for one and half decades, to becoming the Director of Testing for CASLI in 2017, and now as the CEO of RID since 2021. +She currently holds a RID certification as a Certified Deaf Interpreter. Star is also ICE-CCP, a Certified Certification Professional by the Institute of Credentialing Excellence. She enjoys traveling, bicycling and can usually be found with a book in her hand. +Born and raised under the Florida sun, Emily is no stranger to the laid-back lifestyle and the occasional alligator sighting. However, her journey didnโ€™t stop at the state line. She ventured to Gallaudet, where she navigated our nationโ€™s capital for several years. Despite the fast-paced lifestyle, she kept her Floridian spirit intact, always carrying a bit of sunshine wherever she went. Following her Washington, DC escapade, Emily found herself embracing the slower pace of life in Iowa. Surrounded by endless fields and friendly faces, she discovered the beauty and charm of Midwestern hospitality. +Emilyโ€™s heart belongs to her big family and the Deaf Community. Having spent 10 years in private practice as an interpreter, she joins us as a CMP Specialist at RID. Now home in Florida with her husband, daughter, and Aussie Mika, their home is a lively blend of laughter and love. When theyโ€™re not busy conquering daily life, Emily and her crew love to hit the road to explore new horizons and are always up for a good adventure. Her downtime is often spent soaking up the freshwater springs and basking in the beauty of Floridaโ€™s natural wonders. Itโ€™s these moments, surrounded by family and nature, that truly define Emilyโ€™s approach to life โ€“ always filled with a genuine love for the journey. +was born and raised in California. She holds a bachelorโ€™s degree in Business Management in the Human Resources field and has experience in the hospitality, education, and beauty industries. She enjoys spending time with her family and cooking in her spare time. +Ashley was born in Vermont and raised in Maine and New Hampshire. After high school, she attended the University of New Hampshire and earned her Bachelor of Science in sign language interpretation. Upon completion of her degree, Ashley worked as an educational interpreter in a local school district. In her free time, she enjoys traveling, cooking, and spending time with her friends and family. +Tressela, known as Tressy at RID, was born in West Virginia and grew up there until her family relocated to Virginia. ย After graduating from MSSD, she obtained her BA in Psychology from California State University, Northridge, and then attended Gallaudet University for a Masters of Arts in School Guidance and Counseling. Tressy worked in the counseling field, including 14 years in Mental Health Counseling before a career change to teaching ASL. She taught at Clemson University for 6 years during the development of Clemsonโ€™s ITP. ย Her combined experience working with ASL Students/future interpreters as well as the empathy and expertise gained in counseling makes her a valued addition to the Ethical Practices System. +Catie is a native of New Jersey and currently resides in the oldest city in Florida. She obtained her Bachelor of Science in Social Work from Rochester Institute of Technology, and her Masterโ€™s Degree in Human Services: Organizational Management and Leadership from Springfield College. Catie comes to RID with more than 10 years of experience advocating for effective communication access, and coordinating sign language interpreting services. In her spare time, Catie is an avid runner, enjoys sports, the outdoors, traveling, and spending time with her wife and their deaf pittie, Lulu and cats, Pasta, Tortellini, Turkey and Silas. +Born and raised in the Portland, Oregon area, +graduated from Western Oregon University with a Bachelor of Arts degree in Spanish. Her passion for studying languages and communication styles along with seven years living abroad in Mexico led her to begin her journey as a freelance Spanish/English interpreter. She later became an ASL/English interpreter and is currently an aspiring trilingual (Spanish/English/ASL) interpreter. In her free time +enjoys singing, playing guitar and piano, volleyball, and engaging in conversations about differing perspectives and experiences. +Martha was born and raised in Colorado where she currently lives. She attended a variety of Deaf schools and mainstream classes before graduating from MSSD. Martha then graduated from Gallaudet in Psychology, she also studied interpreting, social work and sociology during her time there. She worked at the Financial Aid office at Gallaudet and managed short-term rental properties in a small mountain town before joining RID. Outside of work, Martha enjoys snowboarding, sewing and creating, reading books, and watching TV shows. +Ryan is a native New Yorker. She holds a Bachelor of Arts degree in English from the University of Mary Washington in Fredericksburg, VA. Before coming to work at RID, she worked at the University of Mary Washington in a community based program for minority students. In her spare time, Ryan enjoys going out with friends and spending time with her family. +was born and raised in North Carolina. She holds a Bachelor of Science in Recreation Management, a Master of Education in Recreation and Fitness Administration, and an Associate of Applied Science in Sign Language Interpreting. +lived in west Texas for three years during graduate school, working at a community college. After making Deaf friends there, and learning more about Deafness and interpreting, +pursued a career in Interpreting. +has been nationally certified (NIC) since 2021, and enjoys educational and vocational interpreting the most. In her free time, +enjoys spending time with her husband, new baby boy, and two pups. Traveling, reading, binge watching TV shows, and swimming are a few of +Vicky was born and raised in Upstate NY (not NYC) and currently residing in the Sunshine State! She is happily married to her college sweetheart, and a first time mom to her beautiful child and a sassy Pomeranian girl. +Vicky holds a bachelor degree in Criminal Justice from Rochester Institute of Technology in Rochester, NY back in winter of 2018. Before joining RID, Vicky was teaching American Sign Language for about 3 years at a public high school in Orlando. In her free time, she loves to check out and explore the hidden gems in the Central Florida area, seeking out any local coffee shops, and spending quality time with friends and family. +Government Affairs, Public Policy and Advocacy Director +Neal was born and raised in Boston, MA. He has spent over a decade of his career working in areas intersecting with disability rights and government affairs at local, state, and federal levels. His passion for influencing and implementing positive change is the driving force behind his professional pursuits with the approach of, โ€œLeave the world a better place than you found it.โ€ He is honored to work for RID knowing that he and his team have a direct impact on the lives of the diverse Deaf and ASL-using communities. +Neal serves on the Board of Directors as Treasurer of the Deaf and Hard of Hearing Consumer Advocacy Network (DHHCAN) which is a national coalition of organizations representing the interests of deaf and/or hard-of-hearing citizens in public policy and legislative issues relating to rights, quality of life, equal access, and self-representation. He also serves on the Board of Directors for Atlas Preparatory Charter School which prepares and empowers all students for success on their post-graduate paths through educational excellence, character development, and community engagement. Most recently, Neal was appointed to the Institute of Credentialing Excellenceโ€™s (I.C.E.) Government Affairs Committee to leverage his expertise for a one-year term (2025-2026) to engage in efforts at the local, state, and federal levels affecting the credentialing community. +Neal and his partner, a Major in the United States Air Force, reside in Colorado with their two dachshunds; Penny & Nickel. In his free time, Neal enjoys volunteering, running, playing tennis, skiing, reading of all genres, trying new restaurants, and traveling whenever he can! +Dr. Wright is a Critical Theorist, researcher, and Director of Communications for RID. Jordan was raised in Buffalo, NY, and matriculated at California State University, Northridge where he formally learned ASL and finished with a BA in English Literature at the University at Buffalo. In 2017, Jordan completed his Ph.D. at Gallaudet University and has since held a variety of academic positions at Lamar University and RIT/NTID, which led to his current position with RID which combines three of his favorite passions: writing, data, and Deaf Studies. Dr. Wright has extensive experience in the world of publishing and enjoys escaping down various rabbit holes with a thirst for knowledge and curiosity which fuels his passion. An avid traveler, Jordan enjoys seeking out new horizons, and new experiences, and immersing himself in different languages and cultures all over the world. Dad to two whippets Savior and Omega, Jordan is an animal lover and sometimes prefers the company of animals to people. +Dr. Carolyn Ball, CI and CT, NIC +Carolyn has been a member of RID since 1994. However, her involvement with the Deaf Community began in 1982 when she met a Deaf young man at a baseball game in Idaho Falls, Idaho. This chance meeting at the baseball game influenced Carolynโ€™s career and life forever. After the baseball game and many years of college, she has been teaching interpreting in higher education for the past thirty-years. Carolyn has served on several national boards and loves to be involved in the Deaf Community. She enjoys researching the history of interpreters and interpreter educators and how to become effective leaders. In her free time Carolyn enjoys hiking, biking and spending time with her family. +Born and raised in the San Francisco Bay Area, Jenelle graduated from Gallaudet University with a Bachelor of Arts degree in Communication Studies. Jenelle focuses on strengthening accessibility and creating audience-specific content.ย  Outside of work, Jenelle loves spending time with her fur children, joining animal rescue missions, and screenplay writing. She maintains an open-door policy for discussions of any kind, loves a good joke, and always makes time for vegan snacks. +Born and raised in sunny Tampa, Florida, Brooke embodies her dedication and passion for education, community service, and the arts. She graduated from Gallaudet University with a degree in Business Administration, with a concentration in Entrepreneurship and Marketing, and a Minor in Dance. As a creative writer and book lover, Brooke recognizes the power of the written word and its ability to educate and inspire. As Editor in Chief of VIEWS, Brooke is driven to create content that is relevant and engaging to our members. An unwavering ally to Black, Brown, and Indigenous people, Brooke is committed to using her role to go beyond highlighting diverse perspectives. Through a collaborative framework, Brooke works to transform the traditional publication pipeline into a lasting communal bridge with a foundation in equity and authentic representation. +Director of Finance and Accounting +Jennifer, originally from northeast Ohio, holds a Bachelor of Science degree in economics from Gallaudet University and is working towards certification as a Certified Management Accountant. Jennifer thrives on the challenges and opportunities presented by non-profit accounting and finance.ย  Jennifer holds RIDโ€™s mission and service to the Deaf community close to heart. When not at work or doting on a family of six, Jennifer engages in a love of cooking, reading banned books, going for long hikes and bike rides, supporting local farmers, and learning new and interesting things. +Kristyne was born and raised in Canada. She graduated from Gallaudet University with a Bachelor of Science degrees in Accounting & Business Administration and a double minor in Economics & Finance. She has 7 years of supervisory and managerial accounting experience in the hospitality industry. During her free time, Kristyne loves spending time with her friends and cats, hiking, and exploring new nature places. +Bradley is a Minnesota native and is also known as Brad.ย  He graduated from RIT with two degrees, an Associate in Applied Science in Applied Accounting and a Bachelor of Science in Finance.ย  Before onboarding with RID, he has been a financial professional for nearly 30 years with a background in Healthcare, Human Resources, Information Technology, Innovation, and Interpreter Agency in several non-profit organizations, state agencies, and a private university.ย  Bradley enjoys exploring different cuisines, breweries, and wineries, traveling, reading business books, and spending time with family and friends in his free time. +Executive Assistant and Meeting Planner +Julie is a native Michigander. She holds a BA in Psychology from Gallaudet University and an AAS in Applied Art from NITD. Prior to joining RID, she worked as a conference manager for AvalonBay Communities, Gallaudet University, and the American School Health Association. She enjoys travel and cultural events with her family and friends in her spare time. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_18_1741377747827.txt b/intelaide-backend/documents/user_3/page_18_1741377747827.txt new file mode 100644 index 0000000..22f85c5 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_18_1741377747827.txt @@ -0,0 +1,27 @@ +Double check RID information! Search our FAQs +Is this a VP or Voice number? +Are you a member of RID? +If you are a RID member, please input your member number here. If you are not a RID member, please input 000000. +What do you need help with today? +Select one of the following options +Select one of the following options +Did you receive my check or payment? +Arrange to make an invoice or e-check payment +Submit a purchase order to us +Something else not answered in the Accounting FAQs +Select one of the following options +Select one of the following options +Donations etc - Sub Categories +Select one of the following options +Find out how to incorporate RID into a living will or make a Bequest +Making a large or restricted donation +Something else not answered in the Donation FAQs +Member Services - Sub Categories +Select one of the following options +Have you read through the RID Scholarships and Awards web page to find more information? +Yes, I checked on the RID website first. +No, I have not yet checked on the RID website about my Scholarships and Awards question. +Before submitting your inquiry, please review the Scholarship and Awards offerings on this webpage: +Please let us know what's on your mind. Share any comments or questions you may have for us. +Due to high volumes of inquires, by checking this box you acknowledge that all inquiries take 3-5 business days for a response. +Yes, I understand that it may take up to 5 business days to receive a response from RID. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_19_1741377751177.txt b/intelaide-backend/documents/user_3/page_19_1741377751177.txt new file mode 100644 index 0000000..253b5a9 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_19_1741377751177.txt @@ -0,0 +1,16 @@ +Join us to advance our mission of excellence in interpreting. +GAP โ€“ Government Affairs Program +The Government Affairs Program, GAP,ย  was created to advocate on behalf of professional sign language interpreters and for the establishment and adherence to standards within the profession at both the state and federal levels. +Having a seat at the table. +Areas of GAP advocacy include: +Interpreter Standards in the Federal Government +The program aims to strengthen RID relationships with members, coalitions, professional organizations, consumer groups, industry partners and government agencies through a four-pronged approach that includes representation, advocacy, collaboration and communication. +GAP offers members and the communities we serve: +We are stronger together and partnerships between RID and members, affiliate chapters, state Deaf associations, organizations, and state and federal agencies are essential for us to move forward toward our shared goals. Join us to advance our mission of excellence in interpreting. +Tactics to use to advocate for policy changes. +Have you ever explained to someone the appropriate use for an interpreter? Or maybe youโ€™ve provided information to an organization or business unfamiliar with the benefits of employing certified interpreters. While these actions may not have resulted in legislation or policy, theyโ€™ve likely changed the way people think about and interact with professional interpreters. These instances of everyday advocacy are important to help educate people who are not aware of the professional standards for interpreters or the linguistic needs of the Deaf community. +How to Find and Track Legislation +Tips on Communicating to Policymakers in Writing +Tips for Visiting Your Elected Officials +Building Relationships with your State and Local Elected Officials +Have you been in touch with GAP lately?ย You can reach the Public Policy and Advocacy Department using the \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_1_1741377662163.txt b/intelaide-backend/documents/user_3/page_1_1741377662163.txt new file mode 100644 index 0000000..574901d --- /dev/null +++ b/intelaide-backend/documents/user_3/page_1_1741377662163.txt @@ -0,0 +1,118 @@ +RID is the national certifying body of sign language interpreters and is a professional organization that fosters the growth of the profession and the professional growth of interpreting. +Star Grieser, MS, CDI, ICE-CCP +Director of Govโ€™t Affairs and Advocacy +Director of Finance and Accounting +Executive Assistant and Meeting Planner +Dr. Jesรบs Rฤ“migiล, PsyD, MBA, CDI +Shonna Magee, MRC, CI & CT, NIC Master, OTC +Andrea K Smith, MA, CI & CT, SC:L, NIC +M. Antwan Campbell, MPA, Ed:K-12 +RIDโ€™s purpose is to serve equally our members, profession, and the public by promoting and advocating for qualified and effective interpreters in all spaces where intersectional diverse Deaf lives are impacted. +We envision qualified interpreters as partners in universal communication access and forward-thinking, effective communication solutions while honoring intersectional diverse spaces. +The values statementย encompasses what values are at the โ€œheartโ€ or center of our work.ย RID values: +the intersectionality and diversity of the communities we serve. +Diversity, Equity, Inclusion, Accessibility and Belonging (DEIAB). +the professional contribution of volunteer leadership. +the adaptability, advancement and relevance of the interpreting profession. +ethical practices in the field of sign language interpreting, and embraces the principle of โ€œdo no harm.โ€ +advocacy for the right to accessible, effective communication. +Pillar One: Diversity, Equity, Inclusion, Accessibility & Belonging +Connecticut, Delaware, Maine, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont, West Virginia +Alabama, Florida, Georgia, Maryland & District of Columbia (Potomac Chapter), Mississippi, North Carolina, South Carolina, Tennessee, Virginia +Illinois, Indiana, Kentucky, Michigan, Minnesota, Ohio, Wisconsin +Arkansas, Colorado, Iowa, Kansas, Louisiana, Missouri, Montana, Nebraska, New Mexico, North Dakota, Oklahoma, Texas, Wyoming +Alaska, Arizona, California, Hawaii, Idaho, Nevada, Oregon, Utah, Washington +Welcome colleagues and friends of Region I. By browsing this site and clicking on the links below, you will catch a glimpse of what our chapters are up to and see the great energy that is Region I! We are proud to represent and introduce you to some of the most dynamic and forward-thinking individuals in the interpreting field. +Connecticut,Delaware, Maine, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont, West Virginia +New York City Metro RID +Welcome to the Region II page! We are excited to have a place where information will be continually updated to notify everyone on the events occurring in the region, as well as provide contact information for all Affiliate Chapter presidents. We welcome any comments/suggestions to make the site substantive and informative. +Alabama, Florida, Georgia, Maryland & District of Columbia (Potomac Chapter), Mississippi, North Carolina, South Carolina, Tennessee, Virginia +Welcome to the Region III Web page! Here you will find chapter links, regional conference information and the awards available to members. This site will be updated regularly, so be sure to check back for new information in the coming months. +Illinois, Indiana, Kentucky, Michigan, Minnesota, Ohio, Wisconsin +Greetings! Welcome to RID Region IV (RIV); the home of countless passionate members and dedicated leaders. It is the vision of our RIV members and leaders to promote a community that inspires personal and professional transformation by offering cutting edge and innovative opportunities, honoring the evolving and diverse needs of its membership. We trust that you will find information on this Web page that supports this vision and hope you will make this site a frequent stop on your professional journey. +Arkansas, Colorado, Iowa, Kansas, Louisiana, Missouri, Montana, Nebraska, New Mexico, North Dakota, Oklahoma, Texas, Wyoming +Welcome to RID Region V! Take a look and you will find a region that boasts tropical islands, snow capped mountains, wine countries, ski slopes and canyons. The beauty goes beyond the landscapes of our states; it is also seen in the members and leaders who make us Region V! +Alaska, Arizona, California, Hawaii, Idaho, Nevada, Oregon, Utah, Washington +Dr. Jesรบs Rฤ“migiล, PsyD, MBA, CDI +Dr. Rฤ“migiล is Hispanic and the first generation in his family to have graduated from college. He received his Psy. D from William James College, and his MBA from Salem University. He is currently the +Director of Equal Opportunity Programs and Title IX Coordinator at Gallaudet University +. Jesรบsโ€™ experience and intersectional identities enable him to offer a unique set of perspectives that will benefit the membership of RID and the Deaf, & DeafBlind community, and the hearing community that it serves. He is a past President of the Rhode Island Association for the Deaf and continues his service as a board member for the Rhode Island School for Deaf. Jesรบs has been a Certified Deaf Interpreter for +years, interpreting primarily in the medical, and mental health settings. +Shonna Magee, MRC, CI and CT, NIC Master, OTC +Shonna Magee (MRC, CI and CT, NIC Master, OTC) has over 26 years of experience interpreting, presenting, providing interpreter diagnostics, and mentoring. She specializes in emergency management, vocational rehabilitation, VRI, and medical interpreting. She has served as a professor of interpreting and ASL at Daytona State College and a professor of ASL at Pensacola State College. She received her Bachelorโ€™s in interpreting from the University of Cincinnati and her Masterโ€™s in Rehabilitation Counseling from the University of South Carolina where she was the Statewide Coordinator of Deaf Services for the South Carolina Vocational Rehabilitation Department. She is currently the Director of Operations at SIGNature Access Solutions LLC and SIGNature CEUs LLC. +Andrea K Smith, MA, CI & CT, SC:L, NIC +Andrea K Smith, MA, CI & CT, SC:L, NIC has been an interpreting professional for twenty years, primarily in legal settings with an emphasis on domestic violence and sexual assault.ย  She works as the staff interpreter at the ACLU Disability Rights Project in San Francisco. She received her Masterโ€™s degree from the European Masters in Sign Language Interpreting with her thesis on +Signposting: Neutral Channel Communications in Deaf-Hearing Interpreting Teams +.ย  She recently completed a two-year assignment in Ireland and engaged in community collaboration on the development of the Irish Sign Language interpreter regulations.ย  Her current research examines Deaf professionals and designated interpreters in pursuit of her PhD at the University of Wolverhampton. In her personal time, she travels extensively with her spouse and twins. +Kate has over fifteen years of experience as a thought leader and agent +of change and enjoys the challenges and successes of working with teams +and creating systemic access. Kate is a former founder of a social impact +organization that was a vehicle for change by investing revenue into the +local Deaf Community efforts, access and programming. Kateโ€™s +experience building a company that had real impact for the local community +also afforded her the opportunity to partner with organizations and +institutions in creating access within their systems. She has led hospital +leadership, private corporation personnel, universities, and non-profit +organization leaders through the process of maximizing their resources while +creating a system of service provision that allows their constituents peace of +mind. With her professional expertise, she brings a level of innovation and +sustainability, while maintaining a culture of respect and principles that +honor each entityโ€™s unique structure, culture and operations. +Academically, Kate is a graduate of Northeastern Universityโ€™s Interpreter +Education Program and holds a Masterโ€™s degree in Social Impact from +Claremont Lincoln University. After a decade of coordinating interpreting +services at the post-secondary level, Kate dedicated herself to providing +reputable, accessible Deaf-centric services by listening to and working +Kate and her husband live in rural Maryland with their energetic children +and enjoys taking advantage of all the countryside has to offer, while +continuing her love of learning and positively contributing to our +Mona Mehrpour is a heritage signer of ASL and the daughter of two deaf parents. Over the past 15 years, she has interpreted in a variety of settings, including educational interpreting in K-12 and post-secondary settings, video relay, medical, community, theater and public services throughout Northern California. Throughout her interpreting journey, she has completed an interpreting training program, received a 4.0 on the EIPA, and became a nationally certified interpreter (NIC). Mona currently resides in Virginia, continuing her interpreting journey by engaging in both community and virtual work. She also volunteers and serves Deaf-Parented Interpreters Member Section as Chair under the Registry Interpreters for the Deaf. As an immigrant and a child of immigrants from Iran, Mona grew up in multiple deaf communities which is her source of inspiration for continual growth. She thrives on the connections she makes with her peers in dialogues about personal development and dissecting interpreting work in order to understand the decision-making processes to provide the best possible access for our diverse deaf communities. +Glenna has over 25 years of experience in program management, supervision, training, grant writing and marketing on local, state and federal levels. She is currently an Associate Professor and was the faculty chair for the ASLE program, including the ASL Studies and Interpreter Education and the World Language at Tulsa Community College. Glenna is currently an Oklahoma QAST State evaluator. For 12 years, she was a division director for a national deaf organization. She was a national logistic coordinator responsible for the management and operation unit and the Community Emergency Preparedness Information Network (CEPIN) training program. +She previously was one of several Deaf FEMA certified instructors for the CEPIN program with TDI to provide deaf culture and competency trainings to emergency responders and consumers with hearing loss. Glenna implemented the Oklahoma Domestic Violence Awareness Program for the Deaf and Hard of hearing communities and providers to improve communication and accessible services with funding from the US Department of Justice and Oklahoma District Attorney Council. She also worked with the Department of Health and Oklahoma Tobacco Settlement Endowment Trust to develop and implement the Oklahoma Tobacco Awareness program for deaf and hard of hearing cultural needs. For several years, Glenna previously managed a telecommunication relay call center with 250+ employees for Ameritech/Southwestern Bell and CSD in Ohio. She was the Oklahoma account manager for Sprint Telecommunication Relay Service during its early formation. In addition, Glenna serves on the subject matter expert team to review the U.S. Department of Homeland Securityโ€™s FEMA/Office for Civil Rights and Civil Libertiesโ€™ Special Needs Planning Guidebook for Emergency Managers. +She is president of the Oklahoma Association of the Deaf and served on Oklahoma Registry of Interpreters for the Deaf as Deaf Member-at-Large. For the last 30 years, Glenna served on the City of Tulsa Mayorโ€™s Commission on Concerns of Tulsans with Disabilities; Oklahoma Coalition Against Domestic Violence and Sexual Abuse State Task Force member; Tulsa Community College Interpreter Training Advisory Committee Member. She previously was Governorโ€™s appointee for Oklahoma State Department of Human Services Advisory Board, 1993 and Governor-appointed board member on Oklahoma State Independent Living Council, 1991-1994 and recently Governor Henry-appointed board member and elected secretary for Statewide Independent Living Council. +Glenna holds an MA in Sign Language Education from Gallaudet University and a BA-LS in Leadership Administration from the University of Oklahoma and resides in Owasso, Oklahoma. She is married to Timi Richardson and has three children; Matt teaches ASL at Broken Arrow Public School, Kelsey advocates for the Indigenous Indian with her Masters in Law, and Jonathan works for Congressman Hern at the US Capitol in D.C. Glenna loves to relax at the lake house, boating and enjoying family time in her spare time. +Christina was born on Sauk tribal lands, attended college on the lands of the Peoria people, and currently works on the lands of the Paugussett tribe. ย As a graduate of the The Theater School at DePaul University, Christinaโ€™s work with the National Theatre of the Deaf (NTD) provided the impetus for her move to Connecticut, where she has served as the CRID president for the past four years. +Christina is a graduate of the the ASL-English Interpretation program at Columbia College of Chicago, Illinois. ย In her time in Connecticut, she has had the honor of serving as a governor-appointed member of the Advisory Board for Persons who are Deaf or Hard of Hearing and is a designated lead interpreter for the Connecticut Robotics Chapter for K-12 students (FIRST). Additionally, she and her husband were married a few months before the pandemic lockdown on an All Elite Wrestling (AEW) Wrestling cruise. +M. Antwan Campbell, MPA, Ed:K-12 +M. Antwan Campbell first joined the interpreting profession through his younger brother and is a 2003 graduate of Gardner-Webb University where he received his BA in ASL and in 2007, he received his Masterโ€™s in Public Administration from UNC-Pembroke. He has taught several workshops geared towards improving the skills of educational interpreters and those who work with Deaf/Hard of Hearing students across North Carolina and the surrounding states.ย  He is currently working as the Educational Consultant for Deaf/Hard of Hearing and Interpreter Support with the North Carolina Department of Public Instruction. +He has worked within the educational system for over ten years in a variety of settings from elementary to post-secondary and on a variety of levels from being in the classroom to supervising outside of it.ย  He has received his Ed:K-12 interpreting certification from RID.ย  He is actively engaged in the affiliate chapter, North Carolina Registry of Interpreters for the Deaf, NCRID, as he is currently serving as its Past President.ย  He has served the local community in a variety of ways to include mentoring new and beginning interpreters throughout the state as well.ย  It is truly evident that Antwan has a passion for education and improving the standards for all students.ย  He currently resides in Raleigh, NC. +Jessica Eubank is an interpreter from New Mexico native. Jessica recently finished a term as the President of the New Mexico RID before transitioning to the Region IV Rep position. She has worked as an interpreter in a variety of settings including K-12, Community freelance, VRS/VRI etc. Jessica is currently the staff interpreter for a state agency where she provides interpreting services for advocacy on communication access issues, as well as oversee a mentoring program that helps new interpreters gain their footing in the field by providing support and mentorship they need to prepare for longevity in our field. This is work that she very much enjoys. +Located in Northern California, Rachel has been a Certified Deaf Interpreter since 2016. But Rachelโ€™s journey into the possibility of becoming a Deaf interpreter began in 2008 when she was first asked to do sight translation. In 2012, Rachel took her first interpreting-related workshop and started thinking that perhaps it was a definite possibility that Deaf individuals could interpret. +Rachel teaches in an Interpreter Preparatory Program (IPP) and provides training for Deaf individuals interested in learning more about the possibility of becoming a Deaf interpreter. Rachel has also served on her local Affiliate Chapter, SaVRID (Sacramento Valley Registry of Interpreters for the Deaf), in various positions. General Member-at-Large, Secretary, and Treasurer. Rachel enjoys participating in and listening to many different communities, talking with and seeing different perspectives. Rachel looks forward to continuing that work, that passion, but on a larger scale โ€“ specifically as the RID Region V Representative. +Star Grieser, MS, CDI, ICE-CCP +Star grew up in south Florida โ€“ Stuart and Jensen Beach, Florida โ€“ where she developed her love for the outdoors and the open sea. She attended NTID (SVP โ€˜94) and graduated from the Rochester Institute of Technology with a B.S. in Professional and Technical Communication, and McDaniel College with a Masterโ€™s in Deaf Education (2001). +Star has always been active in advocacy and has worked among the Deaf and interpreting communities, be it mental health care, Deaf education, and more recently as Program Chair for the ASL and Interpreter Education Program at Tidewater Community College, Chesapeake, VA, for one and half decades, to becoming the Director of Testing for CASLI in 2017, and now as the CEO of RID since 2021. +She currently holds a RID certification as a Certified Deaf Interpreter. Star is also ICE-CCP, a Certified Certification Professional by the Institute of Credentialing Excellence. She enjoys traveling, bicycling and can usually be found with a book in her hand. +Born and raised under the Florida sun, Emily is no stranger to the laid-back lifestyle and the occasional alligator sighting. However, her journey didnโ€™t stop at the state line. She ventured to Gallaudet, where she navigated our nationโ€™s capital for several years. Despite the fast-paced lifestyle, she kept her Floridian spirit intact, always carrying a bit of sunshine wherever she went. Following her Washington, DC escapade, Emily found herself embracing the slower pace of life in Iowa. Surrounded by endless fields and friendly faces, she discovered the beauty and charm of Midwestern hospitality. +Emilyโ€™s heart belongs to her big family and the Deaf Community. Having spent 10 years in private practice as an interpreter, she joins us as a CMP Specialist at RID. Now home in Florida with her husband, daughter, and Aussie Mika, their home is a lively blend of laughter and love. When theyโ€™re not busy conquering daily life, Emily and her crew love to hit the road to explore new horizons and are always up for a good adventure. Her downtime is often spent soaking up the freshwater springs and basking in the beauty of Floridaโ€™s natural wonders. Itโ€™s these moments, surrounded by family and nature, that truly define Emilyโ€™s approach to life โ€“ always filled with a genuine love for the journey. +was born and raised in California. She holds a bachelorโ€™s degree in Business Management in the Human Resources field and has experience in the hospitality, education, and beauty industries. She enjoys spending time with her family and cooking in her spare time. +Ashley was born in Vermont and raised in Maine and New Hampshire. After high school, she attended the University of New Hampshire and earned her Bachelor of Science in sign language interpretation. Upon completion of her degree, Ashley worked as an educational interpreter in a local school district. In her free time, she enjoys traveling, cooking, and spending time with her friends and family. +Tressela, known as Tressy at RID, was born in West Virginia and grew up there until her family relocated to Virginia. ย After graduating from MSSD, she obtained her BA in Psychology from California State University, Northridge, and then attended Gallaudet University for a Masters of Arts in School Guidance and Counseling. Tressy worked in the counseling field, including 14 years in Mental Health Counseling before a career change to teaching ASL. She taught at Clemson University for 6 years during the development of Clemsonโ€™s ITP. ย Her combined experience working with ASL Students/future interpreters as well as the empathy and expertise gained in counseling makes her a valued addition to the Ethical Practices System. +Catie is a native of New Jersey and currently resides in the oldest city in Florida. She obtained her Bachelor of Science in Social Work from Rochester Institute of Technology, and her Masterโ€™s Degree in Human Services: Organizational Management and Leadership from Springfield College. Catie comes to RID with more than 10 years of experience advocating for effective communication access, and coordinating sign language interpreting services. In her spare time, Catie is an avid runner, enjoys sports, the outdoors, traveling, and spending time with her wife and their deaf pittie, Lulu and cats, Pasta, Tortellini, Turkey and Silas. +Born and raised in the Portland, Oregon area, +graduated from Western Oregon University with a Bachelor of Arts degree in Spanish. Her passion for studying languages and communication styles along with seven years living abroad in Mexico led her to begin her journey as a freelance Spanish/English interpreter. She later became an ASL/English interpreter and is currently an aspiring trilingual (Spanish/English/ASL) interpreter. In her free time +enjoys singing, playing guitar and piano, volleyball, and engaging in conversations about differing perspectives and experiences. +Martha was born and raised in Colorado where she currently lives. She attended a variety of Deaf schools and mainstream classes before graduating from MSSD. Martha then graduated from Gallaudet in Psychology, she also studied interpreting, social work and sociology during her time there. She worked at the Financial Aid office at Gallaudet and managed short-term rental properties in a small mountain town before joining RID. Outside of work, Martha enjoys snowboarding, sewing and creating, reading books, and watching TV shows. +Ryan is a native New Yorker. She holds a Bachelor of Arts degree in English from the University of Mary Washington in Fredericksburg, VA. Before coming to work at RID, she worked at the University of Mary Washington in a community based program for minority students. In her spare time, Ryan enjoys going out with friends and spending time with her family. +was born and raised in North Carolina. She holds a Bachelor of Science in Recreation Management, a Master of Education in Recreation and Fitness Administration, and an Associate of Applied Science in Sign Language Interpreting. +lived in west Texas for three years during graduate school, working at a community college. After making Deaf friends there, and learning more about Deafness and interpreting, +pursued a career in Interpreting. +has been nationally certified (NIC) since 2021, and enjoys educational and vocational interpreting the most. In her free time, +enjoys spending time with her husband, new baby boy, and two pups. Traveling, reading, binge watching TV shows, and swimming are a few of +Vicky was born and raised in Upstate NY (not NYC) and currently residing in the Sunshine State! She is happily married to her college sweetheart, and a first time mom to her beautiful child and a sassy Pomeranian girl. +Vicky holds a bachelor degree in Criminal Justice from Rochester Institute of Technology in Rochester, NY back in winter of 2018. Before joining RID, Vicky was teaching American Sign Language for about 3 years at a public high school in Orlando. In her free time, she loves to check out and explore the hidden gems in the Central Florida area, seeking out any local coffee shops, and spending quality time with friends and family. +Government Affairs, Public Policy and Advocacy Director +Neal was born and raised in Boston, MA. He has spent over a decade of his career working in areas intersecting with disability rights and government affairs at local, state, and federal levels. His passion for influencing and implementing positive change is the driving force behind his professional pursuits with the approach of, โ€œLeave the world a better place than you found it.โ€ He is honored to work for RID knowing that he and his team have a direct impact on the lives of the diverse Deaf and ASL-using communities. +Neal serves on the Board of Directors as Treasurer of the Deaf and Hard of Hearing Consumer Advocacy Network (DHHCAN) which is a national coalition of organizations representing the interests of deaf and/or hard-of-hearing citizens in public policy and legislative issues relating to rights, quality of life, equal access, and self-representation. He also serves on the Board of Directors for Atlas Preparatory Charter School which prepares and empowers all students for success on their post-graduate paths through educational excellence, character development, and community engagement. Most recently, Neal was appointed to the Institute of Credentialing Excellenceโ€™s (I.C.E.) Government Affairs Committee to leverage his expertise for a one-year term (2025-2026) to engage in efforts at the local, state, and federal levels affecting the credentialing community. +Neal and his partner, a Major in the United States Air Force, reside in Colorado with their two dachshunds; Penny & Nickel. In his free time, Neal enjoys volunteering, running, playing tennis, skiing, reading of all genres, trying new restaurants, and traveling whenever he can! +Dr. Wright is a Critical Theorist, researcher, and Director of Communications for RID. Jordan was raised in Buffalo, NY, and matriculated at California State University, Northridge where he formally learned ASL and finished with a BA in English Literature at the University at Buffalo. In 2017, Jordan completed his Ph.D. at Gallaudet University and has since held a variety of academic positions at Lamar University and RIT/NTID, which led to his current position with RID which combines three of his favorite passions: writing, data, and Deaf Studies. Dr. Wright has extensive experience in the world of publishing and enjoys escaping down various rabbit holes with a thirst for knowledge and curiosity which fuels his passion. An avid traveler, Jordan enjoys seeking out new horizons, and new experiences, and immersing himself in different languages and cultures all over the world. Dad to two whippets Savior and Omega, Jordan is an animal lover and sometimes prefers the company of animals to people. +Dr. Carolyn Ball, CI and CT, NIC +Carolyn has been a member of RID since 1994. However, her involvement with the Deaf Community began in 1982 when she met a Deaf young man at a baseball game in Idaho Falls, Idaho. This chance meeting at the baseball game influenced Carolynโ€™s career and life forever. After the baseball game and many years of college, she has been teaching interpreting in higher education for the past thirty-years. Carolyn has served on several national boards and loves to be involved in the Deaf Community. She enjoys researching the history of interpreters and interpreter educators and how to become effective leaders. In her free time Carolyn enjoys hiking, biking and spending time with her family. +Born and raised in the San Francisco Bay Area, Jenelle graduated from Gallaudet University with a Bachelor of Arts degree in Communication Studies. Jenelle focuses on strengthening accessibility and creating audience-specific content.ย  Outside of work, Jenelle loves spending time with her fur children, joining animal rescue missions, and screenplay writing. She maintains an open-door policy for discussions of any kind, loves a good joke, and always makes time for vegan snacks. +Born and raised in sunny Tampa, Florida, Brooke embodies her dedication and passion for education, community service, and the arts. She graduated from Gallaudet University with a degree in Business Administration, with a concentration in Entrepreneurship and Marketing, and a Minor in Dance. As a creative writer and book lover, Brooke recognizes the power of the written word and its ability to educate and inspire. As Editor in Chief of VIEWS, Brooke is driven to create content that is relevant and engaging to our members. An unwavering ally to Black, Brown, and Indigenous people, Brooke is committed to using her role to go beyond highlighting diverse perspectives. Through a collaborative framework, Brooke works to transform the traditional publication pipeline into a lasting communal bridge with a foundation in equity and authentic representation. +Director of Finance and Accounting +Jennifer, originally from northeast Ohio, holds a Bachelor of Science degree in economics from Gallaudet University and is working towards certification as a Certified Management Accountant. Jennifer thrives on the challenges and opportunities presented by non-profit accounting and finance.ย  Jennifer holds RIDโ€™s mission and service to the Deaf community close to heart. When not at work or doting on a family of six, Jennifer engages in a love of cooking, reading banned books, going for long hikes and bike rides, supporting local farmers, and learning new and interesting things. +Kristyne was born and raised in Canada. She graduated from Gallaudet University with a Bachelor of Science degrees in Accounting & Business Administration and a double minor in Economics & Finance. She has 7 years of supervisory and managerial accounting experience in the hospitality industry. During her free time, Kristyne loves spending time with her friends and cats, hiking, and exploring new nature places. +Bradley is a Minnesota native and is also known as Brad.ย  He graduated from RIT with two degrees, an Associate in Applied Science in Applied Accounting and a Bachelor of Science in Finance.ย  Before onboarding with RID, he has been a financial professional for nearly 30 years with a background in Healthcare, Human Resources, Information Technology, Innovation, and Interpreter Agency in several non-profit organizations, state agencies, and a private university.ย  Bradley enjoys exploring different cuisines, breweries, and wineries, traveling, reading business books, and spending time with family and friends in his free time. +Executive Assistant and Meeting Planner +Julie is a native Michigander. She holds a BA in Psychology from Gallaudet University and an AAS in Applied Art from NITD. Prior to joining RID, she worked as a conference manager for AvalonBay Communities, Gallaudet University, and the American School Health Association. She enjoys travel and cultural events with her family and friends in her spare time. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_20_1741377755341.txt b/intelaide-backend/documents/user_3/page_20_1741377755341.txt new file mode 100644 index 0000000..1d8b8ad --- /dev/null +++ b/intelaide-backend/documents/user_3/page_20_1741377755341.txt @@ -0,0 +1,3 @@ +Check back here periodically to find ongoing RID advocacy efforts +Section 504 of the Rehabilitation Act Position Statement +RID/NAIE Joint Position Statement on Perez v. Sturgis County Schools System \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_21_1741377758684.txt b/intelaide-backend/documents/user_3/page_21_1741377758684.txt new file mode 100644 index 0000000..34e448a --- /dev/null +++ b/intelaide-backend/documents/user_3/page_21_1741377758684.txt @@ -0,0 +1,80 @@ +Governance is essential to the functioning of RID. Our Articles of Incorporation, Bylaws, Board Meeting Agendas and Motions, and other guiding documents are available for our members to review. +Containing the essentials for Board and Business meetings. +Board Meeting Agendas and Minutes +2025 RID Board Meeting Dates +March 5, 2025: 8-10 pm ET (Zoom) โ€“ +June 4, 2025: 8-10 pm ET (Zoom) +September 3, 2025: 8-10 pm ET (Zoom) +December 3, 2025: 8-10 pm ET (Zoom) +Board of Directorsโ€™ Meeting Minutes: +โ€“ Board of Directorsโ€™ Meeting Minutes: +Board Meeting Agendas and Public Committee Reports +Board Meeting Agendas and Public Committee Reports +Quarterly meeting 7 -9 pm EDT / 4 โ€“ 6 pm PDT +2023 RID Board Meeting Dates +April 12-16, 2023 FTF in Baltimore, Maryland +Open meeting: April 14, 9a-12p FTF/ZOOM +July 24-26, 2023 at the 2023 RID National Conference in Baltimore, Maryland +October 4-8, 2023 FTF โ€“ Location TBD +Click here to view agenda +Containing the most fundamental principles and rules. +The organization bylaws contain the most fundamental principles and rules regarding the nature of RID, such as how directors are elected, how meetings of directors are conducted, and so on. These bylaws are amended according to member motions and referred to in every act of legislation for RID. RID also seeks partnerships with organizations that share common goals through memorandums of understanding. RID is committed to compliance with the antitrust laws of this country, which laws prohibit anti-competitive behavior, regulate unfair business practices, and encourage competition in the marketplace. +The RID Bylaws govern the internal management of the association, as well as the board of directors, members and staff. The bylaws contain the most fundamental principles and rules regarding the nature of RID, such as how directors are elected, how meetings of directors are conducted, and so on. +You can either download the Bylaws as a whole document or views the separate sections linked below. This document is in PDF file format. +Bylaws Complete Document โ€“ Edited April 2020 +Inspection Rights and Corporate Seal +Fiscal Year of the Corporation +Amendment of the Articles of Incorporation, Dues, and Assessments +View the RID Articles of Incorporation +The purpose of the Policies and Procedures Manual (PPM) is to contain the policies set by the Board of Directors of RID. The PPM establishes procedures for the key elements and operations of the national association, including its headquarters, affiliates, committees, and member sections. The policies and procedures contained in this manual are general guidelines for the association. Exceptions to the policies and procedures noted herein are permitted with board approval, except for the provisions of the Bylaws which cannot be waived or altered except as noted in the Bylaws. +The policies defined here are the basic principles and associated guidelines, formulated and enforced by the governing body of the organization. The policies define +policy. Procedures are the sequence of activity required to carry out a policy statement or move the association toward one of its stated goals. Procedures are also the rules and regulations that entities within the association abide by when conducting their business. They are a consistent guide to follow through any decision-making process. +You may view the updated +2021 RID Policies and Procedures Manual here +Click here to see the RID Articles of Incorporation. +RID constantly seeks partnerships with organizations that share common goals.ย  Through teamwork and collaboration, we can achieve more of our strategic goals. +RID currently has Memorandums of Understanding (MOUs) with these organizations: +The National Association of the Deaf (NAD): +Updated July 2013 (link coming soon) +Conference of Interpreter Trainers (CIT) : +Commission on Collegiate Interpreter Education (CCIE): +RID is committed to compliance with the antitrust laws of this country, which laws prohibitanti-competitive behavior, regulate unfair business practices, and encourage competition in the marketplace. +Neither RID, nor any of its affiliate chapters, member sections, councils, committees, or task forces shall be used for the purpose of bringing about or attempting to bring about any understanding or agreement, written or oral, formal or informal, express or implied, between or among competitors that may restrain competition or harm consumers . In connection with membership or participation in RID, there shall be no discussion, communication, or agreement between or among members who are actual or potential competitors regarding their prices, fees, wages, salaries, profit margins, contract terms, business strategy, business negotiations, or any limitations on the timing, cost, or volume of their services. This includes any RID-related listserv, online discussion groups, sponsored RID social media, RID publications, or other RID sanctioned event, program, or activity. +RID Publishes an Annual Report for its members, outlining our achievements for the year as well as an annual financial report. Please click below to see the most recent annual reports, or feel free to browse through our Annual Report Archive! +You may find RID Annual Reports here: +Why do we need an antitrust policy? +While you may prefer to leave antitrust law up to the lawyers to discuss, itโ€™s important for members of a professional association to know what kind of conduct puts the association at risk. This policy is designed to protect RID and our members, committees, task forces, work groups, member sections +and state affiliate chapters from legal exposure. +According to the Federal Trade Commission (FTC), enforcement of antitrust laws aims to โ€œprevent unfair business practices that are likely to reduce competition and lead to higher prices, reduced quality or levels of service, or less innovation. Anticompetitive practices include activities like price +fixing, group boycotts, and exclusionary exclusive dealing contracts or trade association rules โ€ฆ.โ€, Professional associations are expected to provide guidance to their members about antitrust law to ensure that any discussions, projects, or work done within the scope of RID is not in violation of +How is a professional association different from a union? +The key difference between a professional association and a union is that a professional association works to promote the industry/profession as a whole, while a union works to promote the interests of the workers it represents in-collective bargaining. This may seem like a difference without a distinction, but itโ€™s important when looking at what activities a professional association can and cannot engage in. While unions activelyย  advocate for their membersโ€™ personal financial interests and specific terms and conditions of employment, professional associationsย  work to improve public perception of an industry or professional, e.g.,ย  through the establishment of standards and informing governmentย  decisions. Also, as discussed below, unions have the protection of the โ€œlabor exemptionโ€ to the antitrust laws. +Why canโ€™t the committees, task forces, work groups, member sections and state affiliate chapters engage in collective bargaining on behalf of members? +Price fixing is illegal under antitrust law. Economic competitors cannot come together and agree on a price they will charge for their goods or services. For example, gasoline stations are prohibited from getting together and deciding how much to charge for a gallon of gas. Interpreters in independent practice in a particular market area are viewed as economic competitors. Thus, they cannot agree, through RID committees, task forces, work groups, member sections, or state affiliate chapters, on a price that they will charge for their services. +It is important to note that individual interpreters are always free to set their own rates or decide what rates they will or will not accept. Individual interpreters are also free to access and consider the published rates of other interpreters in setting their own rates.ย  It is only when they act in concert with competing interpreters that antitrust law comes into play. +Unions have the protection of the โ€œlabor law exemptionโ€ to antitrust laws and, therefore union members, who would otherwise be viewed as competitors, may engage in concerted activities through their bargaining unit without raising concerns about antitrust violations.ย  RID and groups acting within its organizational structure are not unions and do not have the benefit of such an exemption. +Why canโ€™t the association or its affiliates form a union to collectively bargain for members? +It does not fall within the mission of RID or its affiliates to form or to facilitate the formation of a union to collectively bargain with employers on behalf of employees who are RID members with respect to their terms and conditions of employment.ย  Interpreters who are members of RID may, obviously, choose to participate in their individual capacities as employees in a collective bargaining process with their employers through a union.ย  As previously noted, there is an exception in antitrust laws thatย  allows a group of employees, through their union, to collectively bargain with their employer. Also, it is worth noting in this context that many RID members are interpreters who are independent/freelance contractors who do not have an employee-employer relationship with the entities that contract with them. +There is a new interpreter contract in my state. Can the state affiliate chapter warn that interpreters wonโ€™t accept work at the proposed rates? +A decision by or on behalf of a group of economic competitors (like the interpreter members of a state affiliate chapter) to explicitly or implicitly threaten to boycott any proposed or existing contract in order to influence the rates set forth in that contract raises very serious antitrust concerns. While there is no clear definition of what constitutes an implicit boycott threat, all members and RID affiliates must be very careful in making statements that might be construed as a veiled boycott threat. +Although it may seem obvious that below-market rates will decrease the pool of interpreters willing to work under a given contract, stating such on behalf of a RID-associated group may still be construed as an implicit boycott threat. If there are interpreters who are willing to accept the proposed contractual rates and/or those stated rates appear to benefit the consumers / providers of interpreting services, the risks of antitrust exposure are even greater. +While the impact of proposed contractual rates on the available pool of interpreter and the Deaf communityโ€™s access to services is a logical argument against rates that are perceived by some to be sub-market, statements made by or on behalf of competing interpreters regarding appropriate rates need to be carefully crafted, need to focus upon the consumerโ€™s perspective and not the financial interests of the interpreters, and warrant careful review, including the advice ofย  counsel prior to dissemination. +What can the committees, task forces, work groups, member sections and state affiliate chapters do? +There are several things that RID, throughย  its member sections, councils, committees, and task forces, and that state affiliate chapters, can do that may relate to rates/fees and other conditions of employment / engagement.ย  These things must still be done with extreme care and consideration and the antitrust risks associated with them should be assessed prior to implementation. +a. You can petition the government. +There is an exception to antitrust laws that allows associations and its affiliates to petition government entities, such as state agencies and commissions and legislators, and raise issues that would otherwise trigger antitrust concerns.ย  The goal of representing RID members before such entities is to improve the information upon which governmental decisions are made. +b. You can collect and share historical price data. +The FTC, a federal agency that enforces antitrust laws, created a safe harbor for collecting and disseminating historical rate/fee information. (A safe harbor is a provision that specifies that certain conduct will be deemed not to violate a given law, in this case antitrust law.) So, if an affiliate chapter, member section, council, committee, or taskforce follows the safe harbor guidelines, it can collect data on rates and fees in the market area and disseminate it to members. Here are some key factors to consider before collecting and disseminating this kind of information: +Rate/fee information must be at least 3 months old. +The information must be collected confidentially. Interpreters cannot learn what rates/fees other interpreters are charging.ย ย  To ensure that raw data isnโ€™t shared among competitors, it would be prudent to work with an outside entity to conduct the survey. +When the results are disseminated, there should be no information included that would enable members to ascertain the identity of those charging a specific rate or fee. This is particularly true for listing information by geographic area when there is only one interpreter working in that area. +c. You can communicate your membersโ€™ concerns to the appropriate entity. +Affiliate chapters, member sections, councils, committees, and taskforces can communicate membersโ€™ concerns to a hiring entity, if extreme caution is exercised. The concerns cannot be communicated in a way that could be construed as an express or implied threat to collectively boycott a particular contract or hiring entity. Any message should be prefaced by an explanation that every member acts independently in the market and that you are not attempting to influence rates or negotiate rates on behalf of your members Show that you understand antitrust law, say โ€œWe are not negotiating rates on behalf of our members.โ€ +Who can I contact for more information and guidance? +Each affiliate chapter is responsible for retaining and consulting with local legal council for guidance related to antitrust law. A resource that can assist affiliates in locating local counsel is your state Center for Nonprofit Advancement. Please contact +if you need assistance locating your local center. +What does RID suggest as text for Google/Facebook Groups to post on their homepage? +Do not post queries or information, and refrain from any discussion that may provide the basis for an inference that the members agreed to take action relating to prices, production, allocation of markets, or any other matter having a market effect. Examples of topics which should not be discussed include current or future billing rates, fees, or other items which would be construed as โ€œpriceโ€, fair profit, billing rate, or wage level, current billing or fee procedures, imposition of credit terms. Do not post regarding refusing to deal with anyone because of his/her pricing or fees. +Are there any additional resources for this topic? +U.S Department of Justice โ€“ Antitrust Division +Antitrust Guidelines for Collaborations Among Competitors \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_22_1741377762771.txt b/intelaide-backend/documents/user_3/page_22_1741377762771.txt new file mode 100644 index 0000000..3243939 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_22_1741377762771.txt @@ -0,0 +1,30 @@ +To request verification of your certification, please complete and submitย this form: +. Note that the Certification Department has gone paperless and is no longer accepting submissions mailed to HQ. Submissions mailed to HQ will not be processed. +Certification Reinstatement - CEUs Requirements +If the loss of certification was due to failure to comply with the CEU requirement, please complete and submit +Certification Reinstatement - Membership Dues +If the loss of certification was due to failure to pay membership dues by July 31st, please complete and submit +Voluntary Relinquishment of RID Certification(s) +Please fill out this form to voluntarily relinquish the RID Certification(s) you hold: +CMP Sponsors, Transcripts, CEUs and moreโ€ฆ +Please fill this form out if you plan to or are taking a break from interpreting due to a life-altering event or activity which precludes them from working as an interpreter: +Please fill out this form if you are a Certified member who, upon reaching the age of 55 or older, elect to retire from working as an interpreter or transliterator: +Please use this form should you have any discrepancy with your transcript: +View and submit the CMP Sponsor application here: +Please fill out this form in order to maintain your certification, you may submit a Certification Cycle Extension Request form.: +Please fill out this form to request a previous CEU transcript: +Participant Appeal of CEUs Form +For individuals whose award of CEUs for Continuing Education have been denied by a Sponsor or RID Headquarters: +Membership status and legal name changes +Please fill out this form if you have legally changed the name that is reflected in the registry: +For individuals verifying proof of age: +Proof of Student Status Form +For individuals providing proof of student status: +For RID members who have previously unsubscribed to receive RID emails but would like to receive them again: +File a Complaint or Report +EPS REPORT FORM HERE: https://rid.org/eps-report/ +Volunteer Leadership Application and Agreement +If you are interested in serving on an RID volunteer group, please fill out this form: +This form is to be signed by all RID Volunteer Leaders: +This form allows authors to submit articles for consideration for VIEWS, please fill out the submission form here: +If you are interested in utilizing RID materials for special projects or various needs, please fill out this permission form here: \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_23_1741377767807.txt b/intelaide-backend/documents/user_3/page_23_1741377767807.txt new file mode 100644 index 0000000..0815eea --- /dev/null +++ b/intelaide-backend/documents/user_3/page_23_1741377767807.txt @@ -0,0 +1,44 @@ +To take advantage of the webinars provided on our CEC platform, you need to be an Associate, Certified, or Student member of RID. For assistance, contact +. If you are a current member, you have received email instructions from RID with your login information for the Continuing Education Center. +If you need to confirm your account information, please visit +My password for myaccount.rid.org isnโ€™t working. How do I log in? +Your CEC username is your RID member ID number, but your password may be different from the password you use to log in to your RID member portal. If you are not sure what your CEC password is, please use the โ€œForgot Passwordโ€ tool at https://education.rid.org/password/forgot and enter the email address associated with your RID member account to reset it. +If I canโ€™t attend a webinar live, will it be recorded? +Yes, most workshops will be available for viewing after the live event occurs. In the unlikely event the webinar will not be recorded, this will be advertised during the registration process. +I watched a webinar yesterday, when will my CEUs show up for that webinar? +Your CEUs will show up within 60 days from the completion of the workshop. Be sure that youโ€™ve accessed the certificate of completion for the activity to be added to the queue for CEU processing. +How long do I have to complete the activity? +Effective 9/22/2023, you have five (5) years from the date of registration to complete the activity.ย An independent study must be completed within one year from the date the independent study plan was submitted. +Who do I contact if Iโ€™m having issues with the webinar? +with any issues. Do remember that the response time is up to three business days. This will not affect your earning of CEUs. +What is the refund policy? +Refunds will not be provided for purchased activities. You may exchange the activity for another archived activity of equal value if you have not started the activity. Please email +Access and browse all RID CEC webinars here. +EATE Project at a Glance +Enhancing Awareness Through Education Project +What is the EATE Project? +Aligning with RIDโ€™s mission to foster the growth of the ASL interpreting profession and community, EATE will provide educational opportunities that coincide with nationally recognized diversity months. These months include topics such as cultural awareness, heritage months, mental health, and more! CEUs will be offered throughout the calendar year to promote professional development while encouraging broadened awareness within our community. +This project aims to encourage individuals to participate in EATE events that are intended to raise awareness on topics that go beyond the surface, through CEU opportunities that provide education and professional development across a broad spectrum of lived experiences and issues. By providing a wide range of thoughtful learning opportunities, we hope this program will foster a culture of individual and professional growth year-round. +Available EATE Webinars Right Now! +Wednesday, October 23, 2024 from 10:30am -12:30pm ET, Zoom +Webinars will be available monthly throughout the year. Please see the list of topics +, which also includes the month they will be presented as well as the deadline for submission materials. +CLICK HERE FOR THE LIST OF TOPICS AND SCHEDULE +We are seeking content experts to present on these topics throughout the year. To create as much opportunity as possible, EATE will offer multiple webinars each month. +Submission deadlines are strict and set to the 10th of the month before a webinar is scheduled to be presented. Submissions do not guarantee selection; however, they may be considered for a different month or 2025 should the topic apply. Diversity, Equity, Inclusion, Accessibility, and Belonging (DEIAB) are part of the cornerstones of RID, and we want to ensure presenters submit activities that will align with these values. +SUBMIT AN EATE PROPOSAL HERE +If Iโ€™m not a RID member, can I submit a proposal for a webinar? +Yes, the more the merrier! RID is seeking professionals from all sides including interpreters, teachers, as well as Deaf consumers, and Deaf professionals. +If Iโ€™m not a RID member, can I still attend a webinar? +Yes! Webinars under this project will be offered to non-members at a different rate. To become a member and receive the benefit of a discounted webinar rate, +Can I submit a recommendation for another topic or a potential presenter? +We are more than happy to accept recommendations on topics and presenters. Please email any recommendations to +How do I request accommodations? +For reasonable accommodations, please submit your request to +Enhancing Awareness Through Education Project Topics and Schedule +Asian American and Pacific Islander (AAPI) Heritage Month +Continue to grow on your interpreting journey, thereโ€™s always more to learn +The complexities of Ethics are a fascinating subject to navigate. And a huge benefit to RID membership is an interpreterโ€™s duty to maintain ethical standards. +Learn more about the dynamics of Power, Privilege, and Oppression. +Expand your knowledge on topics from domestic violence and active shooting, to boundaries and trauma. +Explore the specific experiences of DeafBlind interpreting strategies from experts in the field. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_24_1741388857142.txt b/intelaide-backend/documents/user_3/page_24_1741388857142.txt new file mode 100644 index 0000000..706082f --- /dev/null +++ b/intelaide-backend/documents/user_3/page_24_1741388857142.txt @@ -0,0 +1,86 @@ +Participants must work with a RID-Approved Sponsor to earn CEU credits. +Understanding How Your CEU Totals are Displayed +Understanding How Your CEU Totals are Displayed +YOUR PORTAL โ€“ On the main screen in your portal, locate the Certification Details displaying your CEU breakdown. You will also find your certification cycle beginning and end dates! +CEU PROGRESS โ€“ Your progress is shown here, including Professional Studies (PS) CEUs and General Studies (GS) CEUs. **Only up to 2 GS CEUs can be counted for certification maintenance purposes. +PPO CEU PROGRESS โ€“ This line only keeps track of your PPO CEU progress. Do not include this number in your total. PPO CEUs are a sub-category of Professional Studies; those CEUs are part of your PS total, not in addition to it. +REVIEW YOUR TOTAL โ€“ Review your total CEUs earned line. Your total will not include the number shown to the right of your PPO tracking line. CALCULATING RECAP โ€“ SKIP THE PPO LINE! In short, use the PPO CEU line as a tracking feature for yourself! These CEUs will always be calculated into your total. Just remember the requirement, 1.0 of your PS CEUs must be PPO. +Question? No problem! Visit our faqs page or email us at +CEUs may be awarded for coursework for college credit taken at an accredited institution during the participantโ€™s current CMP cycle. +Participant Initiated Non-RID Activities (PINRA) include activities that an interpreter/transliterator wishes to attend but which are not offered by an RID approved sponsor. +The independent study is designed to meet the needs of practicing professionals who desire an alternative to traditional instructional activities. +Attendee must sign the Activity Report Formย with name and RID member number or submit CEU tracking sheet to get CEU credit. +Learn more and find Approved Sponsors +Quick list of different activities to earn your CEUs +Participant Initiated Non-RID Activities (PINRA) +Download RIDโ€™s Quick Guide to Earning CEUs +How to earn CEUs for Archived Activities +1. Log into your member account at +and register for the archived webinar of your choice by clicking on the โ€œ +2. Once you have registered, complete the pre-test on the archived webinar webpage. +3. After completing the pre-test, view the webinar in its entirety. +4. Lastly, complete the post-test. +When all steps have been completed and verified, CEUs will be entered into your account +CEUs cannot be earned if: +1. The pre-test or post-test have not been completed. +2. The post-test was submitted before the presentation was completed. +3. If the pre-test is not completed before viewing the presentation. +4. If the sessions are not viewed in their entirety. +Participant Initiated Non-RID Activities (PINRA) +Participant Initiated Non-RID Activities (PINRA) include activities that an interpreter/transliterator wishes to attend but which are not offered by an RID approved sponsor. The activity must be sponsored by an organization with specific known standards and must have a specific format, educational objectives and purpose. +Benefits of Participant Initiated Non-RID Activities: +Provides a structure for bringing new information into the field +Enables you to find activities suited to what you want to study +What Qualifies as a PINRA? +Non-credit courses at an educational institution +Detailed guide for completing a PINRA +Steps to Complete a PINRA +Obtain information about the conference, workshop or seminar you want to attend. +the commencement of the activity. Keep in mind most sponsors have full-time jobs other than their work as sponsors. Please do not call a sponsor the day before an activity. You might be disappointed to find that the sponsor will not be able to sponsor that event for you. +Sponsors will discuss the PINRA with you to determine whether it is CEU-worthy, which category the activity will fall (general studies vs. professional studies)ย and how many CEUs can be awarded for the activity. They will send you a PINRA form to complete. +Please note, it is the sponsorโ€™s right and responsibility to secure the necessary documentation from the CEU requestor to properly sponsor the activity according to the +Attend the conference or seminar and collect the appropriate documentation. Send the sponsor proof of attendance once the activity is completed. +CEUs may be awarded for coursework for college credit taken at an accredited institution during the participantโ€™s current CMP cycle. This accreditation must be recognized by the Council for Higher Education Accreditation (CHEA). Successful completion is defined as receiving a minimum letter grade of โ€œCโ€ (2.0) or above. If a course is being audited or taken through the continuing education office of the institution a RID Approved Sponsor should be contacted to complete a Participant Initiated Non-RID Activity Plan (PINRA). +Benefits of the Academic Coursework Option: +Can be done retro-active, as long as it is done and completed within that cycle. +Click here to see the detailed guide for completing academic coursework +Steps to Completing Academic Coursework +to process the Academic Coursework Activity Plan form.The form will be provided to you by the RID Approved Sponsor with whom you are working with. +Complete the course. As long as the course is taken during your current CMP cycle, paperwork may be filed anytime during that current cycle. +Submit a copy of your transcript to the sponsor. You must earn a grade of a C or better to receive CEUs. +If the course is offered during a semester, the number of CEUs equals 1.5 per semester credit (i.e. a 3 credit course = 4.5 CEUs). If the course is offered during a quarter, the number of CEUs equals 1 per quarter credit (i.e. a 3 credit course = 3 CEUs). +*Please note that although CEUs can be earned if the coursework is completed during your CMP cycle, +all paperwork must be submitted and approved by an RID approved sponsor before the completion of your CMP cycle. +The independent study is designed to meet the needs of practicing professionals who desire an alternative to traditional instructional activities. Independent study guidelines are provided by RID to sponsors. With guidance from a sponsor, participants can undertake a self-designed educational experience for the enhancement of skills and knowledge in a specific area. +Under the direction of a sponsor, individuals may design an independent study activity around many of their professional activities. However, independent study credit may not come from participantsโ€™ routine employment responsibilities. +Benefits of the Independent Study Option +Offers a flexible time schedule +Does not usually require travel +Can be tailored to exactly what you want to learn +What qualifies for an independent study? +Publications โ€“ writing articles for +Mentorship โ€“ both being mentored and mentoring +Literature review โ€“ RID offers many +that work for this option +Other options you may have in mind +Click here to see the detailed guide for completing an independent study. +Steps to Complete an Independent Study +Decide on the activity for which you wish to earn CEUs +who processes Independent Studies and discuss your ideas. The sponsor can help you work out a plan for what you would like to learn, the type of documentation required and the number of CEUs you can earn. You will be asked to respond in writing to a few questions to help map out what you will be doing. +The Sponsor will sign and approve the Independent Study Plan. You may now begin work on the activity (any work done before this point cannot earn CEUs). It is important to document your time and efforts while you work on your activity. +At the completion of the activity, send the sponsor your report, documentation and other information outlined in the Independent Study Plan. The sponsor will review the documentation to ensure that it meets the standards and goals agreed upon in the Independent Study Plan. +When satisfied that the project has been completed satisfactorily, the sponsor will fill out the Independent Study Activity Report and send all required paperwork to RID Headquarters to be added to your record. +How to use CEU options +More information about the four activity types. +to process the appropriate forms +Submit final documentation to the Sponsor +Make sure CEUs for the workshop are offered by an RID Sponsor (look for the CMP logo on the flyers) +Register for and attend the workshop +Sign the Activity Report Form and record the Activity number for your own documentation. (Make sure you have your RID member number) +Devise a plan for what you want to learn (you can ask the Sponsor for help in developing this plan) +Document your work as you complete the activity +Submit the final product to the Sponsor for approval +Obtain information about the conference, workshop or seminar you want to attend +to attending to process the form +Attend the conference or seminar and collect the appropriate documentation +Send the documentation to the sponsor \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_25_1741388865902.txt b/intelaide-backend/documents/user_3/page_25_1741388865902.txt new file mode 100644 index 0000000..21dceea --- /dev/null +++ b/intelaide-backend/documents/user_3/page_25_1741388865902.txt @@ -0,0 +1,21 @@ +EPS provides guidance and enforcement to professionalism and conduct while offering a complaint filing and review process to address ethical decision-making concerns of interpreters +If possible, address the situation directly with the interpreter, the interpreting agency or the hiring entity and document the communication (emails/letters) before filing a complaint. +Describe how the interpreterโ€™s conduct negatively affected you, others involved, or the situation itself. +List and submit your intended sources of evidence (witness statements, documentation, affidavits, etc.) that will be used to support the allegation(s) +Explain any efforts made to reach a solution with this interpreter before filing this complaint +Include the status of any legal action underway, at the time of this filing, related to this matter +Detail similar incidents (if any) of alleged misconduct you have experienced with this interpreter and include if this is the first incident or a series of events +Typed, written or electronic version +for a private link to upload your ASL narrative +Pro-tactile or other language needs +Detail a violation of the EPS Policy and/or the CPC. +Please select one of the following options below: +I wish to file an EPS complaint in ASL +I wish to file an EPS complaint in written English +Inform RID of public information that may be pertinent for the Ethics Department to know. +Please select one of the following options below: +I wish to file an EPS report in ASL +I wish to file an EPS report in written English +EPS Policy and Enforcement Procedures +Outlining RIDโ€™s EPS Policy and Enforcement Procedures which requires compliance with the CPC, EPS, objectivity, and fundamental fairness to all persons who may be parties in a complain of professional misconduct. +Learn more here about EPS Procedures > \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_26_1741388879757.txt b/intelaide-backend/documents/user_3/page_26_1741388879757.txt new file mode 100644 index 0000000..35c3f21 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_26_1741388879757.txt @@ -0,0 +1,140 @@ +Why is RID Certification Valuable? +Our certifications provide a recognized standard of effectiveness in the sign language interpreting profession. It demonstrates to employers, customers, and peers that the individual has achieved a rigorous baseline level of knowledge, skills, and experience. +RIDโ€™s certifications can open doors to new job opportunities and career advancement. It may be a requirement for certain positions or assignments and can also lead to increased earning potential. +RID requires individuals to expand and maintain their knowledge and skills through ongoing education and training. This requirement helps our members stay current with industry trends, improve their job performance, and foster personal growth and development. +RIDโ€™s certifications provide a level of credibility and trust with customers, stakeholders and the public. It assures them that the individual has met the baseline standard of effectiveness and quality. Our members must demonstrate a commitment to ethical conduct and ongoing professional development to remain certified. +Being certified helps to standardize practices and procedures within the sign language interpreting profession. The standardization promotes consistency and quality and helps to ensure that individuals working in the field are held accountable for their provision of services. +Holders of both the NIC, available since 2005, and CDI certification, available since 1998, have demonstrated general knowledge in the field of interpreting, ethical decision making and interpreting skills. Candidates earn NIC Certification if they demonstrate professional knowledge and skills that meet or exceed the minimum professional standards necessary to perform in a broad range of interpretation and transliteration assignments. +Holders of this certification are hearing and have demonstrated general knowledge in the field of interpreting, ethical decision making and interpreting skills. Candidates earn NIC Certification if they demonstrate professional knowledge and skills that meet or exceed the minimum professional standards necessary to perform in a broad range of interpretation and transliteration assignments. This credential has been available since ย 2005. +Holders of this certification are deaf or hard of hearing and have demonstrated knowledge and understanding of interpreting,ย  deafness, the Deaf community, and Deaf culture. Holders have specialized training and/or experience in the use of gesture, mime, props, drawings and other tools to enhance communication. Holders possessย native or near-native fluency in American Sign Language and are recommended for a broad range of assignments where an interpreter who is deaf or hard-of-hearing would be beneficial.ย This credential has been available since 1998. +Each RID credential has unique requirements that must be completed before it can be awarded. Some certifications involve passing a series of exams and others involve submitting documentation of training and experience. In all cases, if the candidate is determined to meet or exceed RIDโ€™s national standard, they are awarded certification. Detailed information about these requirements can be found on the corresponding certification page. +Start the NIC Certification Process HERE +Start the CDI Certification Process HERE +There are specific conventions and a hierarchy of how you should display your certifications. Please see the information below: +Valid generalist certifications no longer offered (IC, TC, CSC, MCSC, RSC, ETC, EIC, OIC, CI and/or CT, OTC, NIC Advanced, NIC Master) appear before all others. IC and/or TC appear first (e.g. IC/TC, CSC). +OIC certifications appear directly after all other old generalist certifications (e.g. TC, CSC, OIC:C) +Current generalist certifications (CDI, NIC) appear after generalist certifications that are no longer offered (e.g. IC, CI and CT, OTC, NIC) +NIC certification appears after the CI and/or CT +The OTC certification appears after the NIC certification +Specialist certifications (SC:L and SC:PA) appear after all generalist certifications +NAD certifications appear after all RID certifications +Ed:K-12 appears after NAD certification +CI and CT are always expressed together as โ€œCI and CTโ€ or โ€œCI & CTโ€ +IC, TC, IC/TC, CSC, MCSC, RSC, ETC, EIC, OIC:V/S, OIC:S/V, OIC:C, CI, CT, CI and CT, CDI, NIC, NIC Advanced, NIC Master, OTC, SC:PA, SC:L, NAD III, NAD IV, NAD V, Ed:K-12 +If you have a college degree from an institution that is accredited by the US Department of Education and would like to submit proof to RID that you meet the educational requirement, visit our Available Certification page to learn more: +To request verification of your certification, please complete and submit +. Note that the Certification Department has gone paperless and is no longer accepting submissions mailed to HQ. Submissions mailed to HQ will not be processed. +Certification reinstatement is the process of reinstating an RID certification(s) that has been revoked due to either failure to comply with the CEU requirement, or failure to pay membership dues by July 31st. Please read below to determine if you are eligible for certification reinstatement as well as the required steps to take to request reinstatement. +The Certification Maintenance Program (CMP) is the vehicle used to monitor the continued skill development of certified interpreters. Certification maintenance is a way of ensuring that practitioners maintain their skill levels and keep up with developments in the interpreting field, thereby assuring consumers that a Certified interpreter provides quality interpreting services. +To take advantage of the Continuing Education Center, you will need to be an Associate, Certified, or Student member of RID. For assistance, contact +. If you are a current member, you have received email instructions from RID with your log-in information for the Continuing Education Center. +Certification Maintenance Information for your CEUs +Download this helpful summary sheet +Jump to the Frequently Asked Questions Page +To request verification of your certification, please complete and submit +. Note that the Certification Department has gone paperless and is no longer accepting submissions mailed to HQ. Submissions mailed to HQ will not be processed. +Certification reinstatement can be needed for a multiple of reasons, and may be requested via an official RID form. +Click here to learn more about submitting a reinstatement request +If you do not hold the necessary degree to take your exam, you may apply for the Alternative Pathway Program. ย The Alternative Pathway Program consists of an Educational Equivalency Application which uses a point system that awards credit for college classes, interpreting experience, and professional development. +Educational Equivalency Application โ€“ Bachelors Degree +Educational Equivalency Application โ€“ Bachelors Degree +You may submit this documentationโ€ฆ +by logging into your RID member portal and clicking on โ€œUpload Degree Document.โ€ +*RID Certification Department is going paperless! When we receive your completed application, we will email you with instructions for submitting payment online through your member portal. +*Once your application has been reviewed and approved, youโ€™ll receive an email notification that your account has been updated. The standard processing time is 7-14 business days. +At the 2003 RID National Conference, in Chicago, IL, the membership passed motion C2003.05, establishing degree requirements for RID certification candidates. +Moratorium Impact on Educational Requirements for Deaf Candidates +The motion stated the following related specifically to the CDI Performance Exam: Effective June 30, 2016, Deaf candidates must have a minimum of a bachelorโ€™s degree. However, due to the moratorium, the RID Board of Directors has determined the following adjustment to the implementation to the CDI Performance Exam Educational Requirements: The moratorium began six (6) months before the implementation of the Bachelorโ€™s degree requirement for the CDI Performance Exam (set to be implemented on July 1, 2016). To allow individuals who do not have a degree a fair opportunity to take this exam before the requirement changes, the RID Board of Directors has determined that six (6) months will be added to any date that is established for ending the moratorium on the CDI Performance Exam. For example, if the new CDI Performance Exam is launched July 1, 2018, individuals will have until January 1, 2019, to meet the BA requirement or alternative pathways to eligibility. +CASLI, LLC, was created by RID to serve as a separate testing entity charged with the administration, maintenance, and development of exams that RID uses for their two certification programs; The National Interpreter Certification, or NIC, which is awarded to ASL-English interpreters who are hearing, and the Certified Deaf Interpreter, or CDI, which is awarded to ASL-English interpreters who are Deaf. +CASLI, LLC, operates separately from RID, with their own Board of Managers and testing committee, however, RID remains CASLIโ€™s sole owner and shareholder and CASLI remains RIDโ€™s sole testing entity that administers national ASL-English interpreter certification exams. +This is a very basic checklist for our exam candidate to navigate through taking their exams +Acquire the skills and knowledge that our exams are assessing +exam eligibility requirements listed here +(an RID ID number is required) and an account within +Request an exam for purchase, contact CASLI with any accommodations requests. +Once CASLI staff verify your eligibility and an exam is manually added to your account for purchase, pay for your exam +CASLI Exam Content Outline and Preparation Guide +Read any relevant CASLI web pages regarding the knowledge exams or the performance exams, as well as, any bridge plan or โ€œgapโ€ test +Practice with the sample exams within CASLI Exam System to familiarize yourself with the user interface and navigation features +Ensure all your physical, emotional, and mental needs are met in preparation for the exams (e.g. get enough sleep, practice stress/anxiety reduction techniques, etc.) +Utilize the countless other resources and tips available to help you prepare for exams available on the internet! +use this form to request an exam +be added to your CASLI Exam System Account to be purchased. Once you have purchased and scheduled your exam, your next step will be to prepare for your exam day +If you plan to take +Gap test and theย CASLI Generalist Performance Exam +(CASLI Staff will manually verify eligibility) and purchase through the +If you have previously purchased an exam +through the RID member portal and have credit for that exam in your RID account, use the +to have that credit transferred to the +: candidate are responsible to pay any differences in original purchase prices and the current exam price they are eligible for. +** The CDI and NIC-Knowledge Exam has retired as of January 1, 2021 and these exams are no longer administered. +After you have taken your exam it will take some time for your results to be reflected in your RID/CASLI Account. Once your results have come in, they will be uploaded into the RID/CASLI Portal and you will get an automated email, sent to the email address listed in your account, letting you know you can view your exam results. For information on the average results time, what your results mean, and what your next steps are, please view that specific exams โ€œExam Detailsโ€ page. +If you did not pass your exam, you will have to wait the minimum required time before you will be able to purchase and take the exam again. Please know that the RID Portal /CASLI System will not allow you to purchase your retake until the waiting period has passed. If you have questions about a step in the process, please do not hesitate to contact us. +These certifications were previously offered by the RID and are no longer administered. RID recognizes these certifications, however the exams for these programs are no longer available. +Individuals who achieved the NIC Advanced level have passed the NIC Knowledge Exam,ย scored within the standard range of a professional interpreter on the interview portion of the NIC Interview and Performance Exam and scored within the high range on the performance portion of theย NIC Interview and Performance Exam. +Individuals who achieved the NIC Masterย level have passed the NIC Knowledge Exam and scored within the high range on both portions ofย NIC Interview and Performance Exam. +The NIC with levels credential was offered from 2005 to November 30, 2011. +Holders of this certification are recognized as fully certified in interpretation and have demonstrated the ability to interpret between American Sign Language (ASL) and spoken English for both sign-to-voice and voice-to-sign tasks.ย The interpreterโ€™s ability to transliterate is not considered in this certification. Holders of the CI are recommended for a broad range of interpretation assignments. This credential was offered from 1988 to 2008. +Holders of this certification are recognized as fully certified in transliteration and have demonstrated the ability to transliterate between English-based sign language and spoken English forย both sign-to-voice and voice-to-sign tasks. The transliteratorโ€™s ability to interpret is not considered in this certification.ย ย Holders of the CT are recommended for a broad range of transliterationย assignments.ย This credential was offered from 1988ย to 2008. +Holders of this certification have demonstrated the ability to interpret betweenย American Sign Language (ASL) and spoken English and to transliterate between spoken English and an English-based sign language. Holders of this certification are recommended for a broad range of interpreting and transliterating assignments. This credential was offered from 1972 to 1988. +Master Comprehensive Skills Certificate (MCSC) +The MCSC examination was designed with the intent of testing for a higher standard of performance than the CSC. Holders of this certification were required to hold the CSC prior to taking this exam. Holders of this certification are recommended for a broad range of interpreting and transliterating assignments. This credential was offered until 1988. +Holders of this certification have demonstrated the ability to interpret between American Sign Language (ASL) and English-based sign language or transliterate between spoken English and a signed code for English. Holders of this certification are deaf or hard-of-hearing and interpretation/transliteration is rendered in ASL, spoken English and a signed code for English or written English. Holders of the RSC are recommended for aย broad range of interpreting assignments where the use of a interpreter who is deaf or hard-of-hearing would be beneficial. This credential was offered from 1972 to 1988. +Holders of this certification have demonstrated the ability to interpret betweenย American Sign Language (ASL) and spoken English. Holders received scores on the CSC exam which prevented the awarding of CSC certification or IC/TC certification. The interpreterโ€™s ability to transliterate is not considered in this certification. Holders of the IC are recommended for a broad range of interpretation assignments. The IC was formerly known as the Expressive Interpreting Certificate (EIC). This credential was offered from 1972 to 1988. +Holders of this certification have demonstrated the ability to transliterateย between spoken English and a signed code for English. Holders received scores on the CSC exam which prevented the awarding of CSC certification or IC/TC certification. The transliteratorโ€™sย ability to interpretย is not considered in this certification. Holders of the TC are recommended for a broad range of transliteratingย assignments. The TC was formerly known as the Expressive Transliteratingย Certificate (ETC). This credential was offered from 1972 to 1988. +Specialist Certificate: Performing Arts (SC:PA) +Holders of this certification were required to hold the CSC prior to sitting for this examination and have demonstrated specialized knowledge in performing arts interpretation. Holders of this certification are recommended for a broad range of assignments in the performing arts setting.ย This credential was offered from 1971 to 1988. +Oral Interpreting Certificate: Comprehensive (OIC:C) +Holders of this certification demonstrated both the ability to transliterate a spoken message from a person who hears to a person who is deaf or hard-of-hearing and the ability to understand and repeat the message and intent of the speech and mouth movements of the person who is deaf or hard-of-hearing. This credential was offered from 1979 to 1985. +Oral Interpreting Certificate: Spoken to Visible (OIC:S/V) +Holders of this certification demonstrated the ability to transliterate a spoken message from a person who hears to a person who is deaf or hard-of-hearing. This individual received scores on the OIC:C exam which prevented the awarding of ย full OIC:C certification. This credential was offered from 1979 to 1985. +Oral Interpreting Certificate: Visible to Spoken (OIC:V/S) +Holders of this certification demonstrated the ability toย understand the speech and silent movements of aย person who is deaf or hard-of-hearing and to repeat the message for a hearing person. This individual received scores on the OIC:C exam which prevented the awarding of ย full OIC:C certification. This credential was offered from 1979 to 1985. +Conditional Legal Interpreting Permit-Relay (CLIP-R) +Notice: RID has announced that a moratorium will be placed on new applications for CLIP-R Certification. +For more information about the moratorium, +Holders of this conditional permit had completed an RID-recognized training program designed for interpreters and transliterators who worked in legal settings, and whom were also deaf or hard-of-hearing. Holders of this conditional permit were recommended for a broad range of assignments in the legal setting.ย This credential was available from 1991 to 2016. +Candidates were eligible for CLIP-R Certification if they were, at that time, a current RID CDI or RSC Certified member, met the experience requirements, had the proper letters of recommendation, and met RIDโ€™s educational requirement. +*Please note no substitutions could have been made to the requirements +Must have been a certified member, in good standing, holding either the RSC or CDI. +Must have met RIDโ€™s, at that time, educational requirement of an Associate degree or had an approved Educational Equivalency Application. +Attached recommendation letters from two RID certified interpreters in good standing. At least one letter must have been from an SC:L certified interpreter. The other could have been from a CI and CT, CDI, CSC, NIC, or NAD. +Verified at least 150 hours of training and/or mentoring as a legal interpreter. If an individual was unable to have all 150 hours in legal training or workshops, they must have had a minimum of 120 hours of legal interpreter training and up to 30 hours of mentoring in a legal setting with an interpreter, in good standing, who holds either the SC:L or CLIP-R. Verification was required in the form of RID CEUS (preferred) or legal trainings, or workshops. A certificate of completion or letter from the trainer/presenter/mentor was required to indicate the date, location, and duration of the training/mentoring. +These certifications were developed and administered by NAD and are recognized by RID. +NAD (National Association of the Deaf) Certifications +In 2003, RID began to recognize interpreters who hold NAD III, NAD IV and NAD V certifications. These credentials were offered by the National Association of the Deaf (NAD) between the early 1990s and late 2002. In order to continue to maintain their certification, NAD credentialed interpreters must have had an active certification and registered with RID prior to June 30, 2005. These interpreters are required to comply with all aspects of RIDโ€™s Certification Maintenance Program, including the completion of professional development. +NAD III (Generalist) โ€“ Average Performance +Holders of this certification possess above average voice-to-sign skills and good sign-to-voice skills. Holders have demonstrated the minimum competence needed to meet generally accepted interpreter standard. Occasional words or phrases may be deleted but the expressed concept is accurate. The individual displays good grammar control of the second language and is generally accurate and consistent, but is not qualified for all situations. +NAD IV (Advanced) โ€“ Above Average Performance +Holders of this certification possess excellentย voice-to-sign skills and above averageย sign-to-voice skills. Holders have demonstrated above average skill in any given area. Performance is consistent and accurate and fluency is smooth, with few deletions; the viewer has no question to the candidateโ€™s competency. Holders of this certification should be able to interpret in most situations. +NAD V (Master) โ€“ Superior Performance +Holders of this certification possess superiorย voice-to-sign skills and excellentย sign-to-voice skills. Holders have demonstrated excellent to outstanding ability in any given area. The individual had minimum flaws in their performance and have demonstrated interpreting skills necessary in almost all situations. +The following RID certification have been retired. RID no longer supports or recognizes these credentials and individuals can no longer use them as validation of their abilities. +Holders of this provisional certification are interpreters who are ย deaf or hard-of-hearing, have demonstrated a minimum of one year experience working as an interpreter, have completed at least eight hours of training on the NAD-RID Code of Professional Conduct and have completed eight hours of training in general interpretation as it related to an interpreter who isย deaf or hard-of-hearing. Holders of this certificate are recommended for a broad range of assignments where an interpreter who is deaf or hard-of-hearing would be beneficial. +CLIP (Conditional Legal Interpreting Permit) +Holders of this conditional permit completed an RID-recognized training program designed for interpreters and transliterators who work in legal settings. CI and CT or CSC certification was required prior to enrollment in the training program. Holders of this conditional permit areย recommended for a broad range of assignments in the legal setting during the development of the SC:L certification. This conditional permit was retired on December 31, 1999. +Prov. SC:L (Provisional Specialist Certificate: Legal) +Holders of this provisional certification hold CI and CT or CSC and have completed RID approved legal training. Holders of this certificate are recommended for assignments in the legal setting. This provisional certificate was retired in 1998. +This credential is fully recognized by RID, but the designation is no longer awarded by RID.ย  This designation went into moratorium effective January 1, 2016. +The EIPA assessment is still available through Boys Town.ย  More information on that can be found at +Holders of this certification demonstrated the ability to interpret or transliterate classroom content and discourse between students who are deaf and hard of hearing and students, teachers and school staff who are hearing. Certificants demonstrated EIPA Level 4* skills using spoken English and at least one of the following visual languages, constructs, or symbol systems at either an elementary or secondary level: +Contact Signing (aka: Pidgin Signed English (PSE) or English-like Signing) +Cued American English (CAE) (aka: Cued Speech) +This credential was offered from 2007 to 2016. +This credential is fully recognized by RID, but the designation is no longer awarded by RID.ย  This designation went into moratorium effective January 1, 2016. +Description: Holders of this specialist certification demonstrated specialized knowledge of legal settings and greater familiarity with language used in the legal system. These individuals are recommended for a broad range of assignments in the legal setting.ย This credential was offered from 1998 to 2016. +The SC:L, and specialist testing in general, are topics of investigation as part of the 2016-2018 Certification Committee Scope Of Work. +This credential is fully recognized by RID, but the designation is no longer awarded by RID.ย  This designation went into moratorium effective January 1, 2016. +Description: Holders of this certification demonstrated, using silent oral techniques and natural gestures and the ability to transliterate a spoken message from a person who hears to a person who is deaf or hard-of-hearing. Holders also demonstrated the ability to understand and repeat the message and intent of the speech and mouth movements of the person who is deaf or hard-of-hearing.ย This credential was offered fromย 1999 to 2016. +This credential was originally voted into sunset by the RID Board at the in-person Board Meeting at the RID NOLA National Conference, in August of 2015. +At the RID NOLA Business Meeting, a motion was made to move the credential from โ€œsunsetโ€ status to โ€œmoratoriumโ€.ย  Here is the member motion: +FROM THE MINUTES OF THE 2015 BUSINESS MEETING: +Primary submitter(s) name(s): William Gorum +Secondary submitter(s) name(s): Margaret Austin +Move that the RID Board of Directorโ€™s decision to สบsunsetสบ the Oral Transliteration certificate be vetoed via a vote of the organizationโ€™s membership and to place the OTC testing program under moratorium along with all other RID certification examinations until further investigation can be done into options other than the cessation of administration of the OTC exam. +RID is the only nationally recognized organization who certifies oral transliterators. People who are deaf that prefer to use oral communication methods should have access to trained, qualified, and certified interpreters. The RID mission statement is to สบpromote excellence in interpretation services among diverse users of signed and spoken languages through professional development, networking, advocacy, and standardsสบ. +Vetoing the Boardโ€™s motion and placing the OTC under moratorium until further options are explored would have minimal financial impact on RID. +In response to a point, President Whitcher cited a bylaw (Article 3, Section 3d) which says that Board decisions can be overturned by a 2/3 vote. +Betty Colonomos moved to table this discussion, seconded by Wink Smith. This motion does not entertain discussion, so a vote was taken. With 91 votes in support, 146 opposed and 12 abstentions, the motion to table fails. +Artie Grassman called the question, seconded by Audrey Rosenberg. A vote was taken, and debate was closed. +A vote was taken, and, with a 2/3 majority being needed to pass, the motion received 210 votes in support, 56 opposed, and 21 abstentions, so the motion C2015.11 carries. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_27_1741388893949.txt b/intelaide-backend/documents/user_3/page_27_1741388893949.txt new file mode 100644 index 0000000..7d8c28b --- /dev/null +++ b/intelaide-backend/documents/user_3/page_27_1741388893949.txt @@ -0,0 +1,50 @@ +RID is proud to offer our revamped Scholarships and Awards program. This program seeks to support and recognize our associationโ€™s members in meaningful ways while creating lasting connections for our community. +This scholarship offers financialย support for training costs or CASLI exam fees for BIPOC and other underrepresented interpreter groups who are pursuing RID certification. +Apply for the Interpreters of Tomorrow Fund today! +Donate to the Interpreters of Tomorrow Fund +This scholarship is awarded to high school seniors and recent high school graduates/GED equivalents wishing to enter the profession of ASL interpreting and who have plans to enroll in an ITP program. +Apply for the Career Exploration Fund today! +Donate to the Career Exploration Fund +ASL Heritage Fund: This scholarship offers financial support for training and certification costs specifically for D/deaf, CODAs or Heritage signers pursuing RID certification. +Apply for the ASL Heritage Fund today! +Donate to the ASL Heritage Fund +This scholarship seeks to provide ASL interpreters with financial support for costs related to enrollment in mentorship programs or other mentoring-related training. +Apply for the New Horizons Mentoring Fund today! +Donate to the New Horizons Mentoring Fund +This scholarship will provide financial support to ASL interpreters who are ready toย take the next step in their career development by registering for initial CASLI exam fees. +Apply for the Pathways to Professionalism today! +Donate to the Pathways to Professionalism scholarship +This scholarship will fund leadership training opportunities and preparation for individuals interested in serving the ASL interpreting field, RID as an organization, or the deaf community in a leadership capacity. +Apply for the Signs of Impact today! +Donate to the Signs of Impact scholarship +This scholarship will provide financial support forย individuals seeking assistance to attend either the RID national conference or their regionโ€™s conference. One award per region, per year. +Apply for the Conference Connections Fund today! +Donate to the Conference Connections Fund +This award was established with a goal of recognizing individuals and organizations engaged in innovation, research and other entrepreneurial projects that positively impact the profession of sign language interpreting. +Apply for the Brilliance Award today! +Donate to the Brilliance Award +Laurie Nash Deaf Parented Interpreter (DPI) Scholarship +This annual scholarship is open to Deaf-Parented interpreters (Deaf or CODA) who are ready to apply for a CASLI interpreting exam including both portions of the exam. There will be up to two scholarship recipients each year. Applicants may apply for only one scholarship per year. +More information can be found on the Laurie Nash Deaf Parented Interpreter (DPI) Scholarship website here! +Donate to the Laurie Nash DPI Scholarship today! +Member Services Awards and Recognition Initiatives. +An oldie but a goodie, this service award is awarded biennially at the RID national conference, recognizing individuals who have had an outsized impact and demonstrated dedication to the field of interpreting and to the organization. +A recognition award based on staff/board/community nominations. +This award recognizes an individual who has made significant contributions to the field of interpreting and interpreter education. The award, started in 1985, is a national award jointly awarded by the Registry of Interpreters for the Deaf, Inc. (RID), and the Conference of Interpreter Trainers (CIT). The recipient of this award is recognized at both the RID and CIT conventions. +General Scholarships and Awards Application Guidelines and Information. +Applicants must satisfy all general and award-specific requirements prior to application. +For all funds except for Career Exploration, the applicant must maintain a membership with the national RID organization in good standing. Higher awards will be granted to applicants who simultaneously maintain a voluntary membership with an RID affiliate chapter in good standing. +Applications will be accepted online, with awards granted on a yearly basis (at this time). +Individuals may only receive each award once. Unsuccessful applicants from previous award cycles may apply again for the same award during the next cycle. +All non-monetary awards must be redeemed within 12 months. +Scholarship winners will be selected twice a year. +Each application window is open for a six (6) month period: +Spring Window โ€“ November 1 to April 30. +Fall Window โ€“ May 1 to October 31. +Notifications are sent to winners and non-winners no later than July 15 (Spring Awards) and January 15 (Fall Awards). +Apply online for the desired scholarship during the application window. +Applicants must submit videos, recommendations, and supporting documents with their application form. Incomplete submissions will not be considered. +Scholarship and Awards (S&A) Committee reviews all qualifying submissions received during an award application window. +S&A Committee selects the winner(s). +RID HQ sends notifications to all winners and acknowledgments to all non-winners. +Do you need more information? Reach out to us! Please fill out our Contact Us form and select โ€œScholarships and Awardsโ€ and we will be happy to assist you. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_28_1741388901129.txt b/intelaide-backend/documents/user_3/page_28_1741388901129.txt new file mode 100644 index 0000000..4b12a4b --- /dev/null +++ b/intelaide-backend/documents/user_3/page_28_1741388901129.txt @@ -0,0 +1,80 @@ +Welcome to RIDโ€™s Continuing Education Center! +Browse the Continuing Education Center portal to view our educational content. +For some quick tips and answers to your questions. +Check out the Law Enforcement Interpreting for Deaf Person Independent Study Guide. +Browse the Catalog for topical and relevant learning opportunities +Learn from live on-line courses or in-person. Or, choose from a variety of on-demand courses that meets your schedule. +Notice to Users:ย Please ensure that after you complete the required components of an activity, you also access the certificate of completion! This will ensure that you are added to the list for CEU processing. +1 new product(s) added recently +Note - not all sessions in this series will be recorded. Please note which sessions you must attend live to earn credit to ensure you are able to attend those sessions. +Designed specifically for interpreters working in educational settings, this series focuses on equipping participants with the skills, tools, and strategies needed to excel in the field of educational interpreting. Interpreters will focus on building expertise, confidence, and adaptability in order to meet the diverse needs of all consumers. Each session addresses the unique challenges and opportunities in K-12 environments, combining practical techniques with theoretical foundations. Key topics include language development and pedagogy, ethics and professional standards, cultural competence and inclusion, role-space and boundaries, & self-care and professional resilience. Participants will engage in interactive activities, discussions, and hands-on practice to strengthen their skills and confidence. Whether you're new to educational interpreting or looking to refine your expertise, this series will provide invaluable tools and resources to enhance your professional practice. +Designed specifically for interpreters working in educational settings, this series focuses on equipping participants with the skills, tools, and strategies needed to excel in the field of educational interpreting. Interpreters will focus on building expertise, confidence, and adaptability in order to meet the diverse needs of all consumers. Each session addresses the unique challenges and opportunities in K-12 environments, combining practical techniques with theoretical foundations. Key topics include language development and pedagogy, ethics and professional standards, cultural competence and inclusion, role-space and boundaries, & self-care and professional resilience. Participants will engage in interactive activities, discussions, and hands-on practice to strengthen their skills and confidence. Whether you're new to educational interpreting or looking to refine your expertise, this series will provide invaluable tools and resources to enhance your professional practice. +Individuals can register for this series in a number of ways. +This registration option includes all 9 sessions, listed under the "Schedule-At-A-Glance" tab. +Each session has its own registration link if you are interested in only attending a couple, or less, of these webinars. +This registration option includes 3 webinars, presented by Corey Axelrod, that focuses on the consumer experience in K12 settings. These sessions will be recorded for asynchronous viewing if you cannot attend live. The link to register for these 3 sessions only is: +This registration option includes 3 webinars, presented by Monique Champagne, that focuses on mental health interpreting in K12 settings. These sessions will not be recorded for asynchronous viewing and require live attendance to earn credit. Please plan to attend the full session with a functioning camera, as live participation is required for all three sessions. The link to register for these 3 sessions only is: +*Note - "Due to the nature of the content and active participation required, some sessions within this series will not be recorded for asynchronous learning. For those who attend those live, unrecorded sessions, please use a laptop or desktop computer with a camera - other smart, handheld devices are not sufficient. Ensure you are able to attend any live sessions that we are not recording as we are not able to offer refunds for this error on registrants' part. * +For live sessions that are not being recorded, please ensure you have a functioning camera on a desktop or laptop device. Handheld electronics will not be sufficient for these sessions and refunds will not be issued for this oversight on the part of the participant. +Designed specifically for interpreters working in educational settings, this series focuses on equipping participants with the skills, tools, and strategies needed to excel in the field of educational interpreting. Interpreters will focus on building expertise, confidence, and adaptability in order to meet the diverse needs of all consumers. Each session addresses the unique challenges and opportunities in K-12 environments, combining practical techniques with theoretical foundations. Key topics include language development and pedagogy, ethics and professional standards, cultural competence and inclusion, role-space and boundaries, & self-care and professional resilience. Participants will engage in interactive activities, discussions, and hands-on practice to strengthen their skills and confidence. Whether you're new to educational interpreting or looking to refine your expertise, this series will provide invaluable tools and resources to enhance your professional practice. +Individuals can register for this series in a number of ways. +This registration option includes all 9 sessions, listed under the "Schedule-At-A-Glance" tab. +Each session has its own registration link if you are interested in only attending a couple, or less, of these webinars. +This registration option includes 3 webinars, presented by Corey Axelrod, that focuses on the consumer experience in K12 settings. These sessions will be recorded for asynchronous viewing if you cannot attend live. The link to register for these 3 sessions only is: +This registration option includes 3 webinars, presented by Monique Champagne, that focuses on mental health interpreting in K12 settings. These sessions will not be recorded for asynchronous viewing and require live attendance to earn credit. Please plan to attend the full session with a functioning camera, as live participation is required for all three sessions. The link to register for these 3 sessions only is: +*Note - "Due to the nature of the content and active participation required, some sessions within this series will not be recorded for asynchronous learning. For those who attend those live, unrecorded sessions, please use a laptop or desktop computer with a camera - other smart, handheld devices are not sufficient. Ensure you are able to attend any live sessions that we are not recording as we are not able to offer refunds for this error on registrants' part. * +For live sessions that are not being recorded, please ensure you have a functioning camera on a desktop or laptop device. Handheld electronics will not be sufficient for these sessions and refunds will not be issued for this oversight on the part of the participant. +Rethinking the Binary Paradigm in Interpreting +Corey Axelrod | 6-9 pm ET | 0.30 PS CEUs +Mitigating Ableism Within Educational Settings +Corey Axelrod | 6-9 pm ET | 0.30 PS CEUs +Reframing the Language of Allyship +Corey Axelrod | 6-9 pm ET | 0.30 PS CEUs +Mental Health Where? Interpreting Mental Health Topics in Education +Monique Champagne | 6-9:30 pm ET | 0.35 PS CEUs +Movement Deletion & Hold Reduction in ASL +Jaime Marshall | 6-9 pm ET | 0.30 PS CEUs +May 15, 2025 - capped at 75 registrations +Trauma-Informed Interpreting in Educational Settings +Monique Champagne | 6-9:30 pm ET | 0.35 PS CEUs +May 29, 2025 - capped at 75 registrations +Managing Secondary Stress for Educational Interpreters +Monique Champagne | 6-9:30 pm ET | 0.35 PS CEUs +The Interpreter Role in the Classroom +Dr. Lisa Prinzi & Danny Maffia | 6-9 pm ET | 0.30 PS CEUs +Dr. Wyatte Hall | 6-9 pm ET | 0.30 PS CEUs +How to Maximize Business & Personal Deductions for Anyone Filing Their Own Taxes +This Professional Studies program is offered for 0.2 PS CEUs at the little/none Content Knowledge Level. RID HQ is an approved RID CMP Sponsor for continuing education activities. +From TurboTax.com to FreeTaxUSA.com, there are a lot of options available to interpreters who want to file their own taxes. However, if you donโ€™t have an understanding of business and personal deductions, many tax saving opportunities can easily fall through the cracks while self-filing. During this workshop participants will learn how to reduce their taxable income through maximizing both business and personal deductions when they file their own taxes. I will also show you where these deductions are reported on your tax return so you can double check it for accuracy before filing. And for those who are concerned about how much you might owe this year, Iโ€™ll explain how to easily calculate an estimate of your taxes to help you feel more prepared before you begin working on your taxes. +To Be Disabled or Not to Be Disabled: That is the Question +This Professional Studies program is offered for 0.2 PS CEUs at the little/none Content Knowledge Level. RID HQ is an approved RID CMP Sponsor for continuing education activities. +The Deaf community has always had a complicated relationship with the label and idea of being disabled or having a disability. There are those who accept the label and there are those who refuse to, and this workshop will discuss why we have such polarizing views. To those who think so, why is such a label unacceptable? The main focus of this session will be on why the label of disability has had such a negative impact on the deaf community. +Through My Hands & Eyes: The Story of a Black, Deaf Woman in America +This Professional Studies-Power, Privilege, & Oppression program is offered for 0.2 PS-PPO CEUs at the little/none Content Knowledge Level. RID HQ is an approved RID CMP Sponsor for continuing education activities. +Join us for a powerful and thought-provoking webinar where Tempest Cooper, ACSW, shares her personal journey as a Black, Deaf woman growing up and living in the U.S. Through heartfelt stories and lived experiences, we will explore the intersection of race, identity, and resilience, as well as delve into the broader context of Black history in America. This session offers a unique perspective on the challenges and triumphs of navigating multiple identities in a society shaped by systemic barriers. Participants will gain deeper insights into the Black Deaf experience, learn about the power of community and advocacy, and leave with a greater understanding of how to foster inclusivity and empowerment. +Rethinking the Binary Paradigm in Interpreting +Includes a Live Web Event on 03/20/2025 at 6:00 PM (EDT) +This Professional Studies program is offered for 0.3 PS CEUs at the little/none Content Knowledge Level. RID HQ is an approved RID CMP Sponsor for continuing education activities. +We live in a world heavily influenced by either/or, us or them, and Deaf or hearing thinking. In the context of sign language interpretation in educational settings, this binary mind-set is often exclusionary of situational and socio-cultural considerations that may heavily impact interpreting outcomes. To address this critical shortcoming and identify potential solutions, the presenter will facilitate a conversation that explores and challenges a variety of assumptions, models, values and standard methods shared by interpreting professionals, interpreting educators, and interpreting agency representatives. +1 new product(s) added recently +Note - not all sessions in this series will be recorded. Please note which sessions you must attend live to earn credit to ensure you are able to attend those sessions. +Designed specifically for interpreters working in educational settings, this series focuses on equipping participants with the skills, tools, and strategies needed to excel in the field of educational interpreting. Interpreters will focus on building expertise, confidence, and adaptability in order to meet the diverse needs of all consumers. Each session addresses the unique challenges and opportunities in K-12 environments, combining practical techniques with theoretical foundations. Key topics include language development and pedagogy, ethics and professional standards, cultural competence and inclusion, role-space and boundaries, & self-care and professional resilience. Participants will engage in interactive activities, discussions, and hands-on practice to strengthen their skills and confidence. Whether you're new to educational interpreting or looking to refine your expertise, this series will provide invaluable tools and resources to enhance your professional practice. +How to Maximize Business & Personal Deductions for Anyone Filing Their Own Taxes +This Professional Studies program is offered for 0.2 PS CEUs at the little/none Content Knowledge Level. RID HQ is an approved RID CMP Sponsor for continuing education activities. +From TurboTax.com to FreeTaxUSA.com, there are a lot of options available to interpreters who want to file their own taxes. However, if you donโ€™t have an understanding of business and personal deductions, many tax saving opportunities can easily fall through the cracks while self-filing. During this workshop participants will learn how to reduce their taxable income through maximizing both business and personal deductions when they file their own taxes. I will also show you where these deductions are reported on your tax return so you can double check it for accuracy before filing. And for those who are concerned about how much you might owe this year, Iโ€™ll explain how to easily calculate an estimate of your taxes to help you feel more prepared before you begin working on your taxes. +Kwanzaa: A Celebration of Culture and Community +This Professional Studies program is offered for 0.1 PS CEUs at the little/none Content Knowledge Level. RID HQ is an approved RID CMP Sponsor for continuing education activities. +Join us for an enlightening webinar that explores Kwanzaa, a vibrant celebration of African heritage and culture. This session will provide an overview of Kwanzaa's origins, principles, and practices. We'll discuss the seven core values known as the Nguzo Saba, the significance of the Kwanzaa symbols, and how families and communities celebrate this holiday. Whether you're new to Kwanzaa or looking to deepen your understanding, this webinar will offer valuable insights into this important cultural tradition. Engage in a lively discussion and learn how Kwanzaa promotes unity, creativity, and cultural pride. +View our upcoming live webinars +View programs based on your interests +Note - this platform does not sync with your RID member portal. This means the login credentials may be different and when changed for one does not automatically change for the other and vice versa. If you have any questions or need additional support,ย please contact RID's Continuing Education Support Team at +To take advantage of the Continuing Education Center, you will need to be an Associate, Certified, or Student member of RID.ย For assistance, contact +. If you are a current member, you have received email instructions from RID with your log-in information for the Continuing Education Center. +If you need to confirm your account information, please visit +How to register for a course: +Log-in to your account with your member ID. +Browse the catalog or use the search function to find your desired program. +Click "Register," or "More Information" to see more about our programs. +For more information, visit our +2024 Affiliate Chapter Leadership Summit +Copyright 2015-2018 Registry of Interpreters for the Deaf, Inc. | All Rights Reserved | \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_29_1741388911352.txt b/intelaide-backend/documents/user_3/page_29_1741388911352.txt new file mode 100644 index 0000000..574901d --- /dev/null +++ b/intelaide-backend/documents/user_3/page_29_1741388911352.txt @@ -0,0 +1,118 @@ +RID is the national certifying body of sign language interpreters and is a professional organization that fosters the growth of the profession and the professional growth of interpreting. +Star Grieser, MS, CDI, ICE-CCP +Director of Govโ€™t Affairs and Advocacy +Director of Finance and Accounting +Executive Assistant and Meeting Planner +Dr. Jesรบs Rฤ“migiล, PsyD, MBA, CDI +Shonna Magee, MRC, CI & CT, NIC Master, OTC +Andrea K Smith, MA, CI & CT, SC:L, NIC +M. Antwan Campbell, MPA, Ed:K-12 +RIDโ€™s purpose is to serve equally our members, profession, and the public by promoting and advocating for qualified and effective interpreters in all spaces where intersectional diverse Deaf lives are impacted. +We envision qualified interpreters as partners in universal communication access and forward-thinking, effective communication solutions while honoring intersectional diverse spaces. +The values statementย encompasses what values are at the โ€œheartโ€ or center of our work.ย RID values: +the intersectionality and diversity of the communities we serve. +Diversity, Equity, Inclusion, Accessibility and Belonging (DEIAB). +the professional contribution of volunteer leadership. +the adaptability, advancement and relevance of the interpreting profession. +ethical practices in the field of sign language interpreting, and embraces the principle of โ€œdo no harm.โ€ +advocacy for the right to accessible, effective communication. +Pillar One: Diversity, Equity, Inclusion, Accessibility & Belonging +Connecticut, Delaware, Maine, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont, West Virginia +Alabama, Florida, Georgia, Maryland & District of Columbia (Potomac Chapter), Mississippi, North Carolina, South Carolina, Tennessee, Virginia +Illinois, Indiana, Kentucky, Michigan, Minnesota, Ohio, Wisconsin +Arkansas, Colorado, Iowa, Kansas, Louisiana, Missouri, Montana, Nebraska, New Mexico, North Dakota, Oklahoma, Texas, Wyoming +Alaska, Arizona, California, Hawaii, Idaho, Nevada, Oregon, Utah, Washington +Welcome colleagues and friends of Region I. By browsing this site and clicking on the links below, you will catch a glimpse of what our chapters are up to and see the great energy that is Region I! We are proud to represent and introduce you to some of the most dynamic and forward-thinking individuals in the interpreting field. +Connecticut,Delaware, Maine, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont, West Virginia +New York City Metro RID +Welcome to the Region II page! We are excited to have a place where information will be continually updated to notify everyone on the events occurring in the region, as well as provide contact information for all Affiliate Chapter presidents. We welcome any comments/suggestions to make the site substantive and informative. +Alabama, Florida, Georgia, Maryland & District of Columbia (Potomac Chapter), Mississippi, North Carolina, South Carolina, Tennessee, Virginia +Welcome to the Region III Web page! Here you will find chapter links, regional conference information and the awards available to members. This site will be updated regularly, so be sure to check back for new information in the coming months. +Illinois, Indiana, Kentucky, Michigan, Minnesota, Ohio, Wisconsin +Greetings! Welcome to RID Region IV (RIV); the home of countless passionate members and dedicated leaders. It is the vision of our RIV members and leaders to promote a community that inspires personal and professional transformation by offering cutting edge and innovative opportunities, honoring the evolving and diverse needs of its membership. We trust that you will find information on this Web page that supports this vision and hope you will make this site a frequent stop on your professional journey. +Arkansas, Colorado, Iowa, Kansas, Louisiana, Missouri, Montana, Nebraska, New Mexico, North Dakota, Oklahoma, Texas, Wyoming +Welcome to RID Region V! Take a look and you will find a region that boasts tropical islands, snow capped mountains, wine countries, ski slopes and canyons. The beauty goes beyond the landscapes of our states; it is also seen in the members and leaders who make us Region V! +Alaska, Arizona, California, Hawaii, Idaho, Nevada, Oregon, Utah, Washington +Dr. Jesรบs Rฤ“migiล, PsyD, MBA, CDI +Dr. Rฤ“migiล is Hispanic and the first generation in his family to have graduated from college. He received his Psy. D from William James College, and his MBA from Salem University. He is currently the +Director of Equal Opportunity Programs and Title IX Coordinator at Gallaudet University +. Jesรบsโ€™ experience and intersectional identities enable him to offer a unique set of perspectives that will benefit the membership of RID and the Deaf, & DeafBlind community, and the hearing community that it serves. He is a past President of the Rhode Island Association for the Deaf and continues his service as a board member for the Rhode Island School for Deaf. Jesรบs has been a Certified Deaf Interpreter for +years, interpreting primarily in the medical, and mental health settings. +Shonna Magee, MRC, CI and CT, NIC Master, OTC +Shonna Magee (MRC, CI and CT, NIC Master, OTC) has over 26 years of experience interpreting, presenting, providing interpreter diagnostics, and mentoring. She specializes in emergency management, vocational rehabilitation, VRI, and medical interpreting. She has served as a professor of interpreting and ASL at Daytona State College and a professor of ASL at Pensacola State College. She received her Bachelorโ€™s in interpreting from the University of Cincinnati and her Masterโ€™s in Rehabilitation Counseling from the University of South Carolina where she was the Statewide Coordinator of Deaf Services for the South Carolina Vocational Rehabilitation Department. She is currently the Director of Operations at SIGNature Access Solutions LLC and SIGNature CEUs LLC. +Andrea K Smith, MA, CI & CT, SC:L, NIC +Andrea K Smith, MA, CI & CT, SC:L, NIC has been an interpreting professional for twenty years, primarily in legal settings with an emphasis on domestic violence and sexual assault.ย  She works as the staff interpreter at the ACLU Disability Rights Project in San Francisco. She received her Masterโ€™s degree from the European Masters in Sign Language Interpreting with her thesis on +Signposting: Neutral Channel Communications in Deaf-Hearing Interpreting Teams +.ย  She recently completed a two-year assignment in Ireland and engaged in community collaboration on the development of the Irish Sign Language interpreter regulations.ย  Her current research examines Deaf professionals and designated interpreters in pursuit of her PhD at the University of Wolverhampton. In her personal time, she travels extensively with her spouse and twins. +Kate has over fifteen years of experience as a thought leader and agent +of change and enjoys the challenges and successes of working with teams +and creating systemic access. Kate is a former founder of a social impact +organization that was a vehicle for change by investing revenue into the +local Deaf Community efforts, access and programming. Kateโ€™s +experience building a company that had real impact for the local community +also afforded her the opportunity to partner with organizations and +institutions in creating access within their systems. She has led hospital +leadership, private corporation personnel, universities, and non-profit +organization leaders through the process of maximizing their resources while +creating a system of service provision that allows their constituents peace of +mind. With her professional expertise, she brings a level of innovation and +sustainability, while maintaining a culture of respect and principles that +honor each entityโ€™s unique structure, culture and operations. +Academically, Kate is a graduate of Northeastern Universityโ€™s Interpreter +Education Program and holds a Masterโ€™s degree in Social Impact from +Claremont Lincoln University. After a decade of coordinating interpreting +services at the post-secondary level, Kate dedicated herself to providing +reputable, accessible Deaf-centric services by listening to and working +Kate and her husband live in rural Maryland with their energetic children +and enjoys taking advantage of all the countryside has to offer, while +continuing her love of learning and positively contributing to our +Mona Mehrpour is a heritage signer of ASL and the daughter of two deaf parents. Over the past 15 years, she has interpreted in a variety of settings, including educational interpreting in K-12 and post-secondary settings, video relay, medical, community, theater and public services throughout Northern California. Throughout her interpreting journey, she has completed an interpreting training program, received a 4.0 on the EIPA, and became a nationally certified interpreter (NIC). Mona currently resides in Virginia, continuing her interpreting journey by engaging in both community and virtual work. She also volunteers and serves Deaf-Parented Interpreters Member Section as Chair under the Registry Interpreters for the Deaf. As an immigrant and a child of immigrants from Iran, Mona grew up in multiple deaf communities which is her source of inspiration for continual growth. She thrives on the connections she makes with her peers in dialogues about personal development and dissecting interpreting work in order to understand the decision-making processes to provide the best possible access for our diverse deaf communities. +Glenna has over 25 years of experience in program management, supervision, training, grant writing and marketing on local, state and federal levels. She is currently an Associate Professor and was the faculty chair for the ASLE program, including the ASL Studies and Interpreter Education and the World Language at Tulsa Community College. Glenna is currently an Oklahoma QAST State evaluator. For 12 years, she was a division director for a national deaf organization. She was a national logistic coordinator responsible for the management and operation unit and the Community Emergency Preparedness Information Network (CEPIN) training program. +She previously was one of several Deaf FEMA certified instructors for the CEPIN program with TDI to provide deaf culture and competency trainings to emergency responders and consumers with hearing loss. Glenna implemented the Oklahoma Domestic Violence Awareness Program for the Deaf and Hard of hearing communities and providers to improve communication and accessible services with funding from the US Department of Justice and Oklahoma District Attorney Council. She also worked with the Department of Health and Oklahoma Tobacco Settlement Endowment Trust to develop and implement the Oklahoma Tobacco Awareness program for deaf and hard of hearing cultural needs. For several years, Glenna previously managed a telecommunication relay call center with 250+ employees for Ameritech/Southwestern Bell and CSD in Ohio. She was the Oklahoma account manager for Sprint Telecommunication Relay Service during its early formation. In addition, Glenna serves on the subject matter expert team to review the U.S. Department of Homeland Securityโ€™s FEMA/Office for Civil Rights and Civil Libertiesโ€™ Special Needs Planning Guidebook for Emergency Managers. +She is president of the Oklahoma Association of the Deaf and served on Oklahoma Registry of Interpreters for the Deaf as Deaf Member-at-Large. For the last 30 years, Glenna served on the City of Tulsa Mayorโ€™s Commission on Concerns of Tulsans with Disabilities; Oklahoma Coalition Against Domestic Violence and Sexual Abuse State Task Force member; Tulsa Community College Interpreter Training Advisory Committee Member. She previously was Governorโ€™s appointee for Oklahoma State Department of Human Services Advisory Board, 1993 and Governor-appointed board member on Oklahoma State Independent Living Council, 1991-1994 and recently Governor Henry-appointed board member and elected secretary for Statewide Independent Living Council. +Glenna holds an MA in Sign Language Education from Gallaudet University and a BA-LS in Leadership Administration from the University of Oklahoma and resides in Owasso, Oklahoma. She is married to Timi Richardson and has three children; Matt teaches ASL at Broken Arrow Public School, Kelsey advocates for the Indigenous Indian with her Masters in Law, and Jonathan works for Congressman Hern at the US Capitol in D.C. Glenna loves to relax at the lake house, boating and enjoying family time in her spare time. +Christina was born on Sauk tribal lands, attended college on the lands of the Peoria people, and currently works on the lands of the Paugussett tribe. ย As a graduate of the The Theater School at DePaul University, Christinaโ€™s work with the National Theatre of the Deaf (NTD) provided the impetus for her move to Connecticut, where she has served as the CRID president for the past four years. +Christina is a graduate of the the ASL-English Interpretation program at Columbia College of Chicago, Illinois. ย In her time in Connecticut, she has had the honor of serving as a governor-appointed member of the Advisory Board for Persons who are Deaf or Hard of Hearing and is a designated lead interpreter for the Connecticut Robotics Chapter for K-12 students (FIRST). Additionally, she and her husband were married a few months before the pandemic lockdown on an All Elite Wrestling (AEW) Wrestling cruise. +M. Antwan Campbell, MPA, Ed:K-12 +M. Antwan Campbell first joined the interpreting profession through his younger brother and is a 2003 graduate of Gardner-Webb University where he received his BA in ASL and in 2007, he received his Masterโ€™s in Public Administration from UNC-Pembroke. He has taught several workshops geared towards improving the skills of educational interpreters and those who work with Deaf/Hard of Hearing students across North Carolina and the surrounding states.ย  He is currently working as the Educational Consultant for Deaf/Hard of Hearing and Interpreter Support with the North Carolina Department of Public Instruction. +He has worked within the educational system for over ten years in a variety of settings from elementary to post-secondary and on a variety of levels from being in the classroom to supervising outside of it.ย  He has received his Ed:K-12 interpreting certification from RID.ย  He is actively engaged in the affiliate chapter, North Carolina Registry of Interpreters for the Deaf, NCRID, as he is currently serving as its Past President.ย  He has served the local community in a variety of ways to include mentoring new and beginning interpreters throughout the state as well.ย  It is truly evident that Antwan has a passion for education and improving the standards for all students.ย  He currently resides in Raleigh, NC. +Jessica Eubank is an interpreter from New Mexico native. Jessica recently finished a term as the President of the New Mexico RID before transitioning to the Region IV Rep position. She has worked as an interpreter in a variety of settings including K-12, Community freelance, VRS/VRI etc. Jessica is currently the staff interpreter for a state agency where she provides interpreting services for advocacy on communication access issues, as well as oversee a mentoring program that helps new interpreters gain their footing in the field by providing support and mentorship they need to prepare for longevity in our field. This is work that she very much enjoys. +Located in Northern California, Rachel has been a Certified Deaf Interpreter since 2016. But Rachelโ€™s journey into the possibility of becoming a Deaf interpreter began in 2008 when she was first asked to do sight translation. In 2012, Rachel took her first interpreting-related workshop and started thinking that perhaps it was a definite possibility that Deaf individuals could interpret. +Rachel teaches in an Interpreter Preparatory Program (IPP) and provides training for Deaf individuals interested in learning more about the possibility of becoming a Deaf interpreter. Rachel has also served on her local Affiliate Chapter, SaVRID (Sacramento Valley Registry of Interpreters for the Deaf), in various positions. General Member-at-Large, Secretary, and Treasurer. Rachel enjoys participating in and listening to many different communities, talking with and seeing different perspectives. Rachel looks forward to continuing that work, that passion, but on a larger scale โ€“ specifically as the RID Region V Representative. +Star Grieser, MS, CDI, ICE-CCP +Star grew up in south Florida โ€“ Stuart and Jensen Beach, Florida โ€“ where she developed her love for the outdoors and the open sea. She attended NTID (SVP โ€˜94) and graduated from the Rochester Institute of Technology with a B.S. in Professional and Technical Communication, and McDaniel College with a Masterโ€™s in Deaf Education (2001). +Star has always been active in advocacy and has worked among the Deaf and interpreting communities, be it mental health care, Deaf education, and more recently as Program Chair for the ASL and Interpreter Education Program at Tidewater Community College, Chesapeake, VA, for one and half decades, to becoming the Director of Testing for CASLI in 2017, and now as the CEO of RID since 2021. +She currently holds a RID certification as a Certified Deaf Interpreter. Star is also ICE-CCP, a Certified Certification Professional by the Institute of Credentialing Excellence. She enjoys traveling, bicycling and can usually be found with a book in her hand. +Born and raised under the Florida sun, Emily is no stranger to the laid-back lifestyle and the occasional alligator sighting. However, her journey didnโ€™t stop at the state line. She ventured to Gallaudet, where she navigated our nationโ€™s capital for several years. Despite the fast-paced lifestyle, she kept her Floridian spirit intact, always carrying a bit of sunshine wherever she went. Following her Washington, DC escapade, Emily found herself embracing the slower pace of life in Iowa. Surrounded by endless fields and friendly faces, she discovered the beauty and charm of Midwestern hospitality. +Emilyโ€™s heart belongs to her big family and the Deaf Community. Having spent 10 years in private practice as an interpreter, she joins us as a CMP Specialist at RID. Now home in Florida with her husband, daughter, and Aussie Mika, their home is a lively blend of laughter and love. When theyโ€™re not busy conquering daily life, Emily and her crew love to hit the road to explore new horizons and are always up for a good adventure. Her downtime is often spent soaking up the freshwater springs and basking in the beauty of Floridaโ€™s natural wonders. Itโ€™s these moments, surrounded by family and nature, that truly define Emilyโ€™s approach to life โ€“ always filled with a genuine love for the journey. +was born and raised in California. She holds a bachelorโ€™s degree in Business Management in the Human Resources field and has experience in the hospitality, education, and beauty industries. She enjoys spending time with her family and cooking in her spare time. +Ashley was born in Vermont and raised in Maine and New Hampshire. After high school, she attended the University of New Hampshire and earned her Bachelor of Science in sign language interpretation. Upon completion of her degree, Ashley worked as an educational interpreter in a local school district. In her free time, she enjoys traveling, cooking, and spending time with her friends and family. +Tressela, known as Tressy at RID, was born in West Virginia and grew up there until her family relocated to Virginia. ย After graduating from MSSD, she obtained her BA in Psychology from California State University, Northridge, and then attended Gallaudet University for a Masters of Arts in School Guidance and Counseling. Tressy worked in the counseling field, including 14 years in Mental Health Counseling before a career change to teaching ASL. She taught at Clemson University for 6 years during the development of Clemsonโ€™s ITP. ย Her combined experience working with ASL Students/future interpreters as well as the empathy and expertise gained in counseling makes her a valued addition to the Ethical Practices System. +Catie is a native of New Jersey and currently resides in the oldest city in Florida. She obtained her Bachelor of Science in Social Work from Rochester Institute of Technology, and her Masterโ€™s Degree in Human Services: Organizational Management and Leadership from Springfield College. Catie comes to RID with more than 10 years of experience advocating for effective communication access, and coordinating sign language interpreting services. In her spare time, Catie is an avid runner, enjoys sports, the outdoors, traveling, and spending time with her wife and their deaf pittie, Lulu and cats, Pasta, Tortellini, Turkey and Silas. +Born and raised in the Portland, Oregon area, +graduated from Western Oregon University with a Bachelor of Arts degree in Spanish. Her passion for studying languages and communication styles along with seven years living abroad in Mexico led her to begin her journey as a freelance Spanish/English interpreter. She later became an ASL/English interpreter and is currently an aspiring trilingual (Spanish/English/ASL) interpreter. In her free time +enjoys singing, playing guitar and piano, volleyball, and engaging in conversations about differing perspectives and experiences. +Martha was born and raised in Colorado where she currently lives. She attended a variety of Deaf schools and mainstream classes before graduating from MSSD. Martha then graduated from Gallaudet in Psychology, she also studied interpreting, social work and sociology during her time there. She worked at the Financial Aid office at Gallaudet and managed short-term rental properties in a small mountain town before joining RID. Outside of work, Martha enjoys snowboarding, sewing and creating, reading books, and watching TV shows. +Ryan is a native New Yorker. She holds a Bachelor of Arts degree in English from the University of Mary Washington in Fredericksburg, VA. Before coming to work at RID, she worked at the University of Mary Washington in a community based program for minority students. In her spare time, Ryan enjoys going out with friends and spending time with her family. +was born and raised in North Carolina. She holds a Bachelor of Science in Recreation Management, a Master of Education in Recreation and Fitness Administration, and an Associate of Applied Science in Sign Language Interpreting. +lived in west Texas for three years during graduate school, working at a community college. After making Deaf friends there, and learning more about Deafness and interpreting, +pursued a career in Interpreting. +has been nationally certified (NIC) since 2021, and enjoys educational and vocational interpreting the most. In her free time, +enjoys spending time with her husband, new baby boy, and two pups. Traveling, reading, binge watching TV shows, and swimming are a few of +Vicky was born and raised in Upstate NY (not NYC) and currently residing in the Sunshine State! She is happily married to her college sweetheart, and a first time mom to her beautiful child and a sassy Pomeranian girl. +Vicky holds a bachelor degree in Criminal Justice from Rochester Institute of Technology in Rochester, NY back in winter of 2018. Before joining RID, Vicky was teaching American Sign Language for about 3 years at a public high school in Orlando. In her free time, she loves to check out and explore the hidden gems in the Central Florida area, seeking out any local coffee shops, and spending quality time with friends and family. +Government Affairs, Public Policy and Advocacy Director +Neal was born and raised in Boston, MA. He has spent over a decade of his career working in areas intersecting with disability rights and government affairs at local, state, and federal levels. His passion for influencing and implementing positive change is the driving force behind his professional pursuits with the approach of, โ€œLeave the world a better place than you found it.โ€ He is honored to work for RID knowing that he and his team have a direct impact on the lives of the diverse Deaf and ASL-using communities. +Neal serves on the Board of Directors as Treasurer of the Deaf and Hard of Hearing Consumer Advocacy Network (DHHCAN) which is a national coalition of organizations representing the interests of deaf and/or hard-of-hearing citizens in public policy and legislative issues relating to rights, quality of life, equal access, and self-representation. He also serves on the Board of Directors for Atlas Preparatory Charter School which prepares and empowers all students for success on their post-graduate paths through educational excellence, character development, and community engagement. Most recently, Neal was appointed to the Institute of Credentialing Excellenceโ€™s (I.C.E.) Government Affairs Committee to leverage his expertise for a one-year term (2025-2026) to engage in efforts at the local, state, and federal levels affecting the credentialing community. +Neal and his partner, a Major in the United States Air Force, reside in Colorado with their two dachshunds; Penny & Nickel. In his free time, Neal enjoys volunteering, running, playing tennis, skiing, reading of all genres, trying new restaurants, and traveling whenever he can! +Dr. Wright is a Critical Theorist, researcher, and Director of Communications for RID. Jordan was raised in Buffalo, NY, and matriculated at California State University, Northridge where he formally learned ASL and finished with a BA in English Literature at the University at Buffalo. In 2017, Jordan completed his Ph.D. at Gallaudet University and has since held a variety of academic positions at Lamar University and RIT/NTID, which led to his current position with RID which combines three of his favorite passions: writing, data, and Deaf Studies. Dr. Wright has extensive experience in the world of publishing and enjoys escaping down various rabbit holes with a thirst for knowledge and curiosity which fuels his passion. An avid traveler, Jordan enjoys seeking out new horizons, and new experiences, and immersing himself in different languages and cultures all over the world. Dad to two whippets Savior and Omega, Jordan is an animal lover and sometimes prefers the company of animals to people. +Dr. Carolyn Ball, CI and CT, NIC +Carolyn has been a member of RID since 1994. However, her involvement with the Deaf Community began in 1982 when she met a Deaf young man at a baseball game in Idaho Falls, Idaho. This chance meeting at the baseball game influenced Carolynโ€™s career and life forever. After the baseball game and many years of college, she has been teaching interpreting in higher education for the past thirty-years. Carolyn has served on several national boards and loves to be involved in the Deaf Community. She enjoys researching the history of interpreters and interpreter educators and how to become effective leaders. In her free time Carolyn enjoys hiking, biking and spending time with her family. +Born and raised in the San Francisco Bay Area, Jenelle graduated from Gallaudet University with a Bachelor of Arts degree in Communication Studies. Jenelle focuses on strengthening accessibility and creating audience-specific content.ย  Outside of work, Jenelle loves spending time with her fur children, joining animal rescue missions, and screenplay writing. She maintains an open-door policy for discussions of any kind, loves a good joke, and always makes time for vegan snacks. +Born and raised in sunny Tampa, Florida, Brooke embodies her dedication and passion for education, community service, and the arts. She graduated from Gallaudet University with a degree in Business Administration, with a concentration in Entrepreneurship and Marketing, and a Minor in Dance. As a creative writer and book lover, Brooke recognizes the power of the written word and its ability to educate and inspire. As Editor in Chief of VIEWS, Brooke is driven to create content that is relevant and engaging to our members. An unwavering ally to Black, Brown, and Indigenous people, Brooke is committed to using her role to go beyond highlighting diverse perspectives. Through a collaborative framework, Brooke works to transform the traditional publication pipeline into a lasting communal bridge with a foundation in equity and authentic representation. +Director of Finance and Accounting +Jennifer, originally from northeast Ohio, holds a Bachelor of Science degree in economics from Gallaudet University and is working towards certification as a Certified Management Accountant. Jennifer thrives on the challenges and opportunities presented by non-profit accounting and finance.ย  Jennifer holds RIDโ€™s mission and service to the Deaf community close to heart. When not at work or doting on a family of six, Jennifer engages in a love of cooking, reading banned books, going for long hikes and bike rides, supporting local farmers, and learning new and interesting things. +Kristyne was born and raised in Canada. She graduated from Gallaudet University with a Bachelor of Science degrees in Accounting & Business Administration and a double minor in Economics & Finance. She has 7 years of supervisory and managerial accounting experience in the hospitality industry. During her free time, Kristyne loves spending time with her friends and cats, hiking, and exploring new nature places. +Bradley is a Minnesota native and is also known as Brad.ย  He graduated from RIT with two degrees, an Associate in Applied Science in Applied Accounting and a Bachelor of Science in Finance.ย  Before onboarding with RID, he has been a financial professional for nearly 30 years with a background in Healthcare, Human Resources, Information Technology, Innovation, and Interpreter Agency in several non-profit organizations, state agencies, and a private university.ย  Bradley enjoys exploring different cuisines, breweries, and wineries, traveling, reading business books, and spending time with family and friends in his free time. +Executive Assistant and Meeting Planner +Julie is a native Michigander. She holds a BA in Psychology from Gallaudet University and an AAS in Applied Art from NITD. Prior to joining RID, she worked as a conference manager for AvalonBay Communities, Gallaudet University, and the American School Health Association. She enjoys travel and cultural events with her family and friends in her spare time. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_2_1741377667491.txt b/intelaide-backend/documents/user_3/page_2_1741377667491.txt new file mode 100644 index 0000000..5b0086f --- /dev/null +++ b/intelaide-backend/documents/user_3/page_2_1741377667491.txt @@ -0,0 +1,84 @@ +Steps to Find an Interpreter +Steps to Find an Interpreter +Any entity or individual has access to RIDโ€™s registry that can provide a list of certified freelance interpreters, as well as Organizational members in your area who are interpreter agencies who can provide interpreting services. +Toย findย a certified freelance interpreter in your area, please follow the steps below: +Please visit our member directory here: +Select your City and State +From here, you willย findย a list of certified interpreters who are available for freelance work. Feel free to reach out to these members directly using the contact information they provide on ourย registryย and inquire about the services that you need. Should you want to go through an agency that is a member with us, please use this link here: +, selecting your City and State. +A member who holds a valid certification accepted by RID, is in good standing, and meets the requirements of the +Join Today or Renew Your Membership here! +A member engaged in interpreting or transliterating, full-time and part-time, but not holding certification accepted by RID. Members in this category are enrolled in the +Associate Continuing Education Tracking Program (ACET) +Join Today or Renew Your Membership here! +A member currently enrolled, at least part-time, in an interpreting program. Student members must provide proof of enrollment every year. This proof can be a current copy of a class schedule or a letter from a coordinator/instructor on school letterhead. Student membership does not include eligibility to vote. +Join Today or Renew Your Membership here! +Individuals who support RID but are not engaged in interpreting. Supporting membership does not include eligibility to vote or reduced testing fees. +Join Today or Renew Your Membership here! +Organizations and agencies that support RIDโ€™s purposes and activities. +Join Today or Renew Your Membership here! +: Member who holds temporarily inactive certification, is not currently interpreting and has put their certification on hold. Members in this category are not considered currently certified and do not hold valid credentials. +: Member who has retired from interpreting and is no longer practicing. Members in this category are not considered currently certified and do not hold valid credentials. +Join Today or Renew Your Membership here! +Eligible for reduced certification testing fees (associate, student or certified members only) +Annual CEC discount code for Certified, Associate, and Student members who +Access to exclusive discounts through our partner; MemberDeals.ย Discounts on RIDโ€™s +Leadership opportunities to help shape RID and the interpreting profession by serving on +committees, councils and task forces +Accountability to the communities we serve through RIDโ€™s Ethical Practices System +Disability Income Coverage, Dental & Vision Insurance, Life Insurance options. +Members should conduct their renewals online and pay via the RID Member Portal for the fastest service. +If you have questions about or are experiencing an issue with your member account or renewal steps, please contact us at +for assistance. We are happy to assist. +Click Here to Join or Renew your Membership Today! +RID membership follows an annual fiscal year cycle from July 1-June 30. +Purchase order paperwork for membership renewals that will be paid by a third party can be submitted directly to +For those needing verification of prices for employers prior to remitting payment, download your personalized order summary from your RID member portal. This is the most accurate, quickest, and paperless way to provide verification of your membership cost. +If an individual requests to terminate their membership prior to their payment being processed by RID, then RID will simply not process the payment for that application. The applicant will not forfeit any funds. +If an individual requests a refund after their membership application or renewal has been processed and/or renewed, that person will receive a refund of their membership dues and fees minus a $25.00 processing fee. +An individual may request a refund no more thanย two business daysย after the application has been processed and/or renewed. +No refunds will be given if a request is made more than 2ย daysย after the membership application/renewal has been submitted/processed. +If a third party(ie employer, agency, etc) pays membership dues and fees on behalf of an individual, the member is responsible for maintaining good standing with the organization. We recognize that members who are afforded this benefit may wish to remit payment to maintain good standing, and then request refund post third party payment of their membership dues and fees. In this instance, RID HQ may work one-on-one with you. +The refund policy applies to all members. +Have you Let your Certified Membership Lapse? +According to the RID Bylaws, an individualโ€™s certification can be revoked for two reasons: +Suspension or expulsion as outlined in the policies and procedures manual (such as an EPS violation or non-compliance with CMP requirements) +Additionally, the Bylaws state that to remain in good standing dues must be paid by August 1st of each fiscal year. +With the requirement to remain current with membership dues to retain your certification, these governing guidelines are an important reminder about your obligation as it relates to the maintenance of your certification. To date, RID has been lenient in enforcing this policy. +As we continue to implement systems of efficiency and standards, RID will begin to enforce the guidelines as established in the Bylaws. Therefore, if dues are not paid on or before July 31, your certification will be terminated due to non-payment of member dues. As a result, you will be required to go through the reinstatement process, in order to get your certification back. To avoid revocation of your certification please plan to renew on or before July 31. +The power to effect change in this area lies with the membership. The connection to membership and certification has been an area of discussion over the years. To change the current structure, which ties current membership to certification maintenance, would require a Bylaws amendment, approved by two-thirds of the voting members. +Contact the Member Service Department +For any further questions, please contact the Member Services department by either emailing us at +, or by using our Contact Us form here: +Professional/General Liability Insurance: contact Gary at 866.371.8830 or go to +Worker Compensation/Workman Compensation Insurance: contact Gary at 866.371.8830 or email +RID Individual Interpreters Liability Insurance +Worker Compensation/ Workman Compensation Insurance +Professional/General Liability Insurance: contact Gary at 866.371.8830 or go to +Worker Compensation/Workman Compensation Insurance: contact Gary at 866.371.8830 or email +Worker Compensation/ Workman Compensation Insurance +Contact Gary Meyer at 866.371.8830, e-mail: +What would happen to your income if you became sick or hurt and werenโ€™t able to work? Protect your income in the event that you become disabled as a result of a sickness or injury and are unable to work. ย RID members can take advantage of a 15% association discount. +Affordable dental coverage is available for individuals and families, with the option to add vision coverage. You are free to use any dentist you wish, or you can use an in-network dentist for additional savings. The network has over 400,000 access points nationwide. Choose from several plans to meet your needs and budget. +Affordable coverage with plans designed to meet your specific needs. Available plans include Term Insurance, Whole Life, Universal Life and others, with over 30 of the top companies to choose from. Let the licensed professionals at Association Benefit Services shop for the best coverage and the most competitive products and rates for you. Coverage is also available for spouses and children. +(for program details and quotes)ย or Call:ย (844) 340-6578 +Contact Gary Meyer at 866.371.8830, e-mail: +Do you have more questions about RID membership? +Whether youโ€™re exploring your possibilities or are a seasoned veteran, joining RID will provide resources that move you forward! +1. First, visit the RID website and log in to your +2. Next, click the tab โ€œMy Orders,โ€ and you will see your FY26 dues there. +3. From there, follow the subsequent prompts to remit your payment. Then, you are all set! +1. All information about your membership can be found in the Membership Details box on your portal page, including your expiration date. All memberships expire on June 30th of each year. +2. If you need to renew your membership, click the โ€œMy Ordersโ€ tab at the top right to submit payment for your member dues. +3. Always be sure that your member portal information is up to date to ensure you are receiving all communications and notifications from RID. +4. All information regarding your certification can be found in the โ€œCertification Detailsโ€ box including your certification beginning and end date, CEUs earned, and downloading documents such as a verification letter or your CEU Transcript. +5. You may view your education history on the right side of your portal, including previous transcript cycles. +6. Access exclusive RID Member Deals by clicking โ€œMember Dealsโ€ on the right side of your portal. +Golden 100 / Silver 250 Campaign +In 1982 President Judie Husted and the RID Board of Directors instituted the first major fundraising campaign for RID. The campaign was aimed to provide the organization with financial security for the future. The campaign was labeled Golden 100 and Silver 200. ย For a $500 donation, the first 100 Certified members received conference recognition and lifetime membership along with their Certification Maintenance fees, these people are known as the Golden 100. At the start of the campaign, the first 200 members (Certified +Associate) who donated $250 received lifetime membership, they are known as Silver 200. This campaign raised over $50,000 to help establish a research and development trust and to provide general support to the RID budget. +At the March 2016 board meeting, the Board of Directors approved a plan to revitalize this campaign for 2016. The first 100 +members received Lifetime membership and waived annual fees along with the designation Golden 100 member. The first 250 Certified +Associate members received lifetime membership, waived annual continuing education fees, and were named Silver 250 members. This group is responsible +for their certification and standards fee. +Golden 100 / Silver 250 Campaign \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_30_1741388919049.txt b/intelaide-backend/documents/user_3/page_30_1741388919049.txt new file mode 100644 index 0000000..06e0c58 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_30_1741388919049.txt @@ -0,0 +1,47 @@ +We are committed to providing you with the tools necessary to achieve your professional goals and we understand that communicating your credentials in an ever-expanding online marketplace can be challenging. That is why we have partnered with +to provide you with a digital version of your credentials. Digital badges can be used in email signatures or digital resumes, and on social media sites such as LinkedIn, Facebook, and Twitter. This digital image contains verified metadata that describes your qualifications and the process required to earn them. +Sign Into Your Credly Account +Add to Your Smartphone Wallet! +Why is RID now using Credly? +The goal of deploying digital badges is to align RID with other certifying and membership organizations, while also increasing consumer protection. +Whatโ€™s the benefit of me using Credly? +Your Credly badge will clearly explain what you can do, what you did to earn this and who says you earned it. It does more than a plastic card! +Will I still be able to obtain a physical copy of my certification card? +We are no longer offering the option of physical cards. You will get a digital representation of your card through Credly. Your badge can be attached to emails, shared on social media and added to your smartphoneโ€™s wallet. +Some places don't allow me to bring my phone inside during interpreting assignments. What should I do when asked to provide proof of certification? +Bring a copy of your verification letter to attest that you are a certified RID member. +I thought RID was the testing and certification entity, not Credly? +RID remains the testing and certification entity. Credly is only providing digital representation of your membership and credentials. +My credential is Master/advance level. Why does it say foundational? +The assessments used for certification purposes, e.g. the NIC Interview and Performance Exam, are a pass/fail exam that assess whether a candidate demonstrates a minimum level of knowledge and skills for ASL interpreting in a general setting and using non-technical or nonspecialized vocabulary or language. Those with an โ€œAdvanced โ€ or โ€œMasterโ€ designations have demonstrated that they scored a high level on one or both portions of the certification exam. +Are you selling my information to third parties? +No, we are not selling your information to Credly or any other third parties. +Do I have the right to opt-out with Credly? +The Credly benefit is optional, you do not have to accept the badges to maintain your certification or membership. However, you will not be able to get a digital representation of your card, and we no longer offer physical cards.ย The only way you will be able to verify your Certification will be through the RID directory and through a verification letter accessible in your member portal. +Credly is the end-to-end solution for issuing and managing digital credentials. Credly works with credible organizations to provide digital credentials to individuals, worldwide. +What is an open badge? +Open badges are web-enabled versions of a credential, certification or learning outcome which can be verified in real-time, online. +How does my certification get displayed as a badge? +We have partnered with Credly to translate the learning outcomes youโ€™ve demonstrated into a badge, issued and managed through the company digital badging platform. The technology Credly uses is based on the Open Badge Standards maintained by IMS Global. This enables you to manage, share and verify your competencies digitally. +How do I add my badge to my email signature? +Please use this helpful tutorial for instructions on adding your badge to your signature line: +What are the benefits of a badge? +Representing your skills as a badge gives you a way to share your abilities online in a way that is simple, trusted and can be easily verified in real time. Badges provide employers and peers concrete evidence of what you had to do to earn your credential and what youโ€™re now capable of. Credly also offers labor market insights, based on your skills. You can search and apply for job opportunities right through Credly. +What if I donโ€™t want my badge to be public? +You can easily configure your privacy settings in Credly. Youโ€™re in complete control of the information about yourself that is made public. +Is there a fee to use Credly? +No. This is a service we provide to you, at no cost. +Whatโ€™s to keep someone else from copying my badge and using it? +While badges are simply digital image files, they are uniquely linked to data hosted on Credly. This link to verified data makes them more reliable and secure than a paper-based certificate. It also eliminates the possibility of anyone claiming your credential and your associated identity. +Where and how can I share my badge through Credly? +You can share your badge directly from Credly to LinkedIn, Twitter, and Facebook; over email; embedded in a website or in your email signature. +What are labor market insights and how can I access them through Credly? +Labor market insights are pulled from live job requisitions. Based on your skills you can learn which employers are hiring, what job titles you might be qualified for, salary ranges and more. Search active job listings and even apply for them with just a few clicks through Credly. Access the labor market insights from your badge details page by clicking on Related Jobs, or by clicking on the skill tags assigned to your badge. +Can I export badges issued through Credly to other badge-storing platforms? +Yes, you can download your badge from the Share Badge page. Your downloaded badge contains Open Badge Infrastructure (OBI) compliant metadata embedded into the image. This allows you to store your badge on other OBI-compliant badge sites, such as the Badge Backpack. +What are the benefits of a badge? +Representing your skills as a badge gives you a way to share your abilities online in a way that is simple, trusted and can be easily verified in real time. Badges provide employers and peers concrete evidence of what you had to do to earn your credential and what youโ€™re now capable of. Credly also offers labor market insights, based on your skills. You can search and apply for job opportunities right through Credly. +Can I import badges issued from other platforms into Credly? +I have a question about Credly. Where can I find support? +You can find tutorials and answers to additional questions here: +. If you have not yet received an email with your Credly link or you are experiencing issues with your Credly digital badge, please contact RIDโ€™s Credly Support team at \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_31_1741388939620.txt b/intelaide-backend/documents/user_3/page_31_1741388939620.txt new file mode 100644 index 0000000..34e448a --- /dev/null +++ b/intelaide-backend/documents/user_3/page_31_1741388939620.txt @@ -0,0 +1,80 @@ +Governance is essential to the functioning of RID. Our Articles of Incorporation, Bylaws, Board Meeting Agendas and Motions, and other guiding documents are available for our members to review. +Containing the essentials for Board and Business meetings. +Board Meeting Agendas and Minutes +2025 RID Board Meeting Dates +March 5, 2025: 8-10 pm ET (Zoom) โ€“ +June 4, 2025: 8-10 pm ET (Zoom) +September 3, 2025: 8-10 pm ET (Zoom) +December 3, 2025: 8-10 pm ET (Zoom) +Board of Directorsโ€™ Meeting Minutes: +โ€“ Board of Directorsโ€™ Meeting Minutes: +Board Meeting Agendas and Public Committee Reports +Board Meeting Agendas and Public Committee Reports +Quarterly meeting 7 -9 pm EDT / 4 โ€“ 6 pm PDT +2023 RID Board Meeting Dates +April 12-16, 2023 FTF in Baltimore, Maryland +Open meeting: April 14, 9a-12p FTF/ZOOM +July 24-26, 2023 at the 2023 RID National Conference in Baltimore, Maryland +October 4-8, 2023 FTF โ€“ Location TBD +Click here to view agenda +Containing the most fundamental principles and rules. +The organization bylaws contain the most fundamental principles and rules regarding the nature of RID, such as how directors are elected, how meetings of directors are conducted, and so on. These bylaws are amended according to member motions and referred to in every act of legislation for RID. RID also seeks partnerships with organizations that share common goals through memorandums of understanding. RID is committed to compliance with the antitrust laws of this country, which laws prohibit anti-competitive behavior, regulate unfair business practices, and encourage competition in the marketplace. +The RID Bylaws govern the internal management of the association, as well as the board of directors, members and staff. The bylaws contain the most fundamental principles and rules regarding the nature of RID, such as how directors are elected, how meetings of directors are conducted, and so on. +You can either download the Bylaws as a whole document or views the separate sections linked below. This document is in PDF file format. +Bylaws Complete Document โ€“ Edited April 2020 +Inspection Rights and Corporate Seal +Fiscal Year of the Corporation +Amendment of the Articles of Incorporation, Dues, and Assessments +View the RID Articles of Incorporation +The purpose of the Policies and Procedures Manual (PPM) is to contain the policies set by the Board of Directors of RID. The PPM establishes procedures for the key elements and operations of the national association, including its headquarters, affiliates, committees, and member sections. The policies and procedures contained in this manual are general guidelines for the association. Exceptions to the policies and procedures noted herein are permitted with board approval, except for the provisions of the Bylaws which cannot be waived or altered except as noted in the Bylaws. +The policies defined here are the basic principles and associated guidelines, formulated and enforced by the governing body of the organization. The policies define +policy. Procedures are the sequence of activity required to carry out a policy statement or move the association toward one of its stated goals. Procedures are also the rules and regulations that entities within the association abide by when conducting their business. They are a consistent guide to follow through any decision-making process. +You may view the updated +2021 RID Policies and Procedures Manual here +Click here to see the RID Articles of Incorporation. +RID constantly seeks partnerships with organizations that share common goals.ย  Through teamwork and collaboration, we can achieve more of our strategic goals. +RID currently has Memorandums of Understanding (MOUs) with these organizations: +The National Association of the Deaf (NAD): +Updated July 2013 (link coming soon) +Conference of Interpreter Trainers (CIT) : +Commission on Collegiate Interpreter Education (CCIE): +RID is committed to compliance with the antitrust laws of this country, which laws prohibitanti-competitive behavior, regulate unfair business practices, and encourage competition in the marketplace. +Neither RID, nor any of its affiliate chapters, member sections, councils, committees, or task forces shall be used for the purpose of bringing about or attempting to bring about any understanding or agreement, written or oral, formal or informal, express or implied, between or among competitors that may restrain competition or harm consumers . In connection with membership or participation in RID, there shall be no discussion, communication, or agreement between or among members who are actual or potential competitors regarding their prices, fees, wages, salaries, profit margins, contract terms, business strategy, business negotiations, or any limitations on the timing, cost, or volume of their services. This includes any RID-related listserv, online discussion groups, sponsored RID social media, RID publications, or other RID sanctioned event, program, or activity. +RID Publishes an Annual Report for its members, outlining our achievements for the year as well as an annual financial report. Please click below to see the most recent annual reports, or feel free to browse through our Annual Report Archive! +You may find RID Annual Reports here: +Why do we need an antitrust policy? +While you may prefer to leave antitrust law up to the lawyers to discuss, itโ€™s important for members of a professional association to know what kind of conduct puts the association at risk. This policy is designed to protect RID and our members, committees, task forces, work groups, member sections +and state affiliate chapters from legal exposure. +According to the Federal Trade Commission (FTC), enforcement of antitrust laws aims to โ€œprevent unfair business practices that are likely to reduce competition and lead to higher prices, reduced quality or levels of service, or less innovation. Anticompetitive practices include activities like price +fixing, group boycotts, and exclusionary exclusive dealing contracts or trade association rules โ€ฆ.โ€, Professional associations are expected to provide guidance to their members about antitrust law to ensure that any discussions, projects, or work done within the scope of RID is not in violation of +How is a professional association different from a union? +The key difference between a professional association and a union is that a professional association works to promote the industry/profession as a whole, while a union works to promote the interests of the workers it represents in-collective bargaining. This may seem like a difference without a distinction, but itโ€™s important when looking at what activities a professional association can and cannot engage in. While unions activelyย  advocate for their membersโ€™ personal financial interests and specific terms and conditions of employment, professional associationsย  work to improve public perception of an industry or professional, e.g.,ย  through the establishment of standards and informing governmentย  decisions. Also, as discussed below, unions have the protection of the โ€œlabor exemptionโ€ to the antitrust laws. +Why canโ€™t the committees, task forces, work groups, member sections and state affiliate chapters engage in collective bargaining on behalf of members? +Price fixing is illegal under antitrust law. Economic competitors cannot come together and agree on a price they will charge for their goods or services. For example, gasoline stations are prohibited from getting together and deciding how much to charge for a gallon of gas. Interpreters in independent practice in a particular market area are viewed as economic competitors. Thus, they cannot agree, through RID committees, task forces, work groups, member sections, or state affiliate chapters, on a price that they will charge for their services. +It is important to note that individual interpreters are always free to set their own rates or decide what rates they will or will not accept. Individual interpreters are also free to access and consider the published rates of other interpreters in setting their own rates.ย  It is only when they act in concert with competing interpreters that antitrust law comes into play. +Unions have the protection of the โ€œlabor law exemptionโ€ to antitrust laws and, therefore union members, who would otherwise be viewed as competitors, may engage in concerted activities through their bargaining unit without raising concerns about antitrust violations.ย  RID and groups acting within its organizational structure are not unions and do not have the benefit of such an exemption. +Why canโ€™t the association or its affiliates form a union to collectively bargain for members? +It does not fall within the mission of RID or its affiliates to form or to facilitate the formation of a union to collectively bargain with employers on behalf of employees who are RID members with respect to their terms and conditions of employment.ย  Interpreters who are members of RID may, obviously, choose to participate in their individual capacities as employees in a collective bargaining process with their employers through a union.ย  As previously noted, there is an exception in antitrust laws thatย  allows a group of employees, through their union, to collectively bargain with their employer. Also, it is worth noting in this context that many RID members are interpreters who are independent/freelance contractors who do not have an employee-employer relationship with the entities that contract with them. +There is a new interpreter contract in my state. Can the state affiliate chapter warn that interpreters wonโ€™t accept work at the proposed rates? +A decision by or on behalf of a group of economic competitors (like the interpreter members of a state affiliate chapter) to explicitly or implicitly threaten to boycott any proposed or existing contract in order to influence the rates set forth in that contract raises very serious antitrust concerns. While there is no clear definition of what constitutes an implicit boycott threat, all members and RID affiliates must be very careful in making statements that might be construed as a veiled boycott threat. +Although it may seem obvious that below-market rates will decrease the pool of interpreters willing to work under a given contract, stating such on behalf of a RID-associated group may still be construed as an implicit boycott threat. If there are interpreters who are willing to accept the proposed contractual rates and/or those stated rates appear to benefit the consumers / providers of interpreting services, the risks of antitrust exposure are even greater. +While the impact of proposed contractual rates on the available pool of interpreter and the Deaf communityโ€™s access to services is a logical argument against rates that are perceived by some to be sub-market, statements made by or on behalf of competing interpreters regarding appropriate rates need to be carefully crafted, need to focus upon the consumerโ€™s perspective and not the financial interests of the interpreters, and warrant careful review, including the advice ofย  counsel prior to dissemination. +What can the committees, task forces, work groups, member sections and state affiliate chapters do? +There are several things that RID, throughย  its member sections, councils, committees, and task forces, and that state affiliate chapters, can do that may relate to rates/fees and other conditions of employment / engagement.ย  These things must still be done with extreme care and consideration and the antitrust risks associated with them should be assessed prior to implementation. +a. You can petition the government. +There is an exception to antitrust laws that allows associations and its affiliates to petition government entities, such as state agencies and commissions and legislators, and raise issues that would otherwise trigger antitrust concerns.ย  The goal of representing RID members before such entities is to improve the information upon which governmental decisions are made. +b. You can collect and share historical price data. +The FTC, a federal agency that enforces antitrust laws, created a safe harbor for collecting and disseminating historical rate/fee information. (A safe harbor is a provision that specifies that certain conduct will be deemed not to violate a given law, in this case antitrust law.) So, if an affiliate chapter, member section, council, committee, or taskforce follows the safe harbor guidelines, it can collect data on rates and fees in the market area and disseminate it to members. Here are some key factors to consider before collecting and disseminating this kind of information: +Rate/fee information must be at least 3 months old. +The information must be collected confidentially. Interpreters cannot learn what rates/fees other interpreters are charging.ย ย  To ensure that raw data isnโ€™t shared among competitors, it would be prudent to work with an outside entity to conduct the survey. +When the results are disseminated, there should be no information included that would enable members to ascertain the identity of those charging a specific rate or fee. This is particularly true for listing information by geographic area when there is only one interpreter working in that area. +c. You can communicate your membersโ€™ concerns to the appropriate entity. +Affiliate chapters, member sections, councils, committees, and taskforces can communicate membersโ€™ concerns to a hiring entity, if extreme caution is exercised. The concerns cannot be communicated in a way that could be construed as an express or implied threat to collectively boycott a particular contract or hiring entity. Any message should be prefaced by an explanation that every member acts independently in the market and that you are not attempting to influence rates or negotiate rates on behalf of your members Show that you understand antitrust law, say โ€œWe are not negotiating rates on behalf of our members.โ€ +Who can I contact for more information and guidance? +Each affiliate chapter is responsible for retaining and consulting with local legal council for guidance related to antitrust law. A resource that can assist affiliates in locating local counsel is your state Center for Nonprofit Advancement. Please contact +if you need assistance locating your local center. +What does RID suggest as text for Google/Facebook Groups to post on their homepage? +Do not post queries or information, and refrain from any discussion that may provide the basis for an inference that the members agreed to take action relating to prices, production, allocation of markets, or any other matter having a market effect. Examples of topics which should not be discussed include current or future billing rates, fees, or other items which would be construed as โ€œpriceโ€, fair profit, billing rate, or wage level, current billing or fee procedures, imposition of credit terms. Do not post regarding refusing to deal with anyone because of his/her pricing or fees. +Are there any additional resources for this topic? +U.S Department of Justice โ€“ Antitrust Division +Antitrust Guidelines for Collaborations Among Competitors \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_32_1741388946033.txt b/intelaide-backend/documents/user_3/page_32_1741388946033.txt new file mode 100644 index 0000000..2ba5319 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_32_1741388946033.txt @@ -0,0 +1,61 @@ +Board of Directors Nominations Form +Board of Directors Nomination Form +2024 Board Nominations are open Monday, July 15 - Monday, August 12, 2024 at 11:59 pm PT. Do you want to nominate a candidate for the RID Board of Directors? Please complete the form below! +Optional: City and State for the nominee (this helps avoid confusion if there is more than one member with the same name) +What position are you nominating them for? +In accordance with Motion C89.11, RID requires that a nominee must both be an RID member as well as a voting member of an Affiliate Chapter. This is denoted under Section 3, Voting Rights and Requirements, of the RID Bylaws. This is referred to as the "Dual Membership Agreement." +Is this nominee a voting member of an Affiliate Chapter? +What is the nominee's email? +If you know the nominee's email address, then please enter it below. This is optional, but preferred. +This helps the person be informed of their nomination - they will get an automated notification. +Below, fill out your own information. You must be an eligible voting member of RID to make a nomination. +What RID Region are you in? +I confirm that the individual nominated is a certified member of RID. I also confirm that they have been a certified member in good standing for the last four consecutive years. +Other Related Links and Information +Executive Board Nominations Process and Requirements +Three year period. The next Term of Office: September 1, 2021 โ€“ September 1, 2024. +With the exception of the member-at-large positions, all members of the RID Board of Directors must be certified members in good standing for at least four (4) consecutive years immediately prior to candidacy. The member-at-large must be a certified and/or associate member in good standing for at least four (4) consecutive years immediately prior to candidacy. +General Nomination Information for the RID Board of Directors +An individual must be nominated for office. RID encourages members to nominate those they feel are best qualified to lead the association. +Any voting member in good standing may nominate candidates for office. +Candidates must receive nomination signatures from at least 25 voting members in good standing. +Nominations for the executive board must include at least one member in good standing from each of the five regions. +When more than one person is nominated for a position, an election will be held +Executive Board Positions and Descriptions +Represent the corporation in all appropriate activities. +Preside at meetings of the members and/or Directors. +Retain authority to co-sign checks with the Treasurer or any other designated person through action of the Board of Directors. +Provide at least quarterly reports to the membership concerning business, Board of Directors activities, and financial status of the corporation. +Serve as liaison to the national office as the Board representative. +Oversee the performance of the Chief Executive Officer of the corporation as guided by the Board of Directors. +The Vice President of the Board is prepared at all times to assume the role of Board President, if necessary. The Vice President may serve in the Presidentโ€™s place for Board activities and in the spokesperson capacity. +The President may delegate special assignments to the Vice President, who also works closely with the organizationโ€™s CEO to carry out the Boardโ€™s vision and directives. +Oversee the training of incoming Board members and committee chairs. +Keep a complete and accurate record of the proceedings of the Board of Directors. +Serve as Secretary of the corporation. Ensure the integrity of the governance framework, being responsible for the efficient administration of the association. Ensure compliance with statutory and regulatory requirements and implementation of decisions made by the Board of Directors. +Supervise the keeping of all corporation records. +Retain authority to co-sign checks with the President or any other person designated through action of the Board of Directors. +Ensure timely response to member correspondence to the Board. +Oversee the RIDโ€™s overall financial position. +Collaborate with the national office leadership to: +Prepare the associationโ€™s annual budget and present it to the Board. +Monitor income and expenditures by comparing the actual and budgeted figures. +Review financial statements at least quarterly. +Consult on programs and services (new and old) which impact the budget during monthly meetings. +Ensure the timely and accurate filing of required tax documents. +Meet with auditor to review annual reports and management letters. +Assist with the coordination of activities and communication within the association. +Work with the Member-at-Large to oversee the maintenance and revisions of the +Assist with the coordination of activities and communication within the association. +Work with the Deaf Member-at-Large to oversee the maintenance and revisions of the +The next Term of Office: September 1, 2023 โ€“ September 2, 2026. Region Representatives shall serve three years terms. No region representative shall hold the same office for more than three consecutive terms. Region representatives shall be elected by ballot during non-biennial meeting years, and their term of office shall commence thirty days after elections during that year, but no later than September 1st, providing they are not already serving an unfinished term of office. +With the exception of the members-at-large positions (MAL and DMAL), all members of the RID Board of Directors must be certified members in good standing for at least four (4) consecutive years immediately prior to candidacy. Furthermore, all candidates for region representative shall have been residents of their respective regions for at least two consecutive years immediately prior to candidacy. +General Nomination Information for the RID Board of Directors +An individual must be nominated for office. RID encourages members to nominate those they feel are best qualified to lead the association. +Any voting member in good standing may nominate candidates for office. +Candidates must receive nomination signatures from at least 25 voting members, in good standing, from their respective regions. +Nominations for the executive board must include at least one member in good standing from each of the five regions. +When more than one person is nominated for a position, an election will be held +PPM for Special Elections Information +The information on special elections from the Policies and Procedures Manual can be found here: +You can find Board Meeting Agendas here on the Governance page: \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_33_1741388952311.txt b/intelaide-backend/documents/user_3/page_33_1741388952311.txt new file mode 100644 index 0000000..5b0086f --- /dev/null +++ b/intelaide-backend/documents/user_3/page_33_1741388952311.txt @@ -0,0 +1,84 @@ +Steps to Find an Interpreter +Steps to Find an Interpreter +Any entity or individual has access to RIDโ€™s registry that can provide a list of certified freelance interpreters, as well as Organizational members in your area who are interpreter agencies who can provide interpreting services. +Toย findย a certified freelance interpreter in your area, please follow the steps below: +Please visit our member directory here: +Select your City and State +From here, you willย findย a list of certified interpreters who are available for freelance work. Feel free to reach out to these members directly using the contact information they provide on ourย registryย and inquire about the services that you need. Should you want to go through an agency that is a member with us, please use this link here: +, selecting your City and State. +A member who holds a valid certification accepted by RID, is in good standing, and meets the requirements of the +Join Today or Renew Your Membership here! +A member engaged in interpreting or transliterating, full-time and part-time, but not holding certification accepted by RID. Members in this category are enrolled in the +Associate Continuing Education Tracking Program (ACET) +Join Today or Renew Your Membership here! +A member currently enrolled, at least part-time, in an interpreting program. Student members must provide proof of enrollment every year. This proof can be a current copy of a class schedule or a letter from a coordinator/instructor on school letterhead. Student membership does not include eligibility to vote. +Join Today or Renew Your Membership here! +Individuals who support RID but are not engaged in interpreting. Supporting membership does not include eligibility to vote or reduced testing fees. +Join Today or Renew Your Membership here! +Organizations and agencies that support RIDโ€™s purposes and activities. +Join Today or Renew Your Membership here! +: Member who holds temporarily inactive certification, is not currently interpreting and has put their certification on hold. Members in this category are not considered currently certified and do not hold valid credentials. +: Member who has retired from interpreting and is no longer practicing. Members in this category are not considered currently certified and do not hold valid credentials. +Join Today or Renew Your Membership here! +Eligible for reduced certification testing fees (associate, student or certified members only) +Annual CEC discount code for Certified, Associate, and Student members who +Access to exclusive discounts through our partner; MemberDeals.ย Discounts on RIDโ€™s +Leadership opportunities to help shape RID and the interpreting profession by serving on +committees, councils and task forces +Accountability to the communities we serve through RIDโ€™s Ethical Practices System +Disability Income Coverage, Dental & Vision Insurance, Life Insurance options. +Members should conduct their renewals online and pay via the RID Member Portal for the fastest service. +If you have questions about or are experiencing an issue with your member account or renewal steps, please contact us at +for assistance. We are happy to assist. +Click Here to Join or Renew your Membership Today! +RID membership follows an annual fiscal year cycle from July 1-June 30. +Purchase order paperwork for membership renewals that will be paid by a third party can be submitted directly to +For those needing verification of prices for employers prior to remitting payment, download your personalized order summary from your RID member portal. This is the most accurate, quickest, and paperless way to provide verification of your membership cost. +If an individual requests to terminate their membership prior to their payment being processed by RID, then RID will simply not process the payment for that application. The applicant will not forfeit any funds. +If an individual requests a refund after their membership application or renewal has been processed and/or renewed, that person will receive a refund of their membership dues and fees minus a $25.00 processing fee. +An individual may request a refund no more thanย two business daysย after the application has been processed and/or renewed. +No refunds will be given if a request is made more than 2ย daysย after the membership application/renewal has been submitted/processed. +If a third party(ie employer, agency, etc) pays membership dues and fees on behalf of an individual, the member is responsible for maintaining good standing with the organization. We recognize that members who are afforded this benefit may wish to remit payment to maintain good standing, and then request refund post third party payment of their membership dues and fees. In this instance, RID HQ may work one-on-one with you. +The refund policy applies to all members. +Have you Let your Certified Membership Lapse? +According to the RID Bylaws, an individualโ€™s certification can be revoked for two reasons: +Suspension or expulsion as outlined in the policies and procedures manual (such as an EPS violation or non-compliance with CMP requirements) +Additionally, the Bylaws state that to remain in good standing dues must be paid by August 1st of each fiscal year. +With the requirement to remain current with membership dues to retain your certification, these governing guidelines are an important reminder about your obligation as it relates to the maintenance of your certification. To date, RID has been lenient in enforcing this policy. +As we continue to implement systems of efficiency and standards, RID will begin to enforce the guidelines as established in the Bylaws. Therefore, if dues are not paid on or before July 31, your certification will be terminated due to non-payment of member dues. As a result, you will be required to go through the reinstatement process, in order to get your certification back. To avoid revocation of your certification please plan to renew on or before July 31. +The power to effect change in this area lies with the membership. The connection to membership and certification has been an area of discussion over the years. To change the current structure, which ties current membership to certification maintenance, would require a Bylaws amendment, approved by two-thirds of the voting members. +Contact the Member Service Department +For any further questions, please contact the Member Services department by either emailing us at +, or by using our Contact Us form here: +Professional/General Liability Insurance: contact Gary at 866.371.8830 or go to +Worker Compensation/Workman Compensation Insurance: contact Gary at 866.371.8830 or email +RID Individual Interpreters Liability Insurance +Worker Compensation/ Workman Compensation Insurance +Professional/General Liability Insurance: contact Gary at 866.371.8830 or go to +Worker Compensation/Workman Compensation Insurance: contact Gary at 866.371.8830 or email +Worker Compensation/ Workman Compensation Insurance +Contact Gary Meyer at 866.371.8830, e-mail: +What would happen to your income if you became sick or hurt and werenโ€™t able to work? Protect your income in the event that you become disabled as a result of a sickness or injury and are unable to work. ย RID members can take advantage of a 15% association discount. +Affordable dental coverage is available for individuals and families, with the option to add vision coverage. You are free to use any dentist you wish, or you can use an in-network dentist for additional savings. The network has over 400,000 access points nationwide. Choose from several plans to meet your needs and budget. +Affordable coverage with plans designed to meet your specific needs. Available plans include Term Insurance, Whole Life, Universal Life and others, with over 30 of the top companies to choose from. Let the licensed professionals at Association Benefit Services shop for the best coverage and the most competitive products and rates for you. Coverage is also available for spouses and children. +(for program details and quotes)ย or Call:ย (844) 340-6578 +Contact Gary Meyer at 866.371.8830, e-mail: +Do you have more questions about RID membership? +Whether youโ€™re exploring your possibilities or are a seasoned veteran, joining RID will provide resources that move you forward! +1. First, visit the RID website and log in to your +2. Next, click the tab โ€œMy Orders,โ€ and you will see your FY26 dues there. +3. From there, follow the subsequent prompts to remit your payment. Then, you are all set! +1. All information about your membership can be found in the Membership Details box on your portal page, including your expiration date. All memberships expire on June 30th of each year. +2. If you need to renew your membership, click the โ€œMy Ordersโ€ tab at the top right to submit payment for your member dues. +3. Always be sure that your member portal information is up to date to ensure you are receiving all communications and notifications from RID. +4. All information regarding your certification can be found in the โ€œCertification Detailsโ€ box including your certification beginning and end date, CEUs earned, and downloading documents such as a verification letter or your CEU Transcript. +5. You may view your education history on the right side of your portal, including previous transcript cycles. +6. Access exclusive RID Member Deals by clicking โ€œMember Dealsโ€ on the right side of your portal. +Golden 100 / Silver 250 Campaign +In 1982 President Judie Husted and the RID Board of Directors instituted the first major fundraising campaign for RID. The campaign was aimed to provide the organization with financial security for the future. The campaign was labeled Golden 100 and Silver 200. ย For a $500 donation, the first 100 Certified members received conference recognition and lifetime membership along with their Certification Maintenance fees, these people are known as the Golden 100. At the start of the campaign, the first 200 members (Certified +Associate) who donated $250 received lifetime membership, they are known as Silver 200. This campaign raised over $50,000 to help establish a research and development trust and to provide general support to the RID budget. +At the March 2016 board meeting, the Board of Directors approved a plan to revitalize this campaign for 2016. The first 100 +members received Lifetime membership and waived annual fees along with the designation Golden 100 member. The first 250 Certified +Associate members received lifetime membership, waived annual continuing education fees, and were named Silver 250 members. This group is responsible +for their certification and standards fee. +Golden 100 / Silver 250 Campaign \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_34_1741388959988.txt b/intelaide-backend/documents/user_3/page_34_1741388959988.txt new file mode 100644 index 0000000..b188a9c --- /dev/null +++ b/intelaide-backend/documents/user_3/page_34_1741388959988.txt @@ -0,0 +1,11 @@ +Advertise & build your network and reach +With over 14,000 members in the U.S. and abroad, RID is the largest, comprehensive registry of American Sign Language (ASL) interpreters in the country! Easily reach our members through our eNEWS, VIEWS, and website/ social media platforms for your company or organizationโ€™s job announcements, events, and promotions. Interactive opportunities available to engage your potential customers and clients in a way that is unmatched. +Give your job opportunities a boost on our website and social media platforms +Delivered monthly to the inbox of over 12k members +Our quarterly publication with the ability to add an interactive flair +AMN Healthcare Medical VR Interpreter +The ASL Medicalย Videoย Remoteย Interpreter (VRI) will cover a wide range [...] +on AMN Healthcare Medical VR Interpreter +UC Santa Barbara ASL Interpreter +The Interpreter works between spoken English and American Sign [...] +on UC Santa Barbara ASL Interpreter \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_35_1741388967424.txt b/intelaide-backend/documents/user_3/page_35_1741388967424.txt new file mode 100644 index 0000000..9c9950c --- /dev/null +++ b/intelaide-backend/documents/user_3/page_35_1741388967424.txt @@ -0,0 +1,158 @@ +RIDโ€™s Affiliate Chapter Resource Center provides chapter leaders with tools and resources to help manage and cultivate local Affiliate Chapters. The Affiliate Chapter Resource Center provides tools to help Affiliate Chapters excel. RIDโ€™s goal is to make your life as an Affiliate Chapter leader a little easier. Therefore, on this website you will find resources just for you and your members. +The RID Affiliate Chapter Liaison will be working to develop additional content for your use. If you have a specific request for information or are interested in learning how other chapters have handled a specific issue, please contact the RID Affiliate Chapter Liaison, Dr. Carolyn Ball, CI & CT, NIC at +Chapters are essential to the success and growth of Affiliate Chapters. In order to support your work as a chapter leader, RID has created links of vital information for your use. The RID Affiliate Chapter Liaison will discover and share tools, resources, and samples for your Affiliate Chapter. View the most recent additions, browse by category or tag, or search for the specific information you are looking for below. +Affiliate Chapter Handbook from RID +AC Strategic Recommendations to Strengthen Our AC Network +RID would absolutely benefit from fostering stronger relationships with our ACs. and what, if anything, we should be doing differently. This is a +with ideas and strategies to strengthen our AC network in alignment with RIDโ€™s Strategic Priorities towards Organizational Effectiveness and Organizational Relevance, as well as consider the role of ACs in RIDโ€™s Organizational Transformation. +Bylaws are the rules and principles that define your governing structure. They serve as your nonprofitโ€™s architectural framework. Although bylaws arenโ€™t required to be public documents, consider making them available to your membership to boost your Affiliate Chapterโ€™s accountability and transparency. +Examples of RID Affiliate Chapter Bylaws +Document Retention Policies for Nonprofits +Document retention policies are one of several good governance policies that the IRS highlights on the IRS Form 990 by asking whether the filing nonprofit has adopted a written record retention policy. +A policies and procedures manual is a comprehensive text that details every aspect of Affiliate Chapter policy, the procedures for following those policies and the forms needed to complete each process. A policies and procedures manual is a reference tool for affiliate chapter leaders. +How to write a Policy and Procedure Manual +National RID Policy and Procedure Manual +Examples of Affiliate Chapter Policy and Procedure Manuals +How to Make the Most of a Virtual Conference +What is Robert's Rules of Order? +Robertโ€˜s Rules is practically synonymous with parliamentary procedure, and for good reason. Robertโ€˜s Rules of Order sets out the parliamentary rules organizations can adopt as a guide for establishing the conduct of the organization and the management of its meetings. +In a nutshell, Robertโ€™s Rules make meetings meaningful. Those three words โ€” making meetings meaningful โ€” so clearly describe the most immediate benefit to learning and applying the principles of parliamentary procedure contained in Robertโ€™s Rules. Robertโ€™s Rules provide guidance for most organizational functions. +A parliamentarian is a consultant who advises the presiding officer and other officers, committees, and members on matters of parliamentary procedure. Parliamentarians are frequently used to assist with procedure during conventions and board meetings. Such advisors often turn long, difficult meetings into short, painless ones. +A professional parliamentarian can provide many additional useful services outside of an annual convention, including: +Train officers and committee chairs +Conduct parliamentary workshops for local presidents and members +Preside over particularly contentious meetings +Advise on parliamentary tactics and strategy +Affiliate Chapters are essential to the success and growth of RID. In order to support your work as an Affiliate Chapter leader, RID has created links of vital information for your use. View the most recent additions, browse by category or tag, or search for the specific information you are looking for by clicking this link. +It is important for the president of a nonprofit organization to be aware of the responsibilities of that office. Learn about the responsibilities that can help you become aware of the important responsibilities of a nonprofit organization president. +The role of the president in a non-profit organization +It is important for the president of a nonprofit organization to be aware of the responsibilities of that office. Learn about the responsibilities that can help you become aware of the important responsibilities of a non-profit organization president. +Omissions of the Board of Directors (โ€œBoardโ€) or Officers can still leave a risk of liability to both the nonprofit and its individual Directors, or Officers. Nonprofit Directors are passionate about causes and serving the community, but they often lack the required knowledge to understand their obligations under the law. Such Directors are doing a good deed by volunteering to sit on the Board; but the consequences of inattention can โ€œpunishโ€ their otherwise โ€œgood deeds.โ€ +How to Run a Board Meeting Effectively +The problem in running non-profit board meetings is that despite their importance, many people view board of director meetings as a drab and high level mumbo jumbo. However, with some planning and foresight, you can make these meetings more lively and engaging. Follow the steps below for a more meaningful and productive meeting: +Reignite Your Nonprofit Boardโ€™s Passion with a Powerful Retreat +A board retreat is an unparalleled opportunity for progress. It can be a powerful way to address head-on some of the more challenging issues facing a board and the organization it governs. Here are some tips to ensure your retreat is powerful, productive, and positive. +Most boards of directors of associations, clubs and nonprofits are composed of individuals from different walks of life. They have joined the board because they want to contribute in a meaningful way to their profession, industry or society in general. Some folks are also looking for networking opportunities, leadership experience, or simply for social interaction. Learn more about how you can provide an effective team building event for your nonprofit board. +How to deal with conflict +For incoming leaders: How can you manage conflicts in the nonprofit workplace? These three tips in the link below put conflict into perspective and offer constructive responses for nonprofit leaders. +Running a Business Meeting following Parliamentary Procedure +All individuals attending the General Business meetings use the Parliamentary Procedure. Member meetings are where members with voting rights may shape the direction of the Organization, its priorities, and more. The videos below explain basic parliamentary procedures to ensure an efficient, respectful, and effective meeting of members and also provide examples of how the procedure can be signed in ASL. +What are the Affiliate Chapterโ€™s Responsibilities? +Nonprofit board members have the legal responsibility to meet the duty of care, the duty of loyalty, and the duty of obedience. Under well-established principles of nonprofit corporation law, a board member must meet +certain standards of conduct and attention in carrying out their responsibilities +to the organization. Several states have statutes adopting some variation of these duties that would be used in court to determine whether a board member acted improperly. These standards are usually described as the +duty of care, the duty of loyalty, and the duty of obedience +Tradition holds that nonprofits create a vice president position so theyโ€™ll have someone ready to step in should the president be unable to complete his or her term โ€“ in the same way we have a vice president of the United States. But your bylaws could just as easily mandate another officer to fill this role. +The role of the Vice President +Tradition holds that nonprofits create a vice president position so theyโ€™ll have someone ready to step in should the president be unable to complete his or her term โ€“ in the same way we have a vice president of the United States. But your bylaws could just as easily mandate another officer to fill this role. +So rather than taking a perfectly capable board member and only ask them to hold their breath waiting for the president to expire, wouldnโ€™t it be a better use of the VPโ€™s talents to have something worthwhile to do? Especially if part of the process of choosing a VP is to groom that person for leading the board? +Understanding Roles and Responsibilities of Nonprofit organizations Board Members +Since the board of directors is responsible for the health and future of the non-profit organization, they create governing and financial policies. They hold regular meetings and vote on issues involving the organization. +Governance is an essential function of a nonprofit board. There are various ways to govern as a board, depending on the board and organizationโ€™s structure. +Vice President's Roles and Responsibilities +The Vice-President plays a crucial role in the operations of the nonprofit board. Some general responsibilities are listed in the following link: +The Importance of leaders and the Role of the Vice President of a Non Profit Organization +For working boards, the Vice-President carries out important responsibilities for the organizationโ€™s operations. +The board treasurer is a critical leadership role for an organization. By reframing and taking a more expansive view of what the role entails, I hope more new treasurers will enter the role with excitement instead of intimidation and ultimately, that more people will want to volunteer for this leadership opportunity. +The Role of the Treasurer +The board treasurer is a critical leadership role for an organization. By reframing and taking a more expansive view of what the role entails, I hope more new treasurers will enter the role with excitement instead of intimidation and ultimately, that more people will want to volunteer for this leadership opportunity. +How to Find a CPA for Nonprofit Organizations +The CPA designation is one of the most widely recognized and highly trusted professional designations in the business world.ย  Stringent qualifications and licensing requirements sets them apart from other business professionals.ย  In order to receive the CPA designation, individuals have to meet rigorous academic, professional and ethical standards.ย  In addition, after they receive the designation, they are required to receive continuing professional education to stay up to date on current standards and requirements. +Financial Health of a Nonprofit +Many factors play into a nonprofitโ€™s financial status, but some categories are particularly indicative of underlying health and stability. Nonprofit leaders who recognize the importance of the factors below and act upon our suggestions to maximize them will be better positioned to withstand scrutiny from donors, board members and other interested parties and chart a course for sustained success. +These documents provide you with a starting point. We recommend you customize them to meet the needs of your organization. Please consult an attorney before adopting a policy that is legally binding. +Nonprofit organizations have a unique set of accounting software needs. The software needs to be able to accurately handle contributions from a variety of sources and produce reports that make it easier to submit an +and other tax documents. Thankfully, some low-cost and free options are available for nonprofits that donโ€™t have a lot of money to spend on specialized accounting software. Here are five of the best options with information. +These six nonprofit accounting software options were chosen based on their features lists, usability ratings, and their overall reviews. They are all cloud-based software. Many options in our fund accounting software directory are made for general accounting, but the six that made it into this piece are specifically made for nonprofit accounting. +What is the Role of the Board Treasurer? +The board treasurer is a critical leadership role for an organization. By reframing and taking a more expansive view of what the role entails, I hope more new treasurers will enter the role with excitement instead of intimidation and ultimately, that more people will want to volunteer for this leadership opportunity. +What Should You Do as the Treasurer? +As treasurer, you are responsible for safeguarding your organizationโ€™s finances. A large portion of this protection should already be built into the organizationโ€™s bylaws. +What Are the Duties of the Treasurer? +The treasurer will review the financial reports about the organizationโ€™s budget constraints and spending habits. Financial reports also indicate the financial health of the organization, regardless of the size of the budget. Itโ€™s important that treasurers prepare financial reports that are clear, accurate and timely, which helps to earn public trust in the organization. More information about how to keep organized records can be found at: +Tools and Resources for Nonprofits +The National Council of Nonprofits produces and curates tools, resources, and samples for nonprofits. View the most recent additions, browse by category or tag, or search for the specific information you are looking for below. +Best Practices as a Nonprofit Board to File Your 990 Tax Form: +There are many reasons why your entire board of directors should review your organizationโ€™s draft +before it is filed. Of course, the most important reason is to ensure its accuracy. Most board members donโ€™t have photographic memories and canโ€™t recall each precise financial detail of the last year, but when you review it, look for the โ€œstoryโ€ in the numbers. Is the draft form consistent with your recollection about the prior year? Youโ€™ll spot discrepancies, such as categories on the draft Form reporting โ€œzeroโ€ when you know there were expenditures, or vice versa. +How Do I Find if an Affiliate Chapter Tax Exempt Status has Been Revoked? +Organizations whose federal tax exempt status was automatically revoked for not filing a Form 990-series return or notice for three consecutive years can be found at the link below. Important note: Just because an organization appears on this list, it does not mean the organization is currently revoked, as they may have been reinstated. +State Compliance of a Nonprofit Organization +The guide at the link below provides a comprehensive look at what is required for nonprofits to comply with their stateโ€™s laws. +In general, exempt organizations are required to file +. If an organization does not file a required return or files +, the IRS may assess +. Read more here to make sure youโ€™re following the appropriate legal steps! +In any organization, thereโ€™s someone whose job is to grab everything that falls through the cracks. To keep everyone else on track. For a sports team, itโ€™s the Coach. In a restaurant, itโ€™s the Head Chef. On a board of directors, itโ€™s not the Chair. Not even the Treasurer. While those are important roles, they couldnโ€™t do their jobs without the most key piece to the committee puzzle: the Secretary. +The Role of the Secretary +In any organization, thereโ€™s someone whose job is to grab everything that falls through the cracks. To keep everyone else on track. For a sports team, itโ€™s the Coach. In a restaurant, itโ€™s the Head Chef. On a board of directors, itโ€™s not the Chair. Not even the Treasurer. While those are important roles, they couldnโ€™t do their jobs without the most key piece to the committee puzzle: the Secretary. +How to Write Board Meeting Minutes +Learn how to write board meeting minutes and what to include. The link below provides examples of how to write minutes and a template that may help in organizing your affiliate chapter meeting minutes: +Are Board Meeting Minutes Public? +As with many governance-related issues, thereโ€™s no fast and easy answer to the question, โ€œAre nonprofit board meetings public?โ€ The honest answer is, โ€œIt depends.โ€ +How to Organize Documents for a Nonprofit Organization +Learn a quick summary of common recommendations regarding how to organize documents for nonprofit organizations. +Find Out Your Stateโ€™s Document Retention Policies for Nonprofit Organizations +It is important to keep in mind that some states have state-specific sample document retention policies and examples are available through the Council of Nonprofits and are state specific. +What Documents and Records are Important to Manage for a Nonprofit Organization? +Records and Information Management is a tool used by managers to determine which records to retain, and for how long, and which records to discard. It also includes tools to improve access to current records such as document management systems, standardized file plans, indexing, etc. +The discipline of Records and Information Management applies tests and standards to an organizationโ€™s records, determining their value both to the group and to other potential users. Records managers survey and categorize records by type and function. They evaluate each category to schedule records for retention and disposal. +Where Does RID Keep the Archived RID Views? +RID keeps the Archived RID Views at the below link: +Where Does RID Keep an Archive of all of the Journal of Interpretations (JOIโ€™s)? +You can find the archives to RIDโ€™s publication JOI below: +It is vital for the board of an affiliate chapter to understand the importance of their roles and responsibilities. Below is a great resource to help each member of the board understand their roles and responsibilities. +It is vital for the board of an affiliate chapter to understand the importance of their roles and responsibilities. Below is a great resource to help each member of the board understand their roles and responsibilities. +The Fundamental Aspects of Nonprofit Board Service +The link below is a list of topics addressing the fundamental aspects of nonprofit board service. Each link leads to a page with a short introduction to the topic followed by an extensive list of downloadable resources, topic papers, and publications that pertain to it. More resources, including additional publications, webinars, and training, can be easily found. Just click on the link and you will find support for you as a nonprofit board member. +Finding the Right Board Members for Your Nonprofit +Finding the right board member for your nonprofit organization can be challenging. The Council of Nonprofits has compiled resources and tips to help you identify what makes a good board member. +What are Articles of Incorporation? +โ€œYour nonprofit articles of incorporation is a legal document filed with the secretary of state to create your nonprofit corporation. This process is called incorporating. In some states, the articles of incorporation is called a certificate of incorporation or corporate charter.โ€ โ€“ Harbor Compliance, 2023 +Document Retention Policies for Nonprofits +Document retention policies are one of several good governance policies that the IRS highlights on the IRS Form 990 by asking whether the filing nonprofit has adopted a written record retention policy. +How to Write Effective and Successful Emails +Donโ€™t come off as desperate or like a marketing company! Learn to create new, fresh messages that make people want to open your emails. Nonprofit emails are four times more likely to be opened than marketing emails. Send the right message! +Where Can I Find the National RID Articles of Incorporation? +You can find RIDโ€™s Articles of Incorporation using the link below: +What is a Policy and Procedure Manual? +A Policy and Procedures Manual is a document compiled of policies and procedures that the nonprofit organization needs to follow, to ensure its compliance with local, state and federal laws, and for its success. Have a central document that has all of the policies and procedures makes it easier for those involved with the nonprofit to understand the requirements and to comply. +Where Can I find RIDโ€™s Policy and Procedure Manual? +What is the Importance of Bylaws? +Bylaws are essential for the boardโ€™s functions. They outline the governance structure of the organizationโ€™s board of directors, and is often considered as a legal document. For more information, please see the following link: +Where Can I find a Copy of RIDโ€™s Bylaws? +RIDโ€™s Bylaws PDF is below: +How Affiliate Chapters Can Diversify Their Boards +Making real change in an affiliate chapterโ€™s diversity โ€” including in its culture, and practices โ€” is important, but many organizations donโ€™t have a clear model of success. Learn how Affiliate Chapters can have a clear plan to create diversity. +Recruiting Volunteers for Your Affiliate Chapter +Volunteers often are key to a nonprofit organizationโ€™s success. But the question arises: how do we recruit solid volunteers? What criteria should we use to identify who would be a good fit for your organization? +RID publishes an annual report for its members, outlining RIDโ€™S achievements for the year as well as an annual financial report. You may find the national RIDโ€™s annual reports at the link below. Additionally, you may wish to publish your own annual report for your affiliate chapter members to see the business of the organization. +In general, exempt organizations are required to file +. If an organization does not file a required return or files +, the IRS may assess +. Read more here to make sure youโ€™re following the appropriate legal steps! +Affiliate Chapter Leaders can enjoy a buffet of exclusive resources from the RID AC Webinar series. The webinars will help AC leaders develop expertise and knowledge to deliver excellence as an AC leader. +Click here for more details! +Thank you for your leadership and service to RID! Because RID appreciates AC leaders, we are providing you, AC leaders, with webinars which you can receive free CEUโ€™s. Thus far, there are five webinars.ย Once you have established your CEC login information, you will be able to watch the webinars. See below for the webinars that are available to you! +Webinar #1: The RID Affiliate Chapter Handbook: Whatโ€™s It All About +Webinar #2: How to Run an RID Affiliate Chapter Without Running out of Gas +Webinar #3: How to Retain and Organize Affiliate Chapter Documents +Webinar #4: How Virginia RID Succeeded in Hosting a Virtual Conference +Webinar #5: The Basics of Robertโ€™s Rules of Order +RID will host AC Town halls each quarter to help and support ACs. The Town halls are recorded and can be found here. +Affiliate Chapter Town Hall Meetings +RID will host AC Town halls each quarter to help and support ACs. The Town halls are recorded and can be found here. +How to have a Successful AC +The Future of RID Affiliate Chapters +The Future of RID Affiliate Chapters Responses_Final +Virtual events can vary widely, from a few attendees to a few thousand, and from one session to weeks of activities. There is no one-size-fits-all approach to conducting a virtual event. Included in this folder are resources to help plan a successful virtual event. +Virtual events can vary widely, from a few attendees to a few thousand, and from one session to weeks of activities. There is no one-size-fits-all approach to conducting a virtual event. Included in this folder are resources to help plan a successful virtual event. +Complete Guide to Virtual Events +Leadership resources are important because they help you gain the skills necessary for guiding and inspiring others. Effective leaders often know how to highlight the best qualities in the people around them using resources. +Leadership resources are important because they help you gain the skills necessary for guiding and inspiring others. Effective leaders often know how to highlight the best qualities in the people around them using resources. +How to be a Better Leader +Quick Links for Chapter Leaders and those interested in getting involved! +Affiliate Chapters are essential to the success and growth of RID. In order to support your work as an Affiliate Chapter leader, RID has created links of vital information for your use. View the most recent additions, browse by category or tag, or search for the specific information you are looking for by clicking this link. +In this venture, you will have the support of the RID Board of Directors, RID Headquarters and the members of the Affiliate Chapter Relations Committee. +Contact Our Affiliate Chapter Liaison +Our Affiliate Chapter Liaison is here to answer your questions, provide resources and guidance, and collaborate with Chapter Leaders. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_36_1741388974352.txt b/intelaide-backend/documents/user_3/page_36_1741388974352.txt new file mode 100644 index 0000000..735c533 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_36_1741388974352.txt @@ -0,0 +1,99 @@ +Reinstating a RID certification(s) that has been revoked +Certification reinstatement is the process of reinstating a RID certification(s) that has been revoked due to either failure to comply with the CEU requirement, or failure to pay membership dues by July 31st. Please read below to determine if the certification you held is eligible for reinstatement as well as the required steps to take to request reinstatement. +Is the RID certification you held eligible for reinstatement +A. Was the revocation date less than 24 months ago? +โ€“ continue to criteria B. +โ€“ The certification is not eligible to be reinstated. Certifications can only be reinstated for a period of up to 24 months (two years) from the date of revocation. If more than 24 months has passed, to be certified again, you would need to complete +all the requirements for a new certification +B. Was this certification previously revoked? (NOTE: this does not apply to revocation dates prior to February 2018.) +โ€“ The certification is eligible to be reinstated. +, but the revocation date was prior to February 2018 โ€“ The certification is eligible to be reinstated. +, previously revoked after February 2018 โ€“ see below +A certification that has been reinstated after being revoked for failure to comply with the CEU requirement for certification maintenance cannot be reinstated a second time if the certification is revoked again for failure to comply with the CEU requirement for certification maintenance. To be certified again, you would need to complete +all the requirements for a new certification +A certification that has been reinstated after being revoked for non-payment of membership dues cannot be reinstated a second time if the certification is revoked again for non-payment of membership dues and the revocations occurred consecutively (two fiscal years in a row.) To be certified again, you would need to complete +all the requirements for a new certification +Submit your reinstatement request to the Certification Department ( +). A completed application includes the reinstatement request from along with all supporting documentation attached, altogether. Documents submitted in a piecemeal fashion will not be reviewed. +Please note that the Certification Department has gone paperless. Documents mailed to HQ will not be reviewed. +Must be filled out, signed, and notarized. You can submit a scan or photo of your document. +How do I find a notary near me? +You can do a Google search for a notary public office near you, and if you have questions you can contact them for further information. There may also be an online notary option, depending on the state you are in. +If the revocation reason was failure to +pay membership dues by July 31st +If the revocation reason was failure to +comply with the CEU requirement +A letter of recommendation from a current certified member in good standing +What should the letter include? +The letter should be a (fairly) generic recommendation and state why the author believes you should be reinstated (they can speak to you being an asset to the interpreting community and/or anything else they want to include). +Required documentation: CEU transcript printouts and/or certificates of completion +Documentation must clearly state: the participantโ€™s name, activity name/number, date activity was completed, number of CEUs earned, content area of CEUs, RID sponsorโ€™s name, etc. +ALL applicants for reinstatement must earn CEUs toward reinstatement, regardless of the reason for revocation. +CEUs earned for reinstatement, or while the certification was revoked, do not count toward certification maintenance requirements (CMP cycle). +Professional Studies (PS) CEUs for certification reinstatement must be earned between the date the certification was revoked and the date you submit your completed certification reinstatement request. +A detailed explanation of why you should be considered for certification reinstatement +RID reviews the application (please allow a 3-5 day standard review time) and notifies you via email as to whether all documentation requirements have been met. +After all required documents have been received, RID will email you payment instructions. Payment options include the following: +Pay online via your member portal. +Pay via phone with a credit/debit card. +Please note that the Certification Department has gone paperless and +no longer accepts anything mailed to HQ +. Anything mailed to HQ will not be not be reviewed or processed and will be shredded. +For certifications revoked for non-payment of membership dues by July 31st: Reinstatement fee ($120) plus any lapsed dues. +For certifications revoked for failure to comply with the CEU requirement: Reinstatement fee ($320) plus any lapsed dues. +Once you have completed the payment, please notify us so we can continue with processing your request. +*Note that RIDโ€™s processing time does not affect the reinstatement โ€œeffective date,โ€ which is the date that all of the requirements for reinstatement are received โ€“ typically the payment date. +Reinstatement request is processed. Please allow a 7-10 business day standard processing time from the date all requirements were received. Once your reinstatement request has been processed in our system, you will be emailed an official reinstatement letter. +When can I start to earn CEUs toward my CMP/certification cycle again? +Any CEUs earned as of your reinstatement โ€œeffectiveโ€ date (the date that all of the requirements were received which is usually the date your payment was received) can be counted toward your current CMP/certification cycle, even if RID has not yet emailed your official reinstatement letter. +Find the form you need to reinstate a RID certification +If the loss of certification was due to failure to pay membership dues by July 31st, please complete and submit +Failure to Pay Membership Dues Reinstatement Form +If the loss of certification was due to failure to comply with the CEU requirement, please complete and submit +Failure to Comply with CEU Requirements Reinstatement Form +Iโ€™ve been notified that my reinstatement requirements are complete and my request is in the queue for processing. Can I start earning CEUs toward my CMP cycle again? +Yes, any CEUs earned as of your reinstatement โ€œeffectiveโ€ date (the date you completed all of the requirements, usually the date your payment was received) can be counted toward your current CMP/certification cycle. Once your reinstatement request has been processed in our system, you will be emailed an official reinstatement letter. The letter will indicate your reinstatement โ€œeffectiveโ€ date. +Do I really need to have my request form notarized? +How do I find a notary near me? +You can do a Google search for a notary public office near you, and if you have questions you can contact them for further information. There may also be an online notary option, depending on the state you are in. +Can General Studies (GS) CEUs count towards reinstatement? +No. All CEUs earned toward reinstatement must be Professional Studies (PS) CEUs, without exception. +Can CEUs from my CMP cycle (CEUs I earned prior to the revocation date) count toward my reinstatement CEUs? +How many CEUs do I need to complete toward reinstatement? +All applicants for reinstatement must earn CEUs toward reinstatement, regardless of the reason for revocation. Your CEU requirement depends on how much time there is between the revocation date and the date we receive all of your reinstatement requirements (including the payment step). +Certification revoked for non-payment of membership dues: +1 day โ€“ 6 months: 0.5 PS CEUs +6 months โ€“ 1 year: 1.0 PS CEUs +1 year โ€“ 1.5 years: 1.5 PS CEUs +1.5 years โ€“ 2 years: 2.0 PS CEUs +Example: If your revocation date is August 1, 2022: +You have until February 1, 2023 to submit all requirements for reinstatement within the 0.5 PS CEUs category. +Or you have until August 1, 2023 to submit all requirements for reinstatement within the 1.0 PS CEUs category. And so on and so forth. +Certification revoked for failure to comply with the CEU requirement: +1 day โ€“ 1 year: 2.0 PS CEUs +1 year โ€“ 2 years: 4.0 PS CEUs +The certification that I held was revoked for non-payment of membership dues, not for failure to complete my CMP cycle CEU requirement. Do I still need to complete CEUs specifically toward reinstatement? +Yes, all reinstatement applicants must complete CEUs toward reinstatement, regardless of the reason for revocation. CEUs for reinstatement can be earned from the day after the certification was revoked until the date of your reinstatement request. These CEUs will not be applied towards a CMP cycle. +How can I pay for reinstatement/dues? +Once we have received your completed reinstatement application, you will be emailed instructions for completing payment online via your member portal. +Payment options include the following: +Pay online via your member portal. +Pay via phone with a credit/debit card. +Please note that the Certification Department has gone paperless and is no longer accepting anything mailed to HQ. Anything mailed to HQ will not be not be reviewed or processed, and will be shredded. +I have an Associate membership but now Iโ€™m requesting reinstatement. Now what? +Revocation due to non-payment of dues: If you purchased an Associate membership for the same fiscal year in which you are requesting reinstatement, the amount you paid for Associate dues will be applied toward your reinstatement payment, plus lapsed Certified dues, and youโ€™ll just need to pay the balance as part of the reinstatement process. +Revocation due to failure to comply with the CEU requirement: Upon certification revocation, the status of your membership will be automatically changed from Certified Member to Associate Member for the remainder of that fiscal year. Upon reinstatement, you will need to pay any lapsed Certified dues. If you have paid any Associate Member dues during revocation, the amount you paid for Associate dues will be applied toward your reinstatement payment, plus lapsed Certified dues, and youโ€™ll just need to pay the balance as part of the reinstatement process. +How much do I need to pay for reinstatement? +For certifications revoked for non-payment of membership dues by July 31st: $120 plus any lapsed dues. +For certifications revoked for failure to comply with the CEU requirement: $320 plus any lapsed dues. +How long does it take for a certification to be reinstated? +The first step is for you to submit all required documentation to +. RID will review your documentation and then email you payment instructions. From the date payment is received, standard processing time is 7-10 business days. +I tried to pay for reinstatement/my Certified Member dues but the system wonโ€™t let me โ€“ why not? +Once you reach the payment step in the reinstatement process (this is the final requirement to be completed), you will be able to complete payment of the reinstatement fee plus any lapsed Certified Member dues. Note that you will not be able to pay for Certified Member dues prior to RID receiving your completed application, however, you can pay for Associate Member dues if you choose. +Where/How do I submit my reinstatement request? +Please email your request form, along with all supporting documentation attached, to +Note that the Certification Department has gone paperless and is no longer accepting anything mailed to HQ. Anything mailed to HQ will not be not be reviewed or processed, and will be shredded. +Where can I find the reinstatement request form? +For certifications revoked for non-payment of membership dues, +For certifications revoked for failure to comply with the CEU requirement, \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_37_1741388979308.txt b/intelaide-backend/documents/user_3/page_37_1741388979308.txt new file mode 100644 index 0000000..f43b7d1 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_37_1741388979308.txt @@ -0,0 +1,68 @@ +If you do not hold the required degree to take your exam, you may apply for the Alternative Pathway Program +If you do not hold the required degree to take your exam, you may apply for the Alternative Pathway Program, which is an alternative route to exam eligibility. The Alternative Pathway Program consists of an Educational Equivalency Application (EEA) which uses a point system that awards credit for college classes, interpreting experience, and professional development. +Educational Equivalency Application โ€“ Bachelors Degree +How do I submit my documentation? +Log in to your RID member portal and clicking on โ€œUpload Degree Documentโ€. +Please note that the Certification Department has gone paperless and is no longer accepting anything mailed to HQ. Anything mailed to HQ will not be not be reviewed and processed, and will be shredded. +*When we receive your completed application, we will email you with instructions for submitting payment online through your member portal. +*Once your application has been reviewed and approved, youโ€™ll receive an email notification that your account has been updated. The standard processing time is 7-10 business days. +Note that while approval of your EEA satisfies RIDโ€™s educational requirement and allows you to take the CASLI Generalist Performance Exam, it is for RIDโ€™s internal purposes only and is not something that we would verify to a third party. +At the 2003 RID National Conference, in Chicago, IL, the membership passed motion C2003.05, establishing degree requirements for RID certification candidates. +Update regarding the impact of the moratorium on the educational requirementsย as they relate to Deaf candidates for certification: +The motion stated the following related specifically to the CDI Performance Exam: Effective June 30, 2016, Deaf candidates must have a minimum of a bachelorโ€™s degree. However, due to the moratorium, the RID Board of Directors has determined the following adjustment to the implementation to the CDI Performance Exam Educational Requirements: The moratorium began six (6) months before the implementation of the Bachelorโ€™s degree requirement for the CDI Performance Exam (set to be implemented on July 1, 2016). To allow individuals who do not have a degree a fair opportunity to take this exam before the requirement changes, the RID Board of Directors has determined that six (6) months will be added to any date that is established for ending the moratorium on the CDI Performance Exam. For example, if the new CDI Performance Exam is launched July 1, 2018, individuals will have until January 1, 2019, to meet the BA requirement or alternative pathways to eligibility. +Certification verification for interpreting services for assignments +To request verification of your credentials, including test status and membership verifications, please complete and submit +What is the Educational Equivalency Application? +What is the Educational Equivalency Application? +The Educational Equivalency Application (EEA) is a system that measures a combination of qualifications that can be collectively considered an acceptable substitute for the new educational requirements. The EEA uses a point system that awards credit for college classes, years of interpreting work, and interpreter-related training. +How is equivalency of a degree determined? +How is equivalency of a degree determined? +There are three categories in which Experience Credits can be earned. Each Experience Credit is roughly equal to one semester hour of college credit. All Experience Credits earned on the application are totaled and reviewed to determine if the candidate earned 60 Experience Credits for an associateโ€™s degree or 120 credits for a bachelorโ€™s degree. +Is there an application fee for the Educational Equivalency Application? +Is there an application fee for the Educational Equivalency Application? +Yes, each application has a $50 non-refundable processing fee. This fee is to help offset the intensive administrative work required to evaluate and process the application. +Do I have to have a minimum number of Experience Credits in any one category? +Do I have to have a minimum number of Experience Credits in any one category? +No, it is possible that a candidate may be able to meet the minimum number of Experience Credits in only one category. For example, a candidate who has over 120 hours of college credits, but has not received a formal degree, would be deemed to have the equivalent experience of a bachelorโ€™s degree based on their college experience alone. Additionally, someone who has interpreted on a full-time basis for 4 years meets the educational equivalency of an associateโ€™s degree for the purposes of RIDโ€™s educational requirement. +I have way more than the required number of Experience Credits, should I submit all my documentation for every single category? +I have way more than the required number of Experience Credits, should I submit all my documentation for every single category? +No, earning more than the required number Experience Credits will be documented the same as if you earned strictly the required number of Experience Credits. By submitting the least amount of paperwork to get you to the required Experience Credits it will be less work for you and can be processed faster by RID. +I have taken classes at more than one college. Should I submit transcripts for each college? +I have taken classes at more than one college. Should I submit transcripts for each college? +Yes, you must submit an official academic transcript for each credit that you wish to count toward the Educational Equivalency Application. Experience Credits cannot be earned for undocumented coursework. +My school is mailing my academic transcript directly to RID. Can I send documents separately? +My school is mailing my academic transcript directly to RID. Can I send documents separately? +No, send only completed applications with full documentation. You are welcome to have your official academic transcript sent to your home address and after opening the official transcript from the envelope, send us the original or a scanned copy along with your complete application. +What is the difference between semester hours and quarter hours? +What is the difference between semester hours and quarter hours? +Most college and university schedules are built on either a semester or quarter hour system. If your classes met for 15 weeks, your college was probably based on a semester hour schedule. If your classes met for only 12 weeks, your college was probably based on a quarter hour schedule. Because of the difference in contact hours between these systems, semester hour classes earn slightly more Experience Credits than quarter hour classes. +Are college credits accepted from any institution? +Are college credits accepted from any institution? +College credits will be accepted if they are received on an official academic transcript and are from an accredited institution. +How do I calculate my experience as an interpreter? +How do I calculate my experience as an interpreter? +For each year that you have worked as an interpreter, you must determine if you worked for a single employer or multiple employers. Additionally, you must determine if you worked on a part-time or full time basis. Once you have determined the number of years you have worked, enter those numbers in the appropriate field on the form and calculate your Experience Credits. +What information must be provided on my Interpreting Experience letter? +What information must be provided on my Interpreting Experience letter? +To apply credit towards Interpreting Experience the provided letter must state 1) that you worked as an interpreter, 2) how many years you have worked and 3) how many hours a week you have worked. +What is the difference between โ€œSingle Employerโ€ and โ€œMultiple Employers/Freelance Interpreting?โ€ +What is the difference between โ€œSingle Employerโ€ and โ€œMultiple Employers/Freelance Interpreting?โ€ +โ€œSingle Employerโ€ is for contracted/staff employees. โ€œMultiple Employers/Freelance Interpretingโ€ is for individuals working for multiple agencies and or working as a self employed Freelance Interpreter. When possible please provide proof by submitting a letter from the employer. Freelance Interpreters may submit a notarized letter. +What is the company I used to work for is no longer active? How do I get a letter from them? +What is the company I used to work for is no longer active? How do I get a letter from them? +If you are unable to obtain a letter from the employer you may submit a notarized letter stating 1) that you worked as an interpreter, 2) how many years you have worked and 3) how many hours a week you have worked. +Is there a place on this application for experience as a CODA? +Is there a place on this application for experience as a CODA? +While having Deaf parents undoubtedly helps to develop some interpreting skills, the Alternative Pathway is designed to assess experience gained through formal education and professional experience. CODAs will have the opportunity to demonstrate their abilities through RIDโ€™s exams, but no specific credit is given on the Alternative Pathway. +Can my Educational Equivalency Application be reviewed before I provide payment? +Can my Educational Equivalency Application be reviewed before I provide payment? +No, the $50 processing fee must be submitted with the application. If you choose to submit the application without payment it will not be reviewed until payment has been confirmed. +If I submit my application without payment and/or it does not meet the required Experience Credits, how long will it be held for? +If I submit my application without payment and/or it does not meet the required Experience Credits, how long will it be held for? +Incomplete applications will be held for 60 days. After that time they will be discarded and a new and complete application will need to be submitted. +If I am approved for Educational Equivalency, what are the next steps? +If I am approved for Educational Equivalency, what are the next steps? +Your next step will depend on where you are in the processes of certification. For more information on this please review the appropriate Candidate Handbook which you can find at www.rid.org. +If I am disapproved, how soon can I apply for Educational Equivalency again? +If I am disapproved, how soon can I apply for Educational Equivalency again? +You are welcome to apply for the Educational Equivalency as often as you wish. However, each application must include a $50 non-refundable application fee. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_38_1741388983812.txt b/intelaide-backend/documents/user_3/page_38_1741388983812.txt new file mode 100644 index 0000000..660ab09 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_38_1741388983812.txt @@ -0,0 +1,81 @@ +As RID members, you have access to RIDโ€™s digital quarterly magazine, VIEWS; Journal of Interpretation; and RID Pressโ€™ ebooks and printed books. A wealth of information is available for our members. +The professional publishing arm of RID. +RID Press is a professional publishing arm of RID. The mission of RID Press is to extend the reach and reputation of the Registry of Interpreters for the Deaf (RID) through the publication of scholarly, practical, artistic and educational materials that advance the learning and knowledge of the profession of interpreting. The Press seeks to reflect the mission of RID by publishing a wide range of works that promote recognition and respect for the language and culture of deaf people and the practitioners in the field. +As a part of RIDโ€™s strategic goals, we focus on providing interpreters with the educational tools they need to excel and succeed at their profession. One way we are able to accomplish this objective is through the publications, communications, and products we offer to members. +Benefits of Publishing with RID Press +Peer review by some of the professionโ€™s most respected interpreters. +Professional editing, composition and printing. +Built in target audience through RIDโ€™s membership. +Extensive marketing and distribution efforts. +The prestige of having your work published by the Association that represents the interpreting profession. +RIDโ€™s catalog of publications, books, and reference materials offers a wide variety of titles relevant to the interpreting profession written by authors who have established distinguished careers and reputations as some of the most respected interpreters in their field. +The RID Online Bookstore is open and taking orders! Please click +or the SHOP NOW link below to explore our latest offerings and place an order! +A bilingual publication with equal preference to ASL and English. +VIEWS, RIDโ€™s digital publication, is dedicated to the interpreting profession. As a part of RIDโ€™s strategic goals, we focus on providing interpreters with the educational tools they need to excel at their profession. VIEWS is about inspiring thoughtful discussions among practitioners. With the establishment of the VIEWS Board of Editors, the featured content in this publication is peer-reviewed and standardized according to our bilingual review process. VIEWS is on the leading edge of bilingual publications for English and ASL. In this way, VIEWS helps to bridge the gap between interpreters and clients and facilitate equality of language. This publication represents a rich history of knowledge-sharing in an extremely diverse profession. As an organization, we value the experiences and expertise of interpreters from every cultural, linguistic, and educational background. VIEWS seeks to provide information to researchers and stakeholders about these specialty fields and groups in the interpreting profession. We aim to explore the interpreterโ€™s role within this demanding social and political environment by promoting content with complex layers of experience and meaning. +Review the VIEWS Submission Guidelines Here: +The value ofย VIEWSย comes from the article submissions we receive from the experts in the interpreting field, such as you! Your experiences and knowledge can be shared with the more than 16,000 readership ofย VIEWSย just by submitting an article. RID seeks to utilizeย VIEWSย as a forum for interpreters to communicate values, ideas, concerns, challenges and more, but we need your help to make that happen.ย Submit an article today to join the ranks of knowledgeable and experienced experts of the interpreting field who have contributed toย VIEWSย in the past. +Review the VIEWS Video Submission Guidelines Here: +VIEWSย is a bilingual publication in support of the member motion ratified at the RIDNOLA15 conference (C2015.09). Articles are reviewed when both an ASL and English version have been submitted.ย Authors may consult with theย VIEWSย Board of Editors about developing bilingual content and areย encouraged to seek colleague or community support for production of their second language if they feel that would best present their article.ย The goal of our publication is to achieve linguistic equivalence, and so the meaning and content of the article should be equally represented in both written and visual mediums, according to the authorโ€™s signing/writing style and cultural expression, rather than one version reading as a primary article with an accompanying translation into the other language. +The value ofย VIEWSย comes from the article submissions we receive from the experts in the interpreting field, such as you! Your experiences and knowledge can be shared with the more than 16,000 readership ofย VIEWSย just by submitting an article. RID seeks to utilizeย VIEWSย as a forum for interpreters to communicate values, ideas, concerns, challenges and more, but we need your help to make that happen.ย Submit an article today to join the ranks of knowledgeable and experienced experts of the interpreting field who have contributed toย VIEWSย in the past. +Find our Advertising Rates Here: https://rid.org/wp-content/uploads/2023/04/RID-2023-Advertising-Media-Kit.pdf +With over 14,000 members in the U.S. and abroad, RID is the largest, comprehensive registry of American Sign Language (ASL) interpreters in the country! Easily reach our members through our eNEWS, VIEWS, and website/ social media platforms for your company or organizationโ€™s job announcements, events, and promotions. Interactive opportunities available to engage your potential customers and clients in a way that is unmatched. +Why VIEWS is Unique to RID Members +While we publish updates on our website and social media platforms, unique information from the following areas can only be found in VIEWS: +Both research- and peer-based articles/columns +Interpreting skill-building and continuing education opportunities +Local, national, and international interpreting news +Reports on the Certification Program +RID committee and Member Sections news +New publications available from RID Press +News and highlights from RID Headquarters +An annual publication that includes articles, research reports and commentaries relevant to the interpreting field. +The Journal of Interpretation (JOI) is under RID Publications, and publishes a broad +scope of scholarly manuscripts, research reports, and practitioner essays and letters relevant to effective practices in the signed language interpreting profession. JOI provides a peer-reviewed platform for stimulating thought and discussion on topics that reflect a broad, interdisciplinary approach to interpretation and translation. JOI expressly aims to serve as an international forum for the cross-fertilization of ideas from diverse theoretical and applied fields, examining signed or spoken language interpreting and relationships between the two modalities. +Publishing in the JOI: Guidelines and Recommendations +Downloadable PDF Page for Author Guidelines +Deadline for submissions is March 1st of every year and may be made to any of the following JOI sections: +Original quantitative, qualitative, and mixed methods research reports must be accompanied by a statement that the project was undertaken with the understanding and written consent of each participant and was approved by the local ethics committee. The Editors reserve the right to reject a paper if there is doubt as to whether appropriate procedures have been used to collect data with human subjects. Authors may focus on recent original research, replication of research, or reviews of research. The RID Research Grant recipient/s will publish research-in-progress updates and final reports in the JOI. +2. Innovative Practices in Interpreting: +JOI welcomes practitioner essays related to, but not limited to, business practices, interpreting with diverse populations, ethical decision-making, development and growth of the profession, mentorship, contemporary issues in interpreting, and certification. +Authors will be individually invited by the Editors to review current resources (e.g., books, media, curricula, services) that are devoted to interpreting skill development, knowledge expansion, intercultural competency, and best practices. A review should advance the interpreting profession by providing a critical and comprehensive evaluation of the resource. +The value of the JOI is dependent upon the quality of submissions received from interpreters, translators, interpreter educators, and other related professionals.ย  This is an excellent opportunity for you to share your depth of knowledge and expertise with your fellow interpreters and a readership of more than 15,000 individuals. +. It is the authorโ€™s responsibility to obtain written permission for unpublished or published material quoted in excess of fair use, and for the reprinting of illustrations from unpublished or copyrighted material (for both print and electronic versions). +American Psychological Association (APA 6th) format for style, notes and references is required for editorial consideration. Manuscripts should be print ready. Please see the APA Publication Manual for proper formatting of headings and titles. Indent paragraphs with the Tab key, not by setting a defined indention for the paragraph in the word processor. +The manuscript should be in Word format using Times New Roman, 12-point font and double spaced with 1-inch margins. No color should be used in the manuscript. Please do not change fonts, spacing, or margins or use style formatting features at any point in the manuscript except for tables. +All embedded art, pictures, graphs and charts should be included as separate files in EPS, PDF, TIFF, BMP or JPEG formats, and in grayscale or black and white mode. Bitmap art should be 600 DPI. +Photographs and grayscale items should be 300 DPI. +Manuscripts should be limited to approximately 30 pages, and the Editors will make recommendations for shortening any paper if that appears appropriate without loss of essential content. Shorter papers are welcome. A concise, well-written paper is easier for the Editors and reviewers to evaluate, and this can help to speed up publication. Submissions should be no larger than 2 MB. +Only citations referred to in the manuscript should be listed in the references. Thoroughly check all references before submitting to ensure that all sources cited in the text appear in the references and vice versa. Make sure that all references are accurate and complete, including the Digital Object Identifier (doi) when available. +Authors should NOT place their names on the manuscript and should obscure identifiable citations. Ensure that the manuscript is appropriately blinded and contains no clues to the authorโ€™s identity or institutional affiliation outside of the title page. The identifying information of the author that is embedded in the Microsoft Office file should also be removed.ย  Please double-check your manuscript for: +Self citations that are โ€œin pressโ€ +Self referential citations that reveal author identity +Authorsโ€™ names should appear below the title, with the name of each author given in full. When applicable, the university where the work was carried out should be given below the authorsโ€™ names. Include full names, addresses, fax numbers, telephone numbers, and email addresses of all authors, designating one as Corresponding Author. +The running head should contain no more than 50 characters (including spaces). +All submissions are made from the JOI websiteย ( +).ย  From the site, you select โ€œ +โ€ and follow the prompts.ย  You will need the +a title page, running head or page numbers.ย  The system will automatically add these when needed.ย ย  Further formatting details are provided below. +When you access the JOI website and proceed to submit your manuscript, you will be asked for the name of the author(s), their email addresses, as well as the full title of the manuscript, a shortened title (for use as a running head), an abstract (which is required), and any authorโ€™s notes or acknowledgements.ย  All of these details are appropriately added to your article prior to publication but are not provided (other than the abstract) to reviewers to protect the integrity of the blind-review process. +Once a manuscript is received, it is reviewed by the Editors to ensure that it adheres to the editorial standards of the journal. If the manuscript is determined to meet these standards, it is then sent to a minimum of two reviewers. JOI follows a double-blind review process that conceals the identity of both the author and the reviewers. Reviewers are asked to complete their review within a four-week time period. The Editorsโ€™ decision regarding publication is based on the reports of reviewers. Authors will be informed of the editorial decision, on average, within 6 weeks of submission. If the manuscript is a resubmission following revision, authors will be required to complete a matrix, provided to them by the Editors, that responds to the concerns of reviewers. +If you are interested in reviewing manuscripts as a member of the JOI Board of Editors, the Editors invite you to submit a letter of interest. Manuscript reviewers are vital to the publications process. As a reviewer, you will gain valuable experience in publishing and provide a much-needed service to the profession. The Editors are particularly interested in encouraging members of underrepresented groups to participate in this process. +To be selected as a reviewer, you must: +(a)ย have published articles in peer-reviewed journals. The experience of publishing provides a reviewer with the basis for preparing a thorough, objective review. +(b)ย be a regular reader of several journals that are most central to the profession of interpreting. Current knowledge of recent publications provides a reviewer with the knowledge base to evaluate a new submission within the context of existing research. +(c)ย provide your curriculum vita with a letter of interest. In your letter, specifically describe your area of expertise. +(d)ย be prepared to invest the necessary time to evaluate a manuscript thoroughly (usually a minimum of four hours) and provide feedback within 4 weeks. +For more information, please contact JOI Editors, +, Ph.D., CI and CT, SC:L or +, Ph.D., CI and CT, SC:L +Here are the links to find the back issues of JOI.ย  They are housed in two different places. +1981, 1982, 1985, 1986, 1987, 1992, 1993, 1995, 1997, 1999, 2000, 2001, 2002, 2003, 2004, 2005, 2007, 2007, 2008 & 2009, 2010 +are here on our Google Drive.ย  Especially note the JOI Table of Contents. +: the new digital archive is here, at digital commons at the University of North Florida. +In order to search the Google drive that holds 1981-2010, however, thereโ€™s a few things you need to know. +First, you must have a Google email account.ย  This is free, and you can sign up via +.ย  This will give you access to all of the features of Google, including Google Drive.ย  When you open the link above, it will then present you with the option โ€œOpen in Driveโ€ (upper right corner). +When you jump to the archive, and you want to search, you should enter a few things in the search box at the top: +The โ€œtype:pdfโ€ qualifier will help narrow down your search to PDF files.ย  All of our VIEWS issues are stored in PDF format. +After that, use quotation marks โ€ โ€ to define the search terms that you want to search for.ย  The more terms you use, the more it will narrow things down.ย  You can search for authorโ€™s name, key words (like โ€œagencyโ€, โ€œcodaโ€, โ€œITPโ€, etc.), locations (โ€œOregonโ€), etc. +Youโ€™ll then get back a list of results.ย  Clicking on these results will allow you to see the file. +RID publishes an Annual Report for its members, outlining our achievements for the year as well as an annual financial report. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_39_1741388988962.txt b/intelaide-backend/documents/user_3/page_39_1741388988962.txt new file mode 100644 index 0000000..2ba5319 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_39_1741388988962.txt @@ -0,0 +1,61 @@ +Board of Directors Nominations Form +Board of Directors Nomination Form +2024 Board Nominations are open Monday, July 15 - Monday, August 12, 2024 at 11:59 pm PT. Do you want to nominate a candidate for the RID Board of Directors? Please complete the form below! +Optional: City and State for the nominee (this helps avoid confusion if there is more than one member with the same name) +What position are you nominating them for? +In accordance with Motion C89.11, RID requires that a nominee must both be an RID member as well as a voting member of an Affiliate Chapter. This is denoted under Section 3, Voting Rights and Requirements, of the RID Bylaws. This is referred to as the "Dual Membership Agreement." +Is this nominee a voting member of an Affiliate Chapter? +What is the nominee's email? +If you know the nominee's email address, then please enter it below. This is optional, but preferred. +This helps the person be informed of their nomination - they will get an automated notification. +Below, fill out your own information. You must be an eligible voting member of RID to make a nomination. +What RID Region are you in? +I confirm that the individual nominated is a certified member of RID. I also confirm that they have been a certified member in good standing for the last four consecutive years. +Other Related Links and Information +Executive Board Nominations Process and Requirements +Three year period. The next Term of Office: September 1, 2021 โ€“ September 1, 2024. +With the exception of the member-at-large positions, all members of the RID Board of Directors must be certified members in good standing for at least four (4) consecutive years immediately prior to candidacy. The member-at-large must be a certified and/or associate member in good standing for at least four (4) consecutive years immediately prior to candidacy. +General Nomination Information for the RID Board of Directors +An individual must be nominated for office. RID encourages members to nominate those they feel are best qualified to lead the association. +Any voting member in good standing may nominate candidates for office. +Candidates must receive nomination signatures from at least 25 voting members in good standing. +Nominations for the executive board must include at least one member in good standing from each of the five regions. +When more than one person is nominated for a position, an election will be held +Executive Board Positions and Descriptions +Represent the corporation in all appropriate activities. +Preside at meetings of the members and/or Directors. +Retain authority to co-sign checks with the Treasurer or any other designated person through action of the Board of Directors. +Provide at least quarterly reports to the membership concerning business, Board of Directors activities, and financial status of the corporation. +Serve as liaison to the national office as the Board representative. +Oversee the performance of the Chief Executive Officer of the corporation as guided by the Board of Directors. +The Vice President of the Board is prepared at all times to assume the role of Board President, if necessary. The Vice President may serve in the Presidentโ€™s place for Board activities and in the spokesperson capacity. +The President may delegate special assignments to the Vice President, who also works closely with the organizationโ€™s CEO to carry out the Boardโ€™s vision and directives. +Oversee the training of incoming Board members and committee chairs. +Keep a complete and accurate record of the proceedings of the Board of Directors. +Serve as Secretary of the corporation. Ensure the integrity of the governance framework, being responsible for the efficient administration of the association. Ensure compliance with statutory and regulatory requirements and implementation of decisions made by the Board of Directors. +Supervise the keeping of all corporation records. +Retain authority to co-sign checks with the President or any other person designated through action of the Board of Directors. +Ensure timely response to member correspondence to the Board. +Oversee the RIDโ€™s overall financial position. +Collaborate with the national office leadership to: +Prepare the associationโ€™s annual budget and present it to the Board. +Monitor income and expenditures by comparing the actual and budgeted figures. +Review financial statements at least quarterly. +Consult on programs and services (new and old) which impact the budget during monthly meetings. +Ensure the timely and accurate filing of required tax documents. +Meet with auditor to review annual reports and management letters. +Assist with the coordination of activities and communication within the association. +Work with the Member-at-Large to oversee the maintenance and revisions of the +Assist with the coordination of activities and communication within the association. +Work with the Deaf Member-at-Large to oversee the maintenance and revisions of the +The next Term of Office: September 1, 2023 โ€“ September 2, 2026. Region Representatives shall serve three years terms. No region representative shall hold the same office for more than three consecutive terms. Region representatives shall be elected by ballot during non-biennial meeting years, and their term of office shall commence thirty days after elections during that year, but no later than September 1st, providing they are not already serving an unfinished term of office. +With the exception of the members-at-large positions (MAL and DMAL), all members of the RID Board of Directors must be certified members in good standing for at least four (4) consecutive years immediately prior to candidacy. Furthermore, all candidates for region representative shall have been residents of their respective regions for at least two consecutive years immediately prior to candidacy. +General Nomination Information for the RID Board of Directors +An individual must be nominated for office. RID encourages members to nominate those they feel are best qualified to lead the association. +Any voting member in good standing may nominate candidates for office. +Candidates must receive nomination signatures from at least 25 voting members, in good standing, from their respective regions. +Nominations for the executive board must include at least one member in good standing from each of the five regions. +When more than one person is nominated for a position, an election will be held +PPM for Special Elections Information +The information on special elections from the Policies and Procedures Manual can be found here: +You can find Board Meeting Agendas here on the Governance page: \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_3_1741377673593.txt b/intelaide-backend/documents/user_3/page_3_1741377673593.txt new file mode 100644 index 0000000..72d05c9 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_3_1741377673593.txt @@ -0,0 +1,307 @@ +Resources regarding recent Presidential Executive Orders +Executive Orders and White House Information +What is an Executive Order and how is it different from a law? +โ€“ย American Civil Liberties Union (ACLU) +โ€“ US Equal Employment Opportunity Commission +Executive Orders affecting charitable nonprofits +โ€“ย National Council of Nonprofits +DEIA Offices, Programs and Initiatives +DEI in Government and Private Sector +Further Guidance Regarding Ending DEIA Offices, Programs and Initiatives +โ€“ Chief Human Capital Officers Council +Additional DEIA Guidance to Agencies +โ€“ Office of Personnel Management +A clarification MEMO from the federal Office of Personnel Management (OPM) clarifies that accommodating deaf people with sign language interpreting is +in the anti-DEIA executive orders. +The what and why of interpreting +The expectations and standards for you to know. +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the membership in outlining standard practices and positions on various interpreting roles and issues. You may print out the SPPs below and then make the number of copies needed. +An Overview of K-12 Educational Interpreting +Use of a Certified Deaf Interpreter +Interpreting in Mental Health Settings +Interpreting in Health Care Settings +Interpreting for Individuals who are Deaf-Blind +Professional Sign Language Interpreting Agencies +The Field of Interpreting โ€“ Opportunities and Growth +The field of interpretation is currently in an exciting period of growth as a career profession. As we work to eliminate the perception of interpretation as just a โ€œjobโ€ that any individual with an interest can undertake, we are seeing the field gain momentum in reputation that encompasses quality and respect. With supply not meeting the current demand, interpreters have become an invaluable tool in communication access between Deaf and hard-of-hearing individuals. +Interpreting is a human service-related field that is utilized in a myriad of different life situations, such as medical, mental health, law, education, etc. An interpreter, who must uphold the +, is a bilingual and bicultural professional working in a true profession and should be regarded as such. +Because interpreters are key to communication access, RID strives to maintain high +for members in various ways, including credentials, continuing education, and standard practice papers. +If you are thinking of interpreting as a career, we hope that this information will be helpful in your decision-making process. If you need more information, please do not hesitate to contact +. Learn more about interpreting as a career in the section below +Why You Should Become a RID Certified Interpreter +Is the process of transmitting spoken English into American Sign Language (ASL) and/or gestures for communication between Deaf and hearing individuals; +Enhances the quality of interaction between the Deaf and hard-of-hearing communities; +Serves as a tool in bridging communication gaps; +Is a profession that is highly dynamic and sophisticated; +Offers a career that allows one to grow with each knowledge building experience. +A committed individual to not only achieve certification but to also maintain and grow the skills needed +Physical stamina, endurance and the ability to emotionally handle an assignment and adhere to confidentiality +A great knowledge of the English language and the ability to speak clearly, be audibly heard and to portray the feelings and emotion of the speaker, whether voice or sign interpreting +An understanding that interpreting is a complex process that requires linguistic, cognitive and technical skills +Sign language interpreting is a rapidly expanding field. Schools, government agencies, hospitals, court systems and private businesses employ interpreters.ย  Interpreters work in a variety of settings including medical, legal, religious, mental health, rehabilitation, performing arts and business. +The interpreting field is experiencing an increase in demand for qualified interpreters. This is due, in part, with the advent of Video Relay Service (VRS) and Video Remote Interpreting (VRI). These services offer consumers access to real-time visual communication with the hearing community. As the methods of communication increase between the Deaf and hearing communities through technological advancements, we will also experience an increase in demand for the number of qualified interpreters to be utilized through these techniques. +Sign Language/spoken English interpreters are highly skilled professionals that facilitate communication between hearing individuals and the Deaf or hard-of-hearing. They are a crucial communication tool utilized by all people involved in a communication setting. Interpreters must be able to listen to another personโ€™s words, inflections and intent and simultaneously render them into the visual language of signs using the mode of communication preferred by the deaf consumer. The interpreter must also be able to comprehend the signs, inflections and intent of the deaf consumer and simultaneously speak them in articulate, appropriate English. They must understand the cultures in which they work and apply that knowledge to promote effective cross-cultural communications. +Interpreting requires specialized expertise. While proficiency in English and in sign language is necessary, language skills alone are not sufficient for an individual to work as a professional interpreter. Becoming an interpreter +Is a complex process that requires a high degree of linguistic, cognitive and technical skills; +Takes a committed individual to not only achieve certification but to also maintain and grow the skills needed; +Requires physical stamina, endurance and the ability to emotionally handle an assignment and adhere to confidentiality; +Necessitates a great knowledge of the English language and the ability to speak clearly, be audibly heard and to portray the feelings and emotion of the speaker, whether they are voice or sign interpreting. +The Americans with Disabilities Act requires the provision of qualified interpreters in a variety of settings. It states that โ€œTo satisfy this requirement, the interpreter must have the proven ability to effectively communicateโ€ฆโ€ +One important measure of an interpreterโ€™s proven ability is professional credentials. Credentials are obtained by taking and passing an assessment of your skills. RID provides testing for national certification. +All Types of Sign Language +Sign language is no more universal than spoken languages. American Sign Language (ASL) is the language used by a majority of people in the Deaf community in the United States, most of Canada (LSQ is used in Quebec), certain Caribbean countries and areas of Mexico. Other areas of the world use their own sign languages, such as England (British Sign Language) and Australia (Australian Sign Language). +American Sign Language (ASL) is a distinct visual-gestural-kinesthetic language. While it borrows elements from spoken English and old French sign language, it has unique grammatical, lexical and linguistic features of its own. It is not English on the hands. +Because ASL is not English, educators have developed a number of signed codes which use ASL vocabulary items, modify them to match English vocabulary, and put them together according to English grammatical rules. These codes have various names including Signed Exact English (SEE) and Manual Coded English (MCE). Additionally, when native speakers of English and native users of ASL try to communicate, the โ€œlanguageโ€ that results is a mixture of both English and ASL vocabulary and grammar. This is referred to as PSE (Pidgin Signed English) or contact signing. +Whether you are a beginner, an advanced signer or a Child of a Deaf Adult (CODA), RID is here to help you understand what it takes to become a professional and qualified interpreter. Fascination with sign language and/or the desire to โ€œhelpโ€ are admirable, but these alone are not qualifications to be interpreting for persons who are Deaf or hard of hearing. Patience, persistence, dedication and professional training are just some of the few key elements that are crucial to becoming a successful interpreter. +Why You Should Become a RID Certified Interpreter +What Interpreting is and How to Get Started +the act of conveying meaning between peopleย who use signed and/or spoken languages +Professional sign language interpreters develop interpreting skills through extensive training and practice over a long period of time. Before committing to this profession, it is imperative that you prepare yourself for the expectations, requirements and standards that will be asked of you. +Below are a few resources that will help guide you along the process: +Discover Interpreting was established from a grant issued by the U.S. Department of Education Rehabilitation Services Administration, CFDA 84.160A and 84.160B, as a response to the ASL interpreter shortage. This is an excellent tool to help inspire individuals who are interested in pursuing a career in the field of interpreting, close the โ€œgapโ€ between graduation and certification, and to increase the number of qualified interpreters. +The Commission onย Collegiate Interpreter Education +CCIE wasย established to promote professionalism inย the field of sign language interpreter education through an accreditation process. This siteย provides a list of accredited programs to help youย prepare to enter the field of interpreting. +Interpreter Training and Preparation Programs +These programs provide you with the education and knowledge base to develop the skills to become an interpreter. +*NEW* View an intensive spreadsheet of available 2 and 4 year ITP programs +(Resource made available by CCBC Program Assistant Jesse Hammons, CIT and CCBC) +RIDโ€™s Certification Programs measure your knowledge and skill level and provides you with the appropriate level credentials for your testing skills. +NAD-RID Code of Professional Conduct +The NAD-RID Code of Professional Conduct sets the standards to which allย certified members of RID are expected to adhere. +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the membership in outlining standard practices and positions on various interpreting roles and issues. These SPPs are excellent resources to educate all interpreters as well as hearing and deaf clients, the general public, business contacts, school personnel, doctors and nurses, etc. See the section above for our SPPs. +RID Affiliate Chapters and Local Chapters +Your affiliate or local chapter can serve as an excellent source for guidance, mentorship and information. +ASL Fluency and Learning the Language +How long does it take to become fluent in Japanese, Russian or any other foreign language? Language fluency, be it spoken or visual, requires time, dedication, study, immersion in the language community, and constant practice. While you may have the potential to handle communication of simple concepts of daily life after just three classes, it will most likely take you years to be comfortably fluent in native conversations at normal rates discussing complex topics. +Sign language classes are offered throughout the community at schools and colleges, churches and recreation departments. Some of these are excellent, and some are very poor. The classes may be ASL, PSE, SEE or some mixture of all. Instructors may be experienced, professional educators, or people who have only taken a few classes themselves. Buyer beware! +Some things to consider or ask when choosing a class: +Is the instructor native or near-native fluent in American Sign Language (ASL)? +Fluency in the language could be evidenced by RID certification or NAD or state Quality Assurance (QA) ratings in interpreting, or by an advanced or superior rating on the SCPI (Sign Communication Proficiency Interview). Be wary of instructors who just recently took classes themselves. +Is the instructor involved in the Deaf community and with professional organizations? +It is very beneficial if the instructors have formally studied the language and the teaching profession. Credentials to look for include membership in the American Sign Language Teachers Association (ASLTA) and/or the Conference of Interpreter Trainers (CIT) as well as organizations such as RID, NAD and Black Deaf Advocates (BDA). +What do you know about the organization offering the class? +What is the history and reputation of the organization with regard to sign language education? Does the organization provide you with additional materials on sign language? Are you provided with information on what is happening in the Deaf community? Does the organization provide you guidance regarding your next steps once you learn the basics? +Does the Deaf community support this class and organization? +People who are native ASL signers and involved in the Deaf community see โ€œgraduatesโ€ from various classes. Seek their guidance on which classes they recommend? +What has become of previous graduates of the class? +What have they accomplished since they finished their studies? Has the class been helpful? Do they feel they learned what they needed? +An interpreter program is a formalized education program with a dedicated curriculum that is offered through a college, university or technical school that prepares students for a career in the field of interpreting. There are college and university programs around the country. A majority offer associate degrees in interpreting, but the number of bachelor programs is increasing. Additionally, a handful of schools offer master degrees in interpreting. +For a list of available programs +. Please note that this may not be a complete, up-to-date list. To confirm that the program is accredited, you can visit +.ย Please contact your local college, university or technical school to see what programs they may offer, if any. Also, contact your +for more information on interpreting programs in your area. +Beginning July 1, 2012, exam candidates will be required to hold a degree (any major) or submit an approved +. ย recorded in their RID account.ย While you mayย receive a degree in any field, one may find the background, skills development and theory learned in a recognized interpreter program are extremely beneficial in getting your national certification. +Most interpreterย educationย programs provide you with the knowledge and skills to begin pursuing an interpreting career as well as a foundation to begin preparing for certification. Completion of a program is more like a driverโ€™s permit that lets you operate in certain protected situations. Continued practice, participation in workshops and training experiences, and work with mentors will help prepare you to earn your certification. And certification opens many doors to a successful career for you in the interpreting profession. +To be a successful interpreter, you need a wide range of general knowledge. A degree is an important way to gain that knowledge. The higher the degree, the more diverse and complete your general knowledge will be. In many interpreting jobs in school systems, your salary is partly based on your degree. Interpreting is a very complex task and requires a high degree of fluency in two languages. Will you be able to master the language and the interpreting task during the length of the program you are considering? +In general, the more education a person can get, the better they will do. But, the quality of the education is important as well. Here are some questions to consider when choosing a program: +Is the program up-to-date and well respected by the Deaf and interpreting communities? +Are its faculty members affiliated with and actively involved in professional organizations? +What kind of credentials do they have? +Are the program graduates working in the field and getting their credentials? +What kinds of resources are available to students and faculty? +There is a strong need for qualified interpreters with credentials as we are currently experiencing a period in the interpreting field where supply is not keeping up with demand. The greatest demand for interpreters is in medium-to-large cities. The more mobile you are, the more likely you are to find an interpreting job. +Interpreters typically fall in one of three categories: +Agency interpreter, meaning that you are employed by an agency that provides you job assignments. +Free-lance interpreter, meaning that you are responsible for finding and maintaining your own client base +Contracted interpreter, meaning that you take on aspects of both the agency interpreter and the freelance interpreter. You provide services to an interpreter services agency or to other agencies in accordance with the terms and conditions of a particular contract or contracts. You are not an employee of the interpreter services agency or any other agencies for which they provide services +You donโ€™t have to wait until you are a practicing interpreter to become a RID member. Join today and enhance your networking opportunities within the field of professional interpreting. +If you already interpret out in the community but are not yet RID certified, you qualify to join as an Associate member. If you are a student in an Interpreter Training Program, you can join as a Student member. +If you are neither of the above yet still want to reap the +of membership, then join as a Supporting member. +The more unified we become as an overall profession, the greater our voice and the more impact we will have. +Educational Interpreters have always been an important part of the mission and programs of RID.ย For many years, RID has received feedback from educational interpreters that they were overlooked as a population by the majority of publications, +articles, conferences and workshops that we provide. +Realizing that RID would have a greater voice and a larger volume of impact if we embraced other populations in the interpreting profession, we have taken great strides to become more inclusive to the educational interpreter and wholeheartedly welcome you into RIDโ€™s membership. +Fromย the fall of 2006 to the summer of 2016, RID recognized individuals who passed the Educational Interpreter Performance Assessment (EIPA) written and performance tests at the level of 4.0 or higher as certified members of the association. +Overview of K-12 Educational Interpreting Standard Practice Paper +The Educational Interpreter Resources Toolkit, which wasย prepared by the 2007 โ€“ 2009 Educational Interpreting Committee (EIC), serves as an excellent resource tool to assist educational interpreters in the work they do. +This Resources Toolkit may serve as your โ€˜Home Baseโ€™ in discovering tools that can assist you in getting valuable information for the work you do serving students in the educational setting, K-12. +Educational Interpreter Resources Toolkit (full document) +Section I: Laws & Policy Supporting Deaf Education +Section II: Database & Tools for Finding Additional Resources +Section IV: Books, Journals & Articles of Interest +Section V: State Specific Educational Interpreting Guidelines +Section VI: Resources to Share with School Personnel +Section VII: Resources to Share with Students & Parents +The Educational Interpreter Committee (EIC), in collaboration with the Interpreters in Educational and Instructional Settings (IEIS) member section conducted two surveys during their 2007-2009 term; a survey of both RID affiliate chapter presidents and interpreters working in educational settings. The purpose of the surveys were, respectively speaking, to: learn what affiliate chapter presidents know about and were doing for educational interpreters and to discover what educational interpreters know about and found value in RID affiliate chapters. +For detailed information about the books, reference materials and publications we offer to interpreters, please visit ourย online store.ย Some of the titles of relevant publications to the educational interpreter include: +โ€œEducational Interpreting: A Collection of Articles From VIEWSโ€ย ย by various authors andย โ€œEncounters With Reality: 1001 Interpreter Scenariosโ€ย by Brenda Cartwright +The scholarship program is undergoing some changes and updates to better serve our membership. Once it is ready, we will make an announcement. Thank you for your support and patience! +RID Scholarships and Awards program +recognizes our colleagues who have made a significant impact on our lives, careers, and the interpreting profession. These awards serve as a small tribute to their sustained contributions to the profession. +We all have someone who has impacted our lives in one way or another, whether a mentor who has provided the necessary guidance and advice, a friend who demonstrates true commitment, a teacher who pushes us to reach our potential or a colleague who inspires us and sets new standards for success. +The recipients of these awards are the individuals who have gone the extra mile for the profession; have served as role models, teachers, trainers, mentors, or colleagues; or have just been there as a support and confidante. They have achieved personal success and have now dedicated themselves to the betterment of the profession as a whole. In short, they are inspiring motivators for all of us. +โ€“ CIT is the professional organization of interpreter educators. This site also provides information about the Commission on Collegiate Interpreter Education, the accreditation body for interpreting programs. +โ€“ Mana a Mano is a national organization of interpreters who work in Spanish-influenced setting. +National Alliance of Black Interpreters, Inc.ย โ€“ NAOBI is the national association that supports sign language interpreters from the African diaspora. +Association of Visual Language Interpreters of Canada +โ€“ AVLIC is RIDโ€™s counterpart in Canada โ€“ it is the only certifying body for ASL-English interpreters in Canada.ย  AVLIC was established in 1979 and has several Affiliate Chapters across the country. +European Forum of Sign Language Interpreters +โ€“ EFSLI is a membership organization of sign language interpreters from both in and out of the European Union. +Sign Language Interpreters Association of New Zealand +โ€“ SLIAZ is a national professional association which represents and advances the profession by informing members and consumers and promoting high standards of practice and integrity in the field. +World Association of Sign Language Interpreters +โ€“ WASLI was established 23 July 2003 during the 14th World Congress of the World Federation of the Deaf in Montreal Canada with the aim to advance the profession of sign language interpreting worldwide. +โ€“ SignLanguage offers a unique reference point on sign language and communication basics. This Web site has brought together expert information and a look at British Sign Language (BSL) along with the histories. +World Association of Sign Language Interpreters +โ€“ WASLI was established 23 July 2003 during the 14th World Congress of the World Federation of the Deaf in Montreal Canada with the aim to advance the profession of sign language interpreting worldwide. +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the membership in outlining standard practices and positions on various interpreting roles and issues. You may print out the SPPs below and then make the number of copies needed. +An Overview of K-12 Educational Interpreting (2010) +Qualified educational interpreters/transliterators are a critical part of the educational day for children who are deaf or hard of hearing. This paper addresses the legal requirements, roles and duties of the educational interpreter, including qualifications, and guidelines for districts when hiring an educational interpreter. +Video remote interpreting (VRI) is a fee-based interpreting service conveyed via videoconferencing where at least one person, typically the interpreter, is at a separate location. As a fee based service, VRI may be arranged through service contracts, rate plans based on per minute or per hour fees, or charges based on individual usage. +Use of a Certified Deaf Interpreter (1997) +A Certified Deaf Interpreter (CDI) is an individual who is deaf or hard of hearing and has been certified by the Registry of Interpreters for the Deaf as an interpreter. In addition to excellent general communication skills and general interpreter training, the CDI may also have specialized training and/or experience in use of gesture, mime, props, drawings and other tools to enhance communication. +Interpreting in Legal Settings (2007) +Legal interpreting encompasses a range of settings in which the deaf person interacts with various parts of the justice system. Legal interpreting naturally includes court interpreting; however, a legalย interpreterโ€™s work is not restricted to the courtroom. +Interpreting in Mental Health Settings (2007) +This Standard Practice Paper addresses the unique challenges faced by interpreters working in mental health settings and the skill set needed to successfully meet those challenges. +Interpreting in Religious Settings (2007) +Religious interpreting occurs in settings which are spiritual in nature. These settings can include worship services, religious education, workshops, conferences, retreats, confession, scripture study, youth activities, counseling, tours and pilgrimages, weddings, funerals and other special ceremonies. +Video Relay Service Interpreting (2007) +Video relay service (VRS) is a free telephone relay service using video technology to allow deaf and hard of hearing persons to make and receive phone calls using American Sign Language (ASL). VRS, as an industry, has grown exponentially since its inception in 2000 as an offshoot of traditional Telecommunications Relay Service (TRS) or text-based relay services. +Interpreting in Health Care Settings (2007) +Effective communication between consumers who are deaf and health care providers is essential. When the consumers and health care providers do not share a common language, a qualified sign language interpreter can facilitate communication. A consumer who is deaf could be the patient, a relative or companion who is involved in the patientโ€™s health care. +Between 1990 and 2007, Repetitive Stress Injuries (RSIs) increased an unbelievable 80 percent. The New York Times called RSI โ€œthe epidemic of the 90s and beyond.โ€ More than 9.5 million U.S. workers were stricken with RSI in the last year alone including journalists, computer users, cashiers, surgeons, assembly line workers, meat processors and, of course, interpreters, to name a few. +Coordinating Interpreters for Conferences (2007) +The purpose of this paper is to provide you, the conference interpreter coordinator(s), with information that will support your work ensuring conference communication access for deaf, hard of hearing and/or Deaf-blind participants. The links you will find throughout this text will supplement, further explain and/or provide samples of tools you may use or modify for your work. +Team interpreting is the utilization of two or more interpreters who support each other to meet the needs of a particular communication situation. Depending on both the needs of the participants and agreement between the interpreters, responsibilities of the individual team members can be rotated and feedback may be exchanged. +Interpreters work in a variety of settings and situations; some are employees of institutions, agencies and companies, and some are self-employed. Interpreters who are self-employed are less likelyย to encounter situations in which non-interpreting duties are expected of them. +Interpreting for Individuals who are Deaf-Blind (2007) +The spectrum of consumers who utilize Deaf-Blind interpreting services consists of individuals with differing degrees of vision loss and hearing loss. The amount and type of vision and hearing a person has determines the type of interpreting that will be most effective for that individual. +Oral transliterators, also called oral interpreters, facilitate spoken communication between individuals who are deaf or hard of hearing and individuals who are not. Individuals who are โ€œoralistsโ€ useย speech and speechreading as their primary mode of communication and may or may not know or use manual communication modes or sign language. +Professional Sign Language Interpreting (2007) +Sign language interpreting makes communication possible between people who are deaf or hard of hearing and people who can hear. Interpreting is a complex process that requires a high degree ofย linguistic, cognitive and technical skills in both English and American Sign Language (ASL). +Business Practices: Billing Considerations (2007) +RID does not dictate or restrict business practices. It does however, expect interpreters to conduct business in a manner consistent with the NAD-RID Code of Professional Conduct. There are regional differences in billing practices for interpreting services. +RID believes that the mentoring relationship is of benefit to consumers of interpreting services as well as to those in the interpreting profession. Each mentoring situation is unique depending upon the individuals involved and the goals of the relationship. +Interpreting for the performing arts spans the full spectrum of genres from Shakespeare to new works, including but not limited to childrenโ€™s theatre, musical theatre, literary readings, concerts, traditional and non-traditional narratives. This type of interpreting happens on traditional stages for local companies, for touring shows, in alternative spaces, museums and galleries, and in educational settings, to name a few. +Professional Sign Language Interpreting Agencies (2014) +This paper considers โ€œinterpreting agencyโ€ to include both non-profit and for-profit entities, as well as those individuals and groups who coordinate sign language interpreting services in larger organizations such as school disability services coordinators, etc. +The Registry of Interpreters for the Deaf, Inc. (RID), the national professional association of sign language interpreters in the United States, created this Professional Practice Paper (P3) to introduce the work of Deaf interpreters (DIs) as a generalist practitioner. Historically, Deaf individuals have provided ad hoc interpreting services within the Deaf communities. Although RID began credentialing Deaf individuals in 1972, a severe shortage of certified DIs continues today. +RIDโ€™s position on important issues. +RID/NAIE Joint Position Statement on Perez v. Sturgis County Schools System +The Supreme Court of the United States issued a unanimous opinion on the matter of Perez v. Sturgis County School System on March 21, 2023. +We, The Registry of Interpreters for the Deaf (RID), recognize the unique skills and abilities necessary to effectively interpret press conferences and emergency notifications. +In order to promote excellence in interpreting, all interpreters should demonstrate skill, knowledge, and ability through the attainment of certification. +Misrepresentation of Certifications and Credentials +The official RID certifications are listed on this webpage: +.ย  Anything other than those listed are not recognized by RID as valid credentials or certifications. +How to provide and what to look for +Understanding what it is and why people need it. +Why Use RID Certified Interpreters +Why should my interpreter be certified by and/ or a member of RID? +Registry of Interpreters for the Deaf, Inc. is the sole nationally-recognized certifying body of professional American Sign Language interpreters and transliterators. All members of RID, certified or not, are expected to comply with the NAD-RID Code of Professional Conduct +and are subject to our Ethical Practices System +where a consumer or colleague may file a grievance against any member who does not comply with the CPC. +Please view the PDF here to read more about why you should use a RID certified interpreter. +The Americans with Disabilities Act (ADA) +defines โ€œqualified interpreterโ€ in its Title III regulation as: +โ€œan interpreter who is able to interpret effectively, accurately and impartially both receptively and expressively, using any necessary specialized vocabulary.โ€ +This definition continues to cause a great deal of confusion among consumers, service providers and professional interpreters. While the definition empowers deaf and hearing consumers to demand satisfaction, it provides no assistance to hiring entities (who are mandated by ADA to provide interpreter services) in determining who is โ€œqualifiedโ€ BEFORE services are provided. This is a critical point. Without the tools or mechanisms to identify who has attained some level of competency, hiring entities are at a loss on how to satisfy the mandates of ADA in locating/providing โ€œqualifiedโ€ interpreter services. +Code of Professional Conduct (CPC) +A code of professional conduct is a necessary component to any profession to maintain standards for the individuals within that profession to adhere. It brings about accountability, responsibility and trust to the individuals that the profession serves. +Originally, RID, along with the National Association of the Deaf (NAD), co-authored the ethical code of conduct for interpreters. At the core of this code of conduct are the seven tenets, which are followed by guiding principles and illustrations. +The tenets are to be viewed holistically and as a guide to complete professional behavior. When in doubt, one should refer to the explicit language of the tenet. +Interpreters adhere to standards of confidential communication. +Interpreters possess the professional skills and knowledge required for the specific interpreting situation. +Interpreters conduct themselves in a manner appropriate to the specific interpreting situation. +Interpreters demonstrate respect for consumers. +Interpreters demonstrate respect for colleagues, interns, and students of the profession. +Interpreters maintain ethical business practices. +Interpreters engage in professional development. +Click here to access the full version of the +RID Code of Professional Conduct +Coฬdigo de Conducta Profesional de la NAD-RID en Espaรฑol +The 2022 ASL version of the CPC was filmed and produced by +Attempting to take over where the ADA leaves off with this definition, RID, in its role as the national association representing the profession, strives to maintain high standards for its members โ€“ above and beyond that required by the ADA. This elevates the interpreter holding RID credentials and sets the bar for interpreting services throughout the profession. +Possessing RID certification is a highly valued asset for an interpreter and helps you to stand above the rest. For the betterment of the profession and the service to the consumer, RID has a tri-fold approach to the standards it maintains for its membership: +strive to maintain strict adherence to nationally recognized, testing industry standards of validity, reliability, equity and legal defensibility. +is an avenue through which the continued skill development of certified interpreters/transliterators is monitored and nourished +Code of Professional Conduct (CPC) +are two vehicles which provide guidance and enforcement to professionalism and conduct. The EPS provides an opportunity for consumers to address concerns or file complaints regarding the quality of interpreter/transliterator services, and the CPC sets the standards to which all individuals holding RID certification are expected to adhere. +Learn more about RIDโ€™s Standard Practice Papers>> +The Growth of the Profession +The growth and maturation of the profession has also created a movement in many states to consider state licensure requirements for its interpreters. Many states have passed the necessary legislation for this requirement. +In addition to an increased number of state licensure laws, there has also been a steady increase in the number of interpreter training/preparation programs (ITPs) available as well as professional training opportunities, such asย workshops and conferences, offered at the local, state, regional and national level. +With these advancements, โ€œstandardsโ€ or the โ€œnormโ€ for interpreters 15 years ago are really no longer relevant today. +All professions go through maturation phases. In nursing, there are delineated differences between an orderly, nurseโ€™s aide, LVN and RN; in law, the same holds true between a legal secretary, a paralegal and an attorney. In many professions, such as nursing and law, states have implemented clear-cut requirements and standards for that profession including timelines and an organizational structure for when and how these requirements would be met. +We are at a point in the interpreting profession to not only witness but impact the progress and journey down this path. +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the membership in outlining standard practices and positions on various interpreting roles and issues. You may print out the SPPs below and then make the number of copies needed. +An Overview of K-12 Educational Interpreting +Use of a Certified Deaf Interpreter +Interpreting in Mental Health Settings +Interpreting in Health Care Settings +Interpreting for Individuals who are Deaf-Blind +Professional Sign Language Interpreting Agencies +The more unified we become as an overall profession, the greater our voice and the more impact we will have. +Educational Interpreters have always been an important part of the mission and programs of RID.ย For many years, RID has received feedback from educational interpreters that they were overlooked as a population by the majority of publications, +articles, conferences and workshops that we provide. +Realizing that RID would have a greater voice and a larger volume of impact if we embraced other populations in the interpreting profession, we have taken great strides to become more inclusive to the educational interpreter and wholeheartedly welcome you into RIDโ€™s membership. +Fromย the fall of 2006 to the summer of 2016, RID recognized individuals who passed the Educational Interpreter Performance Assessment (EIPA) written and performance tests at the level of 4.0 or higher as certified members of the association. +Overview of K-12 Educational Interpreting Standard Practice Paper +The Educational Interpreter Resources Toolkit, which wasย prepared by the 2007 โ€“ 2009 Educational Interpreting Committee (EIC), serves as an excellent resource tool to assist educational interpreters in the work they do. +This Resources Toolkit may serve as your โ€˜Home Baseโ€™ in discovering tools that can assist you in getting valuable information for the work you do serving students in the educational setting, K-12. +Educational Interpreter Resources Toolkit (full document) +Section I: Laws & Policy Supporting Deaf Education +Section II: Database & Tools for Finding Additional Resources +Section IV: Books, Journals & Articles of Interest +Section V: State Specific Educational Interpreting Guidelines +Section VI: Resources to Share with School Personnel +Section VII: Resources to Share with Students & Parents +The Educational Interpreter Committee (EIC), in collaboration with the Interpreters in Educational and Instructional Settings (IEIS) member section conducted two surveys during their 2007-2009 term; a survey of both RID affiliate chapter presidents and interpreters working in educational settings. The purpose of the surveys were, respectively speaking, to: learn what affiliate chapter presidents know about and were doing for educational interpreters and to discover what educational interpreters know about and found value in RID affiliate chapters. +For detailed information about the books, reference materials and publications we offer to interpreters, please visit ourย online store.ย Some of the titles of relevant publications to the educational interpreter include: +โ€œEducational Interpreting: A Collection of Articles From VIEWSโ€ย ย by various authors andย โ€œEncounters With Reality: 1001 Interpreter Scenariosโ€ย by Brenda Cartwright +Donโ€™t be overwhelmed by the process of hiring an interpreter! Let RID help! +As the hiring entity, you have the option to hireย individualsย directly or through anย interpreter service agency. To begin your search, go to ourย searchable databaseย and search by city and/or state. Not all interpreters and/or agencies are RID members and, as a result, may not be listed. If you have difficulty finding a resource in your area, +Use thisย search tool to find contact information for a specific member, verify an RID memberโ€™s certification(s) and search for freelance interpreters using specific credentials for your assignment. For example, if you need a certified member who has their legal certification in your city, this is the search tool to use. +Use this search tool to find local interpreter referral agencies for upcoming assignments you have. This is also a great tool to hire an agency for a contract. When working with an agency, you do not directly contact interpreters. Instead, the agency does the work for you and matches a working interpreter to your specific assignment. +As a non-profit membership association, RID and its affiliate chapters are not allowed by federal law to give advice as to salary and/or hourly rates. Rates for interpreters are market driven, vary greatly by region, and are negotiated between the individual or agency and the hirer. +RID and its affiliate chapters also do not give advice as to accessibility issues, such as the Americans with Disability Act (ADA). You should directly contact the +U.S. Department of Justice and the ADA Office +or other government agencies that oversee access. For an additional informational resource, please look at this National Association of the Deaf web page on +American Sign Language Related Graphics +โ€“ Provides short video clips showing how to sign words in ASL +Americans with Disabilities Act (ADA) Information +โ€“ Contains information and helpful resources pertaining to the Americans with Disabilities Act (ADA). +โ€“ Information from the U.S. Department of Justice about the ADA and tax benefits for small and large businesses, as well as IRS information. +CART Services (Communication Access Realtime Translation) +โ€“ Sponsored by the National Court Reporters Association, this site has general information about CART, how to find a provider and what to expect. In addition, the site discusses different setting where CART is used. +American Association of the Deaf-Blind +โ€“ AADB is a national consumer organization of, by and for deaf-blind Americans and their supporters. Deaf-blind includes all types and degrees of dual vision and hearing loss. +Coalition of Organizations for Accessible Technology +โ€“ COAT is a coalition of over 300 national, regional, state, and community-based disability organizations, including RID.ย COAT advocates for legislative and regulatory safeguards that will ensure full access by people with disabilities to evolving high speed broadband, wireless and other Internet Protocol (IP) technologies. +National Association of the Deaf +โ€“ NADโ€™s mission is to promote, protect and preserve the rights and quality of life of deaf and hard of hearing individuals in the United States of America. +National Association of State Agencies of the Deaf and Hard of Hearing +โ€“ NASADHH functions as the national voice of state agencies serving Deaf and Hard of Hearing people and promote the implementation of best practices in the provision of services. +โ€“ IDC is a non-profit organization of Deaf and Hard of Hearing American Indians whose goals are similar to many Native American organizations. IDC promotes the interests of its members by fostering and enhancing their cultural, historical and linguistic tribal traditions. +โ€“ The NADC provides cultural awareness and advocacy for the interests of the Asian Deaf and Hard of Hearing Community. +โ€“ NBDAโ€™s mission is to promote leadership development, economic and educational opportunities, social equality, and to safeguard the general health and welfare of Black deaf and hard of hearing people. +World Federationย of the Deaf +โ€“ WFD is an international non-governmental organization representing approximately 70 million deaf people worldwide. Most important among WFD priorities are deaf people in developing countries; the right to sign language; and equal opportunity in all spheres of life, including access to education and information. +โ€“ NDRN is the nonprofit membership organization for the federally mandated Protection and Advocacy (P&A) Systems and Client Assistance Programs (CAP) for individuals with disabilities. Collectively, the P&A/CAP network is the largest provider of legally based advocacy services to people with disabilities in the United States. +Disabled Peopleโ€™s Association โ€“ Singapore +โ€“ DPA is a non-profit, cross-disability organization whose mission is to be the voice of people with disabilities, helping them achieve full participation and equal status in the society through independent living. +Information and Resources on Deafness +ADA Hospitality: A Guide to Planning Accessible Meetings +โ€“ The Mid-Atlantic ADA Center and TransCen, Inc. sponsored the publication in recognition of the 25th anniversary of the transformational Americans with Disabilities Act of 1990. Helping you navigate, plan, and create accessible meetings, events, and conferences that serve all your guestsโ€™ needs. +Described and Captioned Media Program +โ€“ The DCMPโ€™s mission is to provide all persons who are deaf or hard of hearing awareness of and equal access to communication and learning through the use of captioned educational media and supportive collateral materials. The DCMP also acts as a captioning information and training center. +โ€“ The Laurent Clerc National Deaf Education Center provides a variety of information and resources on deafness. +โ€“ Resources and help for deaf, deaf-blind or hard of hearing women trying to leave abusive relationships. +National Institute on Deafness and Other Communication Disorders +โ€“ One of the National Institutes of Health, the NIDCD works to improve the lives of people who have communication disorders. This website focuses on medical information and research. +Services for Deaf and DeafBlind women +โ€“ย ADWAS provides comprehensive services to Deaf and Deaf-Blind victims/survivors of sexual assault, domestic violence, and stalking. ADWAS believes that violence is a learned behavior and envisions a world where violence is not tolerated. +Addiction Treatment for Individuals Deaf and Blind +โ€“ย Addiction can be a harrowing experience for anyone. Individuals who are deaf, hard of hearing, blind, or visually impaired can especially find this experience daunting, as theyโ€™re faced with not only overcoming an addiction, but attempting to find a treatment program that recognizes and respects their unique challenges. +Archdiocese of Washington-Center for Deaf Ministry +โ€“ Interpreters who work in Catholicย churches will be interpretingย a very different liturgy coming in Advent ofย this year. The language used will be much more of a challenge to interpret. The National Catholic Office of the Deaf has provided this resource. +We bring you qualified interpreters for your business +Count on our members to foster greater awareness of sign language interpreting as a professional career, and practice professionalism in their work. +Through RIDโ€™s Ethical Practices System, ensure that there is an efficient, effective, and sustainable way to maintain ethical interpreters. +Following a CPC is monumental, and knowing that interpreters have a duty to protect their consumer. Consumers and the public can trust RID certification. +Making a commitment to do right in your work is the tip of the iceberg. Action is key, and interprets commit to their practice. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_40_1741388993779.txt b/intelaide-backend/documents/user_3/page_40_1741388993779.txt new file mode 100644 index 0000000..f2bb446 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_40_1741388993779.txt @@ -0,0 +1,2 @@ +CPC in ASL and English +NAD_RID Code of Professional Conduct 508 Accessible \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_41_1741388998581.txt b/intelaide-backend/documents/user_3/page_41_1741388998581.txt new file mode 100644 index 0000000..5b0086f --- /dev/null +++ b/intelaide-backend/documents/user_3/page_41_1741388998581.txt @@ -0,0 +1,84 @@ +Steps to Find an Interpreter +Steps to Find an Interpreter +Any entity or individual has access to RIDโ€™s registry that can provide a list of certified freelance interpreters, as well as Organizational members in your area who are interpreter agencies who can provide interpreting services. +Toย findย a certified freelance interpreter in your area, please follow the steps below: +Please visit our member directory here: +Select your City and State +From here, you willย findย a list of certified interpreters who are available for freelance work. Feel free to reach out to these members directly using the contact information they provide on ourย registryย and inquire about the services that you need. Should you want to go through an agency that is a member with us, please use this link here: +, selecting your City and State. +A member who holds a valid certification accepted by RID, is in good standing, and meets the requirements of the +Join Today or Renew Your Membership here! +A member engaged in interpreting or transliterating, full-time and part-time, but not holding certification accepted by RID. Members in this category are enrolled in the +Associate Continuing Education Tracking Program (ACET) +Join Today or Renew Your Membership here! +A member currently enrolled, at least part-time, in an interpreting program. Student members must provide proof of enrollment every year. This proof can be a current copy of a class schedule or a letter from a coordinator/instructor on school letterhead. Student membership does not include eligibility to vote. +Join Today or Renew Your Membership here! +Individuals who support RID but are not engaged in interpreting. Supporting membership does not include eligibility to vote or reduced testing fees. +Join Today or Renew Your Membership here! +Organizations and agencies that support RIDโ€™s purposes and activities. +Join Today or Renew Your Membership here! +: Member who holds temporarily inactive certification, is not currently interpreting and has put their certification on hold. Members in this category are not considered currently certified and do not hold valid credentials. +: Member who has retired from interpreting and is no longer practicing. Members in this category are not considered currently certified and do not hold valid credentials. +Join Today or Renew Your Membership here! +Eligible for reduced certification testing fees (associate, student or certified members only) +Annual CEC discount code for Certified, Associate, and Student members who +Access to exclusive discounts through our partner; MemberDeals.ย Discounts on RIDโ€™s +Leadership opportunities to help shape RID and the interpreting profession by serving on +committees, councils and task forces +Accountability to the communities we serve through RIDโ€™s Ethical Practices System +Disability Income Coverage, Dental & Vision Insurance, Life Insurance options. +Members should conduct their renewals online and pay via the RID Member Portal for the fastest service. +If you have questions about or are experiencing an issue with your member account or renewal steps, please contact us at +for assistance. We are happy to assist. +Click Here to Join or Renew your Membership Today! +RID membership follows an annual fiscal year cycle from July 1-June 30. +Purchase order paperwork for membership renewals that will be paid by a third party can be submitted directly to +For those needing verification of prices for employers prior to remitting payment, download your personalized order summary from your RID member portal. This is the most accurate, quickest, and paperless way to provide verification of your membership cost. +If an individual requests to terminate their membership prior to their payment being processed by RID, then RID will simply not process the payment for that application. The applicant will not forfeit any funds. +If an individual requests a refund after their membership application or renewal has been processed and/or renewed, that person will receive a refund of their membership dues and fees minus a $25.00 processing fee. +An individual may request a refund no more thanย two business daysย after the application has been processed and/or renewed. +No refunds will be given if a request is made more than 2ย daysย after the membership application/renewal has been submitted/processed. +If a third party(ie employer, agency, etc) pays membership dues and fees on behalf of an individual, the member is responsible for maintaining good standing with the organization. We recognize that members who are afforded this benefit may wish to remit payment to maintain good standing, and then request refund post third party payment of their membership dues and fees. In this instance, RID HQ may work one-on-one with you. +The refund policy applies to all members. +Have you Let your Certified Membership Lapse? +According to the RID Bylaws, an individualโ€™s certification can be revoked for two reasons: +Suspension or expulsion as outlined in the policies and procedures manual (such as an EPS violation or non-compliance with CMP requirements) +Additionally, the Bylaws state that to remain in good standing dues must be paid by August 1st of each fiscal year. +With the requirement to remain current with membership dues to retain your certification, these governing guidelines are an important reminder about your obligation as it relates to the maintenance of your certification. To date, RID has been lenient in enforcing this policy. +As we continue to implement systems of efficiency and standards, RID will begin to enforce the guidelines as established in the Bylaws. Therefore, if dues are not paid on or before July 31, your certification will be terminated due to non-payment of member dues. As a result, you will be required to go through the reinstatement process, in order to get your certification back. To avoid revocation of your certification please plan to renew on or before July 31. +The power to effect change in this area lies with the membership. The connection to membership and certification has been an area of discussion over the years. To change the current structure, which ties current membership to certification maintenance, would require a Bylaws amendment, approved by two-thirds of the voting members. +Contact the Member Service Department +For any further questions, please contact the Member Services department by either emailing us at +, or by using our Contact Us form here: +Professional/General Liability Insurance: contact Gary at 866.371.8830 or go to +Worker Compensation/Workman Compensation Insurance: contact Gary at 866.371.8830 or email +RID Individual Interpreters Liability Insurance +Worker Compensation/ Workman Compensation Insurance +Professional/General Liability Insurance: contact Gary at 866.371.8830 or go to +Worker Compensation/Workman Compensation Insurance: contact Gary at 866.371.8830 or email +Worker Compensation/ Workman Compensation Insurance +Contact Gary Meyer at 866.371.8830, e-mail: +What would happen to your income if you became sick or hurt and werenโ€™t able to work? Protect your income in the event that you become disabled as a result of a sickness or injury and are unable to work. ย RID members can take advantage of a 15% association discount. +Affordable dental coverage is available for individuals and families, with the option to add vision coverage. You are free to use any dentist you wish, or you can use an in-network dentist for additional savings. The network has over 400,000 access points nationwide. Choose from several plans to meet your needs and budget. +Affordable coverage with plans designed to meet your specific needs. Available plans include Term Insurance, Whole Life, Universal Life and others, with over 30 of the top companies to choose from. Let the licensed professionals at Association Benefit Services shop for the best coverage and the most competitive products and rates for you. Coverage is also available for spouses and children. +(for program details and quotes)ย or Call:ย (844) 340-6578 +Contact Gary Meyer at 866.371.8830, e-mail: +Do you have more questions about RID membership? +Whether youโ€™re exploring your possibilities or are a seasoned veteran, joining RID will provide resources that move you forward! +1. First, visit the RID website and log in to your +2. Next, click the tab โ€œMy Orders,โ€ and you will see your FY26 dues there. +3. From there, follow the subsequent prompts to remit your payment. Then, you are all set! +1. All information about your membership can be found in the Membership Details box on your portal page, including your expiration date. All memberships expire on June 30th of each year. +2. If you need to renew your membership, click the โ€œMy Ordersโ€ tab at the top right to submit payment for your member dues. +3. Always be sure that your member portal information is up to date to ensure you are receiving all communications and notifications from RID. +4. All information regarding your certification can be found in the โ€œCertification Detailsโ€ box including your certification beginning and end date, CEUs earned, and downloading documents such as a verification letter or your CEU Transcript. +5. You may view your education history on the right side of your portal, including previous transcript cycles. +6. Access exclusive RID Member Deals by clicking โ€œMember Dealsโ€ on the right side of your portal. +Golden 100 / Silver 250 Campaign +In 1982 President Judie Husted and the RID Board of Directors instituted the first major fundraising campaign for RID. The campaign was aimed to provide the organization with financial security for the future. The campaign was labeled Golden 100 and Silver 200. ย For a $500 donation, the first 100 Certified members received conference recognition and lifetime membership along with their Certification Maintenance fees, these people are known as the Golden 100. At the start of the campaign, the first 200 members (Certified +Associate) who donated $250 received lifetime membership, they are known as Silver 200. This campaign raised over $50,000 to help establish a research and development trust and to provide general support to the RID budget. +At the March 2016 board meeting, the Board of Directors approved a plan to revitalize this campaign for 2016. The first 100 +members received Lifetime membership and waived annual fees along with the designation Golden 100 member. The first 250 Certified +Associate members received lifetime membership, waived annual continuing education fees, and were named Silver 250 members. This group is responsible +for their certification and standards fee. +Golden 100 / Silver 250 Campaign \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_42_1741389019150.txt b/intelaide-backend/documents/user_3/page_42_1741389019150.txt new file mode 100644 index 0000000..34e448a --- /dev/null +++ b/intelaide-backend/documents/user_3/page_42_1741389019150.txt @@ -0,0 +1,80 @@ +Governance is essential to the functioning of RID. Our Articles of Incorporation, Bylaws, Board Meeting Agendas and Motions, and other guiding documents are available for our members to review. +Containing the essentials for Board and Business meetings. +Board Meeting Agendas and Minutes +2025 RID Board Meeting Dates +March 5, 2025: 8-10 pm ET (Zoom) โ€“ +June 4, 2025: 8-10 pm ET (Zoom) +September 3, 2025: 8-10 pm ET (Zoom) +December 3, 2025: 8-10 pm ET (Zoom) +Board of Directorsโ€™ Meeting Minutes: +โ€“ Board of Directorsโ€™ Meeting Minutes: +Board Meeting Agendas and Public Committee Reports +Board Meeting Agendas and Public Committee Reports +Quarterly meeting 7 -9 pm EDT / 4 โ€“ 6 pm PDT +2023 RID Board Meeting Dates +April 12-16, 2023 FTF in Baltimore, Maryland +Open meeting: April 14, 9a-12p FTF/ZOOM +July 24-26, 2023 at the 2023 RID National Conference in Baltimore, Maryland +October 4-8, 2023 FTF โ€“ Location TBD +Click here to view agenda +Containing the most fundamental principles and rules. +The organization bylaws contain the most fundamental principles and rules regarding the nature of RID, such as how directors are elected, how meetings of directors are conducted, and so on. These bylaws are amended according to member motions and referred to in every act of legislation for RID. RID also seeks partnerships with organizations that share common goals through memorandums of understanding. RID is committed to compliance with the antitrust laws of this country, which laws prohibit anti-competitive behavior, regulate unfair business practices, and encourage competition in the marketplace. +The RID Bylaws govern the internal management of the association, as well as the board of directors, members and staff. The bylaws contain the most fundamental principles and rules regarding the nature of RID, such as how directors are elected, how meetings of directors are conducted, and so on. +You can either download the Bylaws as a whole document or views the separate sections linked below. This document is in PDF file format. +Bylaws Complete Document โ€“ Edited April 2020 +Inspection Rights and Corporate Seal +Fiscal Year of the Corporation +Amendment of the Articles of Incorporation, Dues, and Assessments +View the RID Articles of Incorporation +The purpose of the Policies and Procedures Manual (PPM) is to contain the policies set by the Board of Directors of RID. The PPM establishes procedures for the key elements and operations of the national association, including its headquarters, affiliates, committees, and member sections. The policies and procedures contained in this manual are general guidelines for the association. Exceptions to the policies and procedures noted herein are permitted with board approval, except for the provisions of the Bylaws which cannot be waived or altered except as noted in the Bylaws. +The policies defined here are the basic principles and associated guidelines, formulated and enforced by the governing body of the organization. The policies define +policy. Procedures are the sequence of activity required to carry out a policy statement or move the association toward one of its stated goals. Procedures are also the rules and regulations that entities within the association abide by when conducting their business. They are a consistent guide to follow through any decision-making process. +You may view the updated +2021 RID Policies and Procedures Manual here +Click here to see the RID Articles of Incorporation. +RID constantly seeks partnerships with organizations that share common goals.ย  Through teamwork and collaboration, we can achieve more of our strategic goals. +RID currently has Memorandums of Understanding (MOUs) with these organizations: +The National Association of the Deaf (NAD): +Updated July 2013 (link coming soon) +Conference of Interpreter Trainers (CIT) : +Commission on Collegiate Interpreter Education (CCIE): +RID is committed to compliance with the antitrust laws of this country, which laws prohibitanti-competitive behavior, regulate unfair business practices, and encourage competition in the marketplace. +Neither RID, nor any of its affiliate chapters, member sections, councils, committees, or task forces shall be used for the purpose of bringing about or attempting to bring about any understanding or agreement, written or oral, formal or informal, express or implied, between or among competitors that may restrain competition or harm consumers . In connection with membership or participation in RID, there shall be no discussion, communication, or agreement between or among members who are actual or potential competitors regarding their prices, fees, wages, salaries, profit margins, contract terms, business strategy, business negotiations, or any limitations on the timing, cost, or volume of their services. This includes any RID-related listserv, online discussion groups, sponsored RID social media, RID publications, or other RID sanctioned event, program, or activity. +RID Publishes an Annual Report for its members, outlining our achievements for the year as well as an annual financial report. Please click below to see the most recent annual reports, or feel free to browse through our Annual Report Archive! +You may find RID Annual Reports here: +Why do we need an antitrust policy? +While you may prefer to leave antitrust law up to the lawyers to discuss, itโ€™s important for members of a professional association to know what kind of conduct puts the association at risk. This policy is designed to protect RID and our members, committees, task forces, work groups, member sections +and state affiliate chapters from legal exposure. +According to the Federal Trade Commission (FTC), enforcement of antitrust laws aims to โ€œprevent unfair business practices that are likely to reduce competition and lead to higher prices, reduced quality or levels of service, or less innovation. Anticompetitive practices include activities like price +fixing, group boycotts, and exclusionary exclusive dealing contracts or trade association rules โ€ฆ.โ€, Professional associations are expected to provide guidance to their members about antitrust law to ensure that any discussions, projects, or work done within the scope of RID is not in violation of +How is a professional association different from a union? +The key difference between a professional association and a union is that a professional association works to promote the industry/profession as a whole, while a union works to promote the interests of the workers it represents in-collective bargaining. This may seem like a difference without a distinction, but itโ€™s important when looking at what activities a professional association can and cannot engage in. While unions activelyย  advocate for their membersโ€™ personal financial interests and specific terms and conditions of employment, professional associationsย  work to improve public perception of an industry or professional, e.g.,ย  through the establishment of standards and informing governmentย  decisions. Also, as discussed below, unions have the protection of the โ€œlabor exemptionโ€ to the antitrust laws. +Why canโ€™t the committees, task forces, work groups, member sections and state affiliate chapters engage in collective bargaining on behalf of members? +Price fixing is illegal under antitrust law. Economic competitors cannot come together and agree on a price they will charge for their goods or services. For example, gasoline stations are prohibited from getting together and deciding how much to charge for a gallon of gas. Interpreters in independent practice in a particular market area are viewed as economic competitors. Thus, they cannot agree, through RID committees, task forces, work groups, member sections, or state affiliate chapters, on a price that they will charge for their services. +It is important to note that individual interpreters are always free to set their own rates or decide what rates they will or will not accept. Individual interpreters are also free to access and consider the published rates of other interpreters in setting their own rates.ย  It is only when they act in concert with competing interpreters that antitrust law comes into play. +Unions have the protection of the โ€œlabor law exemptionโ€ to antitrust laws and, therefore union members, who would otherwise be viewed as competitors, may engage in concerted activities through their bargaining unit without raising concerns about antitrust violations.ย  RID and groups acting within its organizational structure are not unions and do not have the benefit of such an exemption. +Why canโ€™t the association or its affiliates form a union to collectively bargain for members? +It does not fall within the mission of RID or its affiliates to form or to facilitate the formation of a union to collectively bargain with employers on behalf of employees who are RID members with respect to their terms and conditions of employment.ย  Interpreters who are members of RID may, obviously, choose to participate in their individual capacities as employees in a collective bargaining process with their employers through a union.ย  As previously noted, there is an exception in antitrust laws thatย  allows a group of employees, through their union, to collectively bargain with their employer. Also, it is worth noting in this context that many RID members are interpreters who are independent/freelance contractors who do not have an employee-employer relationship with the entities that contract with them. +There is a new interpreter contract in my state. Can the state affiliate chapter warn that interpreters wonโ€™t accept work at the proposed rates? +A decision by or on behalf of a group of economic competitors (like the interpreter members of a state affiliate chapter) to explicitly or implicitly threaten to boycott any proposed or existing contract in order to influence the rates set forth in that contract raises very serious antitrust concerns. While there is no clear definition of what constitutes an implicit boycott threat, all members and RID affiliates must be very careful in making statements that might be construed as a veiled boycott threat. +Although it may seem obvious that below-market rates will decrease the pool of interpreters willing to work under a given contract, stating such on behalf of a RID-associated group may still be construed as an implicit boycott threat. If there are interpreters who are willing to accept the proposed contractual rates and/or those stated rates appear to benefit the consumers / providers of interpreting services, the risks of antitrust exposure are even greater. +While the impact of proposed contractual rates on the available pool of interpreter and the Deaf communityโ€™s access to services is a logical argument against rates that are perceived by some to be sub-market, statements made by or on behalf of competing interpreters regarding appropriate rates need to be carefully crafted, need to focus upon the consumerโ€™s perspective and not the financial interests of the interpreters, and warrant careful review, including the advice ofย  counsel prior to dissemination. +What can the committees, task forces, work groups, member sections and state affiliate chapters do? +There are several things that RID, throughย  its member sections, councils, committees, and task forces, and that state affiliate chapters, can do that may relate to rates/fees and other conditions of employment / engagement.ย  These things must still be done with extreme care and consideration and the antitrust risks associated with them should be assessed prior to implementation. +a. You can petition the government. +There is an exception to antitrust laws that allows associations and its affiliates to petition government entities, such as state agencies and commissions and legislators, and raise issues that would otherwise trigger antitrust concerns.ย  The goal of representing RID members before such entities is to improve the information upon which governmental decisions are made. +b. You can collect and share historical price data. +The FTC, a federal agency that enforces antitrust laws, created a safe harbor for collecting and disseminating historical rate/fee information. (A safe harbor is a provision that specifies that certain conduct will be deemed not to violate a given law, in this case antitrust law.) So, if an affiliate chapter, member section, council, committee, or taskforce follows the safe harbor guidelines, it can collect data on rates and fees in the market area and disseminate it to members. Here are some key factors to consider before collecting and disseminating this kind of information: +Rate/fee information must be at least 3 months old. +The information must be collected confidentially. Interpreters cannot learn what rates/fees other interpreters are charging.ย ย  To ensure that raw data isnโ€™t shared among competitors, it would be prudent to work with an outside entity to conduct the survey. +When the results are disseminated, there should be no information included that would enable members to ascertain the identity of those charging a specific rate or fee. This is particularly true for listing information by geographic area when there is only one interpreter working in that area. +c. You can communicate your membersโ€™ concerns to the appropriate entity. +Affiliate chapters, member sections, councils, committees, and taskforces can communicate membersโ€™ concerns to a hiring entity, if extreme caution is exercised. The concerns cannot be communicated in a way that could be construed as an express or implied threat to collectively boycott a particular contract or hiring entity. Any message should be prefaced by an explanation that every member acts independently in the market and that you are not attempting to influence rates or negotiate rates on behalf of your members Show that you understand antitrust law, say โ€œWe are not negotiating rates on behalf of our members.โ€ +Who can I contact for more information and guidance? +Each affiliate chapter is responsible for retaining and consulting with local legal council for guidance related to antitrust law. A resource that can assist affiliates in locating local counsel is your state Center for Nonprofit Advancement. Please contact +if you need assistance locating your local center. +What does RID suggest as text for Google/Facebook Groups to post on their homepage? +Do not post queries or information, and refrain from any discussion that may provide the basis for an inference that the members agreed to take action relating to prices, production, allocation of markets, or any other matter having a market effect. Examples of topics which should not be discussed include current or future billing rates, fees, or other items which would be construed as โ€œpriceโ€, fair profit, billing rate, or wage level, current billing or fee procedures, imposition of credit terms. Do not post regarding refusing to deal with anyone because of his/her pricing or fees. +Are there any additional resources for this topic? +U.S Department of Justice โ€“ Antitrust Division +Antitrust Guidelines for Collaborations Among Competitors \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_43_1741389024763.txt b/intelaide-backend/documents/user_3/page_43_1741389024763.txt new file mode 100644 index 0000000..eabbf67 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_43_1741389024763.txt @@ -0,0 +1,47 @@ +If you are interested in serving on an RID volunteer group, please complete this application and attach your resume. Council and Committee volunteers serve from the conclusion of one biennial national conference to the next biennial conference (2 years). If you have any questions, please email Volunteer@rid.org. +Region you currently live in +Region I (Connecticut, Delaware, Maine, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont, West Virginia) +Region II (Alabama, Florida, Georgia, Maryland & District of Columbia (Potomac Chapter), Mississippi, North Carolina, South Carolina, Tennessee, Virginia) +Region III (Illinois, Indiana, Kentucky, Michigan, Minnesota, Ohio, Wisconsin) +Region IV (Arkansas, Colorado, Iowa, Kansas, Louisiana, Missouri, Montana, Nebraska, New Mexico, North Dakota, Oklahoma, South Dakota, Texas, Wyoming) +Region V (Alaska, Arizona, California, Hawaii, Idaho, Nevada, Oregon, Utah, Washington) +State / Province / Region +Other (BEI, State Screening, EIPA, CPA...) +Please enter two digits: "01" for 1 year +RID volunteers are involved in carrying out the mission and strategic plan of the association. +Please select the volunteer groups that you are interested in. +Please find each group's Scope of Work +Which group are you interested in being considered for? +Which Position Paper(s) do you believe are the best fit for offering your experience and expertise? +Please type your choices in order of preference if you selected more than one group. +Are you currently serving on a national-level Committee, Task Force, Council, or workgroup? +Which national-level Committee(s), Task Force(s), Council(s), or workgroup(s) are you currently serving on? +Are you representing an organization? +RID strives for diversity at all levels within our volunteer groups, looking at characteristics including, but not limited to, member status, geographical location and identity groups (i.e., race, ethnicity, age, gender, sexual orientation, disability, etc.), as well as area of professional experience and expertise. This commitment to diversity is to ensure that a solid cross-section of the membership is represented and incorporated into the decision-making process. The following is an opportunity for you to list demographic information about yourself. While it is not required, this information would be very valuable input and greatly appreciated. Check all that apply: +Caucasian (not of Hispanic origin) +Other race, ethnicity or origin +Prefer to self-identify (you may self-identify below) +Other race, ethnicity or origin +All RID meetings are conducted in ASL. Should you require accommodation to participate in the group meetings, please check here: +Please submit a letter of interest. +You can submit this letter in either English (by copy/pasting into the box below) or you can submit a link to an ASL video. +Your letter of interest should include information on: +- the reasons you are interested in becoming a volunteer on these committees, +- what is your relevant experience, and +- what are your vision and goals for these committees? +Also, if you are interested in more than one Committee, Council, Task Force, or work group, indicate your order of preference. +If you are writing in English, you can either copy/paste the contents into the box below, or you can upload a complete letter as a file. +If you are submitting an ASL video, you can post the link below. +Video Link for ASL Response to "Letter of interest": +Following are the steps you need to take to submit your information via YouTube. Once uploaded, enter here the secure link to your video. By following the instructions below, your video will NOT be viewable by the public. ONLY people who have the secure link can view your video. After signing up/logging into your YouTube account: Click the "Upload" button at the top of the screen. Select the video you want to upload. Create a title for your video, and add your full name and what you are applying for in the "Description" field. Choose "Unlisted" from the "Privacy Settings" dropdown menu. Disregard all of the other fields and checkboxes. Copy/paste the video link above. +Please upload your resume or CV (required!) - and letter of interest, if it is a separate file: +Max. file size: 300 MB. +I acknowledge that in connection with my service as a volunteer with the Registry of Interpreters for the Deaf, Inc. (RID) on the national, regional, state, and/or local level, I will have access to and may become aware of confidential information, including, without limitation, information regarding procedures, methods, and data used by RID in the evaluation, education, monitoring, and guidance of interpreters throughout the country. +I further acknowledge that any information that is shared with me or accessed by me during my service with RID that is identified as โ€œconfidentialโ€ or that has not been made publicly available by RID is deemed to be of a confidential nature and is owned as a proprietary right by RID. +I agree that I will not allow any third party to have access to any materials containing such confidential information provided to me by or on behalf RID; that, upon RIDโ€™s request or upon the completion of my volunteer service with RID, I will delete, destroy, or return to RID any such materials in my possession; and that I will not reproduce any such materials by any means, including memorization or recall. +I further agree that I will not use such confidential information for any purpose other than the scope of work assigned to me as a RID volunteer and will not disclose it to any third party during my service with RID or subsequent thereto, unless otherwise authorized by RID in writing. +I acknowledge that RID may pursue legal action for any violation of this Agreement or other improper use of such confidential information by me or by others through me, and that RID, in connection with such action, may use this Agreement, and may seek all available remedies, including without limitation, injunctive relief, damages, and attorneyโ€™s fees and costs. +I understand and agree that, if during my time of service a new conflict of interest or an appearance of conflict should arise, I must notify RID in writing within 30 days of such occurrence. I understand that an actual or apparent conflict of interest may disqualify me from volunteer service or continued volunteer service with RID. +I have no actual or apparent conflict of interest to report at this time. +I have the following actual or apparent conflict(s) of interest to report (please specify): +I agree to the foregoing and I certify that the information I have provided in this form is true and complete to the best of my knowledge. I further certify that I have read and I agree to comply with all of the requirements in the Volunteer Leadership Manual including all appendices while serving as a volunteer of RID. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_44_1741389029209.txt b/intelaide-backend/documents/user_3/page_44_1741389029209.txt new file mode 100644 index 0000000..72d05c9 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_44_1741389029209.txt @@ -0,0 +1,307 @@ +Resources regarding recent Presidential Executive Orders +Executive Orders and White House Information +What is an Executive Order and how is it different from a law? +โ€“ย American Civil Liberties Union (ACLU) +โ€“ US Equal Employment Opportunity Commission +Executive Orders affecting charitable nonprofits +โ€“ย National Council of Nonprofits +DEIA Offices, Programs and Initiatives +DEI in Government and Private Sector +Further Guidance Regarding Ending DEIA Offices, Programs and Initiatives +โ€“ Chief Human Capital Officers Council +Additional DEIA Guidance to Agencies +โ€“ Office of Personnel Management +A clarification MEMO from the federal Office of Personnel Management (OPM) clarifies that accommodating deaf people with sign language interpreting is +in the anti-DEIA executive orders. +The what and why of interpreting +The expectations and standards for you to know. +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the membership in outlining standard practices and positions on various interpreting roles and issues. You may print out the SPPs below and then make the number of copies needed. +An Overview of K-12 Educational Interpreting +Use of a Certified Deaf Interpreter +Interpreting in Mental Health Settings +Interpreting in Health Care Settings +Interpreting for Individuals who are Deaf-Blind +Professional Sign Language Interpreting Agencies +The Field of Interpreting โ€“ Opportunities and Growth +The field of interpretation is currently in an exciting period of growth as a career profession. As we work to eliminate the perception of interpretation as just a โ€œjobโ€ that any individual with an interest can undertake, we are seeing the field gain momentum in reputation that encompasses quality and respect. With supply not meeting the current demand, interpreters have become an invaluable tool in communication access between Deaf and hard-of-hearing individuals. +Interpreting is a human service-related field that is utilized in a myriad of different life situations, such as medical, mental health, law, education, etc. An interpreter, who must uphold the +, is a bilingual and bicultural professional working in a true profession and should be regarded as such. +Because interpreters are key to communication access, RID strives to maintain high +for members in various ways, including credentials, continuing education, and standard practice papers. +If you are thinking of interpreting as a career, we hope that this information will be helpful in your decision-making process. If you need more information, please do not hesitate to contact +. Learn more about interpreting as a career in the section below +Why You Should Become a RID Certified Interpreter +Is the process of transmitting spoken English into American Sign Language (ASL) and/or gestures for communication between Deaf and hearing individuals; +Enhances the quality of interaction between the Deaf and hard-of-hearing communities; +Serves as a tool in bridging communication gaps; +Is a profession that is highly dynamic and sophisticated; +Offers a career that allows one to grow with each knowledge building experience. +A committed individual to not only achieve certification but to also maintain and grow the skills needed +Physical stamina, endurance and the ability to emotionally handle an assignment and adhere to confidentiality +A great knowledge of the English language and the ability to speak clearly, be audibly heard and to portray the feelings and emotion of the speaker, whether voice or sign interpreting +An understanding that interpreting is a complex process that requires linguistic, cognitive and technical skills +Sign language interpreting is a rapidly expanding field. Schools, government agencies, hospitals, court systems and private businesses employ interpreters.ย  Interpreters work in a variety of settings including medical, legal, religious, mental health, rehabilitation, performing arts and business. +The interpreting field is experiencing an increase in demand for qualified interpreters. This is due, in part, with the advent of Video Relay Service (VRS) and Video Remote Interpreting (VRI). These services offer consumers access to real-time visual communication with the hearing community. As the methods of communication increase between the Deaf and hearing communities through technological advancements, we will also experience an increase in demand for the number of qualified interpreters to be utilized through these techniques. +Sign Language/spoken English interpreters are highly skilled professionals that facilitate communication between hearing individuals and the Deaf or hard-of-hearing. They are a crucial communication tool utilized by all people involved in a communication setting. Interpreters must be able to listen to another personโ€™s words, inflections and intent and simultaneously render them into the visual language of signs using the mode of communication preferred by the deaf consumer. The interpreter must also be able to comprehend the signs, inflections and intent of the deaf consumer and simultaneously speak them in articulate, appropriate English. They must understand the cultures in which they work and apply that knowledge to promote effective cross-cultural communications. +Interpreting requires specialized expertise. While proficiency in English and in sign language is necessary, language skills alone are not sufficient for an individual to work as a professional interpreter. Becoming an interpreter +Is a complex process that requires a high degree of linguistic, cognitive and technical skills; +Takes a committed individual to not only achieve certification but to also maintain and grow the skills needed; +Requires physical stamina, endurance and the ability to emotionally handle an assignment and adhere to confidentiality; +Necessitates a great knowledge of the English language and the ability to speak clearly, be audibly heard and to portray the feelings and emotion of the speaker, whether they are voice or sign interpreting. +The Americans with Disabilities Act requires the provision of qualified interpreters in a variety of settings. It states that โ€œTo satisfy this requirement, the interpreter must have the proven ability to effectively communicateโ€ฆโ€ +One important measure of an interpreterโ€™s proven ability is professional credentials. Credentials are obtained by taking and passing an assessment of your skills. RID provides testing for national certification. +All Types of Sign Language +Sign language is no more universal than spoken languages. American Sign Language (ASL) is the language used by a majority of people in the Deaf community in the United States, most of Canada (LSQ is used in Quebec), certain Caribbean countries and areas of Mexico. Other areas of the world use their own sign languages, such as England (British Sign Language) and Australia (Australian Sign Language). +American Sign Language (ASL) is a distinct visual-gestural-kinesthetic language. While it borrows elements from spoken English and old French sign language, it has unique grammatical, lexical and linguistic features of its own. It is not English on the hands. +Because ASL is not English, educators have developed a number of signed codes which use ASL vocabulary items, modify them to match English vocabulary, and put them together according to English grammatical rules. These codes have various names including Signed Exact English (SEE) and Manual Coded English (MCE). Additionally, when native speakers of English and native users of ASL try to communicate, the โ€œlanguageโ€ that results is a mixture of both English and ASL vocabulary and grammar. This is referred to as PSE (Pidgin Signed English) or contact signing. +Whether you are a beginner, an advanced signer or a Child of a Deaf Adult (CODA), RID is here to help you understand what it takes to become a professional and qualified interpreter. Fascination with sign language and/or the desire to โ€œhelpโ€ are admirable, but these alone are not qualifications to be interpreting for persons who are Deaf or hard of hearing. Patience, persistence, dedication and professional training are just some of the few key elements that are crucial to becoming a successful interpreter. +Why You Should Become a RID Certified Interpreter +What Interpreting is and How to Get Started +the act of conveying meaning between peopleย who use signed and/or spoken languages +Professional sign language interpreters develop interpreting skills through extensive training and practice over a long period of time. Before committing to this profession, it is imperative that you prepare yourself for the expectations, requirements and standards that will be asked of you. +Below are a few resources that will help guide you along the process: +Discover Interpreting was established from a grant issued by the U.S. Department of Education Rehabilitation Services Administration, CFDA 84.160A and 84.160B, as a response to the ASL interpreter shortage. This is an excellent tool to help inspire individuals who are interested in pursuing a career in the field of interpreting, close the โ€œgapโ€ between graduation and certification, and to increase the number of qualified interpreters. +The Commission onย Collegiate Interpreter Education +CCIE wasย established to promote professionalism inย the field of sign language interpreter education through an accreditation process. This siteย provides a list of accredited programs to help youย prepare to enter the field of interpreting. +Interpreter Training and Preparation Programs +These programs provide you with the education and knowledge base to develop the skills to become an interpreter. +*NEW* View an intensive spreadsheet of available 2 and 4 year ITP programs +(Resource made available by CCBC Program Assistant Jesse Hammons, CIT and CCBC) +RIDโ€™s Certification Programs measure your knowledge and skill level and provides you with the appropriate level credentials for your testing skills. +NAD-RID Code of Professional Conduct +The NAD-RID Code of Professional Conduct sets the standards to which allย certified members of RID are expected to adhere. +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the membership in outlining standard practices and positions on various interpreting roles and issues. These SPPs are excellent resources to educate all interpreters as well as hearing and deaf clients, the general public, business contacts, school personnel, doctors and nurses, etc. See the section above for our SPPs. +RID Affiliate Chapters and Local Chapters +Your affiliate or local chapter can serve as an excellent source for guidance, mentorship and information. +ASL Fluency and Learning the Language +How long does it take to become fluent in Japanese, Russian or any other foreign language? Language fluency, be it spoken or visual, requires time, dedication, study, immersion in the language community, and constant practice. While you may have the potential to handle communication of simple concepts of daily life after just three classes, it will most likely take you years to be comfortably fluent in native conversations at normal rates discussing complex topics. +Sign language classes are offered throughout the community at schools and colleges, churches and recreation departments. Some of these are excellent, and some are very poor. The classes may be ASL, PSE, SEE or some mixture of all. Instructors may be experienced, professional educators, or people who have only taken a few classes themselves. Buyer beware! +Some things to consider or ask when choosing a class: +Is the instructor native or near-native fluent in American Sign Language (ASL)? +Fluency in the language could be evidenced by RID certification or NAD or state Quality Assurance (QA) ratings in interpreting, or by an advanced or superior rating on the SCPI (Sign Communication Proficiency Interview). Be wary of instructors who just recently took classes themselves. +Is the instructor involved in the Deaf community and with professional organizations? +It is very beneficial if the instructors have formally studied the language and the teaching profession. Credentials to look for include membership in the American Sign Language Teachers Association (ASLTA) and/or the Conference of Interpreter Trainers (CIT) as well as organizations such as RID, NAD and Black Deaf Advocates (BDA). +What do you know about the organization offering the class? +What is the history and reputation of the organization with regard to sign language education? Does the organization provide you with additional materials on sign language? Are you provided with information on what is happening in the Deaf community? Does the organization provide you guidance regarding your next steps once you learn the basics? +Does the Deaf community support this class and organization? +People who are native ASL signers and involved in the Deaf community see โ€œgraduatesโ€ from various classes. Seek their guidance on which classes they recommend? +What has become of previous graduates of the class? +What have they accomplished since they finished their studies? Has the class been helpful? Do they feel they learned what they needed? +An interpreter program is a formalized education program with a dedicated curriculum that is offered through a college, university or technical school that prepares students for a career in the field of interpreting. There are college and university programs around the country. A majority offer associate degrees in interpreting, but the number of bachelor programs is increasing. Additionally, a handful of schools offer master degrees in interpreting. +For a list of available programs +. Please note that this may not be a complete, up-to-date list. To confirm that the program is accredited, you can visit +.ย Please contact your local college, university or technical school to see what programs they may offer, if any. Also, contact your +for more information on interpreting programs in your area. +Beginning July 1, 2012, exam candidates will be required to hold a degree (any major) or submit an approved +. ย recorded in their RID account.ย While you mayย receive a degree in any field, one may find the background, skills development and theory learned in a recognized interpreter program are extremely beneficial in getting your national certification. +Most interpreterย educationย programs provide you with the knowledge and skills to begin pursuing an interpreting career as well as a foundation to begin preparing for certification. Completion of a program is more like a driverโ€™s permit that lets you operate in certain protected situations. Continued practice, participation in workshops and training experiences, and work with mentors will help prepare you to earn your certification. And certification opens many doors to a successful career for you in the interpreting profession. +To be a successful interpreter, you need a wide range of general knowledge. A degree is an important way to gain that knowledge. The higher the degree, the more diverse and complete your general knowledge will be. In many interpreting jobs in school systems, your salary is partly based on your degree. Interpreting is a very complex task and requires a high degree of fluency in two languages. Will you be able to master the language and the interpreting task during the length of the program you are considering? +In general, the more education a person can get, the better they will do. But, the quality of the education is important as well. Here are some questions to consider when choosing a program: +Is the program up-to-date and well respected by the Deaf and interpreting communities? +Are its faculty members affiliated with and actively involved in professional organizations? +What kind of credentials do they have? +Are the program graduates working in the field and getting their credentials? +What kinds of resources are available to students and faculty? +There is a strong need for qualified interpreters with credentials as we are currently experiencing a period in the interpreting field where supply is not keeping up with demand. The greatest demand for interpreters is in medium-to-large cities. The more mobile you are, the more likely you are to find an interpreting job. +Interpreters typically fall in one of three categories: +Agency interpreter, meaning that you are employed by an agency that provides you job assignments. +Free-lance interpreter, meaning that you are responsible for finding and maintaining your own client base +Contracted interpreter, meaning that you take on aspects of both the agency interpreter and the freelance interpreter. You provide services to an interpreter services agency or to other agencies in accordance with the terms and conditions of a particular contract or contracts. You are not an employee of the interpreter services agency or any other agencies for which they provide services +You donโ€™t have to wait until you are a practicing interpreter to become a RID member. Join today and enhance your networking opportunities within the field of professional interpreting. +If you already interpret out in the community but are not yet RID certified, you qualify to join as an Associate member. If you are a student in an Interpreter Training Program, you can join as a Student member. +If you are neither of the above yet still want to reap the +of membership, then join as a Supporting member. +The more unified we become as an overall profession, the greater our voice and the more impact we will have. +Educational Interpreters have always been an important part of the mission and programs of RID.ย For many years, RID has received feedback from educational interpreters that they were overlooked as a population by the majority of publications, +articles, conferences and workshops that we provide. +Realizing that RID would have a greater voice and a larger volume of impact if we embraced other populations in the interpreting profession, we have taken great strides to become more inclusive to the educational interpreter and wholeheartedly welcome you into RIDโ€™s membership. +Fromย the fall of 2006 to the summer of 2016, RID recognized individuals who passed the Educational Interpreter Performance Assessment (EIPA) written and performance tests at the level of 4.0 or higher as certified members of the association. +Overview of K-12 Educational Interpreting Standard Practice Paper +The Educational Interpreter Resources Toolkit, which wasย prepared by the 2007 โ€“ 2009 Educational Interpreting Committee (EIC), serves as an excellent resource tool to assist educational interpreters in the work they do. +This Resources Toolkit may serve as your โ€˜Home Baseโ€™ in discovering tools that can assist you in getting valuable information for the work you do serving students in the educational setting, K-12. +Educational Interpreter Resources Toolkit (full document) +Section I: Laws & Policy Supporting Deaf Education +Section II: Database & Tools for Finding Additional Resources +Section IV: Books, Journals & Articles of Interest +Section V: State Specific Educational Interpreting Guidelines +Section VI: Resources to Share with School Personnel +Section VII: Resources to Share with Students & Parents +The Educational Interpreter Committee (EIC), in collaboration with the Interpreters in Educational and Instructional Settings (IEIS) member section conducted two surveys during their 2007-2009 term; a survey of both RID affiliate chapter presidents and interpreters working in educational settings. The purpose of the surveys were, respectively speaking, to: learn what affiliate chapter presidents know about and were doing for educational interpreters and to discover what educational interpreters know about and found value in RID affiliate chapters. +For detailed information about the books, reference materials and publications we offer to interpreters, please visit ourย online store.ย Some of the titles of relevant publications to the educational interpreter include: +โ€œEducational Interpreting: A Collection of Articles From VIEWSโ€ย ย by various authors andย โ€œEncounters With Reality: 1001 Interpreter Scenariosโ€ย by Brenda Cartwright +The scholarship program is undergoing some changes and updates to better serve our membership. Once it is ready, we will make an announcement. Thank you for your support and patience! +RID Scholarships and Awards program +recognizes our colleagues who have made a significant impact on our lives, careers, and the interpreting profession. These awards serve as a small tribute to their sustained contributions to the profession. +We all have someone who has impacted our lives in one way or another, whether a mentor who has provided the necessary guidance and advice, a friend who demonstrates true commitment, a teacher who pushes us to reach our potential or a colleague who inspires us and sets new standards for success. +The recipients of these awards are the individuals who have gone the extra mile for the profession; have served as role models, teachers, trainers, mentors, or colleagues; or have just been there as a support and confidante. They have achieved personal success and have now dedicated themselves to the betterment of the profession as a whole. In short, they are inspiring motivators for all of us. +โ€“ CIT is the professional organization of interpreter educators. This site also provides information about the Commission on Collegiate Interpreter Education, the accreditation body for interpreting programs. +โ€“ Mana a Mano is a national organization of interpreters who work in Spanish-influenced setting. +National Alliance of Black Interpreters, Inc.ย โ€“ NAOBI is the national association that supports sign language interpreters from the African diaspora. +Association of Visual Language Interpreters of Canada +โ€“ AVLIC is RIDโ€™s counterpart in Canada โ€“ it is the only certifying body for ASL-English interpreters in Canada.ย  AVLIC was established in 1979 and has several Affiliate Chapters across the country. +European Forum of Sign Language Interpreters +โ€“ EFSLI is a membership organization of sign language interpreters from both in and out of the European Union. +Sign Language Interpreters Association of New Zealand +โ€“ SLIAZ is a national professional association which represents and advances the profession by informing members and consumers and promoting high standards of practice and integrity in the field. +World Association of Sign Language Interpreters +โ€“ WASLI was established 23 July 2003 during the 14th World Congress of the World Federation of the Deaf in Montreal Canada with the aim to advance the profession of sign language interpreting worldwide. +โ€“ SignLanguage offers a unique reference point on sign language and communication basics. This Web site has brought together expert information and a look at British Sign Language (BSL) along with the histories. +World Association of Sign Language Interpreters +โ€“ WASLI was established 23 July 2003 during the 14th World Congress of the World Federation of the Deaf in Montreal Canada with the aim to advance the profession of sign language interpreting worldwide. +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the membership in outlining standard practices and positions on various interpreting roles and issues. You may print out the SPPs below and then make the number of copies needed. +An Overview of K-12 Educational Interpreting (2010) +Qualified educational interpreters/transliterators are a critical part of the educational day for children who are deaf or hard of hearing. This paper addresses the legal requirements, roles and duties of the educational interpreter, including qualifications, and guidelines for districts when hiring an educational interpreter. +Video remote interpreting (VRI) is a fee-based interpreting service conveyed via videoconferencing where at least one person, typically the interpreter, is at a separate location. As a fee based service, VRI may be arranged through service contracts, rate plans based on per minute or per hour fees, or charges based on individual usage. +Use of a Certified Deaf Interpreter (1997) +A Certified Deaf Interpreter (CDI) is an individual who is deaf or hard of hearing and has been certified by the Registry of Interpreters for the Deaf as an interpreter. In addition to excellent general communication skills and general interpreter training, the CDI may also have specialized training and/or experience in use of gesture, mime, props, drawings and other tools to enhance communication. +Interpreting in Legal Settings (2007) +Legal interpreting encompasses a range of settings in which the deaf person interacts with various parts of the justice system. Legal interpreting naturally includes court interpreting; however, a legalย interpreterโ€™s work is not restricted to the courtroom. +Interpreting in Mental Health Settings (2007) +This Standard Practice Paper addresses the unique challenges faced by interpreters working in mental health settings and the skill set needed to successfully meet those challenges. +Interpreting in Religious Settings (2007) +Religious interpreting occurs in settings which are spiritual in nature. These settings can include worship services, religious education, workshops, conferences, retreats, confession, scripture study, youth activities, counseling, tours and pilgrimages, weddings, funerals and other special ceremonies. +Video Relay Service Interpreting (2007) +Video relay service (VRS) is a free telephone relay service using video technology to allow deaf and hard of hearing persons to make and receive phone calls using American Sign Language (ASL). VRS, as an industry, has grown exponentially since its inception in 2000 as an offshoot of traditional Telecommunications Relay Service (TRS) or text-based relay services. +Interpreting in Health Care Settings (2007) +Effective communication between consumers who are deaf and health care providers is essential. When the consumers and health care providers do not share a common language, a qualified sign language interpreter can facilitate communication. A consumer who is deaf could be the patient, a relative or companion who is involved in the patientโ€™s health care. +Between 1990 and 2007, Repetitive Stress Injuries (RSIs) increased an unbelievable 80 percent. The New York Times called RSI โ€œthe epidemic of the 90s and beyond.โ€ More than 9.5 million U.S. workers were stricken with RSI in the last year alone including journalists, computer users, cashiers, surgeons, assembly line workers, meat processors and, of course, interpreters, to name a few. +Coordinating Interpreters for Conferences (2007) +The purpose of this paper is to provide you, the conference interpreter coordinator(s), with information that will support your work ensuring conference communication access for deaf, hard of hearing and/or Deaf-blind participants. The links you will find throughout this text will supplement, further explain and/or provide samples of tools you may use or modify for your work. +Team interpreting is the utilization of two or more interpreters who support each other to meet the needs of a particular communication situation. Depending on both the needs of the participants and agreement between the interpreters, responsibilities of the individual team members can be rotated and feedback may be exchanged. +Interpreters work in a variety of settings and situations; some are employees of institutions, agencies and companies, and some are self-employed. Interpreters who are self-employed are less likelyย to encounter situations in which non-interpreting duties are expected of them. +Interpreting for Individuals who are Deaf-Blind (2007) +The spectrum of consumers who utilize Deaf-Blind interpreting services consists of individuals with differing degrees of vision loss and hearing loss. The amount and type of vision and hearing a person has determines the type of interpreting that will be most effective for that individual. +Oral transliterators, also called oral interpreters, facilitate spoken communication between individuals who are deaf or hard of hearing and individuals who are not. Individuals who are โ€œoralistsโ€ useย speech and speechreading as their primary mode of communication and may or may not know or use manual communication modes or sign language. +Professional Sign Language Interpreting (2007) +Sign language interpreting makes communication possible between people who are deaf or hard of hearing and people who can hear. Interpreting is a complex process that requires a high degree ofย linguistic, cognitive and technical skills in both English and American Sign Language (ASL). +Business Practices: Billing Considerations (2007) +RID does not dictate or restrict business practices. It does however, expect interpreters to conduct business in a manner consistent with the NAD-RID Code of Professional Conduct. There are regional differences in billing practices for interpreting services. +RID believes that the mentoring relationship is of benefit to consumers of interpreting services as well as to those in the interpreting profession. Each mentoring situation is unique depending upon the individuals involved and the goals of the relationship. +Interpreting for the performing arts spans the full spectrum of genres from Shakespeare to new works, including but not limited to childrenโ€™s theatre, musical theatre, literary readings, concerts, traditional and non-traditional narratives. This type of interpreting happens on traditional stages for local companies, for touring shows, in alternative spaces, museums and galleries, and in educational settings, to name a few. +Professional Sign Language Interpreting Agencies (2014) +This paper considers โ€œinterpreting agencyโ€ to include both non-profit and for-profit entities, as well as those individuals and groups who coordinate sign language interpreting services in larger organizations such as school disability services coordinators, etc. +The Registry of Interpreters for the Deaf, Inc. (RID), the national professional association of sign language interpreters in the United States, created this Professional Practice Paper (P3) to introduce the work of Deaf interpreters (DIs) as a generalist practitioner. Historically, Deaf individuals have provided ad hoc interpreting services within the Deaf communities. Although RID began credentialing Deaf individuals in 1972, a severe shortage of certified DIs continues today. +RIDโ€™s position on important issues. +RID/NAIE Joint Position Statement on Perez v. Sturgis County Schools System +The Supreme Court of the United States issued a unanimous opinion on the matter of Perez v. Sturgis County School System on March 21, 2023. +We, The Registry of Interpreters for the Deaf (RID), recognize the unique skills and abilities necessary to effectively interpret press conferences and emergency notifications. +In order to promote excellence in interpreting, all interpreters should demonstrate skill, knowledge, and ability through the attainment of certification. +Misrepresentation of Certifications and Credentials +The official RID certifications are listed on this webpage: +.ย  Anything other than those listed are not recognized by RID as valid credentials or certifications. +How to provide and what to look for +Understanding what it is and why people need it. +Why Use RID Certified Interpreters +Why should my interpreter be certified by and/ or a member of RID? +Registry of Interpreters for the Deaf, Inc. is the sole nationally-recognized certifying body of professional American Sign Language interpreters and transliterators. All members of RID, certified or not, are expected to comply with the NAD-RID Code of Professional Conduct +and are subject to our Ethical Practices System +where a consumer or colleague may file a grievance against any member who does not comply with the CPC. +Please view the PDF here to read more about why you should use a RID certified interpreter. +The Americans with Disabilities Act (ADA) +defines โ€œqualified interpreterโ€ in its Title III regulation as: +โ€œan interpreter who is able to interpret effectively, accurately and impartially both receptively and expressively, using any necessary specialized vocabulary.โ€ +This definition continues to cause a great deal of confusion among consumers, service providers and professional interpreters. While the definition empowers deaf and hearing consumers to demand satisfaction, it provides no assistance to hiring entities (who are mandated by ADA to provide interpreter services) in determining who is โ€œqualifiedโ€ BEFORE services are provided. This is a critical point. Without the tools or mechanisms to identify who has attained some level of competency, hiring entities are at a loss on how to satisfy the mandates of ADA in locating/providing โ€œqualifiedโ€ interpreter services. +Code of Professional Conduct (CPC) +A code of professional conduct is a necessary component to any profession to maintain standards for the individuals within that profession to adhere. It brings about accountability, responsibility and trust to the individuals that the profession serves. +Originally, RID, along with the National Association of the Deaf (NAD), co-authored the ethical code of conduct for interpreters. At the core of this code of conduct are the seven tenets, which are followed by guiding principles and illustrations. +The tenets are to be viewed holistically and as a guide to complete professional behavior. When in doubt, one should refer to the explicit language of the tenet. +Interpreters adhere to standards of confidential communication. +Interpreters possess the professional skills and knowledge required for the specific interpreting situation. +Interpreters conduct themselves in a manner appropriate to the specific interpreting situation. +Interpreters demonstrate respect for consumers. +Interpreters demonstrate respect for colleagues, interns, and students of the profession. +Interpreters maintain ethical business practices. +Interpreters engage in professional development. +Click here to access the full version of the +RID Code of Professional Conduct +Coฬdigo de Conducta Profesional de la NAD-RID en Espaรฑol +The 2022 ASL version of the CPC was filmed and produced by +Attempting to take over where the ADA leaves off with this definition, RID, in its role as the national association representing the profession, strives to maintain high standards for its members โ€“ above and beyond that required by the ADA. This elevates the interpreter holding RID credentials and sets the bar for interpreting services throughout the profession. +Possessing RID certification is a highly valued asset for an interpreter and helps you to stand above the rest. For the betterment of the profession and the service to the consumer, RID has a tri-fold approach to the standards it maintains for its membership: +strive to maintain strict adherence to nationally recognized, testing industry standards of validity, reliability, equity and legal defensibility. +is an avenue through which the continued skill development of certified interpreters/transliterators is monitored and nourished +Code of Professional Conduct (CPC) +are two vehicles which provide guidance and enforcement to professionalism and conduct. The EPS provides an opportunity for consumers to address concerns or file complaints regarding the quality of interpreter/transliterator services, and the CPC sets the standards to which all individuals holding RID certification are expected to adhere. +Learn more about RIDโ€™s Standard Practice Papers>> +The Growth of the Profession +The growth and maturation of the profession has also created a movement in many states to consider state licensure requirements for its interpreters. Many states have passed the necessary legislation for this requirement. +In addition to an increased number of state licensure laws, there has also been a steady increase in the number of interpreter training/preparation programs (ITPs) available as well as professional training opportunities, such asย workshops and conferences, offered at the local, state, regional and national level. +With these advancements, โ€œstandardsโ€ or the โ€œnormโ€ for interpreters 15 years ago are really no longer relevant today. +All professions go through maturation phases. In nursing, there are delineated differences between an orderly, nurseโ€™s aide, LVN and RN; in law, the same holds true between a legal secretary, a paralegal and an attorney. In many professions, such as nursing and law, states have implemented clear-cut requirements and standards for that profession including timelines and an organizational structure for when and how these requirements would be met. +We are at a point in the interpreting profession to not only witness but impact the progress and journey down this path. +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the membership in outlining standard practices and positions on various interpreting roles and issues. You may print out the SPPs below and then make the number of copies needed. +An Overview of K-12 Educational Interpreting +Use of a Certified Deaf Interpreter +Interpreting in Mental Health Settings +Interpreting in Health Care Settings +Interpreting for Individuals who are Deaf-Blind +Professional Sign Language Interpreting Agencies +The more unified we become as an overall profession, the greater our voice and the more impact we will have. +Educational Interpreters have always been an important part of the mission and programs of RID.ย For many years, RID has received feedback from educational interpreters that they were overlooked as a population by the majority of publications, +articles, conferences and workshops that we provide. +Realizing that RID would have a greater voice and a larger volume of impact if we embraced other populations in the interpreting profession, we have taken great strides to become more inclusive to the educational interpreter and wholeheartedly welcome you into RIDโ€™s membership. +Fromย the fall of 2006 to the summer of 2016, RID recognized individuals who passed the Educational Interpreter Performance Assessment (EIPA) written and performance tests at the level of 4.0 or higher as certified members of the association. +Overview of K-12 Educational Interpreting Standard Practice Paper +The Educational Interpreter Resources Toolkit, which wasย prepared by the 2007 โ€“ 2009 Educational Interpreting Committee (EIC), serves as an excellent resource tool to assist educational interpreters in the work they do. +This Resources Toolkit may serve as your โ€˜Home Baseโ€™ in discovering tools that can assist you in getting valuable information for the work you do serving students in the educational setting, K-12. +Educational Interpreter Resources Toolkit (full document) +Section I: Laws & Policy Supporting Deaf Education +Section II: Database & Tools for Finding Additional Resources +Section IV: Books, Journals & Articles of Interest +Section V: State Specific Educational Interpreting Guidelines +Section VI: Resources to Share with School Personnel +Section VII: Resources to Share with Students & Parents +The Educational Interpreter Committee (EIC), in collaboration with the Interpreters in Educational and Instructional Settings (IEIS) member section conducted two surveys during their 2007-2009 term; a survey of both RID affiliate chapter presidents and interpreters working in educational settings. The purpose of the surveys were, respectively speaking, to: learn what affiliate chapter presidents know about and were doing for educational interpreters and to discover what educational interpreters know about and found value in RID affiliate chapters. +For detailed information about the books, reference materials and publications we offer to interpreters, please visit ourย online store.ย Some of the titles of relevant publications to the educational interpreter include: +โ€œEducational Interpreting: A Collection of Articles From VIEWSโ€ย ย by various authors andย โ€œEncounters With Reality: 1001 Interpreter Scenariosโ€ย by Brenda Cartwright +Donโ€™t be overwhelmed by the process of hiring an interpreter! Let RID help! +As the hiring entity, you have the option to hireย individualsย directly or through anย interpreter service agency. To begin your search, go to ourย searchable databaseย and search by city and/or state. Not all interpreters and/or agencies are RID members and, as a result, may not be listed. If you have difficulty finding a resource in your area, +Use thisย search tool to find contact information for a specific member, verify an RID memberโ€™s certification(s) and search for freelance interpreters using specific credentials for your assignment. For example, if you need a certified member who has their legal certification in your city, this is the search tool to use. +Use this search tool to find local interpreter referral agencies for upcoming assignments you have. This is also a great tool to hire an agency for a contract. When working with an agency, you do not directly contact interpreters. Instead, the agency does the work for you and matches a working interpreter to your specific assignment. +As a non-profit membership association, RID and its affiliate chapters are not allowed by federal law to give advice as to salary and/or hourly rates. Rates for interpreters are market driven, vary greatly by region, and are negotiated between the individual or agency and the hirer. +RID and its affiliate chapters also do not give advice as to accessibility issues, such as the Americans with Disability Act (ADA). You should directly contact the +U.S. Department of Justice and the ADA Office +or other government agencies that oversee access. For an additional informational resource, please look at this National Association of the Deaf web page on +American Sign Language Related Graphics +โ€“ Provides short video clips showing how to sign words in ASL +Americans with Disabilities Act (ADA) Information +โ€“ Contains information and helpful resources pertaining to the Americans with Disabilities Act (ADA). +โ€“ Information from the U.S. Department of Justice about the ADA and tax benefits for small and large businesses, as well as IRS information. +CART Services (Communication Access Realtime Translation) +โ€“ Sponsored by the National Court Reporters Association, this site has general information about CART, how to find a provider and what to expect. In addition, the site discusses different setting where CART is used. +American Association of the Deaf-Blind +โ€“ AADB is a national consumer organization of, by and for deaf-blind Americans and their supporters. Deaf-blind includes all types and degrees of dual vision and hearing loss. +Coalition of Organizations for Accessible Technology +โ€“ COAT is a coalition of over 300 national, regional, state, and community-based disability organizations, including RID.ย COAT advocates for legislative and regulatory safeguards that will ensure full access by people with disabilities to evolving high speed broadband, wireless and other Internet Protocol (IP) technologies. +National Association of the Deaf +โ€“ NADโ€™s mission is to promote, protect and preserve the rights and quality of life of deaf and hard of hearing individuals in the United States of America. +National Association of State Agencies of the Deaf and Hard of Hearing +โ€“ NASADHH functions as the national voice of state agencies serving Deaf and Hard of Hearing people and promote the implementation of best practices in the provision of services. +โ€“ IDC is a non-profit organization of Deaf and Hard of Hearing American Indians whose goals are similar to many Native American organizations. IDC promotes the interests of its members by fostering and enhancing their cultural, historical and linguistic tribal traditions. +โ€“ The NADC provides cultural awareness and advocacy for the interests of the Asian Deaf and Hard of Hearing Community. +โ€“ NBDAโ€™s mission is to promote leadership development, economic and educational opportunities, social equality, and to safeguard the general health and welfare of Black deaf and hard of hearing people. +World Federationย of the Deaf +โ€“ WFD is an international non-governmental organization representing approximately 70 million deaf people worldwide. Most important among WFD priorities are deaf people in developing countries; the right to sign language; and equal opportunity in all spheres of life, including access to education and information. +โ€“ NDRN is the nonprofit membership organization for the federally mandated Protection and Advocacy (P&A) Systems and Client Assistance Programs (CAP) for individuals with disabilities. Collectively, the P&A/CAP network is the largest provider of legally based advocacy services to people with disabilities in the United States. +Disabled Peopleโ€™s Association โ€“ Singapore +โ€“ DPA is a non-profit, cross-disability organization whose mission is to be the voice of people with disabilities, helping them achieve full participation and equal status in the society through independent living. +Information and Resources on Deafness +ADA Hospitality: A Guide to Planning Accessible Meetings +โ€“ The Mid-Atlantic ADA Center and TransCen, Inc. sponsored the publication in recognition of the 25th anniversary of the transformational Americans with Disabilities Act of 1990. Helping you navigate, plan, and create accessible meetings, events, and conferences that serve all your guestsโ€™ needs. +Described and Captioned Media Program +โ€“ The DCMPโ€™s mission is to provide all persons who are deaf or hard of hearing awareness of and equal access to communication and learning through the use of captioned educational media and supportive collateral materials. The DCMP also acts as a captioning information and training center. +โ€“ The Laurent Clerc National Deaf Education Center provides a variety of information and resources on deafness. +โ€“ Resources and help for deaf, deaf-blind or hard of hearing women trying to leave abusive relationships. +National Institute on Deafness and Other Communication Disorders +โ€“ One of the National Institutes of Health, the NIDCD works to improve the lives of people who have communication disorders. This website focuses on medical information and research. +Services for Deaf and DeafBlind women +โ€“ย ADWAS provides comprehensive services to Deaf and Deaf-Blind victims/survivors of sexual assault, domestic violence, and stalking. ADWAS believes that violence is a learned behavior and envisions a world where violence is not tolerated. +Addiction Treatment for Individuals Deaf and Blind +โ€“ย Addiction can be a harrowing experience for anyone. Individuals who are deaf, hard of hearing, blind, or visually impaired can especially find this experience daunting, as theyโ€™re faced with not only overcoming an addiction, but attempting to find a treatment program that recognizes and respects their unique challenges. +Archdiocese of Washington-Center for Deaf Ministry +โ€“ Interpreters who work in Catholicย churches will be interpretingย a very different liturgy coming in Advent ofย this year. The language used will be much more of a challenge to interpret. The National Catholic Office of the Deaf has provided this resource. +We bring you qualified interpreters for your business +Count on our members to foster greater awareness of sign language interpreting as a professional career, and practice professionalism in their work. +Through RIDโ€™s Ethical Practices System, ensure that there is an efficient, effective, and sustainable way to maintain ethical interpreters. +Following a CPC is monumental, and knowing that interpreters have a duty to protect their consumer. Consumers and the public can trust RID certification. +Making a commitment to do right in your work is the tip of the iceberg. Action is key, and interprets commit to their practice. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_45_1741389032613.txt b/intelaide-backend/documents/user_3/page_45_1741389032613.txt new file mode 100644 index 0000000..5a6aba9 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_45_1741389032613.txt @@ -0,0 +1,222 @@ +State-by-State Regulations for Interpreters and Transliterators +The information reported here is intended for informational use only and should not be construed as legal advice. +For the exact licensure, certification, registration, or other requirements in your state, please contact the appropriate licensure board or regulatory agency. +for legalย interpreters and transliterators +State Officials and Legislative Information +Alabama Association of the Deaf (AAD) +State Officials and Legislative Information +State Officials and Legislative Information +Arizona Association of the Deaf (AZAD) +for sign language interpreters and transliterators +State Officials and Legislative Information +Arkansas Advisoryย Board for Interpreters +There are currently no licensing requirements for sign language interpreters and transliterators +forย legalย interpreters and transliterators +State Officials and Legislative Information +San Diego County RID (SCDRID) +California Association of the Deaf (CAD) +State Officials and Legislative Information +Colorado Association of the Deaf (CAD) +Coloradoย Commission for the Deaf and Hard of Hearing +Educational Interpreter Advisory Board (EIAB) +for sign language interpreters and transliterators +forย legalย interpreters and transliterators +for educational interpreters and transliterators +for medical interpreters and transliterators +State Officials and Legislative Information +Connecticut Association of the Deaf (CAD) +Connecticut Commission on the Deaf and Hearing Impaired +There are currently no licensing requirements for sign language interpreters and transliterators +forย legalย interpreters and transliterators +State Officials and Legislative Information +There is currently no chapter of Delawareย RID +Delaware Association of the Deaf (DAD) +There are currently no licensing requirements for sign language interpreters and transliterators +State Officials and Legislative Information +before theย District of Columbia City Council +Potomac Chapter ofย RID (PCRID) +District of Columbia Association of the Deaf (DCAD) +Currently there are no licensing requirements for sign language interpreters and transliterators +forย legalย interpreters and transliterators +State Officials and Legislative Information +Florida Association of the Deaf (FAD) +Florida Coordinating Council of the Deaf and Hard of Hearing +There are currently no licensing requirements for sign language interpreters and transliterators +hiring sign language interpreters and transliterators +for legal interpreters and transliterators +Aloha State Association of the Deaf (ASAD) +Licensure qualifications for Sign Language Interpreters +Administrative code regarding sign language interpreters +State Officials and Legislative Information +Idaho Association of the Deaf (IAD) +for sign language interpreters and transliterators +forย legalย interpreters and transliterations +State Officials and Legislative Information +Illinois Association of the Deaf (IAD) +Illinois Deaf and Hard of Hearing Commission (IDHHC) +for sign language interpreters and transliterators +State Officials and Legislative Information +Indianaย Deaf and Hard of Hearing Services +Indiana Board of Interpreter Standards +for sign language interpreters and transliterators +for licensing interpreters and transliterators +State Officials and Legislative Information +Iowa Association of the Deaf (IAD) +Iowa Board of Sign Language Interpreters and Transliterators +for sign language interpreters and transliterators +for educational interpreters (See page 35) +State Officials and Legislative Information +Kansas Association of the Deaf (KAD) +for sign language interpreters and transliterators +forย legalย interpreters and transliterators +State Officials and Legislative Information +Kentucky Commission on the Deaf and Hard of Hearing (KCDHH) +There are currently no licensing requirements for sign language interpreters and transliterators +forย legalย interpreters and transliterators +for educational interpreters and transliterators +State Officials and Legislative Information +Louisiana Association of the Deaf (LAD) +for sign language interpreters and transliterators +for sign language interpreters and transliterators +forย legalย interpreters and transliterators +State Officials and Legislative Information +Maine Association of the Deaf (MeAD) +There are currently no licensing requirements for sign language interpreters and transliterators +forย legalย interpreters and transliterators +State Officials and Legislative Information +Potomac Chapter ofย RID (PCRID) +Maryland Association of the Deaf (MDAD) +Maryland Office of the Deaf and Hard of Hearing +There are currently no licensing requirements for sign language interpreters and transliterators +State Officials and Legislative Information +Massachusetts State Association of the Deaf (MSAD +State Officials and Legislative Information +Michigan Division on the Deaf and Hard of Hearing +There are currently no licensing requirements for sign language interpreters and transliterators +forย legalย interpreters and transliterators +State Officials and Legislative Information +Minnesota Association of Deaf Citizens (MADC) +Commission on Deaf, Deafblind, and Hard of Hearing Minnesotans +for sign language interpreters and transliterators +forย legalย interpreters and transliterators +State Officials and Legislative Information +Mississippi Association of the Deaf (MAD) +Office on Deaf and Hard of Hearing +for sign language interpreters and transliterators +forย legalย interpreters and transliterators +State Officials and Legislative Information +Missouri Association of the Deaf (MoAD) +Missouri Commission on the Deaf and Hard of Hearing (MCDHH) +There are currently no licensing requirements for sign language interpreters and transliterators +State Officials and Legislative Information +Montana Association of the Deaf (MAD) +for sign language interpreters and transliterators +requirements forย legalย interpreters and transliterators +State Officials and Legislative Information +Nebraska Commission for the Deaf and Hard of Hearing +for sign language interpreters and transliterators +forย legalย interpreters and transliterators +requirements for educational interpreters (Page 6) +State Officials and Legislative Information +Nevada Association of the Deaf (NVAD) +Deaf and Hard of Hearing Advocacy Resource Center (DHHARC) +Department of Health and Human Services โ€“ Aging and Disability Services +for sign language interpreters and transliterators +forย legalย interpreters and transliterators +State Officials and Legislative Information +before the New Hampshireย Legislature +New Hampshire Association of the Deaf (NHAD) +There are currently no licensing requirements for sign language interpreters and transliterators +New Jersey Association of the Deaf (NJAD) +forย legalย interpreters and transliterators +State Officials and Legislative Information +before the New Mexicoย Legislature +New Mexico Commission for the Deaf and Hard of Hearing (NMCDHH) +There are currently no licensing requirements for sign language interpreters and transliterators +Requirements for educational interpreters vary by school district +State Officials and Legislative Information +before the New Yorkย Legislature +New Yorkย RID Affiliate Chapters +Long Island Registry of Interpreters for the Deaf +New York City Metro RID +Empire State Association of the Deaf (ESAD) +for sign language interpreters and transliterators +State Officials and Legislative Information +before the North Carolinaย Legislature +North Carolina Association of the Deaf (NCAD) +North Carolina Interpreter and Transliterators Licensure Board +for sign language interpreters and transliterators +State Officials and Legislative Information +before the North Dakotaย Legislature +There are currently no licensing requirements for sign language interpreters and transliterators +forย legalย interpreters and transliterators +State Officials and Legislative Information +Ohio Association of the Deaf (OAD) +There are currently no licensing requirements for sign language interpreters and transliterators +State Officials and Legislative Information +Oklahoma Association of the Deaf (OAD) +There are currently no licensing requirements for sign language interpreters and transliterators +for Legal Interpreters and Transliterators +State Officials and Legislative Information +Oregonโ€™s Deaf and Hard of Hearing Services +for sign language interpreters and transliterators +forย legalย interpreters and transliterators +State Officials and Legislative Information +Pennsylvania Society for the Advancement of the Deaf (PSAD) +Pennsylvania Office of the Deaf and Hard of Hearing +for sign language interpreters and transliterators +forย legalย interpreters and transliterators +State Officials and Legislative Information +Rhode Island Association of the Deaf (RIAD) +State of Rhode Island Commission on the Deaf and Hard of Hearing +There are currently no licensing requirements for sign language interpreters and transliterators +forย legalย interpreters and transliterators +State Officials and Legislative Information +Find elected official inย South Carolina +before the South Carolinaย Legislature +State Officials and Legislative Information +before the South Dakotaย Legislature +South Dakota Association of the Deaf (SDAD) +There are currently no licensing requirements for sign language interpreters and transliterators +State Officials and Legislative Information +Tennessee Council for the Deaf Deaf-Blind and Hard of Hearing +of qualifiedย sign language interpreters and transliterators +forย legalย interpreters and transliterators +State Officials and Legislative Information +Texas Association of the Deaf (TAD) +for sign language interpreters and transliterators +State Officials and Legislative Information +Utah Association for the Deaf (UAD) +Utah State Services to the Deaf and Hard of Hearing +There are currently no licensing requirements for sign language interpreters and transliterators +forย legalย interpreters and transliterators +State Officials and Legislative Information +Vermont Association of the Deaf (VTAD) +There are currently no licensing requirements for sign language interpreters and transliterators +State Officials and Legislative Information +Virginia Association of the Deaf (VAD) +Virginia Department forย the Deaf and Hard of Hearing (VDDHH) +There are currently no licensing requirements for sign language interpreters and transliterators +forย legalย interpreters and transliterators +State Officials and Legislative Information +Washington State Association of the Deaf (WSAD) +for sign language interpreters and transliterators +West Virginia Association of the Deaf (WVAD) +West Virginia Commission forย the Deaf and Hard of Hearing (WVCDHH) +forย legalย interpreters and transliterators +State Officials and Legislative Information +Wisconsin Association of the Deaf (WAD) +Wisconsin Sign Language Interpreter Council +There are currently no licensing requirements for sign language interpreters and transliterators +State Officials and Legislative Information +Licensing requirements for sign language interpreters and transliterators +Certification requirements forย legalย interpreters and transliterators +Certification requirements for educational interpreters +State Officials and Legislative Information +Find elected official inย Puerto Rico +Track current legislation before the Puerto Ricoย Legislature +The tactics you have used in your everyday advocacy are the same ones youโ€™ll use to advocate for policy changes that will benefit you, other professional interpreters, and the Deaf community.ย For further information, please browse through resources and our +An introductory self-paced way to learn more about advocacy. +Find and track legislation on the local, state, and federal level. +Develop ongoing relationships with your state and local elected officials. +Find successful ways to make a difference on the local and state levels. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_46_1741389036820.txt b/intelaide-backend/documents/user_3/page_46_1741389036820.txt new file mode 100644 index 0000000..bae95ba --- /dev/null +++ b/intelaide-backend/documents/user_3/page_46_1741389036820.txt @@ -0,0 +1,419 @@ +The RID Volunteer Leadership structure is comprised of the Board, along with Committees, Councils, and Task Forces. +If you are interested in serving as a RID volunteer, please complete and submit the +. Volunteers are appointed after the biennial conference and serve until the conclusion of the next biennial conference. +RID has a number of standing committees, organized around a specific issue or responsibility. +The Audit Committee is to assist/advise the Board of Directors in the oversight of organizational internal controls and risk management, and monitor, review, and report on the annual independent audit of the organizationโ€™s finances. +: As needed during the active audit period, culminating in a summary recommendations report at the conclusion of the annual audit. Quarterly reports on recommendation progress may be given during non-audit months. +For the term 2023-2026, the Audit Committee members are charged to complete the following tasks: +Oversee matters related to RIDโ€™s internal systems controls. +To provide an independent view and critique of management override of controls. +To recommend appropriate internal controls toward mitigating possible fraud and reducing risk. +Oversee the annual independent audit process. +To assist with oversight in hiring independent auditors, counsel, or other consultants as necessary. +To inquire of management and independent auditors about significant risks or exposure facing the organization. +To review with management significant audit findings and recommendations together with managementโ€™s responses thereto. +To review with management and the independent auditor the effect of any regulatory and accounting initiatives, as well as other unique transactions and financial relationships, if any. +Oversee the appropriate preparation and dissemination of financial statements. +To review with management and the independent auditors the organizationโ€™s annual financial statements and related footnotes, the auditorโ€™s audit of the financial statements and their report thereon, and auditorโ€™s judgments about the quality of the organizationโ€™s accounting principles as applied in its financial reporting. +To review with the general counsel, management, and independent auditors any regulatory matters that may have an impact on the financial statements, related compliance policies, programs, and reports received from regulators. +Prepare or oversee preparation of an audit committee annual report. +Address items referred to the committee by the Board of Directors. +SOW was approved by the Board of Directors on April 14, 2023. +The Bylaws Committeeย advises the RID Board of Directors with respect to the organizationโ€™s governing documents. +Cumulative report: March 2019, March 2021 +For the term 2017-2021, the Bylaws Committee members are charged to complete the following tasks: +Reviews the bylaws periodically to ensure that they are up-to-date and compliant with current laws and Robertโ€™s Rules of Order. +When the need arises, propose amendments to the bylaws that reflect changes or nuances that the board identifies. +Serve as the national Motions and Resolutions Committee throughout the term and during the biennial conference. +Throughout the term and during national conference, the Bylaws Committee will collect and review all member motions and conference motions to ensure they are not in conflict with the RID Bylaws or organizational procedures. +To assist the Chair of the Business Meeting in directing members who are commenting on motions to stand / sit in appropriate places. +To assist members throughout the term and during the Business Meeting to formulate complete motions in writing prior to posing the motion. +Act as a resource to HQ and Affiliate Chapters in the development or revisions to the Affiliate Chapter bylaws and standing rules, and in maintaining compliance with the RID national bylaws. +The RID Certification Committee advises the RID Board of Directors by recommending policies and standards related to the RID Certification system. +Board of Directors Liaison: TBD +Danny Maffia, Current Committee Chair +Rebecca De Santis, Current Committee Co-Chair +For the term 2017-2019, the RID Certification Committee members are charged to complete the following tasks: +Develop guidelines for recognizing credentials from entities other than RID. +(CM 2007.04) Develop a set of guidelines for including membership and/or conferring of certified status, individuals who hold credentials from any entity other than RID; that these guidelines be approved by majority vote of the certified membership of RID; and that RID wait until the implementation of these guidelines prior to entering into further discussion, agreements, contracts or in any way incorporating non-RID certificates into our organization. +Provide recommendations to the RID Board. Recommendations are provided to the Board via the Board liaison. +Explore options for granting specialty certification in legal, medical and other areas of practice. +Explore the concept of a portfolio for recognizing specialty credentials. +Provide recommendations to the Board for accepting specialty certification +Recommend to the Board requirements for granting RID generalist certification +Explore what requirements must be met in addition to a passing score of a CASLI administered generalist exam to be granted National Interpreter Certification (NIC) and Certified Deaf Interpreter (CDI). +Determine if the current degree requirement should be a certification requirement or a testing requirement. +Determine if an affirmation of adherence to the Code of Professional Conduct, hours of training, or other requirements must be met for granting of certification. +Address additional items as they are referred to the committee by the Board of Directors. +With advice from committee members, the RID board liaison and the Ethical Practice Systems (EPS) Administrator collectively propose a revisioning of the EPS system within RID. +The Ethics Committee will meet at least quarterly, and its Chair will have continued communication with its respective board and headquarters liaison. Any communication (i.e. reports, recommendations, requests), for board consideration, must be sent to the board liaison 10 days prior to a Board meeting. Board meeting schedule is +Via the PPM 2021 Committees are composed of the following. Note the roles and responsibilities of each can be found in Appendix F. +(Timeline: 2020-2023) Utilizing the 2018 Ethical Practice Systems Review Task Force report, explores current trends in other similarly situated professions, drafts proposals to restructure the EPS in alignment with the 2021 drafted EPS philosophy statement while adhering to the Mission and Vision of RID. +(Timeline: Ongoing) Supports the RID EPS Administrator with the following: +Requests for case review or guidance as needed; +Advisement regarding ongoing recruitment for EPS mediators; +Guidance on interpretations of current Ethics policy. +(Timeline: 2020-2023) Collaboration with the Code of Professional Conduct Review Task Force (CPCTRF) about how a redrafted CPC/Code of Ethics will affect the following: +Needed training for RID members; +Needed for EPS staff members. +The Finance Committee provides high-level oversight and recommendations on the budget to ensure alignment with RIDโ€™s mission and goals; review of fundraising opportunities and endeavors, recommendations for financial partnerships and trends; revenue targets in support of RIDโ€™s operational needs; and advice to the RID Treasurer on the Association funding needs, resource management and potential risks. In essence, the Finance Committee works with the RID Board of Directors to ensure RID financial accounts are managed effectively. +The Finance Committee is also charged with supporting the Treasurer in helping to ensure RIDโ€™s financial stability by: +monitoring adherence to the budget, +monitoring quarterly financial statements and suggest adjustments to the Board to maintain a balanced budget, +setting long-range financial goals along with funding strategies to achieve them, +advise multi-year operating budgets that integrate strategic plan objectives and initiatives, +working with headquarters staff to review the impact of the reported data on the organization, and +assisting with the preparation of financial reports for presentation to the Board of Directors by the Treasurer +The Professional Development Committee advises the RID Board of Directors and assists RID Headquarters, in the oversight of the policies and standards for the Certification Maintenance Program (CMP) and the Associate Continuing Education Tracking (ACET) program. +For the 2017-2021 term, the Professional Development Committee is charged with the following: +Review the Standards and Criteria for compliance with industry norms and for management of online education. +Explore if the RIDโ€™s system could be, and should be, recognized as a full member of the International Association of Continuing Education and Tracking (IACET) +Explore ways to manage or document online education and some of the innovative courses interpreters are pursuing today. +Explore effective mechanisms for documenting academic studies.ย  A professional credentialing systemโ€™s education program typically documents continuing education and not degree seeking efforts. +Utilizing the information learned from Element #1. a. , Conduct a major review, revision and update of the CMP/ACET system. +In collaboration with key HQ staff, offer recommendations, to the RID Board, for consideration to enhance, and ensure relevancy, of the program +Review the fees/costs of the program. +Ensure that the program is self sustaining (cost-neutral) per member motion (C93.01) +Review, in conjunction with the Board, the proposals from the 2015-2017 PDC. +Ensure that steps are taken to continue to strengthen the Audit Program. +Create a system of auditor groups (separate but in communication with HQ and the PDC), who will conduct regular and โ€˜spotโ€™-audits to ensure effective functioning of RIDโ€™s network of approved sponsors. +Offer recommendations, to the RID Board, for consideration to enhance, and ensure relevance and currency, of the program. +Provide monthly reports to the Board providing the following information (not limited to): +Updates on the audit successes and failures.ย  Include steps that have been taken to ensure that the successes continue and the failures are addressed. +Create and offer regular sponsor training. +Work with HQ staff and key stakeholders to develop training opportunities for sponsors. +Offer regular training sessions- through webinar or in-person- for the purpose of keeping sponsors current on the appropriate management and delivery of sponsorship services to RID members. +Monitor and respond to sponsor questions. +Work with HQ staff to provide regular monitoring of the sponsor list and respond as appropriate to questions, concerns, or issues raised by sponsors. +We move that 1.0 of the required 6.0 CEUs under the content area of Professional Studies be training related to topics of Power, Privilege, and Oppression. Be it further moved that the content area of Professional Studies include as a fourth category the topic of Power, Privilege, and Oppression. Be it further moved that the PDC will work with representatives from the Diversity Council, Deaf Advisory Council, Council of Elders, and Member Section leaders to identify the scope of topics to be included under the Professional Studies category of Power, Privilege, and Oppression. +Work with the Pro Bono Ad Hoc Committee in their charge to address conference C2015.06: +Move that the RID Board of Directors establish an ad hoc committee to include representatives from the authors of this motion, a representative from the PDC, certified members, community stakeholders, including people who are not yet in support of this idea, to investigate the implementation of a system to document ProBono hours for members (certified and associate) during their four year cycle; Be it further moved that this committee shall be comprised of no less than 50% Deaf members. +The Scholarships and Awards Committee solicits, reviews, and selects recipients for the associationโ€™s scholarships and awards. +Christina Stevens, Region I Representative +For the term 2017-2021, Scholarships and Awards Committee members are charged to complete the following tasks: +Manage the nomination/application process for awards and scholarships +a. Evaluate and establish selection process inclusive of Deaf and diverse perspectives. +b. Promote the scholarships and awards to the RID membership +c. Solicit applications and nominations +d. Select the final recipients +Present the scholarships and awards to the recipients at the 2019 National Conference. +Councils are made up of individuals who have many years of experience in the interpreting profession. +The Council of Eldersโ€™ primary function is to furnish the President and the Board with historical insights that reinforce the Boardโ€™s dedication to maintaining RIDโ€™s historical legacy and infusing it into all aspects of the Boardโ€™s decision-making. +The annual onboarding training is mandatory for all committee members to ensure their work aligns with the Boardโ€™s Mission, Purpose, Vision, and Values. Additionally, members must stay current with best practices in the interpreting field. Joining the committee involves a significant commitment, including a minimum of four hours per month for group work and virtual meetings, with a total of 40 hours for deliverable completion (subject to change). The board liaison will appoint HQ staff to coordinate and ensure the timeline of the committee work will be followed and completed according to the deliverables. The committee will be reappointed annually based on organizational needs. +Members who cannot fulfill their responsibilities, including but not limited to review of materials and meeting attendance, are expected to re-evaluate their ability to remain on the committee. Please communicate with the Liaison Ritchie Bryant if your commitment changes. +To assess the feasibility of converting Tri-councils to DEIAB council and to develop detailed action plans for the redesign of DEIAB principles regarding workflow for motions and policies. +To serve as a reliable resource for sharing relevant information and providing valuable recommendations to the Board, fostering an environment of collaboration and knowledge sharing. +To conduct thorough reviews and provide guidance to the board of directors in relation to motions and policies, ensuring that all recommendations are communicated and implemented within the specified deadlines. +To work closely with the Board of Directors to uphold and preserve cultural norms, the foundations of ASL, and respect for the Deaf and RID heritage, emphasizing the importance of these values throughout the projectโ€™s lifecycle. +For the term 2024-2025, the Council of Elders members are charged to complete the following tasks: +Conduct research and formulate recommendations to assess the feasibility of establishing a DEAIAB council, replacing the existing tri-councils. +Review of RID motions and policies within a turnaround time of ten days before quarterly board meetings. +Submit and presentation of a report by the council representative during the board meetings. +Identification and documentation of barriers within the RID PPM, presented to the board for review and action. +Final comprehensive report summarizing the committeeโ€™s work, findings, recommendations, and outcomes. +The Deaf Advisory Council advises to the RID Board of Directors to maintain the Boardโ€™s commitment to ensuring that the Deaf perspective is integrated into all issues brought before the Board and the association. +The annual onboarding training is mandatory for all committee members to ensure their work aligns with the Boardโ€™s Mission, Purpose, Vision, and Values. Additionally, members must stay current with best practices in the interpreting field. Joining the committee involves a significant commitment, including at minimum of four hours per month for group work and virtual meetings, with a total of 40 hours for deliverable completion (subject to change). The board liaison will appoint HQ staff to coordinate and ensure the timeline of the committee work will be followed and completed according to the deliverables. The committee will be reappointed annually based on organizational needs. +Members who cannot fulfill their responsibilities, including but not limited to review of materials and meeting attendance, are expected to re-evaluate their ability to remain on the committee. Please communicate with the Liaison Ritchie Bryant if your commitment changes. +To assess the feasibility of converting Tri-councils to DEIAB council and to develop detailed action plans for the redesign of DEIAB principles regarding workflow for motions and policies. +To serve as a reliable resource for sharing relevant information and providing valuable recommendations to the Board, fostering an environment of collaboration and knowledge sharing. +To conduct thorough reviews and provide guidance to the board of directors in relation to motions and policies, ensuring that all recommendations are communicated and implemented within the specified deadlines. +To work closely with the Board of Directors to uphold and preserve cultural norms, the foundations of ASL, and respect for the Deaf and RID heritage, emphasizing the importance of these values throughout the projectโ€™s lifecycle. +For the term 2024-2025, the Deaf Advisory Councilย  members are charged to complete the following tasks: +Conduct research and formulate recommendations to assess the feasibility of establishing a DEAIAB council, replacing the existing tri-councils. +Review of RID motions and policies within a turnaround time of ten days before quarterly board meetings. +Submit and presentation of a report by the council representative during the board meetings. +Identification and documentation of barriers within the RID PPM, presented to the board for review and action. +Final comprehensive report summarizing the committeeโ€™s work, findings, recommendations, and outcomes. +Diversity Council advises the RID Board of Directors to uphold the Boardโ€™s desire to ensure that diversity and inclusion are embodied in all matters before the Board and the association. Specifically, it assists the RID Board of Directors in promoting equity, diversity, inclusion, accessibility and belonging within the association; develops recommendations on how to make RIDโ€™s membership and leadership more diverse and inclusive; and assists in developing diversity programs and initiatives. +The annual onboarding training is mandatory for all committee members to ensure their work aligns with the Boardโ€™s Mission, Purpose, Vision, and Values. Additionally, members must stay current with best practices in the interpreting field. Joining the committee involves a significant commitment, including a minimum of four hours per month for group work and virtual meetings, with a total of 40 hours for deliverable completion (subject to change). The board liaison will appoint HQ staff to coordinate and ensure the timeline of the committee work will be followed and completed according to the deliverables. The committee will be reappointed annually based on organizational needs. +Members who cannot fulfill their responsibilities, including but not limited to review of materials and meeting attendance, are expected to re-evaluate their ability to remain on the committee. Please communicate with the Liaison Ritchie Bryant if your commitment changes. +To assess the feasibility of converting Tri-councils to DEIAB council and to develop detailed action plans for the redesign of DEIAB principles regarding workflow for motions and policies. +To serve as a reliable resource for sharing relevant information and providing valuable recommendations to the Board, fostering an environment of collaboration and knowledge sharing. +To conduct thorough reviews and provide guidance to the board of directors in relation to motions and policies, ensuring that all recommendations are communicated and implemented within the specified deadlines. +To work closely with the Board of Directors to uphold and preserve cultural norms, the foundations of ASL, and respect for the Deaf and RID heritage, emphasizing the importance of these values throughout the projectโ€™s lifecycle. +For the term 2024-2025, the Diversity Council members are charged to complete the following tasks: +Conduct research and formulate recommendations to assess the feasibility of establishing a DEAIAB council, replacing the existing tri-councils. +Review of RID motions and policies within a turnaround time of ten days before quarterly board meetings. +Submit and presentation of a report by the council representative during the board meetings. +Identification and documentation of barriers within the RID PPM, presented to the board for review and action. +Final comprehensive report summarizing the committeeโ€™s work, findings, recommendations, and outcomes. +Task Forces have specific goals, and may be disbanded when those goals are met. The task force is led by the staff and board liaisons, working to meet the assigned scope of work. +Code of Professional Conduct Review Task Force +Ronise Barreras (Council de Manos) +1: Compile and review historical information and documents related to previous and current codes of ethics/CPC +Provide information in a format publically available and accessible. +Revisions should consider immediate changes in order to support the work of the Ethical Practice System. The recommendations will be brought to the RID membership for review, deliberation and decision. +Revisions should include long term changes in order to re-orient the CPC to a value-based framework +Input shall be collected from relevant stakeholders +Input shall be collected from the RID membership for consideration +Explore and present a change to the name of the ethical code +The name should represent the purpose and content of the code +3: Envision and Develop CPC materials +Materials to aid in education +Materials to aid in advocacy +4: Outline and propose a regular schedule for review of the ethical code to ensure relevancy and applicability +Provide recommendations to the RID Board for the need to create a standing committee, including a potential scope of work. +5: Present Quarterly reports to the RID Board of Directors +Reports are submitted via Board liaisons. +Final report to include (but not limited to): (note- the request for a final report is to receive information completed during the 2015-2017 term) +Recommendations for updates to the scope of work to allow for the completion of the task forceโ€™s work. +Provide updates to the Board of Directors, via the Board liaison, for each Board meeting. +Note, reports must be submitted to the Board 10 days prior to each Board meeting. Work with the Board liaison to confirm meeting dates. +The Task Force shall work with Councils, Committees and/or Task Forces as necessary. Board liaisons will assist in creating the collaborative connection. +For the 2019-2021 term, the CPC Review Task Force members are charged with the following: +To collect Community feedback on the 2005 CPC. +To review, revise and strengthen the CPC. +To participate in a review of the overall program and policies in an effort to maximize efficient use of volunteer resources. +To comply with the 2013 RID Business Meeting motion E. +To address items referred to the task force by the board of directors. +NAD-RID Code of Professional Conduct +Ethical Practices System Overview (EPS) +Toward an Interpreter Sensibility: Three Levels of Ethical Analysis and a Comprehensive Model of Ethics Decision-Making for Interpreters +Exploring Ethics: A Case for Revising the Code of Ethics +1995 Code of Ethics (historical) +1965 Code of Ethics (historical) +RIDย Code of Professional Conduct in ASL by Wink +The RID DeafBlind Task Force is composed of members who have combined aural and visual loss. This unit is tasked by the RID Board of Directors that passed a motion in February of 2021 to improve all communication and information accessible for the DeafBlind consumers. The unitโ€™s primary work is to advise, address, analyze, test, and recommend accessibility access on website pages and media managed by RID. +: RID Board of Directors +Monthly summary up to six months term from August to January 2022. +Members of this unit shall and hereby collaborate with RID Board of Directors in assessing media accessibility and possibly review or suggest the inclusion of CASLI practices for certification DeafBlind interpreting. +Members in the unit are to assess every page of RID context, review links, and test accessibility formats in regards to changing the size of context, inverting colors and functions for Braille users. +The members of the unit are to report to the chair of the DeafBlind Task Force addressing issues and providing recommendations in improving access points for the DeafBlind consumers. +Each member of the unit is assigned to analyze and test various RID media in the following: +X (formerly known as Twitter) +all forms by word and pdf formats +web forms and membership portal +payment portal (for dues, registration for workshops and conventions) +The members of this unit are to make recommendations valid in terms of identifying elements such as pictures and videos. โ€” Pictures accommodated alt description text +vlogs shall be in compliance by including transcripts of spoken and/or signing productions. +In addition to practice including description of who the person is seen as, gender, race if known, hair color, clothing, and background. +Chair of the DeafBlind Task Force, Tara L. Invid@to, M.Ed +Legal/Court Interpreting Credential Task Force +Investigate how to best establish a national credentialing system for legal/court interpreters. +Collaborate with various stakeholders such as but not limited to NBDA, NAD, CASLI, NCSC, HEARD, among others. +Community stakeholders must be reflective of the diverse communities we serve within the criminal justice system +Explore the possibility of the courts taking ownership of credentialing, ASL-English and CDI, interpreters through a collective body. +Work with legislative entities to garner information and guidance +Explore current legislative guidelines regarding credentialing +TF to be selected by Oct 2019 +Report back Dec 2020 to membership +Completed when a recommendation for testing/credentialing has been established +Established and approved October 2019 +The purpose of the Religious Interpreting Task Force conduct research and provide recommendations on the potential establishment of a religious interpreting section and standards within RID, with a focus on improving access to religious services for the deaf and hard-of-hearing community, with a focus on ensuring that the project stays within scope, budget, and timeline. +RID Board of Directors, Jessica Eubank +The annual onboarding training is mandatory for all task force members to ensure their work aligns with the Boardโ€™s Mission, Purpose, Vision, and Values. Additionally, members must stay current with best practices in the interpreting field. Joining the task force involves a significant commitment, including a minimum of 10 hours per month for group work and face-to-face meetings, with a total of 120 hours for deliverable completion (subject to change). The board liaison will appoint HQ staff to coordinate and ensure the timeline of the task force work will be followed and completed according to the deliverables. The task force will be reappointed annually based on organizational needs. +Members who cannot fulfill their responsibilities, including but not limited to review of materials and meeting attendance, are expected to re-evaluate their ability to remain on the committee. Please communicate with the Liaison Jessica Eubank if your commitment changes. +Define and document project requirements and objectives +Develop project plans and schedules +Monitor project progress and regularly report to stakeholders +Identify and mitigate project risks +Ensure that project deliverables meet quality standards +Maintain open communication with project stakeholders and make necessary adjustments as needed. +For the term of 2024 to 2025, the Religious Interpreting Taskforce members are charged to complete the following tasks: +Provide a research report on the current state of religious interpreting services, including the needs and challenges faced by deaf and hard-of-hearing individuals who require religious interpreting services. +Provide a summary of feedback and input from the deaf and hard-of-hearing community on their experiences with religious interpreting services. +Provide a summary of feedback and input from the diverse working interpreters from various backgrounds on their experiences with religious interpreting services. +Create a feasibility report on the potential incorporation of a religious interpreting section within RID, including an analysis of the resources and infrastructure needed to support such a section. +Identification of potential partnerships and collaborations with religious organizations and other relevant stakeholders to support the mission of the religious interpreting section within RID. +Meeting minutes: Detailed notes of each meeting capture the discussion, decisions, and actions taken. +Final report: A comprehensive report that summarizes the committeeโ€™s work, including its findings, recommendations, and outcomes. +Strategic Challenges Bylaws Review Task Force +This Task Force was active but has since been dissolved. This page is being kept for archival purposes. The information about the Strategic Challenges Bylaws Review Task Force below: +The Strategic Challenges Bylaws Review Task Force (SCBRTF) was to advise the RID Board of Directors in a thorough review, and to make recommendations on Motions E โ€“ S from the 2007 RID Conference Business Meeting. +For the term 2009-2011, the Strategic Challenges Bylaws Review Task Force members were charged to complete the following tasks: +Gather member input on Motions E-S and related issues and provide the board of directors with recommendations. +Be available to host or participate in a forum at national conferences. +Address items referred to the committee by the board of directors. +Task Force Organization & Structure +How often does it meet? +The task force generally holds at least bi-monthly conference call meetings each year (visually accessible conference calls, when appropriate). Between conference calls, email correspondence occurs to further the work of the task force. Face-to-Face meetings, which are budgeted for and hosted on an as-needed basis, are decided upon by the board and RID Headquarters office staff. The task force must submit a request to the board including a clear rationale for the face-to-face along with an agenda of the work to be accomplished during the meeting time. Additional travel for meetings and/or educational initiatives may be necessary depending on the scope of work. +Volunteer leaders, if approved, for travel to attend a face-to-face meeting will be reimbursed travel and lodging expenses and given per diem for meals. (See Volunteer Leadership Manual for additional details regarding reimbursements.) All other extraneous travel requests may be discussed on a case-by-case basis with the board and RID Headquarters office staff liaisons. +What are my responsibilities as a Volunteer Leader? +Volunteer Leaders are expected to attend all task force meetings and assist in accomplishing the tasks set forth in the scope of work and ultimately support the implementation of RIDโ€™s Strategic Plan. An agenda must be developed prior to each meeting with each agenda item pointing to a task within the scope of work. (See Volunteer Leadership Manual for more information regarding position descriptions for each volunteer leader.) +The task force will review the scope of work and provide feedback related to the tasks, priorities, timelines, workflow, etc. Should the task force seek to address a project or issue outside the originally assigned scope of work, a formal request for that work assignment would need to be made via the progress report. Changes in the task forceโ€™s scope of work must have prior approval from the board. +At the end of the term, the task force will submit a final profess report to the board indicating the outcomes of the task force term, as well as make recommendations for future projects and initiatives for consideration by the board. +RIDโ€™sย Member Sectionsย (MS) provide a relationship-building forum for RID members to share common interests, goals and concerns that are also consistent with RIDโ€™s mission and values. +As formally recognized groups of RID members,ย Member Sectionsย can hold meetings at the biennial conference, regional conferences and other functions sponsored by RID or its affiliate chapters. Additionally,ย Member Sectionsย frequently contribute articles to +, RIDโ€™sย quarterly newsletter, to share their discussions with the entire membership. +It is the mission of the Bisexual, Lesbian, Gay, Intersex, Trans* Interpreters/Transliterators (BLeGIT*) Member Sectionย to be a forum for discussing current interpreting issues, provide information and resources for professional development opportunities and provide a professional and positive venue for discussing topics specific to the BLeGIT* community. All are welcome!! +Patricia Moers-Paterson, SC:L, CI and CT +Dustin Woods, Supporting RID Member +Bob LoParo, CI and CT +(Note that these are their BLeGIT* committee email addresses. If you want to contact them on a personal matter, then +to see if it is provided.) +Click to see minutes from the 2015 meeting at RIDNOLA15 (link). +The purpose of the RID DeafBlind Member Section (DBMS) is to act as a national resource for interpreters, consumers and families regarding interpreting needs for individuals who are DeafBlind. +DBMS maintains a listserv open to all RID members and DeafBlind individuals. Members are invited to share information and events related to interpreting for DeafBlind individuals. The list is maintained by Mala Poe and is carefully moderated to include only pertinent, professional posts. Average number of posts has historically been less than one per week. +Connect interested parties on the local, regional and national levels. +Host social event for interpreters and consumers during RID national conference. +Maintain regional representation on IDB Member Section committee. +Create and maintain online listserv to facilitate communication between interested parties +Provide publications, journal articles and educational materials to interested parties +Provide DB-LINK (national clearinghouse on DeafBlindness) with updates regarding +training events, new publications, conferences, etc. +Submit articles and on-going IDB column in RID VIEWS on DeafBlind related topics. +Maintain nationwide list of DeafBlind consumers who are qualified speakers/trainers. +Provide professional development opportunities to enhance the skills and knowledge of interpreters and interested parties. +Provide training during RID national and regional conferences on DeafBlind related topics. +Create calendar of events for various training opportunities. +Compile list of qualified trainers in DeafBlindness. +Liaise between RID, AADB, NAD DB-LINK, HKNC and state DeafBlind consumer groups. +Act as main liaison and contact for the RID-AADB National Task Force. +Provide mentoring to new and seasoned professionals in the field of interpreting in order to +increase the number of qualified interpreters for individuals who are DeafBlind. +Design and implement mentoring program for CEUs in association with the AADB +Act as an advocate for communication access for all individuals who are DeafBlind. +Advertise contact information so that interpreters, consumers and families can reach the +IDB Member Section as the need arises. +We are currently developing a plan to host state-by-state and regional trainings to prepare interpreters to work with DeafBlind consumers.ย  Each of the DBMS Region Reps is looking for a go-getter in each state who is ready, willing and able to work toward bringing our training to YOUR back yard.ย  Please contact your DBMS Region Rep (see list above) if youโ€™re a well-qualified interpreter who is willing to champion our cause in your state. +LOOK FOR A DBMS-SPONSORED TRAINING NEAR YOU! +The DBMS Thanks the following donors: +Jill Gaus and Susie Morgan Morrow for not only presenting three fabulous workshops on working with DB people at the RID Conference in Atlanta, but also for allowing the DBMS to hold raffles and a silent auction during those workshops. +DBTip (DeafBlind Training, Interpreting & Professional Development) for donating an online training for our online raffle. +Andre Pellerin, an artist who is DeafBlind +The Crazy Quilters, artists who are Deaf +The National Consortium of Interpreter Education Centers (NCIEC) +The American Association of the DeafBlind +The Deaf Caucus strives to strengthen the ties between all members of RID, advocate for the needs and interests of RID members who are deaf and provide a vehicle for open discussion and exchange of ideas. +About the RID Deaf Caucus Member Section +RIDโ€™s Member Sections (MS) provide a relationship-building forum for RID members to share common interests, goals and concerns that are also consistent with RIDโ€™s mission and values. As formally recognized groups of RID members, Member Sections can hold meetings at the biennial conference, regional conferences and other functions sponsored by RID or its affiliate chapters. Additionally, Member Sections frequently contribute articles to VIEWS, RIDโ€™s monthly newsletter, to share their discussions with the entire membership. Activities of Member Sections are determined and carried out by the MS leadership and its members, and not by the RID national office staff. +To join an RID Member Section, you must be a RID member. +To join an RID Deaf Caucus Yahoo! Group you must be a RID member. +Goals of the Deaf Caucus Member Section: +To hold forums at RID conferences; +To advise the membership, Board of Directors, and the National Office on issues pertaining to members of Member Sections; +To prepare position papers and/or statements for the Board of Directors and the RID membership on issues pertaining to members of Member Sections; +To recommend programs, activities and policies to the membership, Board of Directors, the National Office and RID national committees that are in the interests of Deaf Caucus and proceeding Member Sections members; +To act as a resource to standing and ad hoc committees on issues that pertains to deaf members; +To disseminate information to members of Member Sections regarding organizational activities; +To encourage active and ongoing participation from Deaf Caucus members and RID and its affiliate chapters; +To serve as a support group for RID members +R4 MAL: Roy William Barron +2011 RID National Conference Reviewย from +Our Shifting Boarders: Perspectives from the 2011 Community Forum +Deaf-Parented Interpreter (DPI) Member Section +The mission of the Deaf-Parented Interpreter (DPI) Member Section is to promote greater understanding and awareness of the values of the Deaf Community as well as the skills, dedication and sensibilities that interpreters with deaf parents continue to offer to the interpreting profession. +2023 DPI Rules of Operation +Jennifer Williams & Tammy Batch +DPI Meeting Minutes: 2016 โ€“ Current +Note: the Deaf-Parented Interpreter Member Section used to be called the Interpreters with Deaf Parents Member Section, thus many of the historical records refer to โ€œIDPโ€. +IDP Meeting Minutes June 2015 +IDP Meeting Minutes May 2015 +IDP Meeting Minutes April 2015 +IDP Meeting Minutes March 2015 +IDP Meeting Minutes November 2014 +IDP Meeting Minutes August 2014 +IDP Meeting Minutes May 2014 +IDP Meeting Minutes January 2014 +IDP Meeting Minutes September 2013 +IDP Meeting Minutes July 2013 +IDP Meeting Minutes June 2013 +IDP Meeting Minutes May 2013 +IDP Meeting Minutes February 2013 +IDP Meeting Minutes October 2012 +IDP Meeting Minutes August 2012 +IDP Meeting Minutes June 2012 +IDP Meeting Minutes May 2012 +IDP Meeting Minutesย April 2012 +IDP Meeting Minutes March 2012 +IDP Meeting Minutes January 2012 +IDP Meeting Minutes November 2011 +IDP Meeting Minutes June 15, 2011 +IDP 2011 RID National Conference Events (June 12, 2011) +IDP Fundraising Letter for 2011 IDP Community Forum (June 12, 2011) +IDP May 24, 2011 Meeting Minutes (June 12, 2011) +Note: the Deaf-Parented Interpreter Member Section used to be called the Interpreters with Deaf Parents Member Section, thus many of the historical records refer to โ€œIDPโ€. +2015 DPI Rules of Operation +IDP 2015 RID National Conference Travel Fund Scholarship +2011 RID National Conference Reviewย from +Our Shifting Boarders: Perspectives from the 2011 Community Forum +Interpreters and Transliterators of Color Member Section +Interpreters and Transliterators of Color Member Section +The principal purpose of the Interpreters and Transliterators of Color (ITOC) is to advocate for the needsย and interests of members of the RID, Inc. who identify themselves as belonging to non-white ethnic groups. +To provide a forum for discussion and education of interpreting and transliterating issues whichย involve people who are Deaf or Hearing and of color. +To promote, recruit and encourage active participation of all interpreters/transliterators andย consumers of color in ITOC and RID and its Affiliate Chapters. +To support all interpreters/transliterators of color who seek RID, Inc. certification. +To prepare and/or review materials about interpreting/transliterating among people of color. +To act as an advisory resource to the RID, Inc. Board of Directors and to standing and ad hocย committees of RID, Inc. on issues of interpreting/transliterating among people of color. +To consult with ITPs seeking to recruit students of color. +To actively seek input from consumers of color, particularly, from people who are Deaf/Hard ofย Hearing and of color on issues of interpreting/transliterating in their communities. +Salwa Rosen & MJ Jones +Bob LoParo & Jahmeca Osborn +Join the conversation in Google Groups: +Interpreter Service Managers Member Section +Interpreter Service Managers Member Section +The purpose of the Interpreting Service Managers Member Section is to serve the members of the RID who share a mutual interest in the business and management of sign language interpreting services. Its members include agency owners, not for profit managers, institutional managers and managers within companies who hire and coordinate interpreting services. Its mission is to provide a forum for the discussion of relevant topics that are of mutual interest to some or all of its members. +We offer on-line support through a list-serve. People share questions and concerns about various aspects of providing services. The list is open to all RID members. Join the listserv by adding the ISM Member Section through ย your online RID profile. +Bucky, a Colorado native-wanna-be, established a local agency, The Interpreting Agency in 2012 upon seeing a lot of issues with otherย local agencies that he has experienced firsthand as well as otherย stories from the Deaf community. In 2016 he partnered with Lingaubee and currently serves in multiple states. He enjoys being able to look at all three sides in the interpreting profession as a consumer, as an interpreter (CDI), and as a business owner. If you ever see Bucky at a conference or walking somewhere, heโ€™d love to talk about the interpreting industry. +When heโ€™s not in his office, he enjoys doing various activities in the Rockies with his sweetheart, Jac, and friends. When his college-aged boys make time for him, heโ€™ll visit them every time. +MAIG is a Deaf-owned, 8(a) economically disadvantaged small business headquartered in Elkridge, Maryland. A 100% female-owned business, MAIG was co-founded in 2005 by Gina Dโ€™Amore, a Certified Deaf Interpreter (CDI). Gina, who serves as President, was born Deaf to Deaf parents and brings a first-hand personal understanding of the critical need for expert, reliable Reasonable Accommodations in professional settings. MAIG executives focus on filling niche contracts and ensuring our employees maintain our professional code of conduct. We specialize in supporting challenging requirements in secure environments. MAIGโ€™s providers and administrative staff are flexible and experienced, enabling them to adapt to the dynamic needs of our clients. +She is currently is Co-Chair of RIDโ€™s ISM Member section and also serves as the current President for the National Deaf Chamber of Commerce. +Paul Tracy, CI & CT +Paul Tracy is the Co-Founder of Partners Interpreting (Boston) and for the past ten years has led business development and operations for the company. His background and training is as a National Certified ASL interpreter for over 22 years. Paulโ€™s introduction to the language and Deaf community was through family: his father is Deaf-blind, and Paul is a native/heritage user (CODA) of ASL. Paul is active in the language industry, both locally and nationally. He provides consultations to language companies on industry technology as well as on the management of sign language interpreting services. He also serves on various committees, projects and currently is Co-Chair of RIDโ€™s ISM Member section and on the Board of the Association of Language Companies (ALC). +Interpreters in Healthcare Member Section +Interpreters in Healthcare Member Section +The mission of the Interpreters in Healthcare Member Section is four-fold: to foster communication and encourage information sharing among Deaf and hearing members of RID who workin the healthcare field; to provide input to RID about issues pertaining to this specialized field of interpreting; to network and foster a support system for those in the specialty; and most importantly to promote and enhance language access in healthcare across the country. +Join today!ย  If you are interested in joining the members section please +and head over to RID.org, click on the โ€œmanage your profileโ€ link and add on the Interpreters in Healthcare Member Section to your โ€œRID sectionsโ€ (at the bottom of the profile page). +To hold forums at RID conferences. +To advise the membership, Board of Directors, and the National Office on issues pertaining to members of the Interpreters in Healthcare Settings Member Section. +To be involved with the revision and development of any and all current and future Standard Practice Papers regarding healthcare interpreting and to ensure they accurately reflect our practice. +To recommend programs, activities and policies to the membership, Board of Directors, the National Office and RID national committees that are in the interests of members of the Interpreters in Healthcare Settings Member Section. +To act as a resource to standing and ad hoc committees on issues that pertain to members of the Interpreters in Healthcare Settings Member Section. +Stay current in the field by disseminating information to members of the Interpreters in Healthcare Settings Member Section regarding organizational activities; current events in the field of healthcare interpreting, and healthcare at-large, including legal rulings and court cases. +To encourage the active involvement of members of the Interpreters in Healthcare Settings Member Section within the healthcare field. +To serve as a support system for the members working in the diverse healthcare field, providing needed resources to advocate for effective practices within the field. +To promote and enhance language access for the consumers of interpreting +services, and to bridge the Deaf/hearing health literacy gap. +Format: Pre-recorded presentations, delivered via a NING portal, allowing participants to view the training from their individual computers. The presentations will then be opened for interactive discussion among members and presenters. Presenters will further facilitate the learning process through provision of articles or PowerPoint presentations related to the topic, provide discussion questions, and moderate a discussion board to the topic. Using the strength of a discussion based symposium, the third day will be facilitated participant-driven discussions of conference topics and themes. +Audience: Interpreters, Deaf and Hearing consumers, interpreter educators, vocational rehabilitation personnel, providers of video interpreting, interpreting researchers, and other interested persons. +Interpreters in Educational Instructional Settings +Interpreters in Educational Instructional Settings +The purpose of the Interpreters in Educational and Instructional Settings (IEIS) Member Section is to promote the interests and objectives of, enhanced communication with, and information sharing among RID members who work in educational and instructional settings, while following the philosophy, mission and goals of the Registry of Interpreters for the Deaf, Inc. +The primary objectives of the IEIS Member Section is to advocate for the needs and interests of RID members who are interpreters and/or transliterators in educational and instructional settings and to strengthen the ties between all members and officers of the RID by promoting recognition of the profession of educational interpreting. Specifically: +To promote awareness of the needs of interpreters working in educational and instructional settings; +To provide a forum for Interpreters working in educational and instructional settings; +To foster an understanding within the general membership of the unique challenges and experiences of working in educational and instructional settings; +To serve as a resource to the RID board, national office of the RID, committees, the general membership and educational and instructional personnel regarding issues affecting educational interpreters and the profession of educational interpreting; +To recommend programs, activities and policies to the membership, Board of Directors, and the National Office that serve the interests and meet the needs of IEIS members; +To promote and review the development of position and free papers on subjects related to interpreting in educational and instructional settings; +To research, recommend and/or develop best practices to ensure the provision of the highest quality interpreting and transliterating services to Deaf and hard-of-hearing students and other consumers in educational and instructional settings; +To encourage and promote training and career opportunities in the field of educational interpreting; +To sponsor and/or provide workshops and professional development which address the needs and concerns of interpreters working in educational and instructional settings; +To act as a referral and/or resource to other organizations about issues pertaining to interpreting in educational and instructional settings. +To hold forums at RID national conferences; +To hold forums at RID regional conferences; +To advise the membership, Board of Directors, and the National Office on issues pertaining to IEIS members; +To prepare position papers and/or statements for the Board of Directors and the RID membership on issues pertaining to IEIS members; +To recommend programs, activities and policies to the membership, Board of Directors, the National Office and RID national committees which are in the interests of IEIS members; +To act as a resource to standing and ad hoc committees on issues pertaining to IEIS members; +To disseminate information to the general membership regarding IEIS organizational activities; +To disseminate information to members of IEIS regarding developments in the field of educational interpreting and other issues pertaining to IEIS members; +To encourage and engage in communication and collaboration with other entities whose purpose and objectives are of interest to or affect interpreters working in educational and instructional settings; +To encourage the active involvement of members of IEIS in RID; +To encourage the development of, and provide resources for, a web-based forum and information clearing house on interpreting in educational and instructional settings. +IEIS Newsletter Fall 2016 Edition +IEIS Newsletter Edition 3, Volume 1 +IEIS Newsletter Edition 2, Volume 2 +IEIS Newsletter Edition 1, Volume 1 +IEIS Member Section Profile and Rules of Operations January 2012 +The purpose of the Legal Interpreters Member Section (LIMS) is to provide a forum for all interpreters, both deaf and hearing, who interpret in legal and court settings โ€“ to collaborate, network, discuss topics relevant to this specialty, and to provide recommendations and input to RID regarding this field of specialized interpreting. +Region I co-rep โ€“ Vacant +Region II co-rep โ€“ Vacant +Region III co-rep โ€“ Vacant +Region III co-rep โ€“ Vacant +Region IV co-rep โ€“ Vacant +Region V co-rep โ€“ Vacant +Region V co-rep โ€“ Vacant +This member section presented a legal conference just prior to the 2009 RID National Conference. +RID LIMS Open Forum Presentation 2009 +Best Practices: ASL and English Interpretation within Legal Settings +Deaf Interpreters in Court: An Accommodation That is More Than Reasonable +ASL Court Interpreters Resources โ€“ Minnesota State Law Library +The purpose of the RID Student Member Section is to establish a bridge between the current student and the working interpreter.ย  We aim to provide a forum for students and working members of RID to get to know and support one another by sharing events, networking and having thoughtful discussions.ย  The Student Member Section will provide a studentโ€™s perspective and voice within RID. +It is the purpose of the Video Interpreters Member Section (VIMS) to promote enhanced communications and encourage information sharing among RID members who work as video relay and video remote interpreters and other RID members with common interests while following the philosophy, mission and goals of RID. +VIMS Bylaws โ€“ click here. +The Council would like to thank those that have served on the Council this last term and welcome newcomers ready and willing to continue to make a difference in the field of video interpreting. ย If you are interested in a vacant position, please contact the VIMS Chair, Matt Salerno, at +: Review the minutes from our General and Council meetings here. +: Connect with us via email! +You can find the Volunteer Leadership application here! \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_47_1741389042309.txt b/intelaide-backend/documents/user_3/page_47_1741389042309.txt new file mode 100644 index 0000000..72d05c9 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_47_1741389042309.txt @@ -0,0 +1,307 @@ +Resources regarding recent Presidential Executive Orders +Executive Orders and White House Information +What is an Executive Order and how is it different from a law? +โ€“ย American Civil Liberties Union (ACLU) +โ€“ US Equal Employment Opportunity Commission +Executive Orders affecting charitable nonprofits +โ€“ย National Council of Nonprofits +DEIA Offices, Programs and Initiatives +DEI in Government and Private Sector +Further Guidance Regarding Ending DEIA Offices, Programs and Initiatives +โ€“ Chief Human Capital Officers Council +Additional DEIA Guidance to Agencies +โ€“ Office of Personnel Management +A clarification MEMO from the federal Office of Personnel Management (OPM) clarifies that accommodating deaf people with sign language interpreting is +in the anti-DEIA executive orders. +The what and why of interpreting +The expectations and standards for you to know. +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the membership in outlining standard practices and positions on various interpreting roles and issues. You may print out the SPPs below and then make the number of copies needed. +An Overview of K-12 Educational Interpreting +Use of a Certified Deaf Interpreter +Interpreting in Mental Health Settings +Interpreting in Health Care Settings +Interpreting for Individuals who are Deaf-Blind +Professional Sign Language Interpreting Agencies +The Field of Interpreting โ€“ Opportunities and Growth +The field of interpretation is currently in an exciting period of growth as a career profession. As we work to eliminate the perception of interpretation as just a โ€œjobโ€ that any individual with an interest can undertake, we are seeing the field gain momentum in reputation that encompasses quality and respect. With supply not meeting the current demand, interpreters have become an invaluable tool in communication access between Deaf and hard-of-hearing individuals. +Interpreting is a human service-related field that is utilized in a myriad of different life situations, such as medical, mental health, law, education, etc. An interpreter, who must uphold the +, is a bilingual and bicultural professional working in a true profession and should be regarded as such. +Because interpreters are key to communication access, RID strives to maintain high +for members in various ways, including credentials, continuing education, and standard practice papers. +If you are thinking of interpreting as a career, we hope that this information will be helpful in your decision-making process. If you need more information, please do not hesitate to contact +. Learn more about interpreting as a career in the section below +Why You Should Become a RID Certified Interpreter +Is the process of transmitting spoken English into American Sign Language (ASL) and/or gestures for communication between Deaf and hearing individuals; +Enhances the quality of interaction between the Deaf and hard-of-hearing communities; +Serves as a tool in bridging communication gaps; +Is a profession that is highly dynamic and sophisticated; +Offers a career that allows one to grow with each knowledge building experience. +A committed individual to not only achieve certification but to also maintain and grow the skills needed +Physical stamina, endurance and the ability to emotionally handle an assignment and adhere to confidentiality +A great knowledge of the English language and the ability to speak clearly, be audibly heard and to portray the feelings and emotion of the speaker, whether voice or sign interpreting +An understanding that interpreting is a complex process that requires linguistic, cognitive and technical skills +Sign language interpreting is a rapidly expanding field. Schools, government agencies, hospitals, court systems and private businesses employ interpreters.ย  Interpreters work in a variety of settings including medical, legal, religious, mental health, rehabilitation, performing arts and business. +The interpreting field is experiencing an increase in demand for qualified interpreters. This is due, in part, with the advent of Video Relay Service (VRS) and Video Remote Interpreting (VRI). These services offer consumers access to real-time visual communication with the hearing community. As the methods of communication increase between the Deaf and hearing communities through technological advancements, we will also experience an increase in demand for the number of qualified interpreters to be utilized through these techniques. +Sign Language/spoken English interpreters are highly skilled professionals that facilitate communication between hearing individuals and the Deaf or hard-of-hearing. They are a crucial communication tool utilized by all people involved in a communication setting. Interpreters must be able to listen to another personโ€™s words, inflections and intent and simultaneously render them into the visual language of signs using the mode of communication preferred by the deaf consumer. The interpreter must also be able to comprehend the signs, inflections and intent of the deaf consumer and simultaneously speak them in articulate, appropriate English. They must understand the cultures in which they work and apply that knowledge to promote effective cross-cultural communications. +Interpreting requires specialized expertise. While proficiency in English and in sign language is necessary, language skills alone are not sufficient for an individual to work as a professional interpreter. Becoming an interpreter +Is a complex process that requires a high degree of linguistic, cognitive and technical skills; +Takes a committed individual to not only achieve certification but to also maintain and grow the skills needed; +Requires physical stamina, endurance and the ability to emotionally handle an assignment and adhere to confidentiality; +Necessitates a great knowledge of the English language and the ability to speak clearly, be audibly heard and to portray the feelings and emotion of the speaker, whether they are voice or sign interpreting. +The Americans with Disabilities Act requires the provision of qualified interpreters in a variety of settings. It states that โ€œTo satisfy this requirement, the interpreter must have the proven ability to effectively communicateโ€ฆโ€ +One important measure of an interpreterโ€™s proven ability is professional credentials. Credentials are obtained by taking and passing an assessment of your skills. RID provides testing for national certification. +All Types of Sign Language +Sign language is no more universal than spoken languages. American Sign Language (ASL) is the language used by a majority of people in the Deaf community in the United States, most of Canada (LSQ is used in Quebec), certain Caribbean countries and areas of Mexico. Other areas of the world use their own sign languages, such as England (British Sign Language) and Australia (Australian Sign Language). +American Sign Language (ASL) is a distinct visual-gestural-kinesthetic language. While it borrows elements from spoken English and old French sign language, it has unique grammatical, lexical and linguistic features of its own. It is not English on the hands. +Because ASL is not English, educators have developed a number of signed codes which use ASL vocabulary items, modify them to match English vocabulary, and put them together according to English grammatical rules. These codes have various names including Signed Exact English (SEE) and Manual Coded English (MCE). Additionally, when native speakers of English and native users of ASL try to communicate, the โ€œlanguageโ€ that results is a mixture of both English and ASL vocabulary and grammar. This is referred to as PSE (Pidgin Signed English) or contact signing. +Whether you are a beginner, an advanced signer or a Child of a Deaf Adult (CODA), RID is here to help you understand what it takes to become a professional and qualified interpreter. Fascination with sign language and/or the desire to โ€œhelpโ€ are admirable, but these alone are not qualifications to be interpreting for persons who are Deaf or hard of hearing. Patience, persistence, dedication and professional training are just some of the few key elements that are crucial to becoming a successful interpreter. +Why You Should Become a RID Certified Interpreter +What Interpreting is and How to Get Started +the act of conveying meaning between peopleย who use signed and/or spoken languages +Professional sign language interpreters develop interpreting skills through extensive training and practice over a long period of time. Before committing to this profession, it is imperative that you prepare yourself for the expectations, requirements and standards that will be asked of you. +Below are a few resources that will help guide you along the process: +Discover Interpreting was established from a grant issued by the U.S. Department of Education Rehabilitation Services Administration, CFDA 84.160A and 84.160B, as a response to the ASL interpreter shortage. This is an excellent tool to help inspire individuals who are interested in pursuing a career in the field of interpreting, close the โ€œgapโ€ between graduation and certification, and to increase the number of qualified interpreters. +The Commission onย Collegiate Interpreter Education +CCIE wasย established to promote professionalism inย the field of sign language interpreter education through an accreditation process. This siteย provides a list of accredited programs to help youย prepare to enter the field of interpreting. +Interpreter Training and Preparation Programs +These programs provide you with the education and knowledge base to develop the skills to become an interpreter. +*NEW* View an intensive spreadsheet of available 2 and 4 year ITP programs +(Resource made available by CCBC Program Assistant Jesse Hammons, CIT and CCBC) +RIDโ€™s Certification Programs measure your knowledge and skill level and provides you with the appropriate level credentials for your testing skills. +NAD-RID Code of Professional Conduct +The NAD-RID Code of Professional Conduct sets the standards to which allย certified members of RID are expected to adhere. +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the membership in outlining standard practices and positions on various interpreting roles and issues. These SPPs are excellent resources to educate all interpreters as well as hearing and deaf clients, the general public, business contacts, school personnel, doctors and nurses, etc. See the section above for our SPPs. +RID Affiliate Chapters and Local Chapters +Your affiliate or local chapter can serve as an excellent source for guidance, mentorship and information. +ASL Fluency and Learning the Language +How long does it take to become fluent in Japanese, Russian or any other foreign language? Language fluency, be it spoken or visual, requires time, dedication, study, immersion in the language community, and constant practice. While you may have the potential to handle communication of simple concepts of daily life after just three classes, it will most likely take you years to be comfortably fluent in native conversations at normal rates discussing complex topics. +Sign language classes are offered throughout the community at schools and colleges, churches and recreation departments. Some of these are excellent, and some are very poor. The classes may be ASL, PSE, SEE or some mixture of all. Instructors may be experienced, professional educators, or people who have only taken a few classes themselves. Buyer beware! +Some things to consider or ask when choosing a class: +Is the instructor native or near-native fluent in American Sign Language (ASL)? +Fluency in the language could be evidenced by RID certification or NAD or state Quality Assurance (QA) ratings in interpreting, or by an advanced or superior rating on the SCPI (Sign Communication Proficiency Interview). Be wary of instructors who just recently took classes themselves. +Is the instructor involved in the Deaf community and with professional organizations? +It is very beneficial if the instructors have formally studied the language and the teaching profession. Credentials to look for include membership in the American Sign Language Teachers Association (ASLTA) and/or the Conference of Interpreter Trainers (CIT) as well as organizations such as RID, NAD and Black Deaf Advocates (BDA). +What do you know about the organization offering the class? +What is the history and reputation of the organization with regard to sign language education? Does the organization provide you with additional materials on sign language? Are you provided with information on what is happening in the Deaf community? Does the organization provide you guidance regarding your next steps once you learn the basics? +Does the Deaf community support this class and organization? +People who are native ASL signers and involved in the Deaf community see โ€œgraduatesโ€ from various classes. Seek their guidance on which classes they recommend? +What has become of previous graduates of the class? +What have they accomplished since they finished their studies? Has the class been helpful? Do they feel they learned what they needed? +An interpreter program is a formalized education program with a dedicated curriculum that is offered through a college, university or technical school that prepares students for a career in the field of interpreting. There are college and university programs around the country. A majority offer associate degrees in interpreting, but the number of bachelor programs is increasing. Additionally, a handful of schools offer master degrees in interpreting. +For a list of available programs +. Please note that this may not be a complete, up-to-date list. To confirm that the program is accredited, you can visit +.ย Please contact your local college, university or technical school to see what programs they may offer, if any. Also, contact your +for more information on interpreting programs in your area. +Beginning July 1, 2012, exam candidates will be required to hold a degree (any major) or submit an approved +. ย recorded in their RID account.ย While you mayย receive a degree in any field, one may find the background, skills development and theory learned in a recognized interpreter program are extremely beneficial in getting your national certification. +Most interpreterย educationย programs provide you with the knowledge and skills to begin pursuing an interpreting career as well as a foundation to begin preparing for certification. Completion of a program is more like a driverโ€™s permit that lets you operate in certain protected situations. Continued practice, participation in workshops and training experiences, and work with mentors will help prepare you to earn your certification. And certification opens many doors to a successful career for you in the interpreting profession. +To be a successful interpreter, you need a wide range of general knowledge. A degree is an important way to gain that knowledge. The higher the degree, the more diverse and complete your general knowledge will be. In many interpreting jobs in school systems, your salary is partly based on your degree. Interpreting is a very complex task and requires a high degree of fluency in two languages. Will you be able to master the language and the interpreting task during the length of the program you are considering? +In general, the more education a person can get, the better they will do. But, the quality of the education is important as well. Here are some questions to consider when choosing a program: +Is the program up-to-date and well respected by the Deaf and interpreting communities? +Are its faculty members affiliated with and actively involved in professional organizations? +What kind of credentials do they have? +Are the program graduates working in the field and getting their credentials? +What kinds of resources are available to students and faculty? +There is a strong need for qualified interpreters with credentials as we are currently experiencing a period in the interpreting field where supply is not keeping up with demand. The greatest demand for interpreters is in medium-to-large cities. The more mobile you are, the more likely you are to find an interpreting job. +Interpreters typically fall in one of three categories: +Agency interpreter, meaning that you are employed by an agency that provides you job assignments. +Free-lance interpreter, meaning that you are responsible for finding and maintaining your own client base +Contracted interpreter, meaning that you take on aspects of both the agency interpreter and the freelance interpreter. You provide services to an interpreter services agency or to other agencies in accordance with the terms and conditions of a particular contract or contracts. You are not an employee of the interpreter services agency or any other agencies for which they provide services +You donโ€™t have to wait until you are a practicing interpreter to become a RID member. Join today and enhance your networking opportunities within the field of professional interpreting. +If you already interpret out in the community but are not yet RID certified, you qualify to join as an Associate member. If you are a student in an Interpreter Training Program, you can join as a Student member. +If you are neither of the above yet still want to reap the +of membership, then join as a Supporting member. +The more unified we become as an overall profession, the greater our voice and the more impact we will have. +Educational Interpreters have always been an important part of the mission and programs of RID.ย For many years, RID has received feedback from educational interpreters that they were overlooked as a population by the majority of publications, +articles, conferences and workshops that we provide. +Realizing that RID would have a greater voice and a larger volume of impact if we embraced other populations in the interpreting profession, we have taken great strides to become more inclusive to the educational interpreter and wholeheartedly welcome you into RIDโ€™s membership. +Fromย the fall of 2006 to the summer of 2016, RID recognized individuals who passed the Educational Interpreter Performance Assessment (EIPA) written and performance tests at the level of 4.0 or higher as certified members of the association. +Overview of K-12 Educational Interpreting Standard Practice Paper +The Educational Interpreter Resources Toolkit, which wasย prepared by the 2007 โ€“ 2009 Educational Interpreting Committee (EIC), serves as an excellent resource tool to assist educational interpreters in the work they do. +This Resources Toolkit may serve as your โ€˜Home Baseโ€™ in discovering tools that can assist you in getting valuable information for the work you do serving students in the educational setting, K-12. +Educational Interpreter Resources Toolkit (full document) +Section I: Laws & Policy Supporting Deaf Education +Section II: Database & Tools for Finding Additional Resources +Section IV: Books, Journals & Articles of Interest +Section V: State Specific Educational Interpreting Guidelines +Section VI: Resources to Share with School Personnel +Section VII: Resources to Share with Students & Parents +The Educational Interpreter Committee (EIC), in collaboration with the Interpreters in Educational and Instructional Settings (IEIS) member section conducted two surveys during their 2007-2009 term; a survey of both RID affiliate chapter presidents and interpreters working in educational settings. The purpose of the surveys were, respectively speaking, to: learn what affiliate chapter presidents know about and were doing for educational interpreters and to discover what educational interpreters know about and found value in RID affiliate chapters. +For detailed information about the books, reference materials and publications we offer to interpreters, please visit ourย online store.ย Some of the titles of relevant publications to the educational interpreter include: +โ€œEducational Interpreting: A Collection of Articles From VIEWSโ€ย ย by various authors andย โ€œEncounters With Reality: 1001 Interpreter Scenariosโ€ย by Brenda Cartwright +The scholarship program is undergoing some changes and updates to better serve our membership. Once it is ready, we will make an announcement. Thank you for your support and patience! +RID Scholarships and Awards program +recognizes our colleagues who have made a significant impact on our lives, careers, and the interpreting profession. These awards serve as a small tribute to their sustained contributions to the profession. +We all have someone who has impacted our lives in one way or another, whether a mentor who has provided the necessary guidance and advice, a friend who demonstrates true commitment, a teacher who pushes us to reach our potential or a colleague who inspires us and sets new standards for success. +The recipients of these awards are the individuals who have gone the extra mile for the profession; have served as role models, teachers, trainers, mentors, or colleagues; or have just been there as a support and confidante. They have achieved personal success and have now dedicated themselves to the betterment of the profession as a whole. In short, they are inspiring motivators for all of us. +โ€“ CIT is the professional organization of interpreter educators. This site also provides information about the Commission on Collegiate Interpreter Education, the accreditation body for interpreting programs. +โ€“ Mana a Mano is a national organization of interpreters who work in Spanish-influenced setting. +National Alliance of Black Interpreters, Inc.ย โ€“ NAOBI is the national association that supports sign language interpreters from the African diaspora. +Association of Visual Language Interpreters of Canada +โ€“ AVLIC is RIDโ€™s counterpart in Canada โ€“ it is the only certifying body for ASL-English interpreters in Canada.ย  AVLIC was established in 1979 and has several Affiliate Chapters across the country. +European Forum of Sign Language Interpreters +โ€“ EFSLI is a membership organization of sign language interpreters from both in and out of the European Union. +Sign Language Interpreters Association of New Zealand +โ€“ SLIAZ is a national professional association which represents and advances the profession by informing members and consumers and promoting high standards of practice and integrity in the field. +World Association of Sign Language Interpreters +โ€“ WASLI was established 23 July 2003 during the 14th World Congress of the World Federation of the Deaf in Montreal Canada with the aim to advance the profession of sign language interpreting worldwide. +โ€“ SignLanguage offers a unique reference point on sign language and communication basics. This Web site has brought together expert information and a look at British Sign Language (BSL) along with the histories. +World Association of Sign Language Interpreters +โ€“ WASLI was established 23 July 2003 during the 14th World Congress of the World Federation of the Deaf in Montreal Canada with the aim to advance the profession of sign language interpreting worldwide. +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the membership in outlining standard practices and positions on various interpreting roles and issues. You may print out the SPPs below and then make the number of copies needed. +An Overview of K-12 Educational Interpreting (2010) +Qualified educational interpreters/transliterators are a critical part of the educational day for children who are deaf or hard of hearing. This paper addresses the legal requirements, roles and duties of the educational interpreter, including qualifications, and guidelines for districts when hiring an educational interpreter. +Video remote interpreting (VRI) is a fee-based interpreting service conveyed via videoconferencing where at least one person, typically the interpreter, is at a separate location. As a fee based service, VRI may be arranged through service contracts, rate plans based on per minute or per hour fees, or charges based on individual usage. +Use of a Certified Deaf Interpreter (1997) +A Certified Deaf Interpreter (CDI) is an individual who is deaf or hard of hearing and has been certified by the Registry of Interpreters for the Deaf as an interpreter. In addition to excellent general communication skills and general interpreter training, the CDI may also have specialized training and/or experience in use of gesture, mime, props, drawings and other tools to enhance communication. +Interpreting in Legal Settings (2007) +Legal interpreting encompasses a range of settings in which the deaf person interacts with various parts of the justice system. Legal interpreting naturally includes court interpreting; however, a legalย interpreterโ€™s work is not restricted to the courtroom. +Interpreting in Mental Health Settings (2007) +This Standard Practice Paper addresses the unique challenges faced by interpreters working in mental health settings and the skill set needed to successfully meet those challenges. +Interpreting in Religious Settings (2007) +Religious interpreting occurs in settings which are spiritual in nature. These settings can include worship services, religious education, workshops, conferences, retreats, confession, scripture study, youth activities, counseling, tours and pilgrimages, weddings, funerals and other special ceremonies. +Video Relay Service Interpreting (2007) +Video relay service (VRS) is a free telephone relay service using video technology to allow deaf and hard of hearing persons to make and receive phone calls using American Sign Language (ASL). VRS, as an industry, has grown exponentially since its inception in 2000 as an offshoot of traditional Telecommunications Relay Service (TRS) or text-based relay services. +Interpreting in Health Care Settings (2007) +Effective communication between consumers who are deaf and health care providers is essential. When the consumers and health care providers do not share a common language, a qualified sign language interpreter can facilitate communication. A consumer who is deaf could be the patient, a relative or companion who is involved in the patientโ€™s health care. +Between 1990 and 2007, Repetitive Stress Injuries (RSIs) increased an unbelievable 80 percent. The New York Times called RSI โ€œthe epidemic of the 90s and beyond.โ€ More than 9.5 million U.S. workers were stricken with RSI in the last year alone including journalists, computer users, cashiers, surgeons, assembly line workers, meat processors and, of course, interpreters, to name a few. +Coordinating Interpreters for Conferences (2007) +The purpose of this paper is to provide you, the conference interpreter coordinator(s), with information that will support your work ensuring conference communication access for deaf, hard of hearing and/or Deaf-blind participants. The links you will find throughout this text will supplement, further explain and/or provide samples of tools you may use or modify for your work. +Team interpreting is the utilization of two or more interpreters who support each other to meet the needs of a particular communication situation. Depending on both the needs of the participants and agreement between the interpreters, responsibilities of the individual team members can be rotated and feedback may be exchanged. +Interpreters work in a variety of settings and situations; some are employees of institutions, agencies and companies, and some are self-employed. Interpreters who are self-employed are less likelyย to encounter situations in which non-interpreting duties are expected of them. +Interpreting for Individuals who are Deaf-Blind (2007) +The spectrum of consumers who utilize Deaf-Blind interpreting services consists of individuals with differing degrees of vision loss and hearing loss. The amount and type of vision and hearing a person has determines the type of interpreting that will be most effective for that individual. +Oral transliterators, also called oral interpreters, facilitate spoken communication between individuals who are deaf or hard of hearing and individuals who are not. Individuals who are โ€œoralistsโ€ useย speech and speechreading as their primary mode of communication and may or may not know or use manual communication modes or sign language. +Professional Sign Language Interpreting (2007) +Sign language interpreting makes communication possible between people who are deaf or hard of hearing and people who can hear. Interpreting is a complex process that requires a high degree ofย linguistic, cognitive and technical skills in both English and American Sign Language (ASL). +Business Practices: Billing Considerations (2007) +RID does not dictate or restrict business practices. It does however, expect interpreters to conduct business in a manner consistent with the NAD-RID Code of Professional Conduct. There are regional differences in billing practices for interpreting services. +RID believes that the mentoring relationship is of benefit to consumers of interpreting services as well as to those in the interpreting profession. Each mentoring situation is unique depending upon the individuals involved and the goals of the relationship. +Interpreting for the performing arts spans the full spectrum of genres from Shakespeare to new works, including but not limited to childrenโ€™s theatre, musical theatre, literary readings, concerts, traditional and non-traditional narratives. This type of interpreting happens on traditional stages for local companies, for touring shows, in alternative spaces, museums and galleries, and in educational settings, to name a few. +Professional Sign Language Interpreting Agencies (2014) +This paper considers โ€œinterpreting agencyโ€ to include both non-profit and for-profit entities, as well as those individuals and groups who coordinate sign language interpreting services in larger organizations such as school disability services coordinators, etc. +The Registry of Interpreters for the Deaf, Inc. (RID), the national professional association of sign language interpreters in the United States, created this Professional Practice Paper (P3) to introduce the work of Deaf interpreters (DIs) as a generalist practitioner. Historically, Deaf individuals have provided ad hoc interpreting services within the Deaf communities. Although RID began credentialing Deaf individuals in 1972, a severe shortage of certified DIs continues today. +RIDโ€™s position on important issues. +RID/NAIE Joint Position Statement on Perez v. Sturgis County Schools System +The Supreme Court of the United States issued a unanimous opinion on the matter of Perez v. Sturgis County School System on March 21, 2023. +We, The Registry of Interpreters for the Deaf (RID), recognize the unique skills and abilities necessary to effectively interpret press conferences and emergency notifications. +In order to promote excellence in interpreting, all interpreters should demonstrate skill, knowledge, and ability through the attainment of certification. +Misrepresentation of Certifications and Credentials +The official RID certifications are listed on this webpage: +.ย  Anything other than those listed are not recognized by RID as valid credentials or certifications. +How to provide and what to look for +Understanding what it is and why people need it. +Why Use RID Certified Interpreters +Why should my interpreter be certified by and/ or a member of RID? +Registry of Interpreters for the Deaf, Inc. is the sole nationally-recognized certifying body of professional American Sign Language interpreters and transliterators. All members of RID, certified or not, are expected to comply with the NAD-RID Code of Professional Conduct +and are subject to our Ethical Practices System +where a consumer or colleague may file a grievance against any member who does not comply with the CPC. +Please view the PDF here to read more about why you should use a RID certified interpreter. +The Americans with Disabilities Act (ADA) +defines โ€œqualified interpreterโ€ in its Title III regulation as: +โ€œan interpreter who is able to interpret effectively, accurately and impartially both receptively and expressively, using any necessary specialized vocabulary.โ€ +This definition continues to cause a great deal of confusion among consumers, service providers and professional interpreters. While the definition empowers deaf and hearing consumers to demand satisfaction, it provides no assistance to hiring entities (who are mandated by ADA to provide interpreter services) in determining who is โ€œqualifiedโ€ BEFORE services are provided. This is a critical point. Without the tools or mechanisms to identify who has attained some level of competency, hiring entities are at a loss on how to satisfy the mandates of ADA in locating/providing โ€œqualifiedโ€ interpreter services. +Code of Professional Conduct (CPC) +A code of professional conduct is a necessary component to any profession to maintain standards for the individuals within that profession to adhere. It brings about accountability, responsibility and trust to the individuals that the profession serves. +Originally, RID, along with the National Association of the Deaf (NAD), co-authored the ethical code of conduct for interpreters. At the core of this code of conduct are the seven tenets, which are followed by guiding principles and illustrations. +The tenets are to be viewed holistically and as a guide to complete professional behavior. When in doubt, one should refer to the explicit language of the tenet. +Interpreters adhere to standards of confidential communication. +Interpreters possess the professional skills and knowledge required for the specific interpreting situation. +Interpreters conduct themselves in a manner appropriate to the specific interpreting situation. +Interpreters demonstrate respect for consumers. +Interpreters demonstrate respect for colleagues, interns, and students of the profession. +Interpreters maintain ethical business practices. +Interpreters engage in professional development. +Click here to access the full version of the +RID Code of Professional Conduct +Coฬdigo de Conducta Profesional de la NAD-RID en Espaรฑol +The 2022 ASL version of the CPC was filmed and produced by +Attempting to take over where the ADA leaves off with this definition, RID, in its role as the national association representing the profession, strives to maintain high standards for its members โ€“ above and beyond that required by the ADA. This elevates the interpreter holding RID credentials and sets the bar for interpreting services throughout the profession. +Possessing RID certification is a highly valued asset for an interpreter and helps you to stand above the rest. For the betterment of the profession and the service to the consumer, RID has a tri-fold approach to the standards it maintains for its membership: +strive to maintain strict adherence to nationally recognized, testing industry standards of validity, reliability, equity and legal defensibility. +is an avenue through which the continued skill development of certified interpreters/transliterators is monitored and nourished +Code of Professional Conduct (CPC) +are two vehicles which provide guidance and enforcement to professionalism and conduct. The EPS provides an opportunity for consumers to address concerns or file complaints regarding the quality of interpreter/transliterator services, and the CPC sets the standards to which all individuals holding RID certification are expected to adhere. +Learn more about RIDโ€™s Standard Practice Papers>> +The Growth of the Profession +The growth and maturation of the profession has also created a movement in many states to consider state licensure requirements for its interpreters. Many states have passed the necessary legislation for this requirement. +In addition to an increased number of state licensure laws, there has also been a steady increase in the number of interpreter training/preparation programs (ITPs) available as well as professional training opportunities, such asย workshops and conferences, offered at the local, state, regional and national level. +With these advancements, โ€œstandardsโ€ or the โ€œnormโ€ for interpreters 15 years ago are really no longer relevant today. +All professions go through maturation phases. In nursing, there are delineated differences between an orderly, nurseโ€™s aide, LVN and RN; in law, the same holds true between a legal secretary, a paralegal and an attorney. In many professions, such as nursing and law, states have implemented clear-cut requirements and standards for that profession including timelines and an organizational structure for when and how these requirements would be met. +We are at a point in the interpreting profession to not only witness but impact the progress and journey down this path. +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the membership in outlining standard practices and positions on various interpreting roles and issues. You may print out the SPPs below and then make the number of copies needed. +An Overview of K-12 Educational Interpreting +Use of a Certified Deaf Interpreter +Interpreting in Mental Health Settings +Interpreting in Health Care Settings +Interpreting for Individuals who are Deaf-Blind +Professional Sign Language Interpreting Agencies +The more unified we become as an overall profession, the greater our voice and the more impact we will have. +Educational Interpreters have always been an important part of the mission and programs of RID.ย For many years, RID has received feedback from educational interpreters that they were overlooked as a population by the majority of publications, +articles, conferences and workshops that we provide. +Realizing that RID would have a greater voice and a larger volume of impact if we embraced other populations in the interpreting profession, we have taken great strides to become more inclusive to the educational interpreter and wholeheartedly welcome you into RIDโ€™s membership. +Fromย the fall of 2006 to the summer of 2016, RID recognized individuals who passed the Educational Interpreter Performance Assessment (EIPA) written and performance tests at the level of 4.0 or higher as certified members of the association. +Overview of K-12 Educational Interpreting Standard Practice Paper +The Educational Interpreter Resources Toolkit, which wasย prepared by the 2007 โ€“ 2009 Educational Interpreting Committee (EIC), serves as an excellent resource tool to assist educational interpreters in the work they do. +This Resources Toolkit may serve as your โ€˜Home Baseโ€™ in discovering tools that can assist you in getting valuable information for the work you do serving students in the educational setting, K-12. +Educational Interpreter Resources Toolkit (full document) +Section I: Laws & Policy Supporting Deaf Education +Section II: Database & Tools for Finding Additional Resources +Section IV: Books, Journals & Articles of Interest +Section V: State Specific Educational Interpreting Guidelines +Section VI: Resources to Share with School Personnel +Section VII: Resources to Share with Students & Parents +The Educational Interpreter Committee (EIC), in collaboration with the Interpreters in Educational and Instructional Settings (IEIS) member section conducted two surveys during their 2007-2009 term; a survey of both RID affiliate chapter presidents and interpreters working in educational settings. The purpose of the surveys were, respectively speaking, to: learn what affiliate chapter presidents know about and were doing for educational interpreters and to discover what educational interpreters know about and found value in RID affiliate chapters. +For detailed information about the books, reference materials and publications we offer to interpreters, please visit ourย online store.ย Some of the titles of relevant publications to the educational interpreter include: +โ€œEducational Interpreting: A Collection of Articles From VIEWSโ€ย ย by various authors andย โ€œEncounters With Reality: 1001 Interpreter Scenariosโ€ย by Brenda Cartwright +Donโ€™t be overwhelmed by the process of hiring an interpreter! Let RID help! +As the hiring entity, you have the option to hireย individualsย directly or through anย interpreter service agency. To begin your search, go to ourย searchable databaseย and search by city and/or state. Not all interpreters and/or agencies are RID members and, as a result, may not be listed. If you have difficulty finding a resource in your area, +Use thisย search tool to find contact information for a specific member, verify an RID memberโ€™s certification(s) and search for freelance interpreters using specific credentials for your assignment. For example, if you need a certified member who has their legal certification in your city, this is the search tool to use. +Use this search tool to find local interpreter referral agencies for upcoming assignments you have. This is also a great tool to hire an agency for a contract. When working with an agency, you do not directly contact interpreters. Instead, the agency does the work for you and matches a working interpreter to your specific assignment. +As a non-profit membership association, RID and its affiliate chapters are not allowed by federal law to give advice as to salary and/or hourly rates. Rates for interpreters are market driven, vary greatly by region, and are negotiated between the individual or agency and the hirer. +RID and its affiliate chapters also do not give advice as to accessibility issues, such as the Americans with Disability Act (ADA). You should directly contact the +U.S. Department of Justice and the ADA Office +or other government agencies that oversee access. For an additional informational resource, please look at this National Association of the Deaf web page on +American Sign Language Related Graphics +โ€“ Provides short video clips showing how to sign words in ASL +Americans with Disabilities Act (ADA) Information +โ€“ Contains information and helpful resources pertaining to the Americans with Disabilities Act (ADA). +โ€“ Information from the U.S. Department of Justice about the ADA and tax benefits for small and large businesses, as well as IRS information. +CART Services (Communication Access Realtime Translation) +โ€“ Sponsored by the National Court Reporters Association, this site has general information about CART, how to find a provider and what to expect. In addition, the site discusses different setting where CART is used. +American Association of the Deaf-Blind +โ€“ AADB is a national consumer organization of, by and for deaf-blind Americans and their supporters. Deaf-blind includes all types and degrees of dual vision and hearing loss. +Coalition of Organizations for Accessible Technology +โ€“ COAT is a coalition of over 300 national, regional, state, and community-based disability organizations, including RID.ย COAT advocates for legislative and regulatory safeguards that will ensure full access by people with disabilities to evolving high speed broadband, wireless and other Internet Protocol (IP) technologies. +National Association of the Deaf +โ€“ NADโ€™s mission is to promote, protect and preserve the rights and quality of life of deaf and hard of hearing individuals in the United States of America. +National Association of State Agencies of the Deaf and Hard of Hearing +โ€“ NASADHH functions as the national voice of state agencies serving Deaf and Hard of Hearing people and promote the implementation of best practices in the provision of services. +โ€“ IDC is a non-profit organization of Deaf and Hard of Hearing American Indians whose goals are similar to many Native American organizations. IDC promotes the interests of its members by fostering and enhancing their cultural, historical and linguistic tribal traditions. +โ€“ The NADC provides cultural awareness and advocacy for the interests of the Asian Deaf and Hard of Hearing Community. +โ€“ NBDAโ€™s mission is to promote leadership development, economic and educational opportunities, social equality, and to safeguard the general health and welfare of Black deaf and hard of hearing people. +World Federationย of the Deaf +โ€“ WFD is an international non-governmental organization representing approximately 70 million deaf people worldwide. Most important among WFD priorities are deaf people in developing countries; the right to sign language; and equal opportunity in all spheres of life, including access to education and information. +โ€“ NDRN is the nonprofit membership organization for the federally mandated Protection and Advocacy (P&A) Systems and Client Assistance Programs (CAP) for individuals with disabilities. Collectively, the P&A/CAP network is the largest provider of legally based advocacy services to people with disabilities in the United States. +Disabled Peopleโ€™s Association โ€“ Singapore +โ€“ DPA is a non-profit, cross-disability organization whose mission is to be the voice of people with disabilities, helping them achieve full participation and equal status in the society through independent living. +Information and Resources on Deafness +ADA Hospitality: A Guide to Planning Accessible Meetings +โ€“ The Mid-Atlantic ADA Center and TransCen, Inc. sponsored the publication in recognition of the 25th anniversary of the transformational Americans with Disabilities Act of 1990. Helping you navigate, plan, and create accessible meetings, events, and conferences that serve all your guestsโ€™ needs. +Described and Captioned Media Program +โ€“ The DCMPโ€™s mission is to provide all persons who are deaf or hard of hearing awareness of and equal access to communication and learning through the use of captioned educational media and supportive collateral materials. The DCMP also acts as a captioning information and training center. +โ€“ The Laurent Clerc National Deaf Education Center provides a variety of information and resources on deafness. +โ€“ Resources and help for deaf, deaf-blind or hard of hearing women trying to leave abusive relationships. +National Institute on Deafness and Other Communication Disorders +โ€“ One of the National Institutes of Health, the NIDCD works to improve the lives of people who have communication disorders. This website focuses on medical information and research. +Services for Deaf and DeafBlind women +โ€“ย ADWAS provides comprehensive services to Deaf and Deaf-Blind victims/survivors of sexual assault, domestic violence, and stalking. ADWAS believes that violence is a learned behavior and envisions a world where violence is not tolerated. +Addiction Treatment for Individuals Deaf and Blind +โ€“ย Addiction can be a harrowing experience for anyone. Individuals who are deaf, hard of hearing, blind, or visually impaired can especially find this experience daunting, as theyโ€™re faced with not only overcoming an addiction, but attempting to find a treatment program that recognizes and respects their unique challenges. +Archdiocese of Washington-Center for Deaf Ministry +โ€“ Interpreters who work in Catholicย churches will be interpretingย a very different liturgy coming in Advent ofย this year. The language used will be much more of a challenge to interpret. The National Catholic Office of the Deaf has provided this resource. +We bring you qualified interpreters for your business +Count on our members to foster greater awareness of sign language interpreting as a professional career, and practice professionalism in their work. +Through RIDโ€™s Ethical Practices System, ensure that there is an efficient, effective, and sustainable way to maintain ethical interpreters. +Following a CPC is monumental, and knowing that interpreters have a duty to protect their consumer. Consumers and the public can trust RID certification. +Making a commitment to do right in your work is the tip of the iceberg. Action is key, and interprets commit to their practice. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_48_1741389045640.txt b/intelaide-backend/documents/user_3/page_48_1741389045640.txt new file mode 100644 index 0000000..5fe9e8f --- /dev/null +++ b/intelaide-backend/documents/user_3/page_48_1741389045640.txt @@ -0,0 +1,27 @@ +We rely on RID Approved Sponsors to provide and approve appropriate educational activities for participants +Apply now to become a CMP Sponsor +The CMP began operation on July 1, 1994, and relies onย RID Approved Sponsorsย to provide and approve appropriate educational activities for participants. These activities can be group activities, such as workshops, lectures or conferences, or independent study activities, such as mentoring and self-study.ย  They help maintain the integrity of the CMP and ensure that interpreters have ample and varied opportunities to learn, grow and further develop their skills. +Organizations, agencies, affiliate chapters and individuals seeking to be Approved Sponsors must +. This was developed by the RID Professional Development Committee (PDC). In addition, the PDC reviews and makes determinations on all applications. +Sponsors are monitored regularly to ensure that their activities are of high quality and meet the needs of the program and the participants. If you would like to make a comment or ask a question regarding a sponsor, send an e-mail to the +Paying the yearly Sponsor fee: +Late Fee: $50 for individuals and affiliate chapters and $100 for organizations. +The yearly Sponsor fee is non-refundable. +Offering, endorsing and ensuring the quality and educational integrity of activities offered for RIDย CEUs. CMP Sponsors have the right to deny sponsorship of an activity if it lacks valid educational outcomes or measurable and observable learning objectives. +Ensuring that they and their agents avoid conflicts of interest, which includes a continuing education administrator monitoring his or her own Independent Study activities. +Maintaining membership in RID at the appropriate level for the duration of their Approved CMP Sponsor status. +Deciding if they want to charge a fee for processing RID CEUs. +A Google group for sponsors where you can discuss situations, ask for opinions and give feedback with other sponsors. +Access to CMP Sponsor-only features when you log into your account, including online form submission. +, which contains a detailed description of CMP policies. +RID searchable database of CMP Sponsors +so that members can quickly and easily find a CMP Sponsor. +CMP Sponsors receiveย a quarterly complimentary copy of RIDโ€™s newsletter, +Standards and Criteria for Approved Sponsors +The integrity of RID Certification requires a commitment to life-long learning +STANDARDS AND CRITERIA FOR APPROVED SPONSORS +A Google group for sponsors where you can discuss situations, ask for opinions and give feedback with other sponsors. +RID searchable database of CMP Sponsors +so that members can quickly and easily find a CMP Sponsor. +Sponsors receive a complimentary copy of RIDโ€™s quarterly magazine, +A publication of scholarly manuscripts, research reports, and practitioner essays and letters relevant to the interpreting profession. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_49_1741389049526.txt b/intelaide-backend/documents/user_3/page_49_1741389049526.txt new file mode 100644 index 0000000..c98d715 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_49_1741389049526.txt @@ -0,0 +1,19 @@ +Interpreting: the act of conveying meaning between people who use signed and/or spoken languages. +Certification provides an independent verification of an interpreterโ€™s knowledge, abilities and ethical standards. +Use our registry to find contact information for a specific member, verify an RID memberโ€™s certification(s) and search for freelance interpreters. +All certified members of RID are required to participate in professional development in order to maintain their certification. +The Ethical Practices System (EPS) is a multi-level grievance system to be utilized when all personal efforts have been exhausted and proven unsuccessful. +RID is dedicated to supporting our members through the provision of benefits and advocacy services. +CASLI develops and operates sign language interpreting testing to ensure a baseline of quality interpreting services. +Canโ€™t find what youโ€™re looking for? +Search below through RIDโ€™s most asked questions for each department. +Or browse our online live document for an extensive list of FAQs. +Empowering you to make strong ethical decisions +Advocating and upholding accountability and integrity for the sign language interpreting profession. +Name change, membership, EPS, CEUs and more! +Find out member benefits, membership support and more! +VIEWS, JOI, RID Press and more. +Contact RID and let us help you. +Monday โ€“ Friday: 9am โ€” 5pm +Thank you for your message. It has been sent. +There was an error trying to send your message. Please try again later. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_4_1741377678959.txt b/intelaide-backend/documents/user_3/page_4_1741377678959.txt new file mode 100644 index 0000000..423a062 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_4_1741377678959.txt @@ -0,0 +1,90 @@ +We advocate for the elevation of the sign language interpreting profession so Deaf, DeafBlind, Hard of Hearing, DeafDisabled, and diverse ASL users can get effective, quality communication access +Who can be an advocate? +You can! And you donโ€™t need any special training or a degree in law, political science, or public policy to do it. +The American Heritage Dictionary defines advocacy as โ€œthe act of pleading or arguing in favor of something, such as a cause, idea, or policy; active support.โ€ Thatโ€™s true, but it can be even simpler. Advocacy allows people and groups to share their opinion with policymakers. These policy makers are usually your elected officials and they vote on many important issues that affect you and people like you. But policymakers canโ€™t represent you and your views effectively if you donโ€™t communicate with them. Advocacy is a powerful tool to help promote the goals and interests of the profession and the Deaf community. +You should advocate anytime there is a policy proposed that will affect you. But you donโ€™t have to wait for someone to propose a change to get involved. Be proactive! Did you know that several states, including Maryland, California, Florida, and New York, currently have no state licensure requirements for community interpreters? If you have an idea for a new law or policy, contact your elected officials. They have the ability to propose legislation that their constituents request. So if you have an idea, share it โ€“ that idea might become a law. +Advocacy can happen at all levels of government and in many different ways. Whether you decide to focus on local, state, or federal issues will depend on you and your interests. Some issues are more appropriately addressed at the state and local level. Still others are better addressed through federal legislation and/or regulation. For example, policies related to Vide Relay Service (VRS) are promulgated through the Federal Communications Commission (FCC), a federal agency. Conversely, many states have enacted legislation regulating interpreters practicing within their borders. +Many advocates start because they witness or experience what they perceive as an injustice. Perhaps you are a certified interpreter losing opportunities to uncertified interpreters because your state doesnโ€™t have a licensure requirement. Or perhaps you are having a hard time convincing organizations and businesses that you are a professional who should be compensated for your time and work. Each advocate has a different reason for becoming more involved, however, most get involved because they encountered a situation that made them say, โ€œSomething has to be done!โ€ This situation defines your core issue or cause and will become the basis of your advocacy efforts. +Everyone approaches advocacy differently, but some principles hold true no matter your approach. First and foremost, be honest. Your credibility as an advocate depends on whether policymakers can trust what you say. Donโ€™t exaggerate facts or statistics and donโ€™t make up information when you donโ€™t know the answer to a question. Be respectful of the policymaker and his or her time. Stay informed so that you can provide as much information to support your opinion as possible. And finally, be persistent. Changing policy takes time and itโ€™s important that you remind policymakers about your issue. Something as simple as a short email can serve as an important tool to keep your issue fresh in a policymakerโ€™s mind. +On which issues should you take action? +You should advocate for any issue that is important to you. Policymakers expect to hear from advocates more than once, so donโ€™t be afraid to contact your legislators about more than one issue. If you are short on time, choose the issue that is most important to you and work on that one first. If you have more time later, you can come back to other issue(s). +At each level of government, there is a process for enacting legislation and policy. Local government enacts ordinances that govern counties, cities, and townships. The state legislature enacts statutes that impact the entire state. Congress enacts laws that apply to each state across the nation. In many cases, advocates find that they are most successful on the local and state levels. +Local governments affect our lives in many ways. Local government officials are charged with the administration of a particular town, county or district, with representatives elected by those who live there. From providing police and fire services to operating parks and libraries, local government touches many facets of our daily lives. Local governments can also regulate businesses located within their jurisdiction, including establishing ordinances that impact people with hearing loss. +The state legislature is responsible for making and amending state laws. The โ€œupperโ€ body is often called the state senate or assembly and those elected to serve in it are called senators. The โ€œlowerโ€ body is called the state house and its members are generally called representatives. (In Nebraska, all state legislators are called senators.) Residents of each district, a specific geographic area, usually elect one or more member(s) to the legislature who are expected to represent their district constituents. State government also has the potential to affect stateโ€™s budget, as well as issues around employment, education and more. +In most cases, your state elected officials are very accessible and want to hear from you. If you have a concern, you can send your legislator(s) an email, call them on the phone, or visit them in their office. Often you will meet or speak directly with the legislator, not with his or her staff. +Congress makes laws that impact the entire United States. The laws passed by Congress are far-reaching, impacting each state in the nation. Congress is able to regulate commerce between states and other important issues that affect every citizen of the United States. +Congress is made up of two โ€œhouses.โ€ The U.S. Senate has 100 elected members โ€“ two from each state. Each state also sends elected representatives to serve in the U.S. House of Representatives, which has 435 members. A stateโ€™s total population determines the number of representatives for that state. States with more residents have the most representatives. +Because the members of Congress serve more constituents than state and local legislators, it can be very difficult to meet or speak directly with one. Instead, you will often speak with a staff person who is charged with communicating your concerns to the member. +As you can see, policy changes for people with hearing loss can happen at all levels of government. You may be wondering where your efforts are most needed or best spent to achieve your policy goals. Whether you advocate for local, state, or federal policy changes largely depends on your issue. If you want your local school system to ban the use of uncaptioned video materials in the classroom, you may want to focus your efforts on local government. You could also bring the issue to the state government so that the mandate applies to every school in the state, not just a singleย county/city/townships. However, if you want internet businesses to provide captioning for their online audio and video content, you should talk to your Congressmen and/or women because the issue affects interstate commerce. +How to Find and Track Legislation +At each level of government, regardless of where you live, the process for enacting legislation is relatively the same. Someone has an idea for a new law or decides that changes should be made to an existing law. The bill is drafted and introduced to the legislature. Then, the issue is debated and may eventually come to a vote. Finally, if a bill is passed, it either becomes law or is vetoed. +To find and track federal legislation, go to: +.ย ย There, you can look up a bill if you already know the number or you can search for bills by keyword. For example, if you type in โ€œhearing aidโ€ and click โ€œSearch,โ€ you will find any legislation related to hearing aids. Once you find the proposed bills you would like to follow, you should keep a document or spreadsheet where you keep track and then visit the site often for updates. +To find your state legislatureโ€™s website, visit: +. Each state varies a bit in how it organizes its legislative information. Most websites, however, have a search function so that you can find bills of interest to you. Another resource on statewide legislation may be your state office or commission of the deaf and hard of hearing. +If you do not have internet access, you can contact your state legislatureโ€™s office or go to a local library for help. +Tracking local legislation is similar to tracking state legislation. Locate the website for your local government and then look for โ€œlegislation,โ€ โ€œcounty council,โ€ or something similar. Most local governments post the ordinances theyโ€™ve voted on in the past, as well as an agenda for upcoming votes. +Again, if you do not have internet access, you can contact your local governmentโ€™s office or go to a local library for help. +Tips on Communicating to Policymakers in Writing +Sending a letter or an email is a great way to communicate your thoughts and feelings to policymakers because it allows you to think about your message, write it down, and then edit it until you feel comfortable with what you are sending. It is also a good alternative to calling on the phone if you are concerned you may get โ€œstage frightโ€ or trouble understanding what is being said. +General Guidelines for Written Communications +Here are some general guidelines for writing letters and emails to your representative: +Your letter or email should address a single topic, issue, or bill. +If you are mailing your letter, typed, one-page letters are best. +The best letters and emails are courteous, to the point, and include specific supporting examples. +Always say why you are writing and who you are.ย  (If you want a response, you must include your name and address, even when using email.) +Provide specific rather than general information about how the topic affects you and others. +If a certain bill is involved, cite the correct title or number whenever possible. +Close by requesting the action you want taken: a vote for or against a bill, or change in general policy. +As a general rule, emails are usually shorter and more to the point. +ALWAYS THANK THEM FOR TAKING THE TIME TO READ THE LETTER/EMAIL. +Personalized letters and emails can have a big impact on policymakers. As a result, advocacy organizations often draft what are called โ€œform letters,โ€ which allow you to simply fill in your contact information and send it to all of your representatives. These letters make it easier for individuals to contact their legislators, thereby increasing the volume of letters received on a particular topic. However, you may want to think twice before sending a form letter. Many legislators worry that form messages donโ€™t reflect the senderโ€™s position. They also may be concerned that the message may have been sent without the constituentโ€™s knowledge. +Whenever possible, write your own email or letter, even if you borrow points from a form letter. The message can be simple and to the point. +Building Relationships with your State and Local Elected Officials +Developing ongoing relationships with your state and local elected officials is an essential part of being an effective advocate because in policymaking, itโ€™s not who you know, but who knows you. +You can build your relationship with your legislators in several ways. +Every time you see a legislator, introduce yourself and tell him or her you live in his or her district. Do this until they recognize you and greet you by name. +Find out more about your legislatorโ€™s background so that you can find a common ground and build a relationship on shared interests. +Learn about your legislatorโ€™s history as a politician. Does he or she serve on a committee that will hear a bill you are supporting? Has he or she voted favorable on your issues in the past? Knowing these things will help shape your conversations about policy changes. +Follow the tips above to communicate with your legislators in person and in writing. +When your state legislature is recessed, schedule a meeting to discuss issues important to you. During a recess, legislators are usually less busy and more available to meet than when the legislature is in session. +Attend local political events and talk with local politicians and leaders in the different political parties. Get to know who people are. +If possible, volunteer for a campaign. Candidates need the help and you can use the time to talk a bit about communication access issues. +Communicate often, even if itโ€™s just a short email checking in on an issue youโ€™ve discussed. +Tips for Visiting Your Elected Officials +Be clear about what you want to achieve. +Determine in advance with which member or staff person you need to meet to achieve this purpose. +When attempting to meet with a legislator, call their staff (usually an Appointment Secretary or Scheduler) at least one week in advance. +Explain who you are and why you want to meet with the legislator. +If you were not able to make an appointment, ask to speak to the delegate or senator when you arrive.ย  If the legislator is not available, ask to speak to their aide. +Be on time, but be prepared to wait. +It is not uncommon for a legislator to be late or for the meeting to be interrupted. +Be flexible, you may have to finish the meeting with a staff person. +15 minutes should be considered your maximum amount of time. +You must be able to get your points across early in the meeting. +Introduce yourself, tell your story, and tell the legislator what action you want them to take. +Bring information and supporting materials to the meeting. +Have a position statement or fact sheet prepared to leave with your legislator. +Wherever possible, show the connection between what you are requesting and the interests of the legislatorโ€™s constituency. +Donโ€™t be awed or intimidated. +You have something they want too โ€“ your vote! +Be prepared to answer questions or provide additional information. +Let the legislator know how you will follow up with the meeting โ€“ letter, phone call, additional meeting, etc. +Thank them for taking the time to meet with you. +Write a thank you letter that outlines the different points raised during the meeting.ย  Repeat the action you want them to take. +Send the letter that day! (Or, at the most, within 3 days of the meeting). +Whether you call it community organizing, grassroots advocacy, or something else, organizing is an important tool to create systemic change. While every individual can make an impact by contacting his or her legislators, the principle of โ€œstrength in numbersโ€ holds true in policy advocacy. The more people who support a cause or piece of legislation, the more likely it is that legislators will take action. +When you can find other groups with the same or similar goals as yours, it is important to work together to solve a shared problem. For example, are there other affiliate chapters in your state that you can contact? What about the state association of the Deaf or other Deaf service organizations? While each organization has its own philosophy and priorities, there are likely issues you can agree on and work together to promote. For example, each organization would likely support a law that would raise interpreter standards in the state. +There are many ways you can build support for your issue or cause. You can: +Attend local events hosted by Deaf and interpreter organizations to discuss your issue and garner support. +Establish a Facebook and/or Twitter page to reach out to interested parties and keep potential supporters informed. +Set up a Yahoo or Google group to share information and communicate with supporters. +Begin blogging about your issue or cause. +Create a website where people who are interested in learning more about your issue can get information, sign up for updates, or contact you with questions. +Host a demonstration or a rally to draw attention from individuals and the media. +Develop a petition to submit to legislators indicating support for your issue. +Start a letter/email campaign to showcase how many people support your issue. +Testify on behalf of or in opposition to legislation related to your issue. +Canโ€™t find what youโ€™re looking for? +Search below through RIDโ€™s most asked questions for each department. +Or browse our online live document for an extensive list of FAQs. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_50_1741389053609.txt b/intelaide-backend/documents/user_3/page_50_1741389053609.txt new file mode 100644 index 0000000..72d05c9 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_50_1741389053609.txt @@ -0,0 +1,307 @@ +Resources regarding recent Presidential Executive Orders +Executive Orders and White House Information +What is an Executive Order and how is it different from a law? +โ€“ย American Civil Liberties Union (ACLU) +โ€“ US Equal Employment Opportunity Commission +Executive Orders affecting charitable nonprofits +โ€“ย National Council of Nonprofits +DEIA Offices, Programs and Initiatives +DEI in Government and Private Sector +Further Guidance Regarding Ending DEIA Offices, Programs and Initiatives +โ€“ Chief Human Capital Officers Council +Additional DEIA Guidance to Agencies +โ€“ Office of Personnel Management +A clarification MEMO from the federal Office of Personnel Management (OPM) clarifies that accommodating deaf people with sign language interpreting is +in the anti-DEIA executive orders. +The what and why of interpreting +The expectations and standards for you to know. +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the membership in outlining standard practices and positions on various interpreting roles and issues. You may print out the SPPs below and then make the number of copies needed. +An Overview of K-12 Educational Interpreting +Use of a Certified Deaf Interpreter +Interpreting in Mental Health Settings +Interpreting in Health Care Settings +Interpreting for Individuals who are Deaf-Blind +Professional Sign Language Interpreting Agencies +The Field of Interpreting โ€“ Opportunities and Growth +The field of interpretation is currently in an exciting period of growth as a career profession. As we work to eliminate the perception of interpretation as just a โ€œjobโ€ that any individual with an interest can undertake, we are seeing the field gain momentum in reputation that encompasses quality and respect. With supply not meeting the current demand, interpreters have become an invaluable tool in communication access between Deaf and hard-of-hearing individuals. +Interpreting is a human service-related field that is utilized in a myriad of different life situations, such as medical, mental health, law, education, etc. An interpreter, who must uphold the +, is a bilingual and bicultural professional working in a true profession and should be regarded as such. +Because interpreters are key to communication access, RID strives to maintain high +for members in various ways, including credentials, continuing education, and standard practice papers. +If you are thinking of interpreting as a career, we hope that this information will be helpful in your decision-making process. If you need more information, please do not hesitate to contact +. Learn more about interpreting as a career in the section below +Why You Should Become a RID Certified Interpreter +Is the process of transmitting spoken English into American Sign Language (ASL) and/or gestures for communication between Deaf and hearing individuals; +Enhances the quality of interaction between the Deaf and hard-of-hearing communities; +Serves as a tool in bridging communication gaps; +Is a profession that is highly dynamic and sophisticated; +Offers a career that allows one to grow with each knowledge building experience. +A committed individual to not only achieve certification but to also maintain and grow the skills needed +Physical stamina, endurance and the ability to emotionally handle an assignment and adhere to confidentiality +A great knowledge of the English language and the ability to speak clearly, be audibly heard and to portray the feelings and emotion of the speaker, whether voice or sign interpreting +An understanding that interpreting is a complex process that requires linguistic, cognitive and technical skills +Sign language interpreting is a rapidly expanding field. Schools, government agencies, hospitals, court systems and private businesses employ interpreters.ย  Interpreters work in a variety of settings including medical, legal, religious, mental health, rehabilitation, performing arts and business. +The interpreting field is experiencing an increase in demand for qualified interpreters. This is due, in part, with the advent of Video Relay Service (VRS) and Video Remote Interpreting (VRI). These services offer consumers access to real-time visual communication with the hearing community. As the methods of communication increase between the Deaf and hearing communities through technological advancements, we will also experience an increase in demand for the number of qualified interpreters to be utilized through these techniques. +Sign Language/spoken English interpreters are highly skilled professionals that facilitate communication between hearing individuals and the Deaf or hard-of-hearing. They are a crucial communication tool utilized by all people involved in a communication setting. Interpreters must be able to listen to another personโ€™s words, inflections and intent and simultaneously render them into the visual language of signs using the mode of communication preferred by the deaf consumer. The interpreter must also be able to comprehend the signs, inflections and intent of the deaf consumer and simultaneously speak them in articulate, appropriate English. They must understand the cultures in which they work and apply that knowledge to promote effective cross-cultural communications. +Interpreting requires specialized expertise. While proficiency in English and in sign language is necessary, language skills alone are not sufficient for an individual to work as a professional interpreter. Becoming an interpreter +Is a complex process that requires a high degree of linguistic, cognitive and technical skills; +Takes a committed individual to not only achieve certification but to also maintain and grow the skills needed; +Requires physical stamina, endurance and the ability to emotionally handle an assignment and adhere to confidentiality; +Necessitates a great knowledge of the English language and the ability to speak clearly, be audibly heard and to portray the feelings and emotion of the speaker, whether they are voice or sign interpreting. +The Americans with Disabilities Act requires the provision of qualified interpreters in a variety of settings. It states that โ€œTo satisfy this requirement, the interpreter must have the proven ability to effectively communicateโ€ฆโ€ +One important measure of an interpreterโ€™s proven ability is professional credentials. Credentials are obtained by taking and passing an assessment of your skills. RID provides testing for national certification. +All Types of Sign Language +Sign language is no more universal than spoken languages. American Sign Language (ASL) is the language used by a majority of people in the Deaf community in the United States, most of Canada (LSQ is used in Quebec), certain Caribbean countries and areas of Mexico. Other areas of the world use their own sign languages, such as England (British Sign Language) and Australia (Australian Sign Language). +American Sign Language (ASL) is a distinct visual-gestural-kinesthetic language. While it borrows elements from spoken English and old French sign language, it has unique grammatical, lexical and linguistic features of its own. It is not English on the hands. +Because ASL is not English, educators have developed a number of signed codes which use ASL vocabulary items, modify them to match English vocabulary, and put them together according to English grammatical rules. These codes have various names including Signed Exact English (SEE) and Manual Coded English (MCE). Additionally, when native speakers of English and native users of ASL try to communicate, the โ€œlanguageโ€ that results is a mixture of both English and ASL vocabulary and grammar. This is referred to as PSE (Pidgin Signed English) or contact signing. +Whether you are a beginner, an advanced signer or a Child of a Deaf Adult (CODA), RID is here to help you understand what it takes to become a professional and qualified interpreter. Fascination with sign language and/or the desire to โ€œhelpโ€ are admirable, but these alone are not qualifications to be interpreting for persons who are Deaf or hard of hearing. Patience, persistence, dedication and professional training are just some of the few key elements that are crucial to becoming a successful interpreter. +Why You Should Become a RID Certified Interpreter +What Interpreting is and How to Get Started +the act of conveying meaning between peopleย who use signed and/or spoken languages +Professional sign language interpreters develop interpreting skills through extensive training and practice over a long period of time. Before committing to this profession, it is imperative that you prepare yourself for the expectations, requirements and standards that will be asked of you. +Below are a few resources that will help guide you along the process: +Discover Interpreting was established from a grant issued by the U.S. Department of Education Rehabilitation Services Administration, CFDA 84.160A and 84.160B, as a response to the ASL interpreter shortage. This is an excellent tool to help inspire individuals who are interested in pursuing a career in the field of interpreting, close the โ€œgapโ€ between graduation and certification, and to increase the number of qualified interpreters. +The Commission onย Collegiate Interpreter Education +CCIE wasย established to promote professionalism inย the field of sign language interpreter education through an accreditation process. This siteย provides a list of accredited programs to help youย prepare to enter the field of interpreting. +Interpreter Training and Preparation Programs +These programs provide you with the education and knowledge base to develop the skills to become an interpreter. +*NEW* View an intensive spreadsheet of available 2 and 4 year ITP programs +(Resource made available by CCBC Program Assistant Jesse Hammons, CIT and CCBC) +RIDโ€™s Certification Programs measure your knowledge and skill level and provides you with the appropriate level credentials for your testing skills. +NAD-RID Code of Professional Conduct +The NAD-RID Code of Professional Conduct sets the standards to which allย certified members of RID are expected to adhere. +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the membership in outlining standard practices and positions on various interpreting roles and issues. These SPPs are excellent resources to educate all interpreters as well as hearing and deaf clients, the general public, business contacts, school personnel, doctors and nurses, etc. See the section above for our SPPs. +RID Affiliate Chapters and Local Chapters +Your affiliate or local chapter can serve as an excellent source for guidance, mentorship and information. +ASL Fluency and Learning the Language +How long does it take to become fluent in Japanese, Russian or any other foreign language? Language fluency, be it spoken or visual, requires time, dedication, study, immersion in the language community, and constant practice. While you may have the potential to handle communication of simple concepts of daily life after just three classes, it will most likely take you years to be comfortably fluent in native conversations at normal rates discussing complex topics. +Sign language classes are offered throughout the community at schools and colleges, churches and recreation departments. Some of these are excellent, and some are very poor. The classes may be ASL, PSE, SEE or some mixture of all. Instructors may be experienced, professional educators, or people who have only taken a few classes themselves. Buyer beware! +Some things to consider or ask when choosing a class: +Is the instructor native or near-native fluent in American Sign Language (ASL)? +Fluency in the language could be evidenced by RID certification or NAD or state Quality Assurance (QA) ratings in interpreting, or by an advanced or superior rating on the SCPI (Sign Communication Proficiency Interview). Be wary of instructors who just recently took classes themselves. +Is the instructor involved in the Deaf community and with professional organizations? +It is very beneficial if the instructors have formally studied the language and the teaching profession. Credentials to look for include membership in the American Sign Language Teachers Association (ASLTA) and/or the Conference of Interpreter Trainers (CIT) as well as organizations such as RID, NAD and Black Deaf Advocates (BDA). +What do you know about the organization offering the class? +What is the history and reputation of the organization with regard to sign language education? Does the organization provide you with additional materials on sign language? Are you provided with information on what is happening in the Deaf community? Does the organization provide you guidance regarding your next steps once you learn the basics? +Does the Deaf community support this class and organization? +People who are native ASL signers and involved in the Deaf community see โ€œgraduatesโ€ from various classes. Seek their guidance on which classes they recommend? +What has become of previous graduates of the class? +What have they accomplished since they finished their studies? Has the class been helpful? Do they feel they learned what they needed? +An interpreter program is a formalized education program with a dedicated curriculum that is offered through a college, university or technical school that prepares students for a career in the field of interpreting. There are college and university programs around the country. A majority offer associate degrees in interpreting, but the number of bachelor programs is increasing. Additionally, a handful of schools offer master degrees in interpreting. +For a list of available programs +. Please note that this may not be a complete, up-to-date list. To confirm that the program is accredited, you can visit +.ย Please contact your local college, university or technical school to see what programs they may offer, if any. Also, contact your +for more information on interpreting programs in your area. +Beginning July 1, 2012, exam candidates will be required to hold a degree (any major) or submit an approved +. ย recorded in their RID account.ย While you mayย receive a degree in any field, one may find the background, skills development and theory learned in a recognized interpreter program are extremely beneficial in getting your national certification. +Most interpreterย educationย programs provide you with the knowledge and skills to begin pursuing an interpreting career as well as a foundation to begin preparing for certification. Completion of a program is more like a driverโ€™s permit that lets you operate in certain protected situations. Continued practice, participation in workshops and training experiences, and work with mentors will help prepare you to earn your certification. And certification opens many doors to a successful career for you in the interpreting profession. +To be a successful interpreter, you need a wide range of general knowledge. A degree is an important way to gain that knowledge. The higher the degree, the more diverse and complete your general knowledge will be. In many interpreting jobs in school systems, your salary is partly based on your degree. Interpreting is a very complex task and requires a high degree of fluency in two languages. Will you be able to master the language and the interpreting task during the length of the program you are considering? +In general, the more education a person can get, the better they will do. But, the quality of the education is important as well. Here are some questions to consider when choosing a program: +Is the program up-to-date and well respected by the Deaf and interpreting communities? +Are its faculty members affiliated with and actively involved in professional organizations? +What kind of credentials do they have? +Are the program graduates working in the field and getting their credentials? +What kinds of resources are available to students and faculty? +There is a strong need for qualified interpreters with credentials as we are currently experiencing a period in the interpreting field where supply is not keeping up with demand. The greatest demand for interpreters is in medium-to-large cities. The more mobile you are, the more likely you are to find an interpreting job. +Interpreters typically fall in one of three categories: +Agency interpreter, meaning that you are employed by an agency that provides you job assignments. +Free-lance interpreter, meaning that you are responsible for finding and maintaining your own client base +Contracted interpreter, meaning that you take on aspects of both the agency interpreter and the freelance interpreter. You provide services to an interpreter services agency or to other agencies in accordance with the terms and conditions of a particular contract or contracts. You are not an employee of the interpreter services agency or any other agencies for which they provide services +You donโ€™t have to wait until you are a practicing interpreter to become a RID member. Join today and enhance your networking opportunities within the field of professional interpreting. +If you already interpret out in the community but are not yet RID certified, you qualify to join as an Associate member. If you are a student in an Interpreter Training Program, you can join as a Student member. +If you are neither of the above yet still want to reap the +of membership, then join as a Supporting member. +The more unified we become as an overall profession, the greater our voice and the more impact we will have. +Educational Interpreters have always been an important part of the mission and programs of RID.ย For many years, RID has received feedback from educational interpreters that they were overlooked as a population by the majority of publications, +articles, conferences and workshops that we provide. +Realizing that RID would have a greater voice and a larger volume of impact if we embraced other populations in the interpreting profession, we have taken great strides to become more inclusive to the educational interpreter and wholeheartedly welcome you into RIDโ€™s membership. +Fromย the fall of 2006 to the summer of 2016, RID recognized individuals who passed the Educational Interpreter Performance Assessment (EIPA) written and performance tests at the level of 4.0 or higher as certified members of the association. +Overview of K-12 Educational Interpreting Standard Practice Paper +The Educational Interpreter Resources Toolkit, which wasย prepared by the 2007 โ€“ 2009 Educational Interpreting Committee (EIC), serves as an excellent resource tool to assist educational interpreters in the work they do. +This Resources Toolkit may serve as your โ€˜Home Baseโ€™ in discovering tools that can assist you in getting valuable information for the work you do serving students in the educational setting, K-12. +Educational Interpreter Resources Toolkit (full document) +Section I: Laws & Policy Supporting Deaf Education +Section II: Database & Tools for Finding Additional Resources +Section IV: Books, Journals & Articles of Interest +Section V: State Specific Educational Interpreting Guidelines +Section VI: Resources to Share with School Personnel +Section VII: Resources to Share with Students & Parents +The Educational Interpreter Committee (EIC), in collaboration with the Interpreters in Educational and Instructional Settings (IEIS) member section conducted two surveys during their 2007-2009 term; a survey of both RID affiliate chapter presidents and interpreters working in educational settings. The purpose of the surveys were, respectively speaking, to: learn what affiliate chapter presidents know about and were doing for educational interpreters and to discover what educational interpreters know about and found value in RID affiliate chapters. +For detailed information about the books, reference materials and publications we offer to interpreters, please visit ourย online store.ย Some of the titles of relevant publications to the educational interpreter include: +โ€œEducational Interpreting: A Collection of Articles From VIEWSโ€ย ย by various authors andย โ€œEncounters With Reality: 1001 Interpreter Scenariosโ€ย by Brenda Cartwright +The scholarship program is undergoing some changes and updates to better serve our membership. Once it is ready, we will make an announcement. Thank you for your support and patience! +RID Scholarships and Awards program +recognizes our colleagues who have made a significant impact on our lives, careers, and the interpreting profession. These awards serve as a small tribute to their sustained contributions to the profession. +We all have someone who has impacted our lives in one way or another, whether a mentor who has provided the necessary guidance and advice, a friend who demonstrates true commitment, a teacher who pushes us to reach our potential or a colleague who inspires us and sets new standards for success. +The recipients of these awards are the individuals who have gone the extra mile for the profession; have served as role models, teachers, trainers, mentors, or colleagues; or have just been there as a support and confidante. They have achieved personal success and have now dedicated themselves to the betterment of the profession as a whole. In short, they are inspiring motivators for all of us. +โ€“ CIT is the professional organization of interpreter educators. This site also provides information about the Commission on Collegiate Interpreter Education, the accreditation body for interpreting programs. +โ€“ Mana a Mano is a national organization of interpreters who work in Spanish-influenced setting. +National Alliance of Black Interpreters, Inc.ย โ€“ NAOBI is the national association that supports sign language interpreters from the African diaspora. +Association of Visual Language Interpreters of Canada +โ€“ AVLIC is RIDโ€™s counterpart in Canada โ€“ it is the only certifying body for ASL-English interpreters in Canada.ย  AVLIC was established in 1979 and has several Affiliate Chapters across the country. +European Forum of Sign Language Interpreters +โ€“ EFSLI is a membership organization of sign language interpreters from both in and out of the European Union. +Sign Language Interpreters Association of New Zealand +โ€“ SLIAZ is a national professional association which represents and advances the profession by informing members and consumers and promoting high standards of practice and integrity in the field. +World Association of Sign Language Interpreters +โ€“ WASLI was established 23 July 2003 during the 14th World Congress of the World Federation of the Deaf in Montreal Canada with the aim to advance the profession of sign language interpreting worldwide. +โ€“ SignLanguage offers a unique reference point on sign language and communication basics. This Web site has brought together expert information and a look at British Sign Language (BSL) along with the histories. +World Association of Sign Language Interpreters +โ€“ WASLI was established 23 July 2003 during the 14th World Congress of the World Federation of the Deaf in Montreal Canada with the aim to advance the profession of sign language interpreting worldwide. +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the membership in outlining standard practices and positions on various interpreting roles and issues. You may print out the SPPs below and then make the number of copies needed. +An Overview of K-12 Educational Interpreting (2010) +Qualified educational interpreters/transliterators are a critical part of the educational day for children who are deaf or hard of hearing. This paper addresses the legal requirements, roles and duties of the educational interpreter, including qualifications, and guidelines for districts when hiring an educational interpreter. +Video remote interpreting (VRI) is a fee-based interpreting service conveyed via videoconferencing where at least one person, typically the interpreter, is at a separate location. As a fee based service, VRI may be arranged through service contracts, rate plans based on per minute or per hour fees, or charges based on individual usage. +Use of a Certified Deaf Interpreter (1997) +A Certified Deaf Interpreter (CDI) is an individual who is deaf or hard of hearing and has been certified by the Registry of Interpreters for the Deaf as an interpreter. In addition to excellent general communication skills and general interpreter training, the CDI may also have specialized training and/or experience in use of gesture, mime, props, drawings and other tools to enhance communication. +Interpreting in Legal Settings (2007) +Legal interpreting encompasses a range of settings in which the deaf person interacts with various parts of the justice system. Legal interpreting naturally includes court interpreting; however, a legalย interpreterโ€™s work is not restricted to the courtroom. +Interpreting in Mental Health Settings (2007) +This Standard Practice Paper addresses the unique challenges faced by interpreters working in mental health settings and the skill set needed to successfully meet those challenges. +Interpreting in Religious Settings (2007) +Religious interpreting occurs in settings which are spiritual in nature. These settings can include worship services, religious education, workshops, conferences, retreats, confession, scripture study, youth activities, counseling, tours and pilgrimages, weddings, funerals and other special ceremonies. +Video Relay Service Interpreting (2007) +Video relay service (VRS) is a free telephone relay service using video technology to allow deaf and hard of hearing persons to make and receive phone calls using American Sign Language (ASL). VRS, as an industry, has grown exponentially since its inception in 2000 as an offshoot of traditional Telecommunications Relay Service (TRS) or text-based relay services. +Interpreting in Health Care Settings (2007) +Effective communication between consumers who are deaf and health care providers is essential. When the consumers and health care providers do not share a common language, a qualified sign language interpreter can facilitate communication. A consumer who is deaf could be the patient, a relative or companion who is involved in the patientโ€™s health care. +Between 1990 and 2007, Repetitive Stress Injuries (RSIs) increased an unbelievable 80 percent. The New York Times called RSI โ€œthe epidemic of the 90s and beyond.โ€ More than 9.5 million U.S. workers were stricken with RSI in the last year alone including journalists, computer users, cashiers, surgeons, assembly line workers, meat processors and, of course, interpreters, to name a few. +Coordinating Interpreters for Conferences (2007) +The purpose of this paper is to provide you, the conference interpreter coordinator(s), with information that will support your work ensuring conference communication access for deaf, hard of hearing and/or Deaf-blind participants. The links you will find throughout this text will supplement, further explain and/or provide samples of tools you may use or modify for your work. +Team interpreting is the utilization of two or more interpreters who support each other to meet the needs of a particular communication situation. Depending on both the needs of the participants and agreement between the interpreters, responsibilities of the individual team members can be rotated and feedback may be exchanged. +Interpreters work in a variety of settings and situations; some are employees of institutions, agencies and companies, and some are self-employed. Interpreters who are self-employed are less likelyย to encounter situations in which non-interpreting duties are expected of them. +Interpreting for Individuals who are Deaf-Blind (2007) +The spectrum of consumers who utilize Deaf-Blind interpreting services consists of individuals with differing degrees of vision loss and hearing loss. The amount and type of vision and hearing a person has determines the type of interpreting that will be most effective for that individual. +Oral transliterators, also called oral interpreters, facilitate spoken communication between individuals who are deaf or hard of hearing and individuals who are not. Individuals who are โ€œoralistsโ€ useย speech and speechreading as their primary mode of communication and may or may not know or use manual communication modes or sign language. +Professional Sign Language Interpreting (2007) +Sign language interpreting makes communication possible between people who are deaf or hard of hearing and people who can hear. Interpreting is a complex process that requires a high degree ofย linguistic, cognitive and technical skills in both English and American Sign Language (ASL). +Business Practices: Billing Considerations (2007) +RID does not dictate or restrict business practices. It does however, expect interpreters to conduct business in a manner consistent with the NAD-RID Code of Professional Conduct. There are regional differences in billing practices for interpreting services. +RID believes that the mentoring relationship is of benefit to consumers of interpreting services as well as to those in the interpreting profession. Each mentoring situation is unique depending upon the individuals involved and the goals of the relationship. +Interpreting for the performing arts spans the full spectrum of genres from Shakespeare to new works, including but not limited to childrenโ€™s theatre, musical theatre, literary readings, concerts, traditional and non-traditional narratives. This type of interpreting happens on traditional stages for local companies, for touring shows, in alternative spaces, museums and galleries, and in educational settings, to name a few. +Professional Sign Language Interpreting Agencies (2014) +This paper considers โ€œinterpreting agencyโ€ to include both non-profit and for-profit entities, as well as those individuals and groups who coordinate sign language interpreting services in larger organizations such as school disability services coordinators, etc. +The Registry of Interpreters for the Deaf, Inc. (RID), the national professional association of sign language interpreters in the United States, created this Professional Practice Paper (P3) to introduce the work of Deaf interpreters (DIs) as a generalist practitioner. Historically, Deaf individuals have provided ad hoc interpreting services within the Deaf communities. Although RID began credentialing Deaf individuals in 1972, a severe shortage of certified DIs continues today. +RIDโ€™s position on important issues. +RID/NAIE Joint Position Statement on Perez v. Sturgis County Schools System +The Supreme Court of the United States issued a unanimous opinion on the matter of Perez v. Sturgis County School System on March 21, 2023. +We, The Registry of Interpreters for the Deaf (RID), recognize the unique skills and abilities necessary to effectively interpret press conferences and emergency notifications. +In order to promote excellence in interpreting, all interpreters should demonstrate skill, knowledge, and ability through the attainment of certification. +Misrepresentation of Certifications and Credentials +The official RID certifications are listed on this webpage: +.ย  Anything other than those listed are not recognized by RID as valid credentials or certifications. +How to provide and what to look for +Understanding what it is and why people need it. +Why Use RID Certified Interpreters +Why should my interpreter be certified by and/ or a member of RID? +Registry of Interpreters for the Deaf, Inc. is the sole nationally-recognized certifying body of professional American Sign Language interpreters and transliterators. All members of RID, certified or not, are expected to comply with the NAD-RID Code of Professional Conduct +and are subject to our Ethical Practices System +where a consumer or colleague may file a grievance against any member who does not comply with the CPC. +Please view the PDF here to read more about why you should use a RID certified interpreter. +The Americans with Disabilities Act (ADA) +defines โ€œqualified interpreterโ€ in its Title III regulation as: +โ€œan interpreter who is able to interpret effectively, accurately and impartially both receptively and expressively, using any necessary specialized vocabulary.โ€ +This definition continues to cause a great deal of confusion among consumers, service providers and professional interpreters. While the definition empowers deaf and hearing consumers to demand satisfaction, it provides no assistance to hiring entities (who are mandated by ADA to provide interpreter services) in determining who is โ€œqualifiedโ€ BEFORE services are provided. This is a critical point. Without the tools or mechanisms to identify who has attained some level of competency, hiring entities are at a loss on how to satisfy the mandates of ADA in locating/providing โ€œqualifiedโ€ interpreter services. +Code of Professional Conduct (CPC) +A code of professional conduct is a necessary component to any profession to maintain standards for the individuals within that profession to adhere. It brings about accountability, responsibility and trust to the individuals that the profession serves. +Originally, RID, along with the National Association of the Deaf (NAD), co-authored the ethical code of conduct for interpreters. At the core of this code of conduct are the seven tenets, which are followed by guiding principles and illustrations. +The tenets are to be viewed holistically and as a guide to complete professional behavior. When in doubt, one should refer to the explicit language of the tenet. +Interpreters adhere to standards of confidential communication. +Interpreters possess the professional skills and knowledge required for the specific interpreting situation. +Interpreters conduct themselves in a manner appropriate to the specific interpreting situation. +Interpreters demonstrate respect for consumers. +Interpreters demonstrate respect for colleagues, interns, and students of the profession. +Interpreters maintain ethical business practices. +Interpreters engage in professional development. +Click here to access the full version of the +RID Code of Professional Conduct +Coฬdigo de Conducta Profesional de la NAD-RID en Espaรฑol +The 2022 ASL version of the CPC was filmed and produced by +Attempting to take over where the ADA leaves off with this definition, RID, in its role as the national association representing the profession, strives to maintain high standards for its members โ€“ above and beyond that required by the ADA. This elevates the interpreter holding RID credentials and sets the bar for interpreting services throughout the profession. +Possessing RID certification is a highly valued asset for an interpreter and helps you to stand above the rest. For the betterment of the profession and the service to the consumer, RID has a tri-fold approach to the standards it maintains for its membership: +strive to maintain strict adherence to nationally recognized, testing industry standards of validity, reliability, equity and legal defensibility. +is an avenue through which the continued skill development of certified interpreters/transliterators is monitored and nourished +Code of Professional Conduct (CPC) +are two vehicles which provide guidance and enforcement to professionalism and conduct. The EPS provides an opportunity for consumers to address concerns or file complaints regarding the quality of interpreter/transliterator services, and the CPC sets the standards to which all individuals holding RID certification are expected to adhere. +Learn more about RIDโ€™s Standard Practice Papers>> +The Growth of the Profession +The growth and maturation of the profession has also created a movement in many states to consider state licensure requirements for its interpreters. Many states have passed the necessary legislation for this requirement. +In addition to an increased number of state licensure laws, there has also been a steady increase in the number of interpreter training/preparation programs (ITPs) available as well as professional training opportunities, such asย workshops and conferences, offered at the local, state, regional and national level. +With these advancements, โ€œstandardsโ€ or the โ€œnormโ€ for interpreters 15 years ago are really no longer relevant today. +All professions go through maturation phases. In nursing, there are delineated differences between an orderly, nurseโ€™s aide, LVN and RN; in law, the same holds true between a legal secretary, a paralegal and an attorney. In many professions, such as nursing and law, states have implemented clear-cut requirements and standards for that profession including timelines and an organizational structure for when and how these requirements would be met. +We are at a point in the interpreting profession to not only witness but impact the progress and journey down this path. +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the membership in outlining standard practices and positions on various interpreting roles and issues. You may print out the SPPs below and then make the number of copies needed. +An Overview of K-12 Educational Interpreting +Use of a Certified Deaf Interpreter +Interpreting in Mental Health Settings +Interpreting in Health Care Settings +Interpreting for Individuals who are Deaf-Blind +Professional Sign Language Interpreting Agencies +The more unified we become as an overall profession, the greater our voice and the more impact we will have. +Educational Interpreters have always been an important part of the mission and programs of RID.ย For many years, RID has received feedback from educational interpreters that they were overlooked as a population by the majority of publications, +articles, conferences and workshops that we provide. +Realizing that RID would have a greater voice and a larger volume of impact if we embraced other populations in the interpreting profession, we have taken great strides to become more inclusive to the educational interpreter and wholeheartedly welcome you into RIDโ€™s membership. +Fromย the fall of 2006 to the summer of 2016, RID recognized individuals who passed the Educational Interpreter Performance Assessment (EIPA) written and performance tests at the level of 4.0 or higher as certified members of the association. +Overview of K-12 Educational Interpreting Standard Practice Paper +The Educational Interpreter Resources Toolkit, which wasย prepared by the 2007 โ€“ 2009 Educational Interpreting Committee (EIC), serves as an excellent resource tool to assist educational interpreters in the work they do. +This Resources Toolkit may serve as your โ€˜Home Baseโ€™ in discovering tools that can assist you in getting valuable information for the work you do serving students in the educational setting, K-12. +Educational Interpreter Resources Toolkit (full document) +Section I: Laws & Policy Supporting Deaf Education +Section II: Database & Tools for Finding Additional Resources +Section IV: Books, Journals & Articles of Interest +Section V: State Specific Educational Interpreting Guidelines +Section VI: Resources to Share with School Personnel +Section VII: Resources to Share with Students & Parents +The Educational Interpreter Committee (EIC), in collaboration with the Interpreters in Educational and Instructional Settings (IEIS) member section conducted two surveys during their 2007-2009 term; a survey of both RID affiliate chapter presidents and interpreters working in educational settings. The purpose of the surveys were, respectively speaking, to: learn what affiliate chapter presidents know about and were doing for educational interpreters and to discover what educational interpreters know about and found value in RID affiliate chapters. +For detailed information about the books, reference materials and publications we offer to interpreters, please visit ourย online store.ย Some of the titles of relevant publications to the educational interpreter include: +โ€œEducational Interpreting: A Collection of Articles From VIEWSโ€ย ย by various authors andย โ€œEncounters With Reality: 1001 Interpreter Scenariosโ€ย by Brenda Cartwright +Donโ€™t be overwhelmed by the process of hiring an interpreter! Let RID help! +As the hiring entity, you have the option to hireย individualsย directly or through anย interpreter service agency. To begin your search, go to ourย searchable databaseย and search by city and/or state. Not all interpreters and/or agencies are RID members and, as a result, may not be listed. If you have difficulty finding a resource in your area, +Use thisย search tool to find contact information for a specific member, verify an RID memberโ€™s certification(s) and search for freelance interpreters using specific credentials for your assignment. For example, if you need a certified member who has their legal certification in your city, this is the search tool to use. +Use this search tool to find local interpreter referral agencies for upcoming assignments you have. This is also a great tool to hire an agency for a contract. When working with an agency, you do not directly contact interpreters. Instead, the agency does the work for you and matches a working interpreter to your specific assignment. +As a non-profit membership association, RID and its affiliate chapters are not allowed by federal law to give advice as to salary and/or hourly rates. Rates for interpreters are market driven, vary greatly by region, and are negotiated between the individual or agency and the hirer. +RID and its affiliate chapters also do not give advice as to accessibility issues, such as the Americans with Disability Act (ADA). You should directly contact the +U.S. Department of Justice and the ADA Office +or other government agencies that oversee access. For an additional informational resource, please look at this National Association of the Deaf web page on +American Sign Language Related Graphics +โ€“ Provides short video clips showing how to sign words in ASL +Americans with Disabilities Act (ADA) Information +โ€“ Contains information and helpful resources pertaining to the Americans with Disabilities Act (ADA). +โ€“ Information from the U.S. Department of Justice about the ADA and tax benefits for small and large businesses, as well as IRS information. +CART Services (Communication Access Realtime Translation) +โ€“ Sponsored by the National Court Reporters Association, this site has general information about CART, how to find a provider and what to expect. In addition, the site discusses different setting where CART is used. +American Association of the Deaf-Blind +โ€“ AADB is a national consumer organization of, by and for deaf-blind Americans and their supporters. Deaf-blind includes all types and degrees of dual vision and hearing loss. +Coalition of Organizations for Accessible Technology +โ€“ COAT is a coalition of over 300 national, regional, state, and community-based disability organizations, including RID.ย COAT advocates for legislative and regulatory safeguards that will ensure full access by people with disabilities to evolving high speed broadband, wireless and other Internet Protocol (IP) technologies. +National Association of the Deaf +โ€“ NADโ€™s mission is to promote, protect and preserve the rights and quality of life of deaf and hard of hearing individuals in the United States of America. +National Association of State Agencies of the Deaf and Hard of Hearing +โ€“ NASADHH functions as the national voice of state agencies serving Deaf and Hard of Hearing people and promote the implementation of best practices in the provision of services. +โ€“ IDC is a non-profit organization of Deaf and Hard of Hearing American Indians whose goals are similar to many Native American organizations. IDC promotes the interests of its members by fostering and enhancing their cultural, historical and linguistic tribal traditions. +โ€“ The NADC provides cultural awareness and advocacy for the interests of the Asian Deaf and Hard of Hearing Community. +โ€“ NBDAโ€™s mission is to promote leadership development, economic and educational opportunities, social equality, and to safeguard the general health and welfare of Black deaf and hard of hearing people. +World Federationย of the Deaf +โ€“ WFD is an international non-governmental organization representing approximately 70 million deaf people worldwide. Most important among WFD priorities are deaf people in developing countries; the right to sign language; and equal opportunity in all spheres of life, including access to education and information. +โ€“ NDRN is the nonprofit membership organization for the federally mandated Protection and Advocacy (P&A) Systems and Client Assistance Programs (CAP) for individuals with disabilities. Collectively, the P&A/CAP network is the largest provider of legally based advocacy services to people with disabilities in the United States. +Disabled Peopleโ€™s Association โ€“ Singapore +โ€“ DPA is a non-profit, cross-disability organization whose mission is to be the voice of people with disabilities, helping them achieve full participation and equal status in the society through independent living. +Information and Resources on Deafness +ADA Hospitality: A Guide to Planning Accessible Meetings +โ€“ The Mid-Atlantic ADA Center and TransCen, Inc. sponsored the publication in recognition of the 25th anniversary of the transformational Americans with Disabilities Act of 1990. Helping you navigate, plan, and create accessible meetings, events, and conferences that serve all your guestsโ€™ needs. +Described and Captioned Media Program +โ€“ The DCMPโ€™s mission is to provide all persons who are deaf or hard of hearing awareness of and equal access to communication and learning through the use of captioned educational media and supportive collateral materials. The DCMP also acts as a captioning information and training center. +โ€“ The Laurent Clerc National Deaf Education Center provides a variety of information and resources on deafness. +โ€“ Resources and help for deaf, deaf-blind or hard of hearing women trying to leave abusive relationships. +National Institute on Deafness and Other Communication Disorders +โ€“ One of the National Institutes of Health, the NIDCD works to improve the lives of people who have communication disorders. This website focuses on medical information and research. +Services for Deaf and DeafBlind women +โ€“ย ADWAS provides comprehensive services to Deaf and Deaf-Blind victims/survivors of sexual assault, domestic violence, and stalking. ADWAS believes that violence is a learned behavior and envisions a world where violence is not tolerated. +Addiction Treatment for Individuals Deaf and Blind +โ€“ย Addiction can be a harrowing experience for anyone. Individuals who are deaf, hard of hearing, blind, or visually impaired can especially find this experience daunting, as theyโ€™re faced with not only overcoming an addiction, but attempting to find a treatment program that recognizes and respects their unique challenges. +Archdiocese of Washington-Center for Deaf Ministry +โ€“ Interpreters who work in Catholicย churches will be interpretingย a very different liturgy coming in Advent ofย this year. The language used will be much more of a challenge to interpret. The National Catholic Office of the Deaf has provided this resource. +We bring you qualified interpreters for your business +Count on our members to foster greater awareness of sign language interpreting as a professional career, and practice professionalism in their work. +Through RIDโ€™s Ethical Practices System, ensure that there is an efficient, effective, and sustainable way to maintain ethical interpreters. +Following a CPC is monumental, and knowing that interpreters have a duty to protect their consumer. Consumers and the public can trust RID certification. +Making a commitment to do right in your work is the tip of the iceberg. Action is key, and interprets commit to their practice. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_51_1741389058005.txt b/intelaide-backend/documents/user_3/page_51_1741389058005.txt new file mode 100644 index 0000000..942fb07 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_51_1741389058005.txt @@ -0,0 +1,155 @@ +We bring you the highest standards and quality in ASL interpreting certifications +Holders of this certification are hearing and have demonstrated general knowledge in the field of interpreting, ethical decision making and interpreting skills. Candidates earn NIC Certification if they demonstrate professional knowledge and skills that meet or exceed the minimum professional standards necessary to perform in a broad range of interpretation and transliteration assignments. This credential has been available since ย 2005. +The NIC certification process begins with taking CASLI Generalist Knowledge Exam (consists two portions: Fundamental of Interpreting and Case Studies: Ethical Decision-Making Process & Cultural Responsiveness). Candidates are eligible for CASLIโ€™s examinations if they are at least 18 years old. To successfully obtain the certification, candidates must have passed all the required examinations and meet RIDโ€™s educational requirement within five years window from the date they passed the first exam taken.ย  Candidates who have passed the CASLI Generalist Knowledge Exam may then take the CASLI Generalist Performance Exam: NIC. +June 23, 2016, RID established theย Center for the Assessment of Sign Language Interpretation, LLC (CASLI) to take over theย administration and ongoing development and maintenance of exams.ย Eligibility requirements and the credentialing of any and all individuals will remain the responsibility of RID. With this shift in responsibilities candidates will need to contact both RID and CASLI during different times in the certification process. For more information view our +Review all pertinent NIC webpages on the +Register for the CASLI Generalist Knowledge Exam (This includes both portions: Fundamental of Interpreting AND Case Studies: Ethical Decision-Making Process & Cultural Responsiveness) +Pass the CASLI Generalist Knowledge Exam +(Candidate must successfully pass the Fundamental of Interpreting portion before they are eligible to take the Performance exam) (If candidate does not pass the Case Studies portion, they can take it with the Performance Exam) +Submit proof of meeting RIDโ€™s educational requirement of Bachelorโ€™s degree or an approved Alternative Pathway plan. +Register for the CASLI Generalist Performance Exam: NIC (with or without the Case Studies portion) +Successfully passes ALL CASLIโ€™s required examination for the NIC Certification +Start the NIC Certification Process HERE +CASLI Generalist Performance Exam: NIC Educational Requirement +Candidates pursuing NIC Certification must have a minimum of bachelor degree (any major) or an approved updated/2012 Alternative Pathway to Eligibility application recorded in their RID/CASLI account prior to testing for CASL Generalist Performance Exam: NIC. +If you have a college degree from an institution that is accredited by the US Department of Education and would like to submit proof to RID that you meet the educational requirement, send an original or photocopy of your official collegeย transcript, showing +2) the name of the college, +3) the degree earned, and +4) the date the degree was conferred. +Please submit this documentation by email to +or by logging into your +and clicking on โ€œUpload Degree Documentโ€. The Certification Department has gone paperless and is no longer accepting submissions mailed to Headquarters. +Please notify the Certification Department at +if the name on your college transcript does not matchย your name in the RID database. +*To submit official transcripts, you may break the seal on the envelope to scan the document and send/upload. Transcripts will be processed within 7-10 business days. A confirmation e-mail will be sent once your account has been updated. +For those with a non-U.S. degree +CASLI exam candidates wishing to submit a non-U.S. degree to satisfy RIDโ€™s educational requirement for certification are required to have their degrees evaluated through a credential evaluation service agency to assess and verify that the degree is U.S. equivalent and share the report with the RID Certification Department. +Candidates can find a list of acceptable credential evaluation service agencies that meet the standards for conducting degree evaluation services on the +National Association of Credential Evaluation Servicesโ€™s website (NACES) +. Credential evaluations are not free and candidates are responsible for the selected agencyโ€™s costs and service. The cost and the time frame to perform the service will vary according to the complexity of the case and the amount of documentation provided. +Please note that degrees acquired from institutions in U.S. territories (American Samoa, Guam, the Northern Mariana Islands, Puerto Rico, and the U.S. Virgin Islands) are exempt from this policy. +Certified Deaf Interpreter Certification (CDI) +Holders of this certification are deaf or hard of hearing and have demonstrated knowledge and understanding of interpreting,ย deafness, the Deaf community, and Deaf culture. Holders have specialized training and/or experience in the use of gesture, mime, props, drawings and other tools to enhance communication. Holders possessย native or near-native fluency in American Sign Language and are recommended for a broad range of assignments where an interpreter who is deaf or hard-of-hearing would be beneficial.ย This credential has been available since 1998. +Please see the information on +June 23, 2016, RID established the Center for the Assessment of Sign Language Interpretation, LLC (CASLI) to take over the administration and ongoing development and maintenance of exams. Eligibility requirements and the credentialing of any and all individuals will remain the responsibility of RID. With this shift in responsibilities candidates will need to contact both RID and CASLI during different times in the certification process. +For more information view our +Review all pertinent CDIย webpages on the +Submit an audiogram or letter from audiologist to CASLI +Register for the CASLI Generalist Knowledge Exam (This includes both portions: Fundamental of Interpreting AND Case Studies: Ethical Decision-Making Process & Cultural Responsiveness) +Pass the CASLI Generalist Knowledge Exam +(Candidate must successfully pass the Fundamental of Interpreting portion before they are eligible to take the Performance exam) (If candidate does not pass the Case Studies portion, they can take it with the Performance Exam) +Submit proof of meeting RIDโ€™s educational requirement of Bachelorโ€™s degree or an approved Alternative Pathway plan. +Register for the CASLI Generalist Performance Exam: CDI (with or without the Case Studies portion) +Successfully passes ALL CASLIโ€™s required examination for the CDI Certification +Start the CDI Certification Process HERE +CDI Performance Exam Educational Requirement +Candidates pursuing CDI Certification must have a minimum of Bachelorโ€™s degree (any major) or an approved updated/2012 Alternative Pathway to Eligibility application recorded in their RID/CASLI account prior to testing for CASL Generalist Performance Exam: CDI. +At the 2003 RID National Conference, in Chicago, IL, the membership passed motion C2003.05, establishing degree requirements for RID certification candidates. The motion stated the following related specifically to the CDI Performance Exam:ย Effective June 30, 2016, Deaf candidates must have a minimum of a bachelorโ€™s degree. +The education requirement is currently a bachelorโ€™s degree or equivalent, effective May 17, 2021. +The CASLI Generalist Performance Exam for Deaf interpreters was released November 16, 2020 therefore the date at which the Associate degree requirement became a Bachelor degree requirement was May 17, 2021. +If you have a college degree from an institution that is accredited by the US Department of Education and would like to submit proof to RID that you meet the educational requirement, send an original or photocopy of your official college transcript, showing +2) the name of the college, +3) the degree earned, and +4) the date the degree was conferred. +Please submit this documentation by email to +or by logging into your +and clicking on โ€œUpload Degree Documentโ€. The Certification Department has gone paperless and is no longer accepting submissions mailed to Headquarters. +Please notify the Certification Department at +if the name on your college transcript does not matchย your name in the RID database. +*To submit official transcripts, you may break the seal on the envelope to scan the document and send/upload. Transcripts will be processed within 7-10 business days. A confirmation e-mail will be sent once your account has been updated. +For those with a non-U.S. degree +Certification verification for interpreting services assignments +To request verification of your credentials, please complete and submit +. For membership verifications, please check your +. Note that the Certification Department has gone paperless and is no longer accepting anything mailed to HQ. Anything mailed to HQ will not be not be reviewed or processed, and will be shredded. +These certifications were previously offered by the RID and are no longer administered. RID recognizes these certifications, however the exams for these programs are no longer available. +Individuals who achieved the NIC Advanced level have passed the NIC Knowledge Exam,ย scored within the standard range of a professional interpreter on the interview portion of the NIC Interview and Performance Exam and scored within the high range on the performance portion of theย NIC Interview and Performance Exam. +Individuals who achieved the NIC Masterย level have passed the NIC Knowledge Exam and scored within the high range on both portions ofย NIC Interview and Performance Exam. +The NIC with levels credential was offered from 2005 to November 30, 2011. +Holders of this certification are recognized as fully certified in interpretation and have demonstrated the ability to interpret between American Sign Language (ASL) and spoken English for both sign-to-voice and voice-to-sign tasks.ย The interpreterโ€™s ability to transliterate is not considered in this certification. Holders of the CI are recommended for a broad range of interpretation assignments. This credential was offered from 1988 to 2008. +Holders of this certification are recognized as fully certified in transliteration and have demonstrated the ability to transliterate between English-based sign language and spoken English forย both sign-to-voice and voice-to-sign tasks. The transliteratorโ€™s ability to interpret is not considered in this certification.ย ย Holders of the CT are recommended for a broad range of transliterationย assignments.ย This credential was offered from 1988ย to 2008. +Holders of this certification have demonstrated the ability to interpret betweenย American Sign Language (ASL) and spoken English and to transliterate between spoken English and an English-based sign language. Holders of this certification are recommended for a broad range of interpreting and transliterating assignments. This credential was offered from 1972 to 1988. +Master Comprehensive Skills Certificate (MCSC) +The MCSC examination was designed with the intent of testing for a higher standard of performance than the CSC. Holders of this certification were required to hold the CSC prior to taking this exam. Holders of this certification are recommended for a broad range of interpreting and transliterating assignments. This credential was offered until 1988. +Holders of this certification have demonstrated the ability to interpret between American Sign Language (ASL) and English-based sign language or transliterate between spoken English and a signed code for English. Holders of this certification are deaf or hard-of-hearing and interpretation/transliteration is rendered in ASL, spoken English and a signed code for English or written English. Holders of the RSC are recommended for aย broad range of interpreting assignments where the use of a interpreter who is deaf or hard-of-hearing would be beneficial. This credential was offered from 1972 to 1988. +Holders of this certification have demonstrated the ability to interpret betweenย American Sign Language (ASL) and spoken English. Holders received scores on the CSC exam which prevented the awarding of CSC certification or IC/TC certification. The interpreterโ€™s ability to transliterate is not considered in this certification. Holders of the IC are recommended for a broad range of interpretation assignments. The IC was formerly known as the Expressive Interpreting Certificate (EIC). This credential was offered from 1972 to 1988. +Holders of this certification have demonstrated the ability to transliterateย between spoken English and a signed code for English. Holders received scores on the CSC exam which prevented the awarding of CSC certification or IC/TC certification. The transliteratorโ€™sย ability to interpretย is not considered in this certification. Holders of the TC are recommended for a broad range of transliteratingย assignments. The TC was formerly known as the Expressive Transliteratingย Certificate (ETC). This credential was offered from 1972 to 1988. +Specialist Certificate: Performing Arts (SC:PA) +Holders of this certification were required to hold the CSC prior to sitting for this examination and have demonstrated specialized knowledge in performing arts interpretation. Holders of this certification are recommended for a broad range of assignments in the performing arts setting.ย This credential was offered from 1971 to 1988. +Oral Interpreting Certificate: Comprehensive (OIC:C) +Holders of this certification demonstrated both the ability to transliterate a spoken message from a person who hears to a person who is deaf or hard-of-hearing and the ability to understand and repeat the message and intent of the speech and mouth movements of the person who is deaf or hard-of-hearing. This credential was offered from 1979 to 1985. +Oral Interpreting Certificate: Spoken to Visible (OIC:S/V) +Holders of this certification demonstrated the ability to transliterate a spoken message from a person who hears to a person who is deaf or hard-of-hearing. This individual received scores on the OIC:C exam which prevented the awarding of ย full OIC:C certification. This credential was offered from 1979 to 1985. +Oral Interpreting Certificate: Visible to Spoken (OIC:V/S) +Holders of this certification demonstrated the ability toย understand the speech and silent movements of aย person who is deaf or hard-of-hearing and to repeat the message for a hearing person. This individual received scores on the OIC:C exam which prevented the awarding of ย full OIC:C certification. This credential was offered from 1979 to 1985. +Conditional Legal Interpreting Permit-Relay (CLIP-R) +Notice: RID has announced that a moratorium will be placed on new applications for CLIP-R Certification. +For more information about the moratorium, +Holders of this conditional permit had completed an RID-recognized training program designed for interpreters and transliterators who worked in legal settings, and whom were also deaf or hard-of-hearing. Holders of this conditional permit were recommended for a broad range of assignments in the legal setting.ย This credential was available from 1991 to 2016. +Candidates were eligible for CLIP-R Certification if they were, at that time, a current RID CDI or RSC Certified member, met the experience requirements, had the proper letters of recommendation, and met RIDโ€™s educational requirement. +*Please note no substitutions could have been made to the requirements +Must have been a certified member, in good standing, holding either the RSC or CDI. +Must have met RIDโ€™s, at that time, educational requirement of an Associate degree or had an approved Educational Equivalency Application. +Attached recommendation letters from two RID certified interpreters in good standing. At least one letter must have been from an SC:L certified interpreter. The other could have been from a CI and CT, CDI, CSC, NIC, or NAD. +Verified at least 150 hours of training and/or mentoring as a legal interpreter. If an individual was unable to have all 150 hours in legal training or workshops, they must have had a minimum of 120 hours of legal interpreter training and up to 30 hours of mentoring in a legal setting with an interpreter, in good standing, who holds either the SC:L or CLIP-R. Verification was required in the form of RID CEUS (preferred) or legal trainings, or workshops. A certificate of completion or letter from the trainer/presenter/mentor was required to indicate the date, location, and duration of the training/mentoring. +These certifications were developed and administered by NAD and are recognized by RID. +NAD (National Association of the Deaf) Certifications +In 2003, RID began to recognize interpreters who hold NAD III, NAD IV and NAD V certifications. These credentials were offered by the National Association of the Deaf (NAD) between the early 1990s and late 2002. In order to continue to maintain their certification, NAD credentialed interpreters must have had an active certification and registered with RID prior to June 30, 2005. These interpreters are required to comply with all aspects of RIDโ€™s Certification Maintenance Program, including the completion of professional development. +NAD III (Generalist) โ€“ Average Performance +Holders of this certification possess above average voice-to-sign skills and good sign-to-voice skills. Holders have demonstrated the minimum competence needed to meet generally accepted interpreter standard. Occasional words or phrases may be deleted but the expressed concept is accurate. The individual displays good grammar control of the second language and is generally accurate and consistent, but is not qualified for all situations. +NAD IV (Advanced) โ€“ Above Average Performance +Holders of this certification possess excellentย voice-to-sign skills and above averageย sign-to-voice skills. Holders have demonstrated above average skill in any given area. Performance is consistent and accurate and fluency is smooth, with few deletions; the viewer has no question to the candidateโ€™s competency. Holders of this certification should be able to interpret in most situations. +NAD V (Master) โ€“ Superior Performance +Holders of this certification possess superiorย voice-to-sign skills and excellentย sign-to-voice skills. Holders have demonstrated excellent to outstanding ability in any given area. The individual had minimum flaws in their performance and have demonstrated interpreting skills necessary in almost all situations. +The following RID certification have been retired. RID no longer supports or recognizes these credentials and individuals can no longer use them as validation of their abilities. +Holders of this provisional certification are interpreters who are ย deaf or hard-of-hearing, have demonstrated a minimum of one year experience working as an interpreter, have completed at least eight hours of training on the NAD-RID Code of Professional Conduct and have completed eight hours of training in general interpretation as it related to an interpreter who isย deaf or hard-of-hearing. Holders of this certificate are recommended for a broad range of assignments where an interpreter who is deaf or hard-of-hearing would be beneficial. +CLIP (Conditional Legal Interpreting Permit) +Holders of this conditional permit completed an RID-recognized training program designed for interpreters and transliterators who work in legal settings. CI and CT or CSC certification was required prior to enrollment in the training program. Holders of this conditional permit areย recommended for a broad range of assignments in the legal setting during the development of the SC:L certification. This conditional permit was retired on December 31, 1999. +Prov. SC:L (Provisional Specialist Certificate: Legal) +Holders of this provisional certification hold CI and CT or CSC and have completed RID approved legal training. Holders of this certificate are recommended for assignments in the legal setting. This provisional certificate was retired in 1998. +This credential is fully recognized by RID, but the designation is no longer awarded by RID.ย  This designation went into moratorium effective January 1, 2016. +The EIPA assessment is still available through Boys Town.ย  More information on that can be found at +Holders of this certification demonstrated the ability to interpret or transliterate classroom content and discourse between students who are deaf and hard of hearing and students, teachers and school staff who are hearing. Certificants demonstrated EIPA Level 4* skills using spoken English and at least one of the following visual languages, constructs, or symbol systems at either an elementary or secondary level: +Contact Signing (aka: Pidgin Signed English (PSE) or English-like Signing) +Cued American English (CAE) (aka: Cued Speech) +This credential was offered from 2007 to 2016. +This credential is fully recognized by RID, but the designation is no longer awarded by RID.ย  This designation went into moratorium effective January 1, 2016. +Description: Holders of this specialist certification demonstrated specialized knowledge of legal settings and greater familiarity with language used in the legal system. These individuals are recommended for a broad range of assignments in the legal setting.ย This credential was offered from 1998 to 2016. +The SC:L, and specialist testing in general, are topics of investigation as part of the 2016-2018 Certification Committee Scope Of Work. +This credential is fully recognized by RID, but the designation is no longer awarded by RID.ย  This designation went into moratorium effective January 1, 2016. +Description: Holders of this certification demonstrated, using silent oral techniques and natural gestures and the ability to transliterate a spoken message from a person who hears to a person who is deaf or hard-of-hearing. Holders also demonstrated the ability to understand and repeat the message and intent of the speech and mouth movements of the person who is deaf or hard-of-hearing.ย This credential was offered fromย 1999 to 2016. +This credential was originally voted into sunset by the RID Board at the in-person Board Meeting at the RID NOLA National Conference, in August of 2015. +At the RID NOLA Business Meeting, a motion was made to move the credential from โ€œsunsetโ€ status to โ€œmoratoriumโ€.ย  Here is the member motion: +FROM THE MINUTES OF THE 2015 BUSINESS MEETING: +Primary submitter(s) name(s): William Gorum +Secondary submitter(s) name(s): Margaret Austin +Move that the RID Board of Directorโ€™s decision to สบsunsetสบ the Oral Transliteration certificate be vetoed via a vote of the organizationโ€™s membership and to place the OTC testing program under moratorium along with all other RID certification examinations until further investigation can be done into options other than the cessation of administration of the OTC exam. +RID is the only nationally recognized organization who certifies oral transliterators. People who are deaf that prefer to use oral communication methods should have access to trained, qualified, and certified interpreters. The RID mission statement is to สบpromote excellence in interpretation services among diverse users of signed and spoken languages through professional development, networking, advocacy, and standardsสบ. +Vetoing the Boardโ€™s motion and placing the OTC under moratorium until further options are explored would have minimal financial impact on RID. +In response to a point, President Whitcher cited a bylaw (Article 3, Section 3d) which says that Board decisions can be overturned by a 2/3 vote. +Betty Colonomos moved to table this discussion, seconded by Wink Smith. This motion does not entertain discussion, so a vote was taken. With 91 votes in support, 146 opposed and 12 abstentions, the motion to table fails. +Artie Grassman called the question, seconded by Audrey Rosenberg. A vote was taken, and debate was closed. +A vote was taken, and, with a 2/3 majority being needed to pass, the motion received 210 votes in support, 56 opposed, and 21 abstentions, so the motion C2015.11 carries. +Information on becoming certified and receiving your certificate can be found here. +A certificantโ€™s newly certified cycle start date is the date that CASLI sends the exam results letter (the Results Sent date) and extends until December 31st of the year indicated by the following: +If the Results Sent date falls between 7/1/2022 and 6/30/2023โ€ฆ..New certification cycle ends 12/31/2027. +If the Results Sent date falls between 7/1/2023 and 6/30/2024โ€ฆ..New certification cycle ends 12/31/2028. +If the Results Sent date falls between 7/1/2024 and 6/30/2025โ€ฆ..New certification cycle ends 12/31/2029. +Each successfully-completed certification cycle is followed by a four year certification cycle, running from January 1 of the first year through December 31 of the fourth year. +You can expect to receive a Newly Certified Packet from RID approximately 6-8 weeks after +you have passed all required examinations +and your results letter was sent. This packet will include your certificate and a congratulations letter. You should also receive an email when your new certification is added to your RID account with information about maintaining certification. +you may begin earning CEUs for your new certification cycle any time on or after your certification start date +In the event that your certificate arrives damaged, with incorrect spelling or information, or does not arrive at all (three weeks after being mailed), the certificate will be replaced once free of charge. This replacement request should be submitted in writing to certification@rid.org. +In the event that you lose your certificate, need a replacement certificate, want the name on the certificate updated due to a legal name change, or would simply like a duplicate certificate, you may purchase oneย on the RID website. Replacement certificates are processed once a month. +Maintaining current RID membership is a requirement for maintaining RID certification. If you are a current Associate Member at the time you achieve certification, your membership will automatically be converted into a Certified Membership. If you are not an Associate or Certified member at the time you achieve certification, you need to pay Certified Member dues to bring your membership into good standing. For more information, contact the Member Services Department at +Membership runs from July 1 through June 30 and is paid for annually. +There is no extra charge for holding more than one RID certification or for holding specialty certification. +Those who hold NAD certification must also keep their NAD certification dues in good standing with RID. +One of the privileges of achieving RID certification is the ability to show your credential on your business card, resume, brochures or other advertisements, etc. Your credentials (also called โ€œpost-nomial abbreviationsโ€) should be displayed only after your full name (with or without middle initial) in the following order: +Given names (Jr., II, etc.) +Academic degrees from highest level to lowest level above a bachelor degree (bachelor degree credentials are not typically displayed) +Professional certifications (such as RID credentials) +Certificants who hold more than one RID certification should display them in the following order: IC, TC, IC/TC, CSC, MCSC, RSC, ETC, EIC, OIC:V/S, OIC:S/V, OIC:C, CI, CT, CI and CT, CDI, NIC, NIC Advanced, NIC Master, OTC, SC:PA, CLIP-R, SC:L, NAD III, NAD IV, NAD V, Ed:K-12. +Digital Credentials: RID partnered with +to provide you with a digital version of your credentials. Digital badges can be used in email signatures or digital resumes, and on social media sites such as LinkedIn, Facebook, and Twitter. This digital image contains verified metadata that describes your qualifications and the process required to earn them. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_52_1741389061896.txt b/intelaide-backend/documents/user_3/page_52_1741389061896.txt new file mode 100644 index 0000000..dfbb593 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_52_1741389061896.txt @@ -0,0 +1,19 @@ +A program dedicated toward personal and professional growth for Associate members +Understanding How Your CEU Totals are Displayed +Understanding How Your CEU Totals are Displayed +YOUR PORTAL โ€“ On the main screen in your portal, locate the Certification Details displaying your CEU breakdown. You will also find your certification cycle beginning and end dates! +CEU PROGRESS โ€“ Your progress is shown here, including Professional Studies (PS) CEUs and General Studies (GS) CEUs. **Only up to 2 GS CEUs can be counted for certification maintenance purposes. +PPO CEU PROGRESS โ€“ This line only keeps track of your PPO CEU progress. Do not include this number in your total. PPO CEUs are a sub-category of Professional Studies; those CEUs are part of your PS total, not in addition to it. +REVIEW YOUR TOTAL โ€“ Review your total CEUs earned line. Your total will not include the number shown to the right of your PPO tracking line. CALCULATING RECAP โ€“ SKIP THE PPO LINE! In short, use the PPO CEU line as a tracking feature for yourself! These CEUs will always be calculated into your total. Just remember the requirement, 1.0 of your PS CEUs must be PPO. +Question? No problem! Visit our faqs page or email us at +RIDโ€™s Associate Continuing Education Tracking (ACET) program is a vehicle through which the continued skill development of RID Associate members is documented to demonstrate the individualโ€™s commitment to and participation in the field of interpreting. +The purpose of the ACET program is to document and track the CEUs earned for the fiscal year by interpreters successfully completing learning activities approved by RID sponsors. +All RID Associate Members are enrolled in the ACET program.ย Tracking of activities begins once the dues and fees areย received for the fiscal year (July 1 โ€“ June 30). +Associate members have access to CEU tracking via the ACET program, but RID does not require that Associate members earn a minimum number of CEUs during their ACET cycle. +Provides documentation for state requirements; demonstrates commitment to the profession; provides official documentation of continuing education efforts, which may prove useful in response to job postings and/or job advances; can be utilized as an organization tool in maintaining records in an easy and accurate fashion. +Become an Associate Member and Access the ACET program Today! +Find an Approved Sponsor, presenter, or workshop below +PRESENT OR HOST A WORKSHOP +โ€œThe benefit that comes to mind is that I do get a transcript and have used that with my resume when applying for jobs. It has been impressive to show how diligently I am working to improve my skills and professionalism on the climb to certification.โ€ +ACET helps you stay organized +โ€œFor me the ACET program is a big luxury for a small price. I am a very busy woman who keeps all my certificates in one place. But to have a tracking of my workshops helps me keep things in order for resumes and (keeps me) professional.โ€ \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_53_1741389066500.txt b/intelaide-backend/documents/user_3/page_53_1741389066500.txt new file mode 100644 index 0000000..c2da14f --- /dev/null +++ b/intelaide-backend/documents/user_3/page_53_1741389066500.txt @@ -0,0 +1,15 @@ +Find an Interpreter Agency / Referral Service +Find an Interpreter Education Program +The use of the registry is for individual consumers to contact individual interpreters for interpreting assignments ONLY. These search results can change daily. To ensure the most accurate and up to date information, please DO NOT copy names and store them in an external database. +The additional language and specialities section is an opportunity for members to self identify their areas of expertise. RID does not endorse any of these skills and consumers are advised to use this feature as a guide in selecting an interpreter. +NOTE: If the member does not have "Freelance" status indicated, please do not contact them regarding assignments. +If you are looking to hire an interpreter keep the Category as Certified. +To search for other RID members, select a different Category. +To access a list of individuals whose certifications have been revoked due to non-compliance with the Certification Maintenance Program requirements, please click here. +To access a list of individuals sanctioned by the Ethical Practices System click here. +Find all ZIP Codes within +Government (Federal, State and local) +Support Groups (AA, NA, etc.) +Registry of Interpreters for the Deaf, Inc. +333 Commerce Street, Alexandria, VA 22314, (703) 838-0030 +ยฉ Copyright 2014 Registry of Interpreters for the Deaf, Inc. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_54_1741389074295.txt b/intelaide-backend/documents/user_3/page_54_1741389074295.txt new file mode 100644 index 0000000..c36f944 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_54_1741389074295.txt @@ -0,0 +1,27 @@ +Presenters should be qualified with credentials, training and experience in the subject matter to be presented, and must contact and return all paperwork to the RID approved sponsor at least 45 days in advance of the date of the event to get a presentation approved for RID CEUs. +RID approved workshops can be sponsor initiated or co-sponsored with another organization. +Qualified with credentials, training, and experience. +Presenters wishing to gain General Studies (GS)ย CEUs equivalent to the number of CEUs offered to participants can do so by checking the presenter CEU request box and providing his/her RID member number on the RID Activity Report Form sign-in sheet. CEUs will be awarded only once during each certification cycle for each activity presented. +Presenters wishing to gain General Studies (GS)ย CEUs equivalent to the number of CEUs offered to participants can do so by contacting a CMP Sponsor to prepare an Independent Study Plan. The Independent Study Plan must be approved before CEUs can be earned. +Teachers wishing to gain Professional Studies (PS) CEUs for the preparation and development of the classes/workshops may contact a CMP Sponsor to prepare an Independent Study Plan. The Independent Study Plan must be approved before CEUs can be earned. +Is a resource where people in search of training can find a presenter for an event. +Includes the topic for the presenterโ€™s area of expertise and a place for contact information (phone number, email and website). +Allows for easy access to log-in and update your presenter information +RID does not endorse any of the presenters on the database. We are simply providing an avenue where presenters can be located. +Top Tips for a Successful and Safe Learning Environment +The Professional Development Committee (PDC) put together two lists to assist presenters, trainers and teachers in facilitating successful workshops. The PDC thanks all of those who responded to the inquiry for โ€œtips.โ€ Although these lists are very thorough, they are not meant to be all inclusive. Continuing dialogue and sharing of successful strategies will only serve to enhance future presentations by all and encourage the pursuit of life-long learning in the field of interpreting. +Tips for Creating a Successful Learning Environment +To have your workshop approved for RID CEUs: +at least 45 days before the date of the workshop to be approved for RID CEUs. +Sponsors will provide you with the necessary paperwork to approve the activity for RID CEUs. +CEUs for traditional activities will be determined following the formula of one (1) CEU being equal to ten (10) contact hours. +CEUs for non-traditional activities, where the method of educational delivery does not lend itself to easy translation, will be determined by the sponsor, who will note the method for determining CEUs in the Activity Plan Form. +Workshops approved for RID CEUs must have measurable educational objectives that must be published in the promotional announcements of the activity. +In conformance with the local, state, provincial and federal statutes regarding disabilities, activities and facilities shall be accessible to all individuals. +Advertisement for the workshop should have content level, name of the RID approved sponsor, target audience, solicitation request for reasonable accommodations, RID CMP and ACET logos, number of CEUs offered, content area and the refund and cancellation policy. +The method of delivery should allow for and encourage active involvement on the part of the participants, feedback, and reinforcement of the learned knowledge or skill. +Certification Maintenance and Professional Development Resources +Members must maintain their certification through continuing education, membership in RID, and compliance with the RID Code of Professional Conduct. +A vehicle through which the continued skill development of RID Associate members is documented to demonstrate the individualโ€™s commitment to and participation in the field of interpreting. +Providing and approving appropriate educational activities for participants. +CEUs are the foundation of continued learning and enhancing your skills in the profession. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_55_1741389078190.txt b/intelaide-backend/documents/user_3/page_55_1741389078190.txt new file mode 100644 index 0000000..574901d --- /dev/null +++ b/intelaide-backend/documents/user_3/page_55_1741389078190.txt @@ -0,0 +1,118 @@ +RID is the national certifying body of sign language interpreters and is a professional organization that fosters the growth of the profession and the professional growth of interpreting. +Star Grieser, MS, CDI, ICE-CCP +Director of Govโ€™t Affairs and Advocacy +Director of Finance and Accounting +Executive Assistant and Meeting Planner +Dr. Jesรบs Rฤ“migiล, PsyD, MBA, CDI +Shonna Magee, MRC, CI & CT, NIC Master, OTC +Andrea K Smith, MA, CI & CT, SC:L, NIC +M. Antwan Campbell, MPA, Ed:K-12 +RIDโ€™s purpose is to serve equally our members, profession, and the public by promoting and advocating for qualified and effective interpreters in all spaces where intersectional diverse Deaf lives are impacted. +We envision qualified interpreters as partners in universal communication access and forward-thinking, effective communication solutions while honoring intersectional diverse spaces. +The values statementย encompasses what values are at the โ€œheartโ€ or center of our work.ย RID values: +the intersectionality and diversity of the communities we serve. +Diversity, Equity, Inclusion, Accessibility and Belonging (DEIAB). +the professional contribution of volunteer leadership. +the adaptability, advancement and relevance of the interpreting profession. +ethical practices in the field of sign language interpreting, and embraces the principle of โ€œdo no harm.โ€ +advocacy for the right to accessible, effective communication. +Pillar One: Diversity, Equity, Inclusion, Accessibility & Belonging +Connecticut, Delaware, Maine, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont, West Virginia +Alabama, Florida, Georgia, Maryland & District of Columbia (Potomac Chapter), Mississippi, North Carolina, South Carolina, Tennessee, Virginia +Illinois, Indiana, Kentucky, Michigan, Minnesota, Ohio, Wisconsin +Arkansas, Colorado, Iowa, Kansas, Louisiana, Missouri, Montana, Nebraska, New Mexico, North Dakota, Oklahoma, Texas, Wyoming +Alaska, Arizona, California, Hawaii, Idaho, Nevada, Oregon, Utah, Washington +Welcome colleagues and friends of Region I. By browsing this site and clicking on the links below, you will catch a glimpse of what our chapters are up to and see the great energy that is Region I! We are proud to represent and introduce you to some of the most dynamic and forward-thinking individuals in the interpreting field. +Connecticut,Delaware, Maine, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont, West Virginia +New York City Metro RID +Welcome to the Region II page! We are excited to have a place where information will be continually updated to notify everyone on the events occurring in the region, as well as provide contact information for all Affiliate Chapter presidents. We welcome any comments/suggestions to make the site substantive and informative. +Alabama, Florida, Georgia, Maryland & District of Columbia (Potomac Chapter), Mississippi, North Carolina, South Carolina, Tennessee, Virginia +Welcome to the Region III Web page! Here you will find chapter links, regional conference information and the awards available to members. This site will be updated regularly, so be sure to check back for new information in the coming months. +Illinois, Indiana, Kentucky, Michigan, Minnesota, Ohio, Wisconsin +Greetings! Welcome to RID Region IV (RIV); the home of countless passionate members and dedicated leaders. It is the vision of our RIV members and leaders to promote a community that inspires personal and professional transformation by offering cutting edge and innovative opportunities, honoring the evolving and diverse needs of its membership. We trust that you will find information on this Web page that supports this vision and hope you will make this site a frequent stop on your professional journey. +Arkansas, Colorado, Iowa, Kansas, Louisiana, Missouri, Montana, Nebraska, New Mexico, North Dakota, Oklahoma, Texas, Wyoming +Welcome to RID Region V! Take a look and you will find a region that boasts tropical islands, snow capped mountains, wine countries, ski slopes and canyons. The beauty goes beyond the landscapes of our states; it is also seen in the members and leaders who make us Region V! +Alaska, Arizona, California, Hawaii, Idaho, Nevada, Oregon, Utah, Washington +Dr. Jesรบs Rฤ“migiล, PsyD, MBA, CDI +Dr. Rฤ“migiล is Hispanic and the first generation in his family to have graduated from college. He received his Psy. D from William James College, and his MBA from Salem University. He is currently the +Director of Equal Opportunity Programs and Title IX Coordinator at Gallaudet University +. Jesรบsโ€™ experience and intersectional identities enable him to offer a unique set of perspectives that will benefit the membership of RID and the Deaf, & DeafBlind community, and the hearing community that it serves. He is a past President of the Rhode Island Association for the Deaf and continues his service as a board member for the Rhode Island School for Deaf. Jesรบs has been a Certified Deaf Interpreter for +years, interpreting primarily in the medical, and mental health settings. +Shonna Magee, MRC, CI and CT, NIC Master, OTC +Shonna Magee (MRC, CI and CT, NIC Master, OTC) has over 26 years of experience interpreting, presenting, providing interpreter diagnostics, and mentoring. She specializes in emergency management, vocational rehabilitation, VRI, and medical interpreting. She has served as a professor of interpreting and ASL at Daytona State College and a professor of ASL at Pensacola State College. She received her Bachelorโ€™s in interpreting from the University of Cincinnati and her Masterโ€™s in Rehabilitation Counseling from the University of South Carolina where she was the Statewide Coordinator of Deaf Services for the South Carolina Vocational Rehabilitation Department. She is currently the Director of Operations at SIGNature Access Solutions LLC and SIGNature CEUs LLC. +Andrea K Smith, MA, CI & CT, SC:L, NIC +Andrea K Smith, MA, CI & CT, SC:L, NIC has been an interpreting professional for twenty years, primarily in legal settings with an emphasis on domestic violence and sexual assault.ย  She works as the staff interpreter at the ACLU Disability Rights Project in San Francisco. She received her Masterโ€™s degree from the European Masters in Sign Language Interpreting with her thesis on +Signposting: Neutral Channel Communications in Deaf-Hearing Interpreting Teams +.ย  She recently completed a two-year assignment in Ireland and engaged in community collaboration on the development of the Irish Sign Language interpreter regulations.ย  Her current research examines Deaf professionals and designated interpreters in pursuit of her PhD at the University of Wolverhampton. In her personal time, she travels extensively with her spouse and twins. +Kate has over fifteen years of experience as a thought leader and agent +of change and enjoys the challenges and successes of working with teams +and creating systemic access. Kate is a former founder of a social impact +organization that was a vehicle for change by investing revenue into the +local Deaf Community efforts, access and programming. Kateโ€™s +experience building a company that had real impact for the local community +also afforded her the opportunity to partner with organizations and +institutions in creating access within their systems. She has led hospital +leadership, private corporation personnel, universities, and non-profit +organization leaders through the process of maximizing their resources while +creating a system of service provision that allows their constituents peace of +mind. With her professional expertise, she brings a level of innovation and +sustainability, while maintaining a culture of respect and principles that +honor each entityโ€™s unique structure, culture and operations. +Academically, Kate is a graduate of Northeastern Universityโ€™s Interpreter +Education Program and holds a Masterโ€™s degree in Social Impact from +Claremont Lincoln University. After a decade of coordinating interpreting +services at the post-secondary level, Kate dedicated herself to providing +reputable, accessible Deaf-centric services by listening to and working +Kate and her husband live in rural Maryland with their energetic children +and enjoys taking advantage of all the countryside has to offer, while +continuing her love of learning and positively contributing to our +Mona Mehrpour is a heritage signer of ASL and the daughter of two deaf parents. Over the past 15 years, she has interpreted in a variety of settings, including educational interpreting in K-12 and post-secondary settings, video relay, medical, community, theater and public services throughout Northern California. Throughout her interpreting journey, she has completed an interpreting training program, received a 4.0 on the EIPA, and became a nationally certified interpreter (NIC). Mona currently resides in Virginia, continuing her interpreting journey by engaging in both community and virtual work. She also volunteers and serves Deaf-Parented Interpreters Member Section as Chair under the Registry Interpreters for the Deaf. As an immigrant and a child of immigrants from Iran, Mona grew up in multiple deaf communities which is her source of inspiration for continual growth. She thrives on the connections she makes with her peers in dialogues about personal development and dissecting interpreting work in order to understand the decision-making processes to provide the best possible access for our diverse deaf communities. +Glenna has over 25 years of experience in program management, supervision, training, grant writing and marketing on local, state and federal levels. She is currently an Associate Professor and was the faculty chair for the ASLE program, including the ASL Studies and Interpreter Education and the World Language at Tulsa Community College. Glenna is currently an Oklahoma QAST State evaluator. For 12 years, she was a division director for a national deaf organization. She was a national logistic coordinator responsible for the management and operation unit and the Community Emergency Preparedness Information Network (CEPIN) training program. +She previously was one of several Deaf FEMA certified instructors for the CEPIN program with TDI to provide deaf culture and competency trainings to emergency responders and consumers with hearing loss. Glenna implemented the Oklahoma Domestic Violence Awareness Program for the Deaf and Hard of hearing communities and providers to improve communication and accessible services with funding from the US Department of Justice and Oklahoma District Attorney Council. She also worked with the Department of Health and Oklahoma Tobacco Settlement Endowment Trust to develop and implement the Oklahoma Tobacco Awareness program for deaf and hard of hearing cultural needs. For several years, Glenna previously managed a telecommunication relay call center with 250+ employees for Ameritech/Southwestern Bell and CSD in Ohio. She was the Oklahoma account manager for Sprint Telecommunication Relay Service during its early formation. In addition, Glenna serves on the subject matter expert team to review the U.S. Department of Homeland Securityโ€™s FEMA/Office for Civil Rights and Civil Libertiesโ€™ Special Needs Planning Guidebook for Emergency Managers. +She is president of the Oklahoma Association of the Deaf and served on Oklahoma Registry of Interpreters for the Deaf as Deaf Member-at-Large. For the last 30 years, Glenna served on the City of Tulsa Mayorโ€™s Commission on Concerns of Tulsans with Disabilities; Oklahoma Coalition Against Domestic Violence and Sexual Abuse State Task Force member; Tulsa Community College Interpreter Training Advisory Committee Member. She previously was Governorโ€™s appointee for Oklahoma State Department of Human Services Advisory Board, 1993 and Governor-appointed board member on Oklahoma State Independent Living Council, 1991-1994 and recently Governor Henry-appointed board member and elected secretary for Statewide Independent Living Council. +Glenna holds an MA in Sign Language Education from Gallaudet University and a BA-LS in Leadership Administration from the University of Oklahoma and resides in Owasso, Oklahoma. She is married to Timi Richardson and has three children; Matt teaches ASL at Broken Arrow Public School, Kelsey advocates for the Indigenous Indian with her Masters in Law, and Jonathan works for Congressman Hern at the US Capitol in D.C. Glenna loves to relax at the lake house, boating and enjoying family time in her spare time. +Christina was born on Sauk tribal lands, attended college on the lands of the Peoria people, and currently works on the lands of the Paugussett tribe. ย As a graduate of the The Theater School at DePaul University, Christinaโ€™s work with the National Theatre of the Deaf (NTD) provided the impetus for her move to Connecticut, where she has served as the CRID president for the past four years. +Christina is a graduate of the the ASL-English Interpretation program at Columbia College of Chicago, Illinois. ย In her time in Connecticut, she has had the honor of serving as a governor-appointed member of the Advisory Board for Persons who are Deaf or Hard of Hearing and is a designated lead interpreter for the Connecticut Robotics Chapter for K-12 students (FIRST). Additionally, she and her husband were married a few months before the pandemic lockdown on an All Elite Wrestling (AEW) Wrestling cruise. +M. Antwan Campbell, MPA, Ed:K-12 +M. Antwan Campbell first joined the interpreting profession through his younger brother and is a 2003 graduate of Gardner-Webb University where he received his BA in ASL and in 2007, he received his Masterโ€™s in Public Administration from UNC-Pembroke. He has taught several workshops geared towards improving the skills of educational interpreters and those who work with Deaf/Hard of Hearing students across North Carolina and the surrounding states.ย  He is currently working as the Educational Consultant for Deaf/Hard of Hearing and Interpreter Support with the North Carolina Department of Public Instruction. +He has worked within the educational system for over ten years in a variety of settings from elementary to post-secondary and on a variety of levels from being in the classroom to supervising outside of it.ย  He has received his Ed:K-12 interpreting certification from RID.ย  He is actively engaged in the affiliate chapter, North Carolina Registry of Interpreters for the Deaf, NCRID, as he is currently serving as its Past President.ย  He has served the local community in a variety of ways to include mentoring new and beginning interpreters throughout the state as well.ย  It is truly evident that Antwan has a passion for education and improving the standards for all students.ย  He currently resides in Raleigh, NC. +Jessica Eubank is an interpreter from New Mexico native. Jessica recently finished a term as the President of the New Mexico RID before transitioning to the Region IV Rep position. She has worked as an interpreter in a variety of settings including K-12, Community freelance, VRS/VRI etc. Jessica is currently the staff interpreter for a state agency where she provides interpreting services for advocacy on communication access issues, as well as oversee a mentoring program that helps new interpreters gain their footing in the field by providing support and mentorship they need to prepare for longevity in our field. This is work that she very much enjoys. +Located in Northern California, Rachel has been a Certified Deaf Interpreter since 2016. But Rachelโ€™s journey into the possibility of becoming a Deaf interpreter began in 2008 when she was first asked to do sight translation. In 2012, Rachel took her first interpreting-related workshop and started thinking that perhaps it was a definite possibility that Deaf individuals could interpret. +Rachel teaches in an Interpreter Preparatory Program (IPP) and provides training for Deaf individuals interested in learning more about the possibility of becoming a Deaf interpreter. Rachel has also served on her local Affiliate Chapter, SaVRID (Sacramento Valley Registry of Interpreters for the Deaf), in various positions. General Member-at-Large, Secretary, and Treasurer. Rachel enjoys participating in and listening to many different communities, talking with and seeing different perspectives. Rachel looks forward to continuing that work, that passion, but on a larger scale โ€“ specifically as the RID Region V Representative. +Star Grieser, MS, CDI, ICE-CCP +Star grew up in south Florida โ€“ Stuart and Jensen Beach, Florida โ€“ where she developed her love for the outdoors and the open sea. She attended NTID (SVP โ€˜94) and graduated from the Rochester Institute of Technology with a B.S. in Professional and Technical Communication, and McDaniel College with a Masterโ€™s in Deaf Education (2001). +Star has always been active in advocacy and has worked among the Deaf and interpreting communities, be it mental health care, Deaf education, and more recently as Program Chair for the ASL and Interpreter Education Program at Tidewater Community College, Chesapeake, VA, for one and half decades, to becoming the Director of Testing for CASLI in 2017, and now as the CEO of RID since 2021. +She currently holds a RID certification as a Certified Deaf Interpreter. Star is also ICE-CCP, a Certified Certification Professional by the Institute of Credentialing Excellence. She enjoys traveling, bicycling and can usually be found with a book in her hand. +Born and raised under the Florida sun, Emily is no stranger to the laid-back lifestyle and the occasional alligator sighting. However, her journey didnโ€™t stop at the state line. She ventured to Gallaudet, where she navigated our nationโ€™s capital for several years. Despite the fast-paced lifestyle, she kept her Floridian spirit intact, always carrying a bit of sunshine wherever she went. Following her Washington, DC escapade, Emily found herself embracing the slower pace of life in Iowa. Surrounded by endless fields and friendly faces, she discovered the beauty and charm of Midwestern hospitality. +Emilyโ€™s heart belongs to her big family and the Deaf Community. Having spent 10 years in private practice as an interpreter, she joins us as a CMP Specialist at RID. Now home in Florida with her husband, daughter, and Aussie Mika, their home is a lively blend of laughter and love. When theyโ€™re not busy conquering daily life, Emily and her crew love to hit the road to explore new horizons and are always up for a good adventure. Her downtime is often spent soaking up the freshwater springs and basking in the beauty of Floridaโ€™s natural wonders. Itโ€™s these moments, surrounded by family and nature, that truly define Emilyโ€™s approach to life โ€“ always filled with a genuine love for the journey. +was born and raised in California. She holds a bachelorโ€™s degree in Business Management in the Human Resources field and has experience in the hospitality, education, and beauty industries. She enjoys spending time with her family and cooking in her spare time. +Ashley was born in Vermont and raised in Maine and New Hampshire. After high school, she attended the University of New Hampshire and earned her Bachelor of Science in sign language interpretation. Upon completion of her degree, Ashley worked as an educational interpreter in a local school district. In her free time, she enjoys traveling, cooking, and spending time with her friends and family. +Tressela, known as Tressy at RID, was born in West Virginia and grew up there until her family relocated to Virginia. ย After graduating from MSSD, she obtained her BA in Psychology from California State University, Northridge, and then attended Gallaudet University for a Masters of Arts in School Guidance and Counseling. Tressy worked in the counseling field, including 14 years in Mental Health Counseling before a career change to teaching ASL. She taught at Clemson University for 6 years during the development of Clemsonโ€™s ITP. ย Her combined experience working with ASL Students/future interpreters as well as the empathy and expertise gained in counseling makes her a valued addition to the Ethical Practices System. +Catie is a native of New Jersey and currently resides in the oldest city in Florida. She obtained her Bachelor of Science in Social Work from Rochester Institute of Technology, and her Masterโ€™s Degree in Human Services: Organizational Management and Leadership from Springfield College. Catie comes to RID with more than 10 years of experience advocating for effective communication access, and coordinating sign language interpreting services. In her spare time, Catie is an avid runner, enjoys sports, the outdoors, traveling, and spending time with her wife and their deaf pittie, Lulu and cats, Pasta, Tortellini, Turkey and Silas. +Born and raised in the Portland, Oregon area, +graduated from Western Oregon University with a Bachelor of Arts degree in Spanish. Her passion for studying languages and communication styles along with seven years living abroad in Mexico led her to begin her journey as a freelance Spanish/English interpreter. She later became an ASL/English interpreter and is currently an aspiring trilingual (Spanish/English/ASL) interpreter. In her free time +enjoys singing, playing guitar and piano, volleyball, and engaging in conversations about differing perspectives and experiences. +Martha was born and raised in Colorado where she currently lives. She attended a variety of Deaf schools and mainstream classes before graduating from MSSD. Martha then graduated from Gallaudet in Psychology, she also studied interpreting, social work and sociology during her time there. She worked at the Financial Aid office at Gallaudet and managed short-term rental properties in a small mountain town before joining RID. Outside of work, Martha enjoys snowboarding, sewing and creating, reading books, and watching TV shows. +Ryan is a native New Yorker. She holds a Bachelor of Arts degree in English from the University of Mary Washington in Fredericksburg, VA. Before coming to work at RID, she worked at the University of Mary Washington in a community based program for minority students. In her spare time, Ryan enjoys going out with friends and spending time with her family. +was born and raised in North Carolina. She holds a Bachelor of Science in Recreation Management, a Master of Education in Recreation and Fitness Administration, and an Associate of Applied Science in Sign Language Interpreting. +lived in west Texas for three years during graduate school, working at a community college. After making Deaf friends there, and learning more about Deafness and interpreting, +pursued a career in Interpreting. +has been nationally certified (NIC) since 2021, and enjoys educational and vocational interpreting the most. In her free time, +enjoys spending time with her husband, new baby boy, and two pups. Traveling, reading, binge watching TV shows, and swimming are a few of +Vicky was born and raised in Upstate NY (not NYC) and currently residing in the Sunshine State! She is happily married to her college sweetheart, and a first time mom to her beautiful child and a sassy Pomeranian girl. +Vicky holds a bachelor degree in Criminal Justice from Rochester Institute of Technology in Rochester, NY back in winter of 2018. Before joining RID, Vicky was teaching American Sign Language for about 3 years at a public high school in Orlando. In her free time, she loves to check out and explore the hidden gems in the Central Florida area, seeking out any local coffee shops, and spending quality time with friends and family. +Government Affairs, Public Policy and Advocacy Director +Neal was born and raised in Boston, MA. He has spent over a decade of his career working in areas intersecting with disability rights and government affairs at local, state, and federal levels. His passion for influencing and implementing positive change is the driving force behind his professional pursuits with the approach of, โ€œLeave the world a better place than you found it.โ€ He is honored to work for RID knowing that he and his team have a direct impact on the lives of the diverse Deaf and ASL-using communities. +Neal serves on the Board of Directors as Treasurer of the Deaf and Hard of Hearing Consumer Advocacy Network (DHHCAN) which is a national coalition of organizations representing the interests of deaf and/or hard-of-hearing citizens in public policy and legislative issues relating to rights, quality of life, equal access, and self-representation. He also serves on the Board of Directors for Atlas Preparatory Charter School which prepares and empowers all students for success on their post-graduate paths through educational excellence, character development, and community engagement. Most recently, Neal was appointed to the Institute of Credentialing Excellenceโ€™s (I.C.E.) Government Affairs Committee to leverage his expertise for a one-year term (2025-2026) to engage in efforts at the local, state, and federal levels affecting the credentialing community. +Neal and his partner, a Major in the United States Air Force, reside in Colorado with their two dachshunds; Penny & Nickel. In his free time, Neal enjoys volunteering, running, playing tennis, skiing, reading of all genres, trying new restaurants, and traveling whenever he can! +Dr. Wright is a Critical Theorist, researcher, and Director of Communications for RID. Jordan was raised in Buffalo, NY, and matriculated at California State University, Northridge where he formally learned ASL and finished with a BA in English Literature at the University at Buffalo. In 2017, Jordan completed his Ph.D. at Gallaudet University and has since held a variety of academic positions at Lamar University and RIT/NTID, which led to his current position with RID which combines three of his favorite passions: writing, data, and Deaf Studies. Dr. Wright has extensive experience in the world of publishing and enjoys escaping down various rabbit holes with a thirst for knowledge and curiosity which fuels his passion. An avid traveler, Jordan enjoys seeking out new horizons, and new experiences, and immersing himself in different languages and cultures all over the world. Dad to two whippets Savior and Omega, Jordan is an animal lover and sometimes prefers the company of animals to people. +Dr. Carolyn Ball, CI and CT, NIC +Carolyn has been a member of RID since 1994. However, her involvement with the Deaf Community began in 1982 when she met a Deaf young man at a baseball game in Idaho Falls, Idaho. This chance meeting at the baseball game influenced Carolynโ€™s career and life forever. After the baseball game and many years of college, she has been teaching interpreting in higher education for the past thirty-years. Carolyn has served on several national boards and loves to be involved in the Deaf Community. She enjoys researching the history of interpreters and interpreter educators and how to become effective leaders. In her free time Carolyn enjoys hiking, biking and spending time with her family. +Born and raised in the San Francisco Bay Area, Jenelle graduated from Gallaudet University with a Bachelor of Arts degree in Communication Studies. Jenelle focuses on strengthening accessibility and creating audience-specific content.ย  Outside of work, Jenelle loves spending time with her fur children, joining animal rescue missions, and screenplay writing. She maintains an open-door policy for discussions of any kind, loves a good joke, and always makes time for vegan snacks. +Born and raised in sunny Tampa, Florida, Brooke embodies her dedication and passion for education, community service, and the arts. She graduated from Gallaudet University with a degree in Business Administration, with a concentration in Entrepreneurship and Marketing, and a Minor in Dance. As a creative writer and book lover, Brooke recognizes the power of the written word and its ability to educate and inspire. As Editor in Chief of VIEWS, Brooke is driven to create content that is relevant and engaging to our members. An unwavering ally to Black, Brown, and Indigenous people, Brooke is committed to using her role to go beyond highlighting diverse perspectives. Through a collaborative framework, Brooke works to transform the traditional publication pipeline into a lasting communal bridge with a foundation in equity and authentic representation. +Director of Finance and Accounting +Jennifer, originally from northeast Ohio, holds a Bachelor of Science degree in economics from Gallaudet University and is working towards certification as a Certified Management Accountant. Jennifer thrives on the challenges and opportunities presented by non-profit accounting and finance.ย  Jennifer holds RIDโ€™s mission and service to the Deaf community close to heart. When not at work or doting on a family of six, Jennifer engages in a love of cooking, reading banned books, going for long hikes and bike rides, supporting local farmers, and learning new and interesting things. +Kristyne was born and raised in Canada. She graduated from Gallaudet University with a Bachelor of Science degrees in Accounting & Business Administration and a double minor in Economics & Finance. She has 7 years of supervisory and managerial accounting experience in the hospitality industry. During her free time, Kristyne loves spending time with her friends and cats, hiking, and exploring new nature places. +Bradley is a Minnesota native and is also known as Brad.ย  He graduated from RIT with two degrees, an Associate in Applied Science in Applied Accounting and a Bachelor of Science in Finance.ย  Before onboarding with RID, he has been a financial professional for nearly 30 years with a background in Healthcare, Human Resources, Information Technology, Innovation, and Interpreter Agency in several non-profit organizations, state agencies, and a private university.ย  Bradley enjoys exploring different cuisines, breweries, and wineries, traveling, reading business books, and spending time with family and friends in his free time. +Executive Assistant and Meeting Planner +Julie is a native Michigander. She holds a BA in Psychology from Gallaudet University and an AAS in Applied Art from NITD. Prior to joining RID, she worked as a conference manager for AvalonBay Communities, Gallaudet University, and the American School Health Association. She enjoys travel and cultural events with her family and friends in her spare time. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_56_1741389081707.txt b/intelaide-backend/documents/user_3/page_56_1741389081707.txt new file mode 100644 index 0000000..551e82f --- /dev/null +++ b/intelaide-backend/documents/user_3/page_56_1741389081707.txt @@ -0,0 +1,9 @@ +RID offers great careers with exceptional benefits +RIDโ€™s Headquarters staff are mission and purpose-driven. Each of our staff knows that our work has an incredible impact on Deaf, Hard-of-Hearing, and DeafBlind communities. We are committed to these communities through the elevation of the sign language interpreting profession. Join our team and make a difference for the better +There are currently no positions open at this time. Check back later for opportunities to work for RID! +Intersectionality and diversity of the communities we serve +Diversity, Equity, Inclusion, Accessibility and Belonging (DEIAB) +Professional contribution of volunteer leadership +Adaptability, advancement and relevance of the interpreting profession +Ethical practices in the field of sign language interpreting, and embraces the principle of โ€œdo no harm,โ€ +Advocacy for the right to accessible, effective communication \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_57_1741389085926.txt b/intelaide-backend/documents/user_3/page_57_1741389085926.txt new file mode 100644 index 0000000..648137a --- /dev/null +++ b/intelaide-backend/documents/user_3/page_57_1741389085926.txt @@ -0,0 +1,154 @@ +EPS Policy and Enforcement Procedures +English: EPS Policy and Enforcement Procedures PDF +ASL: EPS Policy and Enforcement Procedures +EPS Policy and Enforcement Procedures in ASL +RID Ethical Practices System Policy and Enforcement Procedures +EPS Prohibited Actions and Behaviors +The Registry of Interpreters for the Deaf (RID)โ€™s Board of Directors approved changes to the policies and procedures within the Ethical Practices System (EPS). These new policies and procedures will become effective during membership renewal in June 2023. RID certificants and members working toward RID certification will be expected to continuously comply with and uphold appropriate standards of professionalism while demonstrating integrity and accountability in all interpreting settings and interpreting-related activities. While the RID-NADโ€™s Code of Professional Conduct (CPC) outlines the baseline of professional standards for all certificants and members, the EPS is a crucial additional layer of protection that holds RID certificants and members accountable to the CPC. +The revised EPS is now expanded in scope and includes any professional-related activities related to applying for membership, testing and certification, and maintaining certification. The EPS also includes CASLI testing candidates. Also, in promotion of accountability within our profession, the policy also states that those who witness or are aware of harm being caused โ€“ not just those who experience the harm โ€“ may file a grievance. Additionally, the EPS oversees the enforcement of the CPC and provides a robust structure for investigating and resolving grievances. +Protect Consumers of Interpreting Services: +ASL interpreting is a โ€œtrustโ€ profession in which professionals work with vulnerable people thus our professionals are held to high standards of ethical and professional behaviors. The EPS aims to reduce further harm to Deaf, DeafBlind, Hard of Hearing and DeafDisabled consumers, as well as, hearing consumers from bad actors in advantageous positions. +Protect the Integrity of the Profession: +Professional certification organizations are expected to develop and uphold high ethical and professional standards for their members and holders of their certification. The revised policy helps protect the overall professionโ€™s reputation by holding bad actors โ€“ members who engage in inappropriate or unethical behavior โ€“ accountable for the harm they cause. +Build Trust Within our Profession: +By having a robust grievance system in place that holds our members and certificants accountable for adhering to the CPC, RID is demonstrating our commitment to our certificationโ€™s integrity and protecting the public, and rebuilding trust between our members and our consumers. +Provide guidance to members and holders of RID certification: +The revised EPS, combined with the CPC, can provide guidance to members who may be uncertain as to how to navigate certain situations. The EPS and CPC can help members make more informed decisions about their behavior by establishing expectations and consequences for professional misconduct. +Align RID with the industry best practices and National Commission for Certifying Agencies (NCCA) standards: +RIDโ€™s overarching goal is to align our practices with the needs of our consumers and with industry best practices, to champion the value of certification and expected levels of ethical behaviors and professionalism for our consumers, members, and the public. +The EPS policy and the CPC work together to methodically support RIDโ€™s mission and values. By promoting and upholding high standards of integrity and accountability within interpreting, which is a โ€œtrustโ€ profession, the organization can demonstrate its commitment to its mission, purpose, vision, and reinforce its values. +You may find all answers to your questions regarding the EPS Reform here: +EPS Reform Announcement in ASL +EPS Policy and Enforcement Procedures in ASL +The English language version of this agreement shall be controlled in all respects, notwithstanding any translation of this agreement made for any purpose whatsoever. If any translation of this agreement conflicts with the English version or contains terms in addition to or different from the English version, the English version shall prevail. +English: EPS Policy and Enforcement Procedures PDF +ASL: EPS Policy and Enforcement Procedures +EPS Policy and Enforcement Procedures in ASL +RID Ethical Practices System Policy and Enforcement Procedures +EPS Prohibited Actions and Behaviors +RIDโ€™s Ethical Practices System (EPS) seeks to bring accountability to the field of interpreting and is part of the tri-fold approach to establishing the standards RID maintains for its membership. It provides guidance and enforcement to professionalism and conduct while offering a complaint filing and review process to address concerns regarding the ethical decision-making of interpreters. +The EPS upholds accountability and integrity as essential components to developing and supporting trustworthy relationships between all consumers and interpreting professionals. As such, accountability and integrity are pillars for professional conduct. We acknowledge that accountability and integrity can be perceived and upheld in a myriad of ways by various cultural, linguistic, and (dis)ability communities which have historically been neglected when identifying and addressing alleged professional misconduct. It is the desire of the EPS to foster healthy relationships between consumers and professionals in the interpreting community by providing a paradigmatic shift in the understanding of how interpreting professionals should exhibit and embody integrity and accountability. +EPS Complaint vs. EPS Report +A complaint is related to violations of the EPS Policy and/or the CPC. Complainants are named. +A report is sharing information that is public (i,e. court judgments, newspaper articles.) This is to inform RID of this information, the EPS may or may not initiate action. Complainants are anonymous. +RID endeavors to assure all members of the public โ€“ Deaf, DeafBlind, DeafDisabled, Hard of Hearing, and Late-Deafened (DDBDDHHLD) consumers, hearing consumers, communities and organizations that engage in the provision of interpreting services, and those who rely on the services of interpreters to communicate with DDBDDHHLD individuals โ€“ that RID certificants meet professional standards of conduct. RIDโ€™s EPS requires that certificants and those seeking RID certification continuously comply with and uphold appropriate standards of professionalism, while demonstrating integrity and accountability in all interpreting settings and interpreting-related activities. RID-NADโ€™s Code of Professional Conduct outlines the baseline of professional standards that all certificants and members throughout multiple points in their journey to certification are expected to uphold. +It is crucial that individuals who do not meet the standards of professionalism, accountability, and integrity required of the profession do not undermine the important achievements of those who do. Failure to uphold these standards by demonstrating conduct that is out of compliance and harmful to the profession, its consumers and stakeholders, will be subject to disciplinary action in accordance with this policy. +You can find the EPS definitions in this PDF on page four: +RIDโ€™s Ethical Practices System (EPS) seeks to bring accountability to the field of interpreting and is part of the tri-fold approach to establishing the standards RID maintains for its membership. It provides guidance and enforcement to professionalism and conduct while offering a complaint filing and review process to address concerns regarding the ethical decision-making of interpreters. +File a complaint in English here +File a complaint in ASL here +The goal of the Ethical Practices System (EPS) is to uphold the integrity of ethical standards among interpreters. In keeping with that goal, the system includes a comprehensive process whereby complaints of ethical violations can be thoroughly reviewed and resolved through complaint review or adjudication. +Procedures can be found here: +RIDโ€™s Ethical Practices System (EPS) seeks to bring accountability to the field of interpreting and is part of the tri-fold approach to establishing the standards RID maintains for its membership. It provides guidance and enforcement to professionalism and conduct while offering a complaint filing and review process to address concerns regarding the ethical decision-making of interpreters. +You may find a list of members who have violated EPS standards here: +NAD-RID Code of Professional Conduct +A code of professional conduct is a necessary component to any profession to maintain standards for the individuals within that profession to adhere. It brings about accountability, responsibility and trust to the individuals that the profession serves. +Originally, RID, along with the National Association of the Deaf (NAD), co-authored the ethical code of conduct for interpreters. At the core of this code of conduct are the seven tenets, which are followed by guiding principles and illustrations. +The tenets are to be viewed holistically and as a guide to complete professional behavior. When in doubt, one should refer to the explicit language of the tenet. +Taking care of your concerns and needs. +File a Complaint in ASL +File a Report in ASL +I. Relating to the Integrity of Membership and Credentials +1. Misrepresentation of Membership and Credentials +Making false, knowingly misleading, or deceptive statements, or providing false, knowingly misleading or deceptive information or documents in connection with applying for RID membership or regarding the prerogatives and ramifications of that membership. +Misrepresenting professional credentials (i.e., education, training, experience, level of competence, skills, exam scores, and/or certification status). +Obtaining or attempting to obtain exam eligibility, certification, or recertification of any RID credentials by deceptive means. +Assisting another in misrepresenting or falsifying membership or credentials not limited to submitting or assisting another person to submit any document which contains a material misstatement of fact or omits to state a material fact. +Manufacturing, modifying or duplicating documents including but not limited to submitting or assisting another person to submit any document which contains a material misstatement of fact or omits to state a material fact. +Use of RID and CASLI marks and logos including trademarked material, without the expressed permission of RID/CASLI. +Impersonating a certified interpreter or providing interpreter services using anotherโ€™s certification identification number. +Attesting membership status as certification. +2. Certification Maintenace Program (CMP) Infringement +Noncompliance with CMP protocols for seeking CEUs. +Noncompliance with CMP sponsor responsibilities and procedures. +Defrauding the CMP process (e.g., attending two or more simultaneous CEU-bearing events, impersonating another interpreter in CEU-bearing events, abuse of membership cycle to avoid CEU submission, etc.). +Failure to report known violations or intentionally assisting another in defrauding the certification maintenance process. +Misrepresentation as a CEU sponsor or as hosting a CEU-bearing event. +3. Dishonest Actions Impacting CASLI Testing +Disclosing, recording, reproducing, or distributing examination content or otherwise compromising the security of a CASLI examination. +Possessing and/or using unauthorized material, including but not limited to streaming, recording, screen capture, or other unpermitted electronic devices during a CASLI examination. +Having or seeking access to proprietary exam materials before the exam. +Violating the published examination procedures for the examination or the specific examination conditions authorized by CASLI. +Impersonating an examinee or engaging someone else to take the exam by proxy. +Cheating on a CASLI examination. +Making false, knowingly misleading, or deceptive statements, or providing false, knowingly misleading, or deceptive information or documents in connection with an application for CASLIโ€™s examinations +Read the EPS Policy and Enforcement Procedures PDF Here +I. Relating to the Integrity of Membership and Credentials in ASL +II. Relating to Upholding Trust in the Profession +Failing to maintain the confidentiality of information gained through or as a result of providing interpreting services whether such breach of confidentiality occurs prior to, during, or after an interpreting engagement. +Sharing information that breaches the privacy of the consumer(s). +Profiting from the use of assignment-related information for professional or personal gain. +Sharing confidential, job-related, or protected information that would only be known to the parties involved on social media platforms. +Not following protocol for reporting within a specific agency or entity. +2. Misconduct via Online Professional Spaces. +Recording and distributing content expressly prohibited by its creator, e.g., without express permission recording an interpreted scenario unbeknownst to the parties involved, recording of consumers involved in the respective interpreted event, refusal to remove the recording as requested by the personnel or stakeholders involved in the event. +3. Actions Taken During Interpreting-Related Activities +Documented evidence of gross incompetence, unprofessional conduct, or unethical professional conduct. +Knowingly accepting assignments without adequate prior training or skills. +Exceeding oneโ€™s scope of practice as defined by law or certification. +Knowingly accepting an interpreting engagement that the interpreter is aware is beyond the interpreterโ€™s knowledge, ability, or skills to perform in accordance with the standards of practice, or continuing with such an assignment without disclosing the interpreterโ€™s skill limitations. +Knowingly accepting assignments for which one is not culturally and linguistically apt to provide services. +Knowingly accepting or continuing an interpreting engagement for which the interpreter has an undisclosed conflict of interest. +Refusing to use the language and modality(ies) as requested by consumer(s). +Falsely, misleadingly, or deceptively purporting to have professional expertise beyond scope of practice and/or training. +Failing to limit professional activity to interpreting during an interpreting engagement, such as by advising consumers on the substance of the matter being interpreted, sharing or eliciting overly personal information in conversations with the consumer, or inserting personal judgments or cultural values into the interpreting engagement. +Failing to meet standards of practice for rendering an interpreted communication accurately, without material omissions or additions, and conveying the content and spirit of the original message. +Discriminating against anyone in the provision of interpreter services on the basis of race, sex, gender identity or expression, sexual orientation, religion, national origin, age, or disability. Discrimination does not include declining an interpreting engagement because it is beyond the interpreterโ€™s knowledge, ability, or skills to perform in accordance with the standards of practice. +Practicing while impaired (e.g. due to mind-altering substance use) +Exhibiting gross incompetence, unprofessional conduct, or unethical conduct in connection with providing interpreting services or the individualโ€™s professional practice as an interpreter that raises a substantial question as to that individualโ€™s honesty, trustworthiness, or fitness as an interpreter in other respects. +4. Negligence in Utilizing Necessary Resources +Failure to acknowledge that additional necessary accommodations are required to provide accurate message equivalence. This is including but is not limited to a more qualified interpreter(s) (e.g., Deaf interpreters, heritage language interpreters, interpreters with setting-specific cultural competence), notetaker(s), language facilitator(s), Captioning Access Real Time (CART), assistive technologies, etc.). +Failure to acknowledge when multiple interpreting teams(e.g., Deaf, multilingual, heritage language, ProTactile, etc.) are needed given the complexity and nature of the interpreting task. +Failure to recommend to appropriate personnel the availability of resources for consumer(s). This is including but is not limited to resources that recommend:interpreters representing mutual intersectionalities of the consumer(s) or event, the most effective situational interpreting services possible (e.g., Deaf, multilingual, or heritage language interpreters), the most effective and readily available community based services. +5. Disrespect for colleagues, consumers, organizational stakeholders, and students of the profession +Engaging in violent, threatening, harassing, obscene, profane, or abusive communications with RID or CASLI or their agents. +Failing to comply with pre-set policies or regulations at the venue where the interpreting assignment is including cultural norms and safety regulations. +Failing to cooperate with or respond to inquiries from RID or CASLI related to the individualโ€™s own or anotherโ€™s compliance with RIDโ€™s or CASLIโ€™s standards, policies, and procedures and this Disciplinary Policy, in connection with CASLI certification-related matters, RID membership-related matters, or disciplinary proceedings. +6. Dishonesty while Conducting the Business of Interpreting +Obtaining or attempting to obtain compensation or reimbursement by fraud or deceit in connection with professional practice. +Engaging in negligent billing or record keeping in connection with professional practice. +Promoting, implying, encouraging/overriding autonomy of consumers in the provision of communication access (including for the purpose of placing oneself in a favorable position for future assignments). +Engaging in fraudulent business practices such as โ€˜double-dippingโ€™. +Knowingly accept interpreting assignments alone, that should be teamed, and charge exorbitant fees for their benefit at the expense of quality and access. +Pricing interpreting services in ways that become cost-prohibitive to consumers and hiring entities. +Read the EPS Policy and Enforcement Procedures PDF Here +II. Relating to Upholding Trust in the Profession in ASL +III. Relating to Adverse Actions +1. Misusing the Disciplinary Procedures +Violating appropriate boundaries between the interpreter and any party involved in the interpreted encounter. +Changing residence to avoid prosecution, loss of license, or disciplinary action by a state licensing agency. +Failing to adhere to the outlined protocols and procedures as outlined in this document. +Failing to report known or perceived prohibited behavior or activities by another RID member. +Failing to report a conviction of a felony related to the performance of the individualโ€™s duties as an interpreter or fitness as an interpreter (see Criminal Convictions, below). +Not in effect until FY 25 membership renewal. +Failing to disclose to state boards any disciplinary actions taken against a candidate/certificant, including but not limited to revocation, suspension, voluntary surrender, probation, fines, stipulations, limitations, restrictions, conditions, censure or reprimand, or denial of licensure or certification. +Read the EPS Policy and Enforcement Procedures PDF Here +III. Relating to Adverse Actions in ASL +EPS holds that interpreting is a trust and reputation-based profession. Therefore, criminally offending can potentially affect the interpreterโ€™s suitability to practice in a number of ways and be detrimental to the trust and safety required to facilitate effective language access. This section details when an interpreterโ€™s criminal conviction may be relevant to their eligibility for certification and periodic certification renewal. +RID will engage in an individualized assessment for each disclosure submitted. Criminal convictions will not automatically disqualify one from credentialing eligibility, access to testing or automatically result in disciplinary sanction. This disclosure will be informative to RID as the organization can not adopt a policy of deliberately excluding knowledge of offenses that may be relevant to the trustworthiness of a member or certificant affecting the safety of consumers, fellow colleagues and RID stakeholders. +Disclosure โ€“ As required by this Policy, each RID current member, professionals submitting for RID membership renewal, and CASLI testing candidates must identify and explain whether s/he/they was or is the subject of any of the following matters within 30 days of notification of the matter or at the time of membership renewal or testing application (whichever occurs sooner): +Prior criminal felony, misdemeanor, and other criminal convictions, even if the court withheld adjudication so that you would not have a record of conviction. +Current and pending criminal felony, misdemeanor, and other charges, including complaints and indictments. +Government agencies and professional organizations conduct or other complaint matters relating to the member/candidate, including disciplinary and complaint matters, within ten (10) years prior to the date of their initial certification application or certification maintenance application. +Legal matters related to the memberโ€™s/candidateโ€™s interpreting business or professional activities, including civil complaints and lawsuits. +Failing to report a conviction of a felony related to the performance of the individualโ€™s duties as an interpreter or fitness as an interpreter (see Criminal Convictions, below). +Not in effect until FY 25 membership renewal. +Failing to disclose to EPS any prior criminal felony, misdemeanor, and other criminal convictions. +Failing to report current and pending criminal felony, misdemeanor, or indictments. +Failing to report any disciplinary actions taken against a member/candidate by state or local level organizations. This could include but is not limited to, licensing bodies, and governmental agencies. +Read the EPS Policy and Enforcement Procedures PDF Here +IV. Criminal Convictions in ASL +Six steps in an EPS enforcement procedure. +Continue to grow on your ethical journey, thereโ€™s always more to learn +Learn more about the complexities of ethics, and how a benefit of RID membership is the interpreterโ€™s duty to maintain ethical standards. +Upholding high standards of professionalism and ethical conduct of interpreters. +Articulate the consensus of the membership in outlining standard practices and positions on various interpreting roles and issues. +Browser through our Press Releases to see what RID standards for how we uphold Ethical standards. +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the membership in outlining standard practices and positions on various interpreting roles and issues. You may print out the SPPs below ( +) and then make the number of copies needed. +An Overview of K-12 Educational Interpreting +Use of a Certified Deaf Interpreter +Interpreting in Mental Health Settings +Interpreting in Health Care Settings +Interpreting for Individuals who are Deaf-Blind +Professional Sign Language Interpreting Agencies \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_58_1741389090975.txt b/intelaide-backend/documents/user_3/page_58_1741389090975.txt new file mode 100644 index 0000000..bae95ba --- /dev/null +++ b/intelaide-backend/documents/user_3/page_58_1741389090975.txt @@ -0,0 +1,419 @@ +The RID Volunteer Leadership structure is comprised of the Board, along with Committees, Councils, and Task Forces. +If you are interested in serving as a RID volunteer, please complete and submit the +. Volunteers are appointed after the biennial conference and serve until the conclusion of the next biennial conference. +RID has a number of standing committees, organized around a specific issue or responsibility. +The Audit Committee is to assist/advise the Board of Directors in the oversight of organizational internal controls and risk management, and monitor, review, and report on the annual independent audit of the organizationโ€™s finances. +: As needed during the active audit period, culminating in a summary recommendations report at the conclusion of the annual audit. Quarterly reports on recommendation progress may be given during non-audit months. +For the term 2023-2026, the Audit Committee members are charged to complete the following tasks: +Oversee matters related to RIDโ€™s internal systems controls. +To provide an independent view and critique of management override of controls. +To recommend appropriate internal controls toward mitigating possible fraud and reducing risk. +Oversee the annual independent audit process. +To assist with oversight in hiring independent auditors, counsel, or other consultants as necessary. +To inquire of management and independent auditors about significant risks or exposure facing the organization. +To review with management significant audit findings and recommendations together with managementโ€™s responses thereto. +To review with management and the independent auditor the effect of any regulatory and accounting initiatives, as well as other unique transactions and financial relationships, if any. +Oversee the appropriate preparation and dissemination of financial statements. +To review with management and the independent auditors the organizationโ€™s annual financial statements and related footnotes, the auditorโ€™s audit of the financial statements and their report thereon, and auditorโ€™s judgments about the quality of the organizationโ€™s accounting principles as applied in its financial reporting. +To review with the general counsel, management, and independent auditors any regulatory matters that may have an impact on the financial statements, related compliance policies, programs, and reports received from regulators. +Prepare or oversee preparation of an audit committee annual report. +Address items referred to the committee by the Board of Directors. +SOW was approved by the Board of Directors on April 14, 2023. +The Bylaws Committeeย advises the RID Board of Directors with respect to the organizationโ€™s governing documents. +Cumulative report: March 2019, March 2021 +For the term 2017-2021, the Bylaws Committee members are charged to complete the following tasks: +Reviews the bylaws periodically to ensure that they are up-to-date and compliant with current laws and Robertโ€™s Rules of Order. +When the need arises, propose amendments to the bylaws that reflect changes or nuances that the board identifies. +Serve as the national Motions and Resolutions Committee throughout the term and during the biennial conference. +Throughout the term and during national conference, the Bylaws Committee will collect and review all member motions and conference motions to ensure they are not in conflict with the RID Bylaws or organizational procedures. +To assist the Chair of the Business Meeting in directing members who are commenting on motions to stand / sit in appropriate places. +To assist members throughout the term and during the Business Meeting to formulate complete motions in writing prior to posing the motion. +Act as a resource to HQ and Affiliate Chapters in the development or revisions to the Affiliate Chapter bylaws and standing rules, and in maintaining compliance with the RID national bylaws. +The RID Certification Committee advises the RID Board of Directors by recommending policies and standards related to the RID Certification system. +Board of Directors Liaison: TBD +Danny Maffia, Current Committee Chair +Rebecca De Santis, Current Committee Co-Chair +For the term 2017-2019, the RID Certification Committee members are charged to complete the following tasks: +Develop guidelines for recognizing credentials from entities other than RID. +(CM 2007.04) Develop a set of guidelines for including membership and/or conferring of certified status, individuals who hold credentials from any entity other than RID; that these guidelines be approved by majority vote of the certified membership of RID; and that RID wait until the implementation of these guidelines prior to entering into further discussion, agreements, contracts or in any way incorporating non-RID certificates into our organization. +Provide recommendations to the RID Board. Recommendations are provided to the Board via the Board liaison. +Explore options for granting specialty certification in legal, medical and other areas of practice. +Explore the concept of a portfolio for recognizing specialty credentials. +Provide recommendations to the Board for accepting specialty certification +Recommend to the Board requirements for granting RID generalist certification +Explore what requirements must be met in addition to a passing score of a CASLI administered generalist exam to be granted National Interpreter Certification (NIC) and Certified Deaf Interpreter (CDI). +Determine if the current degree requirement should be a certification requirement or a testing requirement. +Determine if an affirmation of adherence to the Code of Professional Conduct, hours of training, or other requirements must be met for granting of certification. +Address additional items as they are referred to the committee by the Board of Directors. +With advice from committee members, the RID board liaison and the Ethical Practice Systems (EPS) Administrator collectively propose a revisioning of the EPS system within RID. +The Ethics Committee will meet at least quarterly, and its Chair will have continued communication with its respective board and headquarters liaison. Any communication (i.e. reports, recommendations, requests), for board consideration, must be sent to the board liaison 10 days prior to a Board meeting. Board meeting schedule is +Via the PPM 2021 Committees are composed of the following. Note the roles and responsibilities of each can be found in Appendix F. +(Timeline: 2020-2023) Utilizing the 2018 Ethical Practice Systems Review Task Force report, explores current trends in other similarly situated professions, drafts proposals to restructure the EPS in alignment with the 2021 drafted EPS philosophy statement while adhering to the Mission and Vision of RID. +(Timeline: Ongoing) Supports the RID EPS Administrator with the following: +Requests for case review or guidance as needed; +Advisement regarding ongoing recruitment for EPS mediators; +Guidance on interpretations of current Ethics policy. +(Timeline: 2020-2023) Collaboration with the Code of Professional Conduct Review Task Force (CPCTRF) about how a redrafted CPC/Code of Ethics will affect the following: +Needed training for RID members; +Needed for EPS staff members. +The Finance Committee provides high-level oversight and recommendations on the budget to ensure alignment with RIDโ€™s mission and goals; review of fundraising opportunities and endeavors, recommendations for financial partnerships and trends; revenue targets in support of RIDโ€™s operational needs; and advice to the RID Treasurer on the Association funding needs, resource management and potential risks. In essence, the Finance Committee works with the RID Board of Directors to ensure RID financial accounts are managed effectively. +The Finance Committee is also charged with supporting the Treasurer in helping to ensure RIDโ€™s financial stability by: +monitoring adherence to the budget, +monitoring quarterly financial statements and suggest adjustments to the Board to maintain a balanced budget, +setting long-range financial goals along with funding strategies to achieve them, +advise multi-year operating budgets that integrate strategic plan objectives and initiatives, +working with headquarters staff to review the impact of the reported data on the organization, and +assisting with the preparation of financial reports for presentation to the Board of Directors by the Treasurer +The Professional Development Committee advises the RID Board of Directors and assists RID Headquarters, in the oversight of the policies and standards for the Certification Maintenance Program (CMP) and the Associate Continuing Education Tracking (ACET) program. +For the 2017-2021 term, the Professional Development Committee is charged with the following: +Review the Standards and Criteria for compliance with industry norms and for management of online education. +Explore if the RIDโ€™s system could be, and should be, recognized as a full member of the International Association of Continuing Education and Tracking (IACET) +Explore ways to manage or document online education and some of the innovative courses interpreters are pursuing today. +Explore effective mechanisms for documenting academic studies.ย  A professional credentialing systemโ€™s education program typically documents continuing education and not degree seeking efforts. +Utilizing the information learned from Element #1. a. , Conduct a major review, revision and update of the CMP/ACET system. +In collaboration with key HQ staff, offer recommendations, to the RID Board, for consideration to enhance, and ensure relevancy, of the program +Review the fees/costs of the program. +Ensure that the program is self sustaining (cost-neutral) per member motion (C93.01) +Review, in conjunction with the Board, the proposals from the 2015-2017 PDC. +Ensure that steps are taken to continue to strengthen the Audit Program. +Create a system of auditor groups (separate but in communication with HQ and the PDC), who will conduct regular and โ€˜spotโ€™-audits to ensure effective functioning of RIDโ€™s network of approved sponsors. +Offer recommendations, to the RID Board, for consideration to enhance, and ensure relevance and currency, of the program. +Provide monthly reports to the Board providing the following information (not limited to): +Updates on the audit successes and failures.ย  Include steps that have been taken to ensure that the successes continue and the failures are addressed. +Create and offer regular sponsor training. +Work with HQ staff and key stakeholders to develop training opportunities for sponsors. +Offer regular training sessions- through webinar or in-person- for the purpose of keeping sponsors current on the appropriate management and delivery of sponsorship services to RID members. +Monitor and respond to sponsor questions. +Work with HQ staff to provide regular monitoring of the sponsor list and respond as appropriate to questions, concerns, or issues raised by sponsors. +We move that 1.0 of the required 6.0 CEUs under the content area of Professional Studies be training related to topics of Power, Privilege, and Oppression. Be it further moved that the content area of Professional Studies include as a fourth category the topic of Power, Privilege, and Oppression. Be it further moved that the PDC will work with representatives from the Diversity Council, Deaf Advisory Council, Council of Elders, and Member Section leaders to identify the scope of topics to be included under the Professional Studies category of Power, Privilege, and Oppression. +Work with the Pro Bono Ad Hoc Committee in their charge to address conference C2015.06: +Move that the RID Board of Directors establish an ad hoc committee to include representatives from the authors of this motion, a representative from the PDC, certified members, community stakeholders, including people who are not yet in support of this idea, to investigate the implementation of a system to document ProBono hours for members (certified and associate) during their four year cycle; Be it further moved that this committee shall be comprised of no less than 50% Deaf members. +The Scholarships and Awards Committee solicits, reviews, and selects recipients for the associationโ€™s scholarships and awards. +Christina Stevens, Region I Representative +For the term 2017-2021, Scholarships and Awards Committee members are charged to complete the following tasks: +Manage the nomination/application process for awards and scholarships +a. Evaluate and establish selection process inclusive of Deaf and diverse perspectives. +b. Promote the scholarships and awards to the RID membership +c. Solicit applications and nominations +d. Select the final recipients +Present the scholarships and awards to the recipients at the 2019 National Conference. +Councils are made up of individuals who have many years of experience in the interpreting profession. +The Council of Eldersโ€™ primary function is to furnish the President and the Board with historical insights that reinforce the Boardโ€™s dedication to maintaining RIDโ€™s historical legacy and infusing it into all aspects of the Boardโ€™s decision-making. +The annual onboarding training is mandatory for all committee members to ensure their work aligns with the Boardโ€™s Mission, Purpose, Vision, and Values. Additionally, members must stay current with best practices in the interpreting field. Joining the committee involves a significant commitment, including a minimum of four hours per month for group work and virtual meetings, with a total of 40 hours for deliverable completion (subject to change). The board liaison will appoint HQ staff to coordinate and ensure the timeline of the committee work will be followed and completed according to the deliverables. The committee will be reappointed annually based on organizational needs. +Members who cannot fulfill their responsibilities, including but not limited to review of materials and meeting attendance, are expected to re-evaluate their ability to remain on the committee. Please communicate with the Liaison Ritchie Bryant if your commitment changes. +To assess the feasibility of converting Tri-councils to DEIAB council and to develop detailed action plans for the redesign of DEIAB principles regarding workflow for motions and policies. +To serve as a reliable resource for sharing relevant information and providing valuable recommendations to the Board, fostering an environment of collaboration and knowledge sharing. +To conduct thorough reviews and provide guidance to the board of directors in relation to motions and policies, ensuring that all recommendations are communicated and implemented within the specified deadlines. +To work closely with the Board of Directors to uphold and preserve cultural norms, the foundations of ASL, and respect for the Deaf and RID heritage, emphasizing the importance of these values throughout the projectโ€™s lifecycle. +For the term 2024-2025, the Council of Elders members are charged to complete the following tasks: +Conduct research and formulate recommendations to assess the feasibility of establishing a DEAIAB council, replacing the existing tri-councils. +Review of RID motions and policies within a turnaround time of ten days before quarterly board meetings. +Submit and presentation of a report by the council representative during the board meetings. +Identification and documentation of barriers within the RID PPM, presented to the board for review and action. +Final comprehensive report summarizing the committeeโ€™s work, findings, recommendations, and outcomes. +The Deaf Advisory Council advises to the RID Board of Directors to maintain the Boardโ€™s commitment to ensuring that the Deaf perspective is integrated into all issues brought before the Board and the association. +The annual onboarding training is mandatory for all committee members to ensure their work aligns with the Boardโ€™s Mission, Purpose, Vision, and Values. Additionally, members must stay current with best practices in the interpreting field. Joining the committee involves a significant commitment, including at minimum of four hours per month for group work and virtual meetings, with a total of 40 hours for deliverable completion (subject to change). The board liaison will appoint HQ staff to coordinate and ensure the timeline of the committee work will be followed and completed according to the deliverables. The committee will be reappointed annually based on organizational needs. +Members who cannot fulfill their responsibilities, including but not limited to review of materials and meeting attendance, are expected to re-evaluate their ability to remain on the committee. Please communicate with the Liaison Ritchie Bryant if your commitment changes. +To assess the feasibility of converting Tri-councils to DEIAB council and to develop detailed action plans for the redesign of DEIAB principles regarding workflow for motions and policies. +To serve as a reliable resource for sharing relevant information and providing valuable recommendations to the Board, fostering an environment of collaboration and knowledge sharing. +To conduct thorough reviews and provide guidance to the board of directors in relation to motions and policies, ensuring that all recommendations are communicated and implemented within the specified deadlines. +To work closely with the Board of Directors to uphold and preserve cultural norms, the foundations of ASL, and respect for the Deaf and RID heritage, emphasizing the importance of these values throughout the projectโ€™s lifecycle. +For the term 2024-2025, the Deaf Advisory Councilย  members are charged to complete the following tasks: +Conduct research and formulate recommendations to assess the feasibility of establishing a DEAIAB council, replacing the existing tri-councils. +Review of RID motions and policies within a turnaround time of ten days before quarterly board meetings. +Submit and presentation of a report by the council representative during the board meetings. +Identification and documentation of barriers within the RID PPM, presented to the board for review and action. +Final comprehensive report summarizing the committeeโ€™s work, findings, recommendations, and outcomes. +Diversity Council advises the RID Board of Directors to uphold the Boardโ€™s desire to ensure that diversity and inclusion are embodied in all matters before the Board and the association. Specifically, it assists the RID Board of Directors in promoting equity, diversity, inclusion, accessibility and belonging within the association; develops recommendations on how to make RIDโ€™s membership and leadership more diverse and inclusive; and assists in developing diversity programs and initiatives. +The annual onboarding training is mandatory for all committee members to ensure their work aligns with the Boardโ€™s Mission, Purpose, Vision, and Values. Additionally, members must stay current with best practices in the interpreting field. Joining the committee involves a significant commitment, including a minimum of four hours per month for group work and virtual meetings, with a total of 40 hours for deliverable completion (subject to change). The board liaison will appoint HQ staff to coordinate and ensure the timeline of the committee work will be followed and completed according to the deliverables. The committee will be reappointed annually based on organizational needs. +Members who cannot fulfill their responsibilities, including but not limited to review of materials and meeting attendance, are expected to re-evaluate their ability to remain on the committee. Please communicate with the Liaison Ritchie Bryant if your commitment changes. +To assess the feasibility of converting Tri-councils to DEIAB council and to develop detailed action plans for the redesign of DEIAB principles regarding workflow for motions and policies. +To serve as a reliable resource for sharing relevant information and providing valuable recommendations to the Board, fostering an environment of collaboration and knowledge sharing. +To conduct thorough reviews and provide guidance to the board of directors in relation to motions and policies, ensuring that all recommendations are communicated and implemented within the specified deadlines. +To work closely with the Board of Directors to uphold and preserve cultural norms, the foundations of ASL, and respect for the Deaf and RID heritage, emphasizing the importance of these values throughout the projectโ€™s lifecycle. +For the term 2024-2025, the Diversity Council members are charged to complete the following tasks: +Conduct research and formulate recommendations to assess the feasibility of establishing a DEAIAB council, replacing the existing tri-councils. +Review of RID motions and policies within a turnaround time of ten days before quarterly board meetings. +Submit and presentation of a report by the council representative during the board meetings. +Identification and documentation of barriers within the RID PPM, presented to the board for review and action. +Final comprehensive report summarizing the committeeโ€™s work, findings, recommendations, and outcomes. +Task Forces have specific goals, and may be disbanded when those goals are met. The task force is led by the staff and board liaisons, working to meet the assigned scope of work. +Code of Professional Conduct Review Task Force +Ronise Barreras (Council de Manos) +1: Compile and review historical information and documents related to previous and current codes of ethics/CPC +Provide information in a format publically available and accessible. +Revisions should consider immediate changes in order to support the work of the Ethical Practice System. The recommendations will be brought to the RID membership for review, deliberation and decision. +Revisions should include long term changes in order to re-orient the CPC to a value-based framework +Input shall be collected from relevant stakeholders +Input shall be collected from the RID membership for consideration +Explore and present a change to the name of the ethical code +The name should represent the purpose and content of the code +3: Envision and Develop CPC materials +Materials to aid in education +Materials to aid in advocacy +4: Outline and propose a regular schedule for review of the ethical code to ensure relevancy and applicability +Provide recommendations to the RID Board for the need to create a standing committee, including a potential scope of work. +5: Present Quarterly reports to the RID Board of Directors +Reports are submitted via Board liaisons. +Final report to include (but not limited to): (note- the request for a final report is to receive information completed during the 2015-2017 term) +Recommendations for updates to the scope of work to allow for the completion of the task forceโ€™s work. +Provide updates to the Board of Directors, via the Board liaison, for each Board meeting. +Note, reports must be submitted to the Board 10 days prior to each Board meeting. Work with the Board liaison to confirm meeting dates. +The Task Force shall work with Councils, Committees and/or Task Forces as necessary. Board liaisons will assist in creating the collaborative connection. +For the 2019-2021 term, the CPC Review Task Force members are charged with the following: +To collect Community feedback on the 2005 CPC. +To review, revise and strengthen the CPC. +To participate in a review of the overall program and policies in an effort to maximize efficient use of volunteer resources. +To comply with the 2013 RID Business Meeting motion E. +To address items referred to the task force by the board of directors. +NAD-RID Code of Professional Conduct +Ethical Practices System Overview (EPS) +Toward an Interpreter Sensibility: Three Levels of Ethical Analysis and a Comprehensive Model of Ethics Decision-Making for Interpreters +Exploring Ethics: A Case for Revising the Code of Ethics +1995 Code of Ethics (historical) +1965 Code of Ethics (historical) +RIDย Code of Professional Conduct in ASL by Wink +The RID DeafBlind Task Force is composed of members who have combined aural and visual loss. This unit is tasked by the RID Board of Directors that passed a motion in February of 2021 to improve all communication and information accessible for the DeafBlind consumers. The unitโ€™s primary work is to advise, address, analyze, test, and recommend accessibility access on website pages and media managed by RID. +: RID Board of Directors +Monthly summary up to six months term from August to January 2022. +Members of this unit shall and hereby collaborate with RID Board of Directors in assessing media accessibility and possibly review or suggest the inclusion of CASLI practices for certification DeafBlind interpreting. +Members in the unit are to assess every page of RID context, review links, and test accessibility formats in regards to changing the size of context, inverting colors and functions for Braille users. +The members of the unit are to report to the chair of the DeafBlind Task Force addressing issues and providing recommendations in improving access points for the DeafBlind consumers. +Each member of the unit is assigned to analyze and test various RID media in the following: +X (formerly known as Twitter) +all forms by word and pdf formats +web forms and membership portal +payment portal (for dues, registration for workshops and conventions) +The members of this unit are to make recommendations valid in terms of identifying elements such as pictures and videos. โ€” Pictures accommodated alt description text +vlogs shall be in compliance by including transcripts of spoken and/or signing productions. +In addition to practice including description of who the person is seen as, gender, race if known, hair color, clothing, and background. +Chair of the DeafBlind Task Force, Tara L. Invid@to, M.Ed +Legal/Court Interpreting Credential Task Force +Investigate how to best establish a national credentialing system for legal/court interpreters. +Collaborate with various stakeholders such as but not limited to NBDA, NAD, CASLI, NCSC, HEARD, among others. +Community stakeholders must be reflective of the diverse communities we serve within the criminal justice system +Explore the possibility of the courts taking ownership of credentialing, ASL-English and CDI, interpreters through a collective body. +Work with legislative entities to garner information and guidance +Explore current legislative guidelines regarding credentialing +TF to be selected by Oct 2019 +Report back Dec 2020 to membership +Completed when a recommendation for testing/credentialing has been established +Established and approved October 2019 +The purpose of the Religious Interpreting Task Force conduct research and provide recommendations on the potential establishment of a religious interpreting section and standards within RID, with a focus on improving access to religious services for the deaf and hard-of-hearing community, with a focus on ensuring that the project stays within scope, budget, and timeline. +RID Board of Directors, Jessica Eubank +The annual onboarding training is mandatory for all task force members to ensure their work aligns with the Boardโ€™s Mission, Purpose, Vision, and Values. Additionally, members must stay current with best practices in the interpreting field. Joining the task force involves a significant commitment, including a minimum of 10 hours per month for group work and face-to-face meetings, with a total of 120 hours for deliverable completion (subject to change). The board liaison will appoint HQ staff to coordinate and ensure the timeline of the task force work will be followed and completed according to the deliverables. The task force will be reappointed annually based on organizational needs. +Members who cannot fulfill their responsibilities, including but not limited to review of materials and meeting attendance, are expected to re-evaluate their ability to remain on the committee. Please communicate with the Liaison Jessica Eubank if your commitment changes. +Define and document project requirements and objectives +Develop project plans and schedules +Monitor project progress and regularly report to stakeholders +Identify and mitigate project risks +Ensure that project deliverables meet quality standards +Maintain open communication with project stakeholders and make necessary adjustments as needed. +For the term of 2024 to 2025, the Religious Interpreting Taskforce members are charged to complete the following tasks: +Provide a research report on the current state of religious interpreting services, including the needs and challenges faced by deaf and hard-of-hearing individuals who require religious interpreting services. +Provide a summary of feedback and input from the deaf and hard-of-hearing community on their experiences with religious interpreting services. +Provide a summary of feedback and input from the diverse working interpreters from various backgrounds on their experiences with religious interpreting services. +Create a feasibility report on the potential incorporation of a religious interpreting section within RID, including an analysis of the resources and infrastructure needed to support such a section. +Identification of potential partnerships and collaborations with religious organizations and other relevant stakeholders to support the mission of the religious interpreting section within RID. +Meeting minutes: Detailed notes of each meeting capture the discussion, decisions, and actions taken. +Final report: A comprehensive report that summarizes the committeeโ€™s work, including its findings, recommendations, and outcomes. +Strategic Challenges Bylaws Review Task Force +This Task Force was active but has since been dissolved. This page is being kept for archival purposes. The information about the Strategic Challenges Bylaws Review Task Force below: +The Strategic Challenges Bylaws Review Task Force (SCBRTF) was to advise the RID Board of Directors in a thorough review, and to make recommendations on Motions E โ€“ S from the 2007 RID Conference Business Meeting. +For the term 2009-2011, the Strategic Challenges Bylaws Review Task Force members were charged to complete the following tasks: +Gather member input on Motions E-S and related issues and provide the board of directors with recommendations. +Be available to host or participate in a forum at national conferences. +Address items referred to the committee by the board of directors. +Task Force Organization & Structure +How often does it meet? +The task force generally holds at least bi-monthly conference call meetings each year (visually accessible conference calls, when appropriate). Between conference calls, email correspondence occurs to further the work of the task force. Face-to-Face meetings, which are budgeted for and hosted on an as-needed basis, are decided upon by the board and RID Headquarters office staff. The task force must submit a request to the board including a clear rationale for the face-to-face along with an agenda of the work to be accomplished during the meeting time. Additional travel for meetings and/or educational initiatives may be necessary depending on the scope of work. +Volunteer leaders, if approved, for travel to attend a face-to-face meeting will be reimbursed travel and lodging expenses and given per diem for meals. (See Volunteer Leadership Manual for additional details regarding reimbursements.) All other extraneous travel requests may be discussed on a case-by-case basis with the board and RID Headquarters office staff liaisons. +What are my responsibilities as a Volunteer Leader? +Volunteer Leaders are expected to attend all task force meetings and assist in accomplishing the tasks set forth in the scope of work and ultimately support the implementation of RIDโ€™s Strategic Plan. An agenda must be developed prior to each meeting with each agenda item pointing to a task within the scope of work. (See Volunteer Leadership Manual for more information regarding position descriptions for each volunteer leader.) +The task force will review the scope of work and provide feedback related to the tasks, priorities, timelines, workflow, etc. Should the task force seek to address a project or issue outside the originally assigned scope of work, a formal request for that work assignment would need to be made via the progress report. Changes in the task forceโ€™s scope of work must have prior approval from the board. +At the end of the term, the task force will submit a final profess report to the board indicating the outcomes of the task force term, as well as make recommendations for future projects and initiatives for consideration by the board. +RIDโ€™sย Member Sectionsย (MS) provide a relationship-building forum for RID members to share common interests, goals and concerns that are also consistent with RIDโ€™s mission and values. +As formally recognized groups of RID members,ย Member Sectionsย can hold meetings at the biennial conference, regional conferences and other functions sponsored by RID or its affiliate chapters. Additionally,ย Member Sectionsย frequently contribute articles to +, RIDโ€™sย quarterly newsletter, to share their discussions with the entire membership. +It is the mission of the Bisexual, Lesbian, Gay, Intersex, Trans* Interpreters/Transliterators (BLeGIT*) Member Sectionย to be a forum for discussing current interpreting issues, provide information and resources for professional development opportunities and provide a professional and positive venue for discussing topics specific to the BLeGIT* community. All are welcome!! +Patricia Moers-Paterson, SC:L, CI and CT +Dustin Woods, Supporting RID Member +Bob LoParo, CI and CT +(Note that these are their BLeGIT* committee email addresses. If you want to contact them on a personal matter, then +to see if it is provided.) +Click to see minutes from the 2015 meeting at RIDNOLA15 (link). +The purpose of the RID DeafBlind Member Section (DBMS) is to act as a national resource for interpreters, consumers and families regarding interpreting needs for individuals who are DeafBlind. +DBMS maintains a listserv open to all RID members and DeafBlind individuals. Members are invited to share information and events related to interpreting for DeafBlind individuals. The list is maintained by Mala Poe and is carefully moderated to include only pertinent, professional posts. Average number of posts has historically been less than one per week. +Connect interested parties on the local, regional and national levels. +Host social event for interpreters and consumers during RID national conference. +Maintain regional representation on IDB Member Section committee. +Create and maintain online listserv to facilitate communication between interested parties +Provide publications, journal articles and educational materials to interested parties +Provide DB-LINK (national clearinghouse on DeafBlindness) with updates regarding +training events, new publications, conferences, etc. +Submit articles and on-going IDB column in RID VIEWS on DeafBlind related topics. +Maintain nationwide list of DeafBlind consumers who are qualified speakers/trainers. +Provide professional development opportunities to enhance the skills and knowledge of interpreters and interested parties. +Provide training during RID national and regional conferences on DeafBlind related topics. +Create calendar of events for various training opportunities. +Compile list of qualified trainers in DeafBlindness. +Liaise between RID, AADB, NAD DB-LINK, HKNC and state DeafBlind consumer groups. +Act as main liaison and contact for the RID-AADB National Task Force. +Provide mentoring to new and seasoned professionals in the field of interpreting in order to +increase the number of qualified interpreters for individuals who are DeafBlind. +Design and implement mentoring program for CEUs in association with the AADB +Act as an advocate for communication access for all individuals who are DeafBlind. +Advertise contact information so that interpreters, consumers and families can reach the +IDB Member Section as the need arises. +We are currently developing a plan to host state-by-state and regional trainings to prepare interpreters to work with DeafBlind consumers.ย  Each of the DBMS Region Reps is looking for a go-getter in each state who is ready, willing and able to work toward bringing our training to YOUR back yard.ย  Please contact your DBMS Region Rep (see list above) if youโ€™re a well-qualified interpreter who is willing to champion our cause in your state. +LOOK FOR A DBMS-SPONSORED TRAINING NEAR YOU! +The DBMS Thanks the following donors: +Jill Gaus and Susie Morgan Morrow for not only presenting three fabulous workshops on working with DB people at the RID Conference in Atlanta, but also for allowing the DBMS to hold raffles and a silent auction during those workshops. +DBTip (DeafBlind Training, Interpreting & Professional Development) for donating an online training for our online raffle. +Andre Pellerin, an artist who is DeafBlind +The Crazy Quilters, artists who are Deaf +The National Consortium of Interpreter Education Centers (NCIEC) +The American Association of the DeafBlind +The Deaf Caucus strives to strengthen the ties between all members of RID, advocate for the needs and interests of RID members who are deaf and provide a vehicle for open discussion and exchange of ideas. +About the RID Deaf Caucus Member Section +RIDโ€™s Member Sections (MS) provide a relationship-building forum for RID members to share common interests, goals and concerns that are also consistent with RIDโ€™s mission and values. As formally recognized groups of RID members, Member Sections can hold meetings at the biennial conference, regional conferences and other functions sponsored by RID or its affiliate chapters. Additionally, Member Sections frequently contribute articles to VIEWS, RIDโ€™s monthly newsletter, to share their discussions with the entire membership. Activities of Member Sections are determined and carried out by the MS leadership and its members, and not by the RID national office staff. +To join an RID Member Section, you must be a RID member. +To join an RID Deaf Caucus Yahoo! Group you must be a RID member. +Goals of the Deaf Caucus Member Section: +To hold forums at RID conferences; +To advise the membership, Board of Directors, and the National Office on issues pertaining to members of Member Sections; +To prepare position papers and/or statements for the Board of Directors and the RID membership on issues pertaining to members of Member Sections; +To recommend programs, activities and policies to the membership, Board of Directors, the National Office and RID national committees that are in the interests of Deaf Caucus and proceeding Member Sections members; +To act as a resource to standing and ad hoc committees on issues that pertains to deaf members; +To disseminate information to members of Member Sections regarding organizational activities; +To encourage active and ongoing participation from Deaf Caucus members and RID and its affiliate chapters; +To serve as a support group for RID members +R4 MAL: Roy William Barron +2011 RID National Conference Reviewย from +Our Shifting Boarders: Perspectives from the 2011 Community Forum +Deaf-Parented Interpreter (DPI) Member Section +The mission of the Deaf-Parented Interpreter (DPI) Member Section is to promote greater understanding and awareness of the values of the Deaf Community as well as the skills, dedication and sensibilities that interpreters with deaf parents continue to offer to the interpreting profession. +2023 DPI Rules of Operation +Jennifer Williams & Tammy Batch +DPI Meeting Minutes: 2016 โ€“ Current +Note: the Deaf-Parented Interpreter Member Section used to be called the Interpreters with Deaf Parents Member Section, thus many of the historical records refer to โ€œIDPโ€. +IDP Meeting Minutes June 2015 +IDP Meeting Minutes May 2015 +IDP Meeting Minutes April 2015 +IDP Meeting Minutes March 2015 +IDP Meeting Minutes November 2014 +IDP Meeting Minutes August 2014 +IDP Meeting Minutes May 2014 +IDP Meeting Minutes January 2014 +IDP Meeting Minutes September 2013 +IDP Meeting Minutes July 2013 +IDP Meeting Minutes June 2013 +IDP Meeting Minutes May 2013 +IDP Meeting Minutes February 2013 +IDP Meeting Minutes October 2012 +IDP Meeting Minutes August 2012 +IDP Meeting Minutes June 2012 +IDP Meeting Minutes May 2012 +IDP Meeting Minutesย April 2012 +IDP Meeting Minutes March 2012 +IDP Meeting Minutes January 2012 +IDP Meeting Minutes November 2011 +IDP Meeting Minutes June 15, 2011 +IDP 2011 RID National Conference Events (June 12, 2011) +IDP Fundraising Letter for 2011 IDP Community Forum (June 12, 2011) +IDP May 24, 2011 Meeting Minutes (June 12, 2011) +Note: the Deaf-Parented Interpreter Member Section used to be called the Interpreters with Deaf Parents Member Section, thus many of the historical records refer to โ€œIDPโ€. +2015 DPI Rules of Operation +IDP 2015 RID National Conference Travel Fund Scholarship +2011 RID National Conference Reviewย from +Our Shifting Boarders: Perspectives from the 2011 Community Forum +Interpreters and Transliterators of Color Member Section +Interpreters and Transliterators of Color Member Section +The principal purpose of the Interpreters and Transliterators of Color (ITOC) is to advocate for the needsย and interests of members of the RID, Inc. who identify themselves as belonging to non-white ethnic groups. +To provide a forum for discussion and education of interpreting and transliterating issues whichย involve people who are Deaf or Hearing and of color. +To promote, recruit and encourage active participation of all interpreters/transliterators andย consumers of color in ITOC and RID and its Affiliate Chapters. +To support all interpreters/transliterators of color who seek RID, Inc. certification. +To prepare and/or review materials about interpreting/transliterating among people of color. +To act as an advisory resource to the RID, Inc. Board of Directors and to standing and ad hocย committees of RID, Inc. on issues of interpreting/transliterating among people of color. +To consult with ITPs seeking to recruit students of color. +To actively seek input from consumers of color, particularly, from people who are Deaf/Hard ofย Hearing and of color on issues of interpreting/transliterating in their communities. +Salwa Rosen & MJ Jones +Bob LoParo & Jahmeca Osborn +Join the conversation in Google Groups: +Interpreter Service Managers Member Section +Interpreter Service Managers Member Section +The purpose of the Interpreting Service Managers Member Section is to serve the members of the RID who share a mutual interest in the business and management of sign language interpreting services. Its members include agency owners, not for profit managers, institutional managers and managers within companies who hire and coordinate interpreting services. Its mission is to provide a forum for the discussion of relevant topics that are of mutual interest to some or all of its members. +We offer on-line support through a list-serve. People share questions and concerns about various aspects of providing services. The list is open to all RID members. Join the listserv by adding the ISM Member Section through ย your online RID profile. +Bucky, a Colorado native-wanna-be, established a local agency, The Interpreting Agency in 2012 upon seeing a lot of issues with otherย local agencies that he has experienced firsthand as well as otherย stories from the Deaf community. In 2016 he partnered with Lingaubee and currently serves in multiple states. He enjoys being able to look at all three sides in the interpreting profession as a consumer, as an interpreter (CDI), and as a business owner. If you ever see Bucky at a conference or walking somewhere, heโ€™d love to talk about the interpreting industry. +When heโ€™s not in his office, he enjoys doing various activities in the Rockies with his sweetheart, Jac, and friends. When his college-aged boys make time for him, heโ€™ll visit them every time. +MAIG is a Deaf-owned, 8(a) economically disadvantaged small business headquartered in Elkridge, Maryland. A 100% female-owned business, MAIG was co-founded in 2005 by Gina Dโ€™Amore, a Certified Deaf Interpreter (CDI). Gina, who serves as President, was born Deaf to Deaf parents and brings a first-hand personal understanding of the critical need for expert, reliable Reasonable Accommodations in professional settings. MAIG executives focus on filling niche contracts and ensuring our employees maintain our professional code of conduct. We specialize in supporting challenging requirements in secure environments. MAIGโ€™s providers and administrative staff are flexible and experienced, enabling them to adapt to the dynamic needs of our clients. +She is currently is Co-Chair of RIDโ€™s ISM Member section and also serves as the current President for the National Deaf Chamber of Commerce. +Paul Tracy, CI & CT +Paul Tracy is the Co-Founder of Partners Interpreting (Boston) and for the past ten years has led business development and operations for the company. His background and training is as a National Certified ASL interpreter for over 22 years. Paulโ€™s introduction to the language and Deaf community was through family: his father is Deaf-blind, and Paul is a native/heritage user (CODA) of ASL. Paul is active in the language industry, both locally and nationally. He provides consultations to language companies on industry technology as well as on the management of sign language interpreting services. He also serves on various committees, projects and currently is Co-Chair of RIDโ€™s ISM Member section and on the Board of the Association of Language Companies (ALC). +Interpreters in Healthcare Member Section +Interpreters in Healthcare Member Section +The mission of the Interpreters in Healthcare Member Section is four-fold: to foster communication and encourage information sharing among Deaf and hearing members of RID who workin the healthcare field; to provide input to RID about issues pertaining to this specialized field of interpreting; to network and foster a support system for those in the specialty; and most importantly to promote and enhance language access in healthcare across the country. +Join today!ย  If you are interested in joining the members section please +and head over to RID.org, click on the โ€œmanage your profileโ€ link and add on the Interpreters in Healthcare Member Section to your โ€œRID sectionsโ€ (at the bottom of the profile page). +To hold forums at RID conferences. +To advise the membership, Board of Directors, and the National Office on issues pertaining to members of the Interpreters in Healthcare Settings Member Section. +To be involved with the revision and development of any and all current and future Standard Practice Papers regarding healthcare interpreting and to ensure they accurately reflect our practice. +To recommend programs, activities and policies to the membership, Board of Directors, the National Office and RID national committees that are in the interests of members of the Interpreters in Healthcare Settings Member Section. +To act as a resource to standing and ad hoc committees on issues that pertain to members of the Interpreters in Healthcare Settings Member Section. +Stay current in the field by disseminating information to members of the Interpreters in Healthcare Settings Member Section regarding organizational activities; current events in the field of healthcare interpreting, and healthcare at-large, including legal rulings and court cases. +To encourage the active involvement of members of the Interpreters in Healthcare Settings Member Section within the healthcare field. +To serve as a support system for the members working in the diverse healthcare field, providing needed resources to advocate for effective practices within the field. +To promote and enhance language access for the consumers of interpreting +services, and to bridge the Deaf/hearing health literacy gap. +Format: Pre-recorded presentations, delivered via a NING portal, allowing participants to view the training from their individual computers. The presentations will then be opened for interactive discussion among members and presenters. Presenters will further facilitate the learning process through provision of articles or PowerPoint presentations related to the topic, provide discussion questions, and moderate a discussion board to the topic. Using the strength of a discussion based symposium, the third day will be facilitated participant-driven discussions of conference topics and themes. +Audience: Interpreters, Deaf and Hearing consumers, interpreter educators, vocational rehabilitation personnel, providers of video interpreting, interpreting researchers, and other interested persons. +Interpreters in Educational Instructional Settings +Interpreters in Educational Instructional Settings +The purpose of the Interpreters in Educational and Instructional Settings (IEIS) Member Section is to promote the interests and objectives of, enhanced communication with, and information sharing among RID members who work in educational and instructional settings, while following the philosophy, mission and goals of the Registry of Interpreters for the Deaf, Inc. +The primary objectives of the IEIS Member Section is to advocate for the needs and interests of RID members who are interpreters and/or transliterators in educational and instructional settings and to strengthen the ties between all members and officers of the RID by promoting recognition of the profession of educational interpreting. Specifically: +To promote awareness of the needs of interpreters working in educational and instructional settings; +To provide a forum for Interpreters working in educational and instructional settings; +To foster an understanding within the general membership of the unique challenges and experiences of working in educational and instructional settings; +To serve as a resource to the RID board, national office of the RID, committees, the general membership and educational and instructional personnel regarding issues affecting educational interpreters and the profession of educational interpreting; +To recommend programs, activities and policies to the membership, Board of Directors, and the National Office that serve the interests and meet the needs of IEIS members; +To promote and review the development of position and free papers on subjects related to interpreting in educational and instructional settings; +To research, recommend and/or develop best practices to ensure the provision of the highest quality interpreting and transliterating services to Deaf and hard-of-hearing students and other consumers in educational and instructional settings; +To encourage and promote training and career opportunities in the field of educational interpreting; +To sponsor and/or provide workshops and professional development which address the needs and concerns of interpreters working in educational and instructional settings; +To act as a referral and/or resource to other organizations about issues pertaining to interpreting in educational and instructional settings. +To hold forums at RID national conferences; +To hold forums at RID regional conferences; +To advise the membership, Board of Directors, and the National Office on issues pertaining to IEIS members; +To prepare position papers and/or statements for the Board of Directors and the RID membership on issues pertaining to IEIS members; +To recommend programs, activities and policies to the membership, Board of Directors, the National Office and RID national committees which are in the interests of IEIS members; +To act as a resource to standing and ad hoc committees on issues pertaining to IEIS members; +To disseminate information to the general membership regarding IEIS organizational activities; +To disseminate information to members of IEIS regarding developments in the field of educational interpreting and other issues pertaining to IEIS members; +To encourage and engage in communication and collaboration with other entities whose purpose and objectives are of interest to or affect interpreters working in educational and instructional settings; +To encourage the active involvement of members of IEIS in RID; +To encourage the development of, and provide resources for, a web-based forum and information clearing house on interpreting in educational and instructional settings. +IEIS Newsletter Fall 2016 Edition +IEIS Newsletter Edition 3, Volume 1 +IEIS Newsletter Edition 2, Volume 2 +IEIS Newsletter Edition 1, Volume 1 +IEIS Member Section Profile and Rules of Operations January 2012 +The purpose of the Legal Interpreters Member Section (LIMS) is to provide a forum for all interpreters, both deaf and hearing, who interpret in legal and court settings โ€“ to collaborate, network, discuss topics relevant to this specialty, and to provide recommendations and input to RID regarding this field of specialized interpreting. +Region I co-rep โ€“ Vacant +Region II co-rep โ€“ Vacant +Region III co-rep โ€“ Vacant +Region III co-rep โ€“ Vacant +Region IV co-rep โ€“ Vacant +Region V co-rep โ€“ Vacant +Region V co-rep โ€“ Vacant +This member section presented a legal conference just prior to the 2009 RID National Conference. +RID LIMS Open Forum Presentation 2009 +Best Practices: ASL and English Interpretation within Legal Settings +Deaf Interpreters in Court: An Accommodation That is More Than Reasonable +ASL Court Interpreters Resources โ€“ Minnesota State Law Library +The purpose of the RID Student Member Section is to establish a bridge between the current student and the working interpreter.ย  We aim to provide a forum for students and working members of RID to get to know and support one another by sharing events, networking and having thoughtful discussions.ย  The Student Member Section will provide a studentโ€™s perspective and voice within RID. +It is the purpose of the Video Interpreters Member Section (VIMS) to promote enhanced communications and encourage information sharing among RID members who work as video relay and video remote interpreters and other RID members with common interests while following the philosophy, mission and goals of RID. +VIMS Bylaws โ€“ click here. +The Council would like to thank those that have served on the Council this last term and welcome newcomers ready and willing to continue to make a difference in the field of video interpreting. ย If you are interested in a vacant position, please contact the VIMS Chair, Matt Salerno, at +: Review the minutes from our General and Council meetings here. +: Connect with us via email! +You can find the Volunteer Leadership application here! \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_59_1741389095009.txt b/intelaide-backend/documents/user_3/page_59_1741389095009.txt new file mode 100644 index 0000000..df76720 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_59_1741389095009.txt @@ -0,0 +1,134 @@ +RID takes EPS violations seriously. Here is a list of who violated our standards, and what was violated. +CPC Tenet 4. Respect for Consumers +CPC Tenet 6. Business Practices +Revocation of certification and membership and eligibility for same for no less than three years. Any application for reestablishment of eligibility for certification must be supported by satisfactory evidence of professionalism and honesty. +CPC Tenet 4. Respect for Consumers +One year probation, 8 hours of mentoring, and 10 hours of professional development focusing on skills development of the following: +1. How to communicate with consumers and share information while maintaining a professional and neutral tone, +2.ย  conflict resolution in interpreting settings, and +3. recognizing privilege as a hearing interpreter. +EPS Policy I. Relating to the Integrity of Membership and Credential, 2. Certification Maintenance Program (CMP) infringement, c. Committing fraud in the CMP Process (e.g. attending two or more simultaneous CEU-bearing events). +CPC Tenet 7. Professional Development +CPC Tenet 4. Respect for Consumers +CPC Tenet 5. Respect for Colleagues +CPC Tenet 6. Business Practices +One-year supervision. Mr. Rogers and a RID-appointed supervisor will develop a re-education plan focusing on the following: +a. Roles in Legal Interpreting, specifically relationships between IFC and CDIs and the use and +b. The concept of role-space; +d. Implicit/Explicit bias and microaggressions +e. A demonstrated understanding of the impact of the above violations including the harm caused; +f. Development of an articulated plan for how to avoid repeating these violations in the future. +CPC Tenet 4. Respect for Consumers +CPC Tenet 5. Respect for Colleagues +CPC Tenet 6. Business Practices +Ten Hours of synchronous or in-person Professional Development related to +a. Best practices for providing VRI from home, including the importance of a secure +b. Accountability and Decision Making (CEUS cannot be applied towards CMP cycle). +Provide a reflection paper demonstrating knowledge of best practices for remote interpreting, understanding the importance of taking accountability for oneโ€™s actions, and an articulated plan of action to avoid future violations. +CPC Tenet 4. Respect for Consumers +CPC Tenet 6. Business Practices +Revocation of certification and membership. Revocation is permanent, and participation in CASLI exams is prohibited indefinitely. +CPC Tenet 4. Respect for Consumers +CPC Tenet 6. Business Practices +EPS Policy II.6.b. Dishonesty while Conducting the Business of Interpreting +EPS Policy III.1.a. Misusing the Disciplinary Procedures +CPC Tenet 4. Respect for Consumers +CPC Tenet 6. Business Practices +Certifications suspended for one year. Must collaborate with a supervisor appointed by RID to create a re-education plan. The supervisor will submit quarterly progress updates to the EPS. The suspension will only be lifted upon successful completion of the re-education plan. +Membership permanently revoked. Ineligible indefinitely to participate in CASLI exams. +Working with a RID-appointed supervisor, develop a re-education plan to be +submitted to the EPS for approval. Focus areas recommended by the EPS include, but are not +limited to,1. Teaming with a CDI,2. Identifying macro and microaggressions when working with minority and marginalized groups,3. Power, privilege, and oppression when working with a Deaf interpreter or with the Deaf community at large,4. Demonstrate understanding of the impact of these violations and5. Develop an articulated plan of how the Respondent will avoid repeating these violations in the future. The supervisor will provide a final report to the EPS staff advising as to close or maintain the case. Failure to complete the requirements outlined in this plan within one year may result in further disciplinary action, including termination of membership and revocation of certification. +Certification revoked, Membership Terminated. Eligible to reapply for certification and membership after a period of 5 years. +1. Suspension of Certification and membership for at least three (3) months and until completion of sanctions. +2. Work with an RID appointed Mentor for at least nine (9) hours to complete: +b. Submission of a mentor-approved reflection paper that a) thoroughly summarizes the situation that gave rise to this grievance and explains each offense; b) explains what should have been done differently as an RID Certified Interpreter; c) addresses the harm done to the profession and consumer; d) describes the overall experience and learning with 1 on 1 coaching/mentoring; e) lays out a plan for mentoring and maintaining an ethical practice in the interpreting profession, including how to separate dual roles of membership and interpreting within an organization. +3. Reflection paper will be shared with the individual that filed this complaint. +4. Only after approval of the reflection paper by the panel can suspension be lifted. +Failure to comply will result in revocation. +1. Suspension of Certification and membership for at least three (3) months and until completion of sanctions. +2. Work with an RID appointed Mentor for at least nine (9) hours to complete: +b. Submission of a mentor-approved reflection paper that a) thoroughly summarizes the situation that gave rise to this grievance and explains each offense; b) explains what should have been done differently as an RID Certified Interpreter; c) addresses the harm done to the profession and consumer; d) describes the overall experience and learning with 1 on 1 coaching/mentoring; e) lays out a plan for mentoring and maintaining an ethical practice in the interpreting profession, including how to separate dual roles of membership and interpreting within an organization. +3. Reflection paper will be shared with the individual that filed this complaint. +4. Only after approval of the reflection paper by the panel can suspension be lifted. +Failure to comply will result in revocation. +1. Suspension of Certification until completion of sanctions: +2. Work with an RID Appointed Mentor for at least 6 hours (more if Mentor deems necessary) to discuss the situation that gave rise to this grievance, what could have been done differently, power dynamics/ sexism, along with any mentor required readings. +3. Submit a professional quality reflection paper which has been approved by the mentor. +4. Only after approval of reflection paper by panel can suspension be lifted. +5. Failure to comply will results in revocation. +1. A two-year suspension of membership and certification effective immediately, not to occur concurrently with any other EPS sanction. +2.ย Removal of RID Credentials from any online presence. +3.ย Must inform any agencies and/or employers of certification status change. +4. Work with a RID appointed consultant for at least 40 hours. +5.ย Under supervision of the consultant, develop and submit a reflection paper that: +a. Demonstrates understanding of why each tenet was violated and reflection of why the Respondentโ€™s choices were unbecoming of a professional RID interpreter and requests the panel to remove suspension with a justification for why this should be done; +b. Work with the Consultant to develop and submit an apology for perusal by the Complainant as desired with specific requirements outlined in decision letter. +No longer a member of RID. EPS cannot enforce sanctions of non-members. +1. 20 hours of mentoring by an approved mentor with an SC:L or equivalent and experience interpreting in Law Enforcement settings. +Law Enforcement Interpreting for Deaf Persons, +articles related to testifying in court and general police processes. +3. Remove the word โ€œcertifiedโ€ from her resume and send a copy of the resume to both RID and Affordable Language Services. +4. Compile a reflection paper of at least 15 pages in MLA format, approved by the mentor. Reflection paper will discuss the situation that gave rise to this grievance as well as specific articulation of points specified in the decision letter.ย  A list of meeting dates and topics discussed when meeting with the mentor shall be attached and signed by the mentor. Panel must be satisfied with the quality and depth of insight of the final reflection paper to consider the sanction completed. +a. Cannot sit for the NIC Performance examination until the above sanctions are satisfactorily completed and approved by the panel. +b. Mentoring cannot be applied towards for ACET credit. +c. If sanctions are not completed or are not satisfactorily completed, Ms.Noreikas may not sit for any CASLI examination until after February 5, 2024. +d. Completing these sanctions does not equate to taking and passing RIDโ€™s S:CL for interpreting in legal settings. Likewise, completion of sanctions is not to be construed or presented as being qualified for entry-level interpreting in any other setting. +**** Update: Membership suspended for non-compliance with sanctions. Cannot sit for any CASLI exam nor renew membership until in compliance with EPS. +1. 3 Month suspension of membership and certification. +2. Select a mentor with at least 10 years of post-certification experience and possessing an SC:L for approval by the EPS. +3. Read โ€œSign Language Interpreters in Court: Understanding Best Practicesโ€ by Carla Mathers. +4. Read articles selected by the panel on Power and Privilege, to be discussed with the mentor. +5. Submit a reflection paper that thoroughly summarizes the situation that gave rise to this grievance, what could have been done differently, readings and the mentor experience. Reflection paper will be approved by the mentor prior to sending it to EPS. A copy of the reflection paper will be sent to the complainant. +1. 3-month suspension of certification +3. Submit a self-reflection and assessment report +4. Submit a sworn and notarized affidavit agreeing to comply with the CPC +5. Not provide training, workshops or mentoring during the suspension Period *Did not complete action items. No longer a certified member. +1. Read โ€œDeaf Professionals and Designated Interpreters: A New Paradigmโ€ (by Peter C Hauser, Karen l. Finch, and Angela B Hauser, editors, Gallaudet Press.) +2. Meet with a mentor for at least 2 hours and submit a report to Appeal Panel. +1. Not teaming with co-interpreter in case +2. Read and study The National Consortium of Interpreter Education Centerโ€™s โ€œBest Practices in ASL and English Legal settingsโ€ +3. Compile and Submit mentor list for approval. +4 No less than 30 documented hours under the supervision of this mentor and will discuss the situation that gave rise to the ethical complaint. +5. RID SC:L certification or at least 20 hours of legal training approved by and RID CMP sponsor in the areas of correcting the record, effective teaming in a courtroom, interpreter conflicts in the legal setting, and how to effectively staff a trial +6. Reflection paper of no less than 15 pages AFTER 20 hours of training and 30 hours of mentorship. * Suspended Did not complete action items. Must complete action items for reinstatement +1. Not teaming with co-interpreter in case +2. Read and study The National Consortium of Interpreter Education Centerโ€™s โ€œBest Practices in ASL and English Legal settingsโ€ +3. Compile and Submit mentor list for approval. +4 No less than 30 documented hours under the supervision of this mentor and will discuss the situation that gave rise to the ethical complaint. +5. RID SC:L certification or at least 20 hours of legal training approved by and RID CMP sponsor in the areas of correcting the record, effective teaming in a courtroom, interpreter conflicts in the legal setting, and how to effectively staff a trial +6. Reflection paper of no less than 15 pages AFTER 20 hours of training and 30 hours of mentorship. *Suspended-did not complete action items. Must complete action items for reinstatement +1. Compose list of mentors +2. Submit list to panel +3. Six Hours ethical training in the area of ethical decision making in highly volatile situations +4. Collaboration with mentor at least 5 hours, development of 5-10 page response paper to be sent to panel for final approval. +1. 6-month suspension of NIC Certification +2. Compile and submit the name of mentors +3. 20 Hours of ethical training in areas of power and privilege, interpreting for Deaf professionals, and management of dual roles; training must be pre=approved by RID 3. 3 Required Readings +4. 5-10 page reflection paper +1. Conduct a written self-assessment and analysis considering her ethical obligation to maintain neutrality in situations where conflicting roles and emotions impact relationships, perceptions, and compliance with the CPC. +a. The panel will review the document and may provide feedback towards deeper understanding of the issues. +b. Once the document has been approved by the panel, the sanction will be satisfied . +Complete a minimum of nine hours of formal training. The training might be workshops, mentoring, classroom instruction or webinars. Training must be pre-approved by the panel. +1. Participate in an online study group that focuses on analysis and response to ethical situations by interpreters. +2. Submit a report which details insights gained from the course and the certificate of course completion to the national office when completed. Ms. Eaton may not earn CEUs for certification maintenance by participating in this course. +3. When all the requirements have been completed, Ms. Eaton is encouraged to write a letter to each of the complainants sharing any new insights or reflections about this case, with a carbon copy sent to the national office. +1. Prepare a summary of the goals of tenet 5 of the CPC, specifically addressing how this tenet fits within the overall CPC, noting why it is important to the profession, and how observance of it is likely to impact professional relationships. +2. Explore specific steps that could have been taken to remain faithful to tenet 5 while serving on an interpreting team and simultaneously trying to expand services to an existing client. The analysis should address whether this goal is tenable and if so, how it should be undertaken. +1. Submit a report addressing specific comments made by the panel. +2. Complete all action items sanctioned by the Kentucky Board of Interpreters. +3. Work with a mentor and provide a report. +4. Submit a final comprehensive report. +1. Submit a written report to the panel responding to the panelโ€™s decision and rationale. The purpose of this report is to demonstrate a clear understanding of his decisions, insights on what he could have been done differently and how he will respond more professionally in the future. +2. Complete 10 hours of continuing education in ethical-decision making and/or ethics. +3. Work with a qualified mentor and provide progress reports to RID. A final report must include an update on what was learned from his mentoring experience and include examples of ethical challenges worked on with the mentor. The report must reflect how his ethical decision-making abilities have been improved. +4. Submit a final comprehensive report reflecting on professional and ethical lessons learned as a result of the case. +1. Temporary suspension of RID credentials. +2. Submit a report addressing specific comments made by the panel. +3. Complete academic coursework in ethical-decision making and/or ethics. +4. Work with a mentor and provide a report. +5. Submit a final comprehensive report. +6. Business Practices 8. (COE) +8 hours of training in Ethical Conduct +Code of Professional Conduct (CPC) +Composition of EPS Reform Workgroup \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_5_1741377687248.txt b/intelaide-backend/documents/user_3/page_5_1741377687248.txt new file mode 100644 index 0000000..8ae6578 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_5_1741377687248.txt @@ -0,0 +1,463 @@ +Questions for members or those interested in becoming a member. +I forgot my member ID number, what should I do? +I forgot my member ID number, what should I do? +You can either call the Member Services Department at +and make sure to verify your street address +associated with the account you created +o not attempt to create a new account. +How do I become a member? +How do I become a member? +Now that you have made the decision to join RID, please click here, and +. You will be able to create your profile and then choose a membership category that suits your needs. +When does my membership expire? +When does my membership expire? +All RID memberships run on our fiscal year which is July 1- June 30. If you are a Certified member of RID, you have until July 31st of each year to renew your membership before your Certification is in jeopardy of being revoked. +I am a student, how do I show proof when applying for a membership? +I am a student, how do I show proof when applying for a membership? +To provide documentation of your student status, please fill out the form here: +Proof of Current Student Status Form +I am no longer a student but am not a certified interpreter, what membership do I qualify for? +I am no longer a student but am not a certified interpreter, what membership do I qualify for? +You qualify for an associate membership. +I did not receive my latest issue of VIEWS. +I did not receive my latest issue of VIEWS. +VIEWS is now an electronic publication, and the link is delivered to the email address that we have for you.ย  If you are not receiving this notification, first check your spam filters and various inboxes.ย  Then, please verify that the email address in your account is current and accurate, and that you have a current membership with RID. If youโ€™ve done this, and still arenโ€™t sure why youโ€™re not getting the VIEWS (and other) notifications, contact the +for help with your request. +I would like to change my status from Certified to Certified: Inactive or Certified: Retired. +I would like to change my status from Certified to Certified: Inactive or Certified: Retired. +status is for certified members who are not currently interpreting. They are not required to meet the CEU requirements while on Certified: Inactive status. In order to maintain this status, Certified: Inactive dues must be paid annually and the certificant cannot be working as an interpreter. Click on the above link to submit your request to become Certified: Inactive. +status is for certified members, age 55 or older, who are retiring from interpreting work. They are not required to meet the CEU requirements. In order to maintain this status, Certified: Retired dues must be paid annually and the certificant cannot be working as an interpreter. Click on the above link to submit your request to become Certified: Retired. +If you have any further questions or need assistance please contact the +Why should I become a member of RID? +Why should I become a member of RID? +Joining the association of over 10,000 strong members is a great decision whether you are a supporter of the profession or a practicing interpreter. Please review our list of benefits to understand what benefits you will receive here: +How old do you have to be to be considered a senior member? +How old do you have to be to be considered a senior member? +55 years young! Please submit the Proof of Age form here: +Iโ€™m late paying my member dues, am I able to still earn CEUs? +Iโ€™m late paying my member dues, am I able to still earn CEUs? +If you are late paying your membership dues, you are still able to earn CEUs. Please be aware of the membership requirement for maintaining certification โ€“ if you do not renew your membership by the deadline, your certification will be revoked. CEUs earned while your certification is revoked do not count toward the requirements for maintaining certification in the event that your certification is reinstated. +Can/Does RID provide health insurance? +Can/Does RID provide health insurance? +At the 2011 RID Business meeting, members made and passed the following motion: +RID conduct a new feasibility study regarding group rate comprehensiveย healthย insuranceย options for members and ย report back to the membership by the 2013 RID National Conference. +RID Headquarters (HQ) has researched the issue, and the determination is that we do notย have the resources to provide comprehensive health insurance options for members.ย  Providing health insurance for our members would have meant that RID would have had to administer the program, including collecting premiums, as well as issue cards and policies. ย In addition, RID is not the employer of its members, and this is a function usually performed by employers. +RID continues to get phone calls and emails regularly asking if we can/do provide health insurance for freelance interpreters.ย  Mr. Gary Meyer, who provides liability insurance for our members, also receives numerous calls every year inquiring about the same. +Since the original question aroseย during the 2011 Business meeting, the legal landscape has changed most significantly becauseย of the introduction of the Affordable Care Act (ACA-Obamacare). +How can my membership and Certification be verified by employers and consumers? +How can my membership and Certification be verified by employers and consumers? +To verify your membership or certification, RID provides you with multiple options.ย The most accurate is our online directory which can be searched here: +Additionally, you can provide verification through the Credly service. They have multiple ways to verify including (hyper links, and mobile wallet options.)ย Lastly, if you are a Certified member of RID, you can download a verification letter directly from your member portal. +How do I log into my online portal? +How do I log into my online portal? +and sign in using your member ID number and your password. If you do not remember your password, please use the provided password recovery tool. +I forgot my account password, or did not receive my reset password email. What do I do? +I forgot my account password, or did not receive my reset password email. What do I do? +To reset your password, please click on โ€œForgot Passwordโ€ on the member login page. Follow the steps to reset your password. +If you did not receive the reset password email, please email +as a trusted domain in your email settings +How do I renew my membership? +How do I renew my membership? +After you log in to your online portal, click the tab at the top labeled My Orders. You can make your payment via all major credit card issuers. +If you have any issues with paying by credit card online, please contact the +Iโ€™m a certified member and Iโ€™m late paying my dues. What do I do? +Iโ€™m a certified member and Iโ€™m late paying my dues. What do I do? +Certified members have until 7/31 to renew without penalty. Please be sure to submit your dues payment no later than 7/31 to avoid termination of your membership and certification. If your membership is expired beyond 7/31, please view further instructions here: +Organizations and agencies that support RIDโ€™s purposes and activities should fill out this application. +Organizations and agencies that support RIDโ€™s purposes and activities should fill out this application. +and sign up to become a member today! https://myaccount.rid.org/Profile/Setup/Form.aspx +Do you need to change your name as it is listed in our database? This is the form you need to complete. +Do you need to change your name as it is listed in our database? This is the form you need to complete. +Are you over the age of 55 and wish to submit proof of your age? This is the form you need to complete. +Are you over the age of 55 and wish to submit proof of your age? This is the form you need to complete. +Proof of Senior Status Form +Are you joining or renewing your student membership and need to send proof that you are currently enrolled in an Interpreter Training/Education Program? This is the form you need to complete. +Are you joining or renewing your student membership and need to send proof that you are currently enrolled in an Interpreter Training/Education Program? This is the form you need to complete. +Proof of Current Student Status Form +Commonly asked questions regarding RID certification. +How do I become certified? +How do I become certified? +You may find RID Certification processes here: https://rid.org/certification/ +I lost my certification due to failure to comply with the CEU requirement, what do I do? +I lost my certification due to failure to comply with the CEU requirement, what do I do? +โ€ฆreinstatement may be requested via +. Please note the following policies with regards to a request for reinstatement when certification has been revoked for failure to comply with the CEU requirement: +All reinstatement requests must be submitted via email to certification@rid.org. +The application will not be reviewed before payment is submitted. Upon receipt of completed application with all supporting documentation attached, the Certification Department will email instructions for submitting the payment online through your member portal. +Incomplete applications will not be reviewed. The effective reinstatement date will be the date the completed application is received. +Reinstatement is handled by the Certification department.ย For questions, please contact the Certification department at +The processing time is 7-10 business days for reinstatement requests. (Note that RIDโ€™s processing time does not affect the โ€œeffective dateโ€, which is the date that all of the requirements for reinstatement are received.) +The application must be signed and notarized. +Certifications can only be reinstated for a period of up to 24 months from the date of revocation. +Reinstatement is available once in a memberโ€™s lifetime. +Reinstatement of certification will result in a new certification cycle being added to the memberโ€™s account based on the date the reinstatement is approved. This will result in a gap in certification from the cycle end date to the reinstatement date. CEUs earned prior to the reinstatement date will not count toward the new certification cycle. +If the member has a current associate membership at the time of reinstatement, their membership is upgraded for the remainder of the fiscal year. If a member is not a current associate member at the time of reinstatement, they must pay certified member dues for the fiscal year they are reinstated in. +The reinstatement fee is non-refundable. +If certification has lapsed for 6 months or less, you are welcome to request a retroactive cycle extension. To submitย this request please complete the application on the +I lost my certification due to failure to pay membership dues by July 31stโ€ฆ what do I do? +I lost my certification due to failure to pay membership dues by July 31stโ€ฆ what do I do? +โ€ฆreinstatement may be requested via +.ย Please note the following policies with regards to a request for reinstatement when certification has been revoked for failure to pay membership dues on time: +All reinstatement requests must be submitted via email to certification@rid.org. +The application will not be reviewed before payment is submitted. Upon receipt of completed application with all supporting documentation attached, the Certification Department will email instructions for submitting the payment online through your member portal. +Incomplete applications will not be reviewed. The effective reinstatement date will be the date the completed application is received. +Reinstatement is handled by the Certification department.ย For questions, please contact Certification at +The processing time is 7-10 business days for reinstatement requests. (Note that RIDโ€™s processing time does not affect the โ€œeffective dateโ€, which is the date that all of the requirements for reinstatement are received.) +The application must be signed and notarized. +Certifications can only be reinstated for a period of up to 24 months from the date of revocation. +There is no cap on availability of reinstatement, however reinstatement will not be awarded consecutively (two years in a row). +Reinstatement of certification will result in the memberโ€™s certification cycle resuming. CEUs earned as a requirement for memberโ€™s reinstatement will not count toward the certification cycle, nor will CEUs earned while the member is not currently certified count toward the cycle requirement. If the member is reinstated after the end of their certification cycle, they will be given until the end of the calendar year they are reinstated in to complete their CEU requirements for that cycle. +Member must pay lapsed certified dues, plus processing fee to be considered for reinstatement. The processing fee is non-refundable. +How to submit reinstatement requests: +Holders of this certification have demonstrated general knowledge in the field of interpreting, ethical decision making and interpreting skills. Candidates earn NIC Certification if they demonstrate professional knowledge and skills that meet or exceed the minimum professional standards necessary to perform in a broad range of interpretation and transliteration assignments. This credential has been available since ย 2005. +What is the NIC certification process? +What is the NIC certification process? +Review all pertinent NIC webpages on the +Apply for the NIC Knowledge Exam +Pass the NIC Knowledge Exam +Submit proof of meeting the educational requirement to RID +Apply for the NIC Interview and Performance Exam +Pass the NIC Interview and Performance Exam +What are the NIC Interview and Performance Exam educational requirements? +What are the NIC Interview and Performance Exam educational requirements? +NICย exam candidates wishing to test must have a minimum of a bachelor degree (any major) or an approved updated/2012 Alternative Pathway to Eligibility application recorded in their RID/CASLI Accountย beforeย testing for any RID performance-based exam.ย This applies to ALL NICย exam candidates, including those who already hold RID certification. +Holders of this certification are deaf or hard of hearing and have demonstrated knowledge and understanding of interpreting,ย  deafness, the Deaf community, and Deaf culture. Holders have specialized training and/or experience in the use of gesture, mime, props, drawings and other tools to enhance communication. Holders possess native or near-native fluency in American Sign Language and are recommended for a broad range of assignments where an interpreter who is deaf or hard-of-hearing would be beneficial. This credential has been available since 1998. +What is the CDI certification process? +What is the CDI certification process? +Review all pertinent CDIย webpages on the +Submit an audiogram or letter from audiologist to CASLI +Apply for the CASLI Generalist Knowledge Exam +Submit proof of meeting the associatesโ€™ degree educational requirement to RID (This will become a bachelorโ€™s degree requirement on May 17, 2021) +Apply for the CASLI Deaf Interpreter Performance Exam +Pass the CASLI Deaf Interpreter Performance Exam +What are the CDI Performance Exam educational requirements? +What are the CDI Performance Exam educational requirements? +DI exam candidates wishing to test must have a minimum of an Bachelorโ€™s degree (any major) or an approved updated/2012 Alternative Pathway to Eligibility application recorded in their RID account before testing for any CASLI performance-based exam. This applies to ALL CDI exam candidates, including those who already hold RID certification. +At the 2003 RID National Conference, in Chicago, IL, the membership passed motion C2003.05, establishing degree requirements for RID certification candidates. The motion stated the following related specifically to the CDI Performance Exam:ย Effective June 30, 2016, Deaf candidates must have a minimum of a bachelorโ€™s degree. +The education requirement is currently a bachelorโ€™s degree or equivalent, effective May 17, 2021. +The CASLI Generalist Performance Exam for Deaf interpreters was released November 16, 2020 therefore the date at which the Associate degree requirement became a Bachelor degree requirement was May 17, 2021. +What is RIDโ€™s Alternative Pathway? +What is RIDโ€™s Alternative Pathway? +If you do not hold the necessary degree to take your exam, you may apply for the Alternative Pathway. ย The Alternative Pathway consists of an Educational Equivalency Application which uses a point system that awards credit for college classes, interpreting experience, and professional development. +Alternative Pathway Educational Requirement Motion +Alternative Pathway Educational Requirement Motion +At the 2003 RID National Conference, in Chicago, IL, the membership passed motion C2003.05, establishing degree requirements for RID certification candidates. +Update regarding the impact of the moratorium on the educational requirementsย as they relate to Deaf candidates for certification: +The motion stated the following related specifically to the CDI Performance Exam: Effective June 30, 2016, Deaf candidates must have a minimum of a bachelorโ€™s degree. However, due to the moratorium, the RID Board of Directors has determined the following adjustment to the implementation to the CDI Performance Exam Educational Requirements: The moratorium began six (6) months before the implementation of the Bachelorโ€™s degree requirement for the CDI Performance Exam (set to be implemented on July 1, 2016). To allow individuals who do not have a degree a fair opportunity to take this exam before the requirement changes, the RID Board of Directors has determined that six (6) months will be added to any date that is established for ending the moratorium on the CDI Performance Exam. For example, if the new CDI Performance Exam is launched July 1, 2018, individuals will have until January 1, 2019, to meet the BA requirement or alternative pathways to eligibility. +What is the Educational Equivalency Application? +What is the Educational Equivalency Application? +The Educational Equivalency Application (EEA) is a system that measures a combination of qualifications that can be collectively considered an acceptable substitute for the new educational requirements. The EEA uses a point system that awards credit for college classes, years of interpreting work, and interpreter-related training. +How is equivalency of a degree determined? +How is equivalency of a degree determined? +There are three categories in which Experience Credits can be earned. Each Experience Credit is roughly equal to one semester hour of college credit. All Experience Credits earned on the application are totaled and reviewed to determine if the candidate earned 60 Experience Credits for an associateโ€™s degree or 120 credits for a bachelorโ€™s degree. +Is there an application fee for the Educational Equivalency Application? +Is there an application fee for the Educational Equivalency Application? +Yes, each application has a $50 non-refundable processing fee. This fee is to help offset the intensive administrative work required to evaluate and process the application. +Do I have to have a minimum number of Experience Credits in any one category? +Do I have to have a minimum number of Experience Credits in any one category? +No, it is possible that a candidate may be able to meet the minimum number of Experience Credits in only one category. For example, a candidate who has over 120 hours of college credits, but has not received a formal degree, would be deemed to have the equivalent experience of a bachelorโ€™s degree based on their college experience alone. Additionally, someone who has interpreted on a full-time basis for 4 years meets the educational equivalency of an associateโ€™s degree for the purposes of RIDโ€™s educational requirement. +I have way more than the required number of Experience Credits, should I submit all my documentation for every single category? +I have way more than the required number of Experience Credits, should I submit all my documentation for every single category? +No, earning more than the required number Experience Credits will be documented the same as if you earned strictly the required number of Experience Credits. By submitting the least amount of paperwork to get you to the required Experience Credits it will be less work for you and can be processed faster by RID. +I have taken classes at more than one college. Should I submit transcripts for each college? +I have taken classes at more than one college. Should I submit transcripts for each college? +Yes, you must submit an official academic transcript for each credit that you wish to count toward the Educational Equivalency Application. Experience Credits cannot be earned for undocumented coursework. +My school is mailing my academic transcript directly to RID. Can I send documents separately? +My school is mailing my academic transcript directly to RID. Can I send documents separately? +No, send only completed applications with full documentation. You are welcome to have your official academic transcript sent to your home address and after opening the official transcript from the envelope, send us the original or a scanned copy along with your complete application. +What is the difference between semester hours and quarter hours? +What is the difference between semester hours and quarter hours? +Most college and university schedules are built on either a semester or quarter hour system. If your classes met for 15 weeks, your college was probably based on a semester hour schedule. If your classes met for only 12 weeks, your college was probably based on a quarter hour schedule. Because of the difference in contact hours between these systems, semester hour classes earn slightly more Experience Credits than quarter hour classes. +Are college credits accepted from any institution? +Are college credits accepted from any institution? +College credits will be accepted if they are received on an official academic transcript and are from an accredited institution. +How do I calculate my experience as an interpreter? +How do I calculate my experience as an interpreter? +For each year that you have worked as an interpreter, you must determine if you worked for a single employer or multiple employers. Additionally, you must determine if you worked on a part-time or full time basis. Once you have determined the number of years you have worked, enter those numbers in the appropriate field on the form and calculate your Experience Credits. +What information must be provided on my Interpreting Experience letter? +What information must be provided on my Interpreting Experience letter? +To apply credit towards Interpreting Experience the provided letter must state 1) that you worked as an interpreter, 2) how many years you have worked and 3) how many hours a week you have worked. +What is the difference between โ€œSingle Employerโ€ and โ€œMultiple Employers/Freelance Interpreting?โ€ +What is the difference between โ€œSingle Employerโ€ and โ€œMultiple Employers/Freelance Interpreting?โ€ +โ€œSingle Employerโ€ is for contracted/staff employees. โ€œMultiple Employers/Freelance Interpretingโ€ is for individuals working for multiple agencies and or working as a self employed Freelance Interpreter. When possible please provide proof by submitting a letter from the employer. Freelance Interpreters may submit a notarized letter. +What is the company I used to work for is no longer active? How do I get a letter from them? +What is the company I used to work for is no longer active? How do I get a letter from them? +If you are unable to obtain a letter from the employer you may submit a notarized letter stating 1) that you worked as an interpreter, 2) how many years you have worked and 3) how many hours a week you have worked. +Is there a place on this application for experience as a CODA? +Is there a place on this application for experience as a CODA? +While having Deaf parents undoubtedly helps to develop some interpreting skills, the Alternative Pathway is designed to assess experience gained through formal education and professional experience. CODAs will have the opportunity to demonstrate their abilities through RIDโ€™s exams, but no specific credit is given on the Alternative Pathway. +Can my Educational Equivalency Application be reviewed before I provide payment? +Can my Educational Equivalency Application be reviewed before I provide payment? +No, the $50 processing fee must be submitted with the application. If you choose to submit the application without payment it will not be reviewed until payment has been confirmed. +If I submit my application without payment and/or it does not meet the required Experience Credits, how long will it be held for? +If I submit my application without payment and/or it does not meet the required Experience Credits, how long will it be held for? +Incomplete applications will be held for 60 days. After that time they will be discarded and a new and complete application will need to be submitted. +If I am approved for Educational Equivalency, what are the next steps? +If I am approved for Educational Equivalency, what are the next steps? +Your next step will depend on where you are in the processes of certification. For more information on this please review the appropriate Candidate Handbook which you can find at www.rid.org. +If I am disapproved, how soon can I apply for Educational Equivalency again? +If I am disapproved, how soon can I apply for Educational Equivalency again? +You are welcome to apply for the Educational Equivalency as often as you wish. However, each application must include a $50 non-refundable application fee. +What are the licensure/certification rules in my state? +What are the licensure/certification rules in my state? +Currently, there is no federal requirement for certification. Instead, each state sets its own standards, sometimes through laws and regulations, for interpreter qualifications. We have a +that can help you determine what the requirements are in your state. +Where is my Newly Certified packet? +Where is my Newly Certified packet? +You can expect to receive a Newly Certified Packet from RID approximately 6-8 weeks after your passing performance exam and your results letter was sent. This packet will include your certificate and a congratulations letter. You should also receive an email when your new certification is added to your RID account with information about maintaining certification. +Note: you may begin earning CEUs for your new certification cycle any time on or after your certification start date. +How do I get a duplicate certificate? +How do I get a duplicate certificate? +In the event that your certificate arrives damaged, with incorrect spelling or information, or does not arrive at all (three weeks after being mailed), the certificate will be replaced once free of charge. This replacement request should be submitted in writing to certification@rid.org. +In the event that you lose your certificate, need a replacement certificate, want the name on the certificate updated due to a legal name change, or would simply like a duplicate certificate, you may purchase one on the RID website. Replacement certificates are processed once a month. +How do I display my credential? +How do I display my credential? +One of the privileges of achieving RID certification is the ability to show your credential on your business card, resume, brochures or other advertisements, etc. Your credentials (also called โ€œpost-nomial abbreviationsโ€) should be displayed only after your full name (with or without middle initial) in the following order: +Given names (Jr., II, etc.) +Academic degrees from highest level to lowest level above a bachelor degree (bachelor degree credentials are not typically displayed) +Professional certifications (such as RID credentials) +Certificants who hold more than one RID certification should display them in the following order: IC, TC, IC/TC, CSC, MCSC, RSC, OIC:V/S, OIC:S/V, OIC:C, CI, CT, CI and CT, CDI, NIC, NIC Advanced, NIC Master, OTC, SC:PA, SC:L, NAD III, NAD IV, NAD V, Ed:K-12. +Here are a few examples of displaying the RID credentials: +Jane L. Doe, MS, CDI, CLIP-R +John Doe, Jr., QAST, CI and CT, Ed:K-12 +Jane Lynn Doe, PhD, NIC, SC:L, NAD IV +How do I get a Certified membership? +How do I get a Certified membership? +Maintaining current RID membership is a requirement for maintaining RID certification. If you are a current Associate Member at the time you achieve certification, your membership will automatically be converted into a Certified Membership. If you are not an Associate or Certified member at the time you achieve certification, you need to pay Certified Member dues to bring your membership into good standing. For more information, contact the Member Services Department at 571-384-5163. +Keep in mind:Membership runs from July 1 through June 30 and is paid for annually.There is no extra charge for holding more than one RID certification or for holding specialty certification. Those who hold NAD certification must also keep their NAD certification dues in good standing with RID. +Answered questions for your professional development. +How many CEUs do I need to maintain my certification? +How many CEUs do I need to maintain my certification? +To maintain your certification, you need to earn a total of 8.0 CEUs (80 contact hours) with a minimum of 6.0 in Professional Studies (PS) within each certification cycle (4 years). +Is there a requirement to earn General Studies (GS) CEUs? +Is there a requirement to earn General Studies (GS) CEUs? +There is no requirement to earn General Studies (GS) CEUs. Please remember that if GS CEUs are earned only a maximum of 2.0 CEUs will be counted towards your total. +Am I able to earn all my CEUs in Professional Studies (PS)? +Am I able to earn all my CEUs in Professional Studies (PS)? +Yes, you may earn all of the CEUs required (8.0) in Professional Studies (PS). +I have earned over 8.0 CEUs for my certification cycle; will the extra CEUs that I have earned roll over to my next certification cycle? +I have earned over 8.0 CEUs for my certification cycle; will the extra CEUs that I have earned roll over to my next certification cycle? +No. CEUs must be earned within your cycle begin and end dates to count towards maintaining your certification for that cycle. CEUs beyond the 8.0 required will not roll over into your next certification cycle. +How do I find out when my certification cycle ends? +How do I find out when my certification cycle ends? +This information can be foundย by +logging into your RID member portal +where the certification cycle start and end date will be listed above the CEU table. +My member ID card has an expiration date of June 30th, is this when my certification cycle will expire? +My member ID card has an expiration date of June 30th, is this when my certification cycle will expire? +Membership cycles run on the fiscal year, which ends on June 30th. Certification cycles run on the calendar year, which ends on December 31st. Your certification cycle does not expire when your membership expires, however, part of maintaining your certification is maintaining membership. +Please note that RID no longer prints and provides physical membership cards. Please visit this page for more information: +Is there a renewal fee once my certification cycle expires? +Is there a renewal fee once my certification cycle expires? +There is no renewal fee for your certification. Be sure that your membership is up to date to avoid revocation. +My certification cycle ends at the end of the year and I have completed all of my CEUs, what do I do next? +My certification cycle ends at the end of the year and I have completed all of my CEUs, what do I do next? +There is nothing more that you need to do. Your new certification cycle will be added shortly after theย new year begins. +I am late paying my member dues, will my certification be revoked? +I am late paying my member dues, will my certification be revoked? +Membership dues are due June 30th. Certified members are given a one-month grace period to renew, and can do so without penalty by July 31st. If your dues are not paid by July 31st, your certification(s) will be revoked on August 1st. +CEU questions and answers for RID members. +I have completed academic coursework, am I able to earn CEUs for my classes? +I have completed academic coursework, am I able to earn CEUs for my classes? +Yes. You will need to contact an RID approved sponsor to process the paperwork. ( +There is an activity I would like to complete that does not already offer RID CEUs. How do I get this activity approved for RID CEUs? +There is an activity I would like to complete that does not already offer RID CEUs. How do I get this activity approved for RID CEUs? +Locate a sponsor by using the search tool +, contact the sponsor (they do not need to be specific to your area) and complete the paperwork the sponsor provides you with. +How long does it take for CEUs to appear on my CEU transcript? +How long does it take for CEUs to appear on my CEU transcript? +Sponsors have up to 60 days to process CEUs and add the workshop to your transcript. +It has been more than 60 days and the CEUs do not appear on my transcript, what do I do? +It has been more than 60 days and the CEUs do not appear on my transcript, what do I do? +. Be sure to attach the certificate of completion for the activity. +When can I begin earning CEUs to fulfill the CMP requirements? +When can I begin earning CEUs to fulfill the CMP requirements? +You can begin earning CEUs any time on or after your results sent date which can be foundย by logging into your member portalย and clicking โ€œView Your Exam Historyโ€ or on or after your cycle begin date. +How do I locate an RID approved sponsor? +How do I locate an RID approved sponsor? +You can locate an RID approved sponsor by using the +. The sponsor does not have to be in the state that you work or reside in. +I canโ€™t see the CEUโ€™s from my last (or previous) cycles? +I canโ€™t see the CEUโ€™s from my last (or previous) cycles? +Only CEUs from yourย current certification cycle will be visible on your CEU transcript. To view previous workshops click โ€œView Your Education Historyโ€ located on the left hand side of the screen of the member portal. When adjusting the dates to view previous CEU activities, type the start and end dates or use the drop down calendar feature to select both a year and a day. If you need an official copy of your CEU transcript, please +click here to fill out a CEU transcript request form +Iโ€™m a Student member, how do I find my official CEU transcript? +Iโ€™m a Student member, how do I find my official CEU transcript? +CEUs are only tracked for Certified and Associate members. Student members do not have access to an official CEU transcript. +My state requires that I provide an official CEU transcript of my previous workshops. How can I obtain a copy of my official CEU transcript of my previous workshops? +My state requires that I provide an official CEU transcript of my previous workshops. How can I obtain a copy of my official CEU transcript of my previous workshops? +click here to fill out a CEU transcript request form +Answers to complaints, policy, procedures and more. +What if I have an ethical dilemma? +What if I have an ethical dilemma? +If you have questions regarding an ethical dilemma, first consult the +NAD-RID Code of Professional Conduct +. While RID Headquarters staff and/or the Ethics Committee may not be able to resolve ethical questions directly, they can provide you with materials which may assist you or refer you to individuals or agencies who may be able to advise you. We ask that you be open to communicating with a mentor or trusted colleague. +What do I do if Iโ€™ve been subpoenaed to testify about something I interpreted? How does Tenet 1 (Confidentiality) apply to this situation? +What do I do if Iโ€™ve been subpoenaed to testify about something I interpreted? How does Tenet 1 (Confidentiality) apply to this situation? +These resources address subpoenas and testifying in court: +To Testify or Not to Testify: That is the Question +The Murky Waters of Testifying in Court +If I file an ethics complaint, how long will the process take? +If I file an ethics complaint, how long will the process take? +It depends on the complexity of the case. The primary focus is to do a thorough investigation so the results can be fair and neutral. So RID is not able to give a firm timeline for the EPS process. +What if the interpreter is not a member of RID? +What if the interpreter is not a member of RID? +If an interpreter is not a member of RID, you cannot file a complaint against them through RIDโ€™s EPS. You may want to discuss the problem with the interpreter, and if that is not successful, consider talking to the employing entity that contracted or arranged for the interpreting service. +What if I need to file a complaint against an interpreting service agency? +What if I need to file a complaint against an interpreting service agency? +The jurisdiction of the RID EPS covers individual interpreters who are required to adhere to the NAD-RID Code of Professional Conduct (CPC) while interpreting. NAD and RID do not regulate the business practices of service providers. However, starting in 2013, NAD and RID formed a joint task force to look into this situation. The Reputable Agency Task Force is charged with recommending solutions to addressing ethical practices of businesses. +Who can I contact at RID Headquarters about ethical matters? +Who can I contact at RID Headquarters about ethical matters? +If, after looking through the +NAD-RID Code of Professional Conduct +, you still have unanswered questions, please contact the Ethical Practices System Department at ethics@rid.org or 571-384-5849 (VP). +How does the Ethical Practices System (EPS) differ from the NAD-RID Code of Professional Conduct (CPC)? +How does the Ethical Practices System (EPS) differ from the NAD-RID Code of Professional Conduct (CPC)? +The Code of Professional Conduct is a holistic guide for interpreting professionals in their actions, ethical decisions and behaviors related to their work as interpreters. The CPC outlines the baseline of professional standards expected of professional interpreters. The Ethical Practice System is the policy and procedures complementary to the CPC. The EPS clearly defines specific behaviors prohibited under said policies and outlines the procedure for grievances against those violating that policy. The EPS is a grievance system by which stakeholders can report unethical or unprofessional behaviors. Filing a complaint against an interpreter will prompt RID to investigate said behaviors. The EPS is a mechanism by which RID holds bad actors accountable for violating the NAD-RID CPC and EPS policies. +Do I still need to follow the NAD-RID CPC? +Do I still need to follow the NAD-RID CPC? +Yes. The CPC is foundational to the interpreting profession. All RID members are expected to read, understand and comply with the CPC. +Why were these changes made? +Why were these changes made? +As with any profession, best practices dictate that an organization intermittently revisits its policies and procedures to keep up with industry standards, consider the needs of our consumers, and review the trends within the profession. RID has a legal and ethical obligation to ensure that our EPS protects the integrity of RID certification, foster accountability and integrity among professional practitioners and ultimately protect our consumers. RID worked with a legal consultant who is a leader in the field of grievance systems and with a group of Subject Matter Experts and leading thinkers, practitioners, and educators within our field to review and make recommendations to revisit the scope of and enhance the efficiency of our EPS in accordance to the needs of our consumers and members. The organization is obligated to protect our members and consumers, and the changes made to the EPS will achieve this goal. Additionally, these changes were made to align with RIDโ€™s goal of applying for accreditation by the National Commission of Certifying Agencies. +Were members involved with discussions or part of these deliberations before these changes were made? +Were members involved with discussions or part of these deliberations before these changes were made? +The RID EPS department and Ethics Committee conducted no fewer than four town halls and two conference presentations to solicit feedback from RID members and members of the Deaf community on their experiences with the EPS and to solicit recommendations for improvement. The Ethics Committee and RIDโ€™s EPS department collected surveys, conducted interviews, met regularly with members of the Ethics Committee and conducted research and sought out various approaches for consideration in our EPS, including a Restorative Justice approach. Additionally, RID consulted with one of the leading legal experts to assist us in writing a robust and clear grievance policy that will protect our certification and our consumers. We also worked with a diverse group of experts in the field of interpreting. Perspectives from the information we collected from members and consumers from the town halls, along with our consultant, the EPS workgroup, and RID Headquarters Staff who manage our EPS department, were all considered during the development of the new EPS. Therefore multiple perspectives and membersโ€™ and grievance-filersโ€™ experiences were carefully considered and incorporated during the reform process. +Who was in the workgroup? How were the workgroup membersโ€™ selections made? +Who was in the workgroup? How were the workgroup membersโ€™ selections made? +The EPS Reform Workgroup comprises Subject Matter Experts in the interpreting profession, community members and consumers of interpreting services. We brought together a diverse group of people from varying geographic locations, areas of practice, backgrounds and experiences in working with interpreters and consumers. This workgroup is not responsible for overseeing the EPS, only for developing the policies and procedures in accordance with the best interest of our members and community and with industry best practices. The work group was recruited based on specific knowledge, abilities, and experience they were able to contribute to this process. The EPS Reform Workgroup has a defined scope of work reviewed and approved by the Board of Directors. +How do I know these changes actually comply with industry and legal standards? +How do I know these changes actually comply with industry and legal standards? +RID worked with a legal consultant specializing in developing policies and procedures for trust professions (i.e., nursing, social work). While our legal consultant provided the framework for our grievance system, our work group and SMES tailored it to the specific needs of our profession. The new EPS is modeled after codes of professional accountability and integrity and on grievance procedures found in the policies and standards of many other trust professions. +Interpreting is a unique profession. How did the EPS Reform Workgroup determine what standards apply to our profession? +Interpreting is a unique profession. How did the EPS Reform Workgroup determine what standards apply to our profession? +Accountability and integrity are critical and relevant to any service provider in any trust profession. The same shared practices and standards expected of trust professions also apply to the field. RIDโ€™s workgroup and legal counsel carefully looked at these to ensure the appropriateness of incorporating such standards. +Are members able to vote on the EPS changes? +Are members able to vote on the EPS changes? +No. Changes to any policies and procedures by which RID operates are under the purview of the Board of Directors, who RID members elected. This process helps ensure a smooth governance process and adherence to industry and legal standards, including preventing conflict of interest issues. +The Board of Directors are interpreters themselves. Isnโ€™t it a conflict of interest for them to set policies like the EPS policy? +The Board of Directors are interpreters themselves. Isnโ€™t it a conflict of interest for them to set policies like the EPS policy? +The Board of Directors have legal obligations and fiduciary responsibilities to RID to ensure their policies are in the organizationโ€™s best interest. There are no such restrictions on those who are not on the organizationโ€™s Board of Directors. +When does the revised EPS policy take effect? +When does the revised EPS policy take effect? +These changes will be in effect, via attestation of receipt, at each RID membership renewal juncture and be effective immediately. Also, it is effective immediately for individuals who apply for certification through RID or apply or take CASLI examinations. +What about old complaints? Can I refile if I am not satisfied with the previous outcome? +What about old complaints? Can I refile if I am not satisfied with the previous outcome? +The EPS will not review old complaints that were adjudicated, resolved through mediation agreement or if the EPS determined the complaint did not have merit. However, if you previously submitted a complaint that did not meet the old systemโ€™s criteria and believe it may meet those under the revised policy, please contact the EPS staff. If you are the respondent in a current complaint, the EPS will reach out to you regarding your case. +Whatโ€™s the process for filing a complaint? +Whatโ€™s the process for filing a complaint? +Please see the English version here: +The ASL version will be released soon, along with an ASL version of the new EPS policy. +Can non-member interpreters be held accountable for NAD-RID CPC violations? +Can non-member interpreters be held accountable for NAD-RID CPC violations? +RID will accept and retain complaints against non-members in case the individual applies for membership then RID will make their determination when applicable. RID will be working to develop reciprocal agreements with states who have licensure laws to inform these states about complaints against both members and non-members. +How do you define harm? +How do you define harm? +As mentioned in the policy, the EPS defines harm as: โ€œAny action during interpreting encounters or professional-related activities that negatively impacts the consumer and/or interpreting professionals and/or damages the integrity of the profession; any action rooted in audism, ableism, racism, anti-blackness, classism, sexism, xenophobia, and the like. These actions can be intentional or unintentional, perceived or real.โ€ +I never set out to cause harm, yet I may be punished for what others thought was harmful. Interpreting is a complex profession, and this definition of harm is unfair. Why is this happening? +I never set out to cause harm, yet I may be punished for what others thought was harmful. Interpreting is a complex profession, and this definition of harm is unfair. Why is this happening? +As a trust profession, all of us must consider the impact of our actions, act with integrity and hold ourselves accountable. One may mean well, but the impact of their actions may be adverse. With that said, those overseeing the EPS are trained to thoroughly screen and investigate complaints so that the results will be fair and neutral. +How do I know Iโ€™m complying with the NAD-RID CPC? +How do I know Iโ€™m complying with the NAD-RID CPC? +Aside from studying the CPC and participating in continuing education on ethics, itโ€™s important to recognize that accountability and integrity are foundational to the CPC and EPS. Below are three definitions from the revised EPS policy that may help answer your question. +is defined as โ€œBehaviors that demonstrate trustworthiness, honesty, respect, authentic self-reflection taking into account the intent and impact of the practitionerโ€™s actions, willingness to be held accountable by consumers and colleagues, and uphold professional standards before, during, and after interpreting encounters and professional-related activities.โ€ +is defined as: โ€œAn interpreting professionalโ€™s disposition and behaviors that demonstrate a willingness to be responsible for their actions, be answerable to consumers, their colleagues and RID and to report, explain or give response to any action that is called into question as causing or perpetuating harm to the consumer or the interpreting profession.โ€ +is defined as: โ€œConduct demonstrated while actively interpreting, representing oneself as an interpreter in professionally constructed spaces both in person and in digital spaces, as well as promoting the appearance of oneself as an agent of the profession.โ€ +Additionally, please see this section in the +Note: the listed prohibited activities are +Do the EPS and NAD-RID CPC cover online activities? +Do the EPS and NAD-RID CPC cover online activities? +The EPS policy defines online professional space as a space where interpreting-related business is conducted (e.g., solicitation of interpreting services), interpreting-related content is shared, or where the majority of participants are interpreting professionals engaging in interpreting-related discussions. This space includes spaces where interpreting professionals and/or their work products and/or actions taken during their interpreting duties are posted, shared, or discussed and may be face-to-face or virtual. +The revised EPS policy violates my personal freedom. Why does the new EPS policy cover instances where I am not actively interpreting? +The revised EPS policy violates my personal freedom. Why does the new EPS policy cover instances where I am not actively interpreting? +As professionals in a trust profession, what we say and do within any interpreter-related activity or discussion could have a tremendous and far-reaching impact on our consumers, especially those who are members of marginalized and oppressed communities. Our consumers deserve professionalism, accountability and integrity in all aspects from sign language interpreters. +What if I disagree with RIDโ€™s position on racism, ableism, audism, sexism, homophobia, and so forth? +What if I disagree with RIDโ€™s position on racism, ableism, audism, sexism, homophobia, and so forth? +The EPS holds interpreters accountable for unprofessional or unethical actions and behaviors. As members of a trust profession, our actions and speech have a tremendous and far-reaching impact on our associates, consumers and colleagues who are members of marginalized and oppressed communities. To allow unethical or unprofessional behaviors to continue without holding our members accountable impinge on the provision of equal, effective communication that our consumers deserve and are an enormous disservice to our colleagues, students, and associates within the profession. +I am taking a test from CASLI and am not certified yet. Do the NAD-RID CPC and EPS apply to me? +I am taking a test from CASLI and am not certified yet. Do the NAD-RID CPC and EPS apply to me? +Yes. Per the revised EPS policy, all RID members, certificate holders and CASLI candidates are subject to professional standards under this policy. This policy ensures compliance with the CPC, EPS, objectivity, and fundamental fairness to all persons who may be parties in a complaint of professional misconduct. +What kind of consequences could happen against me if Iโ€™m found guilty of violating the NAD-RID CPC or the new EPS Policy? +What kind of consequences could happen against me if Iโ€™m found guilty of violating the NAD-RID CPC or the new EPS Policy? +As outlined in the revised EPS policy, these consequences may include, but are not limited to: +the assignment of remedial education, +non-public or public reprimand and warning, +suspension and/or revocation of RID membership or eligibility for RID membership, +suspension and/or revocation of certification or eligibility for RID certification or other disciplinary action as determined at the discretion of RID. +Additionally, disciplinary actions may be reported to any state licensing authority, the federal government, the certificantโ€™s employer, and other interested parties, including individuals seeking information about the certificantโ€™s credentials, in accordance with procedures outlined in the EPS policy. +The EPS policy represents some, though not necessarily all, of the behaviors that may trigger review under RIDโ€™s EPS. RID retains the right to take disciplinary action under this policy even if the certificantโ€™s membership expires or the certificant retires from practice, provided that the violation triggering the disciplinary proceeding occurred when the candidate or certificant was certified, seeking certification, or applying for or holding any other RID credentials. +As an interpreter, if I see a colleague violating the NAD-RID CPC, or the new EPS policy, can I file a complaint against them? +As an interpreter, if I see a colleague violating the NAD-RID CPC, or the new EPS policy, can I file a complaint against them? +Yes. That is one of RIDโ€™s changes to the EPS, so third parties who witness potential CPC or EPS violations, can file complaints. This change helps to ensure the accountability and integrity of the profession. +How long does the EPS process take, from complaint to resolution? +How long does the EPS process take, from complaint to resolution? +It depends on the complexity of the case. The primary focus is to do a thorough investigation so the results can be fair and neutral. So RID is not able to give a firm timeline for the EPS process. +Who can file a complaint? +Who can file a complaint? +Anyone directly involved or a witness to the potential CPC violation or EPS Policy infraction may +What do I do if I am unsure if my complaint falls within the purview of the EPS? +What do I do if I am unsure if my complaint falls within the purview of the EPS? +with RIDโ€™s EPS, and we will inform you if it does or does not. +Does the EPS still publish a list of people who have violated the NAD-RID CPC? +Does the EPS still publish a list of people who have violated the NAD-RID CPC? +Yes, the EPS still publishes a list of individuals who have violated the CPC. The list can be found here: +Isnโ€™t the criminal convictions self-disclosure racist and cause harm to marginalized groups? +Isnโ€™t the criminal convictions self-disclosure racist and cause harm to marginalized groups? +RID recognizes that the United States judicial system has severe problems with racism. The organization will carefully examine each self-disclosure and determine whether the conviction indicates a risk for vulnerable populations who may interact with the interpreter with criminal convictions. +Isnโ€™t the criminal convictions self-disclosure an invasion of my privacy? +Isnโ€™t the criminal convictions self-disclosure an invasion of my privacy? +No. The majority of criminal convictions are a matter of public record. That said, the self-disclosure information is securely retained in our CRM, which is only available to EPS staff. +If the criminal convictions are a matter of public record, why doesnโ€™t RID investigate each member for it? +If the criminal convictions are a matter of public record, why doesnโ€™t RID investigate each member for it? +In the spirit of accountability and integrity, it is better for the member to self-disclose. If the member does not self-disclose, they do not demonstrate self-accountability or integrity. RID will investigate reports of interpreters with criminal convictions who may present a risk to vulnerable populations. +If I know of a RID member who has a criminal conviction and may present a risk to vulnerable populations, and they are actively interpreting in the field, can I report them to EPS? +If I know of a RID member who has a criminal conviction and may present a risk to vulnerable populations, and they are actively interpreting in the field, can I report them to EPS? +Yes, you may report them to RIDโ€™s EPS, and RID will investigate. +Deaf and Accessibility Resources FAQs +Answers to much needed resources for DHHDB community and those needing information. +Deaf and Accessibility Resources Questions +Where can I find information on the Americans with Disabilities Act (ADA)? +Where can I find information on the Americans with Disabilities Act (ADA)? +โ€“ Contains information and helpful resources pertaining to the Americans with Disabilities Act (ADA). +โ€“ Information from the U.S. Department of Justice about the ADA and tax benefits for small and large businesses, as well as IRS information. +What is CART and are there any CART Services (Communication Access Realtime Translation) available? +What is CART and are there any CART Services (Communication Access Realtime Translation) available? +โ€“ Sponsored by the National Court Reporters Association, this site has general information about CART, how to find a provider and what to expect. In addition, the site discusses different setting where CART is used. +Are there any Deaf/Hard-of-Hearing Associations? +Are there any Deaf/Hard-of-Hearing Associations? +American Association of the Deaf-Blind +โ€“ AADB is a national consumer organization of, by and for deaf-blind Americans and their supporters. Deaf-blind includes all types and degrees of dual vision and hearing loss. +Coalition of Organizations for Accessible Technology +โ€“ COAT is a coalition of over 300 national, regional, state, and community-based disability organizations, including RID.ย COAT advocates for legislative and regulatory safeguards that will ensure full access by people with disabilities to evolving high speed broadband, wireless and other Internet Protocol (IP) technologies. +National Association of the Deaf +โ€“ NADโ€™s mission is to promote, protect and preserve the rights and quality of life of deaf and hard of hearing individuals in the United States of America. +National Association of State Agencies of the Deaf and Hard of Hearing +โ€“ NASADHH functions as the national voice of state agencies serving Deaf and Hard of Hearing people and promote the implementation of best practices in the provision of services. +โ€“ IDC is a non-profit organization of Deaf and Hard of Hearing American Indians whose goals are similar to many Native American organizations. IDC promotes the interests of its members by fostering and enhancing their cultural, historical and linguistic tribal traditions. +โ€“ The NADC provides cultural awareness and advocacy for the interests of the Asian Deaf and Hard of Hearing Community. +โ€“ NBDAโ€™s mission is to promote leadership development, economic and educational opportunities, social equality, and to safeguard the general health and welfare of Black deaf and hard of hearing people. +World Federationย of the Deaf +โ€“ WFD is an international non-governmental organization representing approximately 70 million deaf people worldwide. Most important among WFD priorities are deaf people in developing countries; the right to sign language; and equal opportunity in all spheres of life, including access to education and information. +Are there any Disability Advocacy Associations? +Are there any Disability Advocacy Associations? +โ€“ NDRN is the nonprofit membership organization for the federally mandated Protection and Advocacy (P&A) Systems and Client Assistance Programs (CAP) for individuals with disabilities. Collectively, the P&A/CAP network is the largest provider of legally based advocacy services to people with disabilities in the United States. +Disabled Peopleโ€™s Association โ€“ Singapore +โ€“ DPA is a non-profit, cross-disability organization whose mission is to be the voice of people with disabilities, helping them achieve full participation and equal status in the society through independent living. +Where can I find information and resources on Deafness? +Where can I find information and resources on Deafness? +ADA Hospitality: A Guide to Planning Accessible Meetings +โ€“ The Mid-Atlantic ADA Center and TransCen, Inc. sponsored the publication in recognition of the 25th anniversary of the transformational Americans with Disabilities Act of 1990. Helping you navigate, plan, and create accessible meetings, events, and conferences that serve all your guestsโ€™ needs. +Described and Captioned Media Program +โ€“ The DCMPโ€™s mission is to provide all persons who are deaf or hard of hearing awareness of and equal access to communication and learning through the use of captioned educational media and supportive collateral materials. The DCMP also acts as a captioning information and training center. +โ€“ The Laurent Clerc National Deaf Education Center provides a variety of information and resources on deafness. +โ€“ Resources and help for deaf, deaf-blind or hard of hearing women trying to leave abusive relationships. +National Institute on Deafness and Other Communication Disorders +โ€“ One of the National Institutes of Health, the NIDCD works to improve the lives of people who have communication disorders. This website focuses on medical information and research. +Services for deaf and deaf-blind women +โ€“ย ADWAS provides comprehensive services to Deaf and Deaf-Blind victims/survivors of sexual assault, domestic violence, and stalking. ADWAS believes that violence is a learned behavior and envisions a world where violence is not tolerated. +Addiction Treatment for Individuals Deaf and Blind +โ€“ย Addiction can be a harrowing experience for anyone. Individuals who are deaf, hard of hearing, blind, or visually impaired can especially find this experience daunting, as theyโ€™re faced with not only overcoming an addiction, but attempting to find a treatment program that recognizes and respects their unique challenges. +Archdiocese of Washington-Center for Deaf Ministry +โ€“ Interpreters who work in Catholicย churches will be interpretingย a very different liturgy coming in Advent ofย this year. The language used will be much more of a challenge to interpret. The National Catholic Office of the Deaf has provided this resource. +Canโ€™t find the answer youโ€™re looking for? Please view our live FAQ document with additional questions and answers! \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_60_1741389098619.txt b/intelaide-backend/documents/user_3/page_60_1741389098619.txt new file mode 100644 index 0000000..942fb07 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_60_1741389098619.txt @@ -0,0 +1,155 @@ +We bring you the highest standards and quality in ASL interpreting certifications +Holders of this certification are hearing and have demonstrated general knowledge in the field of interpreting, ethical decision making and interpreting skills. Candidates earn NIC Certification if they demonstrate professional knowledge and skills that meet or exceed the minimum professional standards necessary to perform in a broad range of interpretation and transliteration assignments. This credential has been available since ย 2005. +The NIC certification process begins with taking CASLI Generalist Knowledge Exam (consists two portions: Fundamental of Interpreting and Case Studies: Ethical Decision-Making Process & Cultural Responsiveness). Candidates are eligible for CASLIโ€™s examinations if they are at least 18 years old. To successfully obtain the certification, candidates must have passed all the required examinations and meet RIDโ€™s educational requirement within five years window from the date they passed the first exam taken.ย  Candidates who have passed the CASLI Generalist Knowledge Exam may then take the CASLI Generalist Performance Exam: NIC. +June 23, 2016, RID established theย Center for the Assessment of Sign Language Interpretation, LLC (CASLI) to take over theย administration and ongoing development and maintenance of exams.ย Eligibility requirements and the credentialing of any and all individuals will remain the responsibility of RID. With this shift in responsibilities candidates will need to contact both RID and CASLI during different times in the certification process. For more information view our +Review all pertinent NIC webpages on the +Register for the CASLI Generalist Knowledge Exam (This includes both portions: Fundamental of Interpreting AND Case Studies: Ethical Decision-Making Process & Cultural Responsiveness) +Pass the CASLI Generalist Knowledge Exam +(Candidate must successfully pass the Fundamental of Interpreting portion before they are eligible to take the Performance exam) (If candidate does not pass the Case Studies portion, they can take it with the Performance Exam) +Submit proof of meeting RIDโ€™s educational requirement of Bachelorโ€™s degree or an approved Alternative Pathway plan. +Register for the CASLI Generalist Performance Exam: NIC (with or without the Case Studies portion) +Successfully passes ALL CASLIโ€™s required examination for the NIC Certification +Start the NIC Certification Process HERE +CASLI Generalist Performance Exam: NIC Educational Requirement +Candidates pursuing NIC Certification must have a minimum of bachelor degree (any major) or an approved updated/2012 Alternative Pathway to Eligibility application recorded in their RID/CASLI account prior to testing for CASL Generalist Performance Exam: NIC. +If you have a college degree from an institution that is accredited by the US Department of Education and would like to submit proof to RID that you meet the educational requirement, send an original or photocopy of your official collegeย transcript, showing +2) the name of the college, +3) the degree earned, and +4) the date the degree was conferred. +Please submit this documentation by email to +or by logging into your +and clicking on โ€œUpload Degree Documentโ€. The Certification Department has gone paperless and is no longer accepting submissions mailed to Headquarters. +Please notify the Certification Department at +if the name on your college transcript does not matchย your name in the RID database. +*To submit official transcripts, you may break the seal on the envelope to scan the document and send/upload. Transcripts will be processed within 7-10 business days. A confirmation e-mail will be sent once your account has been updated. +For those with a non-U.S. degree +CASLI exam candidates wishing to submit a non-U.S. degree to satisfy RIDโ€™s educational requirement for certification are required to have their degrees evaluated through a credential evaluation service agency to assess and verify that the degree is U.S. equivalent and share the report with the RID Certification Department. +Candidates can find a list of acceptable credential evaluation service agencies that meet the standards for conducting degree evaluation services on the +National Association of Credential Evaluation Servicesโ€™s website (NACES) +. Credential evaluations are not free and candidates are responsible for the selected agencyโ€™s costs and service. The cost and the time frame to perform the service will vary according to the complexity of the case and the amount of documentation provided. +Please note that degrees acquired from institutions in U.S. territories (American Samoa, Guam, the Northern Mariana Islands, Puerto Rico, and the U.S. Virgin Islands) are exempt from this policy. +Certified Deaf Interpreter Certification (CDI) +Holders of this certification are deaf or hard of hearing and have demonstrated knowledge and understanding of interpreting,ย deafness, the Deaf community, and Deaf culture. Holders have specialized training and/or experience in the use of gesture, mime, props, drawings and other tools to enhance communication. Holders possessย native or near-native fluency in American Sign Language and are recommended for a broad range of assignments where an interpreter who is deaf or hard-of-hearing would be beneficial.ย This credential has been available since 1998. +Please see the information on +June 23, 2016, RID established the Center for the Assessment of Sign Language Interpretation, LLC (CASLI) to take over the administration and ongoing development and maintenance of exams. Eligibility requirements and the credentialing of any and all individuals will remain the responsibility of RID. With this shift in responsibilities candidates will need to contact both RID and CASLI during different times in the certification process. +For more information view our +Review all pertinent CDIย webpages on the +Submit an audiogram or letter from audiologist to CASLI +Register for the CASLI Generalist Knowledge Exam (This includes both portions: Fundamental of Interpreting AND Case Studies: Ethical Decision-Making Process & Cultural Responsiveness) +Pass the CASLI Generalist Knowledge Exam +(Candidate must successfully pass the Fundamental of Interpreting portion before they are eligible to take the Performance exam) (If candidate does not pass the Case Studies portion, they can take it with the Performance Exam) +Submit proof of meeting RIDโ€™s educational requirement of Bachelorโ€™s degree or an approved Alternative Pathway plan. +Register for the CASLI Generalist Performance Exam: CDI (with or without the Case Studies portion) +Successfully passes ALL CASLIโ€™s required examination for the CDI Certification +Start the CDI Certification Process HERE +CDI Performance Exam Educational Requirement +Candidates pursuing CDI Certification must have a minimum of Bachelorโ€™s degree (any major) or an approved updated/2012 Alternative Pathway to Eligibility application recorded in their RID/CASLI account prior to testing for CASL Generalist Performance Exam: CDI. +At the 2003 RID National Conference, in Chicago, IL, the membership passed motion C2003.05, establishing degree requirements for RID certification candidates. The motion stated the following related specifically to the CDI Performance Exam:ย Effective June 30, 2016, Deaf candidates must have a minimum of a bachelorโ€™s degree. +The education requirement is currently a bachelorโ€™s degree or equivalent, effective May 17, 2021. +The CASLI Generalist Performance Exam for Deaf interpreters was released November 16, 2020 therefore the date at which the Associate degree requirement became a Bachelor degree requirement was May 17, 2021. +If you have a college degree from an institution that is accredited by the US Department of Education and would like to submit proof to RID that you meet the educational requirement, send an original or photocopy of your official college transcript, showing +2) the name of the college, +3) the degree earned, and +4) the date the degree was conferred. +Please submit this documentation by email to +or by logging into your +and clicking on โ€œUpload Degree Documentโ€. The Certification Department has gone paperless and is no longer accepting submissions mailed to Headquarters. +Please notify the Certification Department at +if the name on your college transcript does not matchย your name in the RID database. +*To submit official transcripts, you may break the seal on the envelope to scan the document and send/upload. Transcripts will be processed within 7-10 business days. A confirmation e-mail will be sent once your account has been updated. +For those with a non-U.S. degree +Certification verification for interpreting services assignments +To request verification of your credentials, please complete and submit +. For membership verifications, please check your +. Note that the Certification Department has gone paperless and is no longer accepting anything mailed to HQ. Anything mailed to HQ will not be not be reviewed or processed, and will be shredded. +These certifications were previously offered by the RID and are no longer administered. RID recognizes these certifications, however the exams for these programs are no longer available. +Individuals who achieved the NIC Advanced level have passed the NIC Knowledge Exam,ย scored within the standard range of a professional interpreter on the interview portion of the NIC Interview and Performance Exam and scored within the high range on the performance portion of theย NIC Interview and Performance Exam. +Individuals who achieved the NIC Masterย level have passed the NIC Knowledge Exam and scored within the high range on both portions ofย NIC Interview and Performance Exam. +The NIC with levels credential was offered from 2005 to November 30, 2011. +Holders of this certification are recognized as fully certified in interpretation and have demonstrated the ability to interpret between American Sign Language (ASL) and spoken English for both sign-to-voice and voice-to-sign tasks.ย The interpreterโ€™s ability to transliterate is not considered in this certification. Holders of the CI are recommended for a broad range of interpretation assignments. This credential was offered from 1988 to 2008. +Holders of this certification are recognized as fully certified in transliteration and have demonstrated the ability to transliterate between English-based sign language and spoken English forย both sign-to-voice and voice-to-sign tasks. The transliteratorโ€™s ability to interpret is not considered in this certification.ย ย Holders of the CT are recommended for a broad range of transliterationย assignments.ย This credential was offered from 1988ย to 2008. +Holders of this certification have demonstrated the ability to interpret betweenย American Sign Language (ASL) and spoken English and to transliterate between spoken English and an English-based sign language. Holders of this certification are recommended for a broad range of interpreting and transliterating assignments. This credential was offered from 1972 to 1988. +Master Comprehensive Skills Certificate (MCSC) +The MCSC examination was designed with the intent of testing for a higher standard of performance than the CSC. Holders of this certification were required to hold the CSC prior to taking this exam. Holders of this certification are recommended for a broad range of interpreting and transliterating assignments. This credential was offered until 1988. +Holders of this certification have demonstrated the ability to interpret between American Sign Language (ASL) and English-based sign language or transliterate between spoken English and a signed code for English. Holders of this certification are deaf or hard-of-hearing and interpretation/transliteration is rendered in ASL, spoken English and a signed code for English or written English. Holders of the RSC are recommended for aย broad range of interpreting assignments where the use of a interpreter who is deaf or hard-of-hearing would be beneficial. This credential was offered from 1972 to 1988. +Holders of this certification have demonstrated the ability to interpret betweenย American Sign Language (ASL) and spoken English. Holders received scores on the CSC exam which prevented the awarding of CSC certification or IC/TC certification. The interpreterโ€™s ability to transliterate is not considered in this certification. Holders of the IC are recommended for a broad range of interpretation assignments. The IC was formerly known as the Expressive Interpreting Certificate (EIC). This credential was offered from 1972 to 1988. +Holders of this certification have demonstrated the ability to transliterateย between spoken English and a signed code for English. Holders received scores on the CSC exam which prevented the awarding of CSC certification or IC/TC certification. The transliteratorโ€™sย ability to interpretย is not considered in this certification. Holders of the TC are recommended for a broad range of transliteratingย assignments. The TC was formerly known as the Expressive Transliteratingย Certificate (ETC). This credential was offered from 1972 to 1988. +Specialist Certificate: Performing Arts (SC:PA) +Holders of this certification were required to hold the CSC prior to sitting for this examination and have demonstrated specialized knowledge in performing arts interpretation. Holders of this certification are recommended for a broad range of assignments in the performing arts setting.ย This credential was offered from 1971 to 1988. +Oral Interpreting Certificate: Comprehensive (OIC:C) +Holders of this certification demonstrated both the ability to transliterate a spoken message from a person who hears to a person who is deaf or hard-of-hearing and the ability to understand and repeat the message and intent of the speech and mouth movements of the person who is deaf or hard-of-hearing. This credential was offered from 1979 to 1985. +Oral Interpreting Certificate: Spoken to Visible (OIC:S/V) +Holders of this certification demonstrated the ability to transliterate a spoken message from a person who hears to a person who is deaf or hard-of-hearing. This individual received scores on the OIC:C exam which prevented the awarding of ย full OIC:C certification. This credential was offered from 1979 to 1985. +Oral Interpreting Certificate: Visible to Spoken (OIC:V/S) +Holders of this certification demonstrated the ability toย understand the speech and silent movements of aย person who is deaf or hard-of-hearing and to repeat the message for a hearing person. This individual received scores on the OIC:C exam which prevented the awarding of ย full OIC:C certification. This credential was offered from 1979 to 1985. +Conditional Legal Interpreting Permit-Relay (CLIP-R) +Notice: RID has announced that a moratorium will be placed on new applications for CLIP-R Certification. +For more information about the moratorium, +Holders of this conditional permit had completed an RID-recognized training program designed for interpreters and transliterators who worked in legal settings, and whom were also deaf or hard-of-hearing. Holders of this conditional permit were recommended for a broad range of assignments in the legal setting.ย This credential was available from 1991 to 2016. +Candidates were eligible for CLIP-R Certification if they were, at that time, a current RID CDI or RSC Certified member, met the experience requirements, had the proper letters of recommendation, and met RIDโ€™s educational requirement. +*Please note no substitutions could have been made to the requirements +Must have been a certified member, in good standing, holding either the RSC or CDI. +Must have met RIDโ€™s, at that time, educational requirement of an Associate degree or had an approved Educational Equivalency Application. +Attached recommendation letters from two RID certified interpreters in good standing. At least one letter must have been from an SC:L certified interpreter. The other could have been from a CI and CT, CDI, CSC, NIC, or NAD. +Verified at least 150 hours of training and/or mentoring as a legal interpreter. If an individual was unable to have all 150 hours in legal training or workshops, they must have had a minimum of 120 hours of legal interpreter training and up to 30 hours of mentoring in a legal setting with an interpreter, in good standing, who holds either the SC:L or CLIP-R. Verification was required in the form of RID CEUS (preferred) or legal trainings, or workshops. A certificate of completion or letter from the trainer/presenter/mentor was required to indicate the date, location, and duration of the training/mentoring. +These certifications were developed and administered by NAD and are recognized by RID. +NAD (National Association of the Deaf) Certifications +In 2003, RID began to recognize interpreters who hold NAD III, NAD IV and NAD V certifications. These credentials were offered by the National Association of the Deaf (NAD) between the early 1990s and late 2002. In order to continue to maintain their certification, NAD credentialed interpreters must have had an active certification and registered with RID prior to June 30, 2005. These interpreters are required to comply with all aspects of RIDโ€™s Certification Maintenance Program, including the completion of professional development. +NAD III (Generalist) โ€“ Average Performance +Holders of this certification possess above average voice-to-sign skills and good sign-to-voice skills. Holders have demonstrated the minimum competence needed to meet generally accepted interpreter standard. Occasional words or phrases may be deleted but the expressed concept is accurate. The individual displays good grammar control of the second language and is generally accurate and consistent, but is not qualified for all situations. +NAD IV (Advanced) โ€“ Above Average Performance +Holders of this certification possess excellentย voice-to-sign skills and above averageย sign-to-voice skills. Holders have demonstrated above average skill in any given area. Performance is consistent and accurate and fluency is smooth, with few deletions; the viewer has no question to the candidateโ€™s competency. Holders of this certification should be able to interpret in most situations. +NAD V (Master) โ€“ Superior Performance +Holders of this certification possess superiorย voice-to-sign skills and excellentย sign-to-voice skills. Holders have demonstrated excellent to outstanding ability in any given area. The individual had minimum flaws in their performance and have demonstrated interpreting skills necessary in almost all situations. +The following RID certification have been retired. RID no longer supports or recognizes these credentials and individuals can no longer use them as validation of their abilities. +Holders of this provisional certification are interpreters who are ย deaf or hard-of-hearing, have demonstrated a minimum of one year experience working as an interpreter, have completed at least eight hours of training on the NAD-RID Code of Professional Conduct and have completed eight hours of training in general interpretation as it related to an interpreter who isย deaf or hard-of-hearing. Holders of this certificate are recommended for a broad range of assignments where an interpreter who is deaf or hard-of-hearing would be beneficial. +CLIP (Conditional Legal Interpreting Permit) +Holders of this conditional permit completed an RID-recognized training program designed for interpreters and transliterators who work in legal settings. CI and CT or CSC certification was required prior to enrollment in the training program. Holders of this conditional permit areย recommended for a broad range of assignments in the legal setting during the development of the SC:L certification. This conditional permit was retired on December 31, 1999. +Prov. SC:L (Provisional Specialist Certificate: Legal) +Holders of this provisional certification hold CI and CT or CSC and have completed RID approved legal training. Holders of this certificate are recommended for assignments in the legal setting. This provisional certificate was retired in 1998. +This credential is fully recognized by RID, but the designation is no longer awarded by RID.ย  This designation went into moratorium effective January 1, 2016. +The EIPA assessment is still available through Boys Town.ย  More information on that can be found at +Holders of this certification demonstrated the ability to interpret or transliterate classroom content and discourse between students who are deaf and hard of hearing and students, teachers and school staff who are hearing. Certificants demonstrated EIPA Level 4* skills using spoken English and at least one of the following visual languages, constructs, or symbol systems at either an elementary or secondary level: +Contact Signing (aka: Pidgin Signed English (PSE) or English-like Signing) +Cued American English (CAE) (aka: Cued Speech) +This credential was offered from 2007 to 2016. +This credential is fully recognized by RID, but the designation is no longer awarded by RID.ย  This designation went into moratorium effective January 1, 2016. +Description: Holders of this specialist certification demonstrated specialized knowledge of legal settings and greater familiarity with language used in the legal system. These individuals are recommended for a broad range of assignments in the legal setting.ย This credential was offered from 1998 to 2016. +The SC:L, and specialist testing in general, are topics of investigation as part of the 2016-2018 Certification Committee Scope Of Work. +This credential is fully recognized by RID, but the designation is no longer awarded by RID.ย  This designation went into moratorium effective January 1, 2016. +Description: Holders of this certification demonstrated, using silent oral techniques and natural gestures and the ability to transliterate a spoken message from a person who hears to a person who is deaf or hard-of-hearing. Holders also demonstrated the ability to understand and repeat the message and intent of the speech and mouth movements of the person who is deaf or hard-of-hearing.ย This credential was offered fromย 1999 to 2016. +This credential was originally voted into sunset by the RID Board at the in-person Board Meeting at the RID NOLA National Conference, in August of 2015. +At the RID NOLA Business Meeting, a motion was made to move the credential from โ€œsunsetโ€ status to โ€œmoratoriumโ€.ย  Here is the member motion: +FROM THE MINUTES OF THE 2015 BUSINESS MEETING: +Primary submitter(s) name(s): William Gorum +Secondary submitter(s) name(s): Margaret Austin +Move that the RID Board of Directorโ€™s decision to สบsunsetสบ the Oral Transliteration certificate be vetoed via a vote of the organizationโ€™s membership and to place the OTC testing program under moratorium along with all other RID certification examinations until further investigation can be done into options other than the cessation of administration of the OTC exam. +RID is the only nationally recognized organization who certifies oral transliterators. People who are deaf that prefer to use oral communication methods should have access to trained, qualified, and certified interpreters. The RID mission statement is to สบpromote excellence in interpretation services among diverse users of signed and spoken languages through professional development, networking, advocacy, and standardsสบ. +Vetoing the Boardโ€™s motion and placing the OTC under moratorium until further options are explored would have minimal financial impact on RID. +In response to a point, President Whitcher cited a bylaw (Article 3, Section 3d) which says that Board decisions can be overturned by a 2/3 vote. +Betty Colonomos moved to table this discussion, seconded by Wink Smith. This motion does not entertain discussion, so a vote was taken. With 91 votes in support, 146 opposed and 12 abstentions, the motion to table fails. +Artie Grassman called the question, seconded by Audrey Rosenberg. A vote was taken, and debate was closed. +A vote was taken, and, with a 2/3 majority being needed to pass, the motion received 210 votes in support, 56 opposed, and 21 abstentions, so the motion C2015.11 carries. +Information on becoming certified and receiving your certificate can be found here. +A certificantโ€™s newly certified cycle start date is the date that CASLI sends the exam results letter (the Results Sent date) and extends until December 31st of the year indicated by the following: +If the Results Sent date falls between 7/1/2022 and 6/30/2023โ€ฆ..New certification cycle ends 12/31/2027. +If the Results Sent date falls between 7/1/2023 and 6/30/2024โ€ฆ..New certification cycle ends 12/31/2028. +If the Results Sent date falls between 7/1/2024 and 6/30/2025โ€ฆ..New certification cycle ends 12/31/2029. +Each successfully-completed certification cycle is followed by a four year certification cycle, running from January 1 of the first year through December 31 of the fourth year. +You can expect to receive a Newly Certified Packet from RID approximately 6-8 weeks after +you have passed all required examinations +and your results letter was sent. This packet will include your certificate and a congratulations letter. You should also receive an email when your new certification is added to your RID account with information about maintaining certification. +you may begin earning CEUs for your new certification cycle any time on or after your certification start date +In the event that your certificate arrives damaged, with incorrect spelling or information, or does not arrive at all (three weeks after being mailed), the certificate will be replaced once free of charge. This replacement request should be submitted in writing to certification@rid.org. +In the event that you lose your certificate, need a replacement certificate, want the name on the certificate updated due to a legal name change, or would simply like a duplicate certificate, you may purchase oneย on the RID website. Replacement certificates are processed once a month. +Maintaining current RID membership is a requirement for maintaining RID certification. If you are a current Associate Member at the time you achieve certification, your membership will automatically be converted into a Certified Membership. If you are not an Associate or Certified member at the time you achieve certification, you need to pay Certified Member dues to bring your membership into good standing. For more information, contact the Member Services Department at +Membership runs from July 1 through June 30 and is paid for annually. +There is no extra charge for holding more than one RID certification or for holding specialty certification. +Those who hold NAD certification must also keep their NAD certification dues in good standing with RID. +One of the privileges of achieving RID certification is the ability to show your credential on your business card, resume, brochures or other advertisements, etc. Your credentials (also called โ€œpost-nomial abbreviationsโ€) should be displayed only after your full name (with or without middle initial) in the following order: +Given names (Jr., II, etc.) +Academic degrees from highest level to lowest level above a bachelor degree (bachelor degree credentials are not typically displayed) +Professional certifications (such as RID credentials) +Certificants who hold more than one RID certification should display them in the following order: IC, TC, IC/TC, CSC, MCSC, RSC, ETC, EIC, OIC:V/S, OIC:S/V, OIC:C, CI, CT, CI and CT, CDI, NIC, NIC Advanced, NIC Master, OTC, SC:PA, CLIP-R, SC:L, NAD III, NAD IV, NAD V, Ed:K-12. +Digital Credentials: RID partnered with +to provide you with a digital version of your credentials. Digital badges can be used in email signatures or digital resumes, and on social media sites such as LinkedIn, Facebook, and Twitter. This digital image contains verified metadata that describes your qualifications and the process required to earn them. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_61_1741389103314.txt b/intelaide-backend/documents/user_3/page_61_1741389103314.txt new file mode 100644 index 0000000..e892181 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_61_1741389103314.txt @@ -0,0 +1,13 @@ +Topics to be considered as compliant with the new standards include, but are not limited to +Understanding How Your CEU Totals are Displayed +Understanding How Your CEU Totals are Displayed +YOUR PORTAL โ€“ On the main screen in your portal, locate the Certification Details displaying your CEU breakdown. You will also find your certification cycle beginning and end dates! +CEU PROGRESS โ€“ Your progress is shown here, including Professional Studies (PS) CEUs and General Studies (GS) CEUs. **Only up to 2 GS CEUs can be counted for certification maintenance purposes. +PPO CEU PROGRESS โ€“ This line only keeps track of your PPO CEU progress. Do not include this number in your total. PPO CEUs are a sub-category of Professional Studies; those CEUs are part of your PS total, not in addition to it. +REVIEW YOUR TOTAL โ€“ Review your total CEUs earned line. Your total will not include the number shown to the right of your PPO tracking line. CALCULATING RECAP โ€“ SKIP THE PPO LINE! In short, use the PPO CEU line as a tracking feature for yourself! These CEUs will always be calculated into your total. Just remember the requirement, 1.0 of your PS CEUs must be PPO. +Question? No problem! Visit our faqs page or email us at +Address and challenge injustices of the world, within society, our communities, and profession. +Embrace diversity in all areas of life; the work place, interpreting assignments, public events and more. +Critically transform the people in our community, with the goal of equity and justice. +Ensuring all individuals have equal access and provisional rights. +This list provides a guideline for activities which can be classified under the Power, Privilege, and Oppression Education / Professional Development category. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_62_1741397568229.txt b/intelaide-backend/documents/user_3/page_62_1741397568229.txt new file mode 100644 index 0000000..5b0086f --- /dev/null +++ b/intelaide-backend/documents/user_3/page_62_1741397568229.txt @@ -0,0 +1,84 @@ +Steps to Find an Interpreter +Steps to Find an Interpreter +Any entity or individual has access to RIDโ€™s registry that can provide a list of certified freelance interpreters, as well as Organizational members in your area who are interpreter agencies who can provide interpreting services. +Toย findย a certified freelance interpreter in your area, please follow the steps below: +Please visit our member directory here: +Select your City and State +From here, you willย findย a list of certified interpreters who are available for freelance work. Feel free to reach out to these members directly using the contact information they provide on ourย registryย and inquire about the services that you need. Should you want to go through an agency that is a member with us, please use this link here: +, selecting your City and State. +A member who holds a valid certification accepted by RID, is in good standing, and meets the requirements of the +Join Today or Renew Your Membership here! +A member engaged in interpreting or transliterating, full-time and part-time, but not holding certification accepted by RID. Members in this category are enrolled in the +Associate Continuing Education Tracking Program (ACET) +Join Today or Renew Your Membership here! +A member currently enrolled, at least part-time, in an interpreting program. Student members must provide proof of enrollment every year. This proof can be a current copy of a class schedule or a letter from a coordinator/instructor on school letterhead. Student membership does not include eligibility to vote. +Join Today or Renew Your Membership here! +Individuals who support RID but are not engaged in interpreting. Supporting membership does not include eligibility to vote or reduced testing fees. +Join Today or Renew Your Membership here! +Organizations and agencies that support RIDโ€™s purposes and activities. +Join Today or Renew Your Membership here! +: Member who holds temporarily inactive certification, is not currently interpreting and has put their certification on hold. Members in this category are not considered currently certified and do not hold valid credentials. +: Member who has retired from interpreting and is no longer practicing. Members in this category are not considered currently certified and do not hold valid credentials. +Join Today or Renew Your Membership here! +Eligible for reduced certification testing fees (associate, student or certified members only) +Annual CEC discount code for Certified, Associate, and Student members who +Access to exclusive discounts through our partner; MemberDeals.ย Discounts on RIDโ€™s +Leadership opportunities to help shape RID and the interpreting profession by serving on +committees, councils and task forces +Accountability to the communities we serve through RIDโ€™s Ethical Practices System +Disability Income Coverage, Dental & Vision Insurance, Life Insurance options. +Members should conduct their renewals online and pay via the RID Member Portal for the fastest service. +If you have questions about or are experiencing an issue with your member account or renewal steps, please contact us at +for assistance. We are happy to assist. +Click Here to Join or Renew your Membership Today! +RID membership follows an annual fiscal year cycle from July 1-June 30. +Purchase order paperwork for membership renewals that will be paid by a third party can be submitted directly to +For those needing verification of prices for employers prior to remitting payment, download your personalized order summary from your RID member portal. This is the most accurate, quickest, and paperless way to provide verification of your membership cost. +If an individual requests to terminate their membership prior to their payment being processed by RID, then RID will simply not process the payment for that application. The applicant will not forfeit any funds. +If an individual requests a refund after their membership application or renewal has been processed and/or renewed, that person will receive a refund of their membership dues and fees minus a $25.00 processing fee. +An individual may request a refund no more thanย two business daysย after the application has been processed and/or renewed. +No refunds will be given if a request is made more than 2ย daysย after the membership application/renewal has been submitted/processed. +If a third party(ie employer, agency, etc) pays membership dues and fees on behalf of an individual, the member is responsible for maintaining good standing with the organization. We recognize that members who are afforded this benefit may wish to remit payment to maintain good standing, and then request refund post third party payment of their membership dues and fees. In this instance, RID HQ may work one-on-one with you. +The refund policy applies to all members. +Have you Let your Certified Membership Lapse? +According to the RID Bylaws, an individualโ€™s certification can be revoked for two reasons: +Suspension or expulsion as outlined in the policies and procedures manual (such as an EPS violation or non-compliance with CMP requirements) +Additionally, the Bylaws state that to remain in good standing dues must be paid by August 1st of each fiscal year. +With the requirement to remain current with membership dues to retain your certification, these governing guidelines are an important reminder about your obligation as it relates to the maintenance of your certification. To date, RID has been lenient in enforcing this policy. +As we continue to implement systems of efficiency and standards, RID will begin to enforce the guidelines as established in the Bylaws. Therefore, if dues are not paid on or before July 31, your certification will be terminated due to non-payment of member dues. As a result, you will be required to go through the reinstatement process, in order to get your certification back. To avoid revocation of your certification please plan to renew on or before July 31. +The power to effect change in this area lies with the membership. The connection to membership and certification has been an area of discussion over the years. To change the current structure, which ties current membership to certification maintenance, would require a Bylaws amendment, approved by two-thirds of the voting members. +Contact the Member Service Department +For any further questions, please contact the Member Services department by either emailing us at +, or by using our Contact Us form here: +Professional/General Liability Insurance: contact Gary at 866.371.8830 or go to +Worker Compensation/Workman Compensation Insurance: contact Gary at 866.371.8830 or email +RID Individual Interpreters Liability Insurance +Worker Compensation/ Workman Compensation Insurance +Professional/General Liability Insurance: contact Gary at 866.371.8830 or go to +Worker Compensation/Workman Compensation Insurance: contact Gary at 866.371.8830 or email +Worker Compensation/ Workman Compensation Insurance +Contact Gary Meyer at 866.371.8830, e-mail: +What would happen to your income if you became sick or hurt and werenโ€™t able to work? Protect your income in the event that you become disabled as a result of a sickness or injury and are unable to work. ย RID members can take advantage of a 15% association discount. +Affordable dental coverage is available for individuals and families, with the option to add vision coverage. You are free to use any dentist you wish, or you can use an in-network dentist for additional savings. The network has over 400,000 access points nationwide. Choose from several plans to meet your needs and budget. +Affordable coverage with plans designed to meet your specific needs. Available plans include Term Insurance, Whole Life, Universal Life and others, with over 30 of the top companies to choose from. Let the licensed professionals at Association Benefit Services shop for the best coverage and the most competitive products and rates for you. Coverage is also available for spouses and children. +(for program details and quotes)ย or Call:ย (844) 340-6578 +Contact Gary Meyer at 866.371.8830, e-mail: +Do you have more questions about RID membership? +Whether youโ€™re exploring your possibilities or are a seasoned veteran, joining RID will provide resources that move you forward! +1. First, visit the RID website and log in to your +2. Next, click the tab โ€œMy Orders,โ€ and you will see your FY26 dues there. +3. From there, follow the subsequent prompts to remit your payment. Then, you are all set! +1. All information about your membership can be found in the Membership Details box on your portal page, including your expiration date. All memberships expire on June 30th of each year. +2. If you need to renew your membership, click the โ€œMy Ordersโ€ tab at the top right to submit payment for your member dues. +3. Always be sure that your member portal information is up to date to ensure you are receiving all communications and notifications from RID. +4. All information regarding your certification can be found in the โ€œCertification Detailsโ€ box including your certification beginning and end date, CEUs earned, and downloading documents such as a verification letter or your CEU Transcript. +5. You may view your education history on the right side of your portal, including previous transcript cycles. +6. Access exclusive RID Member Deals by clicking โ€œMember Dealsโ€ on the right side of your portal. +Golden 100 / Silver 250 Campaign +In 1982 President Judie Husted and the RID Board of Directors instituted the first major fundraising campaign for RID. The campaign was aimed to provide the organization with financial security for the future. The campaign was labeled Golden 100 and Silver 200. ย For a $500 donation, the first 100 Certified members received conference recognition and lifetime membership along with their Certification Maintenance fees, these people are known as the Golden 100. At the start of the campaign, the first 200 members (Certified +Associate) who donated $250 received lifetime membership, they are known as Silver 200. This campaign raised over $50,000 to help establish a research and development trust and to provide general support to the RID budget. +At the March 2016 board meeting, the Board of Directors approved a plan to revitalize this campaign for 2016. The first 100 +members received Lifetime membership and waived annual fees along with the designation Golden 100 member. The first 250 Certified +Associate members received lifetime membership, waived annual continuing education fees, and were named Silver 250 members. This group is responsible +for their certification and standards fee. +Golden 100 / Silver 250 Campaign \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_63_1741397568230.txt b/intelaide-backend/documents/user_3/page_63_1741397568230.txt new file mode 100644 index 0000000..c98d715 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_63_1741397568230.txt @@ -0,0 +1,19 @@ +Interpreting: the act of conveying meaning between people who use signed and/or spoken languages. +Certification provides an independent verification of an interpreterโ€™s knowledge, abilities and ethical standards. +Use our registry to find contact information for a specific member, verify an RID memberโ€™s certification(s) and search for freelance interpreters. +All certified members of RID are required to participate in professional development in order to maintain their certification. +The Ethical Practices System (EPS) is a multi-level grievance system to be utilized when all personal efforts have been exhausted and proven unsuccessful. +RID is dedicated to supporting our members through the provision of benefits and advocacy services. +CASLI develops and operates sign language interpreting testing to ensure a baseline of quality interpreting services. +Canโ€™t find what youโ€™re looking for? +Search below through RIDโ€™s most asked questions for each department. +Or browse our online live document for an extensive list of FAQs. +Empowering you to make strong ethical decisions +Advocating and upholding accountability and integrity for the sign language interpreting profession. +Name change, membership, EPS, CEUs and more! +Find out member benefits, membership support and more! +VIEWS, JOI, RID Press and more. +Contact RID and let us help you. +Monday โ€“ Friday: 9am โ€” 5pm +Thank you for your message. It has been sent. +There was an error trying to send your message. Please try again later. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_64_1741393207293.txt b/intelaide-backend/documents/user_3/page_64_1741393207293.txt new file mode 100644 index 0000000..d6ea66e --- /dev/null +++ b/intelaide-backend/documents/user_3/page_64_1741393207293.txt @@ -0,0 +1,8 @@ +Find an Interpreter Agency / Referral Service +Find an Interpreter Education Program +The area of the site you are about to enter is accessible only to RID account holders. In order to proceed, please login to your RID account. +If you had a login prior to March 3, 2014, please use your same credentials to login here. If you do not remember your password, please use the password recovery feature. +Please use your Member ID as your username. +Registry of Interpreters for the Deaf, Inc. +333 Commerce Street, Alexandria, VA 22314, (703) 838-0030 +ยฉ Copyright 2014 Registry of Interpreters for the Deaf, Inc. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_65_1741393207293.txt b/intelaide-backend/documents/user_3/page_65_1741393207293.txt new file mode 100644 index 0000000..c70aa1c --- /dev/null +++ b/intelaide-backend/documents/user_3/page_65_1741393207293.txt @@ -0,0 +1,28 @@ +Understanding How Your CEU Totals are Displayed +Understanding How Your CEU Totals are Displayed +YOUR PORTAL โ€“ On the main screen in your portal, locate the Certification Details displaying your CEU breakdown. You will also find your certification cycle beginning and end dates! +CEU PROGRESS โ€“ Your progress is shown here, including Professional Studies (PS) CEUs and General Studies (GS) CEUs. **Only up to 2 GS CEUs can be counted for certification maintenance purposes. +PPO CEU PROGRESS โ€“ This line only keeps track of your PPO CEU progress. Do not include this number in your total. PPO CEUs are a sub-category of Professional Studies; those CEUs are part of your PS total, not in addition to it. +REVIEW YOUR TOTAL โ€“ Review your total CEUs earned line. Your total will not include the number shown to the right of your PPO tracking line. CALCULATING RECAP โ€“ SKIP THE PPO LINE! In short, use the PPO CEU line as a tracking feature for yourself! These CEUs will always be calculated into your total. Just remember the requirement, 1.0 of your PS CEUs must be PPO. +Question? No problem! Visit our faqs page or email us at +participants โ€“ All certified members of RID are required to participate in the CMP in order to maintain their certification. +Maintain and grow your skills +Associate Continuing Education Tracking (ACET) +participants โ€“ demonstrating the Associate membersโ€™ commitment to and participation in the field of interpreting. +RID Continuing Education Center (CEC) +Browse the Continuing Education Center portal to view our educational content. +Relying on RID Approved Sponsors to provide and approve appropriate educational activities for participants. +Apply to be a sponsor +Standards and Criteria for Approved Sponsors. +Participants must work with an RID-Approved Sponsor to earn CEU credits. +Learn How to Earn CEUs +Used for any discrepancy with your transcript such as missing activities, or incorrect CEUs. +Find a RID CEU Provider +Search for a CMP Approved Sponsor to offer CEUs for your workshop, earn CEUs for college courses or set up an independent study. You donโ€™t have to work with a sponsor in your area โ€“ they can be located anywhere! +Some RID Approved CMP Sponsors offer RID CEUs at a distance. Although RID cannot promote any individual Sponsor, we are happy to provide information that will assist you in locating RID CEU activities that may not be available through the workshop search tool on the RID Web site. +We offer content from experts you can trust +Challenging injustice, respecting and valuing diversity, protection of equal access, Social Justice/Liberation studies, Cultural competence, and moreโ€ฆ +RID approved workshops can be sponsor initiated or co-sponsored with another organization. Search the +Become an RID Approved Sponsor +Organizations, agencies, affiliate chapters and individuals seeking to be Approved Sponsors must +. This was developed by the RID Professional Development Committee (PDC). In addition, the PDC reviews and makes determinations on all applications. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_6_1741377690835.txt b/intelaide-backend/documents/user_3/page_6_1741377690835.txt new file mode 100644 index 0000000..ee7a60f --- /dev/null +++ b/intelaide-backend/documents/user_3/page_6_1741377690835.txt @@ -0,0 +1,76 @@ +Affiliate chapters are a crucial element in RIDโ€™s overall structure as they help RID Headquarters extend our reach into the interpreting profession +Affiliation with national interpreter advocacy actions +Representation for the affiliate chapterโ€™s members for various national issues (i.e. VRS via the Video Interpreting Committee) +The Affiliate Chapter Handbook serves as an excellent resource tool to assist affiliate chapters in developing and maintaining a functional and thriving chapter of RID. +You can view the Affiliate Chapter Handbook as a whole document (96 pages) using the Google Drive link below or download the entire file in the PDF format. +See Live Google Document here +โ€œManagement is doing things right; leadership is doing the right things.โ€ +Starting a new affiliate chapter takes leadership, organization and determination but know that you are not alone in this endeavor. Among otherย benefits, in this venture, you will have the support of the RID Board of Directors, RID Headquarters and the members of the Affiliate Chapter Relations Committee. +Following are the steps to take to start an affiliate chapter: +Organize a group of at least twenty voting members of RID desiring to start an affiliate chapter. +Assign a leader or small group of leaders to spearhead the effort. This person or group would be in charge of compiling the necessary information for the application for affiliation, which must include the following: +A list of at least twenty voting members of RID. +A copy of the chapterโ€™s bylaws +A list of the names and contact information for the chapterโ€™s officers +A copy of the chapterโ€™s Articles of Incorporation (if applicable) +A copy of the chapterโ€™s Standing Rules or Rules of Order (if chapter has same) +The affiliate application package, once complete, must be sent to the +The director of member services will verify that all the petitioners are RID voting members in good standing. +The director of member services will act as the liaison to the board of directors by presenting the package to the board. +Once the board of directors formally approves or declines chapter status, the director of member services will notify the contact person from that potential chapter. +At that time, the chapter will be considered affiliated with RID. +: The benefits of being affiliated with RID include a support system comprised of national committees, staff and other affiliate chapter leaders; resources including a comprehensive +, mentoring grants and membership information and access to non-profit status through RIDโ€™s group exemption. +Affiliate chapters have many resources available to them for support including, but not limited to, the following: +RID committees such as the Bylaws Committee who can provide advice +Exclusive access to the Affiliate Chapter Resource Center (Coming Soon!) +Google Group for Affiliate Chapter Presidents to communicate +Starting a new affiliate chapter takes leadership +โ€œManagement is doing things right; leadership is doing the right things.โ€ +Starting a new affiliate chapter takes leadership, organization and determination but know that you are not alone in this endeavor. Among other +, in this venture, you will have the support of the RID Board of Directors, RID Headquarters and the members of the Affiliate Chapter Relations Committee. +Following are the steps to take to start an affiliate chapter: +Organize a group of at least twenty voting members of RID desiring to start an affiliate chapter. +Assign a leader or small group of leaders to spearhead the effort. This person or group would be in charge of compiling the necessary information for the application for affiliation, which must include the following: +A list of at least twenty voting members of RID. +A copy of the chapterโ€™s bylaws +A list of the names and contact information for the chapterโ€™s officers +A copy of the chapterโ€™s Articles of Incorporation (if applicable) +A copy of the chapterโ€™s Standing Rules or Rules of Order (if chapter has same) +The affiliate application package, once complete, must be sent to the +The director of member services will verify that all the petitioners are RID voting members in good standing. +The director of member services will act as the liaison to the board of directors by presenting the package to the board. +Once the board of directors formally approves or declines chapter status, the director of member services will notify the contact person from that potential chapter. +At that time, the chapter will be considered affiliated with RID. +The Benefits of Starting a Chapter +The benefits of being affiliated with RID include a support system comprised of national committees, staff and other affiliate chapter leaders; resources including a comprehensive +, mentoring grants and membership information and access to non-profit status through RIDโ€™s group exemption. +Vote on an organization level +To request verification of your credentials, please complete and submit +. For membership verifications, please check your Credly account. +Region I - North East +Region II - South East +Region III - Mid West +Information on becoming certified and receiving your certificate can be found here. +A certificantโ€™s newly certified cycle start date is the date that CASLI sends the exam results letter (the Results Sent date) and extends until December 31st of the year indicated by the following: +If the Results Sent date falls between 7/1/2020 and 6/30/2021โ€ฆ..Newly certified cycle ends 12/31/2025 +If the Results Sent date falls between 7/1/2021 and 6/30/2022โ€ฆ..Newly certified cycle ends 12/31/2026 +If the Results Sent date falls between 7/1/2022 and 6/30/2023โ€ฆ..Newly certified cycle ends 12/31/2027 +Each successfully-completed certification cycle is followed by a four year certification cycle, running from January 1 of the first year through December 31 of the fourth year. +You can expect to receive a Newly Certified Packet from RID approximately 6-8 weeks after +you have passed all required examinations +and your results letter was sent. This packet will include your certificate and a congratulations letter. You should also receive an email when your new certification is added to your RID account with information about maintaining certification. +you may begin earning CEUs for your new certification cycle any time on or after your certification start date +In the event that your certificate arrives damaged, with incorrect spelling or information, or does not arrive at all (three weeks after being mailed), the certificate will be replaced once free of charge. This replacement request should be submitted in writing to certification@rid.org. +In the event that you lose your certificate, need a replacement certificate, want the name on the certificate updated due to a legal name change, or would simply like a duplicate certificate, you may purchase oneย on the RID website. Replacement certificates are processed once a month. +Maintaining current RID membership is a requirement for maintaining RID certification. If you are a current Associate Member at the time you achieve certification, your membership will automatically be converted into a Certified Membership. If you are not an Associate or Certified member at the time you achieve certification, you need to pay Certified Member dues to bring your membership into good standing. For more information, contact the Member Services Department at +Membership runs from July 1 through June 30 and is paid for annually. +There is no extra charge for holding more than one RID certification or for holding specialty certification. +Those who hold NAD certification must also keep their NAD certification dues in good standing with RID. +One of the privileges of achieving RID certification is the ability to show your credential on your business card, resume, brochures or other advertisements, etc. Your credentials (also called โ€œpost-nomial abbreviationsโ€) should be displayed only after your full name (with or without middle initial) in the following order: +Given names (Jr., II, etc.) +Academic degrees from highest level to lowest level above a bachelor degree (bachelor degree credentials are not typically displayed) +Professional certifications (such as RID credentials) +Certificants who hold more than one RID certification should display them in the following order: IC, TC, IC/TC, CSC, MCSC, RSC, OIC:V/S, OIC:S/V, OIC:C, CI, CT, CI and CT, CDI, NIC, NIC Advanced, NIC Master, OTC, SC:PA, SC:L, NAD III, NAD IV, NAD V, Ed:K-12. +Digital Credentials: RID partnered with +to provide you with a digital version of your credentials. Digital badges can be used in email signatures or digital resumes, and on social media sites such as LinkedIn, Facebook, and Twitter. This digital image contains verified metadata that describes your qualifications and the process required to earn them. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_7_1741377694298.txt b/intelaide-backend/documents/user_3/page_7_1741377694298.txt new file mode 100644 index 0000000..b188a9c --- /dev/null +++ b/intelaide-backend/documents/user_3/page_7_1741377694298.txt @@ -0,0 +1,11 @@ +Advertise & build your network and reach +With over 14,000 members in the U.S. and abroad, RID is the largest, comprehensive registry of American Sign Language (ASL) interpreters in the country! Easily reach our members through our eNEWS, VIEWS, and website/ social media platforms for your company or organizationโ€™s job announcements, events, and promotions. Interactive opportunities available to engage your potential customers and clients in a way that is unmatched. +Give your job opportunities a boost on our website and social media platforms +Delivered monthly to the inbox of over 12k members +Our quarterly publication with the ability to add an interactive flair +AMN Healthcare Medical VR Interpreter +The ASL Medicalย Videoย Remoteย Interpreter (VRI) will cover a wide range [...] +on AMN Healthcare Medical VR Interpreter +UC Santa Barbara ASL Interpreter +The Interpreter works between spoken English and American Sign [...] +on UC Santa Barbara ASL Interpreter \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_8_1741377697879.txt b/intelaide-backend/documents/user_3/page_8_1741377697879.txt new file mode 100644 index 0000000..d1b5916 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_8_1741377697879.txt @@ -0,0 +1,4 @@ +Members participate in CMP in order to maintain their certification, opportunities for associate members to track CEUs, RIDโ€™s Continued Education Center as well as provide educational activities for participants. +Being a member of RID contributing a fee that gives access to a valuable organization. With the options for different membership levels, activities, events and conferences, and benefits. +An essential component of RID, exemplifying the commitment of RID, and to the profession through the competent and ethical practice of interpreting. +Creating advocay on behalf of professional sign language interpreters and for the establishment and adherence to standards within the profession at both the state and federal levels. \ No newline at end of file diff --git a/intelaide-backend/documents/user_3/page_9_1741377701847.txt b/intelaide-backend/documents/user_3/page_9_1741377701847.txt new file mode 100644 index 0000000..2753293 --- /dev/null +++ b/intelaide-backend/documents/user_3/page_9_1741377701847.txt @@ -0,0 +1,93 @@ +Enforcement procedures for the associated EPS policy +Step 1: Filing a Complaint or Submitting a Report of Alleged Violation +Complaint: A complaint is a formal declaration to EPS that a consumer, interpreting professional or interpreting entity (a โ€œrespondentโ€) has allegedly experienced intentional or unintentional harm that is a violation of EPS policy. +Complaints stating an alleged violation of this Policy may originate from any consumer, interpreting professional, or entity within or outside RID. +Report: A report is the submission of documentation of an alleged violation of EPS policy for which there is no named complainant. EPS may initiate a report (โ€œself-initiated reportโ€) based on information from any internal or external source indicating that a person subject to this Policyโ€™s jurisdiction may have committed acts that violate this Policy (e.g., public information concerning an RID member such as court judgments or media releases that indicate a potential violation of this Policy). +must be submitted to EPS using their designated forms +. Complainants must complete the form(s) in its entirety. +Complaints: EPS staffย  may schedule an intake meeting with the complainant. +The intake may be completed in the language preferred by the complainant, including but not limited to ASL, ProTactile, written or spoken English. The Intake Coordinator will collect all documentation relevant to the alleged violation. +Reports: EPS Staff will gather available documentation on the alleged violation. +Step 3: Complaint and Report Procedures +EPS has a role in educating and guiding its members toward appropriate professional conduct in all aspects of their diverse professional and volunteer roles. +If the EPS determines that the respondent has engaged in professional conduct that constitutes a violation of the Policy, it may take private and/or public actions. +All decisions by the EPS will be documented in perpetuity internally by RID headquarters. +All parties involved are immediately informed of the decision of the resulting actions/sanction(s) and plan for carrying out the sanction(s) as decided by the EPS. +The EPS will send a letter to the respondent outlining the violation with a warning that the complaint will be documented in perpetuity internally by RID headquarters. The complaint may be utilized in any future complaint as evidence of a pattern of harm and professional disregard. +Publication of the respondentโ€™s name, violations, date of the decision, and sanctions in RID VIEWS and RID Website and, +Notification sent to the respondentโ€™s +Respective state or local licensing entities +Supervision is defined as a colleague who is monitoring the process and completion of the consequences as prescribed by the EPS. +This assigned supervisor will provide support or coaching, as outlined by the EPS Review Board, and provide progress reports along with any further identified action steps needed, based on the observations seen over the course of the supervisory relationship. +The respondent will be responsible to meet with the supervisor at regular intervals to demonstrate progress and may be responsible to pay the supervisorโ€™s time at fair market value. +Assigned number of hours of (re)education. The exact nature and type of education will be assignedย  by the EPS.. All education plans must be approved and monitored by the EPS. This may include: +Courses/Seminars/Workshops. A specific number of hours focused on the development of ethics, accountability, language enhancement, soft skills, team interpreting, business practices, etc. +Reflective and critical analysis in writing/video. This analysis will: +Demonstrate an understanding of the impact of the violation(s) +Demonstrate an understanding of the โ€˜harmโ€™ and the impact of the harm on consumers, team interpreters, colleagues, and/or stakeholders +Demonstrate an understanding of the risks and possible outcomes that the action(s) caused +Describe a plan of how to avoid repeating the violation in the future. +The respondent may not earn CEUs for any portion of the (re)education. +This is applicable, should the respondent be found in violation of the Certification Maintenance Program (CMP) protocols and procedures. The exact amount of the CEUs revoked will be at the discretion of the EPS. The revocation could include all of the respondentโ€™s current-cycle accumulated CEUs. +Prohibition from Presenting at RID CEU-bearing Events +Ineligible to present, lead, facilitate, and/or co-facilitate a RID CEU-bearing event or activity. +The duration of this prohibition will be at the discretion of the EPS. +The respondent will be required to submit a bilingual (ASL/English) public letter of apology for the found violations.ย  This letter will be published in the RID VIEWS and RID website. +The letter will be archived on the same page as the publication of EPS violations on the RID website. +The duration of the suspension will be at the discretion of the EPS. +Notification of suspension will also be sent to: +Respective state or local licensing entities +The duration of the revocation will be at the discretion of the EPS. +Notification of revocation will also be sent to: +Respective state or local licensing entities +The duration of the revocation will be at the discretion of the EPS Review Board. +This may include barring eligibility for membership indefinitely. +Notification of revocation will also be sent to: +Respective state or local licensing entities +The duration of inegligiblity will be at the discretion of the EPS. +Responseโ€”Within thirty (30) calendar days of notification of the EPSโ€™s decision and any sanction, the respondent shall choose one of the following responses: +Accept the Decision: Accept the decision of the EPS (as to both the Policy violation and the sanction) and waive any right to appeal. +Appeal: Inform the EPS in video or written form that they want to contest the EPSโ€™s decision and sanction and request to initiate the appeal process. +Decide Not to Respond: Failure of the respondent to take one of the above actions within the time specified will be deemed to constitute acceptance of the decision and sanction. +Acceptance: If the respondent accepts the decision and sanction, the EPS will notify all relevant parties and impose the sanction and the case will be monitored until the sanctions are complete and the respondent submits satisfactory proof of completion of the imposed corrective action. After which the case will be considered closed and an internal file created. +Should the case not receive satisfactory evidence of completion EPS staff will determine the appropriate next steps. In cases of extreme disregard, this can include the revocation of membership. +In extenuating circumstances where the respondent is unable to comply with the sanction(s) as outlined, the following actions must be taken by the respondent; (1) notify EPS staff immediately of the circumstance, (2) determine a reasonable course of action with EPS staff in consultation with the EPS Review Board as deemed necessary, (3) adhere to the revised course of action. +Request an Appeal: If the respondent requests an appeal, the EPS staff will schedule it. Step 5 describes the Appeal process. +The decision may be appealed within 30 days of being notified of the EPS decision by written letter or video letter.ย  The grounds for the appeal shall be explained by the respondent via a written document or video that includes a detailed statement as to the reasons for the appeal, the decision, and a list of potential witnesses (if any) and/or materials and the subject matter they will address. +The purpose of the Appeal is to provide the respondent an opportunity to provide further evidence to refute the decision and/or sanction decided on by the EPS and to permit the EPS Review Board to present the evidence in support of the EPS Review Board decision. The EPS Review Board is convened upon written or video request by the respondent. The EPS Review Board shall consider the matters alleged in the complaint; the matters raised in defense; the EPS decision; and other relevant facts, ethical principles, and federal or state law, if applicable. The EPS Review Board may question the parties concerned and determine professional misconduct issues arising from the factual matters in the case, even if those specific issues were not raised by the complainant. The EPS Review Board may also choose to apply principles or other language from the Policy not originally identified by the EPS. The EPS Review Board may affirm the decision, reverse or modify it, or remand it to the EPS for review if its written procedures were not followed. +Appeals shall generally address only the issues, procedures, or sanctions that are part of the EPS findings. However, in the interest of fairness, the EPS Review Board may consider newly available evidence that is directly related to the original complaint. +The parties in the appeals process are the respondent and the EPS Review Board. +The EPS Review Board and staff shall initiate the appeal process as follows: +Notification of Parties โ€“ The EPS staff will inform the EPS Review Board immediately upon receipt of a formal written or video request for an appeal. +The EPS Review Board members shall be convened within fifteen (15) calendar days of receipt of a formal written or video appeal request. +The EPS Review Board shall conduct a review of the prior decision. +The decision of the EPS Review Board shall be by majority vote. +The EPS Review Board shall have the power to (a) affirm the decision, (b) modify the decision, or (c) reverse the original decision. +Within fourteen (14) calendar days, the EPS Review Board shall share the appeal decision with EPS staff, who in turn will notify the respondent, the original complainant, and any other parties deemed appropriate of the decision. For RID purposes, the decision of the EPS Review Board shall be final. +The official record of the EPS Review Board and its decision shall be maintained by RID in perpetuity. +Step 6: Reports, Records, and Publications +All notifications referred to in these Enforcement Procedures shall be in writing. +The investigative case files shall include the complaint and any documentation the EPS relied on upon initiating the investigation. At the completion of the enforcement process, the written records and reports that state the initial basis for the complaint or report, material evidence, and the disposition of the complaint shall be retained by the EPS indefinitely. +Final decisions will be publicized only after any appeal process has concluded. Public sanctions will be published in official publications of the RID and EPS under the following time frames: +Sanctions of Public Reprimand will remain published indefinitely. +Sanctions of Suspension will remain published indefinitely. +Sanctions of Revocation will remain published indefinitely. +The EPS reserves the right to (a) modify the time periods, procedures, or application of these Enforcement Procedures for good cause consistent with fundamental fairness in each case and (b) modify its Policy and/or these Enforcement Procedures, with such modifications to be applied only prospectively. +What is the difference between an EPS complaint and EPS report? +The Six EPS Procedures in ASL HERE +What is the difference between filing an EPS complaint versus filing an EPS report? +A complaint is related to violations of the EPS Policy and/or the CPC. Complainants are named. +A report is sharing information that is public (i,e. court judgments, newspaper articles.) This is to inform RID of this information, the EPS may or may not initiate action. Complainants are anonymous. +The Six EPS Procedures in ASL HERE +Where are you in the current EPS process? +You will receive confirmation within 5 business days. +The EPS will notify you if more information is needed. If the EPS has all information and determines your complaint has merit, is within RIDโ€™s scope and meets all requirements, the EPS will request a response from the interpreter and begin investigating your complaint. The EPS will inform you of this or inform you that the complaint is being dismissed. +The EPS will begin investigating your complaint, which includes requesting a response from the interpreter and gathering evidence. The interpreter has 30 days to respond. The EPS will notify you once a decision has been made. +Notification and request for response +Respondents must provide a response within 30 days of notification. +The EPS will notify you once a decision has been made. +You will be notified if the case is dismissed or if a violation is found. You have 30 days to file an appeal if you disagree with the decision, otherwise the decision stands. +The initial decision will be reviewed by the EPS Review Board and a final decision will be made. +Expand your professional growth, continue your educational journey. +Read up on the NAD-RID Code of Professional Conduct. +Start the EPS procedure here, fill out the form in English or ASL. \ No newline at end of file diff --git a/intelaide-backend/intelaide-ecosystem.config.cjs b/intelaide-backend/intelaide-ecosystem.config.cjs new file mode 100644 index 0000000..cfb5446 --- /dev/null +++ b/intelaide-backend/intelaide-ecosystem.config.cjs @@ -0,0 +1,25 @@ +// intelaide-ecosystem.config.cjs +const { join } = require('path'); + +module.exports = { + apps: [ + { + name: 'intelaide-backend', + // Use the absolute path to the entry file (server.js) + script: join(__dirname, 'server.js'), + cwd: __dirname, +// interpreter: '/root/.nvm/versions/node/v22.14.0/bin/node', // adjust this if needed + // You can remove node_args if unnecessary + env: { + DB_HOST: '127.0.0.1', + PORT: 5002, + DB_NAME: 'assist_hub', + DB_USER: 'root', + DB_PASS: 'mush', + JWT_SECRET: 'my_super_securd_jwt_secrettt', + JWT_EXPIRES_IN: '1h' + } + } + ] +}; + diff --git a/intelaide-backend/middlewares/authMiddleware.js b/intelaide-backend/middlewares/authMiddleware.js new file mode 100644 index 0000000..bca377f --- /dev/null +++ b/intelaide-backend/middlewares/authMiddleware.js @@ -0,0 +1,21 @@ +// backend/middlewares/authMiddleware.js +import jwt from 'jsonwebtoken'; + +const authMiddleware = (req, res, next) => { + const token = req.headers['authorization']; + if (!token) { + console.error('No token provided'); + return res.status(403).json({ message: 'Access denied' }); + } + try { + const decodedToken = jwt.verify(token.split(' ')[1], process.env.JWT_SECRET); + req.userId = decodedToken.id; + next(); + } catch (err) { + console.error('Token verification failed:', err.message); + return res.status(401).json({ message: 'Invalid token' }); + } +}; + +export default authMiddleware; + diff --git a/intelaide-backend/models/Assistant.js b/intelaide-backend/models/Assistant.js new file mode 100644 index 0000000..4345f45 --- /dev/null +++ b/intelaide-backend/models/Assistant.js @@ -0,0 +1,51 @@ +// backend/models/Assistant.js +import pool from '../config/db.js'; + +const Assistant = { + async createAssistant(user_id, assistant_name) { + try { + const [result] = await pool.execute( + 'INSERT INTO ai_assistants (user_id, assistant_name) VALUES (?, ?)', + [user_id, assistant_name] + ); + return result.insertId; + } catch (error) { + throw new Error('Database error: Unable to create assistant'); + } + }, + + async getUserAssistants(user_id) { + try { + const [rows] = await pool.execute('SELECT * FROM ai_assistants WHERE user_id = ?', [user_id]); + return rows; + } catch (error) { + throw new Error('Database error: Unable to fetch assistants'); + } + }, + + async deleteAssistant(id, user_id) { + try { + await pool.execute('DELETE FROM ai_assistants WHERE id = ? AND user_id = ?', [id, user_id]); + } catch (error) { + throw new Error('Database error: Unable to delete assistant'); + } + }, + + async assignFileToAssistant(assistant_id, file_id) { + try { + await pool.execute('INSERT INTO assistant_files (assistant_id, file_id) VALUES (?, ?)', [assistant_id, file_id]); + } catch (error) { + throw new Error('Database error: Unable to assign file to assistant'); + } + }, + + async removeFileFromAssistant(assistant_id, file_id) { + try { + await pool.execute('DELETE FROM assistant_files WHERE assistant_id = ? AND file_id = ?', [assistant_id, file_id]); + } catch (error) { + throw new Error('Database error: Unable to remove file from assistant'); + } + } +}; + +export default Assistant; diff --git a/intelaide-backend/models/File.js b/intelaide-backend/models/File.js new file mode 100644 index 0000000..ec349c3 --- /dev/null +++ b/intelaide-backend/models/File.js @@ -0,0 +1,35 @@ +// backend/models/File.js +import pool from '../config/db.js'; + +const File = { + async createFile(fileData) { + const { user_id, file_name, file_path, file_type, status } = fileData; + try { + await pool.execute( + 'INSERT INTO files (user_id, file_name, file_path, file_type, status) VALUES (?, ?, ?, ?, ?)', + [user_id, file_name, file_path, file_type, status] + ); + } catch (error) { + throw new Error('Database error: Unable to create file'); + } + }, + + async getUserFiles(user_id) { + try { + const [rows] = await pool.execute('SELECT * FROM files WHERE user_id = ?', [user_id]); + return rows; + } catch (error) { + throw new Error('Database error: Unable to fetch files'); + } + }, + + async updateFileStatus(fileId, status, user_id) { + try { + await pool.execute('UPDATE files SET status = ? WHERE id = ? AND user_id = ?', [status, fileId, user_id]); + } catch (error) { + throw new Error('Database error: Unable to update file status'); + } + }, +}; + +export default File; diff --git a/intelaide-backend/models/User.js b/intelaide-backend/models/User.js new file mode 100644 index 0000000..d20297b --- /dev/null +++ b/intelaide-backend/models/User.js @@ -0,0 +1,69 @@ +import pool from '../config/db.js'; + +const User = { + async getAllUsers() { + try { + const [rows] = await pool.execute( + 'SELECT id, email, first_name, last_name, organization, address, city, state, zip_code, phone, created_at FROM users' + ); + return rows; + } catch (error) { + console.error('Database error: Unable to fetch users', error); + throw new Error('Database error: Unable to fetch users'); + } + }, + + async findByEmail(email) { + try { + const [rows] = await pool.execute('SELECT * FROM users WHERE email = ?', [email]); + return rows[0]; + } catch (error) { + console.error('Database error: Unable to find user by email', error); + throw new Error('Database error: Unable to find user by email'); + } + }, + + async findById(id) { + try { + const [rows] = await pool.execute('SELECT * FROM users WHERE id = ?', [id]); + return rows.length ? rows[0] : null; + } catch (error) { + console.error('Database error: Unable to find user by ID', error); + throw new Error('Database error: Unable to find user by ID'); + } + }, + + async createUser(userData) { + const { + email, + password_hash, + organization = '', + first_name, + last_name, + address = '', + city = '', + state = '', + zip_code = '', + phone = '' + } = userData; + + try { + const [result] = await pool.execute( + `INSERT INTO users (email, password_hash, organization, first_name, last_name, address, city, state, zip_code, phone) + VALUES (?, ?, ?, ?, ?, ?, ?, ?, ?, ?)`, + [email, password_hash, organization, first_name, last_name, address, city, state, zip_code, phone] + ); + console.log('User created successfully with ID:', result.insertId); + return result.insertId; + } catch (error) { + console.error('Database error while creating user:', { + sqlMessage: error.sqlMessage, + sql: error.sql, + params: { email, password_hash, organization, first_name, last_name, address, city, state, zip_code, phone } + }); + throw new Error('Database error: Unable to create user'); + } + }, +}; + +export default User; diff --git a/intelaide-backend/package-lock.json b/intelaide-backend/package-lock.json new file mode 100644 index 0000000..c41da3c --- /dev/null +++ b/intelaide-backend/package-lock.json @@ -0,0 +1,1298 @@ +{ + "name": "intelaide-backend", + "version": "1.0.0", + "lockfileVersion": 3, + "requires": true, + "packages": { + "": { + "name": "intelaide-backend", + "version": "1.0.0", + "license": "ISC", + "dependencies": { + "bcryptjs": "^3.0.2", + "body-parser": "^1.20.3", + "cors": "^2.8.5", + "dotenv": "^16.4.7", + "express": "^4.21.2", + "jsonwebtoken": "^9.0.2", + "multer": "^1.4.5-lts.1", + "mysql2": "^3.13.0", + "ollama": 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"multer": "^1.4.5-lts.1", + "mysql2": "^3.13.0", + "ollama": "^0.5.14" + } +} diff --git a/intelaide-backend/python/ai_gen_rag_mapping_postgresql.py b/intelaide-backend/python/ai_gen_rag_mapping_postgresql.py new file mode 100644 index 0000000..b97a99c --- /dev/null +++ b/intelaide-backend/python/ai_gen_rag_mapping_postgresql.py @@ -0,0 +1,305 @@ +import os +import numpy as np +import torch +import logging +import psycopg2 +from transformers import AutoTokenizer, AutoModel +from ollama import Client +from string import Template +from nltk.tokenize import sent_tokenize + +# Prevent Seg Faults +os.environ["OMP_NUM_THREADS"] = "1" + +# Configure logging +logging.basicConfig(filename='rag_system.log', level=logging.INFO, + format='%(asctime)s - %(levelname)s - %(message)s') + +# ============================= +# Step 1: Load and Chunk Documents with Overlap +# ============================= + +def chunk_text(text, max_tokens=512, overlap=10): + """ + Split text into smaller chunks with an overlap to preserve context. + Tokenizes by sentences and assembles them into chunks not exceeding max_tokens, + with a specified overlap. + """ + sentences = sent_tokenize(text) + chunks = [] + current_chunk = [] + current_length = 0 + + for sentence in sentences: + tokens = sentence.split() + token_count = len(tokens) + if current_length + token_count > max_tokens: + chunk = " ".join(current_chunk) + chunks.append(chunk) + # Create overlap: keep the last few sentences to carry over context + if overlap > 0: + overlap_sentences = [] + token_sum = 0 + for sent in reversed(current_chunk): + sent_tokens = sent.split() + token_sum += len(sent_tokens) + overlap_sentences.insert(0, sent) + if token_sum >= overlap: + break + current_chunk = overlap_sentences.copy() + current_length = sum(len(s.split()) for s in current_chunk) + else: + current_chunk = [] + current_length = 0 + current_chunk.append(sentence) + current_length += token_count + if current_chunk: + chunks.append(" ".join(current_chunk)) + return chunks + +def load_documents(directory='./documents'): + """ + Loads all .txt files from the specified directory. + For each file, returns document chunks along with the source file name. + """ + documents = [] + for filename in os.listdir(directory): + if filename.endswith('.txt'): + file_path = os.path.join(directory, filename) + try: + with open(file_path, 'r', encoding='utf-8') as file: + content = file.read() + chunks = chunk_text(content) + for chunk in chunks: + documents.append({ + 'source': filename, + 'text': chunk + }) + except Exception as e: + logging.error(f"Error reading {file_path}: {e}") + return documents + +# ============================= +# Step 2: Embedding Model Setup with Normalization +# ============================= + +embedding_model_name = "sentence-transformers/all-mpnet-base-v2" +access_token = "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" +print("Loading embedding model...") +tokenizer = AutoTokenizer.from_pretrained(embedding_model_name, token=access_token) +model = AutoModel.from_pretrained(embedding_model_name, token=access_token) + +def embed_text(text): + """ + Tokenizes, embeds, and then normalizes the given text. + Normalization is done using L2 norm so that the resulting vector is a unit vector. + """ + inputs = tokenizer(text, return_tensors='pt', truncation=True, padding=True, max_length=512) + with torch.no_grad(): + model_output = model(**inputs) + # Compute mean pooling of the last hidden state as the embedding + embeddings = model_output.last_hidden_state.mean(dim=1).squeeze() + # Normalize the embedding to a unit vector (L2 normalization) + norm = torch.norm(embeddings, p=2) + normalized_embedding = embeddings / norm + return normalized_embedding.numpy() + +# ============================= +# Step 3: PostgreSQL pgvector Setup and Document Insertion +# ============================= + +# PostgreSQL connection parameters โ€“ adjust these to your environment. +DB_NAME = "yourdbname" +DB_USER = "yourusername" +DB_PASSWORD = "yourpassword" +DB_HOST = "localhost" +DB_PORT = "5432" + +def get_connection(): + return psycopg2.connect( + dbname=DB_NAME, + user=DB_USER, + password=DB_PASSWORD, + host=DB_HOST, + port=DB_PORT + ) + +def create_table(): + """ + Creates the document_chunks table with a pgvector column for embeddings. + Using cosine similarity, the vector dimension is set to 768. + """ + conn = get_connection() + cur = conn.cursor() + cur.execute("CREATE EXTENSION IF NOT EXISTS vector;") + cur.execute(""" + CREATE TABLE IF NOT EXISTS document_chunks ( + id SERIAL PRIMARY KEY, + source TEXT, + text_chunk TEXT, + embedding vector(768) + ); + """) + conn.commit() + cur.close() + conn.close() + +def insert_documents(documents): + """ + Inserts document chunks along with their normalized embeddings into the PostgreSQL database. + """ + conn = get_connection() + cur = conn.cursor() + for doc in documents: + try: + emb = embed_text(doc['text']) + emb_list = emb.tolist() + insert_query = """ + INSERT INTO document_chunks (source, text_chunk, embedding) + VALUES (%s, %s, %s); + """ + cur.execute(insert_query, (doc['source'], doc['text'], emb_list)) + except Exception as e: + logging.error(f"Error inserting document chunk into DB: {e}") + conn.rollback() + conn.commit() + cur.close() + conn.close() + +def is_table_empty(): + """ + Checks if the document_chunks table is empty. + """ + conn = get_connection() + cur = conn.cursor() + cur.execute("SELECT COUNT(*) FROM document_chunks;") + count = cur.fetchone()[0] + cur.close() + conn.close() + return count == 0 + +# Initialize the table +create_table() + +# If no documents exist in the database, load and insert them. +if is_table_empty(): + documents = load_documents() + print(f"Loaded {len(documents)} document chunks from files.") + print("Inserting document chunks into PostgreSQL database...") + insert_documents(documents) +else: + print("Document chunks already exist in the PostgreSQL database.") + +# ============================= +# Step 4: Retrieval from PostgreSQL using Cosine Distance +# ============================= + +def retrieve_from_db(query, k=3): + """ + Retrieves the top k most similar document chunks from PostgreSQL based on the cosine similarity. + Uses the `<#>` operator which computes cosine distance. + """ + query_embedding = embed_text(query).tolist() + conn = get_connection() + cur = conn.cursor() + sql = """ + SELECT id, source, text_chunk, embedding + FROM document_chunks + ORDER BY embedding <#> %s + LIMIT %s; + """ + cur.execute(sql, (query_embedding, k)) + results = cur.fetchall() + retrieved_docs = [] + for row in results: + retrieved_docs.append({ + "id": row[0], + "source": row[1], + "text": row[2], + "embedding": row[3] + }) + cur.close() + conn.close() + return retrieved_docs + +class Retriever: + def __init__(self, retrieve_func): + self.retrieve_func = retrieve_func + + def retrieve(self, query, k=3): + try: + retrieved_docs = self.retrieve_func(query, k) + logging.info(f"Query: {query} | Retrieved {len(retrieved_docs)} docs") + logging.info(f"Docs: {retrieved_docs}") + return retrieved_docs + except Exception as e: + logging.error(f"Error retrieving documents: {e}") + return [] + +retriever = Retriever(retrieve_from_db) + +# ============================= +# Step 5: LLM Integration (Llama-3.2-3B) +# ============================= + +print("Initializing Llama3.2:3B model...") +try: + llm = Client() +except Exception as e: + logging.error(f"Error initializing Ollama Client: {e}") + exit(1) + +prompt_template = Template(""" +You are an AI assistant that provides answers using the given context. + +Context: +$context + +Question: +$question + +If the context does not contain an answer, clearly state "I donโ€™t know.". +Provide a well-structured response. + +Answer: +""") + +def answer_query(question): + # Retrieve document chunks for the query using PostgreSQL + context_chunks = retriever.retrieve(question) + if not context_chunks: + return "I'm sorry, I couldn't find relevant information." + + # Optionally, include the source file names in the context: + combined_context = "\n\n".join([f"From {doc['source']}:\n{doc['text']}" for doc in context_chunks]) + prompt = prompt_template.substitute(context=combined_context, question=question) + + try: + response = llm.generate(prompt=prompt, model="llama3.2:3b") + generated_text = getattr(response, 'response', "I'm sorry, I couldn't generate a response.").strip() + return generated_text + except Exception as e: + logging.error(f"Error generating response: {e}") + return "I'm sorry, I couldn't generate a response at this time." + +# ============================= +# Step 6: Run Enhanced RAG System +# ============================= + +if __name__ == "__main__": + print("\n=== Enhanced RAG System with PostgreSQL pgvector (Cosine Similarity) ===") + print("Type 'exit, quit, or bye' to terminate.\n") + while True: + try: + user_question = input("\n\n----------------\n Enter your question: ") + if user_question.lower() in ['exit', 'quit', 'bye']: + print("Exiting. Goodbye!") + break + answer = answer_query(user_question) + print("\n\nAnswer:", answer, "\n") + except KeyboardInterrupt: + print("\nExiting. Goodbye!") + break + except Exception as e: + logging.error(f"Unexpected error: {e}") + print("An unexpected error occurred.") diff --git a/intelaide-backend/python/bkup_create_embeds_from_files_mapping.py b/intelaide-backend/python/bkup_create_embeds_from_files_mapping.py new file mode 100644 index 0000000..9fdd1a2 --- /dev/null +++ b/intelaide-backend/python/bkup_create_embeds_from_files_mapping.py @@ -0,0 +1,193 @@ +#!/usr/bin/env python3 +import os +import re +import glob +import faiss +import numpy as np +import torch +import logging +from transformers import AutoTokenizer, AutoModel +from nltk.tokenize import sent_tokenize +import argparse +import pickle + +# Prevent segmentation faults by limiting OpenMP threads +os.environ["OMP_NUM_THREADS"] = "1" + +# Configure logging to file +logging.basicConfig( + filename='/var/log/intelaide_python.log', + level=logging.INFO, + format='%(asctime)s - %(levelname)s - %(message)s' +) + +def count_tokens(text): + """Count tokens using simple whitespace splitting. + Replace with a more advanced tokenizer if needed. + """ + return len(text.split()) + +def chunk_text_hybrid(text, max_tokens=512, overlap=20): + """ + Hybrid chunking with header awareness: + + 1. Splits the text into sections based on headers (lines starting with '##'). + Each section includes the header and its associated content until the next header. + 2. For each section: + - If the token count is <= max_tokens, the section is used as a chunk. + - Otherwise, the section is split into paragraphs. + - For paragraphs exceeding max_tokens, sentence tokenization is used + to further split into chunks while retaining an overlap (by token count) + for contextual continuity. + """ + # Split text into sections based on header lines (lines starting with "##"). + sections = re.split(r'(?=^#{2,5}\s)', text, flags=re.MULTILINE) + chunks = [] + + for section in sections: + section = section.strip() + if not section: + continue + + # If the entire section is within the token limit, add it as a chunk. + if count_tokens(section) <= max_tokens: + chunks.append(section) + else: + # Further split the section into paragraphs. + paragraphs = [p.strip() for p in section.split("\n\n") if p.strip()] + for para in paragraphs: + if count_tokens(para) <= max_tokens: + chunks.append(para) + else: + # The paragraph is too long; split it using sentence tokenization. + sentences = sent_tokenize(para) + current_chunk = [] + current_length = 0 + for sentence in sentences: + sentence_token_count = count_tokens(sentence) + if current_length + sentence_token_count > max_tokens: + # Finalize and save the current chunk. + chunk = " ".join(current_chunk) + chunks.append(chunk) + # Create overlap: retain the last sentences to meet the desired overlap. + overlap_sentences = [] + token_sum = 0 + for sent in reversed(current_chunk): + token_sum += count_tokens(sent) + overlap_sentences.insert(0, sent) + if token_sum >= overlap: + break + current_chunk = overlap_sentences.copy() + current_length = sum(count_tokens(sent) for sent in current_chunk) + current_chunk.append(sentence) + current_length += sentence_token_count + if current_chunk: + chunks.append(" ".join(current_chunk)) + return chunks + +def load_documents_from_files(file_list): + """ + Loads the specified .txt or .md files. + Splits each file into chunks using the hybrid chunking function. + Returns a list of dictionaries with keys 'source' and 'text'. + """ + documents = [] + for file_path in file_list: + if not (file_path.endswith('.txt') or file_path.endswith('.md')): + logging.warning(f"CREATE: Skipping non-txt file: {file_path}") + continue + try: + with open(file_path, 'r', encoding='utf-8') as file: + content = file.read() + chunks = chunk_text_hybrid(content) + for chunk in chunks: + documents.append({ + 'source': os.path.basename(file_path), + 'text': chunk + }) + except Exception as e: + logging.error(f"CREATE: Error reading {file_path}: {e}") + return documents + +# ============================================================ +# Step 2: Generate Embeddings and Build FAISS HNSW Index (Cosine Similarity via Normalization and Inner Product) +# ============================================================ +embedding_model_name = "sentence-transformers/all-MiniLM-L6-v2" + +logging.info("CREATE: Loading embedding model...") +tokenizer = AutoTokenizer.from_pretrained(embedding_model_name) +model = AutoModel.from_pretrained(embedding_model_name) + +def embed_text(text): + """ + Tokenizes and embeds the provided text using the transformer model. + Returns a numpy array of the embedding. + """ + inputs = tokenizer(text, return_tensors='pt', truncation=True, padding=True, max_length=512) + with torch.no_grad(): + model_output = model(**inputs) + # Mean pooling of the last hidden state as a simple embedding + embeddings = model_output.last_hidden_state.mean(dim=1).squeeze() + return embeddings.numpy() + +def main(): + parser = argparse.ArgumentParser( + description="Generate embeddings from specified text files and create a FAISS index using a hybrid chunking approach." + ) + parser.add_argument("--files", nargs='+', default=[], + help="One or more .txt or .md files to process.") + parser.add_argument("--doc_dir", default=None, + help="Optional: Path to a directory containing *.txt files to process.") + parser.add_argument("--index_output", default="faiss_index.bin", + help="Output file for the FAISS index (default: faiss_index.bin).") + args = parser.parse_args() + + # Combine files specified via --files and those from --doc_dir (if provided) + files = args.files.copy() + if args.doc_dir: + # Get all .txt files from the directory + dir_files = glob.glob(os.path.join(args.doc_dir, "*.txt")) + files.extend(dir_files) + + if not files: + logging.error("CREATE: No input files provided via --files or --doc_dir.") + exit(1) + + documents = load_documents_from_files(files) + logging.info(f"CREATE: Loaded {len(documents)} document chunks.") + + logging.info("CREATE: Generating embeddings for document chunks...") + document_embeddings = [] + for doc in documents: + emb = embed_text(doc['text']) + document_embeddings.append(emb) + document_embeddings = np.array(document_embeddings, dtype='float32') + + # Normalize embeddings for cosine similarity + norms = np.linalg.norm(document_embeddings, axis=1, keepdims=True) + document_embeddings = document_embeddings / norms + + # Build the FAISS HNSW index using inner product (for cosine similarity with normalized vectors) + dimension = document_embeddings.shape[1] + logging.info(f"CREATE: Building FAISS index for {document_embeddings.shape[0]} vectors with dimension {dimension} using cosine similarity...") + index = faiss.IndexHNSWFlat(dimension, 40, faiss.METRIC_INNER_PRODUCT) + index.hnsw.efConstruction = 32 # Construction parameter; adjust if needed. + index.add(document_embeddings) + index.hnsw.efSearch = 60 # Search parameter for better performance + + faiss.write_index(index, args.index_output) + logging.info(f"CREATE: FAISS index created with {index.ntotal} vectors and saved to {args.index_output}.") + + # Save the mapping data (document metadata) to a file. + base, _ = os.path.splitext(args.index_output) + mapping_filename = f"{base}_mapping.pkl" + try: + with open(mapping_filename, "wb") as f: + pickle.dump(documents, f) + logging.info(f"CREATE: Mapping data saved to {mapping_filename}.") + except Exception as e: + logging.error(f"CREATE: Error saving mapping data to {mapping_filename}: {e}") + +if __name__ == "__main__": + main() + diff --git a/intelaide-backend/python/bkup_faiss_search_mapping.py b/intelaide-backend/python/bkup_faiss_search_mapping.py new file mode 100644 index 0000000..c6d5b9c --- /dev/null +++ b/intelaide-backend/python/bkup_faiss_search_mapping.py @@ -0,0 +1,308 @@ +#!/usr/bin/env python3 +import os +import faiss +import string +import numpy as np +import torch +import logging +import pickle # For loading the mapping +from transformers import AutoTokenizer, AutoModel +from string import Template +import argparse + +# Import NLTK stopwords and download if needed +import nltk +from nltk.corpus import stopwords +# nltk.download('stopwords') +stop_words = set(stopwords.words('english')) + +# Prevent segmentation faults +os.environ["OMP_NUM_THREADS"] = "1" + +# Configure logging to file +logging.basicConfig( + filename='/var/log/intelaide_python.log', + level=logging.INFO, + format='%(asctime)s - %(levelname)s - %(message)s' +) + +# ============================================================ +# Step 2: Generate Embeddings and Set Up FAISS Index +# (Cosine Similarity via Normalization and Inner Product) +# ============================================================ +embedding_model_name = "sentence-transformers/all-MiniLM-L6-v2" + +logging.info("*******************************************") +logging.info("SEARCH: Loading embedding model...") +logging.info("*******************************************") +tokenizer = AutoTokenizer.from_pretrained(embedding_model_name) +model = AutoModel.from_pretrained(embedding_model_name) + +def embed_text(text): + """ + Tokenizes and embeds the provided text using the transformer model. + Returns a numpy array of the embedding. + """ + inputs = tokenizer(text, return_tensors='pt', truncation=True, padding=True, max_length=512) + with torch.no_grad(): + model_output = model(**inputs) + embeddings = model_output.last_hidden_state.mean(dim=1).squeeze() + return embeddings.numpy() + +# ------------------------------------------------------------ +# Helper function: Compute keyword score using precomputed query info +# ------------------------------------------------------------ +def compute_keyword_score(chunk, query_tokens, persons, boost=1.0): + """ + Computes the keyword score for a given chunk using precomputed query tokens and PERSON entities. + """ + keyword_score = 0 + chunk_lower = chunk.lower() + + # Basic scoring: count occurrences of each token in the entire chunk. + for token in query_tokens: + if token in chunk_lower: + keyword_score += 1 + + # Bonus: If the chunk starts with "##" and at least 65% of query tokens appear in the first 10 words, add 5. + if chunk.startswith("##"): + first_10_words = chunk.split()[:10] + first_10_words_lower = [word.lower().strip(string.punctuation) for word in first_10_words] + tokens_in_header = sum(1 for token in query_tokens if token in first_10_words_lower) + if query_tokens and (tokens_in_header / len(query_tokens)) >= 0.65: + logging.info("#*#*#*#*#*#*#*#*#") + logging.info(f"Header Line meets bonus criteria with {tokens_in_header} of {len(query_tokens)} tokens present.") + logging.info(f"Chunk with header: {chunk}") + logging.info("#*#*#*#*#*#*#*#*#") + keyword_score += 5 + + # Additional bonus: if any PERSON from the query is mentioned in the chunk, add 5 for each match. + for person in persons: + if person.lower() in chunk_lower: + logging.info(f"PERSON boost: Found '{person}' in {chunk_lower}.") + keyword_score += 5 + + return boost * keyword_score + +# ------------------------------------------------------------ +# Utility function: Precompute query tokens and PERSON entities +# ------------------------------------------------------------ +def preprocess_query(query): + # Precompute query tokens (after stripping punctuation and removing stopwords) + query_tokens = [ + token.lower().strip(string.punctuation) + for token in query.split() + if token.lower().strip(string.punctuation) not in stop_words + ] + # Extract PERSON entities from the query using NLTK. + tokens = nltk.word_tokenize(query) + pos_tags = nltk.pos_tag(tokens) + named_entities = nltk.ne_chunk(pos_tags) + persons = [] + logging.info(f"Trying to find a person in query: {tokens}") + for subtree in named_entities: + if isinstance(subtree, nltk.Tree) and subtree.label() == 'PERSON': + person_name = " ".join(token for token, pos in subtree.leaves()) + persons.append(person_name) + logging.info(f"Found a person in query: {person_name}") + return query_tokens, persons + +# ============================================================ +# Step 3: Enhanced Retriever Using Cosine Similarity and Hybrid Scoring +# ============================================================ +class Retriever: + def __init__(self, index, embed_func, documents): + self.index = index + self.embed_func = embed_func + self.documents = documents + + def retrieve(self, query, k=None): + try: + # Precompute the query tokens and PERSON entities once. + query_tokens, persons = preprocess_query(query) + + # Use all document chunks. + k = len(self.documents) + + # Increase efSearch to explore more candidates. + total_vectors = self.index.ntotal + if hasattr(self.index, 'hnsw'): + self.index.hnsw.efSearch = total_vectors + + # Generate the query embedding and normalize it. + query_embedding = self.embed_func(query) + norm = np.linalg.norm(query_embedding) + if norm > 0: + query_embedding = query_embedding / norm + query_embedding = np.array([query_embedding], dtype='float32') + + # Retrieve the results using k nearest neighbors. + distances, indices = self.index.search(query_embedding, k) + + # Weights for hybrid scoring + alpha = 0.8 # weight for cosine similarity (from FAISS) + beta = 0.2 # weight for keyword score + + # Build a list of (index, document, combined_score) tuples. + results = [] + for idx, dist in zip(indices[0], distances[0]): + if idx < len(self.documents): + doc = self.documents[idx] + # Determine what text to log: full chunk if it mentions "Herzig" or "CPC Tenets", otherwise a preview. + if ("herzig" in doc['text'].lower()) or ("cpc tenets" in doc['text'].lower()): + text_to_log = doc['text'].replace('\n', ' ') + else: + text_to_log = doc['text'][:200] # preview first 200 characters if desired + + # Compute keyword score using precomputed query_tokens and persons. + kw_score = compute_keyword_score(doc['text'], query_tokens, persons, boost=1.0) + # Compute the combined hybrid score for the chunk. + combined_score = (alpha * dist) + (beta * kw_score) + if ("herzig" in doc['text'].lower()) or ("cpc tenets" in doc['text'].lower()): + logging.info("=================================================") + logging.info(f"SEARCH: SHOWING herzig or cpc tenets CHUNKS: idx: {idx} | source: {doc['source']} | cosine_sim: {dist:.4f} | keyword_score: {kw_score} | hybrid_score: {combined_score:.4f} | chunk: {text_to_log}") + logging.info("=================================================") + results.append((idx, doc, combined_score)) + + # --- Compute and log the average combined_score per source in descending order --- + source_totals = {} + source_counts = {} + for idx, doc, score in results: + source = doc['source'] + source_totals[source] = float(source_totals.get(source, 0)) + float(score) + source_counts[source] = source_counts.get(source, 0) + 1 + + averages = [(source, source_totals[source] / source_counts[source]) for source in source_totals] + averages_sorted = sorted(averages, key=lambda x: x[1], reverse=True) + + for source, avg_score in averages_sorted: + logging.info(f"SOURCE AVERAGE: {source} - Average Combined Score: {avg_score:.4f}") + + # --- Add 0.1 to the score for all text chunks from the highest average source --- + if averages_sorted: + highest_source = averages_sorted[0][0] + results = [ + (idx, doc, score + 0.1) if doc['source'] == highest_source else (idx, doc, score) + for idx, doc, score in results + ] + + # Sort the results by combined_score descending. + results_sorted = sorted(results, key=lambda x: x[2], reverse=True) + top_results = results_sorted[:5] + + # --- Build the final top_docs list and prepare logging info --- + top_docs = [] + final_logging = [] # List of tuples (index, doc, score) for logging purposes + for idx, doc, score in top_results: + top_docs.append(doc) + final_logging.append((idx, doc, score)) + next_idx = idx + 1 + if next_idx < len(self.documents): + next_doc = self.documents[next_idx] + # Optionally, include the next chunk if needed: + # top_docs.append(next_doc) + # final_logging.append((next_idx, next_doc, None)) + + + # === Enhancement: Include preceding chunks for non-header texts that belong to the same source === + def has_header(text): + # Check if text (after stripping leading whitespace) starts with a header marker + stripped = text.lstrip() + return stripped.startswith("##") or stripped.startswith("###") or stripped.startswith("####") + + # Build a dict keyed by index from our final_logging for easier merging. + final_docs_dict = {idx: doc for idx, doc, _ in final_logging} + + # For each retrieved document, if its text does not start with a header, + # walk backwards to include all preceding chunks from the same source until one with a header is found. + for idx, doc, _ in final_logging: + if not has_header(doc['text']): + current_source = doc['source'] + current_idx = idx - 1 + while current_idx >= 0: + # Stop if the preceding document is from a different source. + if self.documents[current_idx]['source'] != current_source: + break + # Add the document if not already added. + if current_idx not in final_docs_dict: + final_docs_dict[current_idx] = self.documents[current_idx] + # Stop walking back if this document has a header. + if has_header(self.documents[current_idx]['text']): + break + current_idx -= 1 + + # Sort the final documents by their indices in ascending order. + final_top_docs = [final_docs_dict[i] for i in sorted(final_docs_dict.keys())] + + logging.info("*************************************************") + logging.info(f"SEARCH: FINAL STEP for Query: {query} - Returning {len(final_top_docs)} docs after re-ranking") + logging.info("*************************************************") + + return final_top_docs + except Exception as e: + logging.error(f"SEARCH: Error retrieving documents: {e}") + return [] + +# ============================================================ +# Step 4: Prompt Template and Answer Function +# ============================================================ +prompt_template = Template(""" +You are a friendly AI assistant that provides answers using the given context. +If the context does not contain an answer, clearly state "I donโ€™t know.". Do not try to expand any abbreviations. +Provide a well-structured response. + +Context: +------------------------ +$context + +Question: +$question + +Answer: +""") + +def answer_query(question, retriever, k=None): + context_chunks = retriever.retrieve(question, k) + if not context_chunks: + return "I'm sorry, I couldn't find relevant information." + #combined_context = "\n\n".join([f"From {doc['source']}:\n{doc['text']}" for doc in context_chunks]) + combined_context = "".join([f"\n{doc['text']}\n\n" for doc in context_chunks]) + prompt = prompt_template.substitute(context=combined_context, question=question) + return prompt + +# ============================================================ +# Main Execution: Process Query and Output Retrieved Context +# ============================================================ +if __name__ == "__main__": + parser = argparse.ArgumentParser( + description="FAISS search for relevant document snippets using a persisted mapping file with cosine similarity." + ) + parser.add_argument("--faiss_index_path", required=True, + help="Path to the FAISS index file") + parser.add_argument("--query", required=True, help="The query text") + parser.add_argument("--k", type=int, default=15, + help="Number of nearest neighbors to retrieve (default: 15)") + args = parser.parse_args() + + if not os.path.exists(args.faiss_index_path): + logging.error(f"SEARCH: FAISS index file not found at {args.faiss_index_path}") + exit(1) + else: + index = faiss.read_index(args.faiss_index_path) + + # Determine the mapping file path (assumed to be in the same directory as the index file) + mapping_file = os.path.join(os.path.dirname(args.faiss_index_path), "faiss_index_mapping.pkl") + if not os.path.exists(mapping_file): + logging.error(f"SEARCH: Mapping file not found at {mapping_file}") + exit(1) + else: + with open(mapping_file, "rb") as f: + documents = pickle.load(f) + + # Initialize retriever with the loaded index and mapping + retriever = Retriever(index, embed_text, documents) + prompt_output = answer_query(args.query, retriever, args.k) + + # Output the generated prompt (which includes the retrieved context) + print(prompt_output) + diff --git a/intelaide-backend/python/bkup_rid/about.txt b/intelaide-backend/python/bkup_rid/about.txt new file mode 100644 index 0000000..0110d94 --- /dev/null +++ b/intelaide-backend/python/bkup_rid/about.txt @@ -0,0 +1,1066 @@ +About +Us[kamille@websitehealthplan.com](https://rid.org/author/kamille@websitehealthplan.com/ +"Posts by kamille@websitehealthplan.com")2025-02-05T17:19:52+00:00 + +![](https://rid.org/wp-content/uploads/2023/04/About-Us-Photo-2.jpg) + +![](https://rid.org/wp-content/uploads/2023/04/About-Us-Main.jpg) + +![](https://rid.org/wp-content/uploads/2023/04/About-Us-Photo-1-1.jpg) + +### Our Mission. + +RID is the national certifying body of sign language interpreters and is a +professional organization that fosters the growth of the profession and the +professional growth of interpreting. + +## Meet the Team. + +![](https://rid.org/wp-content/uploads/2023/03/Star-Grieser- +scaled-e1678820113877.jpg) + +**Star Grieser, MS, CDI, ICE-CCP** +Chief Executive Officer + +![](https://rid.org/wp-content/uploads/2023/04/cassie.jpg) + +**Cassie Robles Sol** +Human Resources Manager + +![](https://rid.org/wp-content/uploads/2023/04/Ashley.jpg) + +**Ashley Holladay** +CMP Manager + +![](https://rid.org/wp-content/uploads/2023/12/Emily-Stairs-Abenchuchan- +Headshot.jpeg) + +**Emily Stairs Abenchuchan, NIC** +CMP Specialist + +![](https://rid.org/wp-content/uploads/2023/04/Catie-Headshot.png) + +**Catie Colamonico** +Certification Manager + +![](https://rid.org/wp-content/uploads/2023/04/jess.jpg) + +**Jess Kaady** +Certification Specialist + +![](https://rid.org/wp-content/uploads/2023/04/Tressy-Final.jpg) + +**Tressela Bateson** +EPS Manager + +![](https://rid.org/wp-content/uploads/2023/04/mwolcott.jpg) + +**Martha Wolcott** +EPS Specialist + +![](https://rid.org/wp-content/uploads/2023/03/Ryan-Butts- +scaled-e1678820023714.jpeg) + +**Ryan Butts** +Director of Member Services + +![Kayla Marshall Headshot](https://rid.org/wp-content/uploads/2024/04/Kayla- +Marshall-RID-Headshot-1.png) + +**Kayla Marshall, M.Ed., NIC** +Member Services Manager + +![](https://rid.org/wp- +content/uploads/2024/09/image_20240823_134150_506_960.png) + +**Vicky Whitty** +Member Services Specialist + +![](https://rid.org/wp-content/uploads/2023/03/Neal-Tucker- +scaled-e1678820254631.jpeg) + +**Neal Tucker** +Director of Gov't Affairs and Advocacy + +![Jordan Wright headshot](https://rid.org/wp-content/uploads/2024/04/Jordan- +Wright-headshot-1.jpg) + +**S. Jordan Wright, PhD** +Director of Communications + +![](https://rid.org/wp-content/uploads/2023/12/JB-380x400-1.png) + +**Jenelle Bloom** +Communications Manager + +![](https://rid.org/wp-content/uploads/2023/09/Brooke-Roberts-Headshot.jpg) + +**Brooke Roberts** +Publications Coordinator + +![Jennifer Apple Headshot](https://rid.org/wp-content/uploads/2024/02/JA- +Headshot-2024.png) + +**Jennifer Apple** +Director of Finance and Accounting + +![](https://rid.org/wp-content/uploads/2023/04/Kristyne-Headshot.png) + +**Kristyne Reeds** +Finance and Accounting Manager + +![](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%27186%27%20height%3D%27186%27%20viewBox%3D%270%200%20186%20186%27%3E%3Crect%20width%3D%27186%27%20height%3D%27186%27%20fill- +opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) + +**Bradley Johnson** +Staff Accountant + +![](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%27200%27%20height%3D%27200%27%20viewBox%3D%270%200%20200%20200%27%3E%3Crect%20width%3D%27200%27%20height%3D%27200%27%20fill- +opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) + +**Julie Greenfield** +Executive Assistant and Meeting Planner + +## Meet the Board. + +![](https://rid.org/wp-content/uploads/2024/04/RID-Vice-President-Remigio- +Headshot-2022-1-600x585-2.jpg) + +**Dr. Jesรบs Rฤ“migiล, PsyD, MBA, CDI** +President + +![](https://rid.org/wp-content/uploads/2024/04/Shonna-Magee.jpg) + +**Shonna Magee, MRC, CI & CT, NIC Master, OTC** +Vice President + +![](https://rid.org/wp-content/uploads/2024/09/Andrea-k-Smith.jpg) + +**Andrea K Smith, MA, CI & CT, SC:L, NIC** +Secretary + +![](https://rid.org/wp-content/uploads/2024/04/Kate-Headshot.jpg) + +**Kate Oโ€™Regan, MA, NIC** +Treasurer + +![](https://rid.org/wp-content/uploads/2024/09/Mona-Mehrpour-Headshot.jpeg) + +**Mona Mehrpour, NIC** +Member-at-Large + +![](https://rid.org/wp-content/uploads/2024/04/glenna.jpg) + +**Glenna Cooper** +Deaf Member-at-Large + +![RID Region I Representative Christina Stevens](https://rid.org/wp- +content/uploads/2023/04/christina.jpg) + +**Christina Stevens, NIC** +Region I Representative + +![](https://rid.org/wp-content/uploads/2023/03/Antwan- +Campbell-e1726581035860.png) + +**M. Antwan Campbell, MPA, Ed:K-12** +Region II Representative + +![](https://rid.org/wp-content/uploads/2023/10/Eubank-Photo.jpg) + +**Jessica Eubank, NIC** +Region IV Representative + +![](https://rid.org/wp-content/uploads/2024/09/Rachel-Kleist-R5.png) + +**Rachel Kleist, CDI** +Region V Representative + + * __Purpose, Vision, Values + * __Our Objectives + * __RID Regions + + * __Purpose, Vision, Values + +### Purpose Statement + +RIDโ€™s purpose is to serve equally our members, profession, and the public by +promoting and advocating for qualified and effective interpreters in all +spaces where intersectional diverse Deaf lives are impacted. + +### Vision Statement + +We envision qualified interpreters as partners in universal communication +access and forward-thinking, effective communication solutions while honoring +intersectional diverse spaces. + +### Values Statement + +The values statement encompasses what values are at the โ€œheartโ€ or center of +our work. RID values: + + * the intersectionality and diversity of the communities we serve. + * Diversity, Equity, Inclusion, Accessibility and Belonging (DEIAB). + * the professional contribution of volunteer leadership. + * the adaptability, advancement and relevance of the interpreting profession. + * ethical practices in the field of sign language interpreting, and embraces the principle of โ€œdo no harm.โ€ + * advocacy for the right to accessible, effective communication. + + * __Our Objectives + +#### **Pillar One: Diversity, Equity, Inclusion, Accessibility & Belonging** + +#### **Pillar Two: Organizational Transformation** + +#### **Pillar Three: Organizational Relevance** + +#### **Pillar Four: Organizational Effectiveness** + + * __RID Regions + +### **RID****Region I** + +Connecticut, Delaware, Maine, Massachusetts, New Hampshire, New Jersey, New +York, Pennsylvania, Rhode Island, Vermont, West Virginia + +### **RID Region II** + +Alabama, Florida, Georgia, Maryland & District of Columbia (Potomac Chapter), +Mississippi, North Carolina, South Carolina, Tennessee, Virginia + +### **RID Region III** + +Illinois, Indiana, Kentucky, Michigan, Minnesota, Ohio, Wisconsin + +### **RID Region IV** + +Arkansas, Colorado, Iowa, Kansas, Louisiana, Missouri, Montana, Nebraska, New +Mexico, North Dakota, Oklahoma, Texas, Wyoming + +### **RID Region V** + +Alaska, Arizona, California, Hawaii, Idaho, Nevada, Oregon, Utah, Washington + +ร— + +### Region I Northeast + +## Welcome to Region I + +_Welcome colleagues and friends of Region I. By browsing this site and +clicking on the links below, you will catch a glimpse of what our chapters are +up to and see the great energy that is Region I! We are proud to represent and +introduce you to some of the most dynamic and forward-thinking individuals in +the interpreting field._ + +**STATES:** Connecticut,Delaware, Maine, Massachusetts, New Hampshire, New +Jersey, New York, Pennsylvania, Rhode Island, Vermont, West Virginia + +### Region I Presidentโ€™s Council + +**AFFILIATE CHAPTER** +--- +[Connecticut RID](http://www.connrid.org/) +[Maine RID](http://www.mainerid.org/) +[Massachusetts RID](http://www.massrid.org/) +[New Hampshire RID](http://www.nhrid.org/) +[New Jersey RID](http://nj-rid.org/) +Central New York RID +[Genesee Valley RID](http://www.gvrrid.org/) +[Long Island RID](http://www.lirid.org/) +[New York City Metro RID](http://nycmetrorid.org/) +[Pennsylvania RID](http://www.parid.org/) +[Rhode Island RID](http://www.ririd.org/) +[Vermont RID](http://www.vtrid.org/) + +Close + +ร— + +### Region II Southeast + +## Welcome to Region II + +_Welcome to the Region II page! We are excited to have a place where +information will be continually updated to notify everyone on the events +occurring in the region, as well as provide contact information for all +Affiliate Chapter presidents. We welcome any comments/suggestions to make the +site substantive and informative._ + +**STATES:** Alabama, Florida, Georgia, Maryland & District of Columbia +(Potomac Chapter), Mississippi, North Carolina, South Carolina, Tennessee, +Virginia + +### Region II Presidentโ€™s Council + +**AFFILIATE CHAPTER** +--- +[Alabama RID](http://www.alrid.org/) +[Florida RID](http://www.fridcentral.org/) +[Georgia RID](http://www.garid.camp7.org/) +[Mississippi RID](https://msrid.wildapricot.org/) +[North Carolina RID](http://www.northcarolinarid.org) +[Potomac Chapter RID](http://pcrid.org/) +[South Carolina RID](http://www.southcarolinarid.org) +[Tennessee RID](http://www.tennrid.org) +[Virginia RID](http://www.vrid.org) + +Close + +ร— + +### Region III Midwest + +## Welcome to Region III + +_Welcome to the Region III Web page! Here you will find chapter links, +regional conference information and the awards available to members. This site +will be updated regularly, so be sure to check back for new information in the +coming months._ + +**STATES:** Illinois, Indiana, Kentucky, Michigan, Minnesota, Ohio, Wisconsin + +### Region III President's Council + +**AFFILIATE CHAPTER** +--- +[Illinois RID](http://www.irid.org/) +[Indiana Chapter RID](http://www.icrid.org/) +[Kentucky RID](http://www.kyrid.org/) +[Michigan RID](http://www.mirid.org/) +[Minnesota RID](http://www.mrid.org/) +[Ohio Chapter RID](http://www.ocrid.org/) +[Wisconsin RID](http://www.wisrid.org/) + +Close + +ร— + +### Region IV Central + +## Welcome to Region IV! + +_Greetings! Welcome to RID Region IV (RIV); the home of countless passionate +members and dedicated leaders. It is the vision of our RIV members and leaders +to promote a community that inspires personal and professional transformation +by offering cutting edge and innovative opportunities, honoring the evolving +and diverse needs of its membership. We trust that you will find information +on this Web page that supports this vision and hope you will make this site a +frequent stop on your professional journey._ + +**STATES:** Arkansas, Colorado, Iowa, Kansas, Louisiana, Missouri, Montana, +Nebraska, New Mexico, North Dakota, Oklahoma, Texas, Wyoming + +### Region IV Presidentโ€™s Council + +**AFFILIATE CHAPTER** +--- +[Arkansas](http://www.arkansasrid.org/) +[Colorado](http://www.coloradorid.org/) +[Iowa](http://www.iowastaterid.org/) +[Kansas](http://www.kai-rid.org/) +[Louisiana](http://www.lrid.org/) +Missouri +[Montana](http://www.montanarid.org/) +[Nebraska](http://www.nebraskarid.org/) +[New Mexico](http://www.nmrid.org/) +North Dakota +[Oklahoma](http://www.okrid.org/) +[Texas](http://www.tsid.org/) +[Wyoming](http://www.wyorid.org/) + +Close + +ร— + +### Region V Pacific + +## Welcome to Region V + +_Welcome to RID Region V! Take a look and you will find a region that boasts +tropical islands, snow capped mountains, wine countries, ski slopes and +canyons. The beauty goes beyond the landscapes of our states; it is also seen +in the members and leaders who make us Region V!_ + +**STATES:** Alaska, Arizona, California, Hawaii, Idaho, Nevada, Oregon, Utah, +Washington + +### Region V Presidentโ€™s Council + +**AFFILIATE CHAPTER** +--- +[Alaska](http://alaskarid.org) +[Arizona](https://www.azrid.org/) +California Chapters: | +[Central CA RID](https://www.ccrid.info/) +[Northern CA RID](http://www.norcrid.org/) +[Sacramento Valley RID](http://www.savrid.org/) +[Southern CA RID](http://www.scrid.org/) +[San Diego County RID](http://www.sdcrid.org/) +[Hawaii RID](https://hawaiirid.square.site/) +[Idaho RID](http://www.idahorid.org/) +[Nevada RID](http://www.nvrid.org/) +[Oregon RID](http://www.orid.org/) +[Utah RID](http://www.utrid.com/) +[Washington State RID](http://wsrid.com/) + +### From Around the Region + + * [Communication Policy (November 12)](https://drive.google.com/file/d/0B-_HBAap35D1bGt6RWVsVHJLODA/view?usp=sharing) + +Close + +ร— + +### Dr. Jesรบs Rฤ“migiล, PsyD, MBA, CDI + +### [**President**](mailto:president@rid.org) + +Dr. Rฤ“migiล is Hispanic and the first generation in his family to have +graduated from college. He received his Psy. D from William James College, and +his MBA from Salem University. He is currently the Director of Equal +Opportunity Programs and Title IX Coordinator at Gallaudet University. Jesรบsโ€™ +experience and intersectional identities enable him to offer a unique set of +perspectives that will benefit the membership of RID and the Deaf, & DeafBlind +community, and the hearing community that it serves. He is a past President of +the Rhode Island Association for the Deaf and continues his service as a board +member for the Rhode Island School for Deaf. Jesรบs has been a Certified Deaf +Interpreter for about 10 years, interpreting primarily in the medical, and +mental health settings. + +Close + +ร— + +### Shonna Magee, MRC, CI and CT, NIC Master, OTC + +### [**Vice President**](mailto:vicepresident@rid.org) + +Shonna Magee (MRC, CI and CT, NIC Master, OTC) has over 26 years of experience +interpreting, presenting, providing interpreter diagnostics, and mentoring. +She specializes in emergency management, vocational rehabilitation, VRI, and +medical interpreting. She has served as a professor of interpreting and ASL at +Daytona State College and a professor of ASL at Pensacola State College. She +received her Bachelorโ€™s in interpreting from the University of Cincinnati and +her Masterโ€™s in Rehabilitation Counseling from the University of South +Carolina where she was the Statewide Coordinator of Deaf Services for the +South Carolina Vocational Rehabilitation Department. She is currently the +Director of Operations at SIGNature Access Solutions LLC and SIGNature CEUs +LLC. + +Close + +ร— + +### Andrea K Smith, MA, CI & CT, SC:L, NIC + +### [**Secretary**](mailto:secretary@rid.org) + +Andrea K Smith, MA, CI & CT, SC:L, NIC has been an interpreting professional +for twenty years, primarily in legal settings with an emphasis on domestic +violence and sexual assault. She works as the staff interpreter at the ACLU +Disability Rights Project in San Francisco. She received her Masterโ€™s degree +from the European Masters in Sign Language Interpreting with her thesis on +_Signposting: Neutral Channel Communications in Deaf-Hearing Interpreting +Teams_. She recently completed a two-year assignment in Ireland and engaged in +community collaboration on the development of the Irish Sign Language +interpreter regulations. Her current research examines Deaf professionals and +designated interpreters in pursuit of her PhD at the University of +Wolverhampton. In her personal time, she travels extensively with her spouse +and twins. + +Close + +ร— + +### Kate Oโ€™Regan, MA, NIC + +### [**Treasurer**](mailto:treasurer@rid.org) + +Kate has over fifteen years of experience as a thought leader and agent of +change and enjoys the challenges and successes of working with teams and +creating systemic access. Kate is a former founder of a social impact +organization that was a vehicle for change by investing revenue into the local +Deaf Community efforts, access and programming. Kateโ€™s experience building a +company that had real impact for the local community also afforded her the +opportunity to partner with organizations and institutions in creating access +within their systems. She has led hospital leadership, private corporation +personnel, universities, and non-profit organization leaders through the +process of maximizing their resources while creating a system of service +provision that allows their constituents peace of mind. With her professional +expertise, she brings a level of innovation and sustainability, while +maintaining a culture of respect and principles that honor each entityโ€™s +unique structure, culture and operations. + +Academically, Kate is a graduate of Northeastern Universityโ€™s Interpreter +Education Program and holds a Masterโ€™s degree in Social Impact from Claremont +Lincoln University. After a decade of coordinating interpreting services at +the post-secondary level, Kate dedicated herself to providing reputable, +accessible Deaf-centric services by listening to and working directly with +Deaf consumers. + +Kate and her husband live in rural Maryland with their energetic children and +enjoys taking advantage of all the countryside has to offer, while continuing +her love of learning and positively contributing to our communities. + +Close + +ร— + +### Mona Mehrpour, NIC + +### [Member-at-Large](mailto:mal@rid.org) + +Mona Mehrpour is a heritage signer of ASL and the daughter of two deaf +parents. Over the past 15 years, she has interpreted in a variety of settings, +including educational interpreting in K-12 and post-secondary settings, video +relay, medical, community, theater and public services throughout Northern +California. Throughout her interpreting journey, she has completed an +interpreting training program, received a 4.0 on the EIPA, and became a +nationally certified interpreter (NIC). Mona currently resides in Virginia, +continuing her interpreting journey by engaging in both community and virtual +work. She also volunteers and serves Deaf-Parented Interpreters Member Section +as Chair under the Registry Interpreters for the Deaf. As an immigrant and a +child of immigrants from Iran, Mona grew up in multiple deaf communities which +is her source of inspiration for continual growth. She thrives on the +connections she makes with her peers in dialogues about personal development +and dissecting interpreting work in order to understand the decision-making +processes to provide the best possible access for our diverse deaf +communities. + +Close + +ร— + +### Glenna Cooper + +### [**Deaf Member-at-Large**](mailto:dmal@rid.org) + +Glenna has over 25 years of experience in program management, supervision, +training, grant writing and marketing on local, state and federal levels. She +is currently an Associate Professor and was the faculty chair for the ASLE +program, including the ASL Studies and Interpreter Education and the World +Language at Tulsa Community College. Glenna is currently an Oklahoma QAST +State evaluator. For 12 years, she was a division director for a national deaf +organization. She was a national logistic coordinator responsible for the +management and operation unit and the Community Emergency Preparedness +Information Network (CEPIN) training program. + +She previously was one of several Deaf FEMA certified instructors for the +CEPIN program with TDI to provide deaf culture and competency trainings to +emergency responders and consumers with hearing loss. Glenna implemented the +Oklahoma Domestic Violence Awareness Program for the Deaf and Hard of hearing +communities and providers to improve communication and accessible services +with funding from the US Department of Justice and Oklahoma District Attorney +Council. She also worked with the Department of Health and Oklahoma Tobacco +Settlement Endowment Trust to develop and implement the Oklahoma Tobacco +Awareness program for deaf and hard of hearing cultural needs. For several +years, Glenna previously managed a telecommunication relay call center with +250+ employees for Ameritech/Southwestern Bell and CSD in Ohio. She was the +Oklahoma account manager for Sprint Telecommunication Relay Service during its +early formation. In addition, Glenna serves on the subject matter expert team +to review the U.S. Department of Homeland Securityโ€™s FEMA/Office for Civil +Rights and Civil Libertiesโ€™ Special Needs Planning Guidebook for Emergency +Managers. + +She is president of the Oklahoma Association of the Deaf and served on +Oklahoma Registry of Interpreters for the Deaf as Deaf Member-at-Large. For +the last 30 years, Glenna served on the City of Tulsa Mayorโ€™s Commission on +Concerns of Tulsans with Disabilities; Oklahoma Coalition Against Domestic +Violence and Sexual Abuse State Task Force member; Tulsa Community College +Interpreter Training Advisory Committee Member. She previously was Governorโ€™s +appointee for Oklahoma State Department of Human Services Advisory Board, 1993 +and Governor-appointed board member on Oklahoma State Independent Living +Council, 1991-1994 and recently Governor Henry-appointed board member and +elected secretary for Statewide Independent Living Council. + +Glenna holds an MA in Sign Language Education from Gallaudet University and a +BA-LS in Leadership Administration from the University of Oklahoma and resides +in Owasso, Oklahoma. She is married to Timi Richardson and has three children; +Matt teaches ASL at Broken Arrow Public School, Kelsey advocates for the +Indigenous Indian with her Masters in Law, and Jonathan works for Congressman +Hern at the US Capitol in D.C. Glenna loves to relax at the lake house, +boating and enjoying family time in her spare time. + +Close + +ร— + +### Christina Stevens, NIC + +### [Region I Representative](mailto:region1rep@rid.org) + +Christina was born on Sauk tribal lands, attended college on the lands of the +Peoria people, and currently works on the lands of the Paugussett tribe. As a +graduate of the The Theater School at DePaul University, Christinaโ€™s work with +the National Theatre of the Deaf (NTD) provided the impetus for her move to +Connecticut, where she has served as the CRID president for the past four +years. + +Christina is a graduate of the the ASL-English Interpretation program at +Columbia College of Chicago, Illinois. In her time in Connecticut, she has had +the honor of serving as a governor-appointed member of the Advisory Board for +Persons who are Deaf or Hard of Hearing and is a designated lead interpreter +for the Connecticut Robotics Chapter for K-12 students (FIRST). Additionally, +she and her husband were married a few months before the pandemic lockdown on +an All Elite Wrestling (AEW) Wrestling cruise. + +Close + +ร— + +### M. Antwan Campbell, MPA, Ed:K-12 + +### [**Region II Representative**](mailto:region2rep@rid.org) + +M. Antwan Campbell first joined the interpreting profession through his +younger brother and is a 2003 graduate of Gardner-Webb University where he +received his BA in ASL and in 2007, he received his Masterโ€™s in Public +Administration from UNC-Pembroke. He has taught several workshops geared +towards improving the skills of educational interpreters and those who work +with Deaf/Hard of Hearing students across North Carolina and the surrounding +states. He is currently working as the Educational Consultant for Deaf/Hard of +Hearing and Interpreter Support with the North Carolina Department of Public +Instruction. + +He has worked within the educational system for over ten years in a variety of +settings from elementary to post-secondary and on a variety of levels from +being in the classroom to supervising outside of it. He has received his +Ed:K-12 interpreting certification from RID. He is actively engaged in the +affiliate chapter, North Carolina Registry of Interpreters for the Deaf, +NCRID, as he is currently serving as its Past President. He has served the +local community in a variety of ways to include mentoring new and beginning +interpreters throughout the state as well. It is truly evident that Antwan has +a passion for education and improving the standards for all students. He +currently resides in Raleigh, NC. + +Close + +ร— + +### Jessica Eubank, NIC + +### [Region IV Representative](mailto:region4rep@rid.org) + +Jessica Eubank is an interpreter from New Mexico native. Jessica recently +finished a term as the President of the New Mexico RID before transitioning to +the Region IV Rep position. She has worked as an interpreter in a variety of +settings including K-12, Community freelance, VRS/VRI etc. Jessica is +currently the staff interpreter for a state agency where she provides +interpreting services for advocacy on communication access issues, as well as +oversee a mentoring program that helps new interpreters gain their footing in +the field by providing support and mentorship they need to prepare for +longevity in our field. This is work that she very much enjoys. + +Close + +ร— + +### Rachel Kleist, CDI + +### [Region V Representative-Elect](mailto:region5rep@rid.org) + +Located in Northern California, Rachel has been a Certified Deaf Interpreter +since 2016. But Rachel's journey into the possibility of becoming a Deaf +interpreter began in 2008 when she was first asked to do sight translation. In +2012, Rachel took her first interpreting-related workshop and started thinking +that perhaps it was a definite possibility that Deaf individuals could +interpret. + +Rachel teaches in an Interpreter Preparatory Program (IPP) and provides +training for Deaf individuals interested in learning more about the +possibility of becoming a Deaf interpreter. Rachel has also served on her +local Affiliate Chapter, SaVRID (Sacramento Valley Registry of Interpreters +for the Deaf), in various positions. General Member-at-Large, Secretary, and +Treasurer. Rachel enjoys participating in and listening to many different +communities, talking with and seeing different perspectives. Rachel looks +forward to continuing that work, that passion, but on a larger scale โ€“ +specifically as the RID Region V Representative. + +Close + +ร— + +### Chief Executive Officer + +### **Star Grieser, MS, CDI, ICE-CCP** + +Star grew up in south Florida โ€“ Stuart and Jensen Beach, Florida โ€“ where she +developed her love for the outdoors and the open sea. She attended NTID (SVP +โ€˜94) and graduated from the Rochester Institute of Technology with a B.S. in +Professional and Technical Communication, and McDaniel College with a Masterโ€™s +in Deaf Education (2001). + +Star has always been active in advocacy and has worked among the Deaf and +interpreting communities, be it mental health care, Deaf education, and more +recently as Program Chair for the ASL and Interpreter Education Program at +Tidewater Community College, Chesapeake, VA, for one and half decades, to +becoming the Director of Testing for CASLI in 2017, and now as the CEO of RID +since 2021. + +She currently holds a RID certification as a Certified Deaf Interpreter. Star +is also ICE-CCP, a Certified Certification Professional by the Institute of +Credentialing Excellence. She enjoys traveling, bicycling and can usually be +found with a book in her hand. + +Close + +ร— + +### CMP Specialist + +### **Emily Stairs Abenchuchan, NIC** + +Born and raised under the Florida sun, Emily is no stranger to the laid-back +lifestyle and the occasional alligator sighting. However, her journey didn't +stop at the state line. She ventured to Gallaudet, where she navigated our +nation's capital for several years. Despite the fast-paced lifestyle, she kept +her Floridian spirit intact, always carrying a bit of sunshine wherever she +went. Following her Washington, DC escapade, Emily found herself embracing the +slower pace of life in Iowa. Surrounded by endless fields and friendly faces, +she discovered the beauty and charm of Midwestern hospitality. + +Emily's heart belongs to her big family and the Deaf Community. Having spent +10 years in private practice as an interpreter, she joins us as a CMP +Specialist at RID. Now home in Florida with her husband, daughter, and Aussie +Mika, their home is a lively blend of laughter and love. When they're not busy +conquering daily life, Emily and her crew love to hit the road to explore new +horizons and are always up for a good adventure. Her downtime is often spent +soaking up the freshwater springs and basking in the beauty of Florida's +natural wonders. It's these moments, surrounded by family and nature, that +truly define Emily's approach to life โ€“ always filled with a genuine love for +the journey. + +Close + +ร— + +### Human Resources Manager + +### **Cassie Robles Sol** + +Cassie was born and raised in California. She holds a bachelorโ€™s degree in +Business Management in the Human Resources field and has experience in the +hospitality, education, and beauty industries. She enjoys spending time with +her family and cooking in her spare time. + +Close + +ร— + +### CMP Manager + +### **Ashley Holladay** + +Ashley was born in Vermont and raised in Maine and New Hampshire. After high +school, she attended the University of New Hampshire and earned her Bachelor +of Science in sign language interpretation. Upon completion of her degree, +Ashley worked as an educational interpreter in a local school district. In her +free time, she enjoys traveling, cooking, and spending time with her friends +and family. + +Close + +ร— + +### EPS Manager + +### **Tressela Bateson** + +Tressela, known as Tressy at RID, was born in West Virginia and grew up there +until her family relocated to Virginia. After graduating from MSSD, she +obtained her BA in Psychology from California State University, Northridge, +and then attended Gallaudet University for a Masters of Arts in School +Guidance and Counseling. Tressy worked in the counseling field, including 14 +years in Mental Health Counseling before a career change to teaching ASL. She +taught at Clemson University for 6 years during the development of Clemsonโ€™s +ITP. Her combined experience working with ASL Students/future interpreters as +well as the empathy and expertise gained in counseling makes her a valued +addition to the Ethical Practices System.[![pixel +space](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%271%27%20height%3D%271%27%20viewBox%3D%270%200%201%201%27%3E%3Crect%20width%3D%271%27%20height%3D%271%27%20fill- +opacity%3D%220%22%2F%3E%3C%2Fsvg%3E)](https://rid.org/wp- +content/uploads/2014/03/pixel.jpg) + +Close + +ร— + +### Certification Manager + +### **Catie Colamonico** + +Catie is a native of New Jersey and currently resides in the oldest city in +Florida. She obtained her Bachelor of Science in Social Work from Rochester +Institute of Technology, and her Masterโ€™s Degree in Human Services: +Organizational Management and Leadership from Springfield College. Catie comes +to RID with more than 10 years of experience advocating for effective +communication access, and coordinating sign language interpreting services. In +her spare time, Catie is an avid runner, enjoys sports, the outdoors, +traveling, and spending time with her wife and their deaf pittie, Lulu and +cats, Pasta, Tortellini, Turkey and Silas. + +Close + +ร— + +### Certification Specialist + +### **Jess Kaady** + +Born and raised in the Portland, Oregon area, Jess graduated from Western +Oregon University with a Bachelor of Arts degree in Spanish. Her passion for +studying languages and communication styles along with seven years living +abroad in Mexico led her to begin her journey as a freelance Spanish/English +interpreter. She later became an ASL/English interpreter and is currently an +aspiring trilingual (Spanish/English/ASL) interpreter. In her free time Jess +enjoys singing, playing guitar and piano, volleyball, and engaging in +conversations about differing perspectives and experiences. + +Close + +ร— + +### EPS Specialist + +### **Martha Wolcott** + +Martha was born and raised in Colorado where she currently lives. She attended +a variety of Deaf schools and mainstream classes before graduating from MSSD. +Martha then graduated from Gallaudet in Psychology, she also studied +interpreting, social work and sociology during her time there. She worked at +the Financial Aid office at Gallaudet and managed short-term rental properties +in a small mountain town before joining RID. Outside of work, Martha enjoys +snowboarding, sewing and creating, reading books, and watching TV shows. + +Close + +ร— + +### Member Services Director + +### **Ryan Butts** + +Ryan is a native New Yorker. She holds a Bachelor of Arts degree in English +from the University of Mary Washington in Fredericksburg, VA. Before coming to +work at RID, she worked at the University of Mary Washington in a community +based program for minority students. In her spare time, Ryan enjoys going out +with friends and spending time with her family. + +Close + +ร— + +### Member Services Manager + +### **Kayla Marshall, M.Ed., NIC** + +Kayla was born and raised in North Carolina. She holds a Bachelor of Science +in Recreation Management, a Master of Education in Recreation and Fitness +Administration, and an Associate of Applied Science in Sign Language +Interpreting. Kayla lived in west Texas for three years during graduate +school, working at a community college. After making Deaf friends there, and +learning more about Deafness and interpreting, Kayla pursued a career in +Interpreting. Kayla has been nationally certified (NIC) since 2021, and enjoys +educational and vocational interpreting the most. In her free time, Kayla +enjoys spending time with her husband, new baby boy, and two pups. Traveling, +reading, binge watching TV shows, and swimming are a few of Kaylaโ€™s favorite +hobbies. + +Close + +ร— + +### Member Services Specialist + +### **Vicky Whitty** + +Vicky was born and raised in Upstate NY (not NYC) and currently residing in +the Sunshine State! She is happily married to her college sweetheart, and a +first time mom to her beautiful child and a sassy Pomeranian girl. + +Vicky holds a bachelor degree in Criminal Justice from Rochester Institute of +Technology in Rochester, NY back in winter of 2018. Before joining RID, Vicky +was teaching American Sign Language for about 3 years at a public high school +in Orlando. In her free time, she loves to check out and explore the hidden +gems in the Central Florida area, seeking out any local coffee shops, and +spending quality time with friends and family. + +Close + +ร— + +### Government Affairs, Public Policy and Advocacy Director + +### **Neal Tucker** + +Neal was born and raised in Boston, MA. He has spent over a decade of his +career working in areas intersecting with disability rights and government +affairs at local, state, and federal levels. His passion for influencing and +implementing positive change is the driving force behind his professional +pursuits with the approach of, โ€œLeave the world a better place than you found +it.โ€ He is honored to work for RID knowing that he and his team have a direct +impact on the lives of the diverse Deaf and ASL-using communities. + +Neal serves on the Board of Directors as Treasurer of the Deaf and Hard of +Hearing Consumer Advocacy Network (DHHCAN) which is a national coalition of +organizations representing the interests of deaf and/or hard-of-hearing +citizens in public policy and legislative issues relating to rights, quality +of life, equal access, and self-representation. He also serves on the Board of +Directors for Atlas Preparatory Charter School which prepares and empowers all +students for success on their post-graduate paths through educational +excellence, character development, and community engagement. Most recently, +Neal was appointed to the Institute of Credentialing Excellence's (I.C.E.) +Government Affairs Committee to leverage his expertise for a one-year term +(2025-2026) to engage in efforts at the local, state, and federal levels +affecting the credentialing community. + +Neal and his partner, a Major in the United States Air Force, reside in +Colorado with their two dachshunds; Penny & Nickel. In his free time, Neal +enjoys volunteering, running, playing tennis, skiing, reading of all genres, +trying new restaurants, and traveling whenever he can! + +Close + +ร— + +### Communications Director + +### **S. Jordan Wright, PhD** + +Dr. Wright is a Critical Theorist, researcher, and Director of Communications +for RID. Jordan was raised in Buffalo, NY, and matriculated at California +State University, Northridge where he formally learned ASL and finished with a +BA in English Literature at the University at Buffalo. In 2017, Jordan +completed his Ph.D. at Gallaudet University and has since held a variety of +academic positions at Lamar University and RIT/NTID, which led to his current +position with RID which combines three of his favorite passions: writing, +data, and Deaf Studies. Dr. Wright has extensive experience in the world of +publishing and enjoys escaping down various rabbit holes with a thirst for +knowledge and curiosity which fuels his passion. An avid traveler, Jordan +enjoys seeking out new horizons, and new experiences, and immersing himself in +different languages and cultures all over the world. Dad to two whippets +Savior and Omega, Jordan is an animal lover and sometimes prefers the company +of animals to people. + +Close + +ร— + +### Affiliate Chapter Liaison + +### **Dr. Carolyn Ball, CI and CT, NIC** + +Carolyn has been a member of RID since 1994. However, her involvement with the +Deaf Community began in 1982 when she met a Deaf young man at a baseball game +in Idaho Falls, Idaho. This chance meeting at the baseball game influenced +Carolynโ€™s career and life forever. After the baseball game and many years of +college, she has been teaching interpreting in higher education for the past +thirty-years. Carolyn has served on several national boards and loves to be +involved in the Deaf Community. She enjoys researching the history of +interpreters and interpreter educators and how to become effective leaders. In +her free time Carolyn enjoys hiking, biking and spending time with her family. + +Close + +ร— + +### Communications Manager + +### **Jenelle Bloom, PCM** + +Born and raised in the San Francisco Bay Area, Jenelle graduated from +Gallaudet University with a Bachelor of Arts degree in Communication Studies. +Jenelle focuses on strengthening accessibility and creating audience-specific +content. Outside of work, Jenelle loves spending time with her fur children, +joining animal rescue missions, and screenplay writing. She maintains an open- +door policy for discussions of any kind, loves a good joke, and always makes +time for vegan snacks. + +Close + +ร— + +### Publications Coordinator + +### **Brooke Roberts** + +Born and raised in sunny Tampa, Florida, Brooke embodies her dedication and +passion for education, community service, and the arts. She graduated from +Gallaudet University with a degree in Business Administration, with a +concentration in Entrepreneurship and Marketing, and a Minor in Dance. As a +creative writer and book lover, Brooke recognizes the power of the written +word and its ability to educate and inspire. As Editor in Chief of VIEWS, +Brooke is driven to create content that is relevant and engaging to our +members. An unwavering ally to Black, Brown, and Indigenous people, Brooke is +committed to using her role to go beyond highlighting diverse perspectives. +Through a collaborative framework, Brooke works to transform the traditional +publication pipeline into a lasting communal bridge with a foundation in +equity and authentic representation. + +Close + +ร— + +### Director of Finance and Accounting + +### **Jennifer Apple** + +Jennifer, originally from northeast Ohio, holds a Bachelor of Science degree +in economics from Gallaudet University and is working towards certification as +a Certified Management Accountant. Jennifer thrives on the challenges and +opportunities presented by non-profit accounting and finance. Jennifer holds +RIDโ€™s mission and service to the Deaf community close to heart. When not at +work or doting on a family of six, Jennifer engages in a love of cooking, +reading banned books, going for long hikes and bike rides, supporting local +farmers, and learning new and interesting things. + +Close + +ร— + +### Finance and Accounting Manager + +### **Kristyne Reeds** + +Kristyne was born and raised in Canada. She graduated from Gallaudet +University with a Bachelor of Science degrees in Accounting & Business +Administration and a double minor in Economics & Finance. She has 7 years of +supervisory and managerial accounting experience in the hospitality industry. +During her free time, Kristyne loves spending time with her friends and cats, +hiking, and exploring new nature places. + +Close + +ร— + +### Staff Accountant + +### **Bradley Johnson** + +Bradley is a Minnesota native and is also known as Brad. He graduated from RIT +with two degrees, an Associate in Applied Science in Applied Accounting and a +Bachelor of Science in Finance. Before onboarding with RID, he has been a +financial professional for nearly 30 years with a background in Healthcare, +Human Resources, Information Technology, Innovation, and Interpreter Agency in +several non-profit organizations, state agencies, and a private university. +Bradley enjoys exploring different cuisines, breweries, and wineries, +traveling, reading business books, and spending time with family and friends +in his free time. + +Close + +ร— + +### Executive Assistant and Meeting Planner + +### **Julie Greenfield** + +Julie is a native Michigander. She holds a BA in Psychology from Gallaudet +University and an AAS in Applied Art from NITD. Prior to joining RID, she +worked as a conference manager for AvalonBay Communities, Gallaudet +University, and the American School Health Association. She enjoys travel and +cultural events with her family and friends in her spare time. + +Close + +__ diff --git a/intelaide-backend/python/bkup_rid/about_events_national-conference.txt b/intelaide-backend/python/bkup_rid/about_events_national-conference.txt new file mode 100644 index 0000000..63c3e27 --- /dev/null +++ b/intelaide-backend/python/bkup_rid/about_events_national-conference.txt @@ -0,0 +1,6 @@ +National Conference + +# 2025 RID National Conference July 31 - August 3, 2025 | Minneapolis, MN + +RID is delighted to invite RID members, community members, aspiring interpreters, and others to attend the 2025 RID National Conference, held on July 31 โ€“ August 3, 2025, in Minneapolis, MN! We look forward to welcoming you! + diff --git a/intelaide-backend/python/bkup_rid/about_governance.txt b/intelaide-backend/python/bkup_rid/about_governance.txt new file mode 100644 index 0000000..f50a23d --- /dev/null +++ b/intelaide-backend/python/bkup_rid/about_governance.txt @@ -0,0 +1,382 @@ +Legislation coming froms founding documents, volunteer leaders, and membership +motions. + +![](https://rid.org/wp-content/uploads/2023/03/Governance.jpg) + +Governance[Jenelle Bloom](https://rid.org/author/jbloom/ "Posts by Jenelle +Bloom")2025-01-09T17:58:50+00:00 + +### Governance is essential to the functioning of RID. Our Articles of +Incorporation, Bylaws, Board Meeting Agendas and Motions, and other guiding +documents are available for our members to review. + +### Board and Business Meetings. + +#### Containing the essentials for Board and Business meetings. + +__ + +#### Board Meeting Agendas and Minutes + +#### ____2025 Board Meeting Schedule + +**2025 RID Board Meeting Dates** + + * March 5, 2025: 8-10 pm ET (Zoom) - [Register Here!](https://us02web.zoom.us/meeting/register/OAM51Lk5SD2j4R3UTPxcXw) + * June 4, 2025: 8-10 pm ET (Zoom) + * September 3, 2025: 8-10 pm ET (Zoom) + * December 3, 2025: 8-10 pm ET (Zoom) + +#### ____Board Meeting Minutes + +**2023 - **Board of Directors' Meeting Minutes: [Click to view +folder](https://drive.google.com/folderview?id=0B3DKvZMflFLdMEVuaHJyY3NDNUU&usp=sharing) + +**2007-2022** - Board of Directors' Meeting Minutes: [Click to view +folder](https://drive.google.com/drive/u/1/folders/0B3DKvZMflFLdMEVuaHJyY3NDNUU?resourcekey=0-HQt1UqW_ExAkotfeXyRRYg) + +#### ____Board Meeting Agendas and Public Committee Reports + +#### + +[Board Meeting Agendas and Public Committee +Reports](https://drive.google.com/drive/u/0/folders/1E3f5cFGk4Ve4vr- +hqBPts4u4P1ttMwuH) + +_**Monthly online meetings โ€“** Quarterly meeting 7 -9 pm EDT / 4 โ€“ 6 pm PDT_ + +2023 RID Board Meeting Dates + + * April 12-16, 2023 FTF in Baltimore, Maryland + + * Open meeting: April 14, 9a-12p FTF/ZOOM + * July 24-26, 2023 at the 2023 RID National Conference in Baltimore, Maryland + + * October 4-8, 2023 FTF โ€“ Location TBD + +#### ____Business Meetings + +**Business Meeting Minutes** + + * [Click to view folder](https://drive.google.com/drive/u/0/folders/0B3DKvZMflFLdUUtFb0pmcW5EVVE) + +**Business Meeting Agenda** + + * [Click here to view agenda](https://drive.google.com/drive/u/0/folders/1oY8Hs5f8lTlbJBNRnZOKu6kaWtNBxMgb) + +### Guiding Documents. + +#### Containing the most fundamental principles and rules. + +__ + +#### Guiding Documents + +The organization bylaws contain the most fundamental principles and rules +regarding the nature of RID, such as how directors are elected, how meetings +of directors are conducted, and so on. These bylaws are amended according to +member motions and referred to in every act of legislation for RID. RID also +seeks partnerships with organizations that share common goals through +memorandums of understanding. RID is committed to compliance with the +antitrust laws of this country, which laws prohibit anti-competitive behavior, +regulate unfair business practices, and encourage competition in the +marketplace. + +#### ____Bylaws + +The RID Bylaws govern the internal management of the association, as well as +the board of directors, members and staff. The bylaws contain the most +fundamental principles and rules regarding the nature of RID, such as how +directors are elected, how meetings of directors are conducted, and so on. + +You can either download the Bylaws as a whole document or views the separate +sections linked below. This document is in PDF file format. + +[Bylaws Complete Document โ€“ Edited April 2020](https://rid.org/wp- +content/uploads/2023/04/Bylaws-revised-April-2020.pdf) + +ARTICLE NUMBER | ARTICLE TITLE +---|--- +Article I | [Name](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=2) +Article II | [Objective](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=2) +Article III | [Membership](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=2) +Article IV | [Directors](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=4) +Article V | [Committees](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=8) +Article VI | [Meetings of Members](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=9) +Article VII | [Regional Organization](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=9) +Article VIII | [Affiliate Chapters](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=9) +Article IX | [Referendum](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=9) +Article X | [Inspection Rights and Corporate Seal](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=10) +Article XI | [Fiscal Year of the Corporation](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=10) +Article XII | [Fees, Dues, and Assessments](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=10) +Article XIII | [Amendment of Bylaws](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=10) +Article XIV | [Non-Discrimination Policy](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=11) +Article XV | [Amendment of the Articles of Incorporation, Dues, and Assessments](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=11) +Article XVI | [Dissolution of the Corporation](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=11) +Article XVII | [Parliamentary Authority](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=11) + +Related Links: + + * [Bylaws โ€“ previous version](https://rid.org/wp-content/uploads/2023/11/Bylaws-revised-October-2019.pdf) + * [View the RID Articles of Incorporation](https://drive.google.com/file/d/0B3DKvZMflFLdUlNsWnQxNUxrRDg/view?usp=sharing) + +#### ____Policies and Procedures Manual + +The purpose of the Policies and Procedures Manual (PPM) is to contain the +policies set by the Board of Directors of RID. The PPM establishes procedures +for the key elements and operations of the national association, including its +headquarters, affiliates, committees, and member sections. The policies and +procedures contained in this manual are general guidelines for the +association. Exceptions to the policies and procedures noted herein are +permitted with board approval, except for the provisions of the Bylaws which +cannot be waived or altered except as noted in the Bylaws. + +The policies defined here are the basic principles and associated guidelines, +formulated and enforced by the governing body of the organization. The +policies define _what_ the association does. + +The procedures explain _how_ the association _implements_ policy. Procedures +are the sequence of activity required to carry out a policy statement or move +the association toward one of its stated goals. Procedures are also the rules +and regulations that entities within the association abide by when conducting +their business. They are a consistent guide to follow through any decision- +making process. + +You may view the updated [2021 RID Policies and Procedures Manual +here](https://acrobat.adobe.com/link/track?uri=urn%3Aaaid%3Ascds%3AUS%3A8c5174ca-73fa-43ec-a477-a753ec8f8f3a&viewer%21megaVerb=group- +discover). + +Related links: + + * [RID Bylaws](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf) + * [Click here to see the RID Articles of Incorporation.](https://drive.google.com/file/d/0B3DKvZMflFLdUlNsWnQxNUxrRDg/view?usp=sharing) + +#### ____Memorandums of Understanding (MOUs) + +RID constantly seeks partnerships with organizations that share common goals. +Through teamwork and collaboration, we can achieve more of our strategic +goals. + +RID currently has Memorandums of Understanding (MOUs) with these +organizations: + + * The National Association of the Deaf (NAD): Updated July 2013 (link coming soon), [Original 2009](https://drive.google.com/file/d/0B3DKvZMflFLdMURHQm50TzZXb0U/view?usp=sharing) + * Conference of Interpreter Trainers (CIT) : [October 2014](https://drive.google.com/file/d/0B3DKvZMflFLdQVdZczlKTHFoWWc/view?usp=sharing) + * Commission on Collegiate Interpreter Education (CCIE): [July 2011](https://drive.google.com/file/d/0B3DKvZMflFLdd2dSTUtqMDZQMTA/view?usp=sharing) + * Mano-a-Mano: [July 2011](https://drive.google.com/file/d/0B3DKvZMflFLddTMzenEzLUtIakk/view?usp=sharing) + +#### ____Antitrust Policy + +RID is committed to compliance with the antitrust laws of this country, which +laws prohibitanti-competitive behavior, regulate unfair business practices, +and encourage competition in the marketplace. + +Neither RID, nor any of its affiliate chapters, member sections, councils, +committees, or task forces shall be used for the purpose of bringing about or +attempting to bring about any understanding or agreement, written or oral, +formal or informal, express or implied, between or among competitors that may +restrain competition or harm consumers . In connection with membership or +participation in RID, there shall be no discussion, communication, or +agreement between or among members who are actual or potential competitors +regarding their prices, fees, wages, salaries, profit margins, contract terms, +business strategy, business negotiations, or any limitations on the timing, +cost, or volume of their services. This includes any RID-related listserv, +online discussion groups, sponsored RID social media, RID publications, or +other RID sanctioned event, program, or activity. + +**Please seeRID's Antitrust FAQs below for further information.** + +#### ____Annual Reports + +RID Publishes an Annual Report for its members, outlining our achievements for +the year as well as an annual financial report. Please click below to see the +most recent annual reports, or feel free to browse through our Annual Report +Archive! + +**Most Recent:[FY 2022 Annual +Report](https://www.canva.com/design/DAF0EKkqrq4/GytXIYQNtjvqfB6NeAysug/edit?utm_content=DAF0EKkqrq4&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton)** + +**You may find RID Annual Reports +here:** + +## Antitrust Policy FAQs + +#### ____Why do we need an antitrust policy? + +While you may prefer to leave antitrust law up to the lawyers to discuss, itโ€™s +important for members of a professional association to know what kind of +conduct puts the association at risk. This policy is designed to protect RID +and our members, committees, task forces, work groups, member sections +and state affiliate chapters from legal exposure. + +According to the Federal Trade Commission (FTC), enforcement of antitrust laws +aims to โ€œprevent unfair business practices that are likely to reduce +competition and lead to higher prices, reduced quality or levels of service, +or less innovation. Anticompetitive practices include activities like price +fixing, group boycotts, and exclusionary exclusive dealing contracts or trade +association rules โ€ฆ.โ€, Professional associations are expected to provide +guidance to their members about antitrust law to ensure that any discussions, +projects, or work done within the scope of RID is not in violation of +antitrust laws. + +#### ____How is a professional association different from a union? + +The key difference between a professional association and a union is that a +professional association works to promote the industry/profession as a whole, +while a union works to promote the interests of the workers it represents in- +collective bargaining. This may seem like a difference without a distinction, +but itโ€™s important when looking at what activities a professional association +can and cannot engage in. While unions actively advocate for their membersโ€™ +personal financial interests and specific terms and conditions of employment, +professional associations work to improve public perception of an industry or +professional, e.g., through the establishment of standards and informing +government decisions. Also, as discussed below, unions have the protection of +the โ€œlabor exemptionโ€ to the antitrust laws. + +#### ____Why canโ€™t the committees, task forces, work groups, member sections +and state affiliate chapters engage in collective bargaining on behalf of +members? + +Price fixing is illegal under antitrust law. Economic competitors cannot come +together and agree on a price they will charge for their goods or services. +For example, gasoline stations are prohibited from getting together and +deciding how much to charge for a gallon of gas. Interpreters in independent +practice in a particular market area are viewed as economic competitors. Thus, +they cannot agree, through RID committees, task forces, work groups, member +sections, or state affiliate chapters, on a price that they will charge for +their services. + +It is important to note that individual interpreters are always free to set +their own rates or decide what rates they will or will not accept. Individual +interpreters are also free to access and consider the published rates of other +interpreters in setting their own rates. It is only when they act in concert +with competing interpreters that antitrust law comes into play. + +Unions have the protection of the โ€œlabor law exemptionโ€ to antitrust laws and, +therefore union members, who would otherwise be viewed as competitors, may +engage in concerted activities through their bargaining unit without raising +concerns about antitrust violations. RID and groups acting within its +organizational structure are not unions and do not have the benefit of such an +exemption. + +#### ____Why canโ€™t the association or its affiliates form a union to +collectively bargain for members? + +It does not fall within the mission of RID or its affiliates to form or to +facilitate the formation of a union to collectively bargain with employers on +behalf of employees who are RID members with respect to their terms and +conditions of employment. Interpreters who are members of RID may, obviously, +choose to participate in their individual capacities as employees in a +collective bargaining process with their employers through a union. As +previously noted, there is an exception in antitrust laws that allows a group +of employees, through their union, to collectively bargain with their +employer. Also, it is worth noting in this context that many RID members are +interpreters who are independent/freelance contractors who do not have an +employee-employer relationship with the entities that contract with them. + +#### ____There is a new interpreter contract in my state. Can the state +affiliate chapter warn that interpreters wonโ€™t accept work at the proposed +rates? + +A decision by or on behalf of a group of economic competitors (like the +interpreter members of a state affiliate chapter) to explicitly or implicitly +threaten to boycott any proposed or existing contract in order to influence +the rates set forth in that contract raises very serious antitrust concerns. +While there is no clear definition of what constitutes an implicit boycott +threat, all members and RID affiliates must be very careful in making +statements that might be construed as a veiled boycott threat. + +Although it may seem obvious that below-market rates will decrease the pool of +interpreters willing to work under a given contract, stating such on behalf of +a RID-associated group may still be construed as an implicit boycott threat. +If there are interpreters who are willing to accept the proposed contractual +rates and/or those stated rates appear to benefit the consumers / providers of +interpreting services, the risks of antitrust exposure are even greater. + +While the impact of proposed contractual rates on the available pool of +interpreter and the Deaf communityโ€™s access to services is a logical argument +against rates that are perceived by some to be sub-market, statements made by +or on behalf of competing interpreters regarding appropriate rates need to be +carefully crafted, need to focus upon the consumerโ€™s perspective and not the +financial interests of the interpreters, and warrant careful review, including +the advice of counsel prior to dissemination. + +#### ____What can the committees, task forces, work groups, member sections +and state affiliate chapters do? + +There are several things that RID, through its member sections, councils, +committees, and task forces, and that state affiliate chapters, can do that +may relate to rates/fees and other conditions of employment / engagement. +These things must still be done with extreme care and consideration and the +antitrust risks associated with them should be assessed prior to +implementation. + +a. You can petition the government. + +There is an exception to antitrust laws that allows associations and its +affiliates to petition government entities, such as state agencies and +commissions and legislators, and raise issues that would otherwise trigger +antitrust concerns. The goal of representing RID members before such entities +is to improve the information upon which governmental decisions are made. + +b. You can collect and share historical price data. + +The FTC, a federal agency that enforces antitrust laws, created a safe harbor +for collecting and disseminating historical rate/fee information. (A safe +harbor is a provision that specifies that certain conduct will be deemed not +to violate a given law, in this case antitrust law.) So, if an affiliate +chapter, member section, council, committee, or taskforce follows the safe +harbor guidelines, it can collect data on rates and fees in the market area +and disseminate it to members. Here are some key factors to consider before +collecting and disseminating this kind of information: + + * * Rate/fee information must be at least 3 months old. + * The information must be collected confidentially. Interpreters cannot learn what rates/fees other interpreters are charging. To ensure that raw data isnโ€™t shared among competitors, it would be prudent to work with an outside entity to conduct the survey. + * When the results are disseminated, there should be no information included that would enable members to ascertain the identity of those charging a specific rate or fee. This is particularly true for listing information by geographic area when there is only one interpreter working in that area. + +c. You can communicate your membersโ€™ concerns to the appropriate entity. + +Affiliate chapters, member sections, councils, committees, and taskforces can +communicate membersโ€™ concerns to a hiring entity, if extreme caution is +exercised. The concerns cannot be communicated in a way that could be +construed as an express or implied threat to collectively boycott a particular +contract or hiring entity. Any message should be prefaced by an explanation +that every member acts independently in the market and that you are not +attempting to influence rates or negotiate rates on behalf of your members +Show that you understand antitrust law, say โ€œWe are not negotiating rates on +behalf of our members.โ€ + +#### ____Who can I contact for more information and guidance? + +Each affiliate chapter is responsible for retaining and consulting with local +legal council for guidance related to antitrust law. A resource that can +assist affiliates in locating local counsel is your state Center for Nonprofit +Advancement. Please contact [info@rid.org](mailto:info@rid.org) if you need +assistance locating your local center. + +#### ____What does RID suggest as text for Google/Facebook Groups to post on +their homepage? + +Do not post queries or information, and refrain from any discussion that may +provide the basis for an inference that the members agreed to take action +relating to prices, production, allocation of markets, or any other matter +having a market effect. Examples of topics which should not be discussed +include current or future billing rates, fees, or other items which would be +construed as โ€œpriceโ€, fair profit, billing rate, or wage level, current +billing or fee procedures, imposition of credit terms. Do not post regarding +refusing to deal with anyone because of his/her pricing or fees. + +#### ____Are there any additional resources for this topic? + +U.S Department of Justice โ€“ Antitrust Division + + +Federal Trade Commission + + +Antitrust Guidelines for Collaborations Among Competitors + + +__ diff --git a/intelaide-backend/python/bkup_rid/about_resources.txt b/intelaide-backend/python/bkup_rid/about_resources.txt new file mode 100644 index 0000000..c04ce0b --- /dev/null +++ b/intelaide-backend/python/bkup_rid/about_resources.txt @@ -0,0 +1,1255 @@ +Sign language interpreting is a rapidly expanding field. + +![](https://rid.org/wp-content/uploads/2023/03/Interpreter-Resources.jpg) + +Resources[kamille@websitehealthplan.com](https://rid.org/author/kamille@websitehealthplan.com/ +"Posts by kamille@websitehealthplan.com")2025-03-03T16:29:49+00:00 + +__ + +Current Executive Orders + +__ + +For Interpreters + +__ + +Standard Practice Papers + +__ + +Position Statements + +__ + +For the Consumer + +__ + +[RID FAQs](https://rid.org/faqs/) + +# Presidential Executive Order Resources + +### Resources regarding recent Presidential Executive Orders. + +__ + +#### Executive Orders and White House Information + + * **[Presidential Actions](https://www.whitehouse.gov/presidential-actions/) **โ€“ White House Administration + * **[What is an Executive Order and how is it different from a law?](https://www.aclu.org/news/privacy-technology/what-is-an-executive-order-and-how-does-it-work) **โ€“ American Civil Liberties Union (ACLU) + * [**Executive Order FAQs**](https://content.govdelivery.com/accounts/USEEOC/bulletins/3d0a360) - US Equal Employment Opportunity Commission + * [**Executive Orders affecting charitable nonprofits**](https://www.councilofnonprofits.org/files/media/documents/2025/chart-executive-orders.pdf) โ€“ National Council of Nonprofits + +#### DEIA Offices, Programs and Initiatives + + * **[DEI in Government and Private Sector](https://www.pillsburylaw.com/en/news-and-insights/trump-anti-dei-executive-orders.html)** - Pillsbury Law + * **[Further Guidance Regarding Ending DEIA Offices, Programs and Initiatives](https://chcoc.gov/content/further-guidance-regarding-ending-deia-offices-programs-and-initiatives)** - Chief Human Capital Officers Council + * **[Additional DEIA Guidance to Agencies](https://meritalk.com/articles/opm-issues-additional-deia-guidance-to-agencies/) **- Office of Personnel Management + * _A clarification MEMO from the federal Office of Personnel Management (OPM) clarifies that accommodating deaf people with sign language interpreting is _not included_ in the anti-DEIA executive orders._ + +# For the Interpreter + +### The what and why of interpreting. + +#### The expectations and standards for you to know. + +__ + +#### About Interpreting + +#### ____Professional Practice Papers + + * [Deaf Interpreter](https://festive-ballyhoo.flywheelstaging.com/wp-content/uploads/2025/01/RID-P3-Deaf-Interpreter.pdf) (2024) + +#### ____Standard Practice Papers + +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the +membership in outlining standard practices and positions on various +interpreting roles and issues. You may print out the SPPs below and then make +the number of copies needed. + + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [An Overview of K-12 Educational Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdcFE2N25NM1NkaGs/view?usp=sharing) (2010) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Video Remote Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdTkk4QnM3T1JRR1U/view?usp=sharing) (2010) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Use of a Certified Deaf Interpreter](https://drive.google.com/file/d/0B3DKvZMflFLdbXFLVVFsbmRzTVU/view?usp=sharing) (1997) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting in Legal Settings](https://drive.google.com/file/d/0B3DKvZMflFLdTHo1OVFrVW4ySFk/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting in Mental Health Settings](https://drive.google.com/file/d/0B3DKvZMflFLdWmFVV2tydVRFTHM/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting in Religious Settings](https://drive.google.com/file/d/0B3DKvZMflFLdOGg2X05vclZIeUk/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Video Relay Service Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdNE1zZGRPdDN4NGM/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting in Health Care Settings](https://drive.google.com/file/d/0B3DKvZMflFLdYVVBd0RIWDlOMW8/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Self-Care](https://drive.google.com/file/d/0B3DKvZMflFLdaHJNeVdsWDJTUUk/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Coordinating Interpreters for Conferences](https://drive.google.com/file/d/0B3DKvZMflFLdeTBVYW90N01Kb1U/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Team Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdVzZpaUtraW5xZG8/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Multiple Roles](https://drive.google.com/file/d/0B3DKvZMflFLddno4VGNEVjF3NnM/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting for Individuals who are Deaf-Blind](https://drive.google.com/file/d/0B3DKvZMflFLdeGhDU1BUOTJKNEk/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Oral Transliteration](https://drive.google.com/file/d/0B3DKvZMflFLdRjdralozSG1iSG8/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Professional Sign Language Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdeHZsdXZiN3EyS0U/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Business Practices: Billing Considerations](https://drive.google.com/file/d/0B3DKvZMflFLdQVc0bmd1TGJPWEE/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Mentoring](https://drive.google.com/file/d/0B3DKvZMflFLdcGktcFhxaS1jSUE/view?usp=sharing) (2007) + +New: + + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E)[ Performing Arts](https://drive.google.com/file/d/0B3DKvZMflFLdd0hnZC1BMjJvTlU/view?usp=sharing) (2014) + * [![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) Professional Sign Language Interpreting Agencies](https://drive.google.com/file/d/0B3DKvZMflFLdb1Q1Ym1vZ3BrWEk/view?usp=sharing) (2014) + +#### ____The Field of Interpreting โ€“ Opportunities and Growth + +The field of interpretation is currently in an exciting period of growth as a +career profession. As we work to eliminate the perception of interpretation as +just a โ€œjobโ€ that any individual with an interest can undertake, we are seeing +the field gain momentum in reputation that encompasses quality and respect. +With supply not meeting the current demand, interpreters have become an +invaluable tool in communication access between Deaf and hard-of-hearing +individuals. + +Interpreting is a human service-related field that is utilized in a myriad of +different life situations, such as medical, mental health, law, education, +etc. An interpreter, who must uphold the [Code of Professional +Conduct](https://festive-ballyhoo.flywheelstaging.com/ethics/code-of- +professional-conduct/), is a bilingual and bicultural professional working in +a true profession and should be regarded as such. + +Because interpreters are key to communication access, RID strives to maintain +high [standards](https://festive- +ballyhoo.flywheelstaging.com/about/resources/#fortheconsumer) for members in +various ways, including credentials, continuing education, and standard +practice papers. + +If you are thinking of interpreting as a career, we hope that this information +will be helpful in your decision-making process. If you need more information, +please do not hesitate to contact [RID Headquarters](mailto:members@festive- +ballyhoo.flywheelstaging.com). Learn more about interpreting as a career in +the section below **Why You Should Become a RID Certified Interpreter**. + +#### ____The Art of Interpretingโ€ฆ. + + * Is the process of transmitting spoken English into American Sign Language (ASL) and/or gestures for communication between Deaf and hearing individuals; + * Enhances the quality of interaction between the Deaf and hard-of-hearing communities; + * Serves as a tool in bridging communication gaps; + * Is a profession that is highly dynamic and sophisticated; + * Offers a career that allows one to grow with each knowledge building experience. + +#### ____What It Takes + + * A committed individual to not only achieve certification but to also maintain and grow the skills needed + * Physical stamina, endurance and the ability to emotionally handle an assignment and adhere to confidentiality + * A great knowledge of the English language and the ability to speak clearly, be audibly heard and to portray the feelings and emotion of the speaker, whether voice or sign interpreting + * An understanding that interpreting is a complex process that requires linguistic, cognitive and technical skills + +#### ____Practice of Interpreting + +Sign language interpreting is a rapidly expanding field. Schools, government +agencies, hospitals, court systems and private businesses employ interpreters. +Interpreters work in a variety of settings including medical, legal, +religious, mental health, rehabilitation, performing arts and business. + +The interpreting field is experiencing an increase in demand for qualified +interpreters. This is due, in part, with the advent of Video Relay Service +(VRS) and Video Remote Interpreting (VRI). These services offer consumers +access to real-time visual communication with the hearing community. As the +methods of communication increase between the Deaf and hearing communities +through technological advancements, we will also experience an increase in +demand for the number of qualified interpreters to be utilized through these +techniques. + +#### ____Interpreters Make Communication Possible + +Sign Language/spoken English interpreters are highly skilled professionals +that facilitate communication between hearing individuals and the Deaf or +hard-of-hearing. They are a crucial communication tool utilized by all people +involved in a communication setting. Interpreters must be able to listen to +another personโ€™s words, inflections and intent and simultaneously render them +into the visual language of signs using the mode of communication preferred by +the deaf consumer. The interpreter must also be able to comprehend the signs, +inflections and intent of the deaf consumer and simultaneously speak them in +articulate, appropriate English. They must understand the cultures in which +they work and apply that knowledge to promote effective cross-cultural +communications. + +#### ____More Than Fluency + +Interpreting requires specialized expertise. While proficiency in English and +in sign language is necessary, language skills alone are not sufficient for an +individual to work as a professional interpreter. Becoming an interpreter + + * Is a complex process that requires a high degree of linguistic, cognitive and technical skills; + * Takes a committed individual to not only achieve certification but to also maintain and grow the skills needed; + * Requires physical stamina, endurance and the ability to emotionally handle an assignment and adhere to confidentiality; + * Necessitates a great knowledge of the English language and the ability to speak clearly, be audibly heard and to portray the feelings and emotion of the speaker, whether they are voice or sign interpreting. + +The Americans with Disabilities Act requires the provision of qualified +interpreters in a variety of settings. It states that โ€œTo satisfy this +requirement, the interpreter must have the proven ability to effectively +communicateโ€ฆโ€ +One important measure of an interpreterโ€™s proven ability is professional +credentials. Credentials are obtained by taking and passing an assessment of +your skills. RID provides testing for national certification. + +#### ____All Types of Sign Language + +Sign language is no more universal than spoken languages. American Sign +Language (ASL) is the language used by a majority of people in the Deaf +community in the United States, most of Canada (LSQ is used in Quebec), +certain Caribbean countries and areas of Mexico. Other areas of the world use +their own sign languages, such as England (British Sign Language) and +Australia (Australian Sign Language). + +American Sign Language (ASL) is a distinct visual-gestural-kinesthetic +language. While it borrows elements from spoken English and old French sign +language, it has unique grammatical, lexical and linguistic features of its +own. It is not English on the hands. + +Because ASL is not English, educators have developed a number of signed codes +which use ASL vocabulary items, modify them to match English vocabulary, and +put them together according to English grammatical rules. These codes have +various names including Signed Exact English (SEE) and Manual Coded English +(MCE). Additionally, when native speakers of English and native users of ASL +try to communicate, the โ€œlanguageโ€ that results is a mixture of both English +and ASL vocabulary and grammar. This is referred to as PSE (Pidgin Signed +English) or contact signing. + +_______________________________________________________________________ + +Whether you are a beginner, an advanced signer or a Child of a Deaf Adult +(CODA), RID is here to help you understand what it takes to become a +professional and qualified interpreter. Fascination with sign language and/or +the desire to โ€œhelpโ€ are admirable, but these alone are not qualifications to +be interpreting for persons who are Deaf or hard of hearing. Patience, +persistence, dedication and professional training are just some of the few key +elements that are crucial to becoming a successful interpreter. + +__ + +#### Why You Should Become a RID Certified Interpreter + +#### ____What Interpreting is and How to Get Started + +#### **Interpreting:** _the act of conveying meaning between people who use +signed and/or spoken languages_ + +Professional sign language interpreters develop interpreting skills through +extensive training and practice over a long period of time. Before committing +to this profession, it is imperative that you prepare yourself for the +expectations, requirements and standards that will be asked of you. + +Below are a few resources that will help guide you along the process: + + * [DiscoverInterpreting.org](http://www.discoverinterpreting.org/) +Discover Interpreting was established from a grant issued by the U.S. +Department of Education Rehabilitation Services Administration, CFDA 84.160A +and 84.160B, as a response to the ASL interpreter shortage. This is an +excellent tool to help inspire individuals who are interested in pursuing a +career in the field of interpreting, close the โ€œgapโ€ between graduation and +certification, and to increase the number of qualified interpreters. + + * [The Commission on Collegiate Interpreter Education](http://ccie-accreditation.org/) +CCIE was established to promote professionalism in the field of sign language +interpreter education through an accreditation process. This site provides a +list of accredited programs to help you prepare to enter the field of +interpreting. + + * [Interpreter Training and Preparation Programs](https://drive.google.com/file/d/1ZTaTocbP0qVohgfxK27xJhE9RbpWpRFh/view?usp=sharing) +These programs provide you with the education and knowledge base to develop +the skills to become an interpreter. + +***NEW* View an intensive spreadsheet of available 2 and 4 year ITP +programs[HERE](https://drive.google.com/file/d/1ZTaTocbP0qVohgfxK27xJhE9RbpWpRFh/view?usp=sharing)** +**(Resource made available by CCBC Program Assistant Jesse Hammons, CIT and +CCBC)** + + * [RIDโ€™s Certification Programs](https://festive-ballyhoo.flywheelstaging.com/certification/) +RIDโ€™s Certification Programs measure your knowledge and skill level and +provides you with the appropriate level credentials for your testing skills. + + * [NAD-RID Code of Professional Conduct](https://festive-ballyhoo.flywheelstaging.com/ethics/code-of-professional-conduct/) +The NAD-RID Code of Professional Conduct sets the standards to which all +certified members of RID are expected to adhere. + + * [RIDโ€™s Standard Practice Papers](https://festive-ballyhoo.flywheelstaging.com/about/resources/#spp) +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the +membership in outlining standard practices and positions on various +interpreting roles and issues. These SPPs are excellent resources to educate +all interpreters as well as hearing and deaf clients, the general public, +business contacts, school personnel, doctors and nurses, etc. See the section +above for our SPPs. + + * [RID Affiliate Chapters and Local Chapters](https://festive-ballyhoo.flywheelstaging.com/rid-regions-chapters/affiliate-chapters/) +Your affiliate or local chapter can serve as an excellent source for guidance, +mentorship and information. + +#### ____ASL Fluency and Learning the Language + +How long does it take to become fluent in Japanese, Russian or any other +foreign language? Language fluency, be it spoken or visual, requires time, +dedication, study, immersion in the language community, and constant practice. +While you may have the potential to handle communication of simple concepts of +daily life after just three classes, it will most likely take you years to be +comfortably fluent in native conversations at normal rates discussing complex +topics. + +Sign language classes are offered throughout the community at schools and +colleges, churches and recreation departments. Some of these are excellent, +and some are very poor. The classes may be ASL, PSE, SEE or some mixture of +all. Instructors may be experienced, professional educators, or people who +have only taken a few classes themselves. Buyer beware! + +Some things to consider or ask when choosing a class: + + * **Is the instructor native or near-native fluent in American Sign Language (ASL)?** Fluency in the language could be evidenced by RID certification or NAD or state Quality Assurance (QA) ratings in interpreting, or by an advanced or superior rating on the SCPI (Sign Communication Proficiency Interview). Be wary of instructors who just recently took classes themselves. + * **Is the instructor involved in the Deaf community and with professional organizations?** It is very beneficial if the instructors have formally studied the language and the teaching profession. Credentials to look for include membership in the American Sign Language Teachers Association (ASLTA) and/or the Conference of Interpreter Trainers (CIT) as well as organizations such as RID, NAD and Black Deaf Advocates (BDA). + * **What do you know about the organization offering the class?** What is the history and reputation of the organization with regard to sign language education? Does the organization provide you with additional materials on sign language? Are you provided with information on what is happening in the Deaf community? Does the organization provide you guidance regarding your next steps once you learn the basics? + * **Does the Deaf community support this class and organization?** People who are native ASL signers and involved in the Deaf community see โ€œgraduatesโ€ from various classes. Seek their guidance on which classes they recommend? + * **What has become of previous graduates of the class?** What have they accomplished since they finished their studies? Has the class been helpful? Do they feel they learned what they needed? + +#### ____Interpreter Education Programs + +An interpreter program is a formalized education program with a dedicated +curriculum that is offered through a college, university or technical school +that prepares students for a career in the field of interpreting. There are +college and university programs around the country. A majority offer associate +degrees in interpreting, but the number of bachelor programs is increasing. +Additionally, a handful of schools offer master degrees in interpreting. + +For a list of available programs [click here](https://myaccount.festive- +ballyhoo.flywheelstaging.com/Public/Search/Organization.aspx). Please note +that this may not be a complete, up-to-date list. To confirm that the program +is accredited, you can visit [www.ccie-accreditation.org](http://www.ccie- +accreditation.org/). Please contact your local college, university or +technical school to see what programs they may offer, if any. Also, contact +your [affiliate or local chapter](https://festive- +ballyhoo.flywheelstaging.com/membership/affiliate-chapters/) for more +information on interpreting programs in your area. + +#### ____Preparation for Earning Credentials + +Beginning July 1, 2012, exam candidates will be required to hold a degree (any +major) or submit an approved [Educational Equivalency +Application](https://festive-ballyhoo.flywheelstaging.com/rid-certification- +overview/alternative-pathway/). recorded in their RID account. While you may +receive a degree in any field, one may find the background, skills development +and theory learned in a recognized interpreter program are extremely +beneficial in getting your national certification. + +Most interpreter education programs provide you with the knowledge and skills +to begin pursuing an interpreting career as well as a foundation to begin +preparing for certification. Completion of a program is more like a driverโ€™s +permit that lets you operate in certain protected situations. Continued +practice, participation in workshops and training experiences, and work with +mentors will help prepare you to earn your certification. And certification +opens many doors to a successful career for you in the interpreting +profession. + +#### ____Choosing a Degree Option + +To be a successful interpreter, you need a wide range of general knowledge. A +degree is an important way to gain that knowledge. The higher the degree, the +more diverse and complete your general knowledge will be. In many interpreting +jobs in school systems, your salary is partly based on your degree. +Interpreting is a very complex task and requires a high degree of fluency in +two languages. Will you be able to master the language and the interpreting +task during the length of the program you are considering? + +In general, the more education a person can get, the better they will do. But, +the quality of the education is important as well. Here are some questions to +consider when choosing a program: + + * Is the program up-to-date and well respected by the Deaf and interpreting communities? + * Are its faculty members affiliated with and actively involved in professional organizations? + * What kind of credentials do they have? + * Are the program graduates working in the field and getting their credentials? + * What kinds of resources are available to students and faculty? + +#### ____Interpreting as a Career + +There is a strong need for qualified interpreters with credentials as we are +currently experiencing a period in the interpreting field where supply is not +keeping up with demand. The greatest demand for interpreters is in medium-to- +large cities. The more mobile you are, the more likely you are to find an +interpreting job. + +Interpreters typically fall in one of three categories: + + * Agency interpreter, meaning that you are employed by an agency that provides you job assignments. + * Free-lance interpreter, meaning that you are responsible for finding and maintaining your own client base + * Contracted interpreter, meaning that you take on aspects of both the agency interpreter and the freelance interpreter. You provide services to an interpreter services agency or to other agencies in accordance with the terms and conditions of a particular contract or contracts. You are not an employee of the interpreter services agency or any other agencies for which they provide services + +#### ____Join RID + +You donโ€™t have to wait until you are a practicing interpreter to become a RID +member. Join today and enhance your networking opportunities within the field +of professional interpreting. + +If you already interpret out in the community but are not yet RID certified, +you qualify to join as an Associate member. If you are a student in an +Interpreter Training Program, you can join as a Student member. + +If you are neither of the above yet still want to reap the +[benefits](https://festive-ballyhoo.flywheelstaging.com/membership/benefits/) +of membership, then join as a Supporting member. + +Learn more about [RID membership](https://festive- +ballyhoo.flywheelstaging.com/membership/). + +__ + +#### Further Interpreting Resources + +#### ____Educational Interpreters Overview + +_The more unified we become as an overall profession, the greater our voice +and the more impact we will have._ + +Educational Interpreters have always been an important part of the mission and +programs of RID. For many years, RID has received feedback from educational +interpreters that they were overlooked as a population by the majority of +publications, _VIEWS_ articles, conferences and workshops that we provide. + +Realizing that RID would have a greater voice and a larger volume of impact if +we embraced other populations in the interpreting profession, we have taken +great strides to become more inclusive to the educational interpreter and +wholeheartedly welcome you into RIDโ€™s membership. + +**EIPA-RID Agreement** + +From the fall of 2006 to the summer of 2016, RID recognized individuals who +passed the Educational Interpreter Performance Assessment (EIPA) written and +performance tests at the level of 4.0 or higher as certified members of the +association. + +[Board Approved +Motion](https://drive.google.com/file/d/0B3DKvZMflFLdNDVIalpGSTZWb3c/view?usp=sharing) +[Overview of K-12 Educational Interpreting Standard Practice +Paper](https://drive.google.com/file/d/0B3DKvZMflFLdcFE2N25NM1NkaGs/view?usp=sharing) + +**EDUCATIONAL INTERPRETER RESOURCES TOOLKIT** + +The Educational Interpreter Resources Toolkit, which was prepared by the 2007 +โ€“ 2009 Educational Interpreting Committee (EIC), serves as an excellent +resource tool to assist educational interpreters in the work they do. + +This Resources Toolkit may serve as your โ€˜Home Baseโ€™ in discovering tools that +can assist you in getting valuable information for the work you do serving +students in the educational setting, K-12. + +[Educational Interpreter Resources Toolkit (full +document)](https://drive.google.com/file/d/0B3DKvZMflFLdWkhWenNyeXNGSEE/view?usp=sharing) + + * [Section I: Laws & Policy Supporting Deaf Education](https://drive.google.com/file/d/0B3DKvZMflFLdRUhLd2ZzbWVqaGc/view?usp=sharing) + * [Section II: Database & Tools for Finding Additional Resources](https://drive.google.com/file/d/0B3DKvZMflFLdVzZVa2tCSGJWWnc/view?usp=sharing) + * [Section III: Organizations](https://drive.google.com/file/d/0B3DKvZMflFLdZUcteU9SVkRvTkk/view?usp=sharing) + * [Section IV: Books, Journals & Articles of Interest](https://drive.google.com/file/d/0B3DKvZMflFLdYXF5bjJaZUFwTWM/view?usp=sharing) + * [Section V: State Specific Educational Interpreting Guidelines](https://drive.google.com/file/d/0B3DKvZMflFLdcXRKYzNuTHF3OXM/view?usp=sharing) + * [Section VI: Resources to Share with School Personnel](https://drive.google.com/file/d/0B3DKvZMflFLdTEhCRTF4RWhKUjA/view?usp=sharing) + * [Section VII: Resources to Share with Students & Parents](https://drive.google.com/file/d/0B3DKvZMflFLdMFFBNTk0a3dsdXc/view?usp=sharing) + * [Section VIII: RID Resources](https://drive.google.com/file/d/0B3DKvZMflFLdNDVIalpGSTZWb3c/view?usp=sharing) + +**OTHER RESOURCES** + +The Educational Interpreter Committee (EIC), in collaboration with the +Interpreters in Educational and Instructional Settings (IEIS) member section +conducted two surveys during their 2007-2009 term; a survey of both RID +affiliate chapter presidents and interpreters working in educational settings. +The purpose of the surveys were, respectively speaking, to: learn what +affiliate chapter presidents know about and were doing for educational +interpreters and to discover what educational interpreters know about and +found value in RID affiliate chapters. + +[Affiliate Chapter Survey +Results](https://drive.google.com/file/d/0B3DKvZMflFLdbWdVU2dQbEZXUTg/view?usp=sharing) + +[Educational Interpreters Survey +Results](https://drive.google.com/file/d/0B3DKvZMflFLdbWdVU2dQbEZXUTg/view?usp=sharing) + +For detailed information about the books, reference materials and publications +we offer to interpreters, please visit our online store. Some of the titles of +relevant publications to the educational interpreter include: + +โ€œEducational Interpreting: A Collection of Articles From VIEWSโ€ by various +authors and โ€œEncounters With Reality: 1001 Interpreter Scenariosโ€ by Brenda +Cartwright + +#### ____Scholarships & Awards + +> **The scholarship program is undergoing some changes and updates to better +> serve our membership. Once it is ready, we will make an announcement. Thank +> you for your support and patience!** + +The [RID Scholarships and Awards program](https://festive- +ballyhoo.flywheelstaging.com/scholarships-and-awards/) recognizes our +colleagues who have made a significant impact on our lives, careers, and the +interpreting profession. These awards serve as a small tribute to their +sustained contributions to the profession. + +We all have someone who has impacted our lives in one way or another, whether +a mentor who has provided the necessary guidance and advice, a friend who +demonstrates true commitment, a teacher who pushes us to reach our potential +or a colleague who inspires us and sets new standards for success. + +The recipients of these awards are the individuals who have gone the extra +mile for the profession; have served as role models, teachers, trainers, +mentors, or colleagues; or have just been there as a support and confidante. +They have achieved personal success and have now dedicated themselves to the +betterment of the profession as a whole. In short, they are inspiring +motivators for all of us. + +Contact [Member Services](mailto:members@festive-ballyhoo.flywheelstaging.com) +with any questions about [RIDโ€™s scholarships and awards](https://festive- +ballyhoo.flywheelstaging.com/scholarships-and-awards/). + +#### ____Interpreter Associations + +**[Interpreter Associations](https://festive- +ballyhoo.flywheelstaging.com/about-rid/about- +interpreting/resources/#93d665deb55563576)** + +**[Conference of Interpreter Trainers](http://www.cit-asl.org/) **โ€“ CIT is the +professional organization of interpreter educators. This site also provides +information about the Commission on Collegiate Interpreter Education, the +accreditation body for interpreting programs. + +**[Mano a Mano](http://manoamano-unidos.org/) **โ€“ Mana a Mano is a national +organization of interpreters who work in Spanish-influenced setting. +[http://www.manoamano-unidos.org](http://www.manoamano-unidos.org/) + +National Alliance of Black Interpreters, Inc. โ€“ NAOBI is the national +association that supports sign language interpreters from the African +diaspora. + +**[Association of Visual Language Interpreters of +Canada](http://www.avlic.ca/) **โ€“ AVLIC is RIDโ€™s counterpart in Canada โ€“ it is +the only certifying body for ASL-English interpreters in Canada. AVLIC was +established in 1979 and has several Affiliate Chapters across the country. + +**[European Forum of Sign Language Interpreters](http://www.efsli.org/) **โ€“ +EFSLI is a membership organization of sign language interpreters from both in +and out of the European Union. + +**[Sign Language Interpreters Association of New +Zealand](http://www.slianz.org.nz/) **โ€“ SLIAZ is a national professional +association which represents and advances the profession by informing members +and consumers and promoting high standards of practice and integrity in the +field. + +**[World Association of Sign Language Interpreters](http://www.wasli.org/)** โ€“ +WASLI was established 23 July 2003 during the 14th World Congress of the World +Federation of the Deaf in Montreal Canada with the aim to advance the +profession of sign language interpreting worldwide. + +#### ____International Inquiries + +**[SignedLanguage](http://www.signedlanguage.co.uk/) **โ€“ SignLanguage offers a +unique reference point on sign language and communication basics. This Web +site has brought together expert information and a look at British Sign +Language (BSL) along with the histories. + +**[World Association of Sign Language Interpreters](http://www.wasli.org/) **โ€“ +WASLI was established 23 July 2003 during the 14th World Congress of the World +Federation of the Deaf in Montreal Canada with the aim to advance the +profession of sign language interpreting worldwide. + +# Standard Practice Papers + +### The standards of interpreting. + +#### SPP and PPP + + __ + +#### Standard Practice Papers (SPP) + +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the +membership in outlining standard practices and positions on various +interpreting roles and issues. You may print out the SPPs below and then make +the number of copies needed. + +#### ____An Overview of K-12 Educational Interpreting (2010) + +Qualified educational interpreters/transliterators are a critical part of the +educational day for children who are deaf or hard of hearing. This paper +addresses the legal requirements, roles and duties of the educational +interpreter, including qualifications, and guidelines for districts when +hiring an educational interpreter. **[READ MORE +HERE!](https://drive.google.com/file/d/0B3DKvZMflFLdcFE2N25NM1NkaGs/view?resourcekey=0-jnjsQc4h3kNiklD2-lstcw)** + +#### ____Video Remote Interpreting (2010) + +Video remote interpreting (VRI) is a fee-based interpreting service conveyed +via videoconferencing where at least one person, typically the interpreter, is +at a separate location. As a fee based service, VRI may be arranged through +service contracts, rate plans based on per minute or per hour fees, or charges +based on individual usage. **[READ MORE +HERE!](https://drive.google.com/file/d/0B3DKvZMflFLdTkk4QnM3T1JRR1U/view?resourcekey=0-YOQxuCzvZ9CTkEXGzJoGVw)** + +#### ____Use of a Certified Deaf Interpreter (1997) + +A Certified Deaf Interpreter (CDI) is an individual who is deaf or hard of +hearing and has been certified by the Registry of Interpreters for the Deaf as +an interpreter. In addition to excellent general communication skills and +general interpreter training, the CDI may also have specialized training +and/or experience in use of gesture, mime, props, drawings and other tools to +enhance communication. [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdbXFLVVFsbmRzTVU/view?resourcekey=0-DOFw0jDu1kIDMlsVKhi29g) + +#### ____Interpreting in Legal Settings (2007) + +Legal interpreting encompasses a range of settings in which the deaf person +interacts with various parts of the justice system. Legal interpreting +naturally includes court interpreting; however, a legal interpreterโ€™s work is +not restricted to the courtroom. [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdTHo1OVFrVW4ySFk/view?resourcekey=0-seKp0-n6lRIuGAhkqQpXzA) + +#### ____Interpreting in Mental Health Settings (2007) + +This Standard Practice Paper addresses the unique challenges faced by +interpreters working in mental health settings and the skill set needed to +successfully meet those challenges. [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdWmFVV2tydVRFTHM/view?resourcekey=0-OydUcyRlK3pR2UO9PZNK0A) + +#### ____Interpreting in Religious Settings (2007) + +Religious interpreting occurs in settings which are spiritual in nature. These +settings can include worship services, religious education, workshops, +conferences, retreats, confession, scripture study, youth activities, +counseling, tours and pilgrimages, weddings, funerals and other special +ceremonies. [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdOGg2X05vclZIeUk/view?resourcekey=0-9-BgUEu3CZoLuOpGba0DLQ) + +#### ____Video Relay Service Interpreting (2007) + +Video relay service (VRS) is a free telephone relay service using video +technology to allow deaf and hard of hearing persons to make and receive phone +calls using American Sign Language (ASL). VRS, as an industry, has grown +exponentially since its inception in 2000 as an offshoot of traditional +Telecommunications Relay Service (TRS) or text-based relay services. [**READ +MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdNE1zZGRPdDN4NGM/view?resourcekey=0-cBK7BOKqlqCt9n-mcRyLow) + +#### ____Interpreting in Health Care Settings (2007) + +Effective communication between consumers who are deaf and health care +providers is essential. When the consumers and health care providers do not +share a common language, a qualified sign language interpreter can facilitate +communication. A consumer who is deaf could be the patient, a relative or +companion who is involved in the patientโ€™s health care. [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdYVVBd0RIWDlOMW8/view?resourcekey=0-mEpGCxK5tyn2QS4OoT5iyg) + +#### ____Self-Care (2007) + +Between 1990 and 2007, Repetitive Stress Injuries (RSIs) increased an +unbelievable 80 percent. The New York Times called RSI โ€œthe epidemic of the +90s and beyond.โ€ More than 9.5 million U.S. workers were stricken with RSI in +the last year alone including journalists, computer users, cashiers, surgeons, +assembly line workers, meat processors and, of course, interpreters, to name a +few. [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdaHJNeVdsWDJTUUk/view?resourcekey=0-nPypT6scxD45r3svXC8hdA) + +#### ____Coordinating Interpreters for Conferences (2007) + +The purpose of this paper is to provide you, the conference interpreter +coordinator(s), with information that will support your work ensuring +conference communication access for deaf, hard of hearing and/or Deaf-blind +participants. The links you will find throughout this text will supplement, +further explain and/or provide samples of tools you may use or modify for your +work. [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdeTBVYW90N01Kb1U/view?resourcekey=0-16BMLLhCwCHJuVpIYXJSOw) + +#### ____Team Interpreting (2007) + +Team interpreting is the utilization of two or more interpreters who support +each other to meet the needs of a particular communication situation. +Depending on both the needs of the participants and agreement between the +interpreters, responsibilities of the individual team members can be rotated +and feedback may be exchanged. [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdVzZpaUtraW5xZG8/view?resourcekey=0-MzvKxpp1Ie1Dr7VkM_7yVQ) + +#### ____Multiple Roles (2007) + +Interpreters work in a variety of settings and situations; some are employees +of institutions, agencies and companies, and some are self-employed. +Interpreters who are self-employed are less likely to encounter situations in +which non-interpreting duties are expected of them. [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLddno4VGNEVjF3NnM/view?resourcekey=0-d1KZSQQjXEpAZBCmy3x1Nw) + +#### ____Interpreting for Individuals who are Deaf-Blind (2007) + +The spectrum of consumers who utilize Deaf-Blind interpreting services +consists of individuals with differing degrees of vision loss and hearing +loss. The amount and type of vision and hearing a person has determines the +type of interpreting that will be most effective for that individual. [**READ +MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdeGhDU1BUOTJKNEk/view?resourcekey=0-jfIYZ9Z1iABP58-FCCfd7g) + +#### ____Oral Transliteration (2007) + +Oral transliterators, also called oral interpreters, facilitate spoken +communication between individuals who are deaf or hard of hearing and +individuals who are not. Individuals who are โ€œoralistsโ€ use speech and +speechreading as their primary mode of communication and may or may not know +or use manual communication modes or sign language. [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdRjdralozSG1iSG8/view?resourcekey=0-MIl419NwbnBTk8Gail988w) + +#### ____Professional Sign Language Interpreting (2007) + +Sign language interpreting makes communication possible between people who are +deaf or hard of hearing and people who can hear. Interpreting is a complex +process that requires a high degree of linguistic, cognitive and technical +skills in both English and American Sign Language (ASL). [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdeHZsdXZiN3EyS0U/view?resourcekey=0-IKj5MbmP9sN8ROzHoBaNOQ) + +#### ____Business Practices: Billing Considerations (2007) + +RID does not dictate or restrict business practices. It does however, expect +interpreters to conduct business in a manner consistent with the NAD-RID Code +of Professional Conduct. There are regional differences in billing practices +for interpreting services. [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdQVc0bmd1TGJPWEE/view?resourcekey=0-AS4cOOL3gtf_mWP6OSoGuA) + +#### ____Mentoring (2007) + +RID believes that the mentoring relationship is of benefit to consumers of +interpreting services as well as to those in the interpreting profession. Each +mentoring situation is unique depending upon the individuals involved and the +goals of the relationship. [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdcGktcFhxaS1jSUE/view?resourcekey=0-mjRNxnPhPa6urtfEa- +AVEg) + +#### ____Performing Arts (2014) + +Interpreting for the performing arts spans the full spectrum of genres from +Shakespeare to new works, including but not limited to childrenโ€™s theatre, +musical theatre, literary readings, concerts, traditional and non-traditional +narratives. This type of interpreting happens on traditional stages for local +companies, for touring shows, in alternative spaces, museums and galleries, +and in educational settings, to name a few. [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdd0hnZC1BMjJvTlU/view?resourcekey=0-21DYYvrc7D7Cr1 +--L_hGGg) + +#### ____Professional Sign Language Interpreting Agencies (2014) + +This paper considers โ€œinterpreting agencyโ€ to include both non-profit and for- +profit entities, as well as those individuals and groups who coordinate sign +language interpreting services in larger organizations such as school +disability services coordinators, etc. [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdb1Q1Ym1vZ3BrWEk/view?resourcekey=0-cpasr79Lm_PPww9aYqVraQ) + +__ + +#### Professional Practice Papers (P3) + +#### ____Deaf Interpreter (2024) + +The Registry of Interpreters for the Deaf, Inc. (RID), the national +professional association of sign language interpreters in the United States, +created this Professional Practice Paper (P3) to introduce the work of Deaf +interpreters (DIs) as a generalist practitioner. Historically, Deaf +individuals have provided ad hoc interpreting services within the Deaf +communities. Although RID began credentialing Deaf individuals in 1972, a +severe shortage of certified DIs continues today.**[READ MORE +HERE!](https://rid.org/wp-content/uploads/2025/01/RID-PPP-Deaf- +Interpreter.pdf)** + +# Position Statements + +### RID's position on important issues. + +__ + +#### RID Position Statements + +#### ____RID/NAIE Joint Position Statement on Perez v. Sturgis County Schools +System + +The Supreme Court of the United States issued a unanimous opinion on the +matter of Perez v. Sturgis County School System on March 21, 2023. [Read more +here](https://rid.org/rid-naie-joint-position-statement-perez-v-sturgis/). + +[ASL version here](https://youtu.be/iZVLWfYH5dM)! + +#### ____CDIs at Press Conferences + +We, The Registry of Interpreters for the Deaf (RID), recognize the unique +skills and abilities necessary to effectively interpret press conferences and +emergency notifications. [Read more here](https://rid.org/rid-position- +statement-cdis-at-press-conferences/). + +[PDF version here](https://rid.org/wp-content/uploads/2023/08/CDIs-at-Press- +Conferences.pdf)! + +#### ____LEAD-K Position Statement + +In order to promote excellence in interpreting, all interpreters should +demonstrate skill, knowledge, and ability through the attainment of +certification. [Read more here](https://rid.org/lead-k-position-statement/). + +[ASL version here](https://youtu.be/6KJ6zKR3zoY)! + +#### ____Misrepresentation of Certifications and Credentials + +The official RID certifications are listed on this webpage: +[www.rid.org/available-certification/](http://rid.org/available- +certification/). Anything other than those listed are not recognized by RID as +valid credentials or certifications. [Read more +here](https://rid.org/misrepresentation-of-certifications-and-credentials/). + +[ASL version here](https://youtu.be/cYQ7J9jkS4E)! + +# For the Consumer + +### How to provide and what to look for. + +#### Understanding what it is and why people need it. + +[Search our registry!](https://myaccount.festive- +ballyhoo.flywheelstaging.com/Public/Search/Member.aspx) + +__ + +#### Why Use RID Certified Interpreters + +#### ____Why should my interpreter be certified by and/ or a member of RID? + +Registry of Interpreters for the Deaf, Inc. is the sole nationally-recognized +certifying body of professional American Sign Language interpreters and +transliterators. All members of RID, certified or not, are expected to comply +with the NAD-RID Code of Professional Conduct and are subject to our Ethical +Practices System where a consumer or colleague may file a grievance against +any member who does not comply with the CPC. + +[Please view the PDF here to read more about why you should use a RID +certified interpreter.](https://festive-ballyhoo.flywheelstaging.com/wp- +content/uploads/2023/12/Benefit-of-Sourcing-RID-Interpreters.pdf) + +#### ____Interpreter Standards + +[The Americans with Disabilities Act (ADA)](http://www.ada.gov/) defines +โ€œqualified interpreterโ€ in its Title III regulation as: + +> โ€œan interpreter who is able to interpret effectively, accurately and +> impartially both receptively and expressively, using any necessary +> specialized vocabulary.โ€ + +This definition continues to cause a great deal of confusion among consumers, +service providers and professional interpreters. While the definition empowers +deaf and hearing consumers to demand satisfaction, it provides no assistance +to hiring entities (who are mandated by ADA to provide interpreter services) +in determining who is โ€œqualifiedโ€ BEFORE services are provided. This is a +critical point. Without the tools or mechanisms to identify who has attained +some level of competency, hiring entities are at a loss on how to satisfy the +mandates of ADA in locating/providing โ€œqualifiedโ€ interpreter services. + +#### ____Code of Professional Conduct (CPC) + +**A code of professional conduct is a necessary component to any profession to +maintain standards for the individuals within that profession to adhere. It +brings about accountability, responsibility and trust to the individuals that +the profession serves.** + +Originally, RID, along with the National Association of the Deaf (NAD), co- +authored the ethical code of conduct for interpreters. At the core of this +code of conduct are the seven tenets, which are followed by guiding principles +and illustrations. + +The tenets are to be viewed holistically and as a guide to complete +professional behavior. When in doubt, one should refer to the explicit +language of the tenet. + +**Tenets** + + 1. Interpreters adhere to standards of confidential communication. + + 2. Interpreters possess the professional skills and knowledge required for the specific interpreting situation. + + 3. Interpreters conduct themselves in a manner appropriate to the specific interpreting situation. + + 4. Interpreters demonstrate respect for consumers. + + 5. Interpreters demonstrate respect for colleagues, interns, and students of the profession. + + 6. Interpreters maintain ethical business practices. + + 7. Interpreters engage in professional development. + +Click here to access the full version of the [RID Code of Professional +Conduct](https://acrobat.adobe.com/link/track?uri=urn:aaid:scds:US:154885ef-2f50-3664-ba5e-f9654c395ddf) + +Accessible link: + + +[Coฬdigo de Conducta Profesional de la NAD-RID en +Espaรฑol](https://acrobat.adobe.com/link/track?uri=urn:aaid:scds:US:0b7ad0cc-80f1-3953-ba53-0fdd384813a3) + +**_The 2022 ASL version of the CPC was filmed and produced +by[Blue20](http://www.theblue20.com/)._** + +#### ____RID Setting the Standard + +Attempting to take over where the ADA leaves off with this definition, RID, in +its role as the national association representing the profession, strives to +maintain high standards for its members โ€“ above and beyond that required by +the ADA. This elevates the interpreter holding RID credentials and sets the +bar for interpreting services throughout the profession. + +Possessing RID certification is a highly valued asset for an interpreter and +helps you to stand above the rest. For the betterment of the profession and +the service to the consumer, RID has a tri-fold approach to the standards it +maintains for its membership: + + * [RIDโ€™s Certification Programs](https://festive-ballyhoo.flywheelstaging.com/certification/ "Certification Overview") strive to maintain strict adherence to nationally recognized, testing industry standards of validity, reliability, equity and legal defensibility. + * [Certified Maintenance Program (CMP)](https://festive-ballyhoo.flywheelstaging.com/programs/certification-maintenance/ "Certification Maintenance Program") is an avenue through which the continued skill development of certified interpreters/transliterators is monitored and nourished + * [Ethical Practices System (EPS)](https://festive-ballyhoo.flywheelstaging.com/programs/ethics/) and [Code of Professional Conduct (CPC)](https://festive-ballyhoo.flywheelstaging.com/programs/ethics/code-of-professional-conduct/) are two vehicles which provide guidance and enforcement to professionalism and conduct. The EPS provides an opportunity for consumers to address concerns or file complaints regarding the quality of interpreter/transliterator services, and the CPC sets the standards to which all individuals holding RID certification are expected to adhere. + +[Learn more about RIDโ€™s Standard Practice Papers>>](https://festive- +ballyhoo.flywheelstaging.com/programs/ethics/#standardpracticepapers) + +#### ____The Growth of the Profession + +The growth and maturation of the profession has also created a movement in +many states to consider state licensure requirements for its interpreters. +Many states have passed the necessary legislation for this requirement. [Learn +more>>](https://festive-ballyhoo.flywheelstaging.com/programs/gap/state-by- +state-regulations/) + +In addition to an increased number of state licensure laws, there has also +been a steady increase in the number of interpreter training/preparation +programs (ITPs) available as well as professional training opportunities, such +as workshops and conferences, offered at the local, state, regional and +national level. + +#### ____The Future of Interpreting + +With these advancements, โ€œstandardsโ€ or the โ€œnormโ€ for interpreters 15 years +ago are really no longer relevant today. + +All professions go through maturation phases. In nursing, there are delineated +differences between an orderly, nurseโ€™s aide, LVN and RN; in law, the same +holds true between a legal secretary, a paralegal and an attorney. In many +professions, such as nursing and law, states have implemented clear-cut +requirements and standards for that profession including timelines and an +organizational structure for when and how these requirements would be met. + +We are at a point in the interpreting profession to not only witness but +impact the progress and journey down this path. + +#### ____Standard Practice Papers + +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the +membership in outlining standard practices and positions on various +interpreting roles and issues. You may print out the SPPs below and then make +the number of copies needed. + + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [An Overview of K-12 Educational Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdcFE2N25NM1NkaGs/view?usp=sharing) (2010) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Video Remote Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdTkk4QnM3T1JRR1U/view?usp=sharing) (2010) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Use of a Certified Deaf Interpreter](https://drive.google.com/file/d/0B3DKvZMflFLdbXFLVVFsbmRzTVU/view?usp=sharing) (1997) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting in Legal Settings](https://drive.google.com/file/d/0B3DKvZMflFLdTHo1OVFrVW4ySFk/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting in Mental Health Settings](https://drive.google.com/file/d/0B3DKvZMflFLdWmFVV2tydVRFTHM/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting in Religious Settings](https://drive.google.com/file/d/0B3DKvZMflFLdOGg2X05vclZIeUk/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Video Relay Service Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdNE1zZGRPdDN4NGM/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting in Health Care Settings](https://drive.google.com/file/d/0B3DKvZMflFLdYVVBd0RIWDlOMW8/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Self-Care](https://drive.google.com/file/d/0B3DKvZMflFLdaHJNeVdsWDJTUUk/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Coordinating Interpreters for Conferences](https://drive.google.com/file/d/0B3DKvZMflFLdeTBVYW90N01Kb1U/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Team Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdVzZpaUtraW5xZG8/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Multiple Roles](https://drive.google.com/file/d/0B3DKvZMflFLddno4VGNEVjF3NnM/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting for Individuals who are Deaf-Blind](https://drive.google.com/file/d/0B3DKvZMflFLdeGhDU1BUOTJKNEk/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Oral Transliteration](https://drive.google.com/file/d/0B3DKvZMflFLdRjdralozSG1iSG8/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Professional Sign Language Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdeHZsdXZiN3EyS0U/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Business Practices: Billing Considerations](https://drive.google.com/file/d/0B3DKvZMflFLdQVc0bmd1TGJPWEE/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Mentoring](https://drive.google.com/file/d/0B3DKvZMflFLdcGktcFhxaS1jSUE/view?usp=sharing) (2007) + +New: + + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E)[ Performing Arts](https://drive.google.com/file/d/0B3DKvZMflFLdd0hnZC1BMjJvTlU/view?usp=sharing) (2014) + * [![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) Professional Sign Language Interpreting Agencies](https://drive.google.com/file/d/0B3DKvZMflFLdb1Q1Ym1vZ3BrWEk/view?usp=sharing) (2014) + +__ + +#### Hiring an Interpreter + +#### ____Educational Interpreters + +_The more unified we become as an overall profession, the greater our voice +and the more impact we will have._ + +Educational Interpreters have always been an important part of the mission and +programs of RID. For many years, RID has received feedback from educational +interpreters that they were overlooked as a population by the majority of +publications, _VIEWS_ articles, conferences and workshops that we provide. + +Realizing that RID would have a greater voice and a larger volume of impact if +we embraced other populations in the interpreting profession, we have taken +great strides to become more inclusive to the educational interpreter and +wholeheartedly welcome you into RIDโ€™s membership. + +**EIPA-RID Agreement** + +From the fall of 2006 to the summer of 2016, RID recognized individuals who +passed the Educational Interpreter Performance Assessment (EIPA) written and +performance tests at the level of 4.0 or higher as certified members of the +association. + +[Board Approved +Motion](https://drive.google.com/file/d/0B3DKvZMflFLdNDVIalpGSTZWb3c/view?usp=sharing) +[Overview of K-12 Educational Interpreting Standard Practice +Paper](https://drive.google.com/file/d/0B3DKvZMflFLdcFE2N25NM1NkaGs/view?usp=sharing) + +**EDUCATIONAL INTERPRETER RESOURCES TOOLKIT** + +The Educational Interpreter Resources Toolkit, which was prepared by the 2007 +โ€“ 2009 Educational Interpreting Committee (EIC), serves as an excellent +resource tool to assist educational interpreters in the work they do. + +This Resources Toolkit may serve as your โ€˜Home Baseโ€™ in discovering tools that +can assist you in getting valuable information for the work you do serving +students in the educational setting, K-12. + +[Educational Interpreter Resources Toolkit (full +document)](https://drive.google.com/file/d/0B3DKvZMflFLdWkhWenNyeXNGSEE/view?usp=sharing) + + * [Section I: Laws & Policy Supporting Deaf Education](https://drive.google.com/file/d/0B3DKvZMflFLdRUhLd2ZzbWVqaGc/view?usp=sharing) + * [Section II: Database & Tools for Finding Additional Resources](https://drive.google.com/file/d/0B3DKvZMflFLdVzZVa2tCSGJWWnc/view?usp=sharing) + * [Section III: Organizations](https://drive.google.com/file/d/0B3DKvZMflFLdZUcteU9SVkRvTkk/view?usp=sharing) + * [Section IV: Books, Journals & Articles of Interest](https://drive.google.com/file/d/0B3DKvZMflFLdYXF5bjJaZUFwTWM/view?usp=sharing) + * [Section V: State Specific Educational Interpreting Guidelines](https://drive.google.com/file/d/0B3DKvZMflFLdcXRKYzNuTHF3OXM/view?usp=sharing) + * [Section VI: Resources to Share with School Personnel](https://drive.google.com/file/d/0B3DKvZMflFLdTEhCRTF4RWhKUjA/view?usp=sharing) + * [Section VII: Resources to Share with Students & Parents](https://drive.google.com/file/d/0B3DKvZMflFLdMFFBNTk0a3dsdXc/view?usp=sharing) + * [Section VIII: RID Resources](https://drive.google.com/file/d/0B3DKvZMflFLdNDVIalpGSTZWb3c/view?usp=sharing) + +**OTHER RESOURCES** + +The Educational Interpreter Committee (EIC), in collaboration with the +Interpreters in Educational and Instructional Settings (IEIS) member section +conducted two surveys during their 2007-2009 term; a survey of both RID +affiliate chapter presidents and interpreters working in educational settings. +The purpose of the surveys were, respectively speaking, to: learn what +affiliate chapter presidents know about and were doing for educational +interpreters and to discover what educational interpreters know about and +found value in RID affiliate chapters. + +[Affiliate Chapter Survey +Results](https://drive.google.com/file/d/0B3DKvZMflFLdbWdVU2dQbEZXUTg/view?usp=sharing) + +[Educational Interpreters Survey +Results](https://drive.google.com/file/d/0B3DKvZMflFLdbWdVU2dQbEZXUTg/view?usp=sharing) + +For detailed information about the books, reference materials and publications +we offer to interpreters, please visit our online store. Some of the titles of +relevant publications to the educational interpreter include: + +โ€œEducational Interpreting: A Collection of Articles From VIEWSโ€ by various +authors and โ€œEncounters With Reality: 1001 Interpreter Scenariosโ€ by Brenda +Cartwright + +#### ____Hire an Interpreter + +Donโ€™t be overwhelmed by the process of hiring an interpreter! Let RID help! + +As the hiring entity, you have the option to hire individuals directly or +through an interpreter service agency. To begin your search, go to our +searchable database and search by city and/or state. Not all interpreters +and/or agencies are RID members and, as a result, may not be listed. If you +have difficulty finding a resource in your area, [please contact +us](https://festive-ballyhoo.flywheelstaging.com/contact/). + +#### ____The process + +[ Member Directory](https://myaccount.festive- +ballyhoo.flywheelstaging.com/Public/Search/Member.aspx) + +Use this search tool to find contact information for a specific member, verify +an RID memberโ€™s certification(s) and search for freelance interpreters using +specific credentials for your assignment. For example, if you need a certified +member who has their legal certification in your city, this is the search tool +to use. + +[Interpreter Agency/Referral Service Directory](https://myaccount.festive- +ballyhoo.flywheelstaging.com/Public/Search/Interpreter.aspx) + +Use this search tool to find local interpreter referral agencies for upcoming +assignments you have. This is also a great tool to hire an agency for a +contract. When working with an agency, you do not directly contact +interpreters. Instead, the agency does the work for you and matches a working +interpreter to your specific assignment. + +_As a non-profit membership association, RID and its affiliate chapters are +not allowed by federal law to give advice as to salary and/or hourly rates. +Rates for interpreters are market driven, vary greatly by region, and are +negotiated between the individual or agency and the hirer._ +_ +RID and its affiliate chapters also do not give advice as to accessibility +issues, such as the Americans with Disability Act (ADA). You should directly +contact the[U.S. Department of Justice and the ADA +Office](http://www.usdoj.gov/crt/ada/adahom1.htm) or other government agencies +that oversee access. For an additional informational resource, please look at +this National Association of the Deaf web page on _[ _Legal +Rights_](http://nad.org/) _._ + +__ + +#### Further Consumer Resources + +#### ____American Sign Language Related Graphics + +[**American Sign Language +Browser**](http://commtechlab.msu.edu/sites/aslweb/browser.htm) โ€“ Provides +short video clips showing how to sign words in ASL + +#### ____Americans with Disabilities Act (ADA) Information + +[**ADA Home Page**](http://www.usdoj.gov/crt/ada/adahom1.htm) โ€“ Contains +information and helpful resources pertaining to the Americans with +Disabilities Act (ADA). + +**[ADA Tax Incentives Packet](http://www.ada.gov/archive/taxpack.htm) **โ€“ +Information from the U.S. Department of Justice about the ADA and tax benefits +for small and large businesses, as well as IRS information. + +#### ____CART Services (Communication Access Realtime Translation) + +[**Communication Access Information Center**](http://cart-info.org/) โ€“ +Sponsored by the National Court Reporters Association, this site has general +information about CART, how to find a provider and what to expect. In +addition, the site discusses different setting where CART is used. + +#### ____Deaf/Hard of Hearing Associations + +[**American Association of the Deaf-Blind**](http://aadb.org/) โ€“ AADB is a +national consumer organization of, by and for deaf-blind Americans and their +supporters. Deaf-blind includes all types and degrees of dual vision and +hearing loss. + +[**Coalition of Organizations for Accessible +Technology**](https://ecfsapi.fcc.gov/file/6519869057.pdf) โ€“ COAT is a +coalition of over 300 national, regional, state, and community-based +disability organizations, including RID. COAT advocates for legislative and +regulatory safeguards that will ensure full access by people with disabilities +to evolving high speed broadband, wireless and other Internet Protocol (IP) +technologies. + +**[National Association of the Deaf](http://www.nad.org/) **โ€“ NADโ€™s mission is +to promote, protect and preserve the rights and quality of life of deaf and +hard of hearing individuals in the United States of America. + +**[National Association of State Agencies of the Deaf and Hard of +Hearing](http://nasadhh.org/usa-roster/)** โ€“ NASADHH functions as the national +voice of state agencies serving Deaf and Hard of Hearing people and promote +the implementation of best practices in the provision of services. + +[**Intertribal Deaf Council**](http://www.deafnative.com/) โ€“ IDC is a non- +profit organization of Deaf and Hard of Hearing American Indians whose goals +are similar to many Native American organizations. IDC promotes the interests +of its members by fostering and enhancing their cultural, historical and +linguistic tribal traditions. + +**[National Asian Deaf Congress](http://www.nadcusa.org/) **โ€“ The NADC +provides cultural awareness and advocacy for the interests of the Asian Deaf +and Hard of Hearing Community. + +**[National Black Deaf Advocates](http://www.nbda.org/) **โ€“ NBDAโ€™s mission is +to promote leadership development, economic and educational opportunities, +social equality, and to safeguard the general health and welfare of Black deaf +and hard of hearing people. + +**[World Federation of the Deaf](http://wfdeaf.org/) **โ€“ WFD is an +international non-governmental organization representing approximately 70 +million deaf people worldwide. Most important among WFD priorities are deaf +people in developing countries; the right to sign language; and equal +opportunity in all spheres of life, including access to education and +information. + +#### ____Disability Advocacy Organizations + +**[National Disability Rights Network](http://www.ndrn.org/index.php)** โ€“ NDRN +is the nonprofit membership organization for the federally mandated Protection +and Advocacy (P&A) Systems and Client Assistance Programs (CAP) for +individuals with disabilities. Collectively, the P&A/CAP network is the +largest provider of legally based advocacy services to people with +disabilities in the United States. + +**[Disabled Peopleโ€™s Association โ€“ Singapore](http://www.dpa.org.sg/)** โ€“ DPA +is a non-profit, cross-disability organization whose mission is to be the +voice of people with disabilities, helping them achieve full participation and +equal status in the society through independent living. + +#### ____Information and Resources on Deafness + +**[ADA Hospitality: A Guide to Planning Accessible +Meetings](https://www.adahospitality.org/accessible-meetings-events- +conferences-guide/book) **โ€“ The Mid-Atlantic ADA Center and TransCen, Inc. +sponsored the publication in recognition of the 25th anniversary of the +transformational Americans with Disabilities Act of 1990. Helping you +navigate, plan, and create accessible meetings, events, and conferences that +serve all your guestsโ€™ needs. + +**[Described and Captioned Media Program](http://www.dcmp.org/)** โ€“ The DCMPโ€™s +mission is to provide all persons who are deaf or hard of hearing awareness of +and equal access to communication and learning through the use of captioned +educational media and supportive collateral materials. The DCMP also acts as a +captioning information and training center. + +**[National Deaf Education Center](http://www3.gallaudet.edu/clerc- +center.html)** โ€“ The Laurent Clerc National Deaf Education Center provides a +variety of information and resources on deafness. + +**[National Domestic Violence Hotline](http://www.thehotline.org/help/deaf- +services/)** โ€“ Resources and help for deaf, deaf-blind or hard of hearing +women trying to leave abusive relationships. + +**[National Institute on Deafness and Other Communication +Disorders](http://www.nidcd.nih.gov/) **โ€“ One of the National Institutes of +Health, the NIDCD works to improve the lives of people who have communication +disorders. This website focuses on medical information and research. + +**[Services for Deaf and DeafBlind women](http://www.adwas.org/) **โ€“ ADWAS +provides comprehensive services to Deaf and Deaf-Blind victims/survivors of +sexual assault, domestic violence, and stalking. ADWAS believes that violence +is a learned behavior and envisions a world where violence is not tolerated. + +**[Addiction Treatment for Individuals Deaf and +Blind](https://www.addictionresource.net/addiction-recovery-for-hearing- +impaired/) **โ€“ Addiction can be a harrowing experience for anyone. Individuals +who are deaf, hard of hearing, blind, or visually impaired can especially find +this experience daunting, as theyโ€™re faced with not only overcoming an +addiction, but attempting to find a treatment program that recognizes and +respects their unique challenges. + +**[Archdiocese of Washington-Center for Deaf Ministry](https://adw.org/living- +the-faith/special-needs/deaf-ministries/) **โ€“ Interpreters who work in +Catholic churches will be interpreting a very different liturgy coming in +Advent of this year. The language used will be much more of a challenge to +interpret. The National Catholic Office of the Deaf has provided this +resource. + +## We bring you qualified interpreters for your business. + +__ + +#### Professionalism + +Count on our members to foster greater awareness of sign language interpreting +as a professional career, and practice professionalism in their work. + +__ + +#### Ethical + +Through RID's Ethical Practices System, ensure that there is an efficient, +effective, and sustainable way to maintain ethical interpreters. + +__ + +#### Trustworthy + +Following a CPC is monumental, and knowing that interpreters have a duty to +protect their consumer. Consumers and the public can trust RID certification. + +__ + +#### Commitment + +Making a commitment to do right in your work is the tip of the iceberg. Action +is key, and interprets commit to their practice. + +[Become an ASL Interpreter](https://myaccount.festive- +ballyhoo.flywheelstaging.com/Login.aspx?ReturnUrl=%2f) + +__ diff --git a/intelaide-backend/python/bkup_rid/about_volunteer-leadership.txt b/intelaide-backend/python/bkup_rid/about_volunteer-leadership.txt new file mode 100644 index 0000000..1562f4d --- /dev/null +++ b/intelaide-backend/python/bkup_rid/about_volunteer-leadership.txt @@ -0,0 +1,1542 @@ +Get involved in volunteer leadership and play a part in the organization. + +![](https://rid.org/wp-content/uploads/2023/04/Volunteer-Leadership-Page- +scaled.jpg) + +Volunteer +Leadership[kamille@websitehealthplan.com](https://rid.org/author/kamille@websitehealthplan.com/ +"Posts by kamille@websitehealthplan.com")2024-12-05T00:57:20+00:00 + +#### + +The RID Volunteer Leadership structure is comprised of the Board, along with +Committees, Councils, and Task Forces. + +If you are interested in serving as a RID volunteer, please complete and +submit the [volunteer leader application form](https://rid.org/volunteer- +leadership-app/). Volunteers are appointed after the biennial conference and +serve until the conclusion of the next biennial conference. + +[Volunteer Leadership Application](https://rid.org/volunteer-leadership-app/) + +### Committees. + +__ + +RID has a number of standing committees, organized around a specific issue or +responsibility. + +#### ____Audit Committee + +**Purpose:** _The Audit Committee is to assist/advise the Board of Directors +in the oversight of organizational internal controls and risk management, and +monitor, review, and report on the annual independent audit of the +organizationโ€™s finances._ + +**Reports to:** Board of Directors + +**Board of Directors Liaison:** Kathleen O'Regan, Treasurer + +**HQ Staff Liaison:** Jennifer Apple + +**Frequency of Reports** : As needed during the active audit period, +culminating in a summary recommendations report at the conclusion of the +annual audit. Quarterly reports on recommendation progress may be given during +non-audit months. + +**Members** + + * Joshua Pennise (Chair) + * Melissa Mittelstaedt + * VACANT + * CASLI Treasurer + +**2023-2026 Scope of Work** + +**For the term 2023-2026, the Audit Committee members are charged to complete +the following tasks:** + + 1. Oversee matters related to RIDโ€™s internal systems controls. + 1. To provide an independent view and critique of management override of controls. + 2. To recommend appropriate internal controls toward mitigating possible fraud and reducing risk. + 2. Oversee the annual independent audit process. + 1. To assist with oversight in hiring independent auditors, counsel, or other consultants as necessary. + 2. To inquire of management and independent auditors about significant risks or exposure facing the organization. + 3. To review with management significant audit findings and recommendations together with managementโ€™s responses thereto. + 4. To review with management and the independent auditor the effect of any regulatory and accounting initiatives, as well as other unique transactions and financial relationships, if any. + 3. Oversee the appropriate preparation and dissemination of financial statements. + 1. To review with management and the independent auditors the organizationโ€™s annual financial statements and related footnotes, the auditorโ€™s audit of the financial statements and their report thereon, and auditorโ€™s judgments about the quality of the organizationโ€™s accounting principles as applied in its financial reporting. + 2. To review with the general counsel, management, and independent auditors any regulatory matters that may have an impact on the financial statements, related compliance policies, programs, and reports received from regulators. + 4. Prepare or oversee preparation of an audit committee annual report. + 5. Address items referred to the committee by the Board of Directors. + +**SOW was approved by the Board of Directors on April 14, 2023.** + +#### ____Bylaws Committee + +**Purpose:** _The Bylaws Committee advises the RID Board of Directors with +respect to the organizationโ€™s governing documents._ + +**Reports to:** Board of Directors + +**Board of Directors Liaison:** TBD + +**HQ Staff Liaison:** TBD + +**Members:** + + * Andrea K. Smith + * LaVona Andrew + * Dawn McKenna + +**Frequency of Reports:** Monthly +Cumulative report: March 2019, March 2021 + +**For the term 2017-2021, the Bylaws Committee members are charged to complete +the following tasks:** + + 1. Reviews the bylaws periodically to ensure that they are up-to-date and compliant with current laws and Robertโ€™s Rules of Order. + 2. When the need arises, propose amendments to the bylaws that reflect changes or nuances that the board identifies. + 3. Serve as the national Motions and Resolutions Committee throughout the term and during the biennial conference. + 1. Throughout the term and during national conference, the Bylaws Committee will collect and review all member motions and conference motions to ensure they are not in conflict with the RID Bylaws or organizational procedures. + 2. To assist the Chair of the Business Meeting in directing members who are commenting on motions to stand / sit in appropriate places. + 3. To assist members throughout the term and during the Business Meeting to formulate complete motions in writing prior to posing the motion. + +**Future Element** + + 1. Act as a resource to HQ and Affiliate Chapters in the development or revisions to the Affiliate Chapter bylaws and standing rules, and in maintaining compliance with the RID national bylaws. + +#### ____Certification Committee + +**Purpose:** _The RID Certification Committee advises the RID Board of +Directors by recommending policies and standards related to the RID +Certification system._ + +**Reports to:** RID Board of Directors + +**Board of Directors Liaison: TBD** + +**HQ Staff Liaison:** Catie Colamonico + +**Members:** + + * Danny Maffia, Current Committee Chair + * Rebecca De Santis, Current Committee Co-Chair + * Antwan Campbell + * Andrea K. Smith + * Whitney Gissell + * Ronnie Zuchengo + * Brittany Quickel + * Paris McTizic + * Ashley Holladay (Staff Liaison) + +**Frequency of Reports:** Monthly +**Cumulative Report:** March 2019, March 2021 + +**For the term 2017-2019, the RID Certification Committee members are charged +to complete the following tasks:** + +**1:** Develop guidelines for recognizing credentials from entities other than +RID. + + 1. (CM 2007.04) Develop a set of guidelines for including membership and/or conferring of certified status, individuals who hold credentials from any entity other than RID; that these guidelines be approved by majority vote of the certified membership of RID; and that RID wait until the implementation of these guidelines prior to entering into further discussion, agreements, contracts or in any way incorporating non-RID certificates into our organization. + * Provide recommendations to the RID Board. Recommendations are provided to the Board via the Board liaison. + 2. Explore options for granting specialty certification in legal, medical and other areas of practice. + * Explore the concept of a portfolio for recognizing specialty credentials. + * Provide recommendations to the Board for accepting specialty certification + +**2:** Recommend to the Board requirements for granting RID generalist +certification + + 1. Explore what requirements must be met in addition to a passing score of a CASLI administered generalist exam to be granted National Interpreter Certification (NIC) and Certified Deaf Interpreter (CDI). + * Determine if the current degree requirement should be a certification requirement or a testing requirement. + * Determine if an affirmation of adherence to the Code of Professional Conduct, hours of training, or other requirements must be met for granting of certification. + +**3:** Address additional items as they are referred to the committee by the +Board of Directors. + +#### ____Ethics Committee + +**Purpose:**_With advice from committee members, the RID board liaison and the +Ethical Practice Systems (EPS) Administrator collectively propose a +revisioning of the EPS system within RID._ + +**Reports to:** Board of Directors + +**Board of Directors Liaison:** Jesรบs Remฤซgฤซo + +**HQ Staff Liaison:** Tressela Bateson, EPS Manager + +**Committee Meetings:** + +The Ethics Committee will meet at least quarterly, and its Chair will have +continued communication with its respective board and headquarters liaison. +Any communication (i.e. reports, recommendations, requests), for board +consideration, must be sent to the board liaison 10 days prior to a Board +meeting. Board meeting schedule is [linked +here](https://rid.org/about/governance/). + +**Resources:** + +Via the PPM 2021 Committees are composed of the following. Note the roles and +responsibilities of each can be found in Appendix F. + + 1. Chair + 2. Committee Members + 3. Board Liaison + 4. Staff Liaison + +Committee Objectives: + + 1. (Timeline: 2020-2023) Utilizing the 2018 Ethical Practice Systems Review Task Force report, explores current trends in other similarly situated professions, drafts proposals to restructure the EPS in alignment with the 2021 drafted EPS philosophy statement while adhering to the Mission and Vision of RID. + 2. (Timeline: Ongoing) Supports the RID EPS Administrator with the following: + * Requests for case review or guidance as needed; + * Advisement regarding ongoing recruitment for EPS mediators; + * Guidance on interpretations of current Ethics policy. + 3. (Timeline: 2020-2023) Collaboration with the Code of Professional Conduct Review Task Force (CPCTRF) about how a redrafted CPC/Code of Ethics will affect the following: + * Ethical Practice System; + * Disseminating these changes externally; + * Needed training for RID members; + * Needed for EPS staff members. + +#### ____Finance Committee + +**Purpose:** _The Finance Committee provides high-level oversight and +recommendations on the budget to ensure alignment with RIDโ€™s mission and +goals; review of fundraising opportunities and endeavors, recommendations for +financial partnerships and trends; revenue targets in support of RIDโ€™s +operational needs; and advice to the RID Treasurer on the Association funding +needs, resource management and potential risks. In essence, the Finance +Committee works with the RID Board of Directors to ensure RID financial +accounts are managed effectively._ + +**Reports to:** RID Board of Directors + +**Board of Directors Liaison:** Kate O'Regan + +**HQ Staff Liaison:** Jennifer Apple + +**Frequency of Reports:** Quarterly + +**Summary report:** June + +**Members:** + + * Justin Buckhold + * Jonathan Cetrano + * Scott Ready + * Joey Seifner + +**The Finance Committee is also charged with supporting the Treasurer in +helping to ensure RIDโ€™s financial stability by:** + + 1. monitoring adherence to the budget, + 2. monitoring quarterly financial statements and suggest adjustments to the Board to maintain a balanced budget, + 3. setting long-range financial goals along with funding strategies to achieve them, + 4. advise multi-year operating budgets that integrate strategic plan objectives and initiatives, + 5. working with headquarters staff to review the impact of the reported data on the organization, and + 6. assisting with the preparation of financial reports for presentation to the Board of Directors by the Treasurer + +#### ____Professional Development Committee + +**Purpose:** _The Professional Development Committee advises the RID Board of +Directors and assists RID Headquarters, in the oversight of the policies and +standards for the Certification Maintenance Program (CMP) and the Associate +Continuing Education Tracking (ACET) program._ + +**Reports to:** Board of Directors + +**Board Liaison:** Glenna Cooper + +**HQ Staff Liaison:** Ashley Holladay + +**Members** + + * Richard Laurion (Chair) + * Mary Darragh MacLean + * Nathan Fowler + * Leslie Decker + * Fidel Torres + +**Frequency of Reports** : Monthly +**Cumulative report:** March 2019, March 2021 + +**For the 2017-2021 term, the Professional Development Committee is charged +with the following:** + +**1:** **Certification Maintenance Program** + + 1. Review the Standards and Criteria for compliance with industry norms and for management of online education. + + * * Explore if the RIDโ€™s system could be, and should be, recognized as a full member of the International Association of Continuing Education and Tracking (IACET) + * Explore ways to manage or document online education and some of the innovative courses interpreters are pursuing today. + * Explore effective mechanisms for documenting academic studies. A professional credentialing systemโ€™s education program typically documents continuing education and not degree seeking efforts. + * Utilizing the information learned from Element #1. a. , Conduct a major review, revision and update of the CMP/ACET system. + * In collaboration with key HQ staff, offer recommendations, to the RID Board, for consideration to enhance, and ensure relevancy, of the program + + 1. Review the fees/costs of the program. + 2. Ensure that the program is self sustaining (cost-neutral) per member motion (C93.01) + +**2: Audit Program** + + 1. Review, in conjunction with the Board, the proposals from the 2015-2017 PDC. + 2. Ensure that steps are taken to continue to strengthen the Audit Program. + + * * Create a system of auditor groups (separate but in communication with HQ and the PDC), who will conduct regular and โ€˜spotโ€™-audits to ensure effective functioning of RIDโ€™s network of approved sponsors. + * Offer recommendations, to the RID Board, for consideration to enhance, and ensure relevance and currency, of the program. + + 1. Provide monthly reports to the Board providing the following information (not limited to): + + * * Updates on the audit successes and failures. Include steps that have been taken to ensure that the successes continue and the failures are addressed. + +**3: CMP Sponsors** + + 1. Create and offer regular sponsor training. + + * * Work with HQ staff and key stakeholders to develop training opportunities for sponsors. + * Offer regular training sessions- through webinar or in-person- for the purpose of keeping sponsors current on the appropriate management and delivery of sponsorship services to RID members. + + 1. Monitor and respond to sponsor questions. + + * * Work with HQ staff to provide regular monitoring of the sponsor list and respond as appropriate to questions, concerns, or issues raised by sponsors. + +**4: Conference motions** + + 1. 1. Address C2015.05: + + * * We move that 1.0 of the required 6.0 CEUs under the content area of Professional Studies be training related to topics of Power, Privilege, and Oppression. Be it further moved that the content area of Professional Studies include as a fourth category the topic of Power, Privilege, and Oppression. Be it further moved that the PDC will work with representatives from the Diversity Council, Deaf Advisory Council, Council of Elders, and Member Section leaders to identify the scope of topics to be included under the Professional Studies category of Power, Privilege, and Oppression. + + 1. 1. Work with the Pro Bono Ad Hoc Committee in their charge to address conference C2015.06: + + * * Move that the RID Board of Directors establish an ad hoc committee to include representatives from the authors of this motion, a representative from the PDC, certified members, community stakeholders, including people who are not yet in support of this idea, to investigate the implementation of a system to document ProBono hours for members (certified and associate) during their four year cycle; Be it further moved that this committee shall be comprised of no less than 50% Deaf members. + +#### ____Scholarships and Awards Committee + +**Purpose:** _The Scholarships and Awards Committee solicits, reviews, and +selects recipients for the associationโ€™s scholarships and awards._ + +**Reports to:** Board of Directors + +**Board of Directors Liaison:** Christina Stevens, Region I Representative + +**HQ Staff Liaison:** Ryan Butts + +**Members** + + * None + +**For the term 2017-2021, Scholarships and Awards Committee members are +charged to complete the following tasks:** + +**1:** Manage the nomination/application process for awards and scholarships + +a. Evaluate and establish selection process inclusive of Deaf and diverse +perspectives. +b. Promote the scholarships and awards to the RID membership +c. Solicit applications and nominations +d. Select the final recipients + +**2:** Present the scholarships and awards to the recipients at the 2019 +National Conference. + +### Councils. + +__ + +Councils are made up of individuals who have many years of experience in the +interpreting profession. + +#### ____Council of Elders + +**Purpose:**_The Council of Elders ' primary function is to furnish the +President and the Board with historical insights that reinforce the Board's +dedication to maintaining RID's historical legacy and infusing it into all +aspects of the Board's decision-making._ + +**Reports to:** RID Board of Directors + +**Board of Directors Liason:** Ritchie Bryant, President + +**HQ Staff Liaison:** TBD + +**Members Appointed:** TBD + +**Frequency of Reports** : Quarterly + +**Summary Report** : October 2024 + +**Council of Elders Commitment** + +The annual onboarding training is mandatory for all committee members to +ensure their work aligns with the Board's Mission, Purpose, Vision, and +Values. Additionally, members must stay current with best practices in the +interpreting field. Joining the committee involves a significant commitment, +including a minimum of four hours per month for group work and virtual +meetings, with a total of 40 hours for deliverable completion (subject to +change). The board liaison will appoint HQ staff to coordinate and ensure the +timeline of the committee work will be followed and completed according to the +deliverables. The committee will be reappointed annually based on +organizational needs. + +Members who cannot fulfill their responsibilities, including but not limited +to review of materials and meeting attendance, are expected to re-evaluate +their ability to remain on the committee. Please communicate with the Liaison +Ritchie Bryant if your commitment changes. + +**Council of Elders Objectives:** + + * _To assess the feasibility of converting Tri-councils to DEIAB council and to develop detailed action plans for the redesign of DEIAB principles regarding workflow for motions and policies._ + + * _To serve as a reliable resource for sharing relevant information and providing valuable recommendations to the Board, fostering an environment of collaboration and knowledge sharing._ + + * _To conduct thorough reviews and provide guidance to the board of directors in relation to motions and policies, ensuring that all recommendations are communicated and implemented within the specified deadlines._ + + * _To work closely with the Board of Directors to uphold and preserve cultural norms, the foundations of ASL, and respect for the Deaf and RID heritage, emphasizing the importance of these values throughout the project 's lifecycle._ + +**Workgroup Deliverables:****For the term 2024-2025, the Council of Elders +members are charged to complete the following tasks:** + + * Conduct research and formulate recommendations to assess the feasibility of establishing a DEAIAB council, replacing the existing tri-councils. + * Review of RID motions and policies within a turnaround time of ten days before quarterly board meetings. + * Submit and presentation of a report by the council representative during the board meetings. + * Identification and documentation of barriers within the RID PPM, presented to the board for review and action. + * Final comprehensive report summarizing the committee's work, findings, recommendations, and outcomes. + +#### ____Deaf Advisory Council + +**Purpose:**_The Deaf Advisory Council advises to the RID Board of Directors +to maintain the Board 's commitment to ensuring that the Deaf perspective is +integrated into all issues brought before the Board and the association._ + +**Reports to:** Board of Directors + +**Board of Directors Liason:** Ritchie Bryant, President + +**HQ Staff Liason:** TBD + +**Members Appointed:** ****TBD + +**Frequency of Reports** : Quarterly + +**Summary Report** : October 2024 + +**Council Commitment** + +The annual onboarding training is mandatory for all committee members to +ensure their work aligns with the Board's Mission, Purpose, Vision, and +Values. Additionally, members must stay current with best practices in the +interpreting field. Joining the committee involves a significant commitment, +including at minimum of four hours per month for group work and virtual +meetings, with a total of 40 hours for deliverable completion (subject to +change). The board liaison will appoint HQ staff to coordinate and ensure the +timeline of the committee work will be followed and completed according to the +deliverables. The committee will be reappointed annually based on +organizational needs. + +Members who cannot fulfill their responsibilities, including but not limited +to review of materials and meeting attendance, are expected to re-evaluate +their ability to remain on the committee. Please communicate with the Liaison +Ritchie Bryant if your commitment changes. + +**Deaf Advisory Council Objectives:** + + * _To assess the feasibility of converting Tri-councils to DEIAB council and to develop detailed action plans for the redesign of DEIAB principles regarding workflow for motions and policies._ + + * _To serve as a reliable resource for sharing relevant information and providing valuable recommendations to the Board, fostering an environment of collaboration and knowledge sharing._ + + * _To conduct thorough reviews and provide guidance to the board of directors in relation to motions and policies, ensuring that all recommendations are communicated and implemented within the specified deadlines._ + + * _To work closely with the Board of Directors to uphold and preserve cultural norms, the foundations of ASL, and respect for the Deaf and RID heritage, emphasizing the importance of these values throughout the project 's lifecycle._ + +**Workgroup Deliverables:****For the term 2024-2025, the Deaf Advisory Council +members are charged to complete the following tasks:** + + * Conduct research and formulate recommendations to assess the feasibility of establishing a DEAIAB council, replacing the existing tri-councils. + * Review of RID motions and policies within a turnaround time of ten days before quarterly board meetings. + * Submit and presentation of a report by the council representative during the board meetings. + * Identification and documentation of barriers within the RID PPM, presented to the board for review and action. + * Final comprehensive report summarizing the committee's work, findings, recommendations, and outcomes. + +#### ____Diversity Council + +**Purpose:**_Diversity Council advises the RID Board of Directors to uphold +the Boardโ€™s desire to ensure that diversity and inclusion are embodied in all +matters before the Board and the association. Specifically, it assists the RID +Board of Directors in promoting equity, diversity, inclusion, accessibility +and belonging within the association; develops recommendations on how to make +RIDโ€™s membership and leadership more diverse and inclusive; and assists in +developing diversity programs and initiatives._ + +**Reports to:** RID Board of Directors + +**Board of Directors Liason:** Ritchie Bryant + +**RID HQ Staff Liaison:** TBD + +**Members Appointed:** TBD + +**Frequency of Reports** : Quarterly + +**Summary Report** : October 2024 + +**Diversity Council Commitment** + +The annual onboarding training is mandatory for all committee members to +ensure their work aligns with the Board's Mission, Purpose, Vision, and +Values. Additionally, members must stay current with best practices in the +interpreting field. Joining the committee involves a significant commitment, +including a minimum of four hours per month for group work and virtual +meetings, with a total of 40 hours for deliverable completion (subject to +change). The board liaison will appoint HQ staff to coordinate and ensure the +timeline of the committee work will be followed and completed according to the +deliverables. The committee will be reappointed annually based on +organizational needs. + +Members who cannot fulfill their responsibilities, including but not limited +to review of materials and meeting attendance, are expected to re-evaluate +their ability to remain on the committee. Please communicate with the Liaison +Ritchie Bryant if your commitment changes. + +**Diversity Council Objectives:** + + * _To assess the feasibility of converting Tri-councils to DEIAB council and to develop detailed action plans for the redesign of DEIAB principles regarding workflow for motions and policies._ + + * _To serve as a reliable resource for sharing relevant information and providing valuable recommendations to the Board, fostering an environment of collaboration and knowledge sharing._ + + * _To conduct thorough reviews and provide guidance to the board of directors in relation to motions and policies, ensuring that all recommendations are communicated and implemented within the specified deadlines._ + + * _To work closely with the Board of Directors to uphold and preserve cultural norms, the foundations of ASL, and respect for the Deaf and RID heritage, emphasizing the importance of these values throughout the project 's lifecycle._ + +**Workgroup Deliverables:****For the term 2024-2025, the Diversity Council +members are charged to complete the following tasks:** + + * Conduct research and formulate recommendations to assess the feasibility of establishing a DEAIAB council, replacing the existing tri-councils. + * Review of RID motions and policies within a turnaround time of ten days before quarterly board meetings. + * Submit and presentation of a report by the council representative during the board meetings. + * Identification and documentation of barriers within the RID PPM, presented to the board for review and action. + * Final comprehensive report summarizing the committee's work, findings, recommendations, and outcomes. + +### Task Forces. + +__ + +Task Forces have specific goals, and may be disbanded when those goals are +met. The task force is led by the staff and board liaisons, working to meet +the assigned scope of work. + +#### ____Code of Professional Conduct Review Task Force + +**SCOPE OF WORK 2019-2021** + +**RID Board Liaison:** Jesรบs Remฤซgฤซo, RID VP + +**Members:** + + * Ellen Roth (RID) + * Holly Nelson (RID) + * Janis Cole (NAD) + * Stephanie Clark (NAD) + * Evon Black (NBDA) + * Ronise Barreras (Council de Manos) + +**TASKS TO COMPLETE:** + +**1: Compile and review historical information and documents related to +previous and current codes of ethics/CPC** + + * * Provide information in a format publically available and accessible. + +**2: Provide recommended revisions.** + + * * Revisions should consider immediate changes in order to support the work of the Ethical Practice System. The recommendations will be brought to the RID membership for review, deliberation and decision. + * Revisions should include long term changes in order to re-orient the CPC to a value-based framework + * Input shall be collected from relevant stakeholders + * Input shall be collected from the RID membership for consideration + * Explore and present a change to the name of the ethical code + * The name should represent the purpose and content of the code + +**3: Envision and Develop CPC materials** + + * * Materials to aid in education + * Materials to aid in advocacy + +**4: Outline and propose a regular schedule for review of the ethical code to +ensure relevancy and applicability** + + * * Provide recommendations to the RID Board for the need to create a standing committee, including a potential scope of work. + +**5: Present Quarterly reports to the RID Board of Directors** + + * * Reports are submitted via Board liaisons. + +**REPORT DATE(S):** + + * **FINAL REPORT: Spring 2020** + * Final report to include (but not limited to): (note- the request for a final report is to receive information completed during the 2015-2017 term) + * Successes completed during term. + * Challenges faced during term. + * Recommendations for updates to the scope of work to allow for the completion of the task forceโ€™s work. + * **REPORTS:** + * Provide updates to the Board of Directors, via the Board liaison, for each Board meeting. + * Note, reports must be submitted to the Board 10 days prior to each Board meeting. Work with the Board liaison to confirm meeting dates. + +**CONFIDENTIALITY LEVEL:** + +Low, unless otherwise noted. + +**NARRATIVE:** + +The Task Force shall work with Councils, Committees and/or Task Forces as +necessary. Board liaisons will assist in creating the collaborative +connection. + +For the 2019-2021 term, the CPC Review Task Force members are charged with the +following: + + 1. To collect Community feedback on the 2005 CPC. + 2. To review, revise and strengthen the CPC. + 3. To participate in a review of the overall program and policies in an effort to maximize efficient use of volunteer resources. + 4. To comply with the 2013 RID Business Meeting motion E. + 5. To address items referred to the task force by the board of directors. + +******Resources:** + + * [NAD-RID Code of Professional Conduct](https://drive.google.com/file/d/0B-_HBAap35D1R1MwYk9hTUpuc3M/view?usp=sharing) + * [Ethical Practices System Overview (EPS)](https://rid.org/programs/ethics/) + * [EPS Enforcement Procedures](https://rid.org/programs/ethics/eps-procedures/) + * [Standard Practice Papers](https://rid.org/about/resources/#_spp) + * [Toward an Interpreter Sensibility: Three Levels of Ethical Analysis and a Comprehensive Model of Ethics Decision-Making for Interpreters](https://drive.google.com/file/d/0B-_HBAap35D1MzF3TlN3SDVidVk/view?usp=sharing) + * [Exploring Ethics: A Case for Revising the Code of Ethics](https://drive.google.com/file/d/0B-_HBAap35D1X0R2dXVTX2h1VTA/view?usp=sharing) + * [1995 Code of Ethics (historical)](https://drive.google.com/file/d/0B-_HBAap35D1V0hwX3VvakR5UWs/view?usp=sharing) + * [1965 Code of Ethics (historical)](https://drive.google.com/file/d/0B-_HBAap35D1RllfRDluMHBZZDA/view?usp=sharing) + * [RID Code of Professional Conduct in ASL by Wink](http://youtu.be/5fyaoaTb-X8) + +#### ____DeafBlind Task Force + +**Purpose** + +The RID DeafBlind Task Force is composed of members who have combined aural +and visual loss. This unit is tasked by the RID Board of Directors that passed +a motion in February of 2021 to improve all communication and information +accessible for the DeafBlind consumers. The unitโ€™s primary work is to advise, +address, analyze, test, and recommend accessibility access on website pages +and media managed by RID. + +**Reports to** : RID Board of Directors + +**Board of Directors Liaison:** Jason Hurdich + +**HQ Staff Liaison:** Jenelle Bloom + +**Frequency of report:** Monthly summary up to six months term from August to +January 2022. + +**Scope of Work** + + 1. **** Members of this unit shall and hereby collaborate with RID Board of Directors in assessing media accessibility and possibly review or suggest the inclusion of CASLI practices for certification DeafBlind interpreting. + 2. Members in the unit are to assess every page of RID context, review links, and test accessibility formats in regards to changing the size of context, inverting colors and functions for Braille users. + 3. The members of the unit are to report to the chair of the DeafBlind Task Force addressing issues and providing recommendations in improving access points for the DeafBlind consumers. + 4. Each member of the unit is assigned to analyze and test various RID media in the following: + * Website + * Facebook + * X (formerly known as Twitter) + * Instagram + * all forms by word and pdf formats + * web forms and membership portal + * payment portal (for dues, registration for workshops and conventions) + + 5. The members of this unit are to make recommendations valid in terms of identifying elements such as pictures and videos. -- Pictures accommodated alt description text + * vlogs shall be in compliance by including transcripts of spoken and/or signing productions. + * In addition to practice including description of who the person is seen as, gender, race if known, hair color, clothing, and background. + +Chair of the DeafBlind Task Force, Tara L. Invid@to, M.Ed + +#### ____Legal/Court Interpreting Credential Task Force + +**Scope of Work (SOW)** + +**October 2019** + + 1. Investigate how to best establish a national credentialing system for legal/court interpreters. + 2. Collaborate with various stakeholders such as but not limited to NBDA, NAD, CASLI, NCSC, HEARD, among others. + * Community stakeholders must be reflective of the diverse communities we serve within the criminal justice system + 3. Explore the possibility of the courts taking ownership of credentialing, ASL-English and CDI, interpreters through a collective body. + * Work with legislative entities to garner information and guidance + * Explore current legislative guidelines regarding credentialing + +**Timeline** + + * TF to be selected by Oct 2019 + * Report back Dec 2020 to membership + * Completed when a recommendation for testing/credentialing has been established + +**Established and approved October 2019** + +**Members Assigned:** + + * Amy Williamson + * Carla Mathers + * Cheryl Thomas + * Denise Martinez + * Jo Linda Greenfield + * Jon Lamberton + * Judy Shepard-Kegl + * June Prusak + * Margie English + +#### ____Religious Interpreting Task Force + +**Purpose:**_The purpose of the Religious Interpreting Task Force conduct +research and provide recommendations on the potential establishment of a +religious interpreting section and standards within RID, with a focus on +improving access to religious services for the deaf and hard-of-hearing +community, with a focus on ensuring that the project stays within scope, +budget, and timeline._ + +**Reports to:** RID Board of Directors, Jessica Eubank + +**Frequency of Reports** : Quarterly + +**Summary Report** : October 2024 + +**Committee/Task Force/Council/Workgroup Commitment** + +The annual onboarding training is mandatory for all task force members to +ensure their work aligns with the Board's Mission, Purpose, Vision, and +Values. Additionally, members must stay current with best practices in the +interpreting field. Joining the task force involves a significant commitment, +including a minimum of 10 hours per month for group work and face-to-face +meetings, with a total of 120 hours for deliverable completion (subject to +change). The board liaison will appoint HQ staff to coordinate and ensure the +timeline of the task force work will be followed and completed according to +the deliverables. The task force will be reappointed annually based on +organizational needs. + +Members who cannot fulfill their responsibilities, including but not limited +to review of materials and meeting attendance, are expected to re-evaluate +their ability to remain on the committee. Please communicate with the Liaison +Jessica Eubank if your commitment changes. + +**Committee/Task Force/Council/Workgroup Objectives:** + + 1. Define and document project requirements and objectives + 2. Develop project plans and schedules + 3. Monitor project progress and regularly report to stakeholders + 4. Identify and mitigate project risks + 5. Ensure that project deliverables meet quality standards + 6. Maintain open communication with project stakeholders and make necessary adjustments as needed. + +**Workgroup Deliverables:****For the term of 2024 to 2025, the Religious +Interpreting Taskforce members are charged to complete the following tasks:** + + * Provide a research report on the current state of religious interpreting services, including the needs and challenges faced by deaf and hard-of-hearing individuals who require religious interpreting services. + * Provide a summary of feedback and input from the deaf and hard-of-hearing community on their experiences with religious interpreting services. + * Provide a summary of feedback and input from the diverse working interpreters from various backgrounds on their experiences with religious interpreting services. + * Create a feasibility report on the potential incorporation of a religious interpreting section within RID, including an analysis of the resources and infrastructure needed to support such a section. + * Identification of potential partnerships and collaborations with religious organizations and other relevant stakeholders to support the mission of the religious interpreting section within RID. + +Meeting minutes: Detailed notes of each meeting capture the discussion, +decisions, and actions taken. + +Final report: A comprehensive report that summarizes the committee's work, +including its findings, recommendations, and outcomes. + +#### ____Strategic Challenges Bylaws Review Task Force + +### This Task Force is _**no longer active**_. + +This Task Force was active but has since been dissolved. This page is being +kept for archival purposes. The information about the Strategic Challenges +Bylaws Review Task Force below: + + * The Strategic Challenges Bylaws Review Task Force (SCBRTF) was to advise the RID Board of Directors in a thorough review, and to make recommendations on Motions E โ€“ S from the 2007 RID Conference Business Meeting. + +**Scope of Previous Work** + +For the term 2009-2011, the Strategic Challenges Bylaws Review Task Force +members were charged to complete the following tasks: + + * Gather member input on Motions E-S and related issues and provide the board of directors with recommendations. + * Be available to host or participate in a forum at national conferences. + * Address items referred to the committee by the board of directors. + +#### ____Task Force Organization & Structure + +### How often does it meet? + +The task force generally holds at least bi-monthly conference call meetings +each year (visually accessible conference calls, when appropriate). Between +conference calls, email correspondence occurs to further the work of the task +force. Face-to-Face meetings, which are budgeted for and hosted on an as- +needed basis, are decided upon by the board and RID Headquarters office staff. +The task force must submit a request to the board including a clear rationale +for the face-to-face along with an agenda of the work to be accomplished +during the meeting time. Additional travel for meetings and/or educational +initiatives may be necessary depending on the scope of work. + +### Who pays my expenses? + +Volunteer leaders, if approved, for travel to attend a face-to-face meeting +will be reimbursed travel and lodging expenses and given per diem for meals. +(See Volunteer Leadership Manual for additional details regarding +reimbursements.) All other extraneous travel requests may be discussed on a +case-by-case basis with the board and RID Headquarters office staff liaisons. + +### What are my responsibilities as a Volunteer Leader? + +Volunteer Leaders are expected to attend all task force meetings and assist in +accomplishing the tasks set forth in the scope of work and ultimately support +the implementation of RIDโ€™s Strategic Plan. An agenda must be developed prior +to each meeting with each agenda item pointing to a task within the scope of +work. (See Volunteer Leadership Manual for more information regarding position +descriptions for each volunteer leader.) + +The task force will review the scope of work and provide feedback related to +the tasks, priorities, timelines, workflow, etc. Should the task force seek to +address a project or issue outside the originally assigned scope of work, a +formal request for that work assignment would need to be made via the progress +report. Changes in the task forceโ€™s scope of work must have prior approval +from the board. + +At the end of the term, the task force will submit a final profess report to +the board indicating the outcomes of the task force term, as well as make +recommendations for future projects and initiatives for consideration by the +board. + +![](https://rid.org/wp-content/uploads/2023/04/Member-Sections-1.jpg) + +## Member Sections + +RIDโ€™s Member Sections (MS) provide a relationship-building forum for RID +members to share common interests, goals and concerns that are also consistent +with RIDโ€™s mission and values. + +As formally recognized groups of RID members, Member Sections can hold +meetings at the biennial conference, regional conferences and other functions +sponsored by RID or its affiliate chapters. Additionally, Member Sections +frequently contribute articles to _VIEWS_ , RIDโ€™s quarterly newsletter, to +share their discussions with the entire membership. + +__BLeGIT* Member Section + +ร— + +### BLeGIT* + +#### Purpose + +It is the mission of the Bisexual, Lesbian, Gay, Intersex, Trans* +Interpreters/Transliterators (BLeGIT*) Member Section to be a forum for +discussing current interpreting issues, provide information and resources for +professional development opportunities and provide a professional and positive +venue for discussing topics specific to the BLeGIT* community. All are +welcome!! + +#### BLeGIT* Leadership + +**Co-Chair:[CM Hall, NIC-Advanced, Ed:K-12](mailto:blegit.cochair1@rid.org)** +**Co-Chair:[Carmelo Falรบ-Rodrรญguez, NIC](mailto:blegit.cochair2@rid.org)** + +Region 1: [Melissa Hopkins, NIC, Ed:K-12](mailto:blegit.rr1@gmail.com) +Region 2: [Patricia Moers-Paterson, SC:L, CI and +CT](mailto:blegit.rr2@gmail.com) +Region 3: [Dustin Woods, Supporting RID Member](mailto:blegit.rr3@gmail.com) +Region 4: [Raylene Lotz, CDI](mailto:blegit.rr4@gmail.com) +Region 5: [Bob LoParo, CI and CT](mailto:blegit.rr5@gmail.com) + +(Note that these are their BLeGIT* committee email addresses. If you want to +contact them on a personal matter, then [search the RID +Directory](https://myaccount.rid.org/Public/Search/Member.aspx) to see if it +is provided.) + +[Click to see minutes from the 2015 meeting at RIDNOLA15 +(link).](https://drive.google.com/file/d/0B3DKvZMflFLdZElSTmxiWTVuTlk/view?usp=sharing) + +Close + + __DeafBlind Member Section + +ร— + +### DeafBlind Member Section + +#### Purpose + +The purpose of the RID DeafBlind Member Section (DBMS) is to act as a national +resource for interpreters, consumers and families regarding interpreting needs +for individuals who are DeafBlind. + +DBMS maintains a listserv open to all RID members and DeafBlind individuals. +Members are invited to share information and events related to interpreting +for DeafBlind individuals. The list is maintained by Mala Poe and is carefully +moderated to include only pertinent, professional posts. Average number of +posts has historically been less than one per week. + +#### Leadership + +Chair: Vacant +Vice-Chair: Bob LoParo +Secretary: [Jesie Stephenson](mailto:secretary.dbms@gmail.com) +Treasurer: [Candace Steffen Strayer](mailto:%20treasurer.dbms@gmail.com) + +Region Representatives: +Region I: [Regan Thibodeau](mailto:regioni.dbms@gmail.com) +Region II: [Bianca Perez](mailto:regionii.dbms@gmail.com) +Region III: [Barbara Martin](mailto:regioniii.dbms@gmail.com) +Region IV: [Tyler Reisnaur](mailto:regioniv.dbms@gmail.com) +Region V: [Shelley Herbold](mailto:regionv.dbms@gmail.com) +Communications: CM Hall + +#### Goals + +**Networking:** Connect interested parties on the local, regional and national +levels. + + * Host social event for interpreters and consumers during RID national conference. + * Maintain regional representation on IDB Member Section committee. + * Create and maintain online listserv to facilitate communication between interested parties +across the country. + +**Resource:** Provide publications, journal articles and educational materials +to interested parties +throughout the country. + + * Provide DB-LINK (national clearinghouse on DeafBlindness) with updates regarding +training events, new publications, conferences, etc. + + * Submit articles and on-going IDB column in RID VIEWS on DeafBlind related topics. + * Maintain nationwide list of DeafBlind consumers who are qualified speakers/trainers. + +**Professional Development:** Provide professional development opportunities +to enhance the skills and knowledge of interpreters and interested parties. + + * Provide training during RID national and regional conferences on DeafBlind related topics. + * Create calendar of events for various training opportunities. + * Compile list of qualified trainers in DeafBlindness. + +**Liaison:** Liaise between RID, AADB, NAD DB-LINK, HKNC and state DeafBlind +consumer groups. + + * Act as main liaison and contact for the RID-AADB National Task Force. + +**Mentoring:** Provide mentoring to new and seasoned professionals in the +field of interpreting in order to +increase the number of qualified interpreters for individuals who are +DeafBlind. + + * Design and implement mentoring program for CEUs in association with the AADB +conference. + +**Advocate:** Act as an advocate for communication access for all individuals +who are DeafBlind. + + * Advertise contact information so that interpreters, consumers and families can reach the +IDB Member Section as the need arises. + +**The DBMS Needs YOU!** +We are currently developing a plan to host state-by-state and regional +trainings to prepare interpreters to work with DeafBlind consumers. Each of +the DBMS Region Reps is looking for a go-getter in each state who is ready, +willing and able to work toward bringing our training to YOUR back yard. +Please contact your DBMS Region Rep (see list above) if youโ€™re a well- +qualified interpreter who is willing to champion our cause in your state. + +LOOK FOR A DBMS-SPONSORED TRAINING NEAR YOU! + +**The DBMS Thanks the following donors:** + + * Jill Gaus and Susie Morgan Morrow for not only presenting three fabulous workshops on working with DB people at the RID Conference in Atlanta, but also for allowing the DBMS to hold raffles and a silent auction during those workshops. + * DBTip (DeafBlind Training, Interpreting & Professional Development) for donating an online training for our online raffle. + * Silent Auction Donors: + +Helen Keller National Center +The CATIE Center +Andre Pellerin, an artist who is DeafBlind +The Crazy Quilters, artists who are Deaf + +#### Resources: + + * [The National Consortium of Interpreter Education Centers (NCIEC) ](http://www.interpretereducation.org/specialization/deafblind/) + * [The American Association of the DeafBlind](http://www.aadb.org/) + +Close + + __Deaf Caucus Member Section + +ร— + +### Deaf Caucus Member Section + +#### About Deaf Caucus + +The Deaf Caucus strives to strengthen the ties between all members of RID, +advocate for the needs and interests of RID members who are deaf and provide a +vehicle for open discussion and exchange of ideas. +[Deaf Caucus +Profile](https://drive.google.com/file/d/0B3DKvZMflFLdNTc4Zm1SLTBwNms/view?usp=sharing) + +#### About the RID Deaf Caucus Member Section** +** + +RIDโ€™s Member Sections (MS) provide a relationship-building forum for RID +members to share common interests, goals and concerns that are also consistent +with RIDโ€™s mission and values. As formally recognized groups of RID members, +Member Sections can hold meetings at the biennial conference, regional +conferences and other functions sponsored by RID or its affiliate chapters. +Additionally, Member Sections frequently contribute articles to VIEWS, RIDโ€™s +monthly newsletter, to share their discussions with the entire membership. +Activities of Member Sections are determined and carried out by the MS +leadership and its members, and not by the RID national office staff. + +To join an RID Member Section, you must be a RID member. + +To join an RID Deaf Caucus Yahoo! Group you must be a RID member. + +Goals of the Deaf Caucus Member Section: + + 1. To hold forums at RID conferences; + 2. To advise the membership, Board of Directors, and the National Office on issues pertaining to members of Member Sections; + 3. To prepare position papers and/or statements for the Board of Directors and the RID membership on issues pertaining to members of Member Sections; + 4. To recommend programs, activities and policies to the membership, Board of Directors, the National Office and RID national committees that are in the interests of Deaf Caucus and proceeding Member Sections members; + 5. To act as a resource to standing and ad hoc committees on issues that pertains to deaf members; + 6. To disseminate information to members of Member Sections regarding organizational activities; + 7. To encourage active and ongoing participation from Deaf Caucus members and RID and its affiliate chapters; + 8. To serve as a support group for RID members + +#### Deaf Caucus Leadership + +Chair: [Sarah Himmelmann Idler](mailto:deafcaucus.chair@rid.org) +Vice-Chair: [J. Eugenio Ravelo Mendoza](mailto:deafcaucus.vicechair@rid.org) +Secretary: [Lynn Capps Dey](mailto:deafcaucus.secretary@rid.org) +Treasurer: [Niesha Washington-Shephard](mailto:deafcaucus.treasurer@rid.org) + +R1 MAL: Regan Thibodeau +R2 MAL: Michael Krajnak +R3 MAL: Theresa Barker-Simms +R4 MAL: Roy William Barron +R5 MAL: Vacant + +#### Deaf Caucus News + +2011 RID National Conference Review from _VIEWS_ : [Our Shifting Boarders: +Perspectives from the 2011 Community +Forum](https://drive.google.com/file/d/0B3DKvZMflFLdcDZsZVhTLUtpdkU/view?usp=sharing) + +Close + + __Deaf-Parented Interpreters Member Section + +ร— + +### Deaf-Parented Interpreter (DPI) Member Section + +**DPI Purpose** + +The mission of the Deaf-Parented Interpreter (DPI) Member Section is to +promote greater understanding and awareness of the values of the Deaf +Community as well as the skills, dedication and sensibilities that +interpreters with deaf parents continue to offer to the interpreting +profession. + +**[2023 DPI Rules of +Operation](https://drive.google.com/file/d/1SeVKJfeLnWCj061EsVbTgZTiHy-6O6ow/view?usp=drive_web)** + +**DPI Leadership Council** + +**Chair:**[Letty Moran](mailto:dpi.chair@rid.org) +**Vice Chair:** [Sara Cardinale](mailto:dpi.vicechair@rid.org) +**Secretary:** [Isabella Martin](mailto:dpi.secretary@rid.org) +**Treasurer:**[Amy McDonald](mailto:dpi.treasurer@rid.org) + +**Region Representatives** + +**Region I:**[Phyllis Dora Rifkin](mailto:dpi.region1@gmail.com) +**Region II:** [Jennifer Williams & Tammy Batch](mailto:dpi.region2@gmail.com) +**Region III:** Vacant +**Region IV:** [Wanda Krieger](mailto:dpi.region4@gmail.com) +**Region V:** Vacant + +**Outreach Coordinator:** Crescenciano Garcia (Region V) + +**Ex-Officio:** Kelly Decker + +**[DPI Meeting Minutes: 2016 โ€“ +Current](https://drive.google.com/drive/folders/1Q87h8SLMBQAHk8ZjZxVq6jQp7uEA9sQ-)** + +_Note: the Deaf-Parented Interpreter Member Section used to be called the +Interpreters with Deaf Parents Member Section, thus many of the historical +records refer to โ€œIDPโ€._ + +**IDP 2015** + + * [IDP Meeting Minutes June 2015](https://drive.google.com/open?id=0B5XmAXNLR5u5RC14YlNjSUJETWM) + * [IDP Meeting Minutes May 2015](https://drive.google.com/file/d/0B4kvIDwET1QtVzhlNlc1V0dfOGM/view?usp=sharing) + * [IDP Meeting Minutes April 2015](https://drive.google.com/file/d/0B5XmAXNLR5u5aDN3TU9uNUtqbFE/view?usp=sharing) + * [IDP Meeting Minutes March 2015](https://drive.google.com/file/d/0B5XmAXNLR5u5N2N3aXZSdU1rV00/view?usp=sharing) + +**IDP 2014** + + * [IDP Meeting Minutes November 2014](https://drive.google.com/file/d/0B5XmAXNLR5u5MVh2SHB5ek5uNnM/view?usp=sharing) + * [IDP Meeting Minutes August 2014](https://drive.google.com/file/d/0B5XmAXNLR5u5ZHllZnNuRGZWSTg/view?usp=sharing) + * [IDP Meeting Minutes May 2014](https://drive.google.com/file/d/0B5XmAXNLR5u5d0dwaGxYQVZBekU/view?usp=sharing) + * [IDP Meeting Minutes January 2014](https://drive.google.com/file/d/0B3DKvZMflFLdcDZsZVhTLUtpdkU/view?usp=sharing) + +**IDP 2013** + + * [IDP Meeting Minutes September 2013](https://drive.google.com/file/d/0B3DKvZMflFLdelBNQjVUTUE3cTg/view?usp=sharing) + * [IDP Meeting Minutes July 2013](https://drive.google.com/file/d/0B3DKvZMflFLdaWlIOG1RSk1mcUE/view?usp=sharing) + * [IDP Meeting Minutes June 2013](https://drive.google.com/file/d/0B3DKvZMflFLdY081M2FTS0V5WHc/view?usp=sharing) + * [IDP Meeting Minutes May 2013](https://drive.google.com/file/d/0B3DKvZMflFLdWEY2ZlZqRHZFc1E/view?usp=sharing) + * [IDP Meeting Minutes February 2013](https://drive.google.com/file/d/0B3DKvZMflFLdelpuX2VfZE9mWkU/view?usp=sharing) + +**IDP 2012** + + * [IDP Meeting Minutes October 2012](https://drive.google.com/file/d/0B3DKvZMflFLdOXVBSGZnRGc4Njg/view?usp=sharing) + * [IDP Meeting Minutes August 2012](https://drive.google.com/file/d/0B3DKvZMflFLdVlFvdVBaSUt0UGc/view?usp=sharing) + * [IDP Meeting Minutes June 2012](https://drive.google.com/file/d/0B3DKvZMflFLdWXZOaEhuQUhqaGs/view?usp=sharing) + * [IDP Meeting Minutes May 2012](https://drive.google.com/file/d/0B3DKvZMflFLdS0xZMWlpNTJTUEU/view?usp=sharing) + * [IDP Meeting Minutes April 2012](https://drive.google.com/file/d/0B3DKvZMflFLddzJYMERNVTRGOUk/view?usp=sharing) + * [IDP Meeting Minutes March 2012](https://drive.google.com/file/d/0B3DKvZMflFLdazBnM2ZDdVhkRGM/view?usp=sharing) + * [IDP Meeting Minutes January 2012](https://drive.google.com/file/d/0B3DKvZMflFLdNktiUUlFelp0S1k/view?usp=sharing) + +**IDP 2011** + + * [IDP Meeting Minutes November 2011](https://drive.google.com/file/d/0B3DKvZMflFLdU2R2aUF2ODhHWkU/view?usp=sharing) + * [IDP Meeting Minutes June 15, 2011](https://drive.google.com/file/d/0B3DKvZMflFLdUExoQU1uamNOU2s/view?usp=sharing) + * [IDP 2011 RID National Conference Events (June 12, 2011)](https://drive.google.com/file/d/0B3DKvZMflFLdcVd0TGxXOTVwSWc/view?usp=sharing) + * [IDP Fundraising Letter for 2011 IDP Community Forum (June 12, 2011)](https://drive.google.com/file/d/0B3DKvZMflFLdMVZGS25QU05jU3c/view?usp=sharing) + * [IDP May 24, 2011 Meeting Minutes (June 12, 2011)](https://drive.google.com/file/d/0B3DKvZMflFLdWnFSNnVPYnpJNmc/view?usp=sharing) + +#### **Resources** + +_Note: the Deaf-Parented Interpreter Member Section used to be called the +Interpreters with Deaf Parents Member Section, thus many of the historical +records refer to โ€œIDPโ€._ + +[2015 DPI Rules of +Operation](https://drive.google.com/file/d/1mpz3zzuqBCP8RKqUIWdYdu7_IHrM3a0z/view) + +**[IDP +News](https://drive.google.com/folderview?id=0B3DKvZMflFLdY1IwQktpWHNtTHM&usp=sharing) +** + +[IDP 2015 RID National Conference Travel Fund +Scholarship](https://drive.google.com/open?id=0B0u2sziTYDjkeG9TTEpJNFpESTQ&authuser=0) + +**2011 RID National Conference Review from _VIEWS_ :** + +[Our Shifting Boarders: Perspectives from the 2011 Community Forum +](https://drive.google.com/file/d/0B3DKvZMflFLdUTFMVDZ4UGNfRmM/view?usp=sharing) + +Close + + __Interpreters and Transliterators of Color Member Section + +ร— + +### Interpreters and Transliterators of Color Member Section + +#### Purpose + +The principal purpose of the Interpreters and Transliterators of Color (ITOC) +is to advocate for the needs and interests of members of the RID, Inc. who +identify themselves as belonging to non-white ethnic groups. + +#### Objectives + + 1. To provide a forum for discussion and education of interpreting and transliterating issues which involve people who are Deaf or Hearing and of color. + 2. To promote, recruit and encourage active participation of all interpreters/transliterators and consumers of color in ITOC and RID and its Affiliate Chapters. + 3. To support all interpreters/transliterators of color who seek RID, Inc. certification. + 4. To prepare and/or review materials about interpreting/transliterating among people of color. + 5. To act as an advisory resource to the RID, Inc. Board of Directors and to standing and ad hoc committees of RID, Inc. on issues of interpreting/transliterating among people of color. + 6. To consult with ITPs seeking to recruit students of color. + 7. To actively seek input from consumers of color, particularly, from people who are Deaf/Hard of Hearing and of color on issues of interpreting/transliterating in their communities. + +#### Leadership: + +Chair: [Fidel Plaster Torres](mailto:itoc.chair@rid.org) +Vice Chair: [VACANT](mailto:itoc.vicechair@rid.org) +Secretary: [Reina Castro](mailto:itoc.secretary@rid.org) +Treasurer: [Amy McDonald](mailto:itoc.treasurer@gmail.com) +Region 1 Representative: [Denise "Dee" Herrera](mailto:itoc.regions@gmail.com) +Region 2 Representative: [Salwa Rosen & MJ +Jones](mailto:itoc.regions@gmail.com) +Region 3 Representative: [Benny Llamas](mailto:itoc.regions@gmail.com) +Region 4 Representative: [Donavan Williams](mailto:itoc.regions@gmail.com) +Region 5 Representative: [Bob LoParo & Jahmeca +Osborn](mailto:itoc.regions@gmail.com) + +#### Resources: + +โ€‹We are on Instagram: + + +โ€‹We are on Facebook: + โ€‹ +โ€‹ +Join the conversation in Google Groups: + + +Visit our website: + + +Close + + __Interpreter Service Managers Member Section + +ร— + +### Interpreter Service Managers Member Section + +#### Purpose + +The purpose of the Interpreting Service Managers Member Section is to serve +the members of the RID who share a mutual interest in the business and +management of sign language interpreting services. Its members include agency +owners, not for profit managers, institutional managers and managers within +companies who hire and coordinate interpreting services. Its mission is to +provide a forum for the discussion of relevant topics that are of mutual +interest to some or all of its members. + +#### Leadership + +Co-Chair: [Gina Dโ€™Amore](mailto:ism.cochair2@rid.org) + +Co-Chair: [Paul Tracy](mailto:ism.chair3@rid.org) + +Previous Chair: Justin Buckhold + +#### Resources + +#### ISM News + +We offer on-line support through a list-serve. People share questions and +concerns about various aspects of providing services. The list is open to all +RID members. Join the listserv by adding the ISM Member Section through your +online RID profile. + +#### ISM Leadership Biographies + +**Justin โ€œBuckyโ€ Buckhold** , CDI + +Bucky, a Colorado native-wanna-be, established a local agency, The +Interpreting Agency in 2012 upon seeing a lot of issues with other local +agencies that he has experienced firsthand as well as other stories from the +Deaf community. In 2016 he partnered with Lingaubee and currently serves in +multiple states. He enjoys being able to look at all three sides in the +interpreting profession as a consumer, as an interpreter (CDI), and as a +business owner. If you ever see Bucky at a conference or walking somewhere, +heโ€™d love to talk about the interpreting industry. + +When heโ€™s not in his office, he enjoys doing various activities in the Rockies +with his sweetheart, Jac, and friends. When his college-aged boys make time +for him, heโ€™ll visit them every time. + +**Gina Dโ€™Amore,** CDI + +MAIG is a Deaf-owned, 8(a) economically disadvantaged small business +headquartered in Elkridge, Maryland. A 100% female-owned business, MAIG was +co-founded in 2005 by Gina Dโ€™Amore, a Certified Deaf Interpreter (CDI). Gina, +who serves as President, was born Deaf to Deaf parents and brings a first-hand +personal understanding of the critical need for expert, reliable Reasonable +Accommodations in professional settings. MAIG executives focus on filling +niche contracts and ensuring our employees maintain our professional code of +conduct. We specialize in supporting challenging requirements in secure +environments. MAIGโ€™s providers and administrative staff are flexible and +experienced, enabling them to adapt to the dynamic needs of our clients. + +She is currently is Co-Chair of RIDโ€™s ISM Member section and also serves as +the current President for the National Deaf Chamber of Commerce. + +**Paul Tracy, CI & CT +** + +Paul Tracy is the Co-Founder of Partners Interpreting (Boston) and for the +past ten years has led business development and operations for the company. +His background and training is as a National Certified ASL interpreter for +over 22 years. Paulโ€™s introduction to the language and Deaf community was +through family: his father is Deaf-blind, and Paul is a native/heritage user +(CODA) of ASL. Paul is active in the language industry, both locally and +nationally. He provides consultations to language companies on industry +technology as well as on the management of sign language interpreting +services. He also serves on various committees, projects and currently is Co- +Chair of RIDโ€™s ISM Member section and on the Board of the Association of +Language Companies (ALC). + +Close + + __Interpreters in Healthcare Member Section + +ร— + +### Interpreters in Healthcare Member Section + +#### Purpose + +The mission of the Interpreters in Healthcare Member Section is four-fold: to +foster communication and encourage information sharing among Deaf and hearing +members of RID who workin the healthcare field; to provide input to RID about +issues pertaining to this specialized field of interpreting; to network and +foster a support system for those in the specialty; and most importantly to +promote and enhance language access in healthcare across the country. + +Join today! If you are interested in joining the members section please [send +an email](mailto:terpsinhealthcare@gmail.com) and head over to RID.org, click +on the โ€œmanage your profileโ€ link and add on the Interpreters in Healthcare +Member Section to your โ€œRID sectionsโ€ (at the bottom of the profile page). + +#### Leadership + +Chair: [David Stuckless](mailto:ihcms.chair@rid.org) +Vice Chair: [Collen Cudo](mailto:ihcms.vicechair@rid.org) +Secretary: [Deborah Lesser](mailto:ihcms.secretary@rid.org) +Treasurer: [Rosemary Simpson-Ford](mailto:rosemaryfordasl@yahoo.com) +Member Relations: [Jesse Candelaria](mailto:jmcandelaria3@gmail.com) + +#### Goals: + + 1. To hold forums at RID conferences. + 2. To advise the membership, Board of Directors, and the National Office on issues pertaining to members of the Interpreters in Healthcare Settings Member Section. + 3. To be involved with the revision and development of any and all current and future Standard Practice Papers regarding healthcare interpreting and to ensure they accurately reflect our practice. + 4. To recommend programs, activities and policies to the membership, Board of Directors, the National Office and RID national committees that are in the interests of members of the Interpreters in Healthcare Settings Member Section. + 5. To act as a resource to standing and ad hoc committees on issues that pertain to members of the Interpreters in Healthcare Settings Member Section. + 6. Stay current in the field by disseminating information to members of the Interpreters in Healthcare Settings Member Section regarding organizational activities; current events in the field of healthcare interpreting, and healthcare at-large, including legal rulings and court cases. + 7. To encourage the active involvement of members of the Interpreters in Healthcare Settings Member Section within the healthcare field. + 8. To serve as a support system for the members working in the diverse healthcare field, providing needed resources to advocate for effective practices within the field. + 9. To promote and enhance language access for the consumers of interpreting +services, and to bridge the Deaf/hearing health literacy gap. + +Format: Pre-recorded presentations, delivered via a NING portal, allowing +participants to view the training from their individual computers. The +presentations will then be opened for interactive discussion among members and +presenters. Presenters will further facilitate the learning process through +provision of articles or PowerPoint presentations related to the topic, +provide discussion questions, and moderate a discussion board to the topic. +Using the strength of a discussion based symposium, the third day will be +facilitated participant-driven discussions of conference topics and themes. + +Audience: Interpreters, Deaf and Hearing consumers, interpreter educators, +vocational rehabilitation personnel, providers of video interpreting, +interpreting researchers, and other interested persons. + +Close + + __Interpreters in Educational Instructional Settings + +ร— + +### Interpreters in Educational Instructional Settings + +#### Purpose + +The purpose of the Interpreters in Educational and Instructional Settings +(IEIS) Member Section is to promote the interests and objectives of, enhanced +communication with, and information sharing among RID members who work in +educational and instructional settings, while following the philosophy, +mission and goals of the Registry of Interpreters for the Deaf, Inc. + +#### Leadership + +Chair: [Jennifer Cranston](mailto:ieischair@gmail.com) +Vice-Chair: [Emily Girardin](mailto:ieisvicechair@gmail.com) +Secretary: [Laurel Apodaca](mailto:ieis.secretary@gmail.com) +Region I Delegate: Vacant +Region II Delegate: [Sabrina T. Smith](mailto:regionii@ieisonline.org) +Region III Delegate: Vacant +Region IV Delegate: [Annie Fischer](mailto:IEISRegionIV@gmail.com) +Region V Delegate: [Tiffany Harding](mailto:regionv@ieisonline.org) + +#### Objectives: + +The primary objectives of the IEIS Member Section is to advocate for the needs +and interests of RID members who are interpreters and/or transliterators in +educational and instructional settings and to strengthen the ties between all +members and officers of the RID by promoting recognition of the profession of +educational interpreting. Specifically: + + 1. To promote awareness of the needs of interpreters working in educational and instructional settings; + 2. To provide a forum for Interpreters working in educational and instructional settings; + 3. To foster an understanding within the general membership of the unique challenges and experiences of working in educational and instructional settings; + 4. To serve as a resource to the RID board, national office of the RID, committees, the general membership and educational and instructional personnel regarding issues affecting educational interpreters and the profession of educational interpreting; + 5. To recommend programs, activities and policies to the membership, Board of Directors, and the National Office that serve the interests and meet the needs of IEIS members; + 6. To promote and review the development of position and free papers on subjects related to interpreting in educational and instructional settings; + 7. To research, recommend and/or develop best practices to ensure the provision of the highest quality interpreting and transliterating services to Deaf and hard-of-hearing students and other consumers in educational and instructional settings; + 8. To encourage and promote training and career opportunities in the field of educational interpreting; + 9. To sponsor and/or provide workshops and professional development which address the needs and concerns of interpreters working in educational and instructional settings; + 10. To act as a referral and/or resource to other organizations about issues pertaining to interpreting in educational and instructional settings. + +#### Goals: + + 1. To hold forums at RID national conferences; + 2. To hold forums at RID regional conferences; + 3. To advise the membership, Board of Directors, and the National Office on issues pertaining to IEIS members; + 4. To prepare position papers and/or statements for the Board of Directors and the RID membership on issues pertaining to IEIS members; + 5. To recommend programs, activities and policies to the membership, Board of Directors, the National Office and RID national committees which are in the interests of IEIS members; + 6. To act as a resource to standing and ad hoc committees on issues pertaining to IEIS members; + 7. To disseminate information to the general membership regarding IEIS organizational activities; + 8. To disseminate information to members of IEIS regarding developments in the field of educational interpreting and other issues pertaining to IEIS members; + 9. To encourage and engage in communication and collaboration with other entities whose purpose and objectives are of interest to or affect interpreters working in educational and instructional settings; + 10. To encourage the active involvement of members of IEIS in RID; + 11. To encourage the development of, and provide resources for, a web-based forum and information clearing house on interpreting in educational and instructional settings. + +#### Resources: + + * [IEIS Newsletter Fall 2016 Edition](https://drive.google.com/open?id=0B4kvIDwET1QtY3lmcV9yS3FDNEE) + * [IEIS Newsletter Edition 3, Volume 1](https://drive.google.com/file/d/0B5XmAXNLR5u5MGxPS201THo1a0k/view?usp=sharing) + * [IEIS Newsletter Edition 2, Volume 2](https://drive.google.com/file/d/0B5XmAXNLR5u5c0x6S040QWNrN0U/view?usp=sharing) + * [IEIS Newsletter Edition 1, Volume 1](https://drive.google.com/file/d/0B3DKvZMflFLdRDN1T3NpeVV3YjQ/view?usp=sharing) + * [IEIS Member Section Profile and Rules of Operations January 2012](https://drive.google.com/file/d/0B3DKvZMflFLdUVVEUkxaNlBNekU/view?usp=sharing) + * Check out IEIS on [Facebook](http://www.facebook.com/groups/IEIS.RID/)! + +Close + + __Legal Interpreters Member Section + +ร— + +### Legal Interpreters Member Section + +#### Purpose + +The purpose of the Legal Interpreters Member Section (LIMS) is to provide a +forum for all interpreters, both deaf and hearing, who interpret in legal and +court settings โ€“ to collaborate, network, discuss topics relevant to this +specialty, and to provide recommendations and input to RID regarding this +field of specialized interpreting. + +#### Leadership + +Chairs: [Sandra McClure](mailto:lims.chair@rid.org) +Vice Chair: [Carla Mathers](mailto:lims.vicechair1@rid.org) & [Michael +McMahon](mailto:lims.vicechair2@rid.org) +Corresponding Secretary: Pasch McCombs +Secretary: Vacant +Region I co-rep โ€“ [Tammy Batch](mailto:codabou@yahoo.com) +Region I co-rep โ€“ Vacant +Region II co-rep โ€“ [Jesse Candelaria](mailto:jmcandelaria3@gmail.com) +Region II co-rep โ€“ Vacant +Region III co-rep โ€“ Vacant +Region III co-rep โ€“ Vacant +Region IV co-rep โ€“ Vacant +Region IV co-rep โ€“ [Jenny Miller](mailto:rid.lims.region4@gmail.com) +Region V co-rep โ€“ Vacant +Region V co-rep โ€“ Vacant + +#### Resources: + +[Google Drive +Folder](https://drive.google.com/open?id=0B3DKvZMflFLdNmt4NUpEeF82Ylk&authuser=0) + +[LIMS +Profile](https://drive.google.com/open?id=0B3DKvZMflFLdNlM4UlBuX2dWVXM&authuser=0) + +This member section presented a legal conference just prior to the 2009 RID +National Conference. + +[RID LIMS Open Forum Presentation +2009](https://drive.google.com/open?id=0B3DKvZMflFLdNlM4UlBuX2dWVXM&authuser=0) + +Facebook: + +### Downloads + +[Best Practices: ASL and English Interpretation within Legal +Settings](http://www.interpretereducation.org/wp- +content/uploads/2011/06/LegalBestPractices_NCIEC2009.pdf) + +[Deaf Interpreters in Court: An Accommodation That is More Than +Reasonable](http://www.interpretereducation.org/wp- +content/uploads/2011/06/Deaf-Interpreter-in-Court_NCIEC2009.pdf) + +[ASL Court Interpreters Resources โ€“ Minnesota State Law +Library](https://mn.gov/law-library/legal-topics/interpreter-resources.jsp) + +Close + + __Student Member Section + +ร— + +### Student Member Section + +#### Purpose + +The purpose of the RID Student Member Section is to establish a bridge between +the current student and the working interpreter. We aim to provide a forum for +students and working members of RID to get to know and support one another by +sharing events, networking and having thoughtful discussions. The Student +Member Section will provide a studentโ€™s perspective and voice within RID. + +#### Leadership + +Past Chair: [Christina Stevens](mailto:studentmembersection.pastchair@rid.org) +Vice Chair: [Ashley Butcher](mailto:ridsmsvicechair@gmail.com) +Secretary: [Lucy Brown](mailto:%20ridsmssecretary@gmail.com) + +Region Representatives: +Region I: [Tracy Follert](mailto:ridsmsregion1@gmail.com) +Region II: [Karen Brimm](mailto:ridsmsregion2@gmail.com) +Region III: [Mychal Hadrich](mailto:ridsmsregion3@gmail.com) +Region IV: [Samantha Jo Ole](mailto:ridsmsregion4@gmail.com) +Region V: TBA + +Close + + __Video Interpreter Member Section + +ร— + +### Video Interpreters Member Section + +#### Purpose + +It is the purpose of the Video Interpreters Member Section (VIMS) to promote +enhanced communications and encourage information sharing among RID members +who work as video relay and video remote interpreters and other RID members +with common interests while following the philosophy, mission and goals of +RID. + +#### Leadership + +Chair: [Matt Salerno](mailto:vims.chair@rid.org) +Vice Chair: [Tara Tobin-Rogers](mailto:vims.vicechair@rid.org) +Secretary: [Roberto Santiago](mailto:vims.secretary@rid.org) +Region I Representative: Vacant +Region II Representative: [Crystal Howard](mailto:rid.vims.region2@gmail.com) +Region III Representative: [Erica Alley](mailto:rid.vims.region3@gmail.com) +Region IV Representative: Vacant +Region V Representative: Vacant + +### Resources + +[VIMS Bylaws โ€“ click +here.](https://docs.google.com/document/d/1hlXm9OmYY3ogVt6Q5aGhjC_9pbpFQJrIS- +ccYisDSU4/view) + +The Council would like to thank those that have served on the Council this +last term and welcome newcomers ready and willing to continue to make a +difference in the field of video interpreting. If you are interested in a +vacant position, please contact the VIMS Chair, Matt Salerno, at +[vims.chair@rid.org](mailto:vims.chair@rid.org). + +[2020-2021 Council +Minutes](https://drive.google.com/drive/folders/1BHB6hFs9MF7Kx812w0E9HMwxCYQfuIlp?usp=sharing): +Review the minutes from our General and Council meetings here. + +[Contact +Info](https://docs.google.com/spreadsheets/d/1KbfTjbGPWqX4EONk9lD08TOva0fR6n4Xgj7nDaCho3I/edit?usp=sharing): +Connect with us via email! + +Close + +[Volunteer Leadership Manual](https://rid.org/wp- +content/uploads/2023/04/2019-Revised-Volunteer-Leadership-Manual.pdf) + +# Volunteer With Us! + +You can find the Volunteer Leadership application here! + +[Volunteer Leadership Application](https://rid.org/volunteer-leadership-app/) + +__ diff --git a/intelaide-backend/python/bkup_rid/bod-nomination-form.txt b/intelaide-backend/python/bkup_rid/bod-nomination-form.txt new file mode 100644 index 0000000..dd7766a --- /dev/null +++ b/intelaide-backend/python/bkup_rid/bod-nomination-form.txt @@ -0,0 +1,166 @@ +Board of Directors Nominations Form[Jenelle +Bloom](https://rid.org/author/jbloom/ "Posts by Jenelle +Bloom")2024-07-15T14:21:08+00:00 + +### Board of Directors Nomination Form + + * 2024 Board Nominations are open Monday, July 15 - Monday, August 12, 2024 at 11:59 pm PT. Do you want to nominate a candidate for the RID Board of Directors? Please complete the form below! + * Who are you nominating?* + +First Last + + * Optional: City and State for the nominee (this helps avoid confusion if there is more than one member with the same name) + +City State / Province + + * What position are you nominating them for?* + +Select Board PositionSecretaryRegion III Representative + + * Dual Membership Agreement* + +In accordance with Motion C89.11, RID requires that a nominee must both be an +RID member as well as a voting member of an Affiliate Chapter. This is denoted +under Section 3, Voting Rights and Requirements, of the RID Bylaws. This is +referred to as the "Dual Membership Agreement." Is this nominee a voting +member of an Affiliate Chapter? + + * Yes + * No + + * Name of Affiliate Chapter* + + * What is the nominee's email?* + +If you know the nominee's email address, then please enter it below. This is +optional, but preferred.** This helps the person be informed of their +nomination - they will get an automated notification. + + * ## + + * Below, fill out your own information. You must be an eligible voting member of RID to make a nomination. + * Your Name* + +First Last + + * What RID Region are you in?* + +Select Your RegionRegion IRegion IIRegion IIIRegion IVRegion V + + * Your Membership Number* + + * Your Email* + + * Qualifications* + +I confirm that the individual nominated is a certified member of RID. I also +confirm that they have been a certified member in good standing for the last +four consecutive years. + + * Signature* + +![Clear +Signature](data:image/png;base64,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) + + * CAPTCHA + +## Other Related Links and Information + +#### ____Executive Board Nominations Process and Requirements + +**Current Term of Office** + + * Three year period. The next Term of Office: September 1, 2021 โ€“ September 1, 2024. + +**Qualifications for Office** + + * With the exception of the member-at-large positions, all members of the RID Board of Directors must be certified members in good standing for at least four (4) consecutive years immediately prior to candidacy. The member-at-large must be a certified and/or associate member in good standing for at least four (4) consecutive years immediately prior to candidacy. + +**General Nomination Information for the RID Board of Directors** + + * An individual must be nominated for office. RID encourages members to nominate those they feel are best qualified to lead the association. + * Any voting member in good standing may nominate candidates for office. + * Candidates must receive nomination signatures from at least 25 voting members in good standing. + * Nominations for the executive board must include at least one member in good standing from each of the five regions. + * When more than one person is nominated for a position, an election will be held + +#### ____Executive Board Positions and Descriptions + +**President** + + * Represent the corporation in all appropriate activities. + * Preside at meetings of the members and/or Directors. + * Appoint committees. + * Retain authority to co-sign checks with the Treasurer or any other designated person through action of the Board of Directors. + * Provide at least quarterly reports to the membership concerning business, Board of Directors activities, and financial status of the corporation. + * Serve as liaison to the national office as the Board representative. + * Oversee the performance of the Chief Executive Officer of the corporation as guided by the Board of Directors. + +**Vice President** + + * The Vice President of the Board is prepared at all times to assume the role of Board President, if necessary. The Vice President may serve in the Presidentโ€™s place for Board activities and in the spokesperson capacity. + * The President may delegate special assignments to the Vice President, who also works closely with the organizationโ€™s CEO to carry out the Boardโ€™s vision and directives. + * Oversee the training of incoming Board members and committee chairs. + +**Secretary** + + * Keep a complete and accurate record of the proceedings of the Board of Directors. + * Serve as Secretary of the corporation. Ensure the integrity of the governance framework, being responsible for the efficient administration of the association. Ensure compliance with statutory and regulatory requirements and implementation of decisions made by the Board of Directors. + * Supervise the keeping of all corporation records. + * Retain authority to co-sign checks with the President or any other person designated through action of the Board of Directors. + * Ensure timely response to member correspondence to the Board. + +**Treasurer** + + * Oversee the RIDโ€™s overall financial position. + * Collaborate with the national office leadership to: + * Prepare the associationโ€™s annual budget and present it to the Board. + * Monitor income and expenditures by comparing the actual and budgeted figures. + * Review financial statements at least quarterly. + * Monitor the association's investments. + * Consult on programs and services (new and old) which impact the budget during monthly meetings. + * Ensure the timely and accurate filing of required tax documents. + * Chair the Finance Committee. + * Meet with auditor to review annual reports and management letters. + +**Deaf Member-at-Large** + + * Assist with the coordination of activities and communication within the association. + * Work with the Member-at-Large to oversee the maintenance and revisions of the [_Policies and Procedures Manual_](https://rid.org/wp-content/uploads/2023/11/2020-RID-Policies-and-Producedures-Manual_Amended-2023.pdf) and volunteer leadership documents. + +**Member-at-Large** + + * Assist with the coordination of activities and communication within the association. + * Work with the Deaf Member-at-Large to oversee the maintenance and revisions of the [_Policies and Procedures Manual_](https://rid.org/wp-content/uploads/2023/11/2020-RID-Policies-and-Producedures-Manual_Amended-2023.pdf) and volunteer leadership documents. + +#### ____Region Representative Nominations Process + +**Current Term of Office** + + * The next Term of Office: September 1, 2023 โ€“ September 2, 2026. Region Representatives shall serve three years terms. No region representative shall hold the same office for more than three consecutive terms. Region representatives shall be elected by ballot during non-biennial meeting years, and their term of office shall commence thirty days after elections during that year, but no later than September 1st, providing they are not already serving an unfinished term of office. + +**Qualifications for Office** + + * With the exception of the members-at-large positions (MAL and DMAL), all members of the RID Board of Directors must be certified members in good standing for at least four (4) consecutive years immediately prior to candidacy. Furthermore, all candidates for region representative shall have been residents of their respective regions for at least two consecutive years immediately prior to candidacy. + +**General Nomination Information for the RID Board of Directors** + + * An individual must be nominated for office. RID encourages members to nominate those they feel are best qualified to lead the association. + * Any voting member in good standing may nominate candidates for office. + * Candidates must receive nomination signatures from at least 25 voting members, in good standing, from their respective regions. + * Nominations for the executive board must include at least one member in good standing from each of the five regions. + * When more than one person is nominated for a position, an election will be held + +#### ____PPM for Special Elections Information + +The information on special elections from the Policies and Procedures Manual +can be found here: + + + +#### ____Board Meeting Agenda + +You can find Board Meeting Agendas here on the Governance page: +[https://rid.org/about/governance/](https://rid.org/about/governance/#boardmeetings) + +__ diff --git a/intelaide-backend/python/bkup_rid/certification-maintenance.txt b/intelaide-backend/python/bkup_rid/certification-maintenance.txt new file mode 100644 index 0000000..ebb88c0 --- /dev/null +++ b/intelaide-backend/python/bkup_rid/certification-maintenance.txt @@ -0,0 +1,134 @@ +Certification +Maintenance + +### Maintenance and Education. + +Understanding How Your CEU Totals are Displayed + +ร— + +### Understanding How Your CEU Totals are Displayed + + 1. YOUR PORTAL - On the main screen in your portal, locate the Certification Details displaying your CEU breakdown. You will also find your certification cycle beginning and end dates! + 2. CEU PROGRESS - Your progress is shown here, including Professional Studies (PS) CEUs and General Studies (GS) CEUs. **Only up to 2 GS CEUs can be counted for certification maintenance purposes. + 3. PPO CEU PROGRESS - This line only keeps track of your PPO CEU progress. Do not include this number in your total. PPO CEUs are a sub-category of Professional Studies; those CEUs are part of your PS total, not in addition to it. + 4. REVIEW YOUR TOTAL - Review your total CEUs earned line. Your total will not include the number shown to the right of your PPO tracking line. CALCULATING RECAP - SKIP THE PPO LINE! In short, use the PPO CEU line as a tracking feature for yourself! These CEUs will always be calculated into your total. Just remember the requirement, 1.0 of your PS CEUs must be PPO. + +Happy learning! + +Question? No problem! Visit our faqs page or email us at +[cmp@rid.org](mailto:cmp@rid.org)! + +Close + + __ + +#### Certification Maintenance Program (CMP) + +[ CMP](https://rid.org/certification-maintenance/cmp/) participants โ€“ All +certified members of RID are required to participate in the CMP in order to +maintain their certification. + +**[Maintain and grow your skills](https://rid.org/certification- +maintenance/cmp/)** + +__ + +#### Associate Continuing Education Tracking (ACET) + +[ACET](https://rid.org/certification-maintenance/acet/) participants โ€“ +demonstrating the Associate members' commitment to and participation in the +field of interpreting. + +**[Track your CEUs](https://rid.org/certification-maintenance/acet/)** + +__ + +#### RID Continuing Education Center (CEC) + +Browse the Continuing Education Center portal to view our educational content. + +**[Search the CEC portal](https://education.rid.org/)** + +__ + +#### CMP Sponsor Information + +Relying on RID Approved Sponsors to provide and approve appropriate +educational activities for participants. + +**[Apply to be a +sponsor](https://docs.google.com/forms/d/e/1FAIpQLSen6tiJQwdVMRbwAZTp0gfPr1xNrknf3akKxHogu3umUFRQ_w/viewform)** + +#### Standards and Criteria for Approved Sponsors. + +[All things +sponsors!](https://drive.google.com/file/d/0B_NUO3AhS85kbHdfQjdGRkx6dWc/view?resourcekey=0-yxuXOGhm8Sq5PU7A-vEsIw) + +### CEUs. + +__ + +#### Earning RID CEUs + +Participants must work with an RID-Approved Sponsor to earn CEU credits. + +[Learn How to Earn CEUs](https://rid.org/certification-maintenance/ceus/) + +__ + +#### CEU Discrepancy Report + +Used for any discrepancy with your transcript such as missing activities, or +incorrect CEUs. + +[CEU Discrepancy Form](https://rid.org/rid-forms/#certificationforms) + +__ + +#### Find a RID CEU Provider + +Search for a CMP Approved Sponsor to offer CEUs for your workshop, earn CEUs +for college courses or set up an independent study. You donโ€™t have to work +with a sponsor in your area โ€“ they can be located anywhere! + +[Find a CEU Provider](https://myaccount.rid.org/Public/Search/Workshop.aspx) + +[](https://drive.google.com/file/d/1mESs4y7VG9DlkHu6QxYa4FK_ycAKa7bn/view) + +#### Distance RID CEUs + +Some RID Approved CMP Sponsors offer RID CEUs at a distance. Although RID +cannot promote any individual Sponsor, we are happy to provide information +that will assist you in locating RID CEU activities that may not be available +through the workshop search tool on the RID Web site. + +[Find a Distance +Provider](https://drive.google.com/file/d/1mESs4y7VG9DlkHu6QxYa4FK_ycAKa7bn/view) + +## We offer content from experts you can trust. + +#### [PPO CEUs](https://rid.org/programs/certification-maintenance/ceus/ppo- +ceus/) + +Challenging injustice, respecting and valuing diversity, protection of equal +access, Social Justice/Liberation studies, Cultural competence, and moreโ€ฆ + +#### [Workshops](https://education.rid.org/) + +RID approved workshops can be sponsor initiated or co-sponsored with another +organization. Search the [RID workshop +database](https://myaccount.rid.org/Public/Search/Workshop.aspx) here! + +#### [Become an RID Approved Sponsor](https://rid.org/programs/certification- +maintenance/approved-sponsors/) + +Organizations, agencies, affiliate chapters and individuals seeking to be +Approved Sponsors must [complete an +application](https://docs.google.com/forms/d/e/1FAIpQLSen6tiJQwdVMRbwAZTp0gfPr1xNrknf3akKxHogu3umUFRQ_w/viewform). +This was developed by the RID Professional Development Committee (PDC). In +addition, the PDC reviews and makes determinations on all applications. + +![](https://rid.org/wp-content/uploads/2023/04/About-Us-Main-1.jpg) + +__ diff --git a/intelaide-backend/python/bkup_rid/certification.txt b/intelaide-backend/python/bkup_rid/certification.txt new file mode 100644 index 0000000..71a948c --- /dev/null +++ b/intelaide-backend/python/bkup_rid/certification.txt @@ -0,0 +1,368 @@ +## Why is RID Certification Valuable? + +#### ____Professional recognition + +Our certifications provide a recognized standard of effectiveness in the sign language interpreting profession. It demonstrates to employers, customers, and peers that the individual has achieved a rigorous baseline level of knowledge, skills, and experience. + +#### ____Career advancement + +RIDโ€™s certifications can open doors to new job opportunities and career advancement. It may be a requirement for certain positions or assignments and can also lead to increased earning potential. + +#### ____Personal growth and development + +RID requires individuals to expand and maintain their knowledge and skills through ongoing education and training. This requirement helps our members stay current with industry trends, improve their job performance, and foster personal growth and development. + +#### ____Credibility and trust + +RIDโ€™s certifications provide a level of credibility and trust with customers, stakeholders and the public. It assures them that the individual has met the baseline standard of effectiveness and quality. Our members must demonstrate a commitment to ethical conduct and ongoing professional development to remain certified. + +#### ____Industry standardization + +Being certified helps to standardize practices and procedures within the sign language interpreting profession. The standardization promotes consistency and quality and helps to ensure that individuals working in the field are held accountable for their provision of services. + +## [Available Certifications.](https://rid.org/certification/available-certifications/) + +Holders of both the NIC, available since 2005, and CDI certification, available since 1998, have demonstrated general knowledge in the field of interpreting, ethical decision making and interpreting skills. Candidates earn NIC Certification if they demonstrate professional knowledge and skills that meet or exceed the minimum professional standards necessary to perform in a broad range of interpretation and transliteration assignments. + +#### ____National Interpreter Certification + +Holders of this certification are hearing and have demonstrated general knowledge in the field of interpreting, ethical decision making and interpreting skills. Candidates earn NIC Certification if they demonstrate professional knowledge and skills that meet or exceed the minimum professional standards necessary to perform in a broad range of interpretation and transliteration assignments. This credential has been available since 2005. + +**[Learn more here!](https://rid.org/certifications/available-certifications/)** + +#### ____Certified Deaf Interpreter Certification + +Holders of this certification are deaf or hard of hearing and have demonstrated knowledge and understanding of interpreting, deafness, the Deaf community, and Deaf culture. Holders have specialized training and/or experience in the use of gesture, mime, props, drawings and other tools to enhance communication. Holders possess native or near-native fluency in American Sign Language and are recommended for a broad range of assignments where an interpreter who is deaf or hard-of-hearing would be beneficial. This credential has been available since 1998. + +**[Learn more here!](https://rid.org/certifications/available-certifications/)** + +#### ____Certification Process + +Each RID credential has unique requirements that must be completed before it can be awarded. Some certifications involve passing a series of exams and others involve submitting documentation of training and experience. In all cases, if the candidate is determined to meet or exceed RIDโ€™s national standard, they are awarded certification. Detailed information about these requirements can be found on the corresponding certification page. + +**[Start the NIC Certification Process HERE](https://www.casli.org/exam-preparations/for-nic-candidates/)** + +**[Start the CDI Certification Process HERE](https://www.casli.org/exam-preparations/for-cdi-candidates/)** + +#### ____Certification Display and Hierarchy + +There are specific conventions and a hierarchy of how you should display your certifications. Please see the information below: + + 1. Valid generalist certifications no longer offered (IC, TC, CSC, MCSC, RSC, ETC, EIC, OIC, CI and/or CT, OTC, NIC Advanced, NIC Master) appear before all others. IC and/or TC appear first (e.g. IC/TC, CSC). + 2. OIC certifications appear directly after all other old generalist certifications (e.g. TC, CSC, OIC:C) + 3. Current generalist certifications (CDI, NIC) appear after generalist certifications that are no longer offered (e.g. IC, CI and CT, OTC, NIC) + 4. NIC certification appears after the CI and/or CT + 5. The OTC certification appears after the NIC certification + 6. Specialist certifications (SC:L and SC:PA) appear after all generalist certifications + 7. NAD certifications appear after all RID certifications + 8. Ed:K-12 appears after NAD certification + 9. CI and CT are always expressed together as โ€œCI and CTโ€ or โ€œCI & CTโ€ + +_Follow this hierarchy:_ + +IC, TC, IC/TC, CSC, MCSC, RSC, ETC, EIC, OIC:V/S, OIC:S/V, OIC:C, CI, CT, CI and CT, CDI, NIC, NIC Advanced, NIC Master, OTC, SC:PA, SC:L, NAD III, NAD IV, NAD V, Ed:K-12 + +#### ____Submitting Academic Transcripts + +If you have a college degree from an institution that is accredited by the US Department of Education and would like to submit proof to RID that you meet the educational requirement, visit our Available Certification page to learn more: + +#### ____Certification Verification + +To request verification of your certification, please complete and submit [this form](https://rid.org/cert-verification-form/). Note that the Certification Department has gone paperless and is no longer accepting submissions mailed to HQ. Submissions mailed to HQ will not be processed. + + +## [Maintaining Certification.](https://rid.org/programs/certification-maintenance/) + +Certification reinstatement is the process of reinstating an RID certification(s) that has been revoked due to either failure to comply with the CEU requirement, or failure to pay membership dues by July 31st. Please read below to determine if you are eligible for certification reinstatement as well as the required steps to take to request reinstatement. + +#### ____Certification Maintenance Program (CMP) + +The Certification Maintenance Program (CMP) is the vehicle used to monitor the continued skill development of certified interpreters. Certification maintenance is a way of ensuring that practitioners maintain their skill levels and keep up with developments in the interpreting field, thereby assuring consumers that a Certified interpreter provides quality interpreting services. + +#### ____Continuing Education Center (CEC) + +To take advantage of the Continuing Education Center, you will need to be an Associate, Certified, or Student member of RID. For assistance, contact [webinars@rid.org](mailto:webinars@rid.org). If you are a current member, you have received email instructions from RID with your log-in information for the Continuing Education Center. + +#### ____Meet the CEU Requirements + +#### [Certification Maintenance Information for your CEUs](https://rid.org/certification-maintenance/ceus/) + +#### [Download this helpful summary sheet](https://drive.google.com/file/d/0B3DKvZMflFLdOXZBVDFjREhGYk0/view?usp=sharing) + +#### [Jump to the Frequently Asked Questions Page](https://rid.org/faqs/#cmpfaqs "Frequently Asked Questions") + +#### ____Certification Verification + +To request verification of your certification, please complete and submit [this form](https://rid.org/cert-verification-form/). Note that the Certification Department has gone paperless and is no longer accepting submissions mailed to HQ. Submissions mailed to HQ will not be processed. + +#### ____Certification Reinstatement + +Certification reinstatement can be needed for a multiple of reasons, and may be requested via an official RID form. + +[Click here to learn more about submitting a reinstatement request](https://rid.org/certifications/certification-reinstatement/). + +## [Alternative Pathway Program.](https://rid.org/certification/alternative-pathway-program/) + +If you do not hold the necessary degree to take your exam, you may apply for the Alternative Pathway Program. The Alternative Pathway Program consists of an Educational Equivalency Application which uses a point system that awards credit for college classes, interpreting experience, and professional development. + +#### ____Educational Equivalency Application FAQs + +[ Educational Equivalency Application FAQs](https://drive.google.com/file/d/0B-_HBAap35D1SXB4Q1FUX1ZQYjA/view?usp=sharing) + +#### ____Educational Equivalency Application โ€“ Bachelors Degree + +[ Educational Equivalency Application - Bachelors Degree](https://documentcloud.adobe.com/link/track?uri=urn%3Aaaid%3Ascds%3AUS%3Afb6d3951-64a5-4435-92d7-aa12363b1f3f) + +You may submit this documentationโ€ฆ + + * by emailing certification@rid.org + * by logging into your RID member portal and clicking on โ€œUpload Degree Document.โ€ + +*RID Certification Department is going paperless! When we receive your completed application, we will email you with instructions for submitting payment online through your member portal. + +*Once your application has been reviewed and approved, youโ€™ll receive an email notification that your account has been updated. The standard processing time is 7-14 business days. + +#### ____Educational Requirement Motion + +At the 2003 RID National Conference, in Chicago, IL, the membership passed motion C2003.05, establishing degree requirements for RID certification candidates. + +[View entire motion](https://drive.google.com/file/d/0B3DKvZMflFLdSGh3SGZYVXhnSVE/view?usp=sharing) + +#### ____Moratorium Impact on Educational Requirements for Deaf Candidates + +The motion stated the following related specifically to the CDI Performance Exam: Effective June 30, 2016, Deaf candidates must have a minimum of a bachelorโ€™s degree. However, due to the moratorium, the RID Board of Directors has determined the following adjustment to the implementation to the CDI Performance Exam Educational Requirements: The moratorium began six (6) months before the implementation of the Bachelorโ€™s degree requirement for the CDI Performance Exam (set to be implemented on July 1, 2016). To allow individuals who do not have a degree a fair opportunity to take this exam before the requirement changes, the RID Board of Directors has determined that six (6) months will be added to any date that is established for ending the moratorium on the CDI Performance Exam. For example, if the new CDI Performance Exam is launched July 1, 2018, individuals will have until January 1, 2019, to meet the BA requirement or alternative pathways to eligibility. + + +## Testing at CASLI. + +CASLI , Center for Assessment of Sign Language Interpretation , was created by RID to serve as a separate testing entity charged with the administration, maintenance, and development of exams that RID uses for their two certification programs; The National Interpreter Certification, or NIC, which is awarded to ASL-English interpreters who are hearing, and the Certified Deaf Interpreter, or CDI, which is awarded to ASL-English interpreters who are Deaf. + +CASLI, LLC, operates separately from RID, with their own Board of Managers and testing committee, however, RID remains CASLIโ€™s sole owner and shareholder and CASLI remains RIDโ€™s sole testing entity that administers national ASL-English interpreter certification exams. + +#### ____CASLI Exam Preparations + +### This is a very basic checklist for our exam candidate to navigate through taking their exams + + 1. **Skills - **Acquire the skills and knowledge that our exams are assessing + 2. **Requirements - **Meet all [exam eligibility requirements listed here](https://drive.google.com/file/d/1cu1-vMSuwtfJLgoXM3-D0mtltq6lIgCS/view?usp=sharing) + 3. **Create an Account - **Create an account within [RIDโ€™s member portal](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) (an RID ID number is required) and an account within [CASLI Exam System](http://casli.app/) + 4. **Exam for Purchase - **Request an exam for purchase, contact CASLI with any accommodations requests. + 5. **Pay for Exam - **Once CASLI staff verify your eligibility and an exam is manually added to your account for purchase, pay for your exam + 6. **Prepare - **Read and utilize the [CASLI Exam Content Outline and Preparation Guide +](https://drive.google.com/file/d/1AlRkI8vhwQrOwlX12e_5Rsxh8vgqHmUN/view?usp=sharing) + 7. **Read Relevant Materials - **Read any relevant CASLI web pages regarding the knowledge exams or the performance exams, as well as, any bridge plan or โ€œgapโ€ test + 8. **Practice Sample Exams - **Practice with the sample exams within CASLI Exam System to familiarize yourself with the user interface and navigation features + 9. **Rest Up - **Ensure all your physical, emotional, and mental needs are met in preparation for the exams (e.g. get enough sleep, practice stress/anxiety reduction techniques, etc.) + 10. **Utilize Resources - **Utilize the countless other resources and tips available to help you prepare for exams available on the internet! + +#### ____Taking the CASLI Exam + +When youโ€™re ready + +to take your exam, [use this form to request an exam](https://form.jotform.com/201894875682067) be added to your CASLI Exam System Account to be purchased. Once you have purchased and scheduled your exam, your next step will be to prepare for your exam day + +**If you plan to take** the: + + * CASLI Generalist Knowledge Exam + * Gap test and the CASLI Generalist Performance Exam + * CASLI Generalist Performance Exam + * NIC-Interview and Performance Exam + +[Request an exam](https://form.jotform.com/201894875682067) (CASLI Staff will manually verify eligibility) and purchase through the [CASLI Exam System](http://casli.app/). + +**If you have previously purchased an exam** through the RID member portal and have credit for that exam in your RID account, use the [request an exam form](https://form.jotform.com/201894875682067) to have that credit transferred to the [CASLI Exam System](http://casli.app/). **Note** : candidate are responsible to pay any differences in original purchase prices and the current exam price they are eligible for. + +_** The CDI and NIC-Knowledge Exam has retired as of January 1, 2021 and these exams are no longer administered._ + +#### ____After the CASLI Exam + +After you have taken your exam it will take some time for your results to be reflected in your RID/CASLI Account. Once your results have come in, they will be uploaded into the RID/CASLI Portal and you will get an automated email, sent to the email address listed in your account, letting you know you can view your exam results. For information on the average results time, what your results mean, and what your next steps are, please view that specific exams โ€œExam Detailsโ€ page. + +If you did not pass your exam, you will have to wait the minimum required time before you will be able to purchase and take the exam again. Please know that the RID Portal /CASLI System will not allow you to purchase your retake until the waiting period has passed. If you have questions about a step in the process, please do not hesitate to contact us. + +### Certification Archives + +These certifications were previously offered by the RID and are no longer administered. RID recognizes these certifications, however the exams for these programs are no longer available. + +#### ____NIC Advanced + +Individuals who achieved the NIC Advanced level have passed the NIC Knowledge Exam, scored within the standard range of a professional interpreter on the interview portion of the NIC Interview and Performance Exam and scored within the high range on the performance portion of the NIC Interview and Performance Exam. + +#### ____NIC Master + +Individuals who achieved the NIC Master level have passed the NIC Knowledge Exam and scored within the high range on both portions of NIC Interview and Performance Exam. + +The NIC with levels credential was offered from 2005 to November 30, 2011. + +#### ____Certificate of Interpretation (CI) + +Holders of this certification are recognized as fully certified in interpretation and have demonstrated the ability to interpret between American Sign Language (ASL) and spoken English for both sign-to-voice and voice-to- sign tasks. The interpreterโ€™s ability to transliterate is not considered in this certification. Holders of the CI are recommended for a broad range of interpretation assignments. This credential was offered from 1988 to 2008. + +#### ____Certificate of Transliteration (CT) + +Holders of this certification are recognized as fully certified in transliteration and have demonstrated the ability to transliterate between English-based sign language and spoken English for both sign-to-voice and voice-to-sign tasks. The transliteratorโ€™s ability to interpret is not considered in this certification. Holders of the CT are recommended for a broad range of transliteration assignments. This credential was offered from 1988 to 2008. + +#### ____Comprehensive Skills Certificate (CSC) + +Holders of this certification have demonstrated the ability to interpret between American Sign Language (ASL) and spoken English and to transliterate between spoken English and an English-based sign language. Holders of this certification are recommended for a broad range of interpreting and transliterating assignments. This credential was offered from 1972 to 1988. + +#### ____Master Comprehensive Skills Certificate (MCSC) + +The MCSC examination was designed with the intent of testing for a higher standard of performance than the CSC. Holders of this certification were required to hold the CSC prior to taking this exam. Holders of this certification are recommended for a broad range of interpreting and transliterating assignments. This credential was offered until 1988. + +#### ____Reverse Skills Certificate (RSC) + +Holders of this certification have demonstrated the ability to interpret between American Sign Language (ASL) and English-based sign language or transliterate between spoken English and a signed code for English. Holders of this certification are deaf or hard-of-hearing and interpretation/transliteration is rendered in ASL, spoken English and a signed code for English or written English. Holders of the RSC are recommended for a broad range of interpreting assignments where the use of a interpreter who is deaf or hard-of-hearing would be beneficial. This credential was offered from 1972 to 1988. + +#### ____Interpretation Certificate (IC) + +Holders of this certification have demonstrated the ability to interpret between American Sign Language (ASL) and spoken English. Holders received scores on the CSC exam which prevented the awarding of CSC certification or IC/TC certification. The interpreterโ€™s ability to transliterate is not considered in this certification. Holders of the IC are recommended for a broad range of interpretation assignments. The IC was formerly known as the Expressive Interpreting Certificate (EIC). This credential was offered from 1972 to 1988. + +#### ____Transliteration Certificate (TC) + +Holders of this certification have demonstrated the ability to transliterate between spoken English and a signed code for English. Holders received scores on the CSC exam which prevented the awarding of CSC certification or IC/TC certification. The transliteratorโ€™s ability to interpret is not considered in this certification. Holders of the TC are recommended for a broad range of transliterating assignments. The TC was formerly known as the Expressive Transliterating Certificate (ETC). This credential was offered from 1972 to 1988. + +#### ____Specialist Certificate: Performing Arts (SC:PA) + +Holders of this certification were required to hold the CSC prior to sitting for this examination and have demonstrated specialized knowledge in performing arts interpretation. Holders of this certification are recommended for a broad range of assignments in the performing arts setting. This credential was offered from 1971 to 1988. + +#### ____Oral Interpreting Certificate: Comprehensive (OIC:C) + +Holders of this certification demonstrated both the ability to transliterate a spoken message from a person who hears to a person who is deaf or hard-of- hearing and the ability to understand and repeat the message and intent of the speech and mouth movements of the person who is deaf or hard-of-hearing. This credential was offered from 1979 to 1985. + +#### ____Oral Interpreting Certificate: Spoken to Visible (OIC:S/V) + +Holders of this certification demonstrated the ability to transliterate a spoken message from a person who hears to a person who is deaf or hard-of- hearing. This individual received scores on the OIC:C exam which prevented the awarding of full OIC:C certification. This credential was offered from 1979 to 1985. + +#### ____Oral Interpreting Certificate: Visible to Spoken (OIC:V/S) + +Holders of this certification demonstrated the ability to understand the speech and silent movements of a person who is deaf or hard-of-hearing and to repeat the message for a hearing person. This individual received scores on the OIC:C exam which prevented the awarding of full OIC:C certification. This credential was offered from 1979 to 1985. + +#### ____Conditional Legal Interpreting Permit-Relay (CLIP-R) + +_Notice: RID has announced that a moratorium will be placed on new applications for CLIP-R Certification.__For more information about the moratorium,_[_please see this FAQ_](https://rid.org/?p=8240) _._ + +Holders of this conditional permit had completed an RID-recognized training program designed for interpreters and transliterators who worked in legal settings, and whom were also deaf or hard-of-hearing. Holders of this conditional permit were recommended for a broad range of assignments in the legal setting. This credential was available from 1991 to 2016. + +Candidates were eligible for CLIP-R Certification if they were, at that time, a current RID CDI or RSC Certified member, met the experience requirements, had the proper letters of recommendation, and met RIDโ€™s educational requirement. + +_**CLIP-R Certification Requirement**_ + +*Please note no substitutions could have been made to the requirements + + 1. Must have been a certified member, in good standing, holding either the RSC or CDI. + 2. Must have met RIDโ€™s, at that time, educational requirement of an Associate degree or had an approved Educational Equivalency Application. + 3. Attached recommendation letters from two RID certified interpreters in good standing. At least one letter must have been from an SC:L certified interpreter. The other could have been from a CI and CT, CDI, CSC, NIC, or NAD. + 4. Verified at least 150 hours of training and/or mentoring as a legal interpreter. If an individual was unable to have all 150 hours in legal training or workshops, they must have had a minimum of 120 hours of legal interpreter training and up to 30 hours of mentoring in a legal setting with an interpreter, in good standing, who holds either the SC:L or CLIP-R. Verification was required in the form of RID CEUS (preferred) or legal trainings, or workshops. A certificate of completion or letter from the trainer/presenter/mentor was required to indicate the date, location, and duration of the training/mentoring. + + +### NAD Certifications + +These certifications were developed and administered by NAD and are recognized by RID. + +#### ____NAD (National Association of the Deaf) Certifications + +In 2003, RID began to recognize interpreters who hold NAD III, NAD IV and NAD V certifications. These credentials were offered by the National Association of the Deaf (NAD) between the early 1990s and late 2002. In order to continue to maintain their certification, NAD credentialed interpreters must have had an active certification and registered with RID prior to June 30, 2005. These interpreters are required to comply with all aspects of RIDโ€™s Certification Maintenance Program, including the completion of professional development. + +#### ____NAD III (Generalist) โ€“ Average Performance + +Holders of this certification possess above average voice-to-sign skills and good sign-to-voice skills. Holders have demonstrated the minimum competence needed to meet generally accepted interpreter standard. Occasional words or phrases may be deleted but the expressed concept is accurate. The individual displays good grammar control of the second language and is generally accurate and consistent, but is not qualified for all situations. + +#### ____NAD IV (Advanced) โ€“ Above Average Performance + +Holders of this certification possess excellent voice-to-sign skills and above average sign-to-voice skills. Holders have demonstrated above average skill in any given area. Performance is consistent and accurate and fluency is smooth, with few deletions; the viewer has no question to the candidateโ€™s competency. Holders of this certification should be able to interpret in most situations. + +#### ____NAD V (Master) โ€“ Superior Performance + +Holders of this certification possess superior voice-to-sign skills and excellent sign-to-voice skills. Holders have demonstrated excellent to outstanding ability in any given area. The individual had minimum flaws in their performance and have demonstrated interpreting skills necessary in almost all situations. + +#### + + +### RID Retired Certifications + +The following RID certification have been retired. RID no longer supports or recognizes these credentials and individuals can no longer use them as validation of their abilities. + +#### ____CDI-P (Certified Deaf Interpreter-Provisional) + +Holders of this provisional certification are interpreters who are deaf or hard-of-hearing, have demonstrated a minimum of one year experience working as an interpreter, have completed at least eight hours of training on the NAD-RID Code of Professional Conduct and have completed eight hours of training in general interpretation as it related to an interpreter who is deaf or hard-of- hearing. Holders of this certificate are recommended for a broad range of assignments where an interpreter who is deaf or hard-of-hearing would be beneficial. + +#### ____CLIP (Conditional Legal Interpreting Permit) + +Holders of this conditional permit completed an RID-recognized training program designed for interpreters and transliterators who work in legal settings. CI and CT or CSC certification was required prior to enrollment in the training program. Holders of this conditional permit are recommended for a broad range of assignments in the legal setting during the development of the SC:L certification. This conditional permit was retired on December 31, 1999. + +#### ____Prov. SC:L (Provisional Specialist Certificate: Legal) + +Holders of this provisional certification hold CI and CT or CSC and have completed RID approved legal training. Holders of this certificate are recommended for assignments in the legal setting. This provisional certificate +was retired in 1998. + + +### Certifications Under Moratorium + +### Educational Certificate: K-12 (Ed:K-12) + +This credential is fully recognized by RID, but the designation is no longer awarded by RID. This designation went into moratorium effective January 1, 2016. + +The EIPA assessment is still available through Boys Town. More information on that can be found at . + +Holders of this certification demonstrated the ability to interpret or transliterate classroom content and discourse between students who are deaf and hard of hearing and students, teachers and school staff who are hearing. Certificants demonstrated EIPA Level 4* skills using spoken English and at least one of the following visual languages, constructs, or symbol systems at either an elementary or secondary level: + + * American Sign Language (ASL) + * Manually Coded English (MCE) + * Contact Signing (aka: Pidgin Signed English (PSE) or English-like Signing) + * Cued American English (CAE) (aka: Cued Speech) + +This credential was offered from 2007 to 2016. + + +### Specialist Certificate: Legal (SC:L) + +This credential is fully recognized by RID, but the designation is no longer awarded by RID. This designation went into moratorium effective January 1, 2016. + +Description: Holders of this specialist certification demonstrated specialized knowledge of legal settings and greater familiarity with language used in the legal system. These individuals are recommended for a broad range of assignments in the legal setting. This credential was offered from 1998 to 2016. + +The SC:L, and specialist testing in general, are topics of investigation as part of the 2016-2018 Certification Committee Scope Of Work. + + +### Oral Transliteration Certificate + +This credential is fully recognized by RID, but the designation is no longer awarded by RID. This designation went into moratorium effective January 1, 2016. + +Description: Holders of this certification demonstrated, using silent oral techniques and natural gestures and the ability to transliterate a spoken message from a person who hears to a person who is deaf or hard-of-hearing. Holders also demonstrated the ability to understand and repeat the message and intent of the speech and mouth movements of the person who is deaf or hard-of- hearing. This credential was offered from 1999 to 2016. + +This credential was originally voted into sunset by the RID Board at the in- person Board Meeting at the RID NOLA National Conference, in August of 2015. + +At the RID NOLA Business Meeting, a motion was made to move the credential from โ€œsunsetโ€ status to โ€œmoratoriumโ€. Here is the member motion: + +FROM THE MINUTES OF THE 2015 BUSINESS MEETING: +C2015.11 +Primary submitter(s) name(s): William Gorum +Secondary submitter(s) name(s): Margaret Austin + +Move that the RID Board of Directorโ€™s decision to สบsunsetสบ the Oral Transliteration certificate be vetoed via a vote of the organizationโ€™s membership and to place the OTC testing program under moratorium along with all other RID certification examinations until further investigation can be done into options other than the cessation of administration of the OTC exam. + +Rationale: +RID is the only nationally recognized organization who certifies oral transliterators. People who are deaf that prefer to use oral communication methods should have access to trained, qualified, and certified interpreters. The RID mission statement is to สบpromote excellence in interpretation services among diverse users of signed and spoken languages through professional development, networking, advocacy, and standardsสบ. + +Estimated Fiscal Impact Statement: +Vetoing the Boardโ€™s motion and placing the OTC under moratorium until further options are explored would have minimal financial impact on RID. + +Organizational Remarks: + +Board of Directors Comments: + +Bylaws Committee Comments: + +Headquarters Comments: + +Professional Development Committee Comments: + +Member Comments: + +In response to a point, President Whitcher cited a bylaw (Article 3, Section 3d) which says that Board decisions can be overturned by a 2/3 vote. + +Betty Colonomos moved to table this discussion, seconded by Wink Smith. This motion does not entertain discussion, so a vote was taken. With 91 votes in support, 146 opposed and 12 abstentions, the motion to table fails. + +Artie Grassman called the question, seconded by Audrey Rosenberg. A vote was taken, and debate was closed. + +A vote was taken, and, with a 2/3 majority being needed to pass, the motion received 210 votes in support, 56 opposed, and 21 abstentions, so the motion C2015.11 carries. diff --git a/intelaide-backend/python/bkup_rid/certification_alternative-pathway-program.txt b/intelaide-backend/python/bkup_rid/certification_alternative-pathway-program.txt new file mode 100644 index 0000000..b99a077 --- /dev/null +++ b/intelaide-backend/python/bkup_rid/certification_alternative-pathway-program.txt @@ -0,0 +1,274 @@ +No College Degree? No Problem! + +![](https://rid.org/wp-content/uploads/2023/03/Alt-Pathways.jpg) + +Alternative Pathway Program 2024-10-01T19:17:14+00:00 + +## If you do not hold the required degree to take your exam, you may apply for +the Alternative Pathway Program. + +[EEA Application](https://rid.org/wp-content/uploads/2024/10/EEA-Form.pdf) + +### Alternative Pathway Program. + +#### ____What is it? + +If you do not hold the required degree to take your exam, you may apply for +the Alternative Pathway Program, which is an alternative route to exam +eligibility. The Alternative Pathway Program consists of an Educational +Equivalency Application (EEA) which uses a point system that awards credit for +college classes, interpreting experience, and professional development. + +#### ____Alternative Pathway Program Resources + +[Educational Equivalency Application +FAQs](https://drive.google.com/file/d/0B-_HBAap35D1SXB4Q1FUX1ZQYjA/view?usp=sharing) + +[Educational Equivalency Application โ€“ Bachelors Degree](https://rid.org/wp- +content/uploads/2024/10/EEA-Form.pdf) + +#### ____How do I submit my documentation? + + * Email [certification@rid.org](mailto:certification@rid.org) + * Log in to your RID member portal and clicking on โ€œUpload Degree Documentโ€. + * Please note that the Certification Department has gone paperless and is no longer accepting anything mailed to HQ. Anything mailed to HQ will not be not be reviewed and processed, and will be shredded. + +*When we receive your completed application, we will email you with instructions for submitting payment online through your member portal. + +*Once your application has been reviewed and approved, youโ€™ll receive an email notification that your account has been updated. The standard processing time is 7-10 business days. + +Note that while approval of your EEA satisfies RID's educational requirement +and allows you to take the CASLI Generalist Performance Exam, it is for RIDโ€™s +internal purposes only and is not something that we would verify to a third +party. + +### C2003.05 Motion. + +#### ____Educational Requirement Motion + +At the 2003 RID National Conference, in Chicago, IL, the membership passed +motion C2003.05, establishing degree requirements for RID certification +candidates. + +[View entire +motion](https://drive.google.com/file/d/0B3DKvZMflFLdSGh3SGZYVXhnSVE/view?usp=sharing) + +**Update regarding the impact of the moratorium on the educational +requirements as they relate to Deaf candidates for certification:** + +The motion stated the following related specifically to the CDI Performance +Exam: Effective June 30, 2016, Deaf candidates must have a minimum of a +bachelorโ€™s degree. However, due to the moratorium, the RID Board of Directors +has determined the following adjustment to the implementation to the CDI +Performance Exam Educational Requirements: The moratorium began six (6) months +before the implementation of the Bachelorโ€™s degree requirement for the CDI +Performance Exam (set to be implemented on July 1, 2016). To allow individuals +who do not have a degree a fair opportunity to take this exam before the +requirement changes, the RID Board of Directors has determined that six (6) +months will be added to any date that is established for ending the moratorium +on the CDI Performance Exam. For example, if the new CDI Performance Exam is +launched July 1, 2018, individuals will have until January 1, 2019, to meet +the BA requirement or alternative pathways to eligibility. + + + +#### Verification + +## Certification verification for interpreting services for assignments. + +To request verification of your credentials, including test status and +membership verifications, please complete and submit [this +form](https://rid.org/certification-verification-request/). + +## EEA FAQS. + +[EEA Application](https://rid.org/wp-content/uploads/2024/10/EEA-Form.pdf) + + * All + * Educational Equivalency Application + +What is the Educational Equivalency Application? T16:08:04+00:00 + +#### ____What is the Educational Equivalency Application? + +The Educational Equivalency Application (EEA) is a system that measures a +combination of qualifications that can be collectively considered an +acceptable substitute for the new educational requirements. The EEA uses a +point system that awards credit for college classes, years of interpreting +work, and interpreter-related training. + +How is equivalency of a degree determined? T16:08:24+00:00 + +#### ____How is equivalency of a degree determined? + +There are three categories in which Experience Credits can be earned. Each +Experience Credit is roughly equal to one semester hour of college credit. All +Experience Credits earned on the application are totaled and reviewed to +determine if the candidate earned 60 Experience Credits for an associateโ€™s +degree or 120 credits for a bachelorโ€™s degree. + +Is there an application fee for the Educational Equivalency +Application? T16:08:41+00:00 + +#### ____Is there an application fee for the Educational Equivalency +Application? + +Yes, each application has a $50 non-refundable processing fee. This fee is to +help offset the intensive administrative work required to evaluate and process +the application. + +Do I have to have a minimum number of Experience Credits in any one +category? T16:08:56+00:00 + +#### ____Do I have to have a minimum number of Experience Credits in any one +category? + +No, it is possible that a candidate may be able to meet the minimum number of +Experience Credits in only one category. For example, a candidate who has over +120 hours of college credits, but has not received a formal degree, would be +deemed to have the equivalent experience of a bachelorโ€™s degree based on their +college experience alone. Additionally, someone who has interpreted on a full- +time basis for 4 years meets the educational equivalency of an associateโ€™s +degree for the purposes of RIDโ€™s educational requirement. + +I have way more than the required number of Experience Credits, should I +submit all my documentation for every single category? T16:09:32+00:00 + +#### ____I have way more than the required number of Experience Credits, +should I submit all my documentation for every single category? + +No, earning more than the required number Experience Credits will be +documented the same as if you earned strictly the required number of +Experience Credits. By submitting the least amount of paperwork to get you to +the required Experience Credits it will be less work for you and can be +processed faster by RID. + +I have taken classes at more than one college. Should I submit transcripts for +each college? T16:09:54+00:00 + +#### ____I have taken classes at more than one college. Should I submit +transcripts for each college? + +Yes, you must submit an official academic transcript for each credit that you +wish to count toward the Educational Equivalency Application. Experience +Credits cannot be earned for undocumented coursework. + +My school is mailing my academic transcript directly to RID. Can I send +documents separately? T16:10:07+00:00 + +#### ____My school is mailing my academic transcript directly to RID. Can I +send documents separately? + +No, send only completed applications with full documentation. You are welcome +to have your official academic transcript sent to your home address and after +opening the official transcript from the envelope, send us the original or a +scanned copy along with your complete application. + +What is the difference between semester hours and quarter hours? T16:10:23+00:00 + +#### ____What is the difference between semester hours and quarter hours? + +Most college and university schedules are built on either a semester or +quarter hour system. If your classes met for 15 weeks, your college was +probably based on a semester hour schedule. If your classes met for only 12 +weeks, your college was probably based on a quarter hour schedule. Because of +the difference in contact hours between these systems, semester hour classes +earn slightly more Experience Credits than quarter hour classes. + +Are college credits accepted from any institution? T16:10:38+00:00 + +#### ____Are college credits accepted from any institution? + +College credits will be accepted if they are received on an official academic +transcript and are from an accredited institution. + +How do I calculate my experience as an interpreter? T16:10:54+00:00 + +#### ____How do I calculate my experience as an interpreter? + +For each year that you have worked as an interpreter, you must determine if +you worked for a single employer or multiple employers. Additionally, you must +determine if you worked on a part-time or full time basis. Once you have +determined the number of years you have worked, enter those numbers in the +appropriate field on the form and calculate your Experience Credits. + +What information must be provided on my Interpreting Experience +letter? T16:11:09+00:00 + +#### ____What information must be provided on my Interpreting Experience +letter? + +To apply credit towards Interpreting Experience the provided letter must state +1) that you worked as an interpreter, 2) how many years you have worked and 3) +how many hours a week you have worked. + +What is the difference between โ€œSingle Employerโ€ and โ€œMultiple +Employers/Freelance Interpreting?โ€ T16:11:23+00:00 + +#### ____What is the difference between โ€œSingle Employerโ€ and โ€œMultiple +Employers/Freelance Interpreting?โ€ + +โ€œSingle Employerโ€ is for contracted/staff employees. โ€œMultiple +Employers/Freelance Interpretingโ€ is for individuals working for multiple +agencies and or working as a self employed Freelance Interpreter. When +possible please provide proof by submitting a letter from the employer. +Freelance Interpreters may submit a notarized letter. + +What is the company I used to work for is no longer active? How do I get a +letter from them? T16:11:39+00:00 + +#### ____What is the company I used to work for is no longer active? How do I +get a letter from them? + +If you are unable to obtain a letter from the employer you may submit a +notarized letter stating 1) that you worked as an interpreter, 2) how many +years you have worked and 3) how many hours a week you have worked. + +Is there a place on this application for experience as a CODA? T16:11:56+00:00 + +#### ____Is there a place on this application for experience as a CODA? + +While having Deaf parents undoubtedly helps to develop some interpreting +skills, the Alternative Pathway is designed to assess experience gained +through formal education and professional experience. CODAs will have the +opportunity to demonstrate their abilities through RID's exams, but no +specific credit is given on the Alternative Pathway. + +Can my Educational Equivalency Application be reviewed before I provide +payment? T16:12:10+00:00 + +#### ____Can my Educational Equivalency Application be reviewed before I +provide payment? + +No, the $50 processing fee must be submitted with the application. If you +choose to submit the application without payment it will not be reviewed until +payment has been confirmed. + +If I submit my application without payment and/or it does not meet the +required Experience Credits, how long will it be held for? T16:12:26+00:00 + +#### ____If I submit my application without payment and/or it does not meet +the required Experience Credits, how long will it be held for? + +Incomplete applications will be held for 60 days. After that time they will be +discarded and a new and complete application will need to be submitted. + +If I am approved for Educational Equivalency, what are the next steps? T16:12:40+00:00 + +#### ____If I am approved for Educational Equivalency, what are the next +steps? + +Your next step will depend on where you are in the processes of certification. +For more information on this please review the appropriate Candidate Handbook +which you can find at www.rid.org. + +If I am disapproved, how soon can I apply for Educational Equivalency +again? T16:12:53+00:00 + +#### ____If I am disapproved, how soon can I apply for Educational +Equivalency again? + +You are welcome to apply for the Educational Equivalency as often as you wish. +However, each application must include a $50 non-refundable application fee. + +__ diff --git a/intelaide-backend/python/bkup_rid/certification_available-certifications.txt b/intelaide-backend/python/bkup_rid/certification_available-certifications.txt new file mode 100644 index 0000000..288d5a3 --- /dev/null +++ b/intelaide-backend/python/bkup_rid/certification_available-certifications.txt @@ -0,0 +1,659 @@ +RID currently offers two national certifications: National Interpreter +Certification and Certified Deaf Interpreter Certification. + + +### National Interpreter Certification (NIC). + +#### ____About the NIC Certification + +Holders of this certification are hearing and have demonstrated general +knowledge in the field of interpreting, ethical decision making and +interpreting skills. Candidates earn NIC Certification if they demonstrate +professional knowledge and skills that meet or exceed the minimum professional +standards necessary to perform in a broad range of interpretation and +transliteration assignments. This credential has been available since 2005. + +The NIC certification process begins with taking CASLI Generalist Knowledge +Exam (consists two portions: Fundamental of Interpreting and Case Studies: +Ethical Decision-Making Process & Cultural Responsiveness). Candidates are +eligible for CASLIโ€™s examinations if they are at least 18 years old. To +successfully obtain the certification, candidates must have passed all the +required examinations and meet RIDโ€™s educational requirement within five years +window from the date they passed the first exam taken. Candidates who have +passed the CASLI Generalist Knowledge Exam may then take the CASLI Generalist +Performance Exam: NIC. + +#### ____NIC Certification Process + +_June 23, 2016, RID established the Center for the Assessment of Sign Language +Interpretation, LLC (CASLI) to take over the administration and ongoing +development and maintenance of exams. Eligibility requirements and the +credentialing of any and all individuals will remain the responsibility of +RID. With this shift in responsibilities candidates will need to contact both +RID and CASLI during different times in the certification process. For more +information view our[CASLI FAQ](https://www.casli.org/casli-frequently-asked- +questions/) page. _ + + 1. Review all pertinent NIC webpages on the [CASLI website](http://www.casli.org/) + 2. Register for the CASLI Generalist Knowledge Exam (This includes both portions: Fundamental of Interpreting AND Case Studies: Ethical Decision-Making Process & Cultural Responsiveness) + 3. Pass the CASLI Generalist Knowledge Exam +(Candidate must successfully pass the Fundamental of Interpreting portion +before they are eligible to take the Performance exam) (If candidate does not +pass the Case Studies portion, they can take it with the Performance Exam) + + 4. Submit proof of meeting RIDโ€™s educational requirement of Bachelorโ€™s degree or an approved Alternative Pathway plan. + 5. Register for the CASLI Generalist Performance Exam: NIC (with or without the Case Studies portion) + 6. Successfully passes ALL CASLIโ€™s required examination for the NIC Certification + +**[Start the NIC Certification Process HERE](https://www.casli.org/getting- +started/about-casli-exams/exams-for-rid-certification-eligibility/)** + +#### ____CASLI Generalist Performance Exam: NIC Educational Requirement + +Candidates pursuing NIC Certification must have a minimum of bachelor degree +(any major) or an approved updated/2012 Alternative Pathway to Eligibility +application recorded in their RID/CASLI account prior to testing for CASL +Generalist Performance Exam: NIC. + +#### ____Submitting Academic Transcripts + +If you have a college degree from an institution that is accredited by the US +Department of Education and would like to submit proof to RID that you meet +the educational requirement, send an original or photocopy of your official +college transcript, showing + +1) your full name, +2) the name of the college, +3) the degree earned, and +4) the date the degree was conferred. + +Please submit this documentation by email to +[certification@rid.org](mailto:certification@rid.org) or by logging into your +[RID account](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) and clicking +on โ€œUpload Degree Document". The Certification Department has gone paperless +and is no longer accepting submissions mailed to Headquarters. + +Please notify the Certification Department at +[certification@rid.org](mailto:certification@rid.org) if the name on your +college transcript does not match your name in the RID database. + +*To submit official transcripts, you may break the seal on the envelope to scan the document and send/upload. Transcripts will be processed within 7-10 business days. A confirmation e-mail will be sent once your account has been updated. + +#### For those with a non-U.S. degree + +ร— + +### Candidates with Non-U.S. degrees + +CASLI exam candidates wishing to submit a non-U.S. degree to satisfy RIDโ€™s +educational requirement for certification are required to have their degrees +evaluated through a credential evaluation service agency to assess and verify +that the degree is U.S. equivalent and share the report with the RID +Certification Department. + +Candidates can find a list of acceptable credential evaluation service +agencies that meet the standards for conducting degree evaluation services on +the [National Association of Credential Evaluation Services's website +(NACES)](https://www.naces.org/members). Credential evaluations are not free +and candidates are responsible for the selected agency's costs and service. +The cost and the time frame to perform the service will vary according to the +complexity of the case and the amount of documentation provided. + +Please note that degrees acquired from institutions in U.S. territories +(American Samoa, Guam, the Northern Mariana Islands, Puerto Rico, and the U.S. +Virgin Islands) are exempt from this policy. + + +### Certified Deaf Interpreter Certification (CDI). + +#### ____About the CDI Certification + +Holders of this certification are deaf or hard of hearing and have +demonstrated knowledge and understanding of interpreting, deafness, the Deaf +community, and Deaf culture. Holders have specialized training and/or +experience in the use of gesture, mime, props, drawings and other tools to +enhance communication. Holders possess native or near-native fluency in +American Sign Language and are recommended for a broad range of assignments +where an interpreter who is deaf or hard-of-hearing would be beneficial. This +credential has been available since 1998. + +Please see the information on [CASLIโ€™s +website](https://drive.google.com/file/d/1cu1-vMSuwtfJLgoXM3-D0mtltq6lIgCS/view) +regarding exam eligibility. + +#### ____CDI Certification Process + +_June 23, 2016, RID established the Center for the Assessment of Sign Language +Interpretation, LLC (CASLI) to take over the administration and ongoing +development and maintenance of exams. Eligibility requirements and the +credentialing of any and all individuals will remain the responsibility of +RID. With this shift in responsibilities candidates will need to contact both +RID and CASLI during different times in the certification process._For more +information view our_[ _CASLI FAQ_](https://www.casli.org/casli-frequently- +asked-questions/) _page.__ + + 1. Review all pertinent CDI webpages on the [CASLI website](http://www.casli.org/) + 2. Submit an audiogram or letter from audiologist to CASLI + 3. Register for the CASLI Generalist Knowledge Exam (This includes both portions: Fundamental of Interpreting AND Case Studies: Ethical Decision-Making Process & Cultural Responsiveness) + 4. Pass the CASLI Generalist Knowledge Exam +(Candidate must successfully pass the Fundamental of Interpreting portion +before they are eligible to take the Performance exam) (If candidate does not +pass the Case Studies portion, they can take it with the Performance Exam) + + 5. Submit proof of meeting RIDโ€™s educational requirement of Bachelorโ€™s degree or an approved Alternative Pathway plan. + 6. Register for the CASLI Generalist Performance Exam: CDI (with or without the Case Studies portion) + 7. Successfully passes ALL CASLIโ€™s required examination for the CDI Certification + +**[Start the CDI Certification Process HERE](http://casli.org/exam- +preparations/for-cdi-candidates/)** + +#### ____CDI Performance Exam Educational Requirement + +Candidates pursuing CDI Certification must have a minimum of Bachelorโ€™s degree +(any major) or an approved updated/2012 Alternative Pathway to Eligibility +application recorded in their RID/CASLI account prior to testing for CASL +Generalist Performance Exam: CDI. + +At the 2003 RID National Conference, in Chicago, IL, the membership passed +motion C2003.05, establishing degree requirements for RID certification +candidates. The motion stated the following related specifically to the CDI +Performance Exam: Effective June 30, 2016, Deaf candidates must have a minimum +of a bachelorโ€™s degree. + +**The education requirement is currently a bachelorโ€™s degree or equivalent, +effective May 17, 2021.** + +The CASLI Generalist Performance Exam for Deaf interpreters was released +November 16, 2020 therefore the date at which the Associate degree requirement +became a Bachelor degree requirement was May 17, 2021. + +#### ____Submitting Academic Transcripts + +If you have a college degree from an institution that is accredited by the US +Department of Education and would like to submit proof to RID that you meet +the educational requirement, send an original or photocopy of your official +college transcript, showing + +1) your full name, +2) the name of the college, +3) the degree earned, and +4) the date the degree was conferred. + +Please submit this documentation by email to +[certification@rid.org](mailto:certification@rid.org) or by logging into your +[RID account](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) and clicking +on โ€œUpload Degree Document". The Certification Department has gone paperless +and is no longer accepting submissions mailed to Headquarters. + +Please notify the Certification Department at +[certification@rid.org](mailto:certification@rid.org) if the name on your +college transcript does not match your name in the RID database. + +*To submit official transcripts, you may break the seal on the envelope to scan the document and send/upload. Transcripts will be processed within 7-10 business days. A confirmation e-mail will be sent once your account has been updated. + +#### For those with a non-U.S. degree + +![blog post new +4](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%272040%27%20height%3D%271440%27%20viewBox%3D%270%200%202040%201440%27%3E%3Crect%20width%3D%272040%27%20height%3D%271440%27%20fill- +opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) + +#### Verification + +## Certification verification for interpreting services assignments. + +To request verification of your credentials, please complete and submit [this +form](https://rid.org/cert-verification-form/). For membership verifications, +please check your [Credly account](https://www.credly.com/users/sign_in). Note +that the Certification Department has gone paperless and is no longer +accepting anything mailed to HQ. Anything mailed to HQ will not be not be +reviewed or processed, and will be shredded. + +[Certification Verification Form](https://rid.org/cert-verification-form/) + +### Certification Archives + +Previously Offered RID Certifications + +ร— + +### Previously Offered RID Certifications + +These certifications were previously offered by the RID and are no longer +administered. RID recognizes these certifications, however the exams for these +programs are no longer available. + +#### ____NIC Advanced + +Individuals who achieved the NIC Advanced level have passed the NIC Knowledge +Exam, scored within the standard range of a professional interpreter on the +interview portion of the NIC Interview and Performance Exam and scored within +the high range on the performance portion of the NIC Interview and Performance +Exam. + +#### ____NIC Master + +Individuals who achieved the NIC Master level have passed the NIC Knowledge +Exam and scored within the high range on both portions of NIC Interview and +Performance Exam. + +The NIC with levels credential was offered from 2005 to November 30, 2011. + +#### ____Certificate of Interpretation (CI) + +Holders of this certification are recognized as fully certified in +interpretation and have demonstrated the ability to interpret between American +Sign Language (ASL) and spoken English for both sign-to-voice and voice-to- +sign tasks. The interpreterโ€™s ability to transliterate is not considered in +this certification. Holders of the CI are recommended for a broad range of +interpretation assignments. This credential was offered from 1988 to 2008. + +#### ____Certificate of Transliteration (CT) + +Holders of this certification are recognized as fully certified in +transliteration and have demonstrated the ability to transliterate between +English-based sign language and spoken English for both sign-to-voice and +voice-to-sign tasks. The transliteratorโ€™s ability to interpret is not +considered in this certification. Holders of the CT are recommended for a +broad range of transliteration assignments. This credential was offered from +1988 to 2008. + +#### ____Comprehensive Skills Certificate (CSC) + +Holders of this certification have demonstrated the ability to interpret +between American Sign Language (ASL) and spoken English and to transliterate +between spoken English and an English-based sign language. Holders of this +certification are recommended for a broad range of interpreting and +transliterating assignments. This credential was offered from 1972 to 1988. + +#### ____Master Comprehensive Skills Certificate (MCSC) + +The MCSC examination was designed with the intent of testing for a higher +standard of performance than the CSC. Holders of this certification were +required to hold the CSC prior to taking this exam. Holders of this +certification are recommended for a broad range of interpreting and +transliterating assignments. This credential was offered until 1988. + +#### ____Reverse Skills Certificate (RSC) + +Holders of this certification have demonstrated the ability to interpret +between American Sign Language (ASL) and English-based sign language or +transliterate between spoken English and a signed code for English. Holders of +this certification are deaf or hard-of-hearing and +interpretation/transliteration is rendered in ASL, spoken English and a signed +code for English or written English. Holders of the RSC are recommended for a +broad range of interpreting assignments where the use of a interpreter who is +deaf or hard-of-hearing would be beneficial. This credential was offered from +1972 to 1988. + +#### ____Interpretation Certificate (IC) + +Holders of this certification have demonstrated the ability to interpret +between American Sign Language (ASL) and spoken English. Holders received +scores on the CSC exam which prevented the awarding of CSC certification or +IC/TC certification. The interpreterโ€™s ability to transliterate is not +considered in this certification. Holders of the IC are recommended for a +broad range of interpretation assignments. The IC was formerly known as the +Expressive Interpreting Certificate (EIC). This credential was offered from +1972 to 1988. + +#### ____Transliteration Certificate (TC) + +Holders of this certification have demonstrated the ability to transliterate +between spoken English and a signed code for English. Holders received scores +on the CSC exam which prevented the awarding of CSC certification or IC/TC +certification. The transliteratorโ€™s ability to interpret is not considered in +this certification. Holders of the TC are recommended for a broad range of +transliterating assignments. The TC was formerly known as the Expressive +Transliterating Certificate (ETC). This credential was offered from 1972 to +1988. + +#### ____Specialist Certificate: Performing Arts (SC:PA) + +Holders of this certification were required to hold the CSC prior to sitting +for this examination and have demonstrated specialized knowledge in performing +arts interpretation. Holders of this certification are recommended for a broad +range of assignments in the performing arts setting. This credential was +offered from 1971 to 1988. + +#### ____Oral Interpreting Certificate: Comprehensive (OIC:C) + +Holders of this certification demonstrated both the ability to transliterate a +spoken message from a person who hears to a person who is deaf or hard-of- +hearing and the ability to understand and repeat the message and intent of the +speech and mouth movements of the person who is deaf or hard-of-hearing. This +credential was offered from 1979 to 1985. + +#### ____Oral Interpreting Certificate: Spoken to Visible (OIC:S/V) + +Holders of this certification demonstrated the ability to transliterate a +spoken message from a person who hears to a person who is deaf or hard-of- +hearing. This individual received scores on the OIC:C exam which prevented the +awarding of full OIC:C certification. This credential was offered from 1979 to +1985. + +#### ____Oral Interpreting Certificate: Visible to Spoken (OIC:V/S) + +Holders of this certification demonstrated the ability to understand the +speech and silent movements of a person who is deaf or hard-of-hearing and to +repeat the message for a hearing person. This individual received scores on +the OIC:C exam which prevented the awarding of full OIC:C certification. This +credential was offered from 1979 to 1985. + +#### ____Conditional Legal Interpreting Permit-Relay (CLIP-R) + +_Notice: RID has announced that a moratorium will be placed on new +applications for CLIP-R Certification.__For more information about the +moratorium,_[_please see this FAQ_](https://rid.org/?p=8240) _._ + +Holders of this conditional permit had completed an RID-recognized training +program designed for interpreters and transliterators who worked in legal +settings, and whom were also deaf or hard-of-hearing. Holders of this +conditional permit were recommended for a broad range of assignments in the +legal setting. This credential was available from 1991 to 2016. + +Candidates were eligible for CLIP-R Certification if they were, at that time, +a current RID CDI or RSC Certified member, met the experience requirements, +had the proper letters of recommendation, and met RIDโ€™s educational +requirement. + +_**CLIP-R Certification Requirement**_ + +*Please note no substitutions could have been made to the requirements + + 1. Must have been a certified member, in good standing, holding either the RSC or CDI. + 2. Must have met RIDโ€™s, at that time, educational requirement of an Associate degree or had an approved Educational Equivalency Application. + 3. Attached recommendation letters from two RID certified interpreters in good standing. At least one letter must have been from an SC:L certified interpreter. The other could have been from a CI and CT, CDI, CSC, NIC, or NAD. + 4. Verified at least 150 hours of training and/or mentoring as a legal interpreter. If an individual was unable to have all 150 hours in legal training or workshops, they must have had a minimum of 120 hours of legal interpreter training and up to 30 hours of mentoring in a legal setting with an interpreter, in good standing, who holds either the SC:L or CLIP-R. Verification was required in the form of RID CEUS (preferred) or legal trainings, or workshops. A certificate of completion or letter from the trainer/presenter/mentor was required to indicate the date, location, and duration of the training/mentoring. + + +NAD Certifications + +ร— + +### NAD Certifications + +These certifications were developed and administered by NAD and are recognized +by RID. + +#### ____NAD (National Association of the Deaf) Certifications + +In 2003, RID began to recognize interpreters who hold NAD III, NAD IV and NAD +V certifications. These credentials were offered by the National Association +of the Deaf (NAD) between the early 1990s and late 2002. In order to continue +to maintain their certification, NAD credentialed interpreters must have had +an active certification and registered with RID prior to June 30, 2005. These +interpreters are required to comply with all aspects of RIDโ€™s Certification +Maintenance Program, including the completion of professional development. + +#### ____NAD III (Generalist) โ€“ Average Performance + +Holders of this certification possess above average voice-to-sign skills and +good sign-to-voice skills. Holders have demonstrated the minimum competence +needed to meet generally accepted interpreter standard. Occasional words or +phrases may be deleted but the expressed concept is accurate. The individual +displays good grammar control of the second language and is generally accurate +and consistent, but is not qualified for all situations. + +#### ____NAD IV (Advanced) โ€“ Above Average Performance + +Holders of this certification possess excellent voice-to-sign skills and above +average sign-to-voice skills. Holders have demonstrated above average skill in +any given area. Performance is consistent and accurate and fluency is smooth, +with few deletions; the viewer has no question to the candidateโ€™s competency. +Holders of this certification should be able to interpret in most situations. + +#### ____NAD V (Master) โ€“ Superior Performance + +Holders of this certification possess superior voice-to-sign skills and +excellent sign-to-voice skills. Holders have demonstrated excellent to +outstanding ability in any given area. The individual had minimum flaws in +their performance and have demonstrated interpreting skills necessary in +almost all situations. + +#### + + +RID Retired Certifications + +ร— + +### RID Retired Certifications + +The following RID certification have been retired. RID no longer supports or +recognizes these credentials and individuals can no longer use them as +validation of their abilities. + +#### ____CDI-P (Certified Deaf Interpreter-Provisional) + +Holders of this provisional certification are interpreters who are deaf or +hard-of-hearing, have demonstrated a minimum of one year experience working as +an interpreter, have completed at least eight hours of training on the NAD-RID +Code of Professional Conduct and have completed eight hours of training in +general interpretation as it related to an interpreter who is deaf or hard-of- +hearing. Holders of this certificate are recommended for a broad range of +assignments where an interpreter who is deaf or hard-of-hearing would be +beneficial. + +#### ____CLIP (Conditional Legal Interpreting Permit) + +Holders of this conditional permit completed an RID-recognized training +program designed for interpreters and transliterators who work in legal +settings. CI and CT or CSC certification was required prior to enrollment in +the training program. Holders of this conditional permit are recommended for a +broad range of assignments in the legal setting during the development of the +SC:L certification. This conditional permit was retired on December 31, 1999. + +#### ____Prov. SC:L (Provisional Specialist Certificate: Legal) + +Holders of this provisional certification hold CI and CT or CSC and have +completed RID approved legal training. Holders of this certificate are +recommended for assignments in the legal setting. This provisional certificate +was retired in 1998. + + +### Certifications Under Moratorium + +Educational Certificate: K-12 (Ed:K-12) + +ร— + +### Educational Certificate: K-12 (Ed:K-12) + +This credential is fully recognized by RID, but the designation is no longer +awarded by RID. This designation went into moratorium effective January 1, +2016. + +The EIPA assessment is still available through Boys Town. More information on +that can be found at . + +Holders of this certification demonstrated the ability to interpret or +transliterate classroom content and discourse between students who are deaf +and hard of hearing and students, teachers and school staff who are hearing. +Certificants demonstrated EIPA Level 4* skills using spoken English and at +least one of the following visual languages, constructs, or symbol systems at +either an elementary or secondary level: + + * American Sign Language (ASL) + * Manually Coded English (MCE) + * Contact Signing (aka: Pidgin Signed English (PSE) or English-like Signing) + * Cued American English (CAE) (aka: Cued Speech) + +This credential was offered from 2007 to 2016. + + +Specialist Certificate: Legal (SC:L) + +ร— + +### Specialist Certificate: Legal (SC:L) + +This credential is fully recognized by RID, but the designation is no longer +awarded by RID. This designation went into moratorium effective January 1, +2016. + +Description: Holders of this specialist certification demonstrated specialized +knowledge of legal settings and greater familiarity with language used in the +legal system. These individuals are recommended for a broad range of +assignments in the legal setting. This credential was offered from 1998 to +2016. + +The SC:L, and specialist testing in general, are topics of investigation as +part of the 2016-2018 Certification Committee Scope Of Work. + + +Oral Transliteration Certificate + +ร— + +### Oral Transliteration Certificate + +This credential is fully recognized by RID, but the designation is no longer +awarded by RID. This designation went into moratorium effective January 1, +2016. + +Description: Holders of this certification demonstrated, using silent oral +techniques and natural gestures and the ability to transliterate a spoken +message from a person who hears to a person who is deaf or hard-of-hearing. +Holders also demonstrated the ability to understand and repeat the message and +intent of the speech and mouth movements of the person who is deaf or hard-of- +hearing. This credential was offered from 1999 to 2016. + +This credential was originally voted into sunset by the RID Board at the in- +person Board Meeting at the RID NOLA National Conference, in August of 2015. + +At the RID NOLA Business Meeting, a motion was made to move the credential +from โ€œsunsetโ€ status to โ€œmoratoriumโ€. Here is the member motion: + +FROM THE MINUTES OF THE 2015 BUSINESS MEETING: +C2015.11 +Primary submitter(s) name(s): William Gorum +Secondary submitter(s) name(s): Margaret Austin + +Move that the RID Board of Directorโ€™s decision to สบsunsetสบ the Oral +Transliteration certificate be vetoed via a vote of the organizationโ€™s +membership and to place the OTC testing program under moratorium along with +all other RID certification examinations until further investigation can be +done into options other than the cessation of administration of the OTC exam. + +Rationale: +RID is the only nationally recognized organization who certifies oral +transliterators. People who are deaf that prefer to use oral communication +methods should have access to trained, qualified, and certified interpreters. +The RID mission statement is to สบpromote excellence in interpretation services +among diverse users of signed and spoken languages through professional +development, networking, advocacy, and standardsสบ. + +Estimated Fiscal Impact Statement: +Vetoing the Boardโ€™s motion and placing the OTC under moratorium until further +options are explored would have minimal financial impact on RID. + +Organizational Remarks: + +Board of Directors Comments: + +Bylaws Committee Comments: + +Headquarters Comments: + +Professional Development Committee Comments: + +Member Comments: + +In response to a point, President Whitcher cited a bylaw (Article 3, Section +3d) which says that Board decisions can be overturned by a 2/3 vote. + +Betty Colonomos moved to table this discussion, seconded by Wink Smith. This +motion does not entertain discussion, so a vote was taken. With 91 votes in +support, 146 opposed and 12 abstentions, the motion to table fails. + +Artie Grassman called the question, seconded by Audrey Rosenberg. A vote was +taken, and debate was closed. + +A vote was taken, and, with a 2/3 majority being needed to pass, the motion +received 210 votes in support, 56 opposed, and 21 abstentions, so the motion +C2015.11 carries. + + +## Newly Certified Information. + +Information on becoming certified and receiving your certificate can be found +here. + +#### ____Certification Cycle Dates + +A certificantโ€™s newly certified cycle start date is the date that CASLI sends +the exam results letter (the Results Sent date) and extends until December +31st of the year indicated by the following: + + * If the Results Sent date falls between 7/1/2022 and 6/30/2023โ€ฆ..New certification cycle ends 12/31/2027. + * If the Results Sent date falls between 7/1/2023 and 6/30/2024โ€ฆ..New certification cycle ends 12/31/2028. + * If the Results Sent date falls between 7/1/2024 and 6/30/2025โ€ฆ..New certification cycle ends 12/31/2029. + +Each successfully-completed certification cycle is followed by a four year +certification cycle, running from January 1 of the first year through December +31 of the fourth year. + +#### ____Newly Certified Packet + +You can expect to receive a Newly Certified Packet from RID approximately 6-8 +weeks after you have passed all required examinations __ and your results +letter was sent. This packet will include your certificate and a +congratulations letter. You should also receive an email when your new +certification is added to your RID account with information about maintaining +certification. + +_**Note:**_you may begin earning CEUs for your new certification cycle any +time on or after your certification start date_**.**_ + +#### ____Duplicate Certificates + +In the event that your certificate arrives damaged, with incorrect spelling or +information, or does not arrive at all (three weeks after being mailed), the +certificate will be replaced once free of charge. This replacement request +should be submitted in writing to certification@rid.org. + +In the event that you lose your certificate, need a replacement certificate, +want the name on the certificate updated due to a legal name change, or would +simply like a duplicate certificate, you may purchase one on the RID website. +Replacement certificates are processed once a month. + +#### ____Certified Membership + +Maintaining current RID membership is a requirement for maintaining RID +certification. If you are a current Associate Member at the time you achieve +certification, your membership will automatically be converted into a +Certified Membership. If you are not an Associate or Certified member at the +time you achieve certification, you need to pay Certified Member dues to bring +your membership into good standing. For more information, contact the Member +Services Department at [members@rid.org](mailto:members@rid.org). Keep in +mind: + + * Membership runs from July 1 through June 30 and is paid for annually. + * There is no extra charge for holding more than one RID certification or for holding specialty certification. + * Those who hold NAD certification must also keep their NAD certification dues in good standing with RID. + +#### ____Display Your Credentials + +One of the privileges of achieving RID certification is the ability to show +your credential on your business card, resume, brochures or other +advertisements, etc. Your credentials (also called โ€œpost-nomial +abbreviationsโ€) should be displayed only after your full name (with or without +middle initial) in the following order: + + 1. Given names (Jr., II, etc.) + 2. Academic degrees from highest level to lowest level above a bachelor degree (bachelor degree credentials are not typically displayed) + 3. State licensure credentials + 4. Professional certifications (such as RID credentials) + +Certificants who hold more than one RID certification should display them in +the following order: IC, TC, IC/TC, CSC, MCSC, RSC, ETC, EIC, OIC:V/S, +OIC:S/V, OIC:C, CI, CT, CI and CT, CDI, NIC, NIC Advanced, NIC Master, OTC, +SC:PA, CLIP-R, SC:L, NAD III, NAD IV, NAD V, Ed:K-12. + +Digital Credentials: RID partnered with [Credly](https://info.credly.com/) to +provide you with a digital version of your credentials. Digital badges can be +used in email signatures or digital resumes, and on social media sites such as +LinkedIn, Facebook, and Twitter. This digital image contains verified metadata +that describes your qualifications and the process required to earn them. + +__ diff --git a/intelaide-backend/python/bkup_rid/certification_certification-reinstatement.txt b/intelaide-backend/python/bkup_rid/certification_certification-reinstatement.txt new file mode 100644 index 0000000..2b5b8c2 --- /dev/null +++ b/intelaide-backend/python/bkup_rid/certification_certification-reinstatement.txt @@ -0,0 +1,294 @@ +RID certifications that have been revoked may be eligible for reinstatement. + +![](https://rid.org/wp-content/uploads/2023/06/Cert-Reinstatement.jpg) + +Certification Reinstatement + +## Reinstating a RID certification(s) that has been revoked. + +Certification reinstatement is the process of reinstating a RID +certification(s) that has been revoked due to either failure to comply with +the CEU requirement, or failure to pay membership dues by July 31st. Please +read below to determine if the certification you held is eligible for +reinstatement as well as the required steps to take to request reinstatement. + +### Is the RID certification you held eligible for reinstatement? + +#### ____A. Was the revocation date less than 24 months ago? + +**Yes** โ€“ continue to criteria B. + +**No** โ€“ The certification is not eligible to be reinstated. Certifications +can only be reinstated for a period of up to 24 months (two years) from the +date of revocation. If more than 24 months has passed, to be certified again, +you would need to complete [all the requirements for a new +certification](https://rid.org/rid-certification-overview/available- +certification/). + +#### ____B. Was this certification previously revoked? (NOTE: this does not +apply to revocation dates prior to February 2018.) + +**No** โ€“ The certification is eligible to be reinstated. + +**Yes** , but the revocation date was prior to February 2018 โ€“ The +certification is eligible to be reinstated. + +**Yes** , previously revoked after February 2018 โ€“ see below + +**i.** A certification that has been reinstated after being revoked for +failure to comply with the CEU requirement for certification maintenance +cannot be reinstated a second time if the certification is revoked again for +failure to comply with the CEU requirement for certification maintenance. To +be certified again, you would need to complete [all the requirements for a new +certification](https://rid.org/rid-certification-overview/available- +certification/). + +**ii.** A certification that has been reinstated after being revoked for non- +payment of membership dues cannot be reinstated a second time if the +certification is revoked again for non-payment of membership dues and the +revocations occurred consecutively (two fiscal years in a row.) To be +certified again, you would need to complete [all the requirements for a new +certification](https://rid.org/rid-certification-overview/available- +certification/). + +### Reinstatement Steps. + + * Step 1: Submission + * Step 2: Review + * Step 3: Payment + * Step 4: Processing + + * Step 1: Submission + +Submit your reinstatement request to the Certification Department +([certification@rid.org](mailto:certification@rid.org)). A completed +application includes the reinstatement request from along with all supporting +documentation attached, altogether. Documents submitted in a piecemeal fashion +will not be reviewed. + +Please note that the Certification Department has gone paperless. Documents +mailed to HQ will not be reviewed. + + * Certification Reinstatement Request Form + * Must be filled out, signed, and notarized. You can submit a scan or photo of your document. + * _How do I find a notary near me?_ + * You can do a Google search for a notary public office near you, and if you have questions you can contact them for further information. There may also be an online notary option, depending on the state you are in. + * If the revocation reason was failure to **pay membership dues by July 31st** , [use this form](https://rid.org/wp-content/uploads/2024/07/RID-Certification-Reinstatement-Request-Form-DUES.pdf). + * If the revocation reason was failure to **comply with the CEU requirement** , [use this form](https://rid.org/wp-content/uploads/2024/07/RID-Certification-Reinstatement-Request-Form-CEUs.pdf). + * A letter of recommendation from a current certified member in good standing + * _What should the letter include?_ + * The letter should be a (fairly) generic recommendation and state why the author believes you should be reinstated (they can speak to you being an asset to the interpreting community and/or anything else they want to include). + * CEU documentation + * Required documentation: CEU transcript printouts and/or certificates of completion + * Documentation must clearly state: the participant's name, activity name/number, date activity was completed, number of CEUs earned, content area of CEUs, RID sponsor's name, etc. + * ALL applicants for reinstatement must earn CEUs toward reinstatement, regardless of the reason for revocation. + * CEUs earned for reinstatement, or while the certification was revoked, do not count toward certification maintenance requirements (CMP cycle). + * Professional Studies (PS) CEUs for certification reinstatement must be earned between the date the certification was revoked and the date you submit your completed certification reinstatement request. + * A detailed explanation of why you should be considered for certification reinstatement + + * Step 2: Review + +RID reviews the application (please allow a 3-5 day standard review time) and +notifies you via email as to whether all documentation requirements have been +met. + + * Step 3: Payment + +After all required documents have been received, RID will email you payment +instructions. Payment options include the following: + + * Pay online via your member portal. + * Pay via phone with a credit/debit card. + +Please note that the Certification Department has gone paperless and _no +longer accepts anything mailed to HQ_. Anything mailed to HQ will not be not +be reviewed or processed and will be shredded. + +For certifications revoked for non-payment of membership dues by July 31st: +Reinstatement fee ($120) plus any lapsed dues. +For certifications revoked for failure to comply with the CEU requirement: +Reinstatement fee ($320) plus any lapsed dues. + +Once you have completed the payment, please notify us so we can continue with +processing your request. + +_*Note that RIDโ€™s processing time does not affect the reinstatement โ€œeffective +date,โ€ which is the date that all of the requirements for reinstatement are +received โ€“ typically the payment date._ + + * Step 4: Processing + +Reinstatement request is processed. Please allow a 7-10 business day standard +processing time from the date all requirements were received. Once your +reinstatement request has been processed in our system, you will be emailed an +official reinstatement letter. + + * When can I start to earn CEUs toward my CMP/certification cycle again? + * Any CEUs earned as of your reinstatement โ€œeffectiveโ€ date (the date that all of the requirements were received which is usually the date your payment was received) can be counted toward your current CMP/certification cycle, even if RID has not yet emailed your official reinstatement letter. + +![](https://rid.org/wp-content/uploads/2023/03/Reinstatement-FOrms.jpg) + +#### Forms + +## Find the form you need to reinstate a RID certification. + +If the loss of certification was due to failure to pay membership dues by July +31st, please complete and submit [this form](https://rid.org/wp- +content/uploads/2024/07/RID-Certification-Reinstatement-Request-Form- +DUES.pdf). + +[Failure to Pay Membership Dues Reinstatement Form](https://rid.org/wp- +content/uploads/2024/07/RID-Certification-Reinstatement-Request-Form-DUES.pdf) + +If the loss of certification was due to failure to comply with the CEU +requirement, please complete and submit [this form](https://rid.org/wp- +content/uploads/2024/07/RID-Certification-Reinstatement-Request-Form- +CEUs.pdf). + +[Failure to Comply with CEU Requirements Reinstatement +Form](https://rid.org/wp-content/uploads/2024/07/RID-Certification- +Reinstatement-Request-Form-CEUs.pdf) + +### Reinstatement FAQs + +#### ____Iโ€™ve been notified that my reinstatement requirements are complete +and my request is in the queue for processing. Can I start earning CEUs toward +my CMP cycle again? + +Yes, any CEUs earned as of your reinstatement โ€œeffectiveโ€ date (the date you +completed all of the requirements, usually the date your payment was received) +can be counted toward your current CMP/certification cycle. Once your +reinstatement request has been processed in our system, you will be emailed an +official reinstatement letter. The letter will indicate your reinstatement +โ€œeffectiveโ€ date. + +#### ____Do I really need to have my request form notarized? + +Yes. + +#### ____How do I find a notary near me? + +You can do a Google search for a notary public office near you, and if you +have questions you can contact them for further information. There may also be +an online notary option, depending on the state you are in. + +#### ____Can General Studies (GS) CEUs count towards reinstatement? + +No. All CEUs earned toward reinstatement must be Professional Studies (PS) +CEUs, without exception. + +#### ____Can CEUs from my CMP cycle (CEUs I earned prior to the revocation +date) count toward my reinstatement CEUs? + +No. + +#### ____How many CEUs do I need to complete toward reinstatement? + +All applicants for reinstatement must earn CEUs toward reinstatement, +regardless of the reason for revocation. Your CEU requirement depends on how +much time there is between the revocation date and the date we receive all of +your reinstatement requirements (including the payment step). + +**Certification revoked for non-payment of membership dues:** + + * 1 day โ€“ 6 months: 0.5 PS CEUs + * 6 months โ€“ 1 year: 1.0 PS CEUs + * 1 year โ€“ 1.5 years: 1.5 PS CEUs + * 1.5 years โ€“ 2 years: 2.0 PS CEUs + +**Example: If your revocation date is August 1, 2022:** + + * You have until February 1, 2023 to submit all requirements for reinstatement within the 0.5 PS CEUs category. + * Or you have until August 1, 2023 to submit all requirements for reinstatement within the 1.0 PS CEUs category. And so on and so forth. + +**Certification revoked for failure to comply with the CEU requirement:** + + * 1 day โ€“ 1 year: 2.0 PS CEUs + * 1 year โ€“ 2 years: 4.0 PS CEUs + +#### ____The certification that I held was revoked for non-payment of +membership dues, not for failure to complete my CMP cycle CEU requirement. Do +I still need to complete CEUs specifically toward reinstatement? + +Yes, all reinstatement applicants must complete CEUs toward reinstatement, +regardless of the reason for revocation. CEUs for reinstatement can be earned +from the day after the certification was revoked until the date of your +reinstatement request. These CEUs will not be applied towards a CMP cycle. + +#### ____How can I pay for reinstatement/dues? + +Once we have received your completed reinstatement application, you will be +emailed instructions for completing payment online via your member portal. + +Payment options include the following: + + * Pay online via your member portal. + * Pay via phone with a credit/debit card. + +Please note that the Certification Department has gone paperless and is no +longer accepting anything mailed to HQ. Anything mailed to HQ will not be not +be reviewed or processed, and will be shredded. + +#### ____I have an Associate membership but now Iโ€™m requesting reinstatement. +Now what? + +Revocation due to non-payment of dues: If you purchased an Associate +membership for the same fiscal year in which you are requesting reinstatement, +the amount you paid for Associate dues will be applied toward your +reinstatement payment, plus lapsed Certified dues, and youโ€™ll just need to pay +the balance as part of the reinstatement process. + +Revocation due to failure to comply with the CEU requirement: Upon +certification revocation, the status of your membership will be automatically +changed from Certified Member to Associate Member for the remainder of that +fiscal year. Upon reinstatement, you will need to pay any lapsed Certified +dues. If you have paid any Associate Member dues during revocation, the amount +you paid for Associate dues will be applied toward your reinstatement payment, +plus lapsed Certified dues, and youโ€™ll just need to pay the balance as part of +the reinstatement process. + +#### ____How much do I need to pay for reinstatement? + +For certifications revoked for non-payment of membership dues by July 31st: +$120 plus any lapsed dues. + +For certifications revoked for failure to comply with the CEU requirement: +$320 plus any lapsed dues. + +#### ____How long does it take for a certification to be reinstated? + +The first step is for you to submit all required documentation to +[certification@rid.org](mailto:certification@rid.org). RID will review your +documentation and then email you payment instructions. From the date payment +is received, standard processing time is 7-10 business days. + +#### ____I tried to pay for reinstatement/my Certified Member dues but the +system wonโ€™t let me โ€“ why not? + +Once you reach the payment step in the reinstatement process (this is the +final requirement to be completed), you will be able to complete payment of +the reinstatement fee plus any lapsed Certified Member dues. Note that you +will not be able to pay for Certified Member dues prior to RID receiving your +completed application, however, you can pay for Associate Member dues if you +choose. + +#### ____Where/How do I submit my reinstatement request? + +Please email your request form, along with all supporting documentation +attached, to [certification@rid.org](mailto:certification@rid.org). + +**Note that the Certification Department has gone paperless and is no longer +accepting anything mailed to HQ. Anything mailed to HQ will not be not be +reviewed or processed, and will be shredded.** + +#### ____Where can I find the reinstatement request form? + +For certifications revoked for non-payment of membership dues, [use this +form](https://rid.org/wp-content/uploads/2024/07/RID-Certification- +Reinstatement-Request-Form-DUES.pdf). + +For certifications revoked for failure to comply with the CEU requirement, +[use this form](https://rid.org/wp-content/uploads/2024/07/RID-Certification- +Reinstatement-Request-Form-CEUs.pdf). + +__ diff --git a/intelaide-backend/python/bkup_rid/certification_credly-digital-credentials.txt b/intelaide-backend/python/bkup_rid/certification_credly-digital-credentials.txt new file mode 100644 index 0000000..878147f --- /dev/null +++ b/intelaide-backend/python/bkup_rid/certification_credly-digital-credentials.txt @@ -0,0 +1,299 @@ +RID makes it easy for members to display their credentials. + + +We are committed to providing you with the tools necessary to achieve your +professional goals and we understand that communicating your credentials in an +ever-expanding online marketplace can be challenging. That is why we have +partnered with [Credly](https://info.credly.com/) to provide you with a +digital version of your credentials. Digital badges can be used in email +signatures or digital resumes, and on social media sites such as LinkedIn, +Facebook, and Twitter. This digital image contains verified metadata that +describes your qualifications and the process required to earn them. + +**Credly Support:[certification@rid.org](mailto:certification@rid.org)** + +[Sign Into Your Credly Account](https://www.credly.com/users/sign_in) + +## + +Digital Credentials + +#### ____Who is Credly and why is RID using Credly? + +Credly, a Pearson company, is at the forefront of the digital credential +movement, making talent more visible and opportunities more accessible. Credly +partners with thousands of reputable organizations, including Google Cloud, +IBM, Cisco, the Project Management Institute (PMI), and SAP, to provide secure +and verifiable digital credentials worldwide. + +RID has adopted digital badges to align with other certifying and membership +organizations while reinforcing our commitment to maintaining the integrity of +our certifications. This transition enhances protection for both consumers and +providers. In the past, RID encountered cases of forged printed membership +cards, leading to the misrepresentation of interpreters as RID-certified. + +Unlike printed cards, digital credentials are real-time, secure, and +impossible to falsify or duplicate. They serve as authentic, verifiable proof +of certification and achievements, ensuring transparency and trust in the +certification process. + +#### ____What is a digital credential? + +A digital credential is a verified representation of an individual's +professional achievement (certification), issued by the Registry of +Interpreters for the Deaf (RID), a trusted source. Earning a digital +credential signifies that the individual has met or exceeded the minimum level +of knowledge, skills, and abilities an ASL interpreter needs to competently +perform on the job in a conventional setting, as required for national +certification. The knowledge, skills, and abilities may have been acquired +through education, training, or certification programs as well as passing the +required examinations for the certification. [Here is a helpful +video!](https://youtu.be/bFFMpddWaDI?si=-uK3AYcamTYl4NPE) + +A digital credential clearly explains: + + 1. Who earned the credential + 2. What the credential is + 3. What the individual did to earn it + 4. What the individual can do + +#### ____What is a digital badge? + +A digital badge is a verified, visual representation of your credential, +detailing the knowledge, skills, and abilities youโ€™ve demonstrated to earn it. + +With a digital badge, you can showcase your credentials online in a secure and +authentic way. It can be easily shared and verified in real-time, ensuring +trust and credibility. + +#### ____What are the benefits of a badge? + +Your Credly badge provides a clear, verified record of your achievements - +what you can do, how you earned it, and who recognizes your credential. It +offers more than a traditional plastic card! + +Displaying your skills with a digital badge allows you to showcase your +qualifications online in a trusted and easily verifiable way. Employers and +peers can see concrete evidence of your qualifications and the skills you +possess. Additionally, Credly offers labor market insights tailored to your +skills, and you can search and apply for job opportunities directly through +the platform. + +#### ____Will I still be able to obtain a physical copy of my certification +card? + +No. We discontinued physical cards in the summer of 2022. + +#### ____Is there a fee to use Credly? + +No. This is a service we provide to both certified and non-certified members, +at no additional cost. + +#### ____Do I have the right to opt-out with Credly? + +The Credly benefit is entirely optional. Accepting digital badges is not +required to maintain RID certification or membership. However, if you choose +not to accept the digital badges, you will not receive a digital +representation of your certification or membership, as RID no longer issues +physical cards. + +#### ____Is Credly only for Certified members? + +Credly is available to all current RID members. Each member will receive a +membership badge (e.g., Associate, Supporting, Certified, etc.), while +certified members will also receive certification badges specific to the RID +certification(s) they hold in good standing (e.g., NIC, CDI, CI/CT, etc.). + +#### ____Why am I getting the โ€œ404 error messageโ€ when I click on โ€œmembership +detailsโ€ in the portal? + +Some members may encounter an error message when clicking on the former +membership link in their member portal. This link is no longer functional. We +are currently updating and redesigning the member portal to enhance the +membership experience and improve usability. This issue will be resolved as a +part of those improvements. + +#### ____Where and how do I access and accept my badge? + +Once you have been awarded an RID certification and become a Certified member, +or if you become a non-certified RID member, you will receive a Credly +invitation email from RID. This email will guide you on how to log into your +Credly account, accept your badge, and manage your digital badges. + +You can watch this tutorial video to learn how to accept your badge: + + +#### ____What if I donโ€™t want my badge to be public? + +You can easily configure your privacy settings in Credly, giving you full +control over the information about yourself that is made public. Keep in mind +that if your badge is set to private, it cannot be shared with others. + +#### ____Why do I see two badges in my Credly account? I only hold one RID +certification. + +If you are a Certified member, you will receive two badges: one representing +your Certified membership and the other representing the certification(s) you +currently hold. + +#### ____How can I share my badges with others? + +You can easily share your digital badges with others to verify the RID +certification(s) you currently hold and/or membership status (including +membership expiration date) using the sharing options below: + +**To share from your Credly account, follow these steps:** + + 1. Log into your Credly account at www.credly.com using the email address associated with your Credly account. + 2. Click on the menu options (top right corner). + 3. Select Profile & scroll down to Badge Wallet to view all of your current and active badges. + 4. Click on a badge and then select the green SHARE button. (Note: Make sure your badge(s) are set to public before sharing them.) + 5. Youโ€™ll be presented with various sharing options (also listed below). + +**Sharing Options:** + +**Email** +Click on the email option, enter the recipient's email address, and send. If +you need to show proof of both membership and certification(s), you will need +to share each badge by repeating these steps for each one. When the recipient +opens the badge link, they will also see the membership expiration date at the +top of the page. + +**Credly Mobile App** +[https://support.credly.com/hc/en-us/articles/13064089314075-Credly-Mobile-App +](https://support.credly.com/hc/en-us/articles/13064089314075-Credly-Mobile- +App) +The profile information will transfer between the web platform and the mobile +app. + +In the app, click on the badge you wish to share, go to the Details tab, and +scroll down to Verify Badge. A QR code will appear, which when scanned, will +display your name, membership type, membership expiration date, and +certification name (if applicable). + +**Mobile Wallet** + + +**In Your Email Signature** + + +**Social Media Platforms** +LinkedIn: + +**X:** + +**Facebook:** + +**ZipRecruiter:** + +**Embed in a Website:** + +#### ____Can I download my Credly badge image and use it for other purposes +other than adding it to my email signature? + +You should only download your Credly badge image and share it when you are +able to add a hyperlink to it. The hyperlinks allow others to click on your +badge image to verify your certification and/or membership status. Using your +badge image in any other way, where the hyperlink is not included, is a +misrepresentation of your credentials and should be avoided. + +#### ____Why donโ€™t I have a separate badge for the CI and CT certifications I +hold? + +RID's certification taxonomy (classification) indicates that if you hold both +CI and CT, then you will be issued one badge showing both CI and CT. + +Certificants who hold more than one RID certification should display them in +the following order: IC, TC, IC/TC, CSC, MCSC, RSC, ETC, EIC, OIC:V/S, +OIC:S/V, OIC:C, CI, CT, CI and CT, CDI, NIC, NIC Advanced, NIC Master, OTC, +SC:PA, CLIP-R, SC:L, NAD III, NAD IV, NAD V, Ed:K-12. + +#### ____My employer wonโ€™t accept Credly badges. How else can they verify my +certification and/or membership status? + +You can download a certification verification letter from your member portal +at by navigating to the Certification Details +section and clicking on Download Verification Letter. + +For certification verification letters (current members only) to be sent to +other organizations or entities on your behalf, complete the request form + on our website and provide their +email address. + +The RID Registry: Public, reliable, and real-time searchable tool that anyone +can access at any time to confirm someoneโ€™s certification and/or membership +status. Simply click the dark blue button located on the top right corner of +the RID website. + +Note: When searching for someone, make sure you are using their legal name and +have it spelled correctly. + +#### ____Some places don't allow me to bring my phone inside during +interpreting assignments. What should I do when asked to provide proof of +certification? + +We encourage you to check in with the hiring entity to ensure they have +everything they need from you prior to the assignment. If proof of +certification is required, you can share your digital badge with the +requesting party ahead of time. + +Alternatively, you may carry a printed copy of your most recent certification +verification letter to confirm your certification status. + +**Please note that certification verification letters are valid for one week +from the date of printing.** + +#### ____RID portal shows my certification and/or membership is current, but +my badge shows as expired. How soon will the expiration date be updated after +renewal? + +It takes 5-7 business days after renewing your membership dues for your +badge(s) to be updated. + +#### ____I renewed my membership but my badge in my mobile wallet is not +updated. What do I do? + +Badges downloaded to your mobile wallet are not automatically updated after +renewal. After renewing, you will need to download your badges again. + +#### ____I want to change the email address associated with my Credly account. +How do I do that? + +You cannot change the email address to which your badge(s) was issued, but you +can add multiple email addresses to your account. This way, if a badge is +issued to any of your emails, it will appear on the same account. + +To learn more about how to add multiple emails, please refer to this article: +. + +If you no longer use an email address and would like it replaced with a new +one, please email [certification@rid.org](mailto:certification@rid.org). + +#### ____Are you selling my information to third parties? + +RID does not sell your information to Credly or any other third parties. +Additionally, Credly does not sell user data. Member data within the Credly +platform is managed directly by RID staff, ensuring its security and that it +is used solely for its intended purposes. + +#### ____I have other questions about Credly. Where can I find support? + +You can find tutorials and additional support at + or contact RIDโ€™s Credly support team at +[certification@rid.org](mailto:certification@rid.org). + +If you haven't received your Credly link or are experiencing issues with your +digital badge, please reach out to RIDโ€™s Credly support team. + +Want to explore more? Check out our Mastering Credly webinar through the +Continuing Education Center (CEC) + +__ diff --git a/intelaide-backend/python/bkup_rid/certifications_available-certifications.txt b/intelaide-backend/python/bkup_rid/certifications_available-certifications.txt new file mode 100644 index 0000000..d59b3db --- /dev/null +++ b/intelaide-backend/python/bkup_rid/certifications_available-certifications.txt @@ -0,0 +1,365 @@ +RID currently offers two national certifications: National Interpreter Certification and Certified Deaf Interpreter Certification. + +## We bring you the highest standards and quality in ASL interpreting certifications. + +### National Interpreter Certification (NIC). + +Holders of this certification are hearing and have demonstrated general knowledge in the field of interpreting, ethical decision making and interpreting skills. Candidates earn NIC Certification if they demonstrate professional knowledge and skills that meet or exceed the minimum professional standards necessary to perform in a broad range of interpretation and transliteration assignments. This credential has been available since 2005. + +The NIC certification process begins with taking CASLI Generalist Knowledge Exam (consists two portions: Fundamental of Interpreting and Case Studies: Ethical Decision-Making Process & Cultural Responsiveness). Candidates are eligible for CASLIโ€™s examinations if they are at least 18 years old. To successfully obtain the certification, candidates must have passed all the required examinations and meet RIDโ€™s educational requirement within five years window from the date they passed the first exam taken. Candidates who have passed the CASLI Generalist Knowledge Exam may then take the CASLI Generalist Performance Exam: NIC. + +#### NIC Certification Process + +_June 23, 2016, RID established the Center for the Assessment of Sign Language Interpretation, LLC (CASLI) to take over the administration and ongoing development and maintenance of exams. Eligibility requirements and the credentialing of any and all individuals will remain the responsibility of RID. With this shift in responsibilities candidates will need to contact both RID and CASLI during different times in the certification process. For more information view our[CASLI FAQ](https://www.casli.org/casli-frequently-asked- questions/) page. _ + + 1. Review all pertinent NIC webpages on the [CASLI website](http://www.casli.org/) + 2. Register for the CASLI Generalist Knowledge Exam (This includes both portions: Fundamental of Interpreting AND Case Studies: Ethical Decision-Making Process & Cultural Responsiveness) + 3. Pass the CASLI Generalist Knowledge Exam +(Candidate must successfully pass the Fundamental of Interpreting portion before they are eligible to take the Performance exam) (If candidate does not pass the Case Studies portion, they can take it with the Performance Exam) + 4. Submit proof of meeting RIDโ€™s educational requirement of Bachelorโ€™s degree or an approved Alternative Pathway plan. + 5. Register for the CASLI Generalist Performance Exam: NIC (with or without the Case Studies portion) + 6. Successfully passes ALL CASLIโ€™s required examination for the NIC Certification + +**[Start the NIC Certification Process HERE](https://www.casli.org/getting- +started/about-casli-exams/exams-for-rid-certification-eligibility/)** + +#### CASLI Generalist Performance Exam: NIC Educational Requirement + +Candidates pursuing NIC Certification must have a minimum of bachelor degree +(any major) or an approved updated/2012 Alternative Pathway to Eligibility +application recorded in their RID/CASLI account prior to testing for CASL +Generalist Performance Exam: NIC. + +#### Submitting Academic Transcripts + +If you have a college degree from an institution that is accredited by the US +Department of Education and would like to submit proof to RID that you meet +the educational requirement, send an original or photocopy of your official +college transcript, showing + +1) your full name, +2) the name of the college, +3) the degree earned, and +4) the date the degree was conferred. + +Please submit this documentation by email to +[certification@rid.org](mailto:certification@rid.org) or by logging into your +[RID account](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) and clicking +on โ€œUpload Degree Document". The Certification Department has gone paperless +and is no longer accepting submissions mailed to Headquarters. + +Please notify the Certification Department at +[certification@rid.org](mailto:certification@rid.org) if the name on your +college transcript does not match your name in the RID database. + +*To submit official transcripts, you may break the seal on the envelope to scan the document and send/upload. Transcripts will be processed within 7-10 business days. A confirmation e-mail will be sent once your account has been updated. + +### Candidates with Non-U.S. degrees + +CASLI exam candidates wishing to submit a non-U.S. degree to satisfy RIDโ€™s +educational requirement for certification are required to have their degrees +evaluated through a credential evaluation service agency to assess and verify +that the degree is U.S. equivalent and share the report with the RID +Certification Department. + +Candidates can find a list of acceptable credential evaluation service +agencies that meet the standards for conducting degree evaluation services on +the [National Association of Credential Evaluation Services's website +(NACES)](https://www.naces.org/members). Credential evaluations are not free +and candidates are responsible for the selected agency's costs and service. +The cost and the time frame to perform the service will vary according to the +complexity of the case and the amount of documentation provided. + +Please note that degrees acquired from institutions in U.S. territories +(American Samoa, Guam, the Northern Mariana Islands, Puerto Rico, and the U.S. +Virgin Islands) are exempt from this policy. + + +### Certified Deaf Interpreter Certification (CDI). + +Holders of this certification are deaf or hard of hearing and have demonstrated knowledge and understanding of interpreting, deafness, the Deaf community, and Deaf culture. Holders have specialized training and/or experience in the use of gesture, mime, props, drawings and other tools to enhance communication. Holders possess native or near-native fluency in American Sign Language and are recommended for a broad range of assignments where an interpreter who is deaf or hard-of-hearing would be beneficial. This credential has been available since 1998. + +Please see the information on [CASLIโ€™s website](https://drive.google.com/file/d/1cu1-vMSuwtfJLgoXM3-D0mtltq6lIgCS/view) regarding exam eligibility. + +#### CDI Certification Process + +_June 23, 2016, RID established the Center for the Assessment of Sign Language Interpretation, LLC (CASLI) to take over the administration and ongoing development and maintenance of exams. Eligibility requirements and the credentialing of any and all individuals will remain the responsibility of RID. With this shift in responsibilities candidates will need to contact both RID and CASLI during different times in the certification process._For more information view our_[ _CASLI FAQ_](https://www.casli.org/casli-frequently- asked-questions/) _page.__ + + 1. Review all pertinent CDI webpages on the [CASLI website](http://www.casli.org/) + 2. Submit an audiogram or letter from audiologist to CASLI + 3. Register for the CASLI Generalist Knowledge Exam (This includes both portions: Fundamental of Interpreting AND Case Studies: Ethical Decision-Making Process & Cultural Responsiveness) + 4. Pass the CASLI Generalist Knowledge Exam (Candidate must successfully pass the Fundamental of Interpreting portion before they are eligible to take the Performance exam) (If candidate does not pass the Case Studies portion, they can take it with the Performance Exam) + 5. Submit proof of meeting RIDโ€™s educational requirement of Bachelorโ€™s degree or an approved Alternative Pathway plan. + 6. Register for the CASLI Generalist Performance Exam: CDI (with or without the Case Studies portion) + 7. Successfully passes ALL CASLIโ€™s required examination for the CDI Certification + +**[Start the CDI Certification Process HERE](http://casli.org/exam- preparations/for-cdi-candidates/)** + +#### CDI Performance Exam Educational Requirement + +Candidates pursuing CDI Certification must have a minimum of Bachelorโ€™s degree (any major) or an approved updated/2012 Alternative Pathway to Eligibility application recorded in their RID/CASLI account prior to testing for CASL Generalist Performance Exam: CDI. + +At the 2003 RID National Conference, in Chicago, IL, the membership passed motion C2003.05, establishing degree requirements for RID certification candidates. The motion stated the following related specifically to the CDI Performance Exam: Effective June 30, 2016, Deaf candidates must have a minimum of a bachelorโ€™s degree. + +**The education requirement is currently a bachelorโ€™s degree or equivalent, effective May 17, 2021.** + +The CASLI Generalist Performance Exam for Deaf interpreters was released November 16, 2020 therefore the date at which the Associate degree requirement became a Bachelor degree requirement was May 17, 2021. + +#### Submitting Academic Transcripts + +If you have a college degree from an institution that is accredited by the US Department of Education and would like to submit proof to RID that you meet the educational requirement, send an original or photocopy of your official +college transcript, showing + +1) your full name, +2) the name of the college, +3) the degree earned, and +4) the date the degree was conferred. + +Please submit this documentation by email to [certification@rid.org](mailto:certification@rid.org) or by logging into your [RID account](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) and clicking on โ€œUpload Degree Document". The Certification Department has gone paperless and is no longer accepting submissions mailed to Headquarters. + +Please notify the Certification Department at [certification@rid.org](mailto:certification@rid.org) if the name on your college transcript does not match your name in the RID database. + +*To submit official transcripts, you may break the seal on the envelope to scan the document and send/upload. Transcripts will be processed within 7-10 business days. A confirmation e-mail will be sent once your account has been updated. + +#### For those with a non-U.S. degree + +#### Verification + +## Certification verification for interpreting services assignments. + +To request verification of your credentials, please complete and submit [this form](https://rid.org/cert-verification-form/). For membership verifications, please check your [Credly account](https://www.credly.com/users/sign_in). Note that the Certification Department has gone paperless and is no longer accepting anything mailed to HQ. Anything mailed to HQ will not be not be reviewed or processed, and will be shredded. + +[Certification Verification Form](https://rid.org/cert-verification-form/) + +### Certification Archives + +### Previously Offered RID Certifications + +These certifications were previously offered by the RID and are no longer administered. RID recognizes these certifications, however the exams for these programs are no longer available. + +#### NIC Advanced + +Individuals who achieved the NIC Advanced level have passed the NIC Knowledge Exam, scored within the standard range of a professional interpreter on the interview portion of the NIC Interview and Performance Exam and scored within the high range on the performance portion of the NIC Interview and Performance Exam. + +#### NIC Master + +Individuals who achieved the NIC Master level have passed the NIC Knowledge Exam and scored within the high range on both portions of NIC Interview and Performance Exam. + +The NIC with levels credential was offered from 2005 to November 30, 2011. + +#### Certificate of Interpretation (CI) + +Holders of this certification are recognized as fully certified in interpretation and have demonstrated the ability to interpret between American Sign Language (ASL) and spoken English for both sign-to-voice and voice-to- sign tasks. The interpreterโ€™s ability to transliterate is not considered in this certification. Holders of the CI are recommended for a broad range of interpretation assignments. This credential was offered from 1988 to 2008. + +#### Certificate of Transliteration (CT) + +Holders of this certification are recognized as fully certified in transliteration and have demonstrated the ability to transliterate between English-based sign language and spoken English for both sign-to-voice and voice-to-sign tasks. The transliteratorโ€™s ability to interpret is not considered in this certification. Holders of the CT are recommended for a broad range of transliteration assignments. This credential was offered from 1988 to 2008. + +#### Comprehensive Skills Certificate (CSC) + +Holders of this certification have demonstrated the ability to interpret between American Sign Language (ASL) and spoken English and to transliterate between spoken English and an English-based sign language. Holders of this certification are recommended for a broad range of interpreting and transliterating assignments. This credential was offered from 1972 to 1988. + +#### Master Comprehensive Skills Certificate (MCSC) + +The MCSC examination was designed with the intent of testing for a higher standard of performance than the CSC. Holders of this certification were required to hold the CSC prior to taking this exam. Holders of this certification are recommended for a broad range of interpreting and transliterating assignments. This credential was offered until 1988. + +#### Reverse Skills Certificate (RSC) + +Holders of this certification have demonstrated the ability to interpret between American Sign Language (ASL) and English-based sign language or transliterate between spoken English and a signed code for English. Holders of this certification are deaf or hard-of-hearing and interpretation/transliteration is rendered in ASL, spoken English and a signed code for English or written English. Holders of the RSC are recommended for a broad range of interpreting assignments where the use of a interpreter who is deaf or hard-of-hearing would be beneficial. This credential was offered from 1972 to 1988. + +#### Interpretation Certificate (IC) + +Holders of this certification have demonstrated the ability to interpret between American Sign Language (ASL) and spoken English. Holders received scores on the CSC exam which prevented the awarding of CSC certification or IC/TC certification. The interpreterโ€™s ability to transliterate is not considered in this certification. Holders of the IC are recommended for a broad range of interpretation assignments. The IC was formerly known as the Expressive Interpreting Certificate (EIC). This credential was offered from 1972 to 1988. + +#### Transliteration Certificate (TC) + +Holders of this certification have demonstrated the ability to transliterate between spoken English and a signed code for English. Holders received scores on the CSC exam which prevented the awarding of CSC certification or IC/TC certification. The transliteratorโ€™s ability to interpret is not considered in this certification. Holders of the TC are recommended for a broad range of transliterating assignments. The TC was formerly known as the Expressive Transliterating Certificate (ETC). This credential was offered from 1972 to 1988. + +#### Specialist Certificate: Performing Arts (SC:PA) + +Holders of this certification were required to hold the CSC prior to sitting for this examination and have demonstrated specialized knowledge in performing arts interpretation. Holders of this certification are recommended for a broad range of assignments in the performing arts setting. This credential was offered from 1971 to 1988. + +#### Oral Interpreting Certificate: Comprehensive (OIC:C) + +Holders of this certification demonstrated both the ability to transliterate a spoken message from a person who hears to a person who is deaf or hard-of- hearing and the ability to understand and repeat the message and intent of the speech and mouth movements of the person who is deaf or hard-of-hearing. This credential was offered from 1979 to 1985. + +#### Oral Interpreting Certificate: Spoken to Visible (OIC:S/V) + +Holders of this certification demonstrated the ability to transliterate a spoken message from a person who hears to a person who is deaf or hard-of- hearing. This individual received scores on the OIC:C exam which prevented the awarding of full OIC:C certification. This credential was offered from 1979 to 1985. + +#### Oral Interpreting Certificate: Visible to Spoken (OIC:V/S) + +Holders of this certification demonstrated the ability to understand the speech and silent movements of a person who is deaf or hard-of-hearing and to repeat the message for a hearing person. This individual received scores on the OIC:C exam which prevented the awarding of full OIC:C certification. This credential was offered from 1979 to 1985. + +#### Conditional Legal Interpreting Permit-Relay (CLIP-R) + +_Notice: RID has announced that a moratorium will be placed on new applications for CLIP-R Certification.__For more information about the moratorium,_[_please see this FAQ_](https://rid.org/?p=8240) _._ + +Holders of this conditional permit had completed an RID-recognized training program designed for interpreters and transliterators who worked in legal settings, and whom were also deaf or hard-of-hearing. Holders of this conditional permit were recommended for a broad range of assignments in the legal setting. This credential was available from 1991 to 2016. + +Candidates were eligible for CLIP-R Certification if they were, at that time, a current RID CDI or RSC Certified member, met the experience requirements, had the proper letters of recommendation, and met RIDโ€™s educational requirement. + +**CLIP-R Certification Requirement** + +*Please note no substitutions could have been made to the requirements + + 1. Must have been a certified member, in good standing, holding either the RSC or CDI. + 2. Must have met RIDโ€™s, at that time, educational requirement of an Associate degree or had an approved Educational Equivalency Application. + 3. Attached recommendation letters from two RID certified interpreters in good standing. At least one letter must have been from an SC:L certified interpreter. The other could have been from a CI and CT, CDI, CSC, NIC, or NAD. + 4. Verified at least 150 hours of training and/or mentoring as a legal interpreter. If an individual was unable to have all 150 hours in legal training or workshops, they must have had a minimum of 120 hours of legal interpreter training and up to 30 hours of mentoring in a legal setting with an interpreter, in good standing, who holds either the SC:L or CLIP-R. Verification was required in the form of RID CEUS (preferred) or legal trainings, or workshops. A certificate of completion or letter from the trainer/presenter/mentor was required to indicate the date, location, and duration of the training/mentoring. + + +### NAD Certifications + +These certifications were developed and administered by NAD and are recognized +by RID. + +#### NAD (National Association of the Deaf) Certifications + +In 2003, RID began to recognize interpreters who hold NAD III, NAD IV and NAD V certifications. These credentials were offered by the National Association of the Deaf (NAD) between the early 1990s and late 2002. In order to continue to maintain their certification, NAD credentialed interpreters must have had an active certification and registered with RID prior to June 30, 2005. These interpreters are required to comply with all aspects of RIDโ€™s Certification Maintenance Program, including the completion of professional development. + +#### NAD III (Generalist) โ€“ Average Performance + +Holders of this certification possess above average voice-to-sign skills and good sign-to-voice skills. Holders have demonstrated the minimum competence needed to meet generally accepted interpreter standard. Occasional words or phrases may be deleted but the expressed concept is accurate. The individual displays good grammar control of the second language and is generally accurate and consistent, but is not qualified for all situations. + +#### NAD IV (Advanced) โ€“ Above Average Performance + +Holders of this certification possess excellent voice-to-sign skills and above average sign-to-voice skills. Holders have demonstrated above average skill in any given area. Performance is consistent and accurate and fluency is smooth, with few deletions; the viewer has no question to the candidateโ€™s competency. Holders of this certification should be able to interpret in most situations. + +#### NAD V (Master) โ€“ Superior Performance + +Holders of this certification possess superior voice-to-sign skills and excellent sign-to-voice skills. Holders have demonstrated excellent to outstanding ability in any given area. The individual had minimum flaws in their performance and have demonstrated interpreting skills necessary in almost all situations. + +### RID Retired Certifications + +The following RID certification have been retired. RID no longer supports or recognizes these credentials and individuals can no longer use them as validation of their abilities. + +#### CDI-P (Certified Deaf Interpreter-Provisional) + +Holders of this provisional certification are interpreters who are deaf or hard-of-hearing, have demonstrated a minimum of one year experience working as an interpreter, have completed at least eight hours of training on the NAD-RID Code of Professional Conduct and have completed eight hours of training in general interpretation as it related to an interpreter who is deaf or hard-of- hearing. Holders of this certificate are recommended for a broad range of assignments where an interpreter who is deaf or hard-of-hearing would be beneficial. + +#### CLIP (Conditional Legal Interpreting Permit) + +Holders of this conditional permit completed an RID-recognized training program designed for interpreters and transliterators who work in legal settings. CI and CT or CSC certification was required prior to enrollment in the training program. Holders of this conditional permit are recommended for a broad range of assignments in the legal setting during the development of the SC:L certification. This conditional permit was retired on December 31, 1999. + +#### Prov. SC:L (Provisional Specialist Certificate: Legal) + +Holders of this provisional certification hold CI and CT or CSC and have completed RID approved legal training. Holders of this certificate are recommended for assignments in the legal setting. This provisional certificate was retired in 1998. + +### Certifications Under Moratorium + +### Educational Certificate: K-12 (Ed:K-12) + +This credential is fully recognized by RID, but the designation is no longer awarded by RID. This designation went into moratorium effective January 1, 2016. + +The EIPA assessment is still available through Boys Town. More information on that can be found at . + +Holders of this certification demonstrated the ability to interpret or transliterate classroom content and discourse between students who are deaf and hard of hearing and students, teachers and school staff who are hearing. Certificants demonstrated EIPA Level 4* skills using spoken English and at least one of the following visual languages, constructs, or symbol systems at either an elementary or secondary level: + + * American Sign Language (ASL) + * Manually Coded English (MCE) + * Contact Signing (aka: Pidgin Signed English (PSE) or English-like Signing) + * Cued American English (CAE) (aka: Cued Speech) + +This credential was offered from 2007 to 2016. + + +### Specialist Certificate: Legal (SC:L) + +This credential is fully recognized by RID, but the designation is no longer awarded by RID. This designation went into moratorium effective January 1, 2016. + +Description: Holders of this specialist certification demonstrated specialized knowledge of legal settings and greater familiarity with language used in the legal system. These individuals are recommended for a broad range of assignments in the legal setting. This credential was offered from 1998 to 2016. + +The SC:L, and specialist testing in general, are topics of investigation as part of the 2016-2018 Certification Committee Scope Of Work. + + +### Oral Transliteration Certificate + +This credential is fully recognized by RID, but the designation is no longer awarded by RID. This designation went into moratorium effective January 1, 2016. + +Description: Holders of this certification demonstrated, using silent oral techniques and natural gestures and the ability to transliterate a spoken message from a person who hears to a person who is deaf or hard-of-hearing. Holders also demonstrated the ability to understand and repeat the message and intent of the speech and mouth movements of the person who is deaf or hard-of- hearing. This credential was offered from 1999 to 2016. + +This credential was originally voted into sunset by the RID Board at the in- person Board Meeting at the RID NOLA National Conference, in August of 2015. + +At the RID NOLA Business Meeting, a motion was made to move the credential from โ€œsunsetโ€ status to โ€œmoratoriumโ€. Here is the member motion: + +FROM THE MINUTES OF THE 2015 BUSINESS MEETING: +C2015.11 +Primary submitter(s) name(s): William Gorum +Secondary submitter(s) name(s): Margaret Austin + +Move that the RID Board of Directorโ€™s decision to สบsunsetสบ the Oral Transliteration certificate be vetoed via a vote of the organizationโ€™s membership and to place the OTC testing program under moratorium along with all other RID certification examinations until further investigation can be done into options other than the cessation of administration of the OTC exam. + +Rationale: +RID is the only nationally recognized organization who certifies oral transliterators. People who are deaf that prefer to use oral communication methods should have access to trained, qualified, and certified interpreters. The RID mission statement is to สบpromote excellence in interpretation services among diverse users of signed and spoken languages through professional development, networking, advocacy, and standardsสบ. + +Estimated Fiscal Impact Statement: +Vetoing the Boardโ€™s motion and placing the OTC under moratorium until further options are explored would have minimal financial impact on RID. + +Organizational Remarks: + +Board of Directors Comments: + +Bylaws Committee Comments: + +Headquarters Comments: + +Professional Development Committee Comments: + +Member Comments: + +In response to a point, President Whitcher cited a bylaw (Article 3, Section 3d) which says that Board decisions can be overturned by a 2/3 vote. + +Betty Colonomos moved to table this discussion, seconded by Wink Smith. This motion does not entertain discussion, so a vote was taken. With 91 votes in support, 146 opposed and 12 abstentions, the motion to table fails. + +Artie Grassman called the question, seconded by Audrey Rosenberg. A vote was taken, and debate was closed. + +A vote was taken, and, with a 2/3 majority being needed to pass, the motion received 210 votes in support, 56 opposed, and 21 abstentions, so the motion C2015.11 carries. + + +## Newly Certified Information. + +Information on becoming certified and receiving your certificate can be found here. + +#### Certification Cycle Dates + +A certificantโ€™s newly certified cycle start date is the date that CASLI sends the exam results letter (the Results Sent date) and extends until December 31st of the year indicated by the following: + + * If the Results Sent date falls between 7/1/2022 and 6/30/2023โ€ฆ..New certification cycle ends 12/31/2027. + * If the Results Sent date falls between 7/1/2023 and 6/30/2024โ€ฆ..New certification cycle ends 12/31/2028. + * If the Results Sent date falls between 7/1/2024 and 6/30/2025โ€ฆ..New certification cycle ends 12/31/2029. + +Each successfully-completed certification cycle is followed by a four year certification cycle, running from January 1 of the first year through December 31 of the fourth year. + +#### Newly Certified Packet + +You can expect to receive a Newly Certified Packet from RID approximately 6-8 weeks after you have passed all required examinations __ and your results letter was sent. This packet will include your certificate and a congratulations letter. You should also receive an email when your new certification is added to your RID account with information about maintaining certification. + +_**Note:**_you may begin earning CEUs for your new certification cycle any time on or after your certification start date_**.**_ + +#### Duplicate Certificates + +In the event that your certificate arrives damaged, with incorrect spelling or information, or does not arrive at all (three weeks after being mailed), the certificate will be replaced once free of charge. This replacement request should be submitted in writing to certification@rid.org. + +In the event that you lose your certificate, need a replacement certificate, want the name on the certificate updated due to a legal name change, or would simply like a duplicate certificate, you may purchase one on the RID website. Replacement certificates are processed once a month. + +#### Certified Membership + +Maintaining current RID membership is a requirement for maintaining RID certification. If you are a current Associate Member at the time you achieve certification, your membership will automatically be converted into a Certified Membership. If you are not an Associate or Certified member at the time you achieve certification, you need to pay Certified Member dues to bring your membership into good standing. For more information, contact the Member Services Department at [members@rid.org](mailto:members@rid.org). Keep in mind: + + * Membership runs from July 1 through June 30 and is paid for annually. + * There is no extra charge for holding more than one RID certification or for holding specialty certification. + * Those who hold NAD certification must also keep their NAD certification dues in good standing with RID. + +#### Display Your Credentials + +One of the privileges of achieving RID certification is the ability to show your credential on your business card, resume, brochures or other advertisements, etc. Your credentials (also called โ€œpost-nomial abbreviationsโ€) should be displayed only after your full name (with or without middle initial) in the following order: + + 1. Given names (Jr., II, etc.) + 2. Academic degrees from highest level to lowest level above a bachelor degree (bachelor degree credentials are not typically displayed) + 3. State licensure credentials + 4. Professional certifications (such as RID credentials) + +Certificants who hold more than one RID certification should display them in the following order: IC, TC, IC/TC, CSC, MCSC, RSC, ETC, EIC, OIC:V/S, OIC:S/V, OIC:C, CI, CT, CI and CT, CDI, NIC, NIC Advanced, NIC Master, OTC, SC:PA, CLIP-R, SC:L, NAD III, NAD IV, NAD V, Ed:K-12. + +Digital Credentials: RID partnered with [Credly](https://info.credly.com/) to provide you with a digital version of your credentials. Digital badges can be used in email signatures or digital resumes, and on social media sites such as LinkedIn, Facebook, and Twitter. This digital image contains verified metadata that describes your qualifications and the process required to earn them. diff --git a/intelaide-backend/python/bkup_rid/cpc.txt b/intelaide-backend/python/bkup_rid/cpc.txt new file mode 100644 index 0000000..9c741e8 --- /dev/null +++ b/intelaide-backend/python/bkup_rid/cpc.txt @@ -0,0 +1,254 @@ +## NAD-RID CODE OF PROFESSIONAL CONDUCT ## + +Scope +The National Association of the Deaf (NAD) and the Registry of Interpreters for the Deaf, Inc. (RID) +uphold high standards of professionalism and ethical conduct for interpreters. Embodied in this Code +of Professional Conduct (formerly known as the Code of Ethics) are seven tenets setting forth guid- +ing principles, followed by illustrative behaviors. +The tenets of this Code of Professional Conduct are to be viewed holistically and as a guide to pro- +fessional behavior. This document provides assistance in complying with the code. The guiding prin- +ciples offer the basis upon which the tenets are articulated. The illustrative behaviors are not exhaus- +tive, but are indicative of the conduct that may either conform to or violate a specific tenet or the +code as a whole. +When in doubt, the reader should refer to the explicit language of the tenet. If further clarification is +needed, questions may be directed to the national office of the Registry of Interpreters for the Deaf, Inc. +This Code of Professional Conduct is sufficient to encompass interpreter roles and responsibilities in +every type of situation (e.g., educational, legal, medical). A separate code for each area of interpret- +ing is neither necessary nor advisable. + +Philosophy +The American Deaf community represents a cultural and linguistic group having the inalienable right +to full and equal communication and to participation in all aspects of society. Members of the +American Deaf community have the right to informed choice and the highest quality interpreting serv- +ices. Recognition of the communication rights of Americaโ€™s women, men, and children who are deaf is +the foundation of the tenets, principles, and behaviors set forth in this Code of Professional Conduct. +Voting Protocol + +This Code of Professional Conduct was presented through mail referendum to certified interpreters +who are members in good standing with the Registry of Interpreters for the Deaf, Inc. and the +National Association of the Deaf. The vote was to adopt or to reject. + +Adoption of this Code of Professional Conduct +Interpreters who are members in good standing with the Registry of Interpreters for the Deaf, Inc. +and the National Association of the Deaf voted to adopt this Code of Professional Conduct, effective +July 1, 2005. This Code of Professional Conduct is a working document that is expected to change +over time. The aforementioned members may be called upon to vote, as may be needed from time to +time, on the tenets of the code. + +The guiding principles and the illustrative behaviors may change periodically to meet the needs and +requirements of the RID Ethical Practices System. These sections of the Code of Professional +Conduct will not require a vote of the members. However, members are encouraged to recommend +changes for future updates. + +Function of the Guiding Principles +It is the obligation of every interpreter to exercise judgment, employ critical thinking, apply the benefits +of practical experience, and reflect on past actions in the practice of their profession. The guiding princi- +ples in this document represent the concepts of confidentiality, linguistic and professional competence, +impartiality, professional growth and development, ethical business practices, and the rights of partici- +pants in interpreted situations to informed choice. The driving force behind the guiding principles is the +notion that the interpreter will do no harm. +When applying these principles to their conduct, interpreters remember that their choices are gov- +erned by a โ€œreasonable interpreterโ€ standard. This standard represents the hypothetical interpreter +who is appropriately educated, informed, capable, aware of professional standards, and fair-minded. + +## CODE OF PROFESSIONAL CONDUCT Tenets ## +1. Interpreters adhere to standards of confidential communication. +2. Interpreters possess the professional skills and knowledge required for the specific interpreting situation. +3. Interpreters conduct themselves in a manner appropriate to the specific interpreting situation. +4. Interpreters demonstrate respect for consumers. +5. Interpreters demonstrate respect for colleagues, interns, and students of the profession. +6. Interpreters maintain ethical business practices. +7. Interpreters engage in professional development. + +Applicability +A. This Code of Professional Conduct applies to certified and associate members of the Registry of +Interpreters for the Deaf, Inc., Certified members of the National Association of the Deaf, interns, +and students of the profession. +B. Federal, state or other statutes or regulations may supersede this Code of Professional Conduct. +When there is a conflict between this code and local, state, or federal laws and regulations, the +interpreter obeys the rule of law. +C. This Code of Professional Conduct applies to interpreted situations that are performed either face- +to-face or remotely. + +Definitions +For the purpose of this document, the following terms are used: +Colleagues: Other interpreters. +Conflict of Interest: A conflict between the private interests (personal, financial, or professional) +and the official or professional responsibilities of an interpreter in a position of trust, whether actual +or perceived, deriving from a specific interpreting situation. +Consumers: Individuals and entities who are part of the interpreted situation. This includes individu- +als who are deaf, deaf-blind, hard of hearing, and hearing. + +## 1.0 CONFIDENTIALITY ## +Tenet: Interpreters adhere to standards of confidential communication. +Guiding Principle: Interpreters hold a position of trust in their role as linguistic and cultural facili- +tators of communication. Confidentiality is highly valued by consumers and is essential to protecting +all involved. + +Each interpreting situation (e.g., elementary, secondary, and post-secondary education, legal, medical, +mental health) has a standard of confidentiality. Under the reasonable interpreter standard, profes- +sional interpreters are expected to know the general requirements and applicability of various levels +of confidentiality. Exceptions to confidentiality include, for example, federal and state laws requiring +mandatory reporting of abuse or threats of suicide, or responding to subpoenas. + +Illustrative Behavior - Interpreters: +1.1 +Share assignment-related information only on a confidential and โ€œas-neededโ€ basis (e.g., +supervisors, interpreter team members, members of the educational team, hiring entities). +1.2 +Manage data, invoices, records, or other situational or consumer-specific information in a +manner consistent with maintaining consumer confidentiality (e.g., shredding, locked files). +1.3 +Inform consumers when federal or state mandates require disclosure of confidential +information. + +## 2.0 PROFESSIONALISM ## +Tenet: +Interpreters possess the professional skills and knowledge required for the specific interpret- +ing situation. +Guiding Principle: Interpreters are expected to stay abreast of evolving language use and trends in +the profession of interpreting as well as in the American Deaf community. +Interpreters accept assignments using discretion with regard to skill, communication mode, setting, and +consumer needs. Interpreters possess knowledge of American Deaf culture and deafness-related resources. + +Illustrative Behavior - Interpreters: +2.1 +Provide service delivery regardless of race, color, national origin, gender, religion, age, dis- +ability, sexual orientation, or any other factor. +2.2 +Assess consumer needs and the interpreting situation before and during the assignment and +make adjustments as needed. +2.3 +Render the message faithfully by conveying the content and spirit of what is being communi- +cated, using language most readily understood by consumers, and correcting errors discreetly +and expeditiously. +2.4 +Request support (e.g., certified deaf interpreters, team members, language facilitators) when +needed to fully convey the message or to address exceptional communication challenges (e.g. +cognitive disabilities, foreign sign language, emerging language ability, or lack of formal +instruction or language). +2.5 +Refrain from providing counsel, advice, or personal opinions. +2.6 +Judiciously provide information or referral regarding available interpreting or community +resources without infringing upon consumersโ€™ rights. + +## 3.0 CONDUCT ## +Tenet: Interpreters conduct themselves in a manner appropriate to the specific interpreting situation. +Guiding Principle: Interpreters are expected to present themselves appropriately in demeanor and +appearance. They avoid situations that result in conflicting roles or perceived or actual conflicts of +interest. + +Illustrative Behavior - Interpreters: +3.1 +Consult with appropriate persons regarding the interpreting situation to determine issues such +as placement and adaptations necessary to interpret effectively. +3.2 Decline assignments or withdraw from the interpreting profession when not competent due to +physical, mental, or emotional factors. +3.3 +Avoid performing dual or conflicting roles in interdisciplinary (e.g. educational or mental +health teams) or other settings. +3.4 Comply with established workplace codes of conduct, notify appropriate personnel if there is a +conflict with this Code of Professional Conduct, and actively seek resolution where warranted. +3.5 +Conduct and present themselves in an unobtrusive manner and exercise care in choice of attire. +3.6 +Refrain from the use of mind-altering substances before or during the performance of duties. +3.7 +Disclose to parties involved any actual or perceived conflicts of interest. +3.8 Avoid actual or perceived conflicts of interest that might cause harm or interfere with the +effectiveness of interpreting services. +3.9 +Refrain from using confidential interpreted information for personal, monetary, or professional +gain. +3.10 Refrain from using confidential interpreted information for the benefit of personal or pro- +fessional affiliations or entities. + +## 4.0 RESPECT FOR CONSUMERS ## +Tenet: Interpreters demonstrate respect for consumers. +Guiding Principle: Interpreters are expected to honor consumer preferences in selection of inter- +preters and interpreting dynamics, while recognizing the realities of qualifications, availability, and +situation. + +Illustrative Behavior - Interpreters: +4.1 +Consider consumer requests or needs regarding language preferences, and render the mes- +sage accordingly (interpreted or transliterated). +4.2 +Approach consumers with a professional demeanor at all times. +4.3 +Obtain the consent of consumers before bringing an intern to an assignment. +4.4 +Facilitate communication access and equality, and support the full interaction and independ- +ence of consumers. + +## 5.0 RESPECT FOR COLLEAGUES ## +Tenet: Interpreters demonstrate respect for colleagues, interns and students of the profession. +Guiding Principle: Interpreters are expected to collaborate with colleagues to foster the delivery of +effective interpreting services. They also understand that the manner in which they relate to col- +leagues reflects upon the profession in general. + +Illustrative Behavior - Interpreters: +5.1 +Maintain civility toward colleagues, interns, and students. +5.2 +Work cooperatively with team members through consultation before assignments regarding +logistics, providing professional and courteous assistance when asked and monitoring the +accuracy of the message while functioning in the role of the support interpreter. +5.3 +Approach colleagues privately to discuss and resolve breaches of ethical or professional +conduct through standard conflict resolution methods; file a formal grievance only after +such attempts have been unsuccessful or the breaches are harmful or habitual. +5.4 +Assist and encourage colleagues by sharing information and serving as mentors when +appropriate. +5.5 +Obtain the consent of colleagues before bringing an intern to an assignment. + +## 6.0 BUSINESS PRACTICES ## +Tenet: Interpreters maintain ethical business practices. +Guiding Principle: Interpreters are expected to conduct their business in a professional manner +whether in private practice or in the employ of an agency or other entity. Professional interpreters are +entitled to a living wage based on their qualifications and expertise. Interpreters are also entitled to +working conditions conducive to effective service delivery. + +Illustrative Behavior - Interpreters: +6.1 +Accurately represent qualifications, such as certification, educational background, and expe- +rience, and provide documentation when requested. +6.2 +Honor professional commitments and terminate assignments only when fair and justifiable +grounds exist. +6.3 +Promote conditions that are conducive to effective communication, inform the parties +involved if such conditions do not exist, and seek appropriate remedies. +6.4 +Inform appropriate parties in a timely manner when delayed or unable to fulfill assignments. +6.5 +Reserve the option to decline or discontinue assignments if working conditions are not safe, +healthy, or conducive to interpreting. +6.6 +Refrain from harassment or coercion before, during, or after the provision of interpreting +services. +6.7 +Render pro bono services in a fair and reasonable manner. +6.8 +Charge fair and reasonable fees for the performance of interpreting services and arrange for +payment in a professional and judicious manner. + +## 7.0 PROFESSIONAL DEVELOPMENT ## +Tenet: Interpreters engage in professional development. +Guiding Principle: Interpreters are expected to foster and maintain interpreting competence and the +stature of the profession through ongoing development of knowledge and skills. + +Illustrative Behavior - Interpreters: +7.1 +Increase knowledge and strengthen skills through activities such as: +pursuing higher education; +attending workshops and conferences; +seeking mentoring and supervision opportunities; +participating in community events; and +engaging in independent studies. +7.2 +Keep abreast of laws, policies, rules, and regulations that affect the profession. + diff --git a/intelaide-backend/python/bkup_rid/eps-complaint-form.txt b/intelaide-backend/python/bkup_rid/eps-complaint-form.txt new file mode 100644 index 0000000..8d2bb7d --- /dev/null +++ b/intelaide-backend/python/bkup_rid/eps-complaint-form.txt @@ -0,0 +1,195 @@ +EPS Complaint Form + +## EPS Complaint Form + +Step 1 of 4 + + +This form is managed by the RID EPS Department. This form is for making a +complaint which is related to violations of the EPS Policy and/or the CPC and +based on a situation or incident in which you were involved or have knowledge +of. If your concern is based on public information such as newspaper articles, +media, court judgements you can share this information with RID by filing a +report: . Please continue if you wish to file a +complaint. If you are unsure, contact [ethics@rid.org](mailto:ethics@rid.org). + +**Should you wish to file an EPS Complaint in ASL, please do +so[HERE](https://www.videoask.com/fyd6t988p).** + +### Complainant Information + +Name of Person Filing Complaint (Complainant)(Required) + +First Last + +Address(Required) + +Street Address Address Line 2 City State / Province / Region ZIP / Postal Code + +Phone(Required) + +Phone type(Required) + +Voice + +VP + +RID Member ID (If applicable) + +Email(Required) + +### Respondent Information + +Name(s) of the interpreter(s) against whom this complaint is being +filed(Required) + +Full Name(s) + +Respondent(s) City and State + +What is the city and state of the interpreter(s) against whom this complaint +is being filed? If you donโ€™t know please respond, โ€œI donโ€™t know.โ€ + +City State / Province / Region + +### Incident/Conduct Information + +You must describe the conduct of the respondent(s), in which language do you +wish to provide this information?(Required) + +English + +ASL + +The EPS Department will reach out to you and provide a link to upload your +video in ASL. **Please proceed with the remainder of the complaint form.** + +Please describe the conduct involved. Be sure to include as many details as +possible such as the location, date, and time.(Required) + +Do you have any documentation supporting the alleged unethical +conduct?(Required) + +Yes + +No + +Please attach all relevant documents supporting the alleged unethical conduct. + +If you have more than one document, please attach each document individually +in the file upload spaces below. + +Max. file size: 300 MB. + +Additional relevant document + +Max. file size: 300 MB. + +Additional relevant document + +Max. file size: 300 MB. + +If you have more files to upload, please contact +[ethics@rid.org](mailto:ethics@rid.org). + +### CPC Violation Information + +If you need to reference the NAD-RID CPC to answer the following questions +below, please review the policy here by copy and pasting the following link in +a separate window: https://rid.org/programs/ethics/code-of-professional- +conduct/ + +If you allege a violation of the NAD-RID Code of Professional Conduct, please +check which tenet(s) you believe were violated.(Required) + +Tenet 1.0 CONFIDENTIALITY + +Tenet 2.0 PROFESSIONALISM + +Tenet 3.0 CONDUCT + +Tenet 4.0 RESPECT FOR CONSUMERS + +Tenet 5.0 RESPECT FOR COLLEAGUES + +Tenet 6.0 BUSINESS PRACTICES + +Tenet 7.0 PROFESSIONAL DEVELOPMENT + +N/A + +I don't know + +### EPS Policy Violation Information + +If you need to reference the RID EPS Policy to answer the following questions +below, please review the policy by copy and pasting the following link in a +separate window: +https://acrobat.adobe.com/id/urn:aaid:sc:VA6C2:910f8855-e5df-4153-80cb-e759f74ebdb8 + +If you allege a violation of the Prohibited Actions and Behaviors from the EPS +Policy RELATING TO THE INTEGRITY OF MEMBERSHIP AND CREDENTIALS please check +which you believe were violated.(Required) + +Misrepresentation of Membership and Credentials + +Certification Maintenance Program (CMP) Infringement + +Dishonest Actions Impacting CASLI Testing + +N/A + +I don't know + +If you allege a violation of the Prohibited Actions and Behaviors from the EPS +Policy RELATING TO UPHOLDING TRUST IN THE PROFESSION please check which you +believe were violated.(Required) + +Confidentiality Transgressions + +Misconduct via Online Professional Spaces + +Actions Taken During Interpreting-Related Activities + +Negligence in Recommending or Utilizing Necessary Resources + +Disrespect for colleagues, consumers, organizational stakeholders, and +students of the profession + +Dishonesty while Conducting the Business of Interpreting + +N/A + +I don't know + +If you allege a violation of the Prohibited Actions and Behaviors from the EPS +Policy RELATING TO ADVERSE ACTIONS please check which you believe were +violated.(Required) + +Misusing the Disciplinary Procedures + +N/A + +I don't know + +### Signature + +By my signature here, I certify that: + +* The information provided here and in any attachments are true and accurate to the best of my knowledge and belief. +* I request that the RIDโ€™s EPS review my assertions of unethical conduct on the part of the individual(s) named above. Further, I understand and agree that my name will appear as COMPLAINANT. +* I authorize RID to contact me regarding this complaint, if deemed necessary. I authorize RID to release this complaint and all other supporting material I have provided or may provide in the future to the subject of the complaint, members of EPS Review Board, attorneys and others as deemed appropriate by RID or as required by law. +* By typing my name, I am signing this document electronically. I agree that my electronic signature is the legal equivalent of my manual/handwritten signature on this document. By typing my name using any device, means, or action, I agree that my signature on this document is as valid as if I signed the document in writing. + +Electronic Signature(Required) + +Date(Required) + +MM slash DD slash YYYY + +RID has the sole discretion to determine which complaints should be pursued, +how they should be pursued, and what action, if any, should be taken, in +accordance with the RID Ethical Practices System Policies and Procedures. + + +__ diff --git a/intelaide-backend/python/bkup_rid/eps.txt b/intelaide-backend/python/bkup_rid/eps.txt new file mode 100644 index 0000000..0553d66 --- /dev/null +++ b/intelaide-backend/python/bkup_rid/eps.txt @@ -0,0 +1,921 @@ +1 +RID EPS Policy and Enforcement Procedures +REGISTRY OF INTERPRETERS FOR THE DEAF, INC. + + + + + + + + + +ETHICAL PRACTICES SYSTEM +POLICY AND ENFORCEMENT PROCEDURES + + +RID Ethics Department +Approved by the RID Board of Directors March 14, 2023 +Revised July 15, 2024 + + + + + + + + + + + + + + + + + + + + +The document enclosed outlines RIDโ€™s EPS Policy and Enforcement Procedures which +requires compliance with the CPC, EPS, objectivity, and fundamental fairness to all +persons who may be parties in a complaint of professional misconduct. + + +2 +RID EPS Policy and Enforcement Procedures +Table of Contents +ETHICAL PRACTICES SYSTEM PHILOSOPHY ..............................................................3 +EPS DEFINITIONS ..............................................................................................................4 +Consumers .......................................................................................................................4 +Professionals ....................................................................................................................4 +Integrity .............................................................................................................................4 +Accountability ...................................................................................................................4 +Harm .................................................................................................................................4 +Online professional space................................................................................................5 +Certificant .........................................................................................................................5 +SCOPE ................................................................................................................................5 +PROHIBITED ACTIONS AND BEHAVIORS: CAUSES FOR ACTIONABLE +DISCIPLINE .........................................................................................................................7 +I. RELATING TO THE INTEGRITY OF MEMBERSHIP AND CREDENTIALS..............7 +II. RELATING TO UPHOLDING TRUST IN THE PROFESSION ...................................8 +III. RELATING TO ADVERSE ACTIONS ......................................................................11 +IV. CRIMINAL CONVICTIONS (Effective Fiscal Year 2025 Membership Renewal) ...12 +EPS ENFORCEMENT PROCEDURES ...........................................................................13 +Step 1: Filing a Complaint or Submitting a Report of Alleged Violation .......................13 +Step 2: The Intake ..........................................................................................................14 +Step 3: Complaint and Report Procedures ...................................................................14 +Step 4: Respondentโ€™s Right of Review ..........................................................................19 +Step 5: Appeals Process................................................................................................19 +Step 6: Reports, Records, and Publications .................................................................20 +Responsibility for Contact Information ...........................................................................21 + + +3 +RID EPS Policy and Enforcement Procedures +ETHICAL PRACTICES SYSTEM PHILOSOPHY + +RIDโ€™s Ethical Practices System (EPS) is an essential component of RID's certification +program and exemplifies the commitment of RID, Center for Assessment in Sign +Language Interpreting (CASLI), and certificants to consumers, the public and to the +profession through the competent and professional practice of interpreting. + +RID endeavors to assure all members of the public โ€“ Deaf, DeafBlind, DeafDisabled, +Hard of Hearing, and Late-Deafened (DDBDDHHLD) consumers, hearing consumers, +communities and organizations that engage in the provision of interpreting services, and +those who rely on the services of interpreters to communicate with DDBDDHHLD +individuals โ€“ that RID certificants meet professional standards of conduct. RIDโ€™s EPS +requires that certificants and those seeking RID certification continuously comply with +and uphold appropriate standards of professionalism, while demonstrating integrity and +accountability in all interpreting settings and interpreting-related activities. RID-NAD's +Code of Conduct outlines the baseline of professional standards that all certificants and +members throughout multiple points in their journey to certification are expected to +uphold. + +It is crucial that individuals who do not meet the standards of professionalism, +accountability, and integrity required of the profession do not undermine the important +achievements of those who do. Violation of these standards is harmful to the profession, +its consumers and stakeholders, and will be subject to disciplinary action in accordance +with this policy. + +The EPS upholds accountability and integrity as essential components to developing +and supporting trustworthy relationships between all consumers and interpreting +professionals. As such, accountability and integrity are pillars for professional conduct. +We acknowledge that accountability and integrity can be perceived and upheld in a +myriad of ways by various cultural, linguistic, and (dis)ability communities which have +historically been neglected when identifying and addressing alleged professional +misconduct. It is the aim of EPS to foster healthy relationships between consumers and +professionals in the interpreting community by providing a paradigmatic shift in the +understanding of how interpreting professionals should exhibit and embody integrity and +accountability. + + +4 +RID EPS Policy and Enforcement Procedures +EPS DEFINITIONS + +Consumers +Those who are impacted by any and all decisions and actions made by interpreters. +This includes but is not limited to: Deaf, DeafBlind, DeafDisabled, Hard of Hearing, Late +Deafened, CODA and hearing communities. + +Professionals +Entities and individuals that provide interpreting services. For purposes of this policy, +the terms interpreting services, professional practice, and interpreting engagement +include facilitating communication between of sign language communications and +spoken language, and also include interactions the interpreter has preparatory to or in +connection with providing or having provided sign language interpretation to +DDBDDHHLD consumers or of DDBDDHHLD communications. + +Integrity +Behaviors that demonstrate trustworthiness, honesty, respect, authentic self-reflection, +considering the intent and impact of the practitioner's actions, willingness to be held +accountable by consumers and colleagues, and uphold professional standards prior to, +during, and after interpreting encounters and when engaging in conduct relating to or +impacting professional activities. + +Accountability +An interpreting professionalโ€™s disposition and behaviors that demonstrate willingness to +be responsible for their actions, be answerable to consumers, their colleagues and RID +and to report, explain or give response to any action that is called into question as +causing or perpetuating harm to the consumer or the interpreting profession. + +Harm +Any prohibited action during interpreting encounters or professional practice activities +and that negatively impacts the consumer and/or interpreting professionals and/or +damages the integrity of the profession. + +The EPS expects continuous compliance by interpreters in their conduct while actively +interpreting, preparing to interpret, representing themselves as an interpreter in +professionally constructed spaces both in person and in digital spaces, as well as +promoting themselves as a member of the profession. + + +5 +RID EPS Policy and Enforcement Procedures +Online professional space +A space where interpreting-related business is conducted (e.g. solicitation of +interpreting services), interpreting-related content is shared, or where the majority of +participants are interpreting professionals engaging in interpreting-related discussions. +This includes spaces where interpreting professionals and/or their work products and/or +actions taken while in the course of their interpreting duties are posted, shared, or +discussed. + +Certificant +A RID certified interpreter. The EPS defines a โ€œcertifyingโ€ interpreter as any interpreter +who has applied for RID certification or has otherwise taken steps to seek RID +certification, including by applying for or taking a CASLI examination. + + +SCOPE + +Registry of Interpreters for the Deaf (RID) is the national certifying body of sign +language interpreters and is a professional organization that fosters the growth of the +profession and the professional growth of interpreting. As interpreters, we are to +acknowledge the relationships we work in, and are accountable to our commitment(s) +to fostering healthy relationships. We have a responsibility to acknowledge the impact +our work has on consumers and make the situation(s) workable, and to mitigate harm +with minimal impact. In doing so we bring connectedness and commitment between +human beings while maintaining professional integrity with respect, honesty, trust, +authenticity, and equity. + +The imperative of integrity and accountability by RID members who seek or hold +certification as well as the values of the DDBDDHHLD communities, collectively provide +the standards of the highest quality of interpretation services throughout all areas of the +profession. This includes professional conduct within interpreting and outside of +interpreting-related settings. + +All RID members and all RID certified and certifying candidates and holders (including +CASLI applicants and examinees) are subject to professional standards as outlined in +this Policy. This Policy requires compliance with the CPC, EPS, objectivity, and +fundamental fairness to all persons who may be parties in a complaint of professional +misconduct. The associated Policy and the Enforcement Procedures are not intended to +address all aspects of the personal conduct of a RID member or certificant, if unrelated +to their role or conduct as an interpreter. When feasible and appropriate, RID members, +candidates for certification, and certificants may pursue other corrective steps within the + + +6 +RID EPS Policy and Enforcement Procedures +relevant institution or setting and discuss any perceived violations directly with all +persons involved. However, all reported violations or filed complaints of professional +conduct will be reviewed by the Ethical Practices System, with no limitations on the +timeframe in which the alleged violation occurred. + +RID may impose disciplinary sanctions on any individual who violates this Policy, +whether it is during the application process for RID membership, while holding +membership, applying for RID certification, possessing any RID recognized credential, +or applying for or taking a CASLI examination. RID retains the right to take disciplinary +action for behaviors that clearly caused negative impacts on consumer(s), interpreting +professionals, or damages the integrity of the profession during interpreting encounters +or professional-related activities even if the behavior is not specifically listed under RID's +Ethical Practices System. Sanctions may include, but are not limited to: + +โ— the assignment of remedial education, +โ— non-public or public reprimand and warning, +โ— suspension and/or revocation of RID membership or eligibility for RID +membership, +โ— suspension and/or revocation of certification or eligibility for RID certification, +โ— temporary or permanent ineligibility to take CASLI examinations, or +โ— other disciplinary action as determined at the discretion of RID. + +Disciplinary actions may be reported to any state licensing authority, the federal +government, the certificant's employer, and other interested parties, including +individuals seeking information about the certificant's credentials, in accordance with +procedures outlined in this policy. + +This Policy represents some, though not necessarily all, of the behaviors that may +trigger review under RIDโ€™s Ethical Practices System. RID retains the right to take +disciplinary action under this Policy even if the interpreterโ€™s membership expires or the +interpreter retires from practice, provided that the violation triggering the disciplinary +proceeding occurred when the interpreter held RID membership or certification, was +seeking certification, applying for or holding any other RID credentials, or applying for or +taking a CASLI examination. + +This EPS policy will be periodically reviewed and subject to revisions, based on evolving +industry standards, and advancements in technology. These changes will be in effect, +via attestation of receipt, at each RID membership renewal juncture, and effective +immediately as individuals apply for certification through RID or apply for or take CASLI +examinations. + + +7 +RID EPS Policy and Enforcement Procedures + +PROHIBITED ACTIONS AND BEHAVIORS: CAUSES FOR +ACTIONABLE DISCIPLINE + +To be eligible to hold membership in RID or participate in Center for Assessment of +Sign Language Interpreters (CASLI) testing programs, and to hold RID certifications, an +individual must continuously comply with all of RID and CASLIโ€™s standards, policies, +and procedures as set forth in this Policy, the Code of Professional Conduct and, as +applicable, the Policy and Procedures Manual (PPM). The following sections outline +prohibited behaviors under this Policy and enforcement procedures. + +I. RELATING TO THE INTEGRITY OF MEMBERSHIP AND CREDENTIALS + +1. Misrepresentation of Membership and Credentials +a. Making false, knowingly misleading, or deceptive statements, or providing +false, knowingly misleading or deceptive information or documents in +connection with applying for RID membership or regarding the prerogatives +and ramifications of that membership. +b. Misrepresenting professional credentials (i.e., education, training, experience, +level of competence, skills, exam scores, and/or certification status). +c. Obtaining or attempting to obtain eligibility, certification, or recertification of +any RID credentials by deceptive means. +d. Assisting another in misrepresenting or falsifying membership or credentials, +not limited to submitting or assisting another person to submit any document +which contains a material misstatement of fact or omits to state a material +fact. +e. Using Fraudulent Credentials +i. +Manufacturing, modifying or duplicating documents including but not +limited to submitting or assisting another person to submit any +document which contains a material misstatement of fact or omits to +state a material fact. +ii. +Use of RID and CASLI marks and logos including trademarked +material, without authorization. +iii. +Impersonating a certified interpreter or providing interpreter services +using anotherโ€™s certification identification number. +iv. +Presenting membership status as equivalent to certification. +2. Certification Maintenance Program (CMP) Infringement +a. Noncompliance with CMP protocols for seeking CEUs. +b. Noncompliance with CMP sponsor responsibilities and procedures. + + +8 +RID EPS Policy and Enforcement Procedures +c. Committing fraud in the CMP process (e.g., attending two or more +simultaneous CEU-bearing events, impersonating another interpreter in CEU- +bearing events, abuse of membership cycle to avoid CEU submission, etc.). +d. Failure to report known violations or intentionally assisting another +in committing fraud in the certification maintenance process. +e. Misrepresentation as a CEU sponsor or as hosting a CEU-bearing event. +3. Dishonest Actions Impacting CASLI Testing +a. Integrity of Testing Materials +i. +Disclosing, recording, reproducing, or distributing examination content +or otherwise compromising the security of a CASLI examination. +ii. +Possessing and/or using unauthorized material, including but not +limited to streaming, recording, screen capture, or other unpermitted +electronic devices during a CASLI examination. +iii. +Having or seeking access to proprietary exam materials before the +exam. +b. Testing Procedures +i. +Violating the published examination procedures for the examination or +the specific examination conditions authorized by CASLI. +ii. +Impersonating an examinee or engaging someone else to take the +exam by proxy. +c. Test Products +i. +Cheating on a CASLI examination. +ii. +Making false, knowingly misleading, or deceptive statements, or +providing false, knowingly misleading, or deceptive information or +documents in connection with an application for CASLIโ€™s examinations +or certification renewal. + +II. RELATING TO UPHOLDING TRUST IN THE PROFESSION + +1. Confidentiality Transgressions +a. Failing to maintain the confidentiality of information gained through or as a +result of providing interpreting services whether such breach of +confidentiality occurs prior to, during, or after an interpreting engagement. +b. Sharing information that breaches the privacy of the consumer(s). +c. Profiting from the use of assignment-related information for professional or +personal gain. +d. Not following protocol for reporting within a specific agency or entity. + + +9 +RID EPS Policy and Enforcement Procedures +2. Misconduct via Online Professional Spaces. +a. Digital Civility +i. +Recording and distributing content expressly prohibited by its +creator, e.g., without express permission recording an interpreted +scenario unbeknownst to the parties involved, recording of +consumers involved in the respective interpreted event, refusal to +remove the recording as requested by the personnel or +stakeholders involved in the event. + +3. Actions Taken During Interpreting-Related Activities +a. Gross incompetence, unprofessional conduct, or unethical professional +conduct in professional practice. +b. Knowingly accepting assignments without adequate prior training or skills. +c. Exceeding oneโ€™s scope of practice as defined by law or certification. +d. Knowingly accepting an interpreting engagement that the interpreter is +aware is beyond the interpreterโ€™s knowledge, ability, or skills to perform +in accordance with the standards of practice, or continuing with such an +assignment without disclosing the interpreterโ€™s skill limitations. +e. Knowingly accepting assignments for which one is not culturally +and linguistically apt to provide services. +f. Knowingly accepting or continuing an interpreting engagement for +which the interpreter has an undisclosed conflict of interest. +g. Refusing to use the language and modality(ies) as requested by +consumer(s), other than because the interpreter has declined the +engagement. +h. Falsely, misleadingly, or deceptively purporting to have professional +expertise beyond scope of practice and/or training. +i. Failing to limit professional activity to interpreting during an interpreting +engagement, such as by advising consumers on the substance of the +matter being interpreted, sharing or eliciting overly personal information in +conversations with the consumer, or inserting personal judgments or +cultural values into the interpreting engagement. +j. Failing to meet standards of practice for rendering an interpreted +communication accurately, without material omissions or additions, +and failing to convey the content and spirit of the original message. +k. Discriminating against anyone in the provision of interpreter services on +the basis of race, sex, gender identity or expression, sexual orientation, +religion, national origin, age, or disability. Discrimination does not include +declining an interpreting engagement because it is beyond the + + +10 +RID EPS Policy and Enforcement Procedures +interpreterโ€™s knowledge, ability, or skills to perform in accordance with the +standards of practice. +l. Practicing while impaired (e.g. due to mind-altering substance use) +m. Exhibiting gross incompetence, unprofessional conduct, or unethical +conduct in connection with providing interpreting services or the +individualโ€™s professional practice as an interpreter that raises a substantial +question as to that individualโ€™s honesty, trustworthiness, or fitness as an +interpreter in other respects. + +4. Negligence in Recommending or Utilizing Necessary Resources* +a. Failure to acknowledge that additional necessary accommodations are +required to provide accurate message equivalence, including but is not +limited to recommend a more qualified interpreter(s) (e.g., Deaf +interpreters, heritage language interpreters, interpreters with setting- +specific cultural competence), notetaker(s), language facilitator(s), +Captioning Access Real Time (CART), assistive technologies, etc.). +b. Failure to acknowledge when multiple interpreting teams (e.g., Deaf, +multilingual, heritage language, ProTactile, etc.) are needed given +the complexity and nature of the interpreting task. +c. Failure to recommend to appropriate personnel the availability of +resources for consumer(s), which may include interpreters representing +mutual intersectionalities of the consumer(s) or event, the most +effective situational interpreting services possible (e.g., Deaf, +multilingual, or heritage language interpreters), the most effective and +readily available community-based services. + +*It does not constitute a violation of this Policy to proceed with an interpreting +engagement if the interpreter recommends additional resources to the parties +and explains why, the consumer expressly declines the recommendation, and +the interpreter has the knowledge, ability, and skills to convey the essential +aspects of the communications in accordance with the standards of practice. + +5. Disrespect for colleagues, consumers, organizational stakeholders, and students +of the profession +a. Engaging in violent, threatening, harassing, obscene, profane, or abusive +communications with RID or CASLI or their agents. +b. Failing to comply with established policies or regulations at the venue +where the interpreting assignment is, including failing to show respect +for cultural norms or failing to comply with safety regulations. + + +11 +RID EPS Policy and Enforcement Procedures +c. Failing to cooperate with or respond to inquiries from RID or CASLI +related to the individualโ€™s own or anotherโ€™s compliance with RIDโ€™s or +CASLIโ€™s standards, policies, and procedures and this Policy, in connection +with CASLI certification-related matters, RID membership-related matters, +or disciplinary proceedings. +d. Violating appropriate boundaries between the interpreter and any party +involved in the interpreted encounter. + +6. Dishonesty while Conducting the Business of Interpreting +a. Obtaining or attempting to obtain compensation or reimbursement by +fraud or deceit in connection with professional practice. +b. Engaging in negligent or deceptive billing or record keeping in connection +with professional practice. +c. Promoting, implying, encouraging/overriding autonomy of consumers in +the provision of communication access (including for the purpose of +placing oneself in a favorable position for future assignments). +d. Engaging in fraudulent business practices, such as โ€˜double-dippingโ€™. +e. Charging more than the advertised fees for interpreting assignments in +the expected scope and duration. + +III. RELATING TO ADVERSE ACTIONS + +1. Misusing the Disciplinary Procedures +a. Making false, knowingly misleading, or deceptive statements, or +providing false, knowingly misleading or deceptive information or +documents in connection with any EPS proceedings. +b. Bringing an EPS complaint for an improper purpose, such as to harass or +impose costs on the respondent, or where the complainant knows that the +facts are contrary to the allegations in the complaint. +c. Changing residence to avoid prosecution, loss of license, or disciplinary +action by a state licensing agency. +d. Failing to adhere to the outlined protocols and procedures as outlined in +this document. +2. Effective Fiscal Year 2025 Membership Renewal, failure to report certain adverse +findings or conduct will also violate this Policy: +Failing to Report +a. Failing to report known or perceived prohibited behavior or activities by +another RID member or a CASLI applicant. . +b. Failing to report a conviction related to the performance of the individualโ€™s +duties as an interpreter or honesty, trustworthiness, or fitness as an + + +12 +RID EPS Policy and Enforcement Procedures +interpreter (see Criminal Convictions, below), within 30 days of the +conviction. +c. Failing to disclose to RID any disciplinary actions taken by a state +licensing board against a candidate/certificant, including but not limited to +revocation, suspension, voluntary surrender, probation, fines, stipulations, +limitations, restrictions, conditions, censure or reprimand, or denial of +licensure, within 30 days of the adverse action. +3. Retaliation +a. Retaliating against a consumer for making a complaint or against any +individual for participating in good faith in any EPS proceedings, by blocking +or impeding the individual from obtaining interpreter services from an +interpreter other than the subject of the EPS complaint.* + +*This provision does not compel an interpreter to provide direct interpreter services to +another individual, provided that declining an assignment is not for discriminatory or +otherwise prohibited reasons. However, interpreters who own agencies or manage or act +as schedulers within interpreting agencies may not decline to assign interpreters to +consumers for a retaliatory reason. + +IV. CRIMINAL CONVICTIONS (Effective 2026 Membership Renewal) + +EPS holds that interpreting is a trust and reputation-based profession. Therefore, many +criminal offenses may potentially affect the interpreterโ€™s suitability to practice in a +number of ways and be detrimental to the trust and safety required to facilitate effective +language access. This section details when an interpreter's criminal conviction may be +relevant to their eligibility for certification, periodic certification renewal, and CASLI +examinations. + +RID will engage in an individualized assessment for each disclosure submitted. +Criminal convictions will not automatically disqualify an interpreter from RID +membership eligibility for CASLI examinations, or RID certification, or +automatically result in disciplinary sanction. This disclosure will initiate information- +gathering by RID, as the organization cannot adopt a policy of deliberately excluding +knowledge of offenses that may be relevant to the trustworthiness of a member or +certificant affecting the safety or welfare of consumers, fellow colleagues, and RID +stakeholders. Convictions of this nature include but are not limited to convictions +involving crimes of a sexual nature, stalking or harassment, actual or threatened use of +a weapon or violence, prohibited use, sale, distribution or possession of a controlled +substance other than marijuana, and fraud. + +1. Disclosure - As required by this Policy, each RID current member, professionals +submitting for RID membership renewal, CASLI testing candidates, and RID + + +13 +RID EPS Policy and Enforcement Procedures +credential holders must identify and explain whether s/he/they was or is the +subject of any of the following matters within 30 days of notification of the matter +or at the time of membership renewal or testing application (whichever occurs +sooner). Failing to timely report such matters to EPS is a violation of this Policy. +a. Prior criminal felony, misdemeanor, and other criminal convictions. +b. Current and pending criminal felony, misdemeanor, and other charges, +including complaints and indictments, or matters in which the court has +deferred adjudication. +c. Government +agencies +and +professional +organizationsโ€™ +pending +investigations +or +adverse +actions +relating +to +the +member/candidate/credential holder, including disciplinary and complaint +matters, within ten (10) years prior to the date of their initial membership +or certification application or certification maintenance application, if not +previously disclosed to RID. +d. Pending legal proceedings or government investigations or adverse +judgments against the member/candidate/certificant, related to their +interpreting business or professional activities, including civil complaints +and lawsuits. + + +EPS ENFORCEMENT PROCEDURES + +Step 1: Filing a Complaint or Submitting a Report of Alleged Violation + +1. Complaint: A complaint is a formal declaration to the EPS that a consumer, +interpreting professional or interpreting entity (a โ€œrespondentโ€) has allegedly +experienced or witnessed intentional or unintentional harm that is a violation of +EPS policy. Complaints stating an alleged violation of this Policy may originate +from any consumer, interpreting professional, or entity within or outside RID. +2. Report: A report is the submission of documentation of an alleged violation of +EPS policy for which there is no named complainant. EPS may initiate a report +(โ€œself-initiated reportโ€) based on information from any internal or external source +indicating that a person subject to this Policyโ€™s jurisdiction may have committed +acts that violate this Policy (e.g., public information concerning a RID member +such as court judgments or media releases that indicate a potential violation of +this Policy). + +All complaints and reports must be submitted to EPS with a signed statement +authorizing RID to release this complaint and all other supporting material provided or +that may be provided in the future to the subject of the complaint, members of EPS, +attorneys and others as deemed appropriate by RID or as required by law. + + +14 +RID EPS Policy and Enforcement Procedures +Step 2: The Intake + +1. Complaints: EPS staff may schedule an intake meeting with the complainant. +The intake may be completed in the language preferred by the complainant, +including but not limited to ASL, ProTactile, written or spoken English. EPS +staff will collect all documentation relevant to the alleged violation. +2. Reports: EPS Staff will gather available documentation on the alleged violation. + +Step 3: Complaint and Report Procedures + +1. Review: RID EPS has the sole discretion to determine which complaints and +reports should be pursued, how they should be pursued, and what action, if +any, should be taken, in accordance with the Disciplinary Policy and +Procedures. +2. The outcome of a complaint or report may or may not be made public. +3. Possible Actions upon initial review: +a. No Further Investigation Warranted - Dismissal: The EPS may dismiss a +case due to the following reasons: +i. +Jurisdiction: The EPS has no jurisdiction over the Respondent +(e.g., because the person is not or was not a member, candidate +for certification, CASLI candidate, and/or had a lapsed certification +at the time of the alleged incident). +ii. +No Violation: The EPS finds that the complaint, even if proven, does +not state a basis for action under the Policy (e.g., a simple complaint +that someone was unpleasant or rude on a single occasion). +iii. +Withdrawal of complaint: The complaint was withdrawn, and the +EPS has not initiated its own complaint. +b. Further Investigation Warranted: In all instances other than dismissal of a +complaint for lack of jurisdiction or because the allegations do not +constitute a violation of the Policy, the respondent will be provided notice +of the complaint and an opportunity to respond. +4. Investigation +a. The EPS will give notice of the allegations to the respondent and will +send questions or requests for information to be answered by the +complainant and/or respondent. EPS staff will collect documentation and +evidence relevant to the complaint or report. +b. The respondent and complainant shall have thirty (30) calendar days +from receipt of the notice of the investigation to respond to any EPS +questions or requests. Responses may be sent in the language preferred +by the + + +15 +RID EPS Policy and Enforcement Procedures +complainant and/or respondent, including but not limited to ASL, +ProTactile, written or spoken English. The complainant and/or respondent +may submit supporting documentation, including witness statements. +c. Failure of the respondent to participate in and/or cooperate with the +investigative process of the EPS shall not prevent the continuation of the +enforcement process, and this behavior itself may constitute a violation of +the Policy. +d. EPS may impose an administrative suspension of the respondentโ€™s +membership and/or certification for failure to cooperate with requests for +information. This suspension will remain in effect until a final +determination is made. +e. The EPS may obtain evidence directly from third parties without +permission from the complainant or respondent. +f. Timeline: The investigation will be completed within a timely manner, +based on the case and the required procedures necessitated by the +evidence to be collected and assessed. The respondent or their designee +receives notification that an investigation is being conducted, unless the +EPS determines that special circumstances warrant additional time for the +investigation. All timelines noted herein can be extended for good cause at +the discretion of the EPS, including the EPSโ€™s schedule and additional +requests of the respondent. The EPS shall notify the respondent and the +complainant in writing if a delay occurs or if the investigative process +requires more time. +5. EPS Self-Initiated Reporting Process +a. The EPS will review, using the process described in โ€œInvestigationโ€, any +information received from internal or external sources that may warrant a +complaint against an individual who is or was a RID member at the time +of the alleged conduct. The EPS may also initiate a complaint based on +information about fraudulent use of credentials, irregularities in connection +with exams, or other violations relating to RID or CASLI. +b. EPS will consider the findings of fact or conclusions of another official +body, such as state licensing boards and committees, other certification +bodies (e.g. BEI), and local, state, and federal governing bodies. +c. The EPS will decide whether to act on the basis of the official bodyโ€™s +findings or conclusions and open a self-initiated report. On the basis of the +information provided, the EPS will determine whether the findings of the +official body are also sufficient to demonstrate a violation of the Policy and +therefore warrant sanctions. + + +16 +RID EPS Policy and Enforcement Procedures +6. Disclosure of Information +a. After a final public disciplinary sanction has been imposed, RID may notify +interested parties of the decision and the underlying facts thereof as +deemed appropriate by RID. Such notification may be given to any state +licensing authority, the federal government, the respondentโ€™s employer +and other interested parties, including individuals seeking information +about the individualโ€™s certification or membership status on RIDโ€™s website +or through other means. RID may also report or disclose administrative +suspensions imposed on interpreters who have not responded to requests +for information related to an EPS disciplinary proceeding. +7. Decision +a. EPS has a role in educating and guiding its members toward +appropriate professional conduct in all aspects of their diverse +professional and volunteer roles. +b. If the EPS determines that the respondent has engaged in professional +conduct that constitutes a violation of the Policy, it may take private and/or +public actions. +c. Records of all decisions by the EPS will be maintained internally by RID +headquarters. +d. All parties involved are immediately informed of the decision of the +resulting actions/sanction(s) and plan for carrying out the sanction(s) as +decided by the EPS. +e. Possible Resulting Actions/ Sanctions: +i. +Non-public Reprimand and Warning +1. The EPS will send a letter to the respondent outlining the +violation with a warning that the record of the complaint and +sanction will be maintained by RID headquarters. The +complaint may be utilized in any future proceeding as +evidence of a pattern of harm and professional disregard. +ii. +Public Reprimand and Warning +1. Publication of the respondentโ€™s name, violation(s), date of +the decision, and sanctions in RID VIEWS and RID Website +and, +2. Notification sent to the respondentโ€™s +a. Respective state or local licensing entities +b. Employer of record. +iii. +Supervision +1. Supervision is defined as a colleague who is monitoring the +process and completion of the consequences as prescribed +by the EPS. + + +17 +RID EPS Policy and Enforcement Procedures +2. This assigned supervisor will provide support or coaching, as +outlined by the EPS, and provide progress reports along with +any further identified action steps needed, based on the +observations seen over the course of the supervisory +relationship. +3. The respondent must be responsible for meeting with the +supervisor at regular intervals to demonstrate progress +and may be responsible to pay the supervisorโ€™s time at fair +market value. +iv. +(Re)Education +1. Assigned number of hours of topic-specific (re)education. +The exact nature and type of education will be assigned by +the EPS. All education plans must be approved and +monitored by the EPS, and the EPS will require +documentation of satisfactory completion of the required +(re)education. This may include: +a. Courses/Seminars/Workshops. A specific number of +hours focused on the development of ethics, +accountability, language enhancement, soft skills, +team interpreting, business practices, etc. +b. Behavior training courses, such as anger +management courses or time management courses. +Individual one-on-one counseling sessions may be +accepted by RID in lieu of courses. +c. Reflective and critical analysis in writing/video. This +analysis will: +i. +Demonstrate an understanding of the impact of +the violation(s) +ii. +Demonstrate an understanding of the โ€˜harmโ€™ +and the impact of the harm on consumers, +team interpreters, colleagues, and/or +stakeholders +iii. +Demonstrate an understanding of the risks and +possible outcomes that the action(s) caused +iv. +Describe a plan of how to avoid repeating the +violation in the future. +2. The respondent may not earn CEUs for any portion of +the (re)education. + + +18 +RID EPS Policy and Enforcement Procedures +i. +Revocation of CEUs +1. This is applicable, should the respondent be found in +violation of the Certification Maintenance Program (CMP) +protocols and procedures. The exact amount of the CEUs +revoked will be at the discretion of the EPS. The revocation +could include all of the respondent's current-cycle +accumulated CEUs. +ii. +Prohibition from Presenting at RID CEU-bearing Events +1. Loss of eligibility to present, lead, facilitate, and/or co- +facilitate a RID CEU-bearing event or activity. +2. The duration of this prohibition will be at the discretion of the +EPS. +iii. +Public Letter of Apology +1. The respondent will be required to submit a bilingual +(ASL/English) public letter of apology for the found +violations. This letter will be published in the RID VIEWS +and RID website. +2. The letter will be archived on the same page as +the publication of EPS violations on the RID +website. +iv. +Suspension of Certification and/or Membership +1. The duration of the suspension will be at the discretion of +the EPS. The EPS may set conditions on lifting the +suspension. +2. Notification of suspension may, as applicable also be sent +to: +a. State or local licensing entities +b. The respondentโ€™s employer +v. +Revocation of Certification +1. The duration of the revocation will be at the discretion of the +EPS. If revocation is non-permanent, the EPS will specify +the conditions the respondent must meet if the respondent +seeks to reestablish eligibility for certification. +2. Notification of revocation will also be sent, as applicable, to: +a. State or local licensing entities +b. The respondentโ€™s employer +vi. +Temporary or Permanent Revocation of Eligibility for +CASLI Examinations +1. The duration of the revocation will be at the discretion of the +EPS Review Board. If revocation is non-permanent, the +EPS will specify the conditions the respondent must meet if +the + + +19 +RID EPS Policy and Enforcement Procedures +respondent seeks to reestablish eligibility for CASLI +examination. +vii. +Revocation of Membership +1. The duration of the revocation will be at the discretion of the +EPS Review Board. If revocation is non-permanent, the +EPS will specify the conditions the respondent must meet if +the respondent seeks to reestablish eligibility for +membership. +2. This may include barring eligibility for +membership indefinitely. +3. Notification of revocation will also be sent, as applicable, to: +a. State or local licensing entities +b. The respondentโ€™s employer + +Step 4: Respondentโ€™s Right of Review + +a. Responseโ€”Within thirty (30) calendar days of the date of the notification letter of +the EPSโ€™s decision and any sanction, the respondent may request review by +informing the EPS in video or written form that they want to contest the EPSโ€™s +decision and/or sanction and request to initiate the review process. If the +respondent does not submit a timely request for review, the decision by the EPS +shall become final. +b. Action Following a Final Determination + +Upon a final determination (either because no review was requested or the after +decision by the EPS Review Board), the EPS will notify all relevant parties and impose +the sanction and the case will be monitored until the sanctions are complete and the +respondent submits satisfactory proof of completion of the imposed corrective action. + +Step 5: Appeals Process + +a. The respondent may request review of the decision and/or sanction within 30 +days of the date of notification of the EPS decision by written letter or video letter. +The grounds for the request for review shall be explained by the respondent via a +written document or video that includes a detailed statement as to the reasons +for the appeal. The complainant will also be notified of the request for review. +b. The EPS Review Board is convened upon written or video request by the +respondent. The EPS Review Board shall consider the evidence in the record +and any new information or submissions by the respondent and the +complainant. The EPS Review Board may request additional information, ask for +clarification through EPS staff to determine professional misconduct issues +arising from the + + +20 +RID EPS Policy and Enforcement Procedures +factual matters in the case, even if those specific issues were not raised by the +complainant. The EPS Review Board may also choose to apply principles or +other language from the Policy not originally identified by the EPS. The EPS +Review Board may affirm the decision, reverse or modify it, or remand it to the +EPS for review if its written procedures were not followed. +c. Appeals shall generally address only the issues, procedures, or sanctions that +are part of the EPS findings. However, in the interest of fairness, the EPS Review +Board may consider newly available evidence that is directly related to the +original complaint. +d. The parties in the appeals process are the respondent and the EPS Review +Board. +e. The EPS Review Board and staff shall initiate the appeal process as follows: +i. +Notification of Parties - The EPS staff will inform the EPS Review Board +immediately upon receipt of a formal written or video request for an +appeal. +ii. +The EPS Review Board members shall convene quarterly, or by request +of EPS staff after receipt of a formal written or video appeal request. EPS +staff shall be present and available to address questions. +f. Decision +i. +The EPS Review Board shall conduct a review of the prior decision. +ii. +The decision of the EPS Review Board shall be by majority vote. +iii. +The EPS Review Board shall have the power to (a) affirm the decision, (b) +modify the decision, or (c) reverse the original decision, both as to the +finding of a violation and the determination of the appropriate sanction. +iv. +Within thirty (30) calendar days, the EPS will notify the respondent, +the original complainant, and any other parties deemed appropriate of +the decision. The decision of the EPS Review Board shall be final. +v. +The official record of the EPS Review Board and its decision shall be +maintained by RID in perpetuity. + +Step 6: Reports, Records, and Publications + +a. All notifications referred to in these Enforcement Procedures shall be in writing. +b. The investigative case files shall include the complaint and any documentation +the EPS relied on upon initiating the investigation. At the completion of the +enforcement process, the written records and reports that state the initial basis +for the complaint or report, material evidence, and the disposition of the +complaint shall be retained by the EPS indefinitely. + + +21 +RID EPS Policy and Enforcement Procedures +c. Final decisions will be publicized only after any appeal process has +concluded. Public sanctions will be published in official publications of the RID +and EPS indefinitely. +d. Modification +The EPS reserves the right to (a) modify the time periods, procedures, or +application of these Enforcement Procedures for good cause consistent with +fundamental fairness in each case and (b) modify its Policy and/or these +Enforcement Procedures, with such modifications to be applied only +prospectively. + +Responsibility for Contact Information: + +RID members/candidates/certificants and applicants for CASLI examinations are solely +responsible for ensuring that their RID account includes the interpreterโ€™s current mailing +and email address. If the interpreter does not receive notice(s) from the EPS related to +disciplinary review or administrative or disciplinary action due to the interpreterโ€™s failure +to notify RID in a timely manner of a change of mailing or email address, that lack of +notification shall not be considered as the basis for review or reconsideration of any +administrative suspension or disciplinary decision in the matter. diff --git a/intelaide-backend/python/bkup_rid/faqs.txt b/intelaide-backend/python/bkup_rid/faqs.txt new file mode 100644 index 0000000..935065e --- /dev/null +++ b/intelaide-backend/python/bkup_rid/faqs.txt @@ -0,0 +1,1553 @@ +Frequently Asked +Questions[kamille@websitehealthplan.com](https://rid.org/author/kamille@websitehealthplan.com/ +"Posts by kamille@websitehealthplan.com")2024-04-17T20:22:56+00:00 + +# + +Categories + + __ + +Membership FAQs + +__ + +Certification FAQs + +__ + +CMP FAQs + +__ + +CEU FAQs + +__ + +Ethics/EPS FAQs + +__ + +Deaf and Accessibility FAQs + +### Membership FAQs. + +#### Questions for members or those interested in becoming a member. + +__ + +#### Membership and Benefits + + * Membership + +I forgot my member ID number, what should I do? 2023-04-06T15:29:45+00:00 + +#### ____I forgot my member ID number, what should I do? + +You can either call the Member Services Department at 571-384-5163 or email +[members@rid.org](mailto:members@rid.org) and make sure to verify your street +address _associated with the account you created_ in your request. **Please +d****o not attempt to create a new account.** + + + +How do I become a member? 2023-04-06T15:41:08+00:00 + +#### ____How do I become a member? + +Now that you have made the decision to join RID, please click here, and +[create an account](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f). You +will be able to create your profile and then choose a membership category that +suits your needs. +[https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f). + +When does my membership expire? 2023-04-06T15:38:40+00:00 + +#### ____When does my membership expire? + +All RID memberships run on our fiscal year which is July 1- June 30. If you +are a Certified member of RID, you have until July 31st of each year to renew +your membership before your Certification is in jeopardy of being revoked. + +I am a student, how do I show proof when applying for a membership? 2023-07-12T20:03:14+00:00 + +#### ____I am a student, how do I show proof when applying for a membership? + +To provide documentation of your student status, please fill out the form +here: [Proof of Current Student Status Form](https://rid.org/proof-student- +status-form/). + +I am no longer a student but am not a certified interpreter, what membership +do I qualify for? 2022-04-11T19:05:47+00:00 + +#### ____I am no longer a student but am not a certified interpreter, what +membership do I qualify for? + +You qualify for an associate membership. + +I did not receive my latest issue of VIEWS. + +#### ____I did not receive my latest issue of VIEWS. + +VIEWS is now an electronic publication, and the link is delivered to the email +address that we have for you. If you are not receiving this notification, +first check your spam filters and various inboxes. Then, please verify that +the email address in your account is current and accurate, and that you have a +current membership with RID. If youโ€™ve done this, and still arenโ€™t sure why +youโ€™re not getting the VIEWS (and other) notifications, contact the +[Communications Department](mailto:publications@rid.org) for help with your +request. + +I would like to change my status from Certified to Certified: Inactive or +Certified: Retired. + +#### ____I would like to change my status from Certified to Certified: +Inactive or Certified: Retired. + +[Certified: Inactive](https://rid.org/programs/membership/) status is for +certified members who are not currently interpreting. They are not required to +meet the CEU requirements while on Certified: Inactive status. In order to +maintain this status, Certified: Inactive dues must be paid annually and the +certificant cannot be working as an interpreter. Click on the above link to +submit your request to become Certified: Inactive. + +[Certified: Retired](https://rid.org/programs/membership/) status is for +certified members, age 55 or older, who are retiring from interpreting work. +They are not required to meet the CEU requirements. In order to maintain this +status, Certified: Retired dues must be paid annually and the certificant +cannot be working as an interpreter. Click on the above link to submit your +request to become Certified: Retired. + +If you have any further questions or need assistance please contact the +[Professional Development department](mailto:cmp@rid.org). + +Why should I become a member of RID? + +#### ____Why should I become a member of RID? + +Joining the association of over 10,000 strong members is a great decision +whether you are a supporter of the profession or a practicing interpreter. +Please review our list of benefits to understand what benefits you will +receive here: [https://rid.org/membership/](https://rid.org/membership/). + +How old do you have to be to be considered a senior member? + +#### ____How old do you have to be to be considered a senior member? + +55 years young! Please submit the Proof of Age form here: + + +Iโ€™m late paying my member dues, am I able to still earn CEUs? + +#### ____Iโ€™m late paying my member dues, am I able to still earn CEUs? + +If you are late paying your membership dues, you are still able to earn CEUs. +Please be aware of the membership requirement for maintaining certification โ€“ +if you do not renew your membership by the deadline, your certification will +be revoked. CEUs earned while your certification is revoked do not count +toward the requirements for maintaining certification in the event that your +certification is reinstated. + +Can/Does RID provide health insurance? + +#### ____Can/Does RID provide health insurance? + +At the 2011 RID Business meeting, members made and passed the following +motion: + +> **CM 2011.07** +> _RID conduct a new feasibility study regarding group rate comprehensive +> health insurance options for members and report back to the membership by +> the 2013 RID National Conference._ + +RID Headquarters (HQ) has researched the issue, and the determination is that +we do not have the resources to provide comprehensive health insurance options +for members. Providing health insurance for our members would have meant that +RID would have had to administer the program, including collecting premiums, +as well as issue cards and policies. In addition, RID is not the employer of +its members, and this is a function usually performed by employers. + +RID continues to get phone calls and emails regularly asking if we can/do +provide health insurance for freelance interpreters. Mr. Gary Meyer, who +provides liability insurance for our members, also receives numerous calls +every year inquiring about the same. + +Since the original question arose during the 2011 Business meeting, the legal +landscape has changed most significantly because of the introduction of the +Affordable Care Act (ACA-Obamacare). + +How can my membership and Certification be verified by employers and +consumers? 2023-04-06T15:23:57+00:00 + +#### ____How can my membership and Certification be verified by employers and +consumers? + +To verify your membership or certification, RID provides you with multiple +options. The most accurate is our online directory which can be searched here: + + +Additionally, you can provide verification through the Credly service. They +have multiple ways to verify including (hyper links, and mobile wallet +options.) Lastly, if you are a Certified member of RID, you can download a +verification letter directly from your member portal. + +How do I log into my online portal? 2023-04-06T15:00:15+00:00 + +#### ____How do I log into my online portal? + +Go to [myaccount.rid.org](http://myaccount.rid.org/) and sign in using your +member ID number and your password. If you do not remember your password, +please use the provided password recovery tool. + +I forgot my account password, or did not receive my reset password email. What +do I do? 2023-04-06T15:34:39+00:00 + +#### ____I forgot my account password, or did not receive my reset password +email. What do I do? + +To reset your password, please click on "Forgot Password" on the member login +page. Follow the steps to reset your password. + +If you did not receive the reset password email, please email +[memberservices@rid.org](mailto:memberservices@rid.org) as well as add +[rid.org](http://rid.org/) as a trusted domain in your email settings. + +How do I renew my membership? 2023-07-12T20:03:56+00:00 + +#### ____How do I renew my membership? + +After you log in to your online portal, click the tab at the top labeled My +Orders. You can make your payment via all major credit card issuers. If you +have any issues with paying by credit card online, please contact the [Member +Services](mailto:members@rid.org) department directly. + +Iโ€™m a certified member and Iโ€™m late paying my dues. What do I do? 2023-07-12T20:03:41+00:00 + +#### ____Iโ€™m a certified member and Iโ€™m late paying my dues. What do I do? + +Certified members have until 7/31 to renew without penalty. Please be sure to +submit your dues payment no later than 7/31 to avoid termination of your +membership and certification. If your membership is expired beyond 7/31, +please view further instructions here: + + +Organizations and agencies that support RIDโ€™s purposes and activities should +fill out this application. 2023-04-06T15:10:32+00:00 + +#### ____Organizations and agencies that support RIDโ€™s purposes and +activities should fill out this application. + +Visit the [RID portal](https://myaccount.rid.org/Profile/Setup/Form.aspx) and +sign up to become a member today! +https://myaccount.rid.org/Profile/Setup/Form.aspx + +Do you need to change your name as it is listed in our database? This is the +form you need to complete. 2023-04-06T14:59:41+00:00 + +#### ____Do you need to change your name as it is listed in our database? +This is the form you need to complete. + +**[Name Change Form](https://rid.org/name-change-form/ "Name Change Form") ** + +Are you over the age of 55 and wish to submit proof of your age? This is the +form you need to complete. 2022-04-21T18:39:12+00:00 + +#### ____Are you over the age of 55 and wish to submit proof of your age? +This is the form you need to complete. + +**[Proof of Senior Status Form](https://rid.org/senior-citizen-proof-of- +age/)** + +Are you joining or renewing your student membership and need to send proof +that you are currently enrolled in an Interpreter Training/Education Program? +This is the form you need to complete. 2022-04-21T18:39:40+00:00 + +#### ____Are you joining or renewing your student membership and need to send +proof that you are currently enrolled in an Interpreter Training/Education +Program? This is the form you need to complete. + +**[Proof of Current Student Status Form](https://rid.org/proof-of-current- +student-status-form/)** + +### Certification FAQs. + +#### Commonly asked questions regarding RID certification. + +__ + +#### Popular questions about certification + + * Certification + +How do I become certified? 2023-04-12T16:54:02+00:00 + +#### ____How do I become certified? + +[You may find RID Certification processes here: +https://rid.org/certification/](https://rid.org/certification/) + +I lost my certification due to failure to comply with the CEU requirement, +what do I do? 2023-04-07T19:57:51+00:00 + +#### ____I lost my certification due to failure to comply with the CEU +requirement, what do I do? + +โ€ฆreinstatement may be requested via [this +form](https://documentcloud.adobe.com/link/track?uri=urn:aaid:scds:US:d15871e8-ec97-4112-ad10-a58d259dda90). +Please note the following policies with regards to a request for reinstatement +when certification has been revoked for failure to comply with the CEU +requirement: + + * All reinstatement requests must be submitted via email to certification@rid.org. + * The application will not be reviewed before payment is submitted. Upon receipt of completed application with all supporting documentation attached, the Certification Department will email instructions for submitting the payment online through your member portal. + * Incomplete applications will not be reviewed. The effective reinstatement date will be the date the completed application is received. + * Reinstatement is handled by the Certification department. For questions, please contact the Certification department at [certification@rid.org](mailto:certification@rid.org) or 703-838-0030, option 6. + * The processing time is 7-10 business days for reinstatement requests. (Note that RIDโ€™s processing time does not affect the โ€œeffective dateโ€, which is the date that all of the requirements for reinstatement are received.) + * The application must be signed and notarized. + * Certifications can only be reinstated for a period of up to 24 months from the date of revocation. + * Reinstatement is available once in a memberโ€™s lifetime. + * Reinstatement of certification will result in a new certification cycle being added to the memberโ€™s account based on the date the reinstatement is approved. This will result in a gap in certification from the cycle end date to the reinstatement date. CEUs earned prior to the reinstatement date will not count toward the new certification cycle. + * If the member has a current associate membership at the time of reinstatement, their membership is upgraded for the remainder of the fiscal year. If a member is not a current associate member at the time of reinstatement, they must pay certified member dues for the fiscal year they are reinstated in. + * The reinstatement fee is non-refundable. + +If certification has lapsed for 6 months or less, you are welcome to request a +retroactive cycle extension. To submit this request please complete the +application on the [Certification Maintenance +page](https://rid.org/continuing-education/certification-maintenance/). + +I lost my certification due to failure to pay membership dues by July 31stโ€ฆ +what do I do? 2023-04-07T19:57:42+00:00 + +#### ____I lost my certification due to failure to pay membership dues by +July 31stโ€ฆ what do I do? + +โ€ฆreinstatement may be requested via [this +form](https://documentcloud.adobe.com/link/track?uri=urn:aaid:scds:US:0c456143-67c0-4136-a8c1-5716fdea279e). +Please note the following policies with regards to a request for reinstatement +when certification has been revoked for failure to pay membership dues on +time: + + * All reinstatement requests must be submitted via email to certification@rid.org. + * The application will not be reviewed before payment is submitted. Upon receipt of completed application with all supporting documentation attached, the Certification Department will email instructions for submitting the payment online through your member portal. + * Incomplete applications will not be reviewed. The effective reinstatement date will be the date the completed application is received. + * Reinstatement is handled by the Certification department. For questions, please contact Certification at [certification@rid.org](mailto:certification@rid.org) or 703-838-0030, option 6. + * The processing time is 7-10 business days for reinstatement requests. (Note that RIDโ€™s processing time does not affect the โ€œeffective dateโ€, which is the date that all of the requirements for reinstatement are received.) + * The application must be signed and notarized. + * Certifications can only be reinstated for a period of up to 24 months from the date of revocation. + * There is no cap on availability of reinstatement, however reinstatement will not be awarded consecutively (two years in a row). + * Reinstatement of certification will result in the memberโ€™s certification cycle resuming. CEUs earned as a requirement for memberโ€™s reinstatement will not count toward the certification cycle, nor will CEUs earned while the member is not currently certified count toward the cycle requirement. If the member is reinstated after the end of their certification cycle, they will be given until the end of the calendar year they are reinstated in to complete their CEU requirements for that cycle. + * Member must pay lapsed certified dues, plus processing fee to be considered for reinstatement. The processing fee is non-refundable. + +#### How to submit reinstatement requests: + +**Email:** certification@rid.org + +What is the NIC? 2023-07-12T19:36:01+00:00 + +#### ____What is the NIC? + +Holders of this certification have demonstrated general knowledge in the field +of interpreting, ethical decision making and interpreting skills. Candidates +earn NIC Certification if they demonstrate professional knowledge and skills +that meet or exceed the minimum professional standards necessary to perform in +a broad range of interpretation and transliteration assignments. This +credential has been available since 2005. + + +What is the NIC certification process? 2022-04-21T15:51:38+00:00 + +#### ____What is the NIC certification process? + + 1. Review all pertinent NIC webpages on the [CASLI website](http://www.casli.org/) + 2. Apply for the NIC Knowledge Exam + 3. Pass the NIC Knowledge Exam + 4. Submit proof of meeting the educational requirement to RID + 5. Apply for the NIC Interview and Performance Exam + 6. Pass the NIC Interview and Performance Exam + +What are the NIC Interview and Performance Exam educational +requirements? 2022-04-21T15:56:03+00:00 + +#### ____What are the NIC Interview and Performance Exam educational +requirements? + +NIC exam candidates wishing to test must have a minimum of a bachelor degree +(any major) or an approved updated/2012 Alternative Pathway to Eligibility +application recorded in their RID/CASLI Account before testing for any RID +performance-based exam. This applies to ALL NIC exam candidates, including +those who already hold RID certification. + +What is the CDI? 2023-07-12T19:35:50+00:00 + +#### ____What is the CDI? + +Holders of this certification are deaf or hard of hearing and have +demonstrated knowledge and understanding of interpreting, deafness, the Deaf +community, and Deaf culture. Holders have specialized training and/or +experience in the use of gesture, mime, props, drawings and other tools to +enhance communication. Holders possess native or near-native fluency in +American Sign Language and are recommended for a broad range of assignments +where an interpreter who is deaf or hard-of-hearing would be beneficial. This +credential has been available since 1998. + + +What is the CDI certification process? 2022-04-21T15:48:45+00:00 + +#### ____What is the CDI certification process? + + 1. Review all pertinent CDI webpages on the [CASLI website](http://www.casli.org/) + 2. Submit an audiogram or letter from audiologist to CASLI + 3. Apply for the CASLI Generalist Knowledge Exam + 4. Pass the Knowledge Exam + 5. Submit proof of meeting the associatesโ€™ degree educational requirement to RID (This will become a bachelorโ€™s degree requirement on May 17, 2021) + 6. Apply for the CASLI Deaf Interpreter Performance Exam + 7. Pass the CASLI Deaf Interpreter Performance Exam + +What are the CDI Performance Exam educational requirements? 2022-04-21T15:51:05+00:00 + +#### ____What are the CDI Performance Exam educational requirements? + +DI exam candidates wishing to test must have a minimum of an Bachelorโ€™s degree +(any major) or an approved updated/2012 Alternative Pathway to Eligibility +application recorded in their RID account before testing for any CASLI +performance-based exam. This applies to ALL CDI exam candidates, including +those who already hold RID certification. + +At the 2003 RID National Conference, in Chicago, IL, the membership passed +motion C2003.05, establishing degree requirements for RID certification +candidates. The motion stated the following related specifically to the CDI +Performance Exam: Effective June 30, 2016, Deaf candidates must have a minimum +of a bachelorโ€™s degree. + +**The education requirement is currently a bachelorโ€™s degree or equivalent, +effective May 17, 2021.** + +The CASLI Generalist Performance Exam for Deaf interpreters was released +November 16, 2020 therefore the date at which the Associate degree requirement +became a Bachelor degree requirement was May 17, 2021. + +What is RID's Alternative Pathway? 2023-07-12T19:34:34+00:00 + +#### ____What is RID 's Alternative Pathway? + +If you do not hold the necessary degree to take your exam, you may apply for +the Alternative Pathway. The Alternative Pathway consists of an Educational +Equivalency Application which uses a point system that awards credit for +college classes, interpreting experience, and professional development. + + +Alternative Pathway Educational Requirement Motion 2022-04-21T15:58:37+00:00 + +#### ____Alternative Pathway Educational Requirement Motion + +At the 2003 RID National Conference, in Chicago, IL, the membership passed +motion C2003.05, establishing degree requirements for RID certification +candidates. + +[View entire +motion](https://drive.google.com/file/d/0B3DKvZMflFLdSGh3SGZYVXhnSVE/view?usp=sharing) + +**Update regarding the impact of the moratorium on the educational +requirements as they relate to Deaf candidates for certification:** + +The motion stated the following related specifically to the CDI Performance +Exam: Effective June 30, 2016, Deaf candidates must have a minimum of a +bachelorโ€™s degree. However, due to the moratorium, the RID Board of Directors +has determined the following adjustment to the implementation to the CDI +Performance Exam Educational Requirements: The moratorium began six (6) months +before the implementation of the Bachelorโ€™s degree requirement for the CDI +Performance Exam (set to be implemented on July 1, 2016). To allow individuals +who do not have a degree a fair opportunity to take this exam before the +requirement changes, the RID Board of Directors has determined that six (6) +months will be added to any date that is established for ending the moratorium +on the CDI Performance Exam. For example, if the new CDI Performance Exam is +launched July 1, 2018, individuals will have until January 1, 2019, to meet +the BA requirement or alternative pathways to eligibility. + +What is the Educational Equivalency Application? 2022-04-21T16:08:04+00:00 + +#### ____What is the Educational Equivalency Application? + +The Educational Equivalency Application (EEA) is a system that measures a +combination of qualifications that can be collectively considered an +acceptable substitute for the new educational requirements. The EEA uses a +point system that awards credit for college classes, years of interpreting +work, and interpreter-related training. + +How is equivalency of a degree determined? 2022-04-21T16:08:24+00:00 + +#### ____How is equivalency of a degree determined? + +There are three categories in which Experience Credits can be earned. Each +Experience Credit is roughly equal to one semester hour of college credit. All +Experience Credits earned on the application are totaled and reviewed to +determine if the candidate earned 60 Experience Credits for an associateโ€™s +degree or 120 credits for a bachelorโ€™s degree. + +Is there an application fee for the Educational Equivalency +Application? 2022-04-21T16:08:41+00:00 + +#### ____Is there an application fee for the Educational Equivalency +Application? + +Yes, each application has a $50 non-refundable processing fee. This fee is to +help offset the intensive administrative work required to evaluate and process +the application. + +Do I have to have a minimum number of Experience Credits in any one +category? 2022-04-21T16:08:56+00:00 + +#### ____Do I have to have a minimum number of Experience Credits in any one +category? + +No, it is possible that a candidate may be able to meet the minimum number of +Experience Credits in only one category. For example, a candidate who has over +120 hours of college credits, but has not received a formal degree, would be +deemed to have the equivalent experience of a bachelorโ€™s degree based on their +college experience alone. Additionally, someone who has interpreted on a full- +time basis for 4 years meets the educational equivalency of an associateโ€™s +degree for the purposes of RIDโ€™s educational requirement. + +I have way more than the required number of Experience Credits, should I +submit all my documentation for every single category? 2022-04-21T16:09:32+00:00 + +#### ____I have way more than the required number of Experience Credits, +should I submit all my documentation for every single category? + +No, earning more than the required number Experience Credits will be +documented the same as if you earned strictly the required number of +Experience Credits. By submitting the least amount of paperwork to get you to +the required Experience Credits it will be less work for you and can be +processed faster by RID. + +I have taken classes at more than one college. Should I submit transcripts for +each college? 2022-04-21T16:09:54+00:00 + +#### ____I have taken classes at more than one college. Should I submit +transcripts for each college? + +Yes, you must submit an official academic transcript for each credit that you +wish to count toward the Educational Equivalency Application. Experience +Credits cannot be earned for undocumented coursework. + +My school is mailing my academic transcript directly to RID. Can I send +documents separately? 2022-04-21T16:10:07+00:00 + +#### ____My school is mailing my academic transcript directly to RID. Can I +send documents separately? + +No, send only completed applications with full documentation. You are welcome +to have your official academic transcript sent to your home address and after +opening the official transcript from the envelope, send us the original or a +scanned copy along with your complete application. + +What is the difference between semester hours and quarter hours? 2022-04-21T16:10:23+00:00 + +#### ____What is the difference between semester hours and quarter hours? + +Most college and university schedules are built on either a semester or +quarter hour system. If your classes met for 15 weeks, your college was +probably based on a semester hour schedule. If your classes met for only 12 +weeks, your college was probably based on a quarter hour schedule. Because of +the difference in contact hours between these systems, semester hour classes +earn slightly more Experience Credits than quarter hour classes. + +Are college credits accepted from any institution? 2022-04-21T16:10:38+00:00 + +#### ____Are college credits accepted from any institution? + +College credits will be accepted if they are received on an official academic +transcript and are from an accredited institution. + +How do I calculate my experience as an interpreter? 2022-04-21T16:10:54+00:00 + +#### ____How do I calculate my experience as an interpreter? + +For each year that you have worked as an interpreter, you must determine if +you worked for a single employer or multiple employers. Additionally, you must +determine if you worked on a part-time or full time basis. Once you have +determined the number of years you have worked, enter those numbers in the +appropriate field on the form and calculate your Experience Credits. + +What information must be provided on my Interpreting Experience +letter? 2022-04-21T16:11:09+00:00 + +#### ____What information must be provided on my Interpreting Experience +letter? + +To apply credit towards Interpreting Experience the provided letter must state +1) that you worked as an interpreter, 2) how many years you have worked and 3) +how many hours a week you have worked. + +What is the difference between โ€œSingle Employerโ€ and โ€œMultiple +Employers/Freelance Interpreting?โ€ 2022-04-21T16:11:23+00:00 + +#### ____What is the difference between โ€œSingle Employerโ€ and โ€œMultiple +Employers/Freelance Interpreting?โ€ + +โ€œSingle Employerโ€ is for contracted/staff employees. โ€œMultiple +Employers/Freelance Interpretingโ€ is for individuals working for multiple +agencies and or working as a self employed Freelance Interpreter. When +possible please provide proof by submitting a letter from the employer. +Freelance Interpreters may submit a notarized letter. + +What is the company I used to work for is no longer active? How do I get a +letter from them? 2022-04-21T16:11:39+00:00 + +#### ____What is the company I used to work for is no longer active? How do I +get a letter from them? + +If you are unable to obtain a letter from the employer you may submit a +notarized letter stating 1) that you worked as an interpreter, 2) how many +years you have worked and 3) how many hours a week you have worked. + +Is there a place on this application for experience as a CODA? 2022-04-21T16:11:56+00:00 + +#### ____Is there a place on this application for experience as a CODA? + +While having Deaf parents undoubtedly helps to develop some interpreting +skills, the Alternative Pathway is designed to assess experience gained +through formal education and professional experience. CODAs will have the +opportunity to demonstrate their abilities through RID's exams, but no +specific credit is given on the Alternative Pathway. + +Can my Educational Equivalency Application be reviewed before I provide +payment? 2022-04-21T16:12:10+00:00 + +#### ____Can my Educational Equivalency Application be reviewed before I +provide payment? + +No, the $50 processing fee must be submitted with the application. If you +choose to submit the application without payment it will not be reviewed until +payment has been confirmed. + +If I submit my application without payment and/or it does not meet the +required Experience Credits, how long will it be held for? 2022-04-21T16:12:26+00:00 + +#### ____If I submit my application without payment and/or it does not meet +the required Experience Credits, how long will it be held for? + +Incomplete applications will be held for 60 days. After that time they will be +discarded and a new and complete application will need to be submitted. + +If I am approved for Educational Equivalency, what are the next steps? 2022-04-21T16:12:40+00:00 + +#### ____If I am approved for Educational Equivalency, what are the next +steps? + +Your next step will depend on where you are in the processes of certification. +For more information on this please review the appropriate Candidate Handbook +which you can find at www.rid.org. + +If I am disapproved, how soon can I apply for Educational Equivalency +again? 2022-04-21T16:12:53+00:00 + +#### ____If I am disapproved, how soon can I apply for Educational +Equivalency again? + +You are welcome to apply for the Educational Equivalency as often as you wish. +However, each application must include a $50 non-refundable application fee. + +What are the licensure/certification rules in my state? 2023-07-12T20:00:29+00:00 + +#### ____What are the licensure/certification rules in my state? + +Currently, there is no federal requirement for certification. Instead, each +state sets its own standards, sometimes through laws and regulations, for +interpreter qualifications. We have a [state-by-state summary of +regulations](https://rid.org/programs/gap/state-by-state-regulations/) that +can help you determine what the requirements are in your state. + +Where is my Newly Certified packet? 2022-04-21T16:28:42+00:00 + +#### ____Where is my Newly Certified packet? + +You can expect to receive a Newly Certified Packet from RID approximately 6-8 +weeks after your passing performance exam and your results letter was sent. +This packet will include your certificate and a congratulations letter. You +should also receive an email when your new certification is added to your RID +account with information about maintaining certification. + +Note: you may begin earning CEUs for your new certification cycle any time on +or after your certification start date. + +How do I get a duplicate certificate? 2022-04-21T16:29:09+00:00 + +#### ____How do I get a duplicate certificate? + +In the event that your certificate arrives damaged, with incorrect spelling or +information, or does not arrive at all (three weeks after being mailed), the +certificate will be replaced once free of charge. This replacement request +should be submitted in writing to certification@rid.org. + +In the event that you lose your certificate, need a replacement certificate, +want the name on the certificate updated due to a legal name change, or would +simply like a duplicate certificate, you may purchase one on the RID website. +Replacement certificates are processed once a month. + +How do I display my credential? 2022-04-21T16:29:33+00:00 + +#### ____How do I display my credential? + +One of the privileges of achieving RID certification is the ability to show +your credential on your business card, resume, brochures or other +advertisements, etc. Your credentials (also called โ€œpost-nomial +abbreviationsโ€) should be displayed only after your full name (with or without +middle initial) in the following order: + +Given names (Jr., II, etc.) +Academic degrees from highest level to lowest level above a bachelor degree +(bachelor degree credentials are not typically displayed) +State licensure credentials +Professional certifications (such as RID credentials) +Certificants who hold more than one RID certification should display them in +the following order: IC, TC, IC/TC, CSC, MCSC, RSC, OIC:V/S, OIC:S/V, OIC:C, +CI, CT, CI and CT, CDI, NIC, NIC Advanced, NIC Master, OTC, SC:PA, SC:L, NAD +III, NAD IV, NAD V, Ed:K-12. + +Here are a few examples of displaying the RID credentials: +Jane L. Doe, MS, CDI, CLIP-R +John Doe, Jr., QAST, CI and CT, Ed:K-12 +Jane Lynn Doe, PhD, NIC, SC:L, NAD IV + +How do I get a Certified membership? 2023-10-16T17:25:50+00:00 + +#### ____How do I get a Certified membership? + +Maintaining current RID membership is a requirement for maintaining RID +certification. If you are a current Associate Member at the time you achieve +certification, your membership will automatically be converted into a +Certified Membership. If you are not an Associate or Certified member at the +time you achieve certification, you need to pay Certified Member dues to bring +your membership into good standing. For more information, contact the Member +Services Department at 571-384-5163. + +Keep in mind:Membership runs from July 1 through June 30 and is paid for +annually.There is no extra charge for holding more than one RID certification +or for holding specialty certification. Those who hold NAD certification must +also keep their NAD certification dues in good standing with RID. + +### CMP FAQs. + +#### Answered questions for your professional development. + +__ + +#### Certification Maintenance Program + + * CMP + +How many CEUs do I need to maintain my certification? 2022-04-21T15:30:52+00:00 + +#### ____How many CEUs do I need to maintain my certification? + +To maintain your certification, you need to earn a total of 8.0 CEUs (80 +contact hours) with a minimum of 6.0 in Professional Studies (PS) within each +certification cycle (4 years). + +Is there a requirement to earn General Studies (GS) CEUs? 2022-04-21T15:30:44+00:00 + +#### ____Is there a requirement to earn General Studies (GS) CEUs? + +There is no requirement to earn General Studies (GS) CEUs. Please remember +that if GS CEUs are earned only a maximum of 2.0 CEUs will be counted towards +your total. + +Am I able to earn all my CEUs in Professional Studies (PS)? 2022-04-21T15:30:39+00:00 + +#### ____Am I able to earn all my CEUs in Professional Studies (PS)? + +Yes, you may earn all of the CEUs required (8.0) in Professional Studies (PS). + +I have earned over 8.0 CEUs for my certification cycle; will the extra CEUs +that I have earned roll over to my next certification cycle? 2022-04-21T15:30:31+00:00 + +#### ____I have earned over 8.0 CEUs for my certification cycle; will the +extra CEUs that I have earned roll over to my next certification cycle? + +No. CEUs must be earned within your cycle begin and end dates to count towards +maintaining your certification for that cycle. CEUs beyond the 8.0 required +will not roll over into your next certification cycle. + +How do I find out when my certification cycle ends? 2022-04-21T15:30:24+00:00 + +#### ____How do I find out when my certification cycle ends? + +This information can be found by [logging into your RID member +portal](http://myaccount.rid.org/) where the certification cycle start and end +date will be listed above the CEU table. + +My member ID card has an expiration date of June 30th, is this when my +certification cycle will expire? 2023-07-12T19:56:02+00:00 + +#### ____My member ID card has an expiration date of June 30th, is this when +my certification cycle will expire? + +Membership cycles run on the fiscal year, which ends on June 30th. +Certification cycles run on the calendar year, which ends on December 31st. +Your certification cycle does not expire when your membership expires, +however, part of maintaining your certification is maintaining membership. + +Please note that RID no longer prints and provides physical membership cards. +Please visit this page for more information: + + +Is there a renewal fee once my certification cycle expires? 2022-04-21T15:30:12+00:00 + +#### ____Is there a renewal fee once my certification cycle expires? + +There is no renewal fee for your certification. Be sure that your membership +is up to date to avoid revocation. + +My certification cycle ends at the end of the year and I have completed all of +my CEUs, what do I do next? 2022-04-21T15:30:06+00:00 + +#### ____My certification cycle ends at the end of the year and I have +completed all of my CEUs, what do I do next? + +There is nothing more that you need to do. Your new certification cycle will +be added shortly after the new year begins. + +I am late paying my member dues, will my certification be revoked? 2022-04-21T15:30:01+00:00 + +#### ____I am late paying my member dues, will my certification be revoked? + +Membership dues are due June 30th. Certified members are given a one-month +grace period to renew, and can do so without penalty by July 31st. If your +dues are not paid by July 31st, your certification(s) will be revoked on +August 1st. + +### CEU FAQs. + +#### CEU questions and answers for RID members. + +__ + +#### Continuing Education Units + + * CEUs + +I have completed academic coursework, am I able to earn CEUs for my +classes? 2023-07-12T19:54:54+00:00 + +#### ____I have completed academic coursework, am I able to earn CEUs for my +classes? + +Yes. You will need to contact an RID approved sponsor to process the +paperwork. ([Academic Coursework](https://rid.org/programs/certification- +maintenance/ceus/)). + +There is an activity I would like to complete that does not already offer RID +CEUs. How do I get this activity approved for RID CEUs? 2024-04-17T20:28:27+00:00 + +#### ____There is an activity I would like to complete that does not already +offer RID CEUs. How do I get this activity approved for RID CEUs? + +Locate a sponsor by using the search tool +, contact the sponsor +(they do not need to be specific to your area) and complete the paperwork the +sponsor provides you with. + +How long does it take for CEUs to appear on my CEU transcript? 2022-04-21T15:29:28+00:00 + +#### ____How long does it take for CEUs to appear on my CEU transcript? + +Sponsors have up to 60 days to process CEUs and add the workshop to your +transcript. + +It has been more than 60 days and the CEUs do not appear on my transcript, +what do I do? 2023-07-12T19:38:14+00:00 + +#### ____It has been more than 60 days and the CEUs do not appear on my +transcript, what do I do? + +Complete and submit a [CEU discrepancy report](https://rid.org/ceu- +discrepancy-report/). Be sure to attach the certificate of completion for the +activity. + +When can I begin earning CEUs to fulfill the CMP requirements? 2022-04-21T15:28:40+00:00 + +#### ____When can I begin earning CEUs to fulfill the CMP requirements? + +You can begin earning CEUs any time on or after your results sent date which +can be found by logging into your member portal and clicking โ€œView Your Exam +Historyโ€ or on or after your cycle begin date. + +How do I locate an RID approved sponsor? 2022-04-21T15:28:34+00:00 + +#### ____How do I locate an RID approved sponsor? + +You can locate an RID approved sponsor by using the [CMP/ACET Sponsor search +directory](https://myaccount.rid.org/Public/Search/Sponsor.aspx). The sponsor +does not have to be in the state that you work or reside in. + +I canโ€™t see the CEUโ€™s from my last (or previous) cycles? 2023-07-12T19:37:24+00:00 + +#### ____I canโ€™t see the CEUโ€™s from my last (or previous) cycles? + +Only CEUs from your current certification cycle will be visible on your CEU +transcript. To view previous workshops click โ€œView Your Education Historyโ€ +located on the left hand side of the screen of the member portal. When +adjusting the dates to view previous CEU activities, type the start and end +dates or use the drop down calendar feature to select both a year and a day. +If you need an official copy of your CEU transcript, please [click here to +fill out a CEU transcript request form](https://rid.org/transcript-request- +form/). + +Iโ€™m a Student member, how do I find my official CEU transcript? 2023-04-07T20:02:34+00:00 + +#### ____Iโ€™m a Student member, how do I find my official CEU transcript? + +CEUs are only tracked for Certified and Associate members. Student members do +not have access to an official CEU transcript. + +My state requires that I provide an official CEU transcript of my previous +workshops. How can I obtain a copy of my official CEU transcript of my +previous workshops? 2023-07-12T19:36:54+00:00 + +#### ____My state requires that I provide an official CEU transcript of my +previous workshops. How can I obtain a copy of my official CEU transcript of +my previous workshops? + +Please [click here to fill out a CEU transcript request +form](https://rid.org/transcript-request-form/). + +### Ethics FAQs. + +#### Answers to complaints, policy, procedures and more. + +__ + +#### Ethics and EPS Questions + + * EPS Reform + * Ethics + +What if I have an ethical dilemma? 2023-04-12T17:00:38+00:00 + +#### ____What if I have an ethical dilemma? + +If you have questions regarding an ethical dilemma, first consult the [NAD-RID +Code of Professional Conduct](https://rid.org/programs/ethics/code-of- +professional-conduct/) and the [RID Standard Practice +Papers](https://rid.org/programs/ethics/#standardpracticepapers). While RID +Headquarters staff and/or the Ethics Committee may not be able to resolve +ethical questions directly, they can provide you with materials which may +assist you or refer you to individuals or agencies who may be able to advise +you. We ask that you be open to communicating with a mentor or trusted +colleague. + +What do I do if Iโ€™ve been subpoenaed to testify about something I interpreted? +How does Tenet 1 (Confidentiality) apply to this situation? 2023-04-12T20:07:46+00:00 + +#### ____What do I do if Iโ€™ve been subpoenaed to testify about something I +interpreted? How does Tenet 1 (Confidentiality) apply to this situation? + +These resources address subpoenas and testifying in court: + +[ To Testify or Not to Testify: That is the Question](https://drive.google.com/file/d/1PtA60a_XZwhkXKJAp4QaWEB7yJUXht75/view?usp=sharing) (October 2002 VIEWS article) + [ Responding to Subpoenas](https://drive.google.com/file/d/1Kr3iYrMSzgmKT_hKjFSx6ooWuURjg3Lr/view?usp=share_link) (August/September 2004 VIEWS article) + [ The Murky Waters of Testifying in Court](https://drive.google.com/file/d/1DrR1gLpH4jaJvjUw6u9oKLMksQFSSzsu/view?usp=share_link) (November 2006 VIEWS article) + +If I file an ethics complaint, how long will the process take? 2023-07-12T20:07:07+00:00 + +#### ____If I file an ethics complaint, how long will the process take? + +It depends on the complexity of the case. The primary focus is to do a +thorough investigation so the results can be fair and neutral. So RID is not +able to give a firm timeline for the EPS process. + +What if the interpreter is not a member of RID? 2023-07-12T20:06:24+00:00 + +#### ____What if the interpreter is not a member of RID? + +If an interpreter is not a member of RID, you cannot file a complaint against +them through RIDโ€™s EPS. You may want to discuss the problem with the +interpreter, and if that is not successful, consider talking to the employing +entity that contracted or arranged for the interpreting service. + +What if I need to file a complaint against an interpreting service +agency? 2022-04-11T18:56:39+00:00 + +#### ____What if I need to file a complaint against an interpreting service +agency? + +The jurisdiction of the RID EPS covers individual interpreters who are +required to adhere to the NAD-RID Code of Professional Conduct (CPC) while +interpreting. NAD and RID do not regulate the business practices of service +providers. However, starting in 2013, NAD and RID formed a joint task force to +look into this situation. The Reputable Agency Task Force is charged with +recommending solutions to addressing ethical practices of businesses. + +Who can I contact at RID Headquarters about ethical matters? 2023-07-12T20:04:47+00:00 + +#### ____Who can I contact at RID Headquarters about ethical matters? + +If, after looking through the [EPS Policy +Manual](https://acrobat.adobe.com/link/track?uri=urn:aaid:scds:US:a9d3fc86-516c-3d09-b35c-f1cde435eb55), +the [NAD-RID Code of Professional +Conduct](https://drive.google.com/file/d/0B-_HBAap35D1R1MwYk9hTUpuc3M/view?usp=sharing), +and the [Official Complaint +Form](https://acrobat.adobe.com/link/track?uri=urn%3Aaaid%3Ascds%3AUS%3Adaa9f7a4-3e49-36f9-b7a7-088c86042b4a), +you still have unanswered questions, please contact the Ethical Practices +System Department at ethics@rid.org or 571-384-5849 (VP). + +How does the Ethical Practices System (EPS) differ from the NAD-RID Code of +Professional Conduct (CPC)? 2023-10-10T18:11:43+00:00 + +#### ____How does the Ethical Practices System (EPS) differ from the NAD-RID +Code of Professional Conduct (CPC)? + +The Code of Professional Conduct is a holistic guide for interpreting +professionals in their actions, ethical decisions and behaviors related to +their work as interpreters. The CPC outlines the baseline of professional +standards expected of professional interpreters. The Ethical Practice System +is the policy and procedures complementary to the CPC. The EPS clearly defines +specific behaviors prohibited under said policies and outlines the procedure +for grievances against those violating that policy. The EPS is a grievance +system by which stakeholders can report unethical or unprofessional behaviors. +Filing a complaint against an interpreter will prompt RID to investigate said +behaviors. The EPS is a mechanism by which RID holds bad actors accountable +for violating the NAD-RID CPC and EPS policies. + +Do I still need to follow the NAD-RID CPC? 2023-10-10T18:12:53+00:00 + +#### ____Do I still need to follow the NAD-RID CPC? + +Yes. The CPC is foundational to the interpreting profession. All RID members +are expected to read, understand and comply with the CPC. + +Why were these changes made? 2023-10-10T18:13:33+00:00 + +#### ____Why were these changes made? + +As with any profession, best practices dictate that an organization +intermittently revisits its policies and procedures to keep up with industry +standards, consider the needs of our consumers, and review the trends within +the profession. RID has a legal and ethical obligation to ensure that our EPS +protects the integrity of RID certification, foster accountability and +integrity among professional practitioners and ultimately protect our +consumers. RID worked with a legal consultant who is a leader in the field of +grievance systems and with a group of Subject Matter Experts and leading +thinkers, practitioners, and educators within our field to review and make +recommendations to revisit the scope of and enhance the efficiency of our EPS +in accordance to the needs of our consumers and members. The organization is +obligated to protect our members and consumers, and the changes made to the +EPS will achieve this goal. Additionally, these changes were made to align +with RIDโ€™s goal of applying for accreditation by the National Commission of +Certifying Agencies. + +Were members involved with discussions or part of these deliberations before +these changes were made? 2023-10-10T18:14:18+00:00 + +#### ____Were members involved with discussions or part of these +deliberations before these changes were made? + +The RID EPS department and Ethics Committee conducted no fewer than four town +halls and two conference presentations to solicit feedback from RID members +and members of the Deaf community on their experiences with the EPS and to +solicit recommendations for improvement. The Ethics Committee and RIDโ€™s EPS +department collected surveys, conducted interviews, met regularly with members +of the Ethics Committee and conducted research and sought out various +approaches for consideration in our EPS, including a Restorative Justice +approach. Additionally, RID consulted with one of the leading legal experts to +assist us in writing a robust and clear grievance policy that will protect our +certification and our consumers. We also worked with a diverse group of +experts in the field of interpreting. Perspectives from the information we +collected from members and consumers from the town halls, along with our +consultant, the EPS workgroup, and RID Headquarters Staff who manage our EPS +department, were all considered during the development of the new EPS. +Therefore multiple perspectives and membersโ€™ and grievance-filersโ€™ experiences +were carefully considered and incorporated during the reform process. + +Who was in the workgroup? How were the workgroup membersโ€™ selections +made? 2023-10-10T18:14:53+00:00 + +#### ____Who was in the workgroup? How were the workgroup membersโ€™ selections +made? + +The EPS Reform Workgroup comprises Subject Matter Experts in the interpreting +profession, community members and consumers of interpreting services. We +brought together a diverse group of people from varying geographic locations, +areas of practice, backgrounds and experiences in working with interpreters +and consumers. This workgroup is not responsible for overseeing the EPS, only +for developing the policies and procedures in accordance with the best +interest of our members and community and with industry best practices. The +work group was recruited based on specific knowledge, abilities, and +experience they were able to contribute to this process. The EPS Reform +Workgroup has a defined scope of work reviewed and approved by the Board of +Directors. + +How do I know these changes actually comply with industry and legal +standards? 2023-10-10T18:18:11+00:00 + +#### ____How do I know these changes actually comply with industry and legal +standards? + +RID worked with a legal consultant specializing in developing policies and +procedures for trust professions (i.e., nursing, social work). While our legal +consultant provided the framework for our grievance system, our work group and +SMES tailored it to the specific needs of our profession. The new EPS is +modeled after codes of professional accountability and integrity and on +grievance procedures found in the policies and standards of many other trust +professions. + +Interpreting is a unique profession. How did the EPS Reform Workgroup +determine what standards apply to our profession? 2023-10-10T18:22:26+00:00 + +#### ____Interpreting is a unique profession. How did the EPS Reform +Workgroup determine what standards apply to our profession? + +Accountability and integrity are critical and relevant to any service provider +in any trust profession. The same shared practices and standards expected of +trust professions also apply to the field. RIDโ€™s workgroup and legal counsel +carefully looked at these to ensure the appropriateness of incorporating such +standards. + +Are members able to vote on the EPS changes? 2023-10-10T18:23:12+00:00 + +#### ____Are members able to vote on the EPS changes? + +No. Changes to any policies and procedures by which RID operates are under the +purview of the Board of Directors, who RID members elected. This process helps +ensure a smooth governance process and adherence to industry and legal +standards, including preventing conflict of interest issues. + +The Board of Directors are interpreters themselves. Isnโ€™t it a conflict of +interest for them to set policies like the EPS policy? 2023-10-10T18:23:43+00:00 + +#### ____The Board of Directors are interpreters themselves. Isnโ€™t it a +conflict of interest for them to set policies like the EPS policy? + +The Board of Directors have legal obligations and fiduciary responsibilities +to RID to ensure their policies are in the organizationโ€™s best interest. There +are no such restrictions on those who are not on the organizationโ€™s Board of +Directors. + +When does the revised EPS policy take effect? 2023-04-18T15:19:05+00:00 + +#### ____When does the revised EPS policy take effect? + +These changes will be in effect, via attestation of receipt, at each RID +membership renewal juncture and be effective immediately. Also, it is +effective immediately for individuals who apply for certification through RID +or apply or take CASLI examinations. + +What about old complaints? Can I refile if I am not satisfied with the +previous outcome? 2023-10-10T18:25:19+00:00 + +#### ____What about old complaints? Can I refile if I am not satisfied with +the previous outcome? + +The EPS will not review old complaints that were adjudicated, resolved through +mediation agreement or if the EPS determined the complaint did not have merit. +However, if you previously submitted a complaint that did not meet the old +systemโ€™s criteria and believe it may meet those under the revised policy, +please contact the EPS staff. If you are the respondent in a current +complaint, the EPS will reach out to you regarding your case. + +Whatโ€™s the process for filing a complaint? 2024-07-24T20:45:52+00:00 + +#### ____Whatโ€™s the process for filing a complaint? + +Please see the English version here: + +The ASL version will be released soon, along with an ASL version of the new +EPS policy. + +Can non-member interpreters be held accountable for NAD-RID CPC +violations? 2023-10-10T18:26:32+00:00 + +#### ____Can non-member interpreters be held accountable for NAD-RID CPC +violations? + +RID will accept and retain complaints against non-members in case the +individual applies for membership then RID will make their determination when +applicable. RID will be working to develop reciprocal agreements with states +who have licensure laws to inform these states about complaints against both +members and non-members. + +How do you define harm? 2023-10-10T18:27:00+00:00 + +#### ____How do you define harm? + +As mentioned in the policy, the EPS defines harm as: โ€œAny action during +interpreting encounters or professional-related activities that negatively +impacts the consumer and/or interpreting professionals and/or damages the +integrity of the profession; any action rooted in audism, ableism, racism, +anti-blackness, classism, sexism, xenophobia, and the like. These actions can +be intentional or unintentional, perceived or real.โ€ + +I never set out to cause harm, yet I may be punished for what others thought +was harmful. Interpreting is a complex profession, and this definition of harm +is unfair. Why is this happening? 2023-10-10T18:27:32+00:00 + +#### ____I never set out to cause harm, yet I may be punished for what others +thought was harmful. Interpreting is a complex profession, and this definition +of harm is unfair. Why is this happening? + +As a trust profession, all of us must consider the impact of our actions, act +with integrity and hold ourselves accountable. One may mean well, but the +impact of their actions may be adverse. With that said, those overseeing the +EPS are trained to thoroughly screen and investigate complaints so that the +results will be fair and neutral. + +How do I know Iโ€™m complying with the NAD-RID CPC? 2023-10-10T18:28:05+00:00 + +#### ____How do I know Iโ€™m complying with the NAD-RID CPC? + +Aside from studying the CPC and participating in continuing education on +ethics, itโ€™s important to recognize that accountability and integrity are +foundational to the CPC and EPS. Below are three definitions from the revised +EPS policy that may help answer your question. + +**Integrity** is defined as โ€œBehaviors that demonstrate trustworthiness, +honesty, respect, authentic self-reflection taking into account the intent and +impact of the practitionerโ€™s actions, willingness to be held accountable by +consumers and colleagues, and uphold professional standards before, during, +and after interpreting encounters and professional-related activities.โ€ + +**Accountability** is defined as: โ€œAn interpreting professionalโ€™s disposition +and behaviors that demonstrate a willingness to be responsible for their +actions, be answerable to consumers, their colleagues and RID and to report, +explain or give response to any action that is called into question as causing +or perpetuating harm to the consumer or the interpreting profession.โ€ + +**Continuous compliance** is defined as: โ€œConduct demonstrated while actively +interpreting, representing oneself as an interpreter in professionally +constructed spaces both in person and in digital spaces, as well as promoting +the appearance of oneself as an agent of the profession.โ€ + +Additionally, please see this section in the [EPS +policy](https://acrobat.adobe.com/link/track?uri=urn:aaid:scds:US:a9d3fc86-516c-3d09-b35c-f1cde435eb55) +that lists prohibited actions. **Note: the listed prohibited activities +are****not****exhaustive.** + +Do the EPS and NAD-RID CPC cover online activities? 2023-10-10T18:28:46+00:00 + +#### ____Do the EPS and NAD-RID CPC cover online activities? + +The EPS policy defines online professional space as a space where +interpreting-related business is conducted (e.g., solicitation of interpreting +services), interpreting-related content is shared, or where the majority of +participants are interpreting professionals engaging in interpreting-related +discussions. This space includes spaces where interpreting professionals +and/or their work products and/or actions taken during their interpreting +duties are posted, shared, or discussed and may be face-to-face or virtual. + +The revised EPS policy violates my personal freedom. Why does the new EPS +policy cover instances where I am not actively interpreting? 2023-10-10T18:29:23+00:00 + +#### ____The revised EPS policy violates my personal freedom. Why does the +new EPS policy cover instances where I am not actively interpreting? + +As professionals in a trust profession, what we say and do within any +interpreter-related activity or discussion could have a tremendous and far- +reaching impact on our consumers, especially those who are members of +marginalized and oppressed communities. Our consumers deserve professionalism, +accountability and integrity in all aspects from sign language interpreters. + +What if I disagree with RIDโ€™s position on racism, ableism, audism, sexism, +homophobia, and so forth? 2023-10-10T18:30:43+00:00 + +#### ____What if I disagree with RIDโ€™s position on racism, ableism, audism, +sexism, homophobia, and so forth? + +The EPS holds interpreters accountable for unprofessional or unethical actions +and behaviors. As members of a trust profession, our actions and speech have a +tremendous and far-reaching impact on our associates, consumers and colleagues +who are members of marginalized and oppressed communities. To allow unethical +or unprofessional behaviors to continue without holding our members +accountable impinge on the provision of equal, effective communication that +our consumers deserve and are an enormous disservice to our colleagues, +students, and associates within the profession. + +I am taking a test from CASLI and am not certified yet. Do the NAD-RID CPC and +EPS apply to me? 2023-10-10T18:31:14+00:00 + +#### ____I am taking a test from CASLI and am not certified yet. Do the NAD- +RID CPC and EPS apply to me? + +Yes. Per the revised EPS policy, all RID members, certificate holders and +CASLI candidates are subject to professional standards under this policy. This +policy ensures compliance with the CPC, EPS, objectivity, and fundamental +fairness to all persons who may be parties in a complaint of professional +misconduct. + +What kind of consequences could happen against me if Iโ€™m found guilty of +violating the NAD-RID CPC or the new EPS Policy? 2023-10-10T18:31:49+00:00 + +#### ____What kind of consequences could happen against me if Iโ€™m found +guilty of violating the NAD-RID CPC or the new EPS Policy? + +As outlined in the revised EPS policy, these consequences may include, but are +not limited to: + + * the assignment of remedial education, + * non-public or public reprimand and warning, + * suspension and/or revocation of RID membership or eligibility for RID membership, + * suspension and/or revocation of certification or eligibility for RID certification or other disciplinary action as determined at the discretion of RID. + +Additionally, disciplinary actions may be reported to any state licensing +authority, the federal government, the certificantโ€™s employer, and other +interested parties, including individuals seeking information about the +certificantโ€™s credentials, in accordance with procedures outlined in the EPS +policy. + +The EPS policy represents some, though not necessarily all, of the behaviors +that may trigger review under RIDโ€™s EPS. RID retains the right to take +disciplinary action under this policy even if the certificantโ€™s membership +expires or the certificant retires from practice, provided that the violation +triggering the disciplinary proceeding occurred when the candidate or +certificant was certified, seeking certification, or applying for or holding +any other RID credentials. + +As an interpreter, if I see a colleague violating the NAD-RID CPC, or the new +EPS policy, can I file a complaint against them? 2023-10-10T18:32:25+00:00 + +#### ____As an interpreter, if I see a colleague violating the NAD-RID CPC, +or the new EPS policy, can I file a complaint against them? + +Yes. That is one of RIDโ€™s changes to the EPS, so third parties who witness +potential CPC or EPS violations, can file complaints. This change helps to +ensure the accountability and integrity of the profession. + +How long does the EPS process take, from complaint to resolution? 2023-10-10T18:33:01+00:00 + +#### ____How long does the EPS process take, from complaint to resolution? + +It depends on the complexity of the case. The primary focus is to do a +thorough investigation so the results can be fair and neutral. So RID is not +able to give a firm timeline for the EPS process. + +Who can file a complaint? 2024-07-24T20:41:17+00:00 + +#### ____Who can file a complaint? + +Anyone directly involved or a witness to the potential CPC violation or EPS +Policy infraction may [file a complaint](https://rid.org/eps-complaint-form/) +with RIDโ€™s EPS. + +What do I do if I am unsure if my complaint falls within the purview of the +EPS? 2024-07-24T20:41:47+00:00 + +#### ____What do I do if I am unsure if my complaint falls within the purview +of the EPS? + +You can still [file a complaint](https://rid.org/eps-complaint-form/) with +RIDโ€™s EPS, and we will inform you if it does or does not. + +Does the EPS still publish a list of people who have violated the NAD-RID +CPC? 2023-10-10T18:34:45+00:00 + +#### ____Does the EPS still publish a list of people who have violated the +NAD-RID CPC? + +Yes, the EPS still publishes a list of individuals who have violated the CPC. +The list can be found here: + +Isnโ€™t the criminal convictions self-disclosure racist and cause harm to +marginalized groups? 2023-10-10T18:53:11+00:00 + +#### ____Isnโ€™t the criminal convictions self-disclosure racist and cause harm +to marginalized groups? + +RID recognizes that the United States judicial system has severe problems with +racism. The organization will carefully examine each self-disclosure and +determine whether the conviction indicates a risk for vulnerable populations +who may interact with the interpreter with criminal convictions. + +Isnโ€™t the criminal convictions self-disclosure an invasion of my +privacy? 2023-10-10T18:53:23+00:00 + +#### ____Isnโ€™t the criminal convictions self-disclosure an invasion of my +privacy? + +No. The majority of criminal convictions are a matter of public record. That +said, the self-disclosure information is securely retained in our CRM, which +is only available to EPS staff. + +If the criminal convictions are a matter of public record, why doesnโ€™t RID +investigate each member for it? 2023-10-10T18:53:29+00:00 + +#### ____If the criminal convictions are a matter of public record, why +doesnโ€™t RID investigate each member for it? + +In the spirit of accountability and integrity, it is better for the member to +self-disclose. If the member does not self-disclose, they do not demonstrate +self-accountability or integrity. RID will investigate reports of interpreters +with criminal convictions who may present a risk to vulnerable populations. + +If I know of a RID member who has a criminal conviction and may present a risk +to vulnerable populations, and they are actively interpreting in the field, +can I report them to EPS? 2023-10-10T18:53:38+00:00 + +#### ____If I know of a RID member who has a criminal conviction and may +present a risk to vulnerable populations, and they are actively interpreting +in the field, can I report them to EPS? + +Yes, you may report them to RIDโ€™s EPS, and RID will investigate. + +### Deaf and Accessibility Resources FAQs. + +#### Answers to much needed resources for DHHDB community and those needing +information. + +__ + +#### Deaf and Accessibility Resources Questions + + * Deaf Resources + +Where can I find information on the Americans with Disabilities Act +(ADA)? 2023-04-11T17:02:39+00:00 + +#### ____Where can I find information on the Americans with Disabilities Act +(ADA)? + +#### [ADA Home Page](http://www.usdoj.gov/crt/ada/adahom1.htm) โ€“ Contains +information and helpful resources pertaining to the Americans with +Disabilities Act (ADA). + +#### [ADA Tax Incentives Packet](http://www.ada.gov/archive/taxpack.htm) โ€“ +Information from the U.S. Department of Justice about the ADA and tax benefits +for small and large businesses, as well as IRS information. + +What is CART and are there any CART Services (Communication Access Realtime +Translation) available? 2023-04-12T17:06:12+00:00 + +#### ____What is CART and are there any CART Services (Communication Access +Realtime Translation) available? + +#### [Communication Access Information +Center](https://www.ncra.org/home/professionals_resources/professional- +advantage/Captioning/captioning-resources-for-providers) โ€“ Sponsored by the +National Court Reporters Association, this site has general information about +CART, how to find a provider and what to expect. In addition, the site +discusses different setting where CART is used. + +Are there any Deaf/Hard-of-Hearing Associations? 2023-04-11T17:01:25+00:00 + +#### ____Are there any Deaf/Hard-of-Hearing Associations? + +#### [American Association of the Deaf-Blind](http://aadb.org/) โ€“ AADB is a +national consumer organization of, by and for deaf-blind Americans and their +supporters. Deaf-blind includes all types and degrees of dual vision and +hearing loss. + +#### [Coalition of Organizations for Accessible +Technology](https://ecfsapi.fcc.gov/file/6519869057.pdf) โ€“ COAT is a coalition +of over 300 national, regional, state, and community-based disability +organizations, including RID. COAT advocates for legislative and regulatory +safeguards that will ensure full access by people with disabilities to +evolving high speed broadband, wireless and other Internet Protocol (IP) +technologies. + +#### [National Association of the Deaf](http://www.nad.org/) โ€“ NADโ€™s mission +is to promote, protect and preserve the rights and quality of life of deaf and +hard of hearing individuals in the United States of America. + +#### [National Association of State Agencies of the Deaf and Hard of +Hearing](http://nasadhh.org/usa-roster/) โ€“ NASADHH functions as the national +voice of state agencies serving Deaf and Hard of Hearing people and promote +the implementation of best practices in the provision of services. + +#### [Intertribal Deaf Council](http://www.deafnative.com/) โ€“ IDC is a non- +profit organization of Deaf and Hard of Hearing American Indians whose goals +are similar to many Native American organizations. IDC promotes the interests +of its members by fostering and enhancing their cultural, historical and +linguistic tribal traditions. + +#### [National Asian Deaf Congress](http://www.nadcusa.org/) โ€“ The NADC +provides cultural awareness and advocacy for the interests of the Asian Deaf +and Hard of Hearing Community. + +#### [National Black Deaf Advocates](http://www.nbda.org/) โ€“ NBDAโ€™s mission is +to promote leadership development, economic and educational opportunities, +social equality, and to safeguard the general health and welfare of Black deaf +and hard of hearing people. + +#### [World Federation of the Deaf](http://wfdeaf.org/) โ€“ WFD is an +international non-governmental organization representing approximately 70 +million deaf people worldwide. Most important among WFD priorities are deaf +people in developing countries; the right to sign language; and equal +opportunity in all spheres of life, including access to education and +information. + +Are there any Disability Advocacy Associations? 2023-04-11T17:01:12+00:00 + +#### ____Are there any Disability Advocacy Associations? + +#### [National Disability Rights Network](http://www.ndrn.org/index.php) โ€“ +NDRN is the nonprofit membership organization for the federally mandated +Protection and Advocacy (P&A) Systems and Client Assistance Programs (CAP) for +individuals with disabilities. Collectively, the P&A/CAP network is the +largest provider of legally based advocacy services to people with +disabilities in the United States. + +#### [Disabled Peopleโ€™s Association โ€“ Singapore](http://www.dpa.org.sg/) โ€“ DPA +is a non-profit, cross-disability organization whose mission is to be the +voice of people with disabilities, helping them achieve full participation and +equal status in the society through independent living. + +Where can I find information and resources on Deafness? 2023-04-12T17:10:20+00:00 + +#### ____Where can I find information and resources on Deafness? + +#### [ADA Hospitality: A Guide to Planning Accessible +Meetings](https://www.adainfo.org/hospitality/accessible-meetings-events- +conferences-guide/) โ€“ The Mid-Atlantic ADA Center and TransCen, Inc. sponsored +the publication in recognition of the 25th anniversary of the transformational +Americans with Disabilities Act of 1990. Helping you navigate, plan, and +create accessible meetings, events, and conferences that serve all your +guestsโ€™ needs. + +#### [Described and Captioned Media Program](http://www.dcmp.org/) โ€“ The +DCMPโ€™s mission is to provide all persons who are deaf or hard of hearing +awareness of and equal access to communication and learning through the use of +captioned educational media and supportive collateral materials. The DCMP also +acts as a captioning information and training center. + +#### [National Deaf Education Center](https://clerccenter.gallaudet.edu/) โ€“ +The Laurent Clerc National Deaf Education Center provides a variety of +information and resources on deafness. + +#### [National Domestic Violence +Hotline](https://www.thehotline.org/resources/deaf-deafblind-hard-of-hearing- +services/) โ€“ Resources and help for deaf, deaf-blind or hard of hearing women +trying to leave abusive relationships. + +#### [National Institute on Deafness and Other Communication +Disorders](http://www.nidcd.nih.gov/) โ€“ One of the National Institutes of +Health, the NIDCD works to improve the lives of people who have communication +disorders. This website focuses on medical information and research. + +#### [Services for deaf and deaf-blind women](http://www.adwas.org/) โ€“ ADWAS +provides comprehensive services to Deaf and Deaf-Blind victims/survivors of +sexual assault, domestic violence, and stalking. ADWAS believes that violence +is a learned behavior and envisions a world where violence is not tolerated. + +#### [Addiction Treatment for Individuals Deaf and +Blind](https://www.addictionresource.net/addiction-recovery-for-hearing- +impaired/) โ€“ Addiction can be a harrowing experience for anyone. Individuals +who are deaf, hard of hearing, blind, or visually impaired can especially find +this experience daunting, as theyโ€™re faced with not only overcoming an +addiction, but attempting to find a treatment program that recognizes and +respects their unique challenges. + +#### [Archdiocese of Washington-Center for Deaf +Ministry](https://adw.org/living-the-faith/special-needs/deaf-ministries/) โ€“ +Interpreters who work in Catholic churches will be interpreting a very +different liturgy coming in Advent of this year. The language used will be +much more of a challenge to interpret. The National Catholic Office of the +Deaf has provided this resource. + +### Can't find the answer you're looking for? Please view our live FAQ +document with additional questions and answers! + +[Extensive RID +FAQs](https://docs.google.com/spreadsheets/d/1xIlrGWCWwbcfcvZEFf8EQJaE82D02mUL0A_GADOnNts/edit?usp=sharing) + +[Contact Us](https://rid.org/contact/) + +__ diff --git a/intelaide-backend/python/bkup_rid/membership.txt b/intelaide-backend/python/bkup_rid/membership.txt new file mode 100644 index 0000000..087498c --- /dev/null +++ b/intelaide-backend/python/bkup_rid/membership.txt @@ -0,0 +1,363 @@ +## Membership + +[Renew Your RID Membership!](https://myaccount.rid.org/) + +Steps to Find an Interpreter + +ร— + +### Steps to Find an Interpreter + +Any entity or individual has access to RID's registry that can provide a list +of certified freelance interpreters, as well as Organizational members in your +area who are interpreter agencies who can provide interpreting services. + +To find a certified freelance interpreter in your area, please follow the +steps below: + + 1. Please visit our member directory here: [https://myaccount.rid.org/Public/Search/Member.aspx](https://myaccount.rid.org/Public/Search/Member.aspx) + 2. Select your City and State + 3. Select **Certified** under _" Category"_ + 4. Select **Yes** under _" Freelance Status"_ + 5. Press **Find Member** button at the bottom. + +From here, you will find a list of certified interpreters who are available +for freelance work. Feel free to reach out to these members directly using the +contact information they provide on our registry and inquire about the +services that you need. Should you want to go through an agency that is a +member with us, please use this link here: +[https://myaccount.rid.org/Public/Search/Interpreter.aspx](https://myaccount.rid.org/Public/Search/Interpreter.aspx), +selecting your City and State. + + + __ + +### Certified Member + +A member who holds a valid certification accepted by RID, is in good +standing, and meets the requirements of the [Certification Maintenance Program +(CMP)](https://rid.org/programs/certification-maintenance/cmp/). + + * Annual charge of $220 + * Senior Members (55+) $140 + +[Join Today or Renew Your Membership here!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +__ + +### Associate Member + + +A member engaged in interpreting or transliterating, full-time and part- +time, but not holding certification accepted by RID. Members in this category +are enrolled in the [Associate Continuing Education Tracking Program +(ACET)](https://rid.org/programs/certification-maintenance/acet/). + + * Annual charge of $175 + * Senior Members (55+) $115 + +[Join Today or Renew Your Membership here!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +__ + +### Student Member + +A member currently enrolled, at least part-time, in an interpreting +program. Student members must provide proof of enrollment every year. This +proof can be a current copy of a class schedule or a letter from a +coordinator/instructor on school letterhead. Student membership does not +include eligibility to vote. + + * Annual charge of $40 + +[Join Today or Renew Your Membership +here!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +__ + +### Supporting Member + +Individuals who support RID but are not engaged in interpreting. +Supporting membership does not include eligibility to vote or reduced testing +fees. + + * Annual charge of $40 + +[Join Today or Renew Your Membership +here!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +__ + +### Organizational Member + +Organizations and agencies that support RIDโ€™s purposes and activities. + + * Annual charge of $235 + +[Join Today or Renew Your Membership +here!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +__ + +### Certified Inactive/Retired + +_Inactive_ : Member who holds temporarily inactive certification, is not +currently interpreting and has put their certification on hold. Members in +this category are not considered currently certified and do not hold valid +credentials. + +_Retired_ : Member who has retired from interpreting and is no longer +practicing. Members in this category are not considered currently certified +and do not hold valid credentials. + + * Annual charge of $50 + +[Join Today or Renew Your Membership +here!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +### Valuable Member Benefits. + +Reduced Certification Testing Fees + +Eligible for reduced certification testing fees (associate, student or certified members only) + +CEC Discount Codes + +Annual CEC discount code for Certified, Associate, and Student members who maintain good standing. + +Publications + +VIEWS, [JOI](https://rid.org/programs/membership/publications/), RID Press + +Exclusive Discounts + +Access to exclusive discounts through our partner; MemberDeals. Discounts on RIDโ€™s [biennial conference registration](https://rid.org/about/events/national-conference/) + +Leadership Opportunities + +Leadership opportunities to help shape RID and the interpreting profession by serving on [committees, councils and task forces](https://rid.org/about/volunteer-leadership/) + +Communal Benefits + +Accountability to the communities we serve through RIDโ€™s Ethical Practices System + +DHH Insurance Agency, LLC + +Disability Income Coverage, Dental & Vision Insurance, Life Insurance options. + +### More About RID Membership + +#### ____RID Membership Costs + +**Members should conduct their renewals online and pay via the RID Member +Portal for the fastest service.** + +**If you have questions about or are experiencing an issue with your member +account or renewal steps, please contact us +at[Members@rid.org](mailto:Members@rid.org) for assistance. We are happy to +assist. ** + +[Click Here to Join or Renew your Membership +Today!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +**_RID membership follows an annual fiscal year cycle from July 1-June 30._** + +Purchase order paperwork for membership renewals that will be paid by a third +party can be submitted directly to +[accounting@rid.org](mailto:accounting@rid.org) for formal invoicing. + +For those needing verification of prices for employers prior to remitting +payment, download your personalized order summary from your RID member portal. +This is the most accurate, quickest, and paperless way to provide verification +of your membership cost. + +#### ____Refund Policy + + * If an individual requests to terminate their membership prior to their payment being processed by RID, then RID will simply not process the payment for that application. The applicant will not forfeit any funds. + * If an individual requests a refund after their membership application or renewal has been processed and/or renewed, that person will receive a refund of their membership dues and fees minus a $25.00 processing fee. + * An individual may request a refund no more than two business days after the application has been processed and/or renewed. + * No refunds will be given if a request is made more than 2 days after the membership application/renewal has been submitted/processed. + * If a third party(ie employer, agency, etc) pays membership dues and fees on behalf of an individual, the member is responsible for maintaining good standing with the organization. We recognize that members who are afforded this benefit may wish to remit payment to maintain good standing, and then request refund post third party payment of their membership dues and fees. In this instance, RID HQ may work one-on-one with you. + * The refund policy applies to all members. + +#### ____Have you Let your Certified Membership Lapse? + +According to the RID Bylaws, an individualโ€™s certification can be revoked for +two reasons: + + 1. Suspension or expulsion as outlined in the policies and procedures manual (such as an EPS violation or non-compliance with CMP requirements) + 2. Non-payment of dues. + +Additionally, the Bylaws state that to remain in good standing dues must be +paid by August 1st of each fiscal year. + +With the requirement to remain current with membership dues to retain your +certification, these governing guidelines are an important reminder about your +obligation as it relates to the maintenance of your certification. To date, +RID has been lenient in enforcing this policy. + +As we continue to implement systems of efficiency and standards, RID will +begin to enforce the guidelines as established in the Bylaws. Therefore, if +dues are not paid on or before July 31, your certification will be terminated +due to non-payment of member dues. As a result, you will be required to go +through the reinstatement process, in order to get your certification back. To +avoid revocation of your certification please plan to renew on or before July +31. + +The power to effect change in this area lies with the membership. The +connection to membership and certification has been an area of discussion over +the years. To change the current structure, which ties current membership to +certification maintenance, would require a Bylaws amendment, approved by two- +thirds of the voting members. + +#### ____Contact the Member Service Department + +For any further questions, please contact the Member Services department by +either emailing us at [members@rid.org](mailto:members@rid.org), or by using +our Contact Us form here: [rid.org/contact/](https://rid.org/contact/). + +### Freelance Insurance Program + +#### ____Freelance Interpreter Insurance + + * Professional/General Liability Insurance: contact Gary at 866.371.8830 or go to [www.DHHInsurance.com](http://www.dhhinsurance.com/) or email [GMeyer@DHHinsurance.com](mailto:GMeyer@DHHinsurance.com) + * Worker Compensation/Workman Compensation Insurance: contact Gary at 866.371.8830 or email [Gmeyer@DHHinsurance.com](mailto:Gmeyer@DHHinsurance.com) + +#### ____RID Individual Interpreters Liability Insurance + + * Professional Liability Insurance + * General Liability Insurance + * Worker Compensation/ Workman Compensation Insurance + +#### ____Interpreter Agency Insurance + + * Professional/General Liability Insurance: contact Gary at 866.371.8830 or go to [www.DHHInsurance.com](http://www.dhhinsurance.com/) or email [GMeyer@DHHinsurance.com](mailto:GMeyer@DHHinsurance.com) + * Worker Compensation/Workman Compensation Insurance: contact Gary at 866.371.8830 or email [Gmeyer@DHHinsurance.com](mailto:Gmeyer@DHHinsurance.com) + +#### ____Interpreting Agencies Liability Insurance + + * Professional/ General Liability Insurance + * Worker Compensation/ Workman Compensation Insurance + +_Contact Gary Meyer at 866.371.8830, +e-mail:_[_gmeyer@DHHInsurance.com_](mailto:gmeyer@dhhinsurance.com) _or go +to:_[_www.dhhinsurance.com_](http://www.dhhinsurance.com/) + +#### ____Additional Member Benefits + +**Disability Income Coverage****โ€“** What would happen to your income if you +became sick or hurt and werenโ€™t able to work? Protect your income in the event +that you become disabled as a result of a sickness or injury and are unable to +work. RID members can take advantage of a 15% association discount.**** + +**Dental & Vision Insurance****โ€“** Affordable dental coverage is available for +individuals and families, with the option to add vision coverage. You are free +to use any dentist you wish, or you can use an in-network dentist for +additional savings. The network has over 400,000 access points nationwide. +Choose from several plans to meet your needs and budget. + +**Life Insurance****โ€“** Affordable coverage with plans designed to meet your +specific needs. Available plans include Term Insurance, Whole Life, Universal +Life and others, with over 30 of the top companies to choose from. Let the +licensed professionals at Association Benefit Services shop for the best +coverage and the most competitive products and rates for you. Coverage is also +available for spouses and children. + +_Visit:[www.rid.associationbenefitservices.com](http://www.rid.associationbenefitservices.com/) +(for program details and quotes) or Call: (844) 340-6578_ + +Contact Gary Meyer at 866.371.8830, e-mail: [gmeyer@DHHInsurance.com +](mailto:gmeyer@dhhinsurance.com)or go to: +[www.dhhinsurance.com](http://www.dhhinsurance.com/) + +### Do you have more questions about RID membership? + +Whether youโ€™re exploring your possibilities or are a seasoned veteran, joining +RID will provide resources that move you forward! + +[Membership FAQs](https://rid.org/faqs/) + +### Membership Renewal. + + * __ + +1\. First, visit the RID website and log in to your [member +portal](https://myaccount.rid.org/). + + * __ + +2\. Next, click the tab "My Orders," and you will see your FY26 dues there. + + * __ + +3\. From there, follow the subsequent prompts to remit your payment. Then, you +are all set! + +[Renew Your RID Membership!](https://myaccount.rid.org/) + +### Member Portal Navigation. + + * __ + +1\. All information about your membership can be found in the Membership +Details box on your portal page, including your expiration date. All +memberships expire on June 30th of each year. + + * __ + +2\. If you need to renew your membership, click the "My Orders" tab at the top +right to submit payment for your member dues. + + * __ + +3\. Always be sure that your member portal information is up to date to ensure +you are receiving all communications and notifications from RID. + + * __ + +4\. All information regarding your certification can be found in the +"Certification Details" box including your certification beginning and end +date, CEUs earned, and downloading documents such as a verification letter or +your CEU Transcript. + + * __ + +5\. You may view your education history on the right side of your portal, +including previous transcript cycles. + + * __ + +6\. Access exclusive RID Member Deals by clicking "Member Deals" on the right +side of your portal. + +### Golden 100 / Silver 250 Campaign. + + * __ + +In 1982 President Judie Husted and the RID Board of Directors instituted the +first major fundraising campaign for RID. The campaign was aimed to provide +the organization with financial security for the future. The campaign was +labeled Golden 100 and Silver 200. For a $500 donation, the first 100 +Certified members received conference recognition and lifetime membership +along with their Certification Maintenance fees, these people are known as the +Golden 100. At the start of the campaign, the first 200 members (Certified +_or_ Associate) who donated $250 received lifetime membership, they are known +as Silver 200. This campaign raised over $50,000 to help establish a research +and development trust and to provide general support to the RID budget. + + * __ + +At the March 2016 board meeting, the Board of Directors approved a plan to +revitalize this campaign for 2016. The first 100 **_Certified_** members +received Lifetime membership and waived annual fees along with the designation +Golden 100 member. The first 250 Certified _or_ Associate members received +lifetime membership, waived annual continuing education fees, and were named +Silver 250 members. This group is responsible _annually_ for their +certification and standards fee. + +ร— + +### Golden 100 / Silver 250 Campaign + + +__ diff --git a/intelaide-backend/python/bkup_rid/programs.txt b/intelaide-backend/python/bkup_rid/programs.txt new file mode 100644 index 0000000..63db823 --- /dev/null +++ b/intelaide-backend/python/bkup_rid/programs.txt @@ -0,0 +1,37 @@ +Programs + +## Certification Maintenance. + +Members participate in CMP in order to maintain their certification, +opportunities for associate members to track CEUs, RID's Continued Education +Center as well as provide educational activities for participants. + +[Certification Maintenance Program](https://rid.org/programs/certification- +maintenance/) + + +## Membership. + +Being a member of RID contributing a fee that gives access to a valuable +organization. With the options for different membership levels, activities, +events and conferences, and benefits. + +[Membership Program](https://rid.org/programs/membership/) + +## Ethics. + +An essential component of RID, exemplifying the commitment of RID, and to the +profession through the competent and ethical practice of interpreting. + +EPS Program + + +## Government Affairs. + +Creating advocay on behalf of professional sign language interpreters and for +the establishment and adherence to standards within the profession at both the +state and federal levels. + +[Gov't Affairs Program](https://rid.org/programs/gap/) + +__ diff --git a/intelaide-backend/python/bkup_rid/programs_certification-maintenance.txt b/intelaide-backend/python/bkup_rid/programs_certification-maintenance.txt new file mode 100644 index 0000000..5461867 --- /dev/null +++ b/intelaide-backend/python/bkup_rid/programs_certification-maintenance.txt @@ -0,0 +1,130 @@ +Certification +Maintenance + +### Maintenance and Education. + +Understanding How Your CEU Totals are Displayed + +### Understanding How Your CEU Totals are Displayed + + 1. YOUR PORTAL - On the main screen in your portal, locate the Certification Details displaying your CEU breakdown. You will also find your certification cycle beginning and end dates! + 2. CEU PROGRESS - Your progress is shown here, including Professional Studies (PS) CEUs and General Studies (GS) CEUs. **Only up to 2 GS CEUs can be counted for certification maintenance purposes. + 3. PPO CEU PROGRESS - This line only keeps track of your PPO CEU progress. Do not include this number in your total. PPO CEUs are a sub-category of Professional Studies; those CEUs are part of your PS total, not in addition to it. + 4. REVIEW YOUR TOTAL - Review your total CEUs earned line. Your total will not include the number shown to the right of your PPO tracking line. CALCULATING RECAP - SKIP THE PPO LINE! In short, use the PPO CEU line as a tracking feature for yourself! These CEUs will always be calculated into your total. Just remember the requirement, 1.0 of your PS CEUs must be PPO. + +Happy learning! + +Question? No problem! Visit our faqs page or email us at +[cmp@rid.org](mailto:cmp@rid.org)! + + + __ + +#### Certification Maintenance Program (CMP) + +[ CMP](https://rid.org/certification-maintenance/cmp/) participants โ€“ All +certified members of RID are required to participate in the CMP in order to +maintain their certification. + +**[Maintain and grow your skills](https://rid.org/certification- +maintenance/cmp/)** + +__ + +#### Associate Continuing Education Tracking (ACET) + +[ACET](https://rid.org/certification-maintenance/acet/) participants โ€“ +demonstrating the Associate members' commitment to and participation in the +field of interpreting. + +**[Track your CEUs](https://rid.org/certification-maintenance/acet/)** + +__ + +#### RID Continuing Education Center (CEC) + +Browse the Continuing Education Center portal to view our educational content. + +**[Search the CEC portal](https://education.rid.org/)** + +__ + +#### CMP Sponsor Information + +Relying on RID Approved Sponsors to provide and approve appropriate +educational activities for participants. + +**[Apply to be a +sponsor](https://docs.google.com/forms/d/e/1FAIpQLSen6tiJQwdVMRbwAZTp0gfPr1xNrknf3akKxHogu3umUFRQ_w/viewform)** + +#### Standards and Criteria for Approved Sponsors. + +[All things +sponsors!](https://drive.google.com/file/d/0B_NUO3AhS85kbHdfQjdGRkx6dWc/view?resourcekey=0-yxuXOGhm8Sq5PU7A-vEsIw) + +### CEUs. + +__ + +#### Earning RID CEUs + +Participants must work with an RID-Approved Sponsor to earn CEU credits. + +[Learn How to Earn CEUs](https://rid.org/certification-maintenance/ceus/) + +__ + +#### CEU Discrepancy Report + +Used for any discrepancy with your transcript such as missing activities, or +incorrect CEUs. + +[CEU Discrepancy Form](https://rid.org/rid-forms/#certificationforms) + +__ + +#### Find a RID CEU Provider + +Search for a CMP Approved Sponsor to offer CEUs for your workshop, earn CEUs +for college courses or set up an independent study. You donโ€™t have to work +with a sponsor in your area โ€“ they can be located anywhere! + +[Find a CEU Provider](https://myaccount.rid.org/Public/Search/Workshop.aspx) + +[](https://drive.google.com/file/d/1mESs4y7VG9DlkHu6QxYa4FK_ycAKa7bn/view) + +#### Distance RID CEUs + +Some RID Approved CMP Sponsors offer RID CEUs at a distance. Although RID +cannot promote any individual Sponsor, we are happy to provide information +that will assist you in locating RID CEU activities that may not be available +through the workshop search tool on the RID Web site. + +[Find a Distance +Provider](https://drive.google.com/file/d/1mESs4y7VG9DlkHu6QxYa4FK_ycAKa7bn/view) + +## We offer content from experts you can trust. + +#### [PPO CEUs](https://rid.org/programs/certification-maintenance/ceus/ppo- +ceus/) + +Challenging injustice, respecting and valuing diversity, protection of equal +access, Social Justice/Liberation studies, Cultural competence, and moreโ€ฆ + +#### [Workshops](https://education.rid.org/) + +RID approved workshops can be sponsor initiated or co-sponsored with another +organization. Search the [RID workshop +database](https://myaccount.rid.org/Public/Search/Workshop.aspx) here! + +#### [Become an RID Approved Sponsor](https://rid.org/programs/certification- +maintenance/approved-sponsors/) + +Organizations, agencies, affiliate chapters and individuals seeking to be +Approved Sponsors must [complete an +application](https://docs.google.com/forms/d/e/1FAIpQLSen6tiJQwdVMRbwAZTp0gfPr1xNrknf3akKxHogu3umUFRQ_w/viewform). +This was developed by the RID Professional Development Committee (PDC). In +addition, the PDC reviews and makes determinations on all applications. + + +__ diff --git a/intelaide-backend/python/bkup_rid/programs_certification-maintenance_acet.txt b/intelaide-backend/python/bkup_rid/programs_certification-maintenance_acet.txt new file mode 100644 index 0000000..f530b76 --- /dev/null +++ b/intelaide-backend/python/bkup_rid/programs_certification-maintenance_acet.txt @@ -0,0 +1,111 @@ +A vehicle through which the continued skill development of RID Associate +members is documented to demonstrate the individualโ€™s commitment to and +participation in the field of interpreting. + +![](https://rid.org/wp-content/uploads/2023/04/ACET.jpg) + +ACET 2024-07-05T16:44:12+00:00 + +## A program dedicated toward personal and professional growth for Associate +members. + +Understanding How Your CEU Totals are Displayed + +ร— + +### Understanding How Your CEU Totals are Displayed + + 1. YOUR PORTAL - On the main screen in your portal, locate the Certification Details displaying your CEU breakdown. You will also find your certification cycle beginning and end dates! + 2. CEU PROGRESS - Your progress is shown here, including Professional Studies (PS) CEUs and General Studies (GS) CEUs. **Only up to 2 GS CEUs can be counted for certification maintenance purposes. + 3. PPO CEU PROGRESS - This line only keeps track of your PPO CEU progress. Do not include this number in your total. PPO CEUs are a sub-category of Professional Studies; those CEUs are part of your PS total, not in addition to it. + 4. REVIEW YOUR TOTAL - Review your total CEUs earned line. Your total will not include the number shown to the right of your PPO tracking line. CALCULATING RECAP - SKIP THE PPO LINE! In short, use the PPO CEU line as a tracking feature for yourself! These CEUs will always be calculated into your total. Just remember the requirement, 1.0 of your PS CEUs must be PPO. + +Happy learning! + +Question? No problem! Visit our faqs page or email us at +[cmp@rid.org](mailto:cmp@rid.org)! + +Close + + __ + +#### ACET Purpose + +RIDโ€™s Associate Continuing Education Tracking (ACET) program is a vehicle +through which the continued skill development of RID Associate members is +documented to demonstrate the individualโ€™s commitment to and participation in +the field of interpreting. + +The purpose of the ACET program is to document and track the CEUs earned for +the fiscal year by interpreters successfully completing learning activities +approved by RID sponsors. + +__ + +#### Who Participates? + +All RID Associate Members are enrolled in the ACET program. Tracking of +activities begins once the dues and fees are received for the fiscal year +(July 1 โ€“ June 30). + +__ + +#### No CEU Requirements + +Associate members have access to CEU tracking via the ACET program, but RID +does not require that Associate members earn a minimum number of CEUs during +their ACET cycle. + +__ + +#### Why Participate? + +Provides documentation for state requirements; demonstrates commitment to the +profession; provides official documentation of continuing education efforts, +which may prove useful in response to job postings and/or job advances; can be +utilized as an organization tool in maintaining records in an easy and +accurate fashion. + +[Become an Associate Member and Access the ACET program +Today!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +[Request A CEU Transcript](https://rid.org/transcript-request-form/) + +![](https://rid.org/wp-content/uploads/2023/03/RID-Approved-Sponsors-ACET.jpg) + +#### Resources + +## [Find an Approved Sponsor, presenter, or workshop +below.](https://rid.org/programs/certification-maintenance/cmp-sponsors/) + +**[FIND AN ACET +SPONSOR](https://myaccount.rid.org/Public/Search/Sponsor.aspx)** + +**[FIND A PRESENTER](https://myaccount.rid.org/Public/Search/Presenter.aspx)** + +**[FIND A WORKSHOP](https://myaccount.rid.org/Public/Search/Workshop.aspx)** + +**[PRESENT OR HOST A WORKSHOP](https://rid.org/programs/certification- +maintenance/workshop-presenters-and-hosts/)** + +## ACET Testimonials. + +### ACET showcases your skills. + +"The benefit that comes to mind is that I do get a transcript and have used +that with my resume when applying for jobs. It has been impressive to show how +diligently I am working to improve my skills and professionalism on the climb +to certification." + +###### Laura J. Sansalone + +### ACET helps you stay organized. + +"For me the ACET program is a big luxury for a small price. I am a very busy +woman who keeps all my certificates in one place. But to have a tracking of my +workshops helps me keep things in order for resumes and (keeps me) +professional." + +###### Janice B. Ottenโ€“Rye + +__ diff --git a/intelaide-backend/python/bkup_rid/programs_certification-maintenance_approved-sponsors.txt b/intelaide-backend/python/bkup_rid/programs_certification-maintenance_approved-sponsors.txt new file mode 100644 index 0000000..9b2aa46 --- /dev/null +++ b/intelaide-backend/python/bkup_rid/programs_certification-maintenance_approved-sponsors.txt @@ -0,0 +1,98 @@ +Providing and approving appropriate educational activities for participants. + +RID Approved Sponsors 2024-12-19T21:39:30+00:00 + +## We rely on RID Approved Sponsors to provide and approve appropriate +educational activities for participants. + +[Apply now to become a CMP +Sponsor](https://docs.google.com/forms/d/e/1FAIpQLSen6tiJQwdVMRbwAZTp0gfPr1xNrknf3akKxHogu3umUFRQ_w/viewform) + + * __CMP Sponsorship Introduction + * __Sponsor Responsibilities + * __Sponsor Benefits and Resources + + * __CMP Sponsorship Introduction + +The CMP began operation on July 1, 1994, and relies on RID Approved Sponsors +to provide and approve appropriate educational activities for participants. +These activities can be group activities, such as workshops, lectures or +conferences, or independent study activities, such as mentoring and self- +study. They help maintain the integrity of the CMP and ensure that +interpreters have ample and varied opportunities to learn, grow and further +develop their skills. + +Organizations, agencies, affiliate chapters and individuals seeking to be +Approved Sponsors must [complete an +application](https://docs.google.com/forms/d/e/1FAIpQLSen6tiJQwdVMRbwAZTp0gfPr1xNrknf3akKxHogu3umUFRQ_w/viewform). +This was developed by the RID Professional Development Committee (PDC). In +addition, the PDC reviews and makes determinations on all applications. + +Sponsors are monitored regularly to ensure that their activities are of high +quality and meet the needs of the program and the participants. If you would +like to make a comment or ask a question regarding a sponsor, send an e-mail +to the [CMP Manager](mailto:cmp@rid.org "Professional Development +Coordinator") at RID Headquarters. + + * __Sponsor Responsibilities + + * Paying the yearly Sponsor fee: + * Organization: $385 + * RID Affiliate Chapter: $245 + * Individuals: $195 + * Late Fee: $50 for individuals and affiliate chapters and $100 for organizations. + * The yearly Sponsor fee is non-refundable. + * Offering, endorsing and ensuring the quality and educational integrity of activities offered for RID CEUs. CMP Sponsors have the right to deny sponsorship of an activity if it lacks valid educational outcomes or measurable and observable learning objectives. + * Ensuring that they and their agents avoid conflicts of interest, which includes a continuing education administrator monitoring his or her own Independent Study activities. + * Maintaining membership in RID at the appropriate level for the duration of their Approved CMP Sponsor status. + * Deciding if they want to charge a fee for processing RID CEUs. + + * __Sponsor Benefits and Resources + + * A Google group for sponsors where you can discuss situations, ask for opinions and give feedback with other sponsors. + * Access to CMP Sponsor-only features when you log into your account, including online form submission. + * The [CMP Standards & Criteria](https://docs.google.com/document/d/1qR1ia9bGryDLJKCgWzta31vQsnwJvXvEzXC08DBIREU/edit?usp=sharing), which contains a detailed description of CMP policies. + * Online listing in the [RID searchable database of CMP Sponsors](https://myaccount.rid.org/Public/Search/Sponsor.aspx) so that members can quickly and easily find a CMP Sponsor. + * CMP Sponsors receive a quarterly complimentary copy of RIDโ€™s newsletter, _[VIEWS](https://rid.org/programs/membership/publications/ "VIEWS"), _and the annual publication, [ _The Journal of Interpretation_](https://rid.org/programs/membership/publications/ "Journal of Interpretation \(JOI\)"). + + +#### Standards and Criteria for Approved Sponsors + +### The integrity of RID Certification requires a commitment to life-long +learning. + +[STANDARDS AND CRITERIA FOR APPROVED +SPONSORS](https://docs.google.com/document/d/1qR1ia9bGryDLJKCgWzta31vQsnwJvXvEzXC08DBIREU/edit?usp=sharing) + +## Sponsor Benefits and Resources. + +__ + +#### Google Group + +A Google group for sponsors where you can discuss situations, ask for opinions +and give feedback with other sponsors. + +__ + +#### CMP Sponsor Database + +Online listing in the [RID searchable database of CMP +Sponsors](https://myaccount.rid.org/Public/Search/Sponsor.aspx) so that +members can quickly and easily find a CMP Sponsor. + +__ + +#### VIEWS + +Sponsors receive a complimentary copy of RIDโ€™s quarterly magazine, +_[VIEWS](https://rid.org/publications/views/ "VIEWS")_. + +__ + +#### Journal of Interpretation + +A publication of scholarly manuscripts, research reports, and practitioner +essays and letters relevant to the interpreting profession. + +__ diff --git a/intelaide-backend/python/bkup_rid/programs_certification-maintenance_ceus.txt b/intelaide-backend/python/bkup_rid/programs_certification-maintenance_ceus.txt new file mode 100644 index 0000000..92b793c --- /dev/null +++ b/intelaide-backend/python/bkup_rid/programs_certification-maintenance_ceus.txt @@ -0,0 +1,253 @@ +CEUs are the foundation of continued learning and enhancing your skills in the +profession. + + +Earning RID CEUs + +## Participants must work with a RID-Approved Sponsor to earn CEU credits. + +Understanding How Your CEU Totals are Displayed + +ร— + +### Understanding How Your CEU Totals are Displayed + + 1. YOUR PORTAL - On the main screen in your portal, locate the Certification Details displaying your CEU breakdown. You will also find your certification cycle beginning and end dates! + 2. CEU PROGRESS - Your progress is shown here, including Professional Studies (PS) CEUs and General Studies (GS) CEUs. **Only up to 2 GS CEUs can be counted for certification maintenance purposes. + 3. PPO CEU PROGRESS - This line only keeps track of your PPO CEU progress. Do not include this number in your total. PPO CEUs are a sub-category of Professional Studies; those CEUs are part of your PS total, not in addition to it. + 4. REVIEW YOUR TOTAL - Review your total CEUs earned line. Your total will not include the number shown to the right of your PPO tracking line. CALCULATING RECAP - SKIP THE PPO LINE! In short, use the PPO CEU line as a tracking feature for yourself! These CEUs will always be calculated into your total. Just remember the requirement, 1.0 of your PS CEUs must be PPO. + +Happy learning! + +Question? No problem! Visit our faqs page or email us at +[cmp@rid.org](mailto:cmp@rid.org)! + +Close + + __ + +#### Academic Coursework + +CEUs may be awarded for coursework for college credit taken at an accredited +institution during the participantโ€™s current CMP cycle. + +Academic Coursework for CEUs + + __ + +#### PINRA + +Participant Initiated Non-RID Activities (PINRA) include activities that an +interpreter/transliterator wishes to attend but which are not offered by an +RID approved sponsor. + +More PINRA Info Here + + __ + +#### Independent Study + +The independent study is designed to meet the needs of practicing +professionals who desire an alternative to traditional instructional +activities. + +Independent Study for CEUs + + __ + +#### Sponsor Initiated Activities/Workshops + +Attendee must sign the Activity Report Form with name and RID member number or +submit CEU tracking sheet to get CEU credit. + +[Learn more and find Approved +Sponsors](https://rid.org/programs/certification-maintenance/approved- +sponsors/) + +![](https://rid.org/wp-content/uploads/2023/03/CMP-Guides.jpg) + +#### Guides + +## Quick list of different activities to earn your CEUs. + +Quick Reference Activities + + 1. Academic Coursework + 2. Sponsor Initiated Activities/Workshops + 3. Independent Studies + 4. Participant Initiated Non-RID Activities (PINRA) + +[Download RID's Quick Guide to Earning +CEUs](https://drive.google.com/file/d/0B3DKvZMflFLdOXZBVDFjREhGYk0/view?resourcekey=0-rlQrCQymBKM3pLUe +--5e8g) + +ร— + +### How to earn CEUs for Archived Activities + +1\. Log into your member account at +[myaccount@rid.org](mailto:myaccount@rid.org) and register for the archived +webinar of your choice by clicking on the +โ€œ[Meetings](https://myaccount.rid.org/Meetings/RegisteredEvents.aspx)โ€ tab. + +2\. Once you have registered, complete the pre-test on the archived webinar +webpage. + +3\. After completing the pre-test, view the webinar in its entirety. + +4\. Lastly, complete the post-test. + +_When all steps have been completed and verified, CEUs will be entered into +your account within 60 days._ + +**CEUs cannot be earned if:** + +1\. The pre-test or post-test have not been completed. + +2\. The post-test was submitted before the presentation was completed. + +3\. If the pre-test is not completed before viewing the presentation. + +4\. If the sessions are not viewed in their entirety. + +[Available Webinars](https://education.rid.org/) + + +### Participant Initiated Non-RID Activities (PINRA) + +Participant Initiated Non-RID Activities (PINRA) include activities that an +interpreter/transliterator wishes to attend but which are not offered by an +RID approved sponsor. The activity must be sponsored by an organization with +specific known standards and must have a specific format, educational +objectives and purpose. + +**Benefits of Participant Initiated Non-RID Activities:** + + * Provides a structure for bringing new information into the field + * Enables you to find activities suited to what you want to study + +**What Qualifies as a PINRA?** + + * Audited college courses + * Non-credit courses at an educational institution + * Corporate trainings + * Community education + * Non-mandatory school district in-services + * Organizational conventions/workshops + +[Detailed guide for completing a +PINRA](https://drive.google.com/file/d/0B3DKvZMflFLdelJIQV9ZRmhlbzA/view?usp=sharing) + +**Steps to Complete a PINRA** + + 1. Obtain information about the conference, workshop or seminar you want to attend. + 2. Contact an RID [Approved Sponsor](https://myaccount.rid.org/Public/Search/Sponsor.aspx) **prior to** the commencement of the activity. Keep in mind most sponsors have full-time jobs other than their work as sponsors. Please do not call a sponsor the day before an activity. You might be disappointed to find that the sponsor will not be able to sponsor that event for you. + 3. Sponsors will discuss the PINRA with you to determine whether it is CEU-worthy, which category the activity will fall (general studies vs. professional studies) and how many CEUs can be awarded for the activity. They will send you a PINRA form to complete. _Please note, it is the sponsorโ€™s right and responsibility to secure the necessary documentation from the CEU requestor to properly sponsor the activity according to the[CMP Standards & Criteria](https://docs.google.com/document/d/1qR1ia9bGryDLJKCgWzta31vQsnwJvXvEzXC08DBIREU/edit?tab=t.0)._ + 4. Attend the conference or seminar and collect the appropriate documentation. Send the sponsor proof of attendance once the activity is completed. + + +### Academic Coursework + +CEUs may be awarded for coursework for college credit taken at an accredited +institution during the participantโ€™s current CMP cycle. This accreditation +must be recognized by the Council for Higher Education Accreditation (CHEA). +Successful completion is defined as receiving a minimum letter grade of โ€œCโ€ +(2.0) or above. If a course is being audited or taken through the continuing +education office of the institution a RID Approved Sponsor should be contacted +to complete a Participant Initiated Non-RID Activity Plan (PINRA). + +**Benefits of the Academic Coursework Option:** + + * Can be done retro-active, as long as it is done and completed within that cycle. + +[Click here to see the detailed guide for completing academic +coursework](https://drive.google.com/file/d/0B3DKvZMflFLdVnpnT3BmQlJGTVU/view?usp=sharing) + +**Steps to Completing Academic Coursework** + + 1. Contact an RID [Approved Sponsor](https://myaccount.rid.org/Public/Search/Sponsor.aspx) to process the Academic Coursework Activity Plan form.The form will be provided to you by the RID Approved Sponsor with whom you are working with. + 2. Complete the course. As long as the course is taken during your current CMP cycle, paperwork may be filed anytime during that current cycle. + 3. Submit a copy of your transcript to the sponsor. You must earn a grade of a C or better to receive CEUs. + 4. If the course is offered during a semester, the number of CEUs equals 1.5 per semester credit (i.e. a 3 credit course = 4.5 CEUs). If the course is offered during a quarter, the number of CEUs equals 1 per quarter credit (i.e. a 3 credit course = 3 CEUs). + +*Please note that although CEUs can be earned if the coursework is completed during your CMP cycle, **all paperwork must be submitted and approved by an RID approved sponsor before the completion of your CMP cycle.** + + +### Independent Study for CEUs + +The independent study is designed to meet the needs of practicing +professionals who desire an alternative to traditional instructional +activities. Independent study guidelines are provided by RID to sponsors. With +guidance from a sponsor, participants can undertake a self-designed +educational experience for the enhancement of skills and knowledge in a +specific area. + +Under the direction of a sponsor, individuals may design an independent study +activity around many of their professional activities. However, independent +study credit may not come from participantsโ€™ routine employment +responsibilities. + +**Benefits of the Independent Study Option** + + * Often less expensive + * Offers a flexible time schedule + * Does not usually require travel + * Can be tailored to exactly what you want to learn + +**What qualifies for an independent study?** + + * Research + * Course instruction + * Publications โ€“ writing articles for [ _VIEWS_ , the _Journal of Interpretation_ , or other publications](https://rid.org/membership/publications/) + * Study groups + * Multi-media instruction + * Mentorship โ€“ both being mentored and mentoring + * Literature review โ€“ RID offers many [publications](https://rid.org/membership/publications/ "RID Publications") that work for this option + * Self-study curriculum + * Other options you may have in mind + +[Click here to see the detailed guide for completing an independent +study.](https://rid.org/wp-content/uploads/2023/05/Instructions-for-CMP- +Independent-Study-for-Participants.pdf) + +#### Steps to Complete an Independent Study + + 1. Decide on the activity for which you wish to earn CEUs + 2. Contact an [Approved Sponsor](https://myaccount.rid.org/Public/Search/Sponsor.aspx) who processes Independent Studies and discuss your ideas. The sponsor can help you work out a plan for what you would like to learn, the type of documentation required and the number of CEUs you can earn. You will be asked to respond in writing to a few questions to help map out what you will be doing. + 3. The Sponsor will sign and approve the Independent Study Plan. You may now begin work on the activity (any work done before this point cannot earn CEUs). It is important to document your time and efforts while you work on your activity. + 4. At the completion of the activity, send the sponsor your report, documentation and other information outlined in the Independent Study Plan. The sponsor will review the documentation to ensure that it meets the standards and goals agreed upon in the Independent Study Plan. + 5. When satisfied that the project has been completed satisfactorily, the sponsor will fill out the Independent Study Activity Report and send all required paperwork to RID Headquarters to be added to your record. + +Close + +## How to use CEU options. + +More information about the four activity types. + +#### ____College Courses + + 1. Contact an [RID Sponsor](https://myaccount.rid.org/Public/Search/Sponsor.aspx) to process the appropriate forms + 2. Complete the course + 3. Submit final documentation to the Sponsor + +#### ____RID Sponsored Workshops + + 1. Make sure CEUs for the workshop are offered by an RID Sponsor (look for the CMP logo on the flyers) + 2. Register for and attend the workshop + 3. Sign the Activity Report Form and record the Activity number for your own documentation. (Make sure you have your RID member number) + +#### ____Independent Studies + + 1. Devise a plan for what you want to learn (you can ask the Sponsor for help in developing this plan) + 2. Contact a [RID Sponsor](https://myaccount.rid.org/Public/Search/Sponsor.aspx) to process the paperwork + 3. Document your work as you complete the activity + 4. Submit the final product to the Sponsor for approval + +#### ____Non-RID Conferences or Seminars + + 1. Obtain information about the conference, workshop or seminar you want to attend + 2. Contact an [RID Sponsor](https://myaccount.rid.org/Public/Search/Sponsor.aspx) **prior** to attending to process the form + 3. Attend the conference or seminar and collect the appropriate documentation + 4. Send the documentation to the sponsor + +__ diff --git a/intelaide-backend/python/bkup_rid/programs_certification-maintenance_ceus_ppo-ceus.txt b/intelaide-backend/python/bkup_rid/programs_certification-maintenance_ceus_ppo-ceus.txt new file mode 100644 index 0000000..da3268a --- /dev/null +++ b/intelaide-backend/python/bkup_rid/programs_certification-maintenance_ceus_ppo-ceus.txt @@ -0,0 +1,64 @@ +Stay on your journey and elevate standards that are just. + + +PPO CEUs 2024-07-05T16:54:57+00:00 + +## Topics to be considered as compliant with the new standards include, but +are not limited to... + +Understanding How Your CEU Totals are Displayed + +ร— + +### Understanding How Your CEU Totals are Displayed + + 1. YOUR PORTAL - On the main screen in your portal, locate the Certification Details displaying your CEU breakdown. You will also find your certification cycle beginning and end dates! + 2. CEU PROGRESS - Your progress is shown here, including Professional Studies (PS) CEUs and General Studies (GS) CEUs. **Only up to 2 GS CEUs can be counted for certification maintenance purposes. + 3. PPO CEU PROGRESS - This line only keeps track of your PPO CEU progress. Do not include this number in your total. PPO CEUs are a sub-category of Professional Studies; those CEUs are part of your PS total, not in addition to it. + 4. REVIEW YOUR TOTAL - Review your total CEUs earned line. Your total will not include the number shown to the right of your PPO tracking line. CALCULATING RECAP - SKIP THE PPO LINE! In short, use the PPO CEU line as a tracking feature for yourself! These CEUs will always be calculated into your total. Just remember the requirement, 1.0 of your PS CEUs must be PPO. + +Happy learning! + +Question? No problem! Visit our faqs page or email us at +[cmp@rid.org](mailto:cmp@rid.org)! + +Close + + __ + +#### Challenging injustice + +Address and challenge injustices of the world, within society, our +communities, and profession. + +__ + +#### Respecting and valuing diversity + +Embrace diversity in all areas of life; the work place, interpreting +assignments, public events and more. + +__ + +#### Social Justice/Liberation studies + +Critically transform the people in our community, with the goal of equity and +justice. + +__ + +#### Protection of equal access + +Ensuring all individuals have equal access and provisional rights. + + +#### PPO CEU Guidelines + +### This list provides a guideline for activities which can be classified +under the Power, Privilege, and Oppression Education / Professional +Development category. + +[PPO Guidelines for +Activities](https://drive.google.com/file/d/1yHs0LO1gTKImc7wCQqBxOoxMPPtRp9Ob/view) + +__ diff --git a/intelaide-backend/python/bkup_rid/programs_certification-maintenance_cmp.txt b/intelaide-backend/python/bkup_rid/programs_certification-maintenance_cmp.txt new file mode 100644 index 0000000..47e6427 --- /dev/null +++ b/intelaide-backend/python/bkup_rid/programs_certification-maintenance_cmp.txt @@ -0,0 +1,296 @@ +Members must maintain their certification through continuing education, +membership in RID, and compliance with the RID Code of Professional Conduct. + + +CMP + +### The Certification Maintenance Program (CMP) is the vehicle used to monitor +the continued skill development of certified interpreters. + +Understanding How Your CEU Totals are Displayed + +ร— + +### Understanding How Your CEU Totals are Displayed + + 1. YOUR PORTAL - On the main screen in your portal, locate the Certification Details displaying your CEU breakdown. You will also find your certification cycle beginning and end dates! + 2. CEU PROGRESS - Your progress is shown here, including Professional Studies (PS) CEUs and General Studies (GS) CEUs. **Only up to 2 GS CEUs can be counted for certification maintenance purposes. + 3. PPO CEU PROGRESS - This line only keeps track of your PPO CEU progress. Do not include this number in your total. PPO CEUs are a sub-category of Professional Studies; those CEUs are part of your PS total, not in addition to it. + 4. REVIEW YOUR TOTAL - Review your total CEUs earned line. Your total will not include the number shown to the right of your PPO tracking line. CALCULATING RECAP - SKIP THE PPO LINE! In short, use the PPO CEU line as a tracking feature for yourself! These CEUs will always be calculated into your total. Just remember the requirement, 1.0 of your PS CEUs must be PPO. + +Happy learning! + +Question? No problem! Visit our faqs page or email us at +[cmp@rid.org](mailto:cmp@rid.org)! + + +#### ____Earning RID CEUs + +You may begin earning RID CEUs for your new certification cycle any time on or +after your certification start date. (Your [certification start +date](https://rid.org/certification/available-certifications/#_newlycertified) +is the Results Sent date shown in โ€œView Your Exam History.โ€ To see your exam +results, please click on โ€œDownload Score Report.โ€ This PDF document will +automatically downloaded to your computer.) + +RID Approved CMP Sponsors process your continuing education activities, which +you can monitor through your online RID member account. You can access your +transcript at any time by logging in to your member account at +[http://myaccount.rid.org](http://myaccount.rid.org/) and clicking on +โ€œDownload CEU Transcriptโ€ or clicking โ€œView Your Education History.โ€ Please +note that it can take up to 60 days for CEUs to be added to your transcript. +If 60 days have elapsed since your CEU-earning activity and your CEUs from the +event are still not posted on your transcript, please fill out the [CEU +Discrepancy Report form](https://rid.org/ceu-discrepancy-report/). + +#### ____Requirements + +**Maintain current RID membership****** by paying annual RID Certified Member +dues + +[**Meet the CEU requirements**](https://rid.org/programs/certification- +maintenance/ceus/)of the RID Certification Maintenance Program (CMP) + +**CMP CEU Requirements:** + +**8.0 Total CEUs with at least 6.0 in PS CEUs** +(up to 2.0 [GS CEUs](https://rid.org/programs/certification-maintenance/ceus/) +may be applied toward the requirement) + +*If your certification cycle began on or after 1/1/2019, the PPO CEU requirement is in effect for you โ€“ please see [this page](https://rid.org/programs/certification-maintenance/ceus/ppo-ceus/) for more information. + +SC:Lโ€™s onlyโ€“2.0 of the 6.0 [PS CEUs](https://rid.org/programs/certification- +maintenance/ceus/) must be in legal interpreting topics +SC:PAโ€™s onlyโ€“2.0 of the 6.0 [PS CEUs](https://rid.org/programs/certification- +maintenance/ceus/) must be in performing arts topics + +**[Follow the RID Code of Professional +Conduct](https://drive.google.com/file/d/0B-_HBAap35D1R1MwYk9hTUpuc3M/view?usp=sharing)** + +#### ____PPO CEUs + +Power, Privilege, and Oppression CEUs: At the 2015 RID National Conference in +New Orleans, a member motion was made that each cycle, **1.0 of the required +6.0 Professional Studies (PS) CEUs be related to topics of Power, Privilege, +and Oppression (PPO)**. The motion was passed with the support of 64% of the +membership. + +#### ____Expiring Certification Cycles + +Certification cycles end December 31 of the fourth year from the start date of +a certified members certification cycle. At the completion of the +certification cycle, the certification maintenance requirements must be met. +To verify when the certification ends, log into the member portal and the +certification start and end date will be listed. If a certified member feels +they may not be able to meet the CEU requirement for certification renewal, +they may submit a certification cycle extension request form. + +#### ____Certification Cycle Extension Request + +If you believe you will not meet the CEU requirement for cycle ending December +31, 2024, a one-year, once-in-a-lifetime Certification Cycle extension may be +available for those who submit a [Certification Cycle Extension Request +form.](https://rid.org/cycle-extension-form/) + +The extension request must be submitted to the Professional Development +Department via the [online form](https://rid.org/cycle-extension-form/) by +December 31, 2024, to avoid a late fee of $100. If you have received an +extension in the past, a reinstatement will need to be requested. For more +information, please visit [Certification Reinstatement](https://rid.org/rid- +certification-programs/certification-reinstatement/). + +RID Headquarters will begin processing 2024 extension requests on September 1, +2024. Once an extension request has been approved it cannot be rescinded or +canceled. + +**IMPORTANT: An extension does not delay the end date of the next +certification cycleโ€”the extension cuts into the following cycle. The new +certification cycle will begin the day after the CEU requirement for the +extended cycle has been satisfied. For this reason, it is good to complete the +CEU requirement as quickly as possible to allow as much time as possible to +earn the next cycleโ€™s CEUs.** + +#### ____Revocation of Certification + +RID reserves the right to revoke certification based on any of the following +grounds: + + * Failing to meet Certification Maintenance Program (CMP) requirements + * Divulging RID examination contents + * Attempting to take the exam for another person + * Cheating on an RID examination + * Violating the [RID Code of Professional Conduct](https://rid.org/ethics/code-of-professional-conduct/) + * Misusing an RID credential + * Pleading guilty, nolo contendre, or being found guilty of financial offenses, physically violent offenses or offenses involving misrepresentation or fraud + +#### ____Loss of Generalist or Specialist Certification + +Any active certified member not satisfying the requirements of the +certification maintenance program by the end of his/her cycle will cease to be +certified. + +#### ____Certified: Inactive and Certified: Retired Status + +Click here for information about **Certified: Inactive** status. + +Click here for information about **Certified: Retired** status. + +Questions can be sent to the CMP Department at +[cmp@rid.org](mailto:cmp@rid.org). + +#### ____Voluntarily Relinquish the RID Certification(s) You Currently Hold + +RID Certified members who decide to voluntarily relinquish the RID +certification(s) they currently hold are required to submit a completed, +signed and notarized form. To learn more about the eligibility requirements or +to submit your request to voluntarily relinquish the RID certification(s) you +currently hold, [**click here**](https://rid.org/wp- +content/uploads/2023/08/Voluntary-Relinquishment-of-RID-Certification.pdf). + +For more information, contact the Certification Department at +[certification@rid.org](mailto:certification@rid.org). + +ร— + +### Certified: Inactive Status Information + +**Certified: Inactive** is a category for Certified members who are taking a +break from interpreting due to a life-altering event or activity which +precludes them from working as an interpreter. A member in this category may +not represent themselves as currently certified. + +To be switched to this category, you must be a currently Certified member in +good standing. Status change requests must be made prior to membership +expiration on 6/30. The grace period for membership renewal does not apply to +status change requests - after 6/30, you are no longer considered โ€œin good +standingโ€. + +After submitting your request, RID HQ will review it within 7-10 business days +and send a letter via email if your request is approved. Dues for this +category are $50 (as of FY 2024). If you are approved, your approval letter +will include information about the +requirements for returning to active status for your records. + +A member can be on Inactive status for up to eight years. After eight years on +Inactive status, the RID certifications the individual on Inactive status +holds will be terminated. + +While you are on Inactive status, your CMP cycle is basically frozen. You +cannot earn any CEUs, but no time passes in your cycle. When you re-enter +active status, you enter with the same amount of time and the same number of +CEUs you had when you went to Inactive status. + +There are different requirements for returning to active status based on how +long you were on Inactive status. + + * Less than three years on Inactive status: Upon written announcement of intention to return to active status, the CMP cycle will resume and the +member will return to active status. + + * Three to five years on Inactive status: Member must announce, in writing, their intention to return to active status and complete 2.0 CEUs (in the +professional studies category) to be eligible for active status. + + * Five to eight years on Inactive status: Member must: a) announce, in writing, their intention to return to active status; b) complete 2.0 CEUs (in the +professional studies category) to be eligible for active status; AND c) pass +the current generalist knowledge/written exam for RID certification. + +Upon return to active status, you must submit the balance for certified +membership for the current fiscal year. + +To switch to Certified: Inactive status, please complete and submit the form +at . + + +ร— + +### Certified: Retired Status Information + +**Certified: Retired** is a category for Certified members who, upon reaching +the age of 55 or older, elect to retire from working as an interpreter or +transliterator. A member in this category may not represent themselves as +currently certified. + +To be switched to this category, you must be a currently Certified member in +good standing. Status change requests must be made prior to membership +expiration on 6/30. The grace period for membership renewal does not apply to +status change requests - after 6/30, you are no longer considered โ€œin good +standingโ€. + +After submitting your request, RID HQ will review it within 7-10 business days +and send a letter via email if your request is approved. Dues for this +category are $50 (as of FY 2024). If you are approved, your approval letter +will include information about the requirements for returning to active status +for your records. + +A member can be on Retired status for up to eight years. After eight years on +Retired status, the RID certifications the individual on Retired status holds +will be terminated. + +While you are on Retired status, your CMP cycle is basically frozen. You +cannot earn any CEUs, but no time passes in your cycle. If you re-enter active +status, you enter with the same amount of time and the same number of CEUs you +had when you went to Retired status. + +There are different requirements for returning to active status based on how +long you were on Retired status. + + * Less than three years on Retired status: Upon written announcement of intention to return to active status, the CMP cycle will resume and the +member will return to active status. + + * Three to five years on Retired status: Member must announce, in writing, their intention to return to active status and complete 2.0 CEUs (in the professional studies category) to be eligible for active status. + * Five to eight years on Retired status: Member must: a) announce, in writing, their intention to return to active status; b) complete 2.0 CEUs (in the +professional studies category) to be eligible for active status; AND c) pass +the current generalist knowledge/written exam for RID certification. + +Upon return to active status, you must submit the balance for certified +membership for the current fiscal year. + +To switch to Certified: Retired status, please complete and submit the form at +. + + +![](https://rid.org/wp-content/uploads/2023/03/CMP-Quick-Links.jpg) + +#### Resources + +## Find an Approved Sponsor, presenter, or workshop. + +**[FIND A CMP SPONSOR](https://myaccount.rid.org/Public/Search/Sponsor.aspx)** + +**[FIND A PRESENTER](https://myaccount.rid.org/Public/Search/Presenter.aspx)** + +**[FIND A WORKSHOP](https://myaccount.rid.org/Public/Search/Workshop.aspx)** + +## Quick Links. + +Find quick links here to get you to where you need to go. If you can't find +what you're looking for, [contact us here](https://rid.org/contact/). + +__ + +#### Summary Sheet + +Download this [helpful summary +sheet](https://drive.google.com/file/d/0B3DKvZMflFLdOXZBVDFjREhGYk0/view?usp=sharing) +for earning CEUs. + +__ + +#### CMP FAQs + +Jump to the CMP [FAQ page](https://rid.org/faqs/#cmpfaqs). + +__ + +#### RID CPC + +**[Follow the RID Code of Professional Conduct](https://rid.org/conduct/code- +of-professional-conduct/)** + +__ + +#### Certification Cycle Extension Request Form + +An extension may be available for those who [submit this +form](https://rid.org/rid-forms/). + +__ diff --git a/intelaide-backend/python/bkup_rid/programs_certification-maintenance_workshop-presenters-and-hosts.txt b/intelaide-backend/python/bkup_rid/programs_certification-maintenance_workshop-presenters-and-hosts.txt new file mode 100644 index 0000000..6d2a1ef --- /dev/null +++ b/intelaide-backend/python/bkup_rid/programs_certification-maintenance_workshop-presenters-and-hosts.txt @@ -0,0 +1,141 @@ +Opportunities for hosting or presenting Continuing Education activities + +Workshop Presenters & Hosts + +Presenters should be qualified with credentials, training and experience in +the subject matter to be presented, and must contact and return all paperwork +to the RID approved sponsor at least 45 days in advance of the date of the +event to get a presentation approved for RID CEUs. + +RID approved workshops can be sponsor initiated or co-sponsored with another +organization. + +# For Presenters + +### Presenting Continuing Education Activities. + +#### Qualified with credentials, training, and experience. + +[Presenter Database](https://myaccount.rid.org/Public/Search/Presenter.aspx) + + __ + +#### Earning RID CEUs forโ€ฆ + +#### ____Presenting RID Approved Workshops + +Presenters wishing to gain General Studies (GS) CEUs equivalent to the number +of CEUs offered to participants can do so by checking the presenter CEU +request box and providing his/her RID member number on the RID Activity Report +Form sign-in sheet. CEUs will be awarded only once during each certification +cycle for each activity presented. + +#### ____Presenting Non-RID Approved Workshops + +Presenters wishing to gain General Studies (GS) CEUs equivalent to the number +of CEUs offered to participants can do so by contacting a CMP Sponsor to +prepare an Independent Study Plan. The Independent Study Plan must be approved +before CEUs can be earned. + +#### ____Course Development + +Teachers wishing to gain Professional Studies (PS) CEUs for the preparation +and development of the classes/workshops may contact a CMP Sponsor to prepare +an Independent Study Plan. The Independent Study Plan must be approved before +CEUs can be earned. + +__ + +#### Database and Tips + +#### ____Presenter Database + + * Is a resource where people in search of training can find a presenter for an event. + * Includes the topic for the presenterโ€™s area of expertise and a place for contact information (phone number, email and website). + * Allows for easy access to log-in and update your presenter information + +_RID does not endorse any of the presenters on the database. We are simply +providing an avenue where presenters can be located._ + +#### ____Top Tips for a Successful and Safe Learning Environment + +The Professional Development Committee (PDC) put together two lists to assist +presenters, trainers and teachers in facilitating successful workshops. The +PDC thanks all of those who responded to the inquiry for โ€œtips.โ€ Although +these lists are very thorough, they are not meant to be all inclusive. +Continuing dialogue and sharing of successful strategies will only serve to +enhance future presentations by all and encourage the pursuit of life-long +learning in the field of interpreting. + + * [Tips for Successful Presentations](https://acrobat.adobe.com/link/track?uri=urn:aaid:scds:US:3d23fcd4-86cd-310c-ab8e-794a66e2ae52) + * [Tips for Creating a Successful Learning Environment](https://drive.google.com/file/d/0B3DKvZMflFLdbjZNNC1nNlNxVjQ/view?usp=sharing) + +# For Workshop Hosts + +### RID approved workshops. + +#### Find workshops of interest. + +[Workshop Database](https://myaccount.rid.org/Public/Search/Workshop.aspx) + + __ + +#### Workshop Hosting Information + +#### ____To have your workshop approved for RID CEUs: + + * Contact an [RID sponsor](https://myaccount.rid.org/Public/Search/Sponsor.aspx) at least 45 days before the date of the workshop to be approved for RID CEUs. + * Sponsors will provide you with the necessary paperwork to approve the activity for RID CEUs. + * CEUs for traditional activities will be determined following the formula of one (1) CEU being equal to ten (10) contact hours. + * CEUs for non-traditional activities, where the method of educational delivery does not lend itself to easy translation, will be determined by the sponsor, who will note the method for determining CEUs in the Activity Plan Form. + +#### ____RID Approved Workshop Requirements + + * Workshops approved for RID CEUs must have measurable educational objectives that must be published in the promotional announcements of the activity. + * In conformance with the local, state, provincial and federal statutes regarding disabilities, activities and facilities shall be accessible to all individuals. + * Advertisement for the workshop should have content level, name of the RID approved sponsor, target audience, solicitation request for reasonable accommodations, RID CMP and ACET logos, number of CEUs offered, content area and the refund and cancellation policy. + * The method of delivery should allow for and encourage active involvement on the part of the participants, feedback, and reinforcement of the learned knowledge or skill. + +## Certification Maintenance and Professional Development Resources. + +__ + +#### CMP + +Members must maintain their certification through continuing education, +membership in RID, and compliance with the RID Code of Professional Conduct. + +[Learn More >](https://rid.org/programs/certification-maintenance/cmp/) + +__ + +#### ACET + +A vehicle through which the continued skill development of RID Associate +members is documented to demonstrate the individualโ€™s commitment to and +participation in the field of interpreting. + +[Learn More >](https://rid.org/programs/certification-maintenance/acet/) + +__ + +#### Approved Sponsors + +Providing and approving appropriate educational activities for participants. + +[Learn More >](https://rid.org/programs/certification-maintenance/approved- +sponsors/) + +__ + +#### Earn CEUs + +CEUs are the foundation of continued learning and enhancing your skills in the +profession. + +[Learn More >](https://rid.org/programs/certification-maintenance/ceus/) + +[Maintain Your Certification](https://rid.org/programs/certification- +maintenance/) + +__ diff --git a/intelaide-backend/python/bkup_rid/programs_ethics.txt b/intelaide-backend/python/bkup_rid/programs_ethics.txt new file mode 100644 index 0000000..bc830f8 --- /dev/null +++ b/intelaide-backend/python/bkup_rid/programs_ethics.txt @@ -0,0 +1,509 @@ +Ethics + +# ____EPS Policy and Enforcement Procedures + +# ____RID-NAD CPC + + + +### EPS Policy and Enforcement Procedures in ASL + +#### RID Ethical Practices System Policy and Enforcement Procedures + +#### EPS Prohibited Actions and Behaviors + +#### EPS Enforcement Procedures + + +### Overview and basics. + +#### *** Governing Language** + +#### EPS Reform + + __ + +#### ____EPS Reform explained + +The Registry of Interpreters for the Deaf (RID)'s Board of Directors approved +changes to the policies and procedures within the Ethical Practices System +(EPS). These new policies and procedures will become effective during +membership renewal in June 2023. RID certificants and members working toward +RID certification will be expected to continuously comply with and uphold +appropriate standards of professionalism while demonstrating integrity and +accountability in all interpreting settings and interpreting-related +activities. While the RID-NAD's Code of Professional Conduct (CPC) outlines +the baseline of professional standards for all certificants and members, the +EPS is a crucial additional layer of protection that holds RID certificants +and members accountable to the CPC. + +The revised EPS is now expanded in scope and includes any professional-related +activities related to applying for membership, testing and certification, and +maintaining certification. The EPS also includes CASLI testing candidates. +Also, in promotion of accountability within our profession, the policy also +states that those who witness or are aware of harm being caused - not just +those who experience the harm - may file a grievance. Additionally, the EPS +oversees the enforcement of the CPC and provides a robust structure for +investigating and resolving grievances. + +#### ____Goals for EPS Reform + +**Protect Consumers of Interpreting Services:** ASL interpreting is a โ€œtrustโ€ +profession in which professionals work with vulnerable people thus our +professionals are held to high standards of ethical and professional +behaviors. The EPS aims to reduce further harm to Deaf, DeafBlind, Hard of +Hearing and DeafDisabled consumers, as well as, hearing consumers from bad +actors in advantageous positions. + +**Protect the Integrity of the Profession:** Professional certification +organizations are expected to develop and uphold high ethical and professional +standards for their members and holders of their certification. The revised +policy helps protect the overall profession's reputation by holding bad actors +- members who engage in inappropriate or unethical behavior - accountable for +the harm they cause. + +**Build Trust Within our Profession:** By having a robust grievance system in +place that holds our members and certificants accountable for adhering to the +CPC, RID is demonstrating our commitment to our certification's integrity and +protecting the public, and rebuilding trust between our members and our +consumers. + +**Provide guidance to members and holders of RID certification:** The revised +EPS, combined with the CPC, can provide guidance to members who may be +uncertain as to how to navigate certain situations. The EPS and CPC can help +members make more informed decisions about their behavior by establishing +expectations and consequences for professional misconduct. + +**Align RID with the industry best practices and National Commission for +Certifying Agencies (NCCA) standards:** RIDโ€™s overarching goal is to align our +practices with the needs of our consumers and with industry best practices, to +champion the value of certification and expected levels of ethical behaviors +and professionalism for our consumers, members, and the public. + +**Uphold the Organization 's Mission:** The EPS policy and the CPC work +together to methodically support RID's mission and values. By promoting and +upholding high standards of integrity and accountability within interpreting, +which is a โ€œtrustโ€ profession, the organization can demonstrate its commitment +to its mission, purpose, vision, and reinforce its values. + +#### ____EPS Reform FAQs + +You may find all answers to your questions regarding the EPS Reform here: +[www.rid.org/faqs/#epsfaqs](http://www.rid.org/faqs/#epsfaqs) + +#### ____EPS Reform Announcement in ASL + + +### EPS Policy and Enforcement Procedures in ASL + +#### EPS Governing Language + +The English language version of this agreement shall be controlled in all +respects, notwithstanding any translation of this agreement made for any +purpose whatsoever. If any translation of this agreement conflicts with the +English version or contains terms in addition to or different from the English +version, the English version shall prevail. + + +**ASL: EPS Policy and Enforcement Procedures** + +**EPS Governing Language** + + +### EPS Policy and Enforcement Procedures in ASL + +#### RID Ethical Practices System Policy and Enforcement Procedures + +#### EPS Prohibited Actions and Behaviors + +#### EPS Enforcement Procedures + + +#### EPS Overview + + __ + +#### ____What is EPS? + +RIDโ€™s Ethical Practices System (EPS) seeks to bring accountability to the +field of interpreting and is part of the tri-fold approach to establishing the +standards RID maintains for its membership. It provides guidance and +enforcement to professionalism and conduct while offering a complaint filing +and review process to address concerns regarding the ethical decision-making +of interpreters. + +#### ____Purpose of EPS + +The EPS upholds accountability and integrity as essential components to +developing and supporting trustworthy relationships between all consumers and +interpreting professionals. As such, accountability and integrity are pillars +for professional conduct. We acknowledge that accountability and integrity can +be perceived and upheld in a myriad of ways by various cultural, linguistic, +and (dis)ability communities which have historically been neglected when +identifying and addressing alleged professional misconduct. It is the desire +of the EPS to foster healthy relationships between consumers and professionals +in the interpreting community by providing a paradigmatic shift in the +understanding of how interpreting professionals should exhibit and embody +integrity and accountability. + +#### ____EPS Complaint vs. EPS Report + +A complaint is related to violations of the EPS Policy and/or the CPC. +Complainants are named. + + +A report is sharing information that is public (i,e. court judgments, +newspaper articles.) This is to inform RID of this information, the EPS may or +may not initiate action. Complainants are anonymous. + + +#### ____Approach to Ethical Issues + +RID endeavors to assure all members of the public โ€“ Deaf, DeafBlind, +DeafDisabled, Hard of Hearing, and Late-Deafened (DDBDDHHLD) consumers, +hearing consumers, communities and organizations that engage in the provision +of interpreting services, and those who rely on the services of interpreters +to communicate with DDBDDHHLD individuals โ€“ that RID certificants meet +professional standards of conduct. RIDโ€™s EPS requires that certificants and +those seeking RID certification continuously comply with and uphold +appropriate standards of professionalism, while demonstrating integrity and +accountability in all interpreting settings and interpreting-related +activities. RID-NAD's Code of Professional Conduct outlines the baseline of +professional standards that all certificants and members throughout multiple +points in their journey to certification are expected to uphold. + +It is crucial that individuals who do not meet the standards of +professionalism, accountability, and integrity required of the profession do +not undermine the important achievements of those who do. Failure to uphold +these standards by demonstrating conduct that is out of compliance and harmful +to the profession, its consumers and stakeholders, will be subject to +disciplinary action in accordance with this policy. + + +#### Basics and resources + + __ + +#### ____EPS Definitions + +You can find the EPS definitions in this PDF on page four: + + +#### ____Filing a complaint + +RIDโ€™s Ethical Practices System (EPS) seeks to bring accountability to the +field of interpreting and is part of the tri-fold approach to establishing the +standards RID maintains for its membership. It provides guidance and +enforcement to professionalism and conduct while offering a complaint filing +and review process to address concerns regarding the ethical decision-making +of interpreters. + + +#### ____EPS Procedures + +The goal of the Ethical Practices System (EPS) is to uphold the integrity of +ethical standards among interpreters. In keeping with that goal, the system +includes a comprehensive process whereby complaints of ethical violations can +be thoroughly reviewed and resolved through complaint review or adjudication. + +Procedures can be found here: + +#### ____EPS Violations + +RIDโ€™s Ethical Practices System (EPS) seeks to bring accountability to the +field of interpreting and is part of the tri-fold approach to establishing the +standards RID maintains for its membership. It provides guidance and +enforcement to professionalism and conduct while offering a complaint filing +and review process to address concerns regarding the ethical decision-making +of interpreters. + +You may find a list of members who have violated EPS standards here: + + +#### ____NAD-RID Code of Professional Conduct + +A code of professional conduct is a necessary component to any profession to +maintain standards for the individuals within that profession to adhere. It +brings about accountability, responsibility and trust to the individuals that +the profession serves. + +Originally, RID, along with the National Association of the Deaf (NAD), co- +authored the ethical code of conduct for interpreters. At the core of this +code of conduct are the seven tenets, which are followed by guiding principles +and illustrations. + +The tenets are to be viewed holistically and as a guide to complete +professional behavior. When in doubt, one should refer to the explicit +language of the tenet. + + +#### Taking care of your concerns and needs. + +[File a Complaint](https://rid.org/eps-complaint-form/) + +[File a Complaint in ASL](https://www.videoask.com/fyd6t988p) + +[File a Report](https://rid.org/eps-report/) + +[File a Report in ASL](https://www.videoask.com/fyd6t988p) + +### Causes for Actionable Discipline. + +#### + +**I. Relating to the Integrity of Membership and Credentials** + +**Cause I in ASL** + +#### ____1\. Misrepresentation of Membership and Credentials + + 1. Making false, knowingly misleading, or deceptive statements, or providing false, knowingly misleading or deceptive information or documents in connection with applying for RID membership or regarding the prerogatives and ramifications of that membership. + 2. Misrepresenting professional credentials (i.e., education, training, experience, level of competence, skills, exam scores, and/or certification status). + 3. Obtaining or attempting to obtain exam eligibility, certification, or recertification of any RID credentials by deceptive means. + 4. Assisting another in misrepresenting or falsifying membership or credentials not limited to submitting or assisting another person to submit any document which contains a material misstatement of fact or omits to state a material fact. + 5. Using Fraudulent Credentials + 1. Manufacturing, modifying or duplicating documents including but not limited to submitting or assisting another person to submit any document which contains a material misstatement of fact or omits to state a material fact. + 2. Use of RID and CASLI marks and logos including trademarked material, without the expressed permission of RID/CASLI. + 3. Impersonating a certified interpreter or providing interpreter services using anotherโ€™s certification identification number. + 4. Attesting membership status as certification. + +#### ____2\. Certification Maintenace Program (CMP) Infringement + + 1. Noncompliance with CMP protocols for seeking CEUs. + 2. Noncompliance with CMP sponsor responsibilities and procedures. + 3. Defrauding the CMP process (e.g., attending two or more simultaneous CEU-bearing events, impersonating another interpreter in CEU-bearing events, abuse of membership cycle to avoid CEU submission, etc.). + 4. Failure to report known violations or intentionally assisting another in defrauding the certification maintenance process. + 5. Misrepresentation as a CEU sponsor or as hosting a CEU-bearing event. + +#### ____3\. Dishonest Actions Impacting CASLI Testing + + 1. Integrity of Testing Materials + 1. Disclosing, recording, reproducing, or distributing examination content or otherwise compromising the security of a CASLI examination. + 2. Possessing and/or using unauthorized material, including but not limited to streaming, recording, screen capture, or other unpermitted electronic devices during a CASLI examination. + 3. oHaving or seeking access to proprietary exam materials before the exam. + 2. Testing Procedures + 1. Violating the published examination procedures for the examination or the specific examination conditions authorized by CASLI. + 2. Impersonating an examinee or engaging someone else to take the exam by proxy. + 3. Test Products + 1. Cheating on a CASLI examination. + 2. Making false, knowingly misleading, or deceptive statements, or providing false, knowingly misleading, or deceptive information or documents in connection with an application for CASLIโ€™s examinations or certification renewal.or examination appeals. + + + +### I. Relating to the Integrity of Membership and Credentials in ASL + + +#### + +**II. Relating to Upholding Trust in the Profession** + +**Cause II in ASL** + +#### ____1\. Confidentiality Transgressions + + 1. Failing to maintain the confidentiality of information gained through or as a result of providing interpreting services whether such breach of confidentiality occurs prior to, during, or after an interpreting engagement. + 2. Sharing information that breaches the privacy of the consumer(s). + 3. Profiting from the use of assignment-related information for professional or personal gain. + 4. Sharing confidential, job-related, or protected information that would only be known to the parties involved on social media platforms. + 5. Not following protocol for reporting within a specific agency or entity. + +#### ____2\. Misconduct via Online Professional Spaces. + + 1. Digital Civility + 1. Recording and distributing content expressly prohibited by its creator, e.g., without express permission recording an interpreted scenario unbeknownst to the parties involved, recording of consumers involved in the respective interpreted event, refusal to remove the recording as requested by the personnel or stakeholders involved in the event. + +#### ____3\. Actions Taken During Interpreting-Related Activities + + 1. Documented evidence of gross incompetence, unprofessional conduct, or unethical professional conduct. + 2. Knowingly accepting assignments without adequate prior training or skills. + 3. Exceeding oneโ€™s scope of practice as defined by law or certification. + 4. Knowingly accepting an interpreting engagement that the interpreter is aware is beyond the interpreterโ€™s knowledge, ability, or skills to perform in accordance with the standards of practice, or continuing with such an assignment without disclosing the interpreterโ€™s skill limitations. + 5. Knowingly accepting assignments for which one is not culturally and linguistically apt to provide services. + 6. Knowingly accepting or continuing an interpreting engagement for which the interpreter has an undisclosed conflict of interest. + 7. Refusing to use the language and modality(ies) as requested by consumer(s). + 8. Falsely, misleadingly, or deceptively purporting to have professional expertise beyond scope of practice and/or training. + 9. Failing to limit professional activity to interpreting during an interpreting engagement, such as by advising consumers on the substance of the matter being interpreted, sharing or eliciting overly personal information in conversations with the consumer, or inserting personal judgments or cultural values into the interpreting engagement. + 10. Failing to meet standards of practice for rendering an interpreted communication accurately, without material omissions or additions, and conveying the content and spirit of the original message. + 11. Discriminating against anyone in the provision of interpreter services on the basis of race, sex, gender identity or expression, sexual orientation, religion, national origin, age, or disability. Discrimination does not include declining an interpreting engagement because it is beyond the interpreterโ€™s knowledge, ability, or skills to perform in accordance with the standards of practice. + 12. Practicing while impaired (e.g. due to mind-altering substance use) + 13. Exhibiting gross incompetence, unprofessional conduct, or unethical conduct in connection with providing interpreting services or the individualโ€™s professional practice as an interpreter that raises a substantial question as to that individualโ€™s honesty, trustworthiness, or fitness as an interpreter in other respects. + +#### ____4\. Negligence in Utilizing Necessary Resources + + 1. Failure to acknowledge that additional necessary accommodations are required to provide accurate message equivalence. This is including but is not limited to a more qualified interpreter(s) (e.g., Deaf interpreters, heritage language interpreters, interpreters with setting-specific cultural competence), notetaker(s), language facilitator(s), Captioning Access Real Time (CART), assistive technologies, etc.). + 2. Failure to acknowledge when multiple interpreting teams(e.g., Deaf, multilingual, heritage language, ProTactile, etc.) are needed given the complexity and nature of the interpreting task. + 3. Failure to recommend to appropriate personnel the availability of resources for consumer(s). This is including but is not limited to resources that recommend:interpreters representing mutual intersectionalities of the consumer(s) or event, the most effective situational interpreting services possible (e.g., Deaf, multilingual, or heritage language interpreters), the most effective and readily available community based services. + +#### ____5\. Disrespect for colleagues, consumers, organizational +stakeholders, and students of the profession + + 1. Engaging in violent, threatening, harassing, obscene, profane, or abusive communications with RID or CASLI or their agents. + 2. Failing to comply with pre-set policies or regulations at the venue where the interpreting assignment is including cultural norms and safety regulations. + 3. Failing to cooperate with or respond to inquiries from RID or CASLI related to the individualโ€™s own or anotherโ€™s compliance with RIDโ€™s or CASLIโ€™s standards, policies, and procedures and this Disciplinary Policy, in connection with CASLI certification-related matters, RID membership-related matters, or disciplinary proceedings. + +#### ____6\. Dishonesty while Conducting the Business of Interpreting + + 1. Obtaining or attempting to obtain compensation or reimbursement by fraud or deceit in connection with professional practice. + 2. Engaging in negligent billing or record keeping in connection with professional practice. + 3. Promoting, implying, encouraging/overriding autonomy of consumers in the provision of communication access (including for the purpose of placing oneself in a favorable position for future assignments). + 4. Engaging in fraudulent business practices such as โ€˜double-dippingโ€™. + 5. Knowingly accept interpreting assignments alone, that should be teamed, and charge exorbitant fees for their benefit at the expense of quality and access. + 6. Pricing interpreting services in ways that become cost-prohibitive to consumers and hiring entities. + +**[Read the EPS Policy and Enforcement Procedures PDF +Here](https://rid.org/wp-content/uploads/2024/09/EPS-Policy-and-Enforcement- +Procedures_Updated-July-2024.pdf)** + + +### II. Relating to Upholding Trust in the Profession in ASL + + +#### + +**III. Relating to Adverse Actions** + +**Cause III in ASL** + +#### ____1\. Misusing the Disciplinary Procedures + + 1. Engaging in fraudulent conduct. + 2. Submitting false evidence. + 3. Making false statements. + 4. Filing retaliatory reports. + 5. Violating appropriate boundaries between the interpreter and any party involved in the interpreted encounter. + 6. Changing residence to avoid prosecution, loss of license, or disciplinary action by a state licensing agency. + 7. Making wrongful claims. + 8. Making inflammatory statements. + 9. Failing to adhere to the outlined protocols and procedures as outlined in this document. + +#### ____2\. Failing to Report + + 1. Failing to report known or perceived prohibited behavior or activities by another RID member. + 2. Failing to report a conviction of a felony related to the performance of the individualโ€™s duties as an interpreter or fitness as an interpreter (see Criminal Convictions, below). **Not in effect until FY 25 membership renewal.** + 3. Failing to disclose to state boards any disciplinary actions taken against a candidate/certificant, including but not limited to revocation, suspension, voluntary surrender, probation, fines, stipulations, limitations, restrictions, conditions, censure or reprimand, or denial of licensure or certification. + +**[Read the EPS Policy and Enforcement Procedures PDF +Here](https://rid.org/wp-content/uploads/2024/09/EPS-Policy-and-Enforcement- +Procedures_Updated-July-2024.pdf)** + + +### III. Relating to Adverse Actions in ASL + + +#### + +**IV. Criminal Convictions** + +**Cause IV in ASL** + +#### ____Explained + +EPS holds that interpreting is a trust and reputation-based profession. +Therefore, criminally offending can potentially affect the interpreterโ€™s +suitability to practice in a number of ways and be detrimental to the trust +and safety required to facilitate effective language access. This section +details when an interpreter's criminal conviction may be relevant to their +eligibility for certification and periodic certification renewal. + +RID will engage in an individualized assessment for each disclosure submitted. +Criminal convictions will not automatically disqualify one from credentialing +eligibility, access to testing or automatically result in disciplinary +sanction. This disclosure will be informative to RID as the organization can +not adopt a policy of deliberately excluding knowledge of offenses that may be +relevant to the trustworthiness of a member or certificant affecting the +safety of consumers, fellow colleagues and RID stakeholders. + +#### ____1\. Disclosure + + 1. Disclosure - As required by this Policy, each RID current member, professionals submitting for RID membership renewal, and CASLI testing candidates must identify and explain whether s/he/they was or is the subject of any of the following matters within 30 days of notification of the matter or at the time of membership renewal or testing application (whichever occurs sooner): + 1. Prior criminal felony, misdemeanor, and other criminal convictions, even if the court withheld adjudication so that you would not have a record of conviction. + 2. Current and pending criminal felony, misdemeanor, and other charges, including complaints and indictments. + 3. Government agencies and professional organizations conduct or other complaint matters relating to the member/candidate, including disciplinary and complaint matters, within ten (10) years prior to the date of their initial certification application or certification maintenance application. + 4. Legal matters related to the memberโ€™s/candidateโ€™s interpreting business or professional activities, including civil complaints and lawsuits. + +#### ____2\. Failing to Report + + 1. Failing to report a conviction of a felony related to the performance of the individualโ€™s duties as an interpreter or fitness as an interpreter (see Criminal Convictions, below). **Not in effect until FY 25 membership renewal.** + 2. Failing to disclose to EPS any prior criminal felony, misdemeanor, and other criminal convictions. + 3. Failing to report current and pending criminal felony, misdemeanor, or indictments. + 4. Failing to report any disciplinary actions taken against a member/candidate by state or local level organizations. This could include but is not limited to, licensing bodies, and governmental agencies. + + +### IV. Criminal Convictions in ASL + + +#### Six steps in an EPS enforcement procedure. + +[EPS Enforcement Procedures](https://rid.org/programs/ethics/eps-procedures/) + +## Continue to grow on your ethical journey, there's always more to learn. + +[__Ethics Webinars](https://education.rid.org/) + +Learn more about the complexities of ethics, and how a benefit of RID +membership is the interpreterโ€™s duty to maintain ethical standards. + +[Read More](https://education.rid.org/) + +[ __Code of Professional Conduct](https://rid.org/programs/ethics/code-of- +professional-conduct/) + +Upholding high standards of professionalism and ethical conduct of +interpreters. + +[View the CPC](https://rid.org/programs/ethics/code-of-professional-conduct/) + + __ + +#### Standard Practice Papers + +Articulate the consensus of the membership in outlining standard practices and +positions on various interpreting roles and issues. + +Standard Practice Papers > + +[__Press Releases](https://rid.org/about/newsroom/) + +Browser through our Press Releases to see what RID standards for how we uphold +Ethical standards. + +[Read More Here](https://rid.org/about/newsroom/) + + +### Standard Practice Papers + +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the +membership in outlining standard practices and positions on various +interpreting roles and issues. You may print out the SPPs below ([Requires +Adobe Acrobat Reader](http://www.adobe.com/products/acrobat/readstep2.html)) +and then make the number of copies needed. + + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [An Overview of K-12 Educational Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdcFE2N25NM1NkaGs/view?usp=sharing) (2010) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Video Remote Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdTkk4QnM3T1JRR1U/view?usp=sharing) (2010) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Use of a Certified Deaf Interpreter](https://drive.google.com/file/d/0B3DKvZMflFLdbXFLVVFsbmRzTVU/view?usp=sharing) (1997) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Interpreting in Legal Settings](https://drive.google.com/file/d/0B3DKvZMflFLdTHo1OVFrVW4ySFk/view?usp=sharing) (2007) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Interpreting in Mental Health Settings](https://drive.google.com/file/d/0B3DKvZMflFLdWmFVV2tydVRFTHM/view?usp=sharing) (2007) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Interpreting in Religious Settings](https://drive.google.com/file/d/0B3DKvZMflFLdOGg2X05vclZIeUk/view?usp=sharing) (2007) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Video Relay Service Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdNE1zZGRPdDN4NGM/view?usp=sharing) (2007) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Interpreting in Health Care Settings](https://drive.google.com/file/d/0B3DKvZMflFLdYVVBd0RIWDlOMW8/view?usp=sharing) (2007) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Self-Care](https://drive.google.com/file/d/0B3DKvZMflFLdaHJNeVdsWDJTUUk/view?usp=sharing) (2007) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Coordinating Interpreters for Conferences](https://drive.google.com/file/d/0B3DKvZMflFLdeTBVYW90N01Kb1U/view?usp=sharing) (2007) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Team Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdVzZpaUtraW5xZG8/view?usp=sharing) (2007) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Multiple Roles](https://drive.google.com/file/d/0B3DKvZMflFLddno4VGNEVjF3NnM/view?usp=sharing) (2007) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Interpreting for Individuals who are Deaf-Blind](https://drive.google.com/file/d/0B3DKvZMflFLdeGhDU1BUOTJKNEk/view?usp=sharing) (2007) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Oral Transliteration](https://drive.google.com/file/d/0B3DKvZMflFLdRjdralozSG1iSG8/view?usp=sharing) (2007) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Professional Sign Language Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdeHZsdXZiN3EyS0U/view?usp=sharing) (2007) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Business Practices: Billing Considerations](https://drive.google.com/file/d/0B3DKvZMflFLdQVc0bmd1TGJPWEE/view?usp=sharing) (2007) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Mentoring](https://drive.google.com/file/d/0B3DKvZMflFLdcGktcFhxaS1jSUE/view?usp=sharing) (2007) + +New: + + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif)[ Performing Arts](https://drive.google.com/file/d/0B3DKvZMflFLdd0hnZC1BMjJvTlU/view?usp=sharing) (2014) + * [![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) Professional Sign Language Interpreting Agencies](https://drive.google.com/file/d/0B3DKvZMflFLdb1Q1Ym1vZ3BrWEk/view?usp=sharing) (2014) + + +[EPS FAQs](https://rid.org/faqs/#epsfaqs) + +__ diff --git a/intelaide-backend/python/bkup_rid/programs_ethics_code-of-professional-conduct.txt b/intelaide-backend/python/bkup_rid/programs_ethics_code-of-professional-conduct.txt new file mode 100644 index 0000000..443c874 --- /dev/null +++ b/intelaide-backend/python/bkup_rid/programs_ethics_code-of-professional-conduct.txt @@ -0,0 +1,23 @@ +Upholding high standards of professionalism and ethical conduct of +interpreters. + + +CPC + +## CPC in ASL and English + + * NAD-RID CPC in ASL + * NAD-RID CPC in English + + * NAD-RID CPC in ASL + + * NAD-RID CPC in English + +[NAD_RID Code of Professional Conduct 508 Accessible](https://rid.org/wp- +content/uploads/2023/03/NAD_RID-Code-of-Professional- +Conduct-508-Accessible.pdf) + +[Accessible PDF Download +here](https://acrobat.adobe.com/link/track?uri=urn:aaid:scds:US:154885ef-2f50-3664-ba5e-f9654c395ddf) + +__ diff --git a/intelaide-backend/python/bkup_rid/programs_ethics_eps-complaints.txt b/intelaide-backend/python/bkup_rid/programs_ethics_eps-complaints.txt new file mode 100644 index 0000000..96a0e97 --- /dev/null +++ b/intelaide-backend/python/bkup_rid/programs_ethics_eps-complaints.txt @@ -0,0 +1,82 @@ + +EPS Complaints + +### EPS provides guidance and enforcement to professionalism and conduct while +offering a complaint filing and review process to address ethical decision- +making concerns of interpreters. + +__ + +#### Before Filing a Complaint + +If possible, address the situation directly with the interpreter, the +interpreting agency or the hiring entity and document the communication +(emails/letters) before filing a complaint. + +__ + +#### Complaint Requirements + + * Describe what happened + * Describe how the interpreterโ€™s conduct negatively affected you, others involved, or the situation itself. + * List and submit your intended sources of evidence (witness statements, documentation, affidavits, etc.) that will be used to support the allegation(s) + * Explain any efforts made to reach a solution with this interpreter before filing this complaint + * Include the status of any legal action underway, at the time of this filing, related to this matter + * Detail similar incidents (if any) of alleged misconduct you have experienced with this interpreter and include if this is the first incident or a series of events + +__ + +#### Format of Complaints + + * Typed, written or electronic version + * Attached or emailed + * American Sign Language (ASL) + * Contact [ethics@rid.org](mailto:ethics@rid.org) for a private link to upload your ASL narrative + * Pro-tactile or other language needs + * Contact [ethics@rid.org](mailto:ethics@rid.org) for accommodations + + +#### EPS Complaint + +Detail a violation of the EPS Policy and/or the CPC. + +File a Complaint + + +### Please select one of the following options below: + +[I wish to file an EPS complaint in ASL](https://www.videoask.com/fyd6t988p) + +[I wish to file an EPS complaint in written English](https://rid.org/eps- +complaint-form/) + + + +#### EPS Report + +Inform RID of public information that may be pertinent for the Ethics +Department to know. + +File a Report + + +### Please select one of the following options below: + +[I wish to file an EPS report in ASL](https://www.videoask.com/fyd6t988p) + +[I wish to file an EPS report in written English](https://rid.org/eps-report/) + + + +#### Procedures + +## EPS Policy and Enforcement Procedures. + +Outlining RID's EPS Policy and Enforcement Procedures which requires +compliance with the CPC, EPS, objectivity, and fundamental fairness to all +persons who may be parties in a complain of professional misconduct. + +**[Learn more here about EPS Procedures>](https://rid.org/programs/ethics/eps- +procedures/)** + +__ diff --git a/intelaide-backend/python/bkup_rid/programs_ethics_eps-procedures.txt b/intelaide-backend/python/bkup_rid/programs_ethics_eps-procedures.txt new file mode 100644 index 0000000..e9c1896 --- /dev/null +++ b/intelaide-backend/python/bkup_rid/programs_ethics_eps-procedures.txt @@ -0,0 +1,150 @@ +## EPS Procedures + +Enforcement procedures for the associated EPS policy. + +#### Step 1: Filing a Complaint or Submitting a Report of Alleged Violation + +Complaint: A complaint is a formal declaration to EPS that a consumer, interpreting professional or interpreting entity (a โ€œrespondentโ€) has allegedly experienced intentional or unintentional harm that is a violation of EPS policy. + + 1. Complaints stating an alleged violation of this Policy may originate from any consumer, interpreting professional, or entity within or outside RID. + 2. Report: A report is the submission of documentation of an alleged violation of EPS policy for which there is no named complainant. EPS may initiate a report (โ€œself-initiated reportโ€) based on information from any internal or external source indicating that a person subject to this Policyโ€™s jurisdiction may have committed acts that violate this Policy (e.g., public information concerning an RID member such as court judgments or media releases that indicate a potential violation of this Policy). + +All [complaints](https://rid.org/eps-complaint-form/) and [reports](https://rid.org/eps-report/) must be submitted to EPS using their designated forms. Complainants must complete the form(s) in its entirety. + +#### Step 2: The Intake + + 1. Complaints: EPS staff may schedule an intake meeting with the complainant. .The intake may be completed in the language preferred by the complainant, including but not limited to ASL, ProTactile, written or spoken English. The Intake Coordinator will collect all documentation relevant to the alleged violation. + 2. Reports: EPS Staff will gather available documentation on the alleged violation. + +#### Step 3: Complaint and Report Procedures + + 1. EPS has a role in educating and guiding its members toward appropriate professional conduct in all aspects of their diverse professional and volunteer roles. + 2. If the EPS determines that the respondent has engaged in professional conduct that constitutes a violation of the Policy, it may take private and/or public actions. + 3. All decisions by the EPS will be documented in perpetuity internally by RID headquarters. + 4. All parties involved are immediately informed of the decision of the resulting actions/sanction(s) and plan for carrying out the sanction(s) as decided by the EPS. + 5. Possible Resulting Actions/ Sanctions: + 1. Non-public Reprimand and Warning + 1. The EPS will send a letter to the respondent outlining the violation with a warning that the complaint will be documented in perpetuity internally by RID headquarters. The complaint may be utilized in any future complaint as evidence of a pattern of harm and professional disregard. + 2. Public Reprimand and Warning + 1. Publication of the respondentโ€™s name, violations, date of the decision, and sanctions in RID VIEWS and RID Website and, + 2. Notification sent to the respondentโ€™s + 1. Respective state or local licensing entities + 3. Supervision + 1. Supervision is defined as a colleague who is monitoring the process and completion of the consequences as prescribed by the EPS. + 2. This assigned supervisor will provide support or coaching, as outlined by the EPS Review Board, and provide progress reports along with any further identified action steps needed, based on the observations seen over the course of the supervisory relationship. + 3. The respondent will be responsible to meet with the supervisor at regular intervals to demonstrate progress and may be responsible to pay the supervisorโ€™s time at fair market value. + 4. (Re)Education + 1. Assigned number of hours of (re)education. The exact nature and type of education will be assigned by the EPS.. All education plans must be approved and monitored by the EPS. This may include: + 1. Courses/Seminars/Workshops. A specific number of hours focused on the development of ethics, accountability, language enhancement, soft skills, team interpreting, business practices, etc. + 2. Reflective and critical analysis in writing/video. This analysis will: + 1. Demonstrate an understanding of the impact of the violation(s) + 2. Demonstrate an understanding of the โ€˜harmโ€™ and the impact of the harm on consumers, team interpreters, colleagues, and/or stakeholders + 3. Demonstrate an understanding of the risks and possible outcomes that the action(s) caused + 4. Describe a plan of how to avoid repeating the violation in the future. + 2. The respondent may not earn CEUs for any portion of the (re)education. + 5. Revocation of CEUs + 1. This is applicable, should the respondent be found in violation of the Certification Maintenance Program (CMP) protocols and procedures. The exact amount of the CEUs revoked will be at the discretion of the EPS. The revocation could include all of the respondent's current-cycle accumulated CEUs. + 6. Prohibition from Presenting at RID CEU-bearing Events + 1. Ineligible to present, lead, facilitate, and/or co-facilitate a RID CEU-bearing event or activity. + 2. The duration of this prohibition will be at the discretion of the EPS. + 7. Public Letter of Apology + 1. The respondent will be required to submit a bilingual (ASL/English) public letter of apology for the found violations. This letter will be published in the RID VIEWS and RID website. + 2. The letter will be archived on the same page as the publication of EPS violations on the RID website. + 8. Suspension of Certification + 1. The duration of the suspension will be at the discretion of the EPS. + 2. Notification of suspension will also be sent to: + 1. Respective state or local licensing entities + 9. Revocation of Certification + 1. The duration of the revocation will be at the discretion of the EPS. + 2. Notification of revocation will also be sent to: + 1. Respective state or local licensing entities + 10. Revocation of Membership + 1. The duration of the revocation will be at the discretion of the EPS Review Board. + 2. This may include barring eligibility for membership indefinitely. + 3. Notification of revocation will also be sent to: + 1. Respective state or local licensing entities + 11. Ineligiblity for CASLI examinations + 1. The duration of inegligiblity will be at the discretion of the EPS. + +#### Step 4: Respondentโ€™s Answer + + 1. Responseโ€”Within thirty (30) calendar days of notification of the EPSโ€™s decision and any sanction, the respondent shall choose one of the following responses: + 1. Accept the Decision: Accept the decision of the EPS (as to both the Policy violation and the sanction) and waive any right to appeal. + 2. Appeal: Inform the EPS in video or written form that they want to contest the EPSโ€™s decision and sanction and request to initiate the appeal process. + 3. Decide Not to Respond: Failure of the respondent to take one of the above actions within the time specified will be deemed to constitute acceptance of the decision and sanction. + 2. Action Following Respondentโ€™s Answer + 1. Acceptance: If the respondent accepts the decision and sanction, the EPS will notify all relevant parties and impose the sanction and the case will be monitored until the sanctions are complete and the respondent submits satisfactory proof of completion of the imposed corrective action. After which the case will be considered closed and an internal file created. + 1. Should the case not receive satisfactory evidence of completion EPS staff will determine the appropriate next steps. In cases of extreme disregard, this can include the revocation of membership. + 2. In extenuating circumstances where the respondent is unable to comply with the sanction(s) as outlined, the following actions must be taken by the respondent; (1) notify EPS staff immediately of the circumstance, (2) determine a reasonable course of action with EPS staff in consultation with the EPS Review Board as deemed necessary, (3) adhere to the revised course of action. + 2. Request an Appeal: If the respondent requests an appeal, the EPS staff will schedule it. Step 5 describes the Appeal process. + +#### Step 5: Appeals Process + + 1. The decision may be appealed within 30 days of being notified of the EPS decision by written letter or video letter. The grounds for the appeal shall be explained by the respondent via a written document or video that includes a detailed statement as to the reasons for the appeal, the decision, and a list of potential witnesses (if any) and/or materials and the subject matter they will address. + 2. The purpose of the Appeal is to provide the respondent an opportunity to provide further evidence to refute the decision and/or sanction decided on by the EPS and to permit the EPS Review Board to present the evidence in support of the EPS Review Board decision. The EPS Review Board is convened upon written or video request by the respondent. The EPS Review Board shall consider the matters alleged in the complaint; the matters raised in defense; the EPS decision; and other relevant facts, ethical principles, and federal or state law, if applicable. The EPS Review Board may question the parties concerned and determine professional misconduct issues arising from the factual matters in the case, even if those specific issues were not raised by the complainant. The EPS Review Board may also choose to apply principles or other language from the Policy not originally identified by the EPS. The EPS Review Board may affirm the decision, reverse or modify it, or remand it to the EPS for review if its written procedures were not followed. + 3. Appeals shall generally address only the issues, procedures, or sanctions that are part of the EPS findings. However, in the interest of fairness, the EPS Review Board may consider newly available evidence that is directly related to the original complaint. + 4. The parties in the appeals process are the respondent and the EPS Review Board. + 5. The EPS Review Board and staff shall initiate the appeal process as follows: + 1. Notification of Parties - The EPS staff will inform the EPS Review Board immediately upon receipt of a formal written or video request for an appeal. + 2. The EPS Review Board members shall be convened within fifteen (15) calendar days of receipt of a formal written or video appeal request. + 6. Decision + 1. The EPS Review Board shall conduct a review of the prior decision. + 2. The decision of the EPS Review Board shall be by majority vote. + 3. The EPS Review Board shall have the power to (a) affirm the decision, (b) modify the decision, or (c) reverse the original decision. + 4. Within fourteen (14) calendar days, the EPS Review Board shall share the appeal decision with EPS staff, who in turn will notify the respondent, the original complainant, and any other parties deemed appropriate of the decision. For RID purposes, the decision of the EPS Review Board shall be final. + 5. The official record of the EPS Review Board and its decision shall be maintained by RID in perpetuity. + +#### Step 6: Reports, Records, and Publications + + 1. All notifications referred to in these Enforcement Procedures shall be in writing. + 2. The investigative case files shall include the complaint and any documentation the EPS relied on upon initiating the investigation. At the completion of the enforcement process, the written records and reports that state the initial basis for the complaint or report, material evidence, and the disposition of the complaint shall be retained by the EPS indefinitely. + 3. Final decisions will be publicized only after any appeal process has concluded. Public sanctions will be published in official publications of the RID and EPS under the following time frames: + 1. Sanctions of Public Reprimand will remain published indefinitely. + 2. Sanctions of Suspension will remain published indefinitely. + 3. Sanctions of Revocation will remain published indefinitely. + 4. Modification - The EPS reserves the right to (a) modify the time periods, procedures, or application of these Enforcement Procedures for good cause consistent with fundamental fairness in each case and (b) modify its Policy and/or these Enforcement Procedures, with such modifications to be applied only prospectively. + +### What is the difference between filing an EPS complaint versus filing an EPS report? + +A complaint is related to violations of the EPS Policy and/or the CPC. Complainants are named. + +A report is sharing information that is public (i,e. court judgments, newspaper articles.) This is to inform RID of this information, the EPS may or may not initiate action. Complainants are anonymous. + +### Where are you in the current EPS process? + +**FOR THE COMPLAINANT** + +Complaint Filed + +You will receive confirmation within 5 business days. + +Complaint Confirmation + +The EPS will notify you if more information is needed. If the EPS has all information and determines your complaint has merit, is within RIDโ€™s scope and meets all requirements, the EPS will request a response from the interpreter and begin investigating your complaint. The EPS will inform you of this or inform you that the complaint is being dismissed. + +Investigation and Decision + +The EPS will begin investigating your complaint, which includes requesting a response from the interpreter and gathering evidence. The interpreter has 30 days to respond. The EPS will notify you once a decision has been made. + +## FOR THE RESPONDENT + +Notification and request for response + +Respondents must provide a response within 30 days of notification. + +Response Received/Investigation Complete + +The EPS will notify you once a decision has been made. + +Initial Decision + +You will be notified if the case is dismissed or if a violation is found. You have 30 days to file an appeal if you disagree with the decision, otherwise the decision stands. + +Appeal (if filed) + +The initial decision will be reviewed by the EPS Review Board and a final decision will be made. + +## Flowchart below. + +![EPS flowchart showing above information for complainants and respondents](https://rid.org/wp-content/uploads/2023/04/EPS-Flowchart- Final.png) + diff --git a/intelaide-backend/python/bkup_rid/programs_ethics_eps-violations.txt b/intelaide-backend/python/bkup_rid/programs_ethics_eps-violations.txt new file mode 100644 index 0000000..d84f047 --- /dev/null +++ b/intelaide-backend/python/bkup_rid/programs_ethics_eps-violations.txt @@ -0,0 +1,73 @@ +Ethical violations are taken seriously. + +EPS Violations + +## RID takes EPS violations seriously. Here is a list of who violated our standards, and what was violated. + +January 8, 2024 | Kylie Kirkpatrick | CPC Tenet 2. Professionalism CPC Tenet 4. Respect for Consumers CPC Tenet 6. Business Practices | Revocation of certification and membership and eligibility for same for no less than three years. Any application for reestablishment of eligibility for certification must be supported by satisfactory evidence of professionalism and honesty. + +March 18, 2024 | Colleen Cudo | CPC Tenet 2. Professionalism CPC Tenet 3. Conduct CPC Tenet 4. Respect for Consumers | One year probation, 8 hours of mentoring, and 10 hours of professional development focusing on skills development of the following: 1\. How to communicate with consumers and share information while maintaining a professional and neutral tone, 2\. conflict resolution in interpreting settings, and 3\. recognizing privilege as a hearing interpreter. + +April 30, 2024 | Megan Kemp | EPS Policy I. Relating to the Integrity of Membership and Credential, 2. Certification Maintenance Program (CMP) infringement, c. Committing fraud in the CMP Process (e.g. attending two or more simultaneous CEU-bearing events). CPC Tenet 7. Professional Development | Revocation of certification. + +May 16, 2024 | Buck Rogers | CPC Tenet 3. Conduct CPC Tenet 4. Respect for Consumers CPC Tenet 5. Respect for Colleagues CPC Tenet 6. Business Practices | One-year supervision. Mr. Rogers and a RID-appointed supervisor will develop a re-education plan focusing on the following: a. Roles in Legal Interpreting, specifically relationships between IFC and CDIs and the use and selection of teams; b. The concept of role-space; c. Power and Privilege; d. Implicit/Explicit bias and microaggressions e. A demonstrated understanding of the impact of the above violations including the harm caused; f. Development of an articulated plan for how to avoid repeating these violations in the future. + +June 26, 2024 | Heather Herzig | CPC Tenet 3. Conduct CPC Tenet 4. Respect for Consumers CPC Tenet 5. Respect for Colleagues CPC Tenet 6. Business Practices | Ten Hours of synchronous or in-person Professional Development related to: a. Best practices for providing VRI from home, including the importance of a secure remote workplace; b. Accountability and Decision Making (CEUS cannot be applied towards CMP cycle). Provide a reflection paper demonstrating knowledge of best practices for remote interpreting, understanding the importance of taking accountability for oneโ€™s actions, and an articulated plan of action to avoid future violations. + +August 9, 2024 | Barry Elkins | CPC Tenet 2. Professionalism CPC Tenet 3. Conduct CPC Tenet 4. Respect for Consumers CPC Tenet 6. Business Practices | Revocation of certification and membership. Revocation is permanent, and participation in CASLI exams is prohibited indefinitely. + +September 24, 2024 | William Murphy | CPC Tenet 2. Professionalism CPC Tenet 4. Respect for Consumers CPC Tenet 6. Business Practices EPS Policy II.6.b. Dishonesty while Conducting the Business of Interpreting EPS Policy III.1.a. Misusing the Disciplinary Procedures | Certifications revoked. + +December 9, 2024 | Kathleen Kreck | CPC Tenet 2. Professionalism CPC Tenet 4. Respect for Consumers CPC Tenet 6. Business Practices | Certifications suspended for one year. Must collaborate with a supervisor appointed by RID to create a re-education plan. The supervisor will submit quarterly progress updates to the EPS. The suspension will only be lifted upon successful completion of the re-education plan. + +April 6, 2023 | Pamela Soto | 1\. Confidentiality 2\. Professionalism 3\. Conduct 4\. Respect for Consumers 5\. Respect for Colleagues | Certification Revoked + +May 12, 2023 | Kerston Sallings | 2\. Professionalism 3\. Conduct 4\. Respect for Consumers 5\. Respect for Colleagues 6\. Business Practices | Membership permanently revoked. Ineligible indefinitely to participate in CASLI exams. + +November 11, 2023 | Steve Babb | 2\. Professionalism 4\. Respect for Consumers 5\. Respect for Colleagues | Working with a RID-appointed supervisor, develop a re-education plan to be submitted to the EPS for approval. Focus areas recommended by the EPS include, but are not limited to, 1. Teaming with a CDI, 2. Identifying macro and microaggressions when working with minority and marginalized groups, 3. Power, privilege, and oppression when working with a Deaf interpreter or with the Deaf community at large, 4. Demonstrate understanding of the impact of these violations and 5. Develop an articulated plan of how the Respondent will avoid repeating these violations in the future. The supervisor will provide a final report to the EPS staff advising as to close or maintain the case. Failure to complete the requirements outlined in this plan within one year may result in further disciplinary action, including termination of membership and revocation of certification. + +December 14, 2023 | Steve Babb | 2\. Professionalism 3\. Conduct 4\. Respect for Consumers | Certification revoked, Membership Terminated. Eligible to reapply for certification and membership after a period of 5 years. + +February, 2022 | Brenda Dawe | 2\. Professionalism 3\. Conduct 6\. Business Practices 7\. Professional Development | 1\. Suspension of Certification and membership for at least three (3) months and until completion of sanctions. 2\. Work with an RID appointed Mentor for at least nine (9) hours to complete: a. Assigned readings b. Submission of a mentor-approved reflection paper that a) thoroughly summarizes the situation that gave rise to this grievance and explains each offense; b) explains what should have been done differently as an RID Certified Interpreter; c) addresses the harm done to the profession and consumer; d) describes the overall experience and learning with 1 on 1 coaching/mentoring; e) lays out a plan for mentoring and maintaining an ethical practice in the interpreting profession, including how to separate dual roles of membership and interpreting within an organization. 3\. Reflection paper will be shared with the individual that filed this complaint. 4\. Only after approval of the reflection paper by the panel can suspension be lifted. Failure to comply will result in revocation. + +Nov 1, 2022 | Deborah Rice | 2\. Professionalism 3\. Conduct 6\. Business Practices 7\. Professional Development | 1\. Suspension of Certification and membership for at least three (3) months and until completion of sanctions. 2\. Work with an RID appointed Mentor for at least nine (9) hours to complete: a. Assigned readings b. Submission of a mentor-approved reflection paper that a) thoroughly summarizes the situation that gave rise to this grievance and explains each offense; b) explains what should have been done differently as an RID Certified Interpreter; c) addresses the harm done to the profession and consumer; d) describes the overall experience and learning with 1 on 1 coaching/mentoring; e) lays out a plan for mentoring and maintaining an ethical practice in the interpreting profession, including how to separate dual roles of membership and interpreting within an organization. 3\. Reflection paper will be shared with the individual that filed this complaint. 4\. Only after approval of the reflection paper by the panel can suspension be lifted. Failure to comply will result in revocation. + +Nov 8, 2022 | Deborah Pomeroy | 2\. Professionalism 4\. Respect for Consumers 6\. Business Practices | Membership Terminated + +June, 2021 | John C. McDonald | 3.Conduct 4.Respect for Consumers | 1\. Suspension of Certification until completion of sanctions: 2\. Work with an RID Appointed Mentor for at least 6 hours (more if Mentor deems necessary) to discuss the situation that gave rise to this grievance, what could have been done differently, power dynamics/ sexism, along with any mentor required readings. 3\. Submit a professional quality reflection paper which has been approved by the mentor. 4\. Only after approval of reflection paper by panel can suspension be lifted. 5\. Failure to comply will results in revocation. + +November, 2021 | Heather Mewshaw | 1\. Confidentiality 2\. Professionalism 3\. Conduct 4\. Respect for Consumers 5\. Respect for Colleagues 6\. Business Practices | 1\. A two-year suspension of membership and certification effective immediately, not to occur concurrently with any other EPS sanction. 2\. Removal of RID Credentials from any online presence. 3\. Must inform any agencies and/or employers of certification status change. 4\. Work with a RID appointed consultant for at least 40 hours. 5\. Under supervision of the consultant, develop and submit a reflection paper that: a. Demonstrates understanding of why each tenet was violated and reflection of why the Respondentโ€™s choices were unbecoming of a professional RID interpreter and requests the panel to remove suspension with a justification for why this should be done; b. Work with the Consultant to develop and submit an apology for perusal by the Complainant as desired with specific requirements outlined in decision letter. **No longer a member of RID. EPS cannot enforce sanctions of non-members.** + +July 10, 2020 | Shannon Noreikas | 1.Confidentiality 2\. Professionalism 3\. Conduct 4\. Respect for Consumers 6\. Business Practices | 1\. 20 hours of mentoring by an approved mentor with an SC:L or equivalent and experience interpreting in Law Enforcement settings. 2\. Assigned readings include: _Law Enforcement Interpreting for Deaf Persons,_ articles related to testifying in court and general police processes. 3\. Remove the word โ€œcertifiedโ€ from her resume and send a copy of the resume to both RID and Affordable Language Services. 4\. Compile a reflection paper of at least 15 pages in MLA format, approved by the mentor. Reflection paper will discuss the situation that gave rise to this grievance as well as specific articulation of points specified in the decision letter. A list of meeting dates and topics discussed when meeting with the mentor shall be attached and signed by the mentor. Panel must be satisfied with the quality and depth of insight of the final reflection paper to consider the sanction completed. a. Cannot sit for the NIC Performance examination until the above sanctions are satisfactorily completed and approved by the panel. b. Mentoring cannot be applied towards for ACET credit. c. If sanctions are not completed or are not satisfactorily completed, Ms.Noreikas may not sit for any CASLI examination until after February 5, 2024. d. Completing these sanctions does not equate to taking and passing RIDโ€™s S:CL for interpreting in legal settings. Likewise, completion of sanctions is not to be construed or presented as being qualified for entry-level interpreting in any other setting. **** Update: Membership suspended for non-compliance with sanctions. Cannot sit for any CASLI exam nor renew membership until in compliance with EPS. + +April 29, 2019 | Madeline Reckert | 2\. Professionalism 3.Conduct 4.Respect for Consumers | Revocation + +November 23, 2019 | Barry Elkins | 2\. Professionalism 3\. Conduct 4\. Respect for Consumers | 1\. 3 Month suspension of membership and certification. 2\. Select a mentor with at least 10 years of post-certification experience and possessing an SC:L for approval by the EPS. 3\. Read โ€œSign Language Interpreters in Court: Understanding Best Practicesโ€ by Carla Mathers. 4\. Read articles selected by the panel on Power and Privilege, to be discussed with the mentor. 5\. Submit a reflection paper that thoroughly summarizes the situation that gave rise to this grievance, what could have been done differently, readings and the mentor experience. Reflection paper will be approved by the mentor prior to sending it to EPS. A copy of the reflection paper will be sent to the complainant. + +September 13, 2018 | Xenia Fretter Woods | 1.Confidentiality 5\. Respect for Colleagues | 1\. 3-month suspension of certification 2\. 15 Mentoring hours 3\. Submit a self-reflection and assessment report 4\. Submit a sworn and notarized affidavit agreeing to comply with the CPC 5\. Not provide training, workshops or mentoring during the suspension Period *Did not complete action items. No longer a certified member. + +March 11, 2016 | Beth Evans Maclay | 2.Professionalism 3\. Conduct 4\. Respect for Consumers 6\. Business Practices | 1\. Read โ€œDeaf Professionals and Designated Interpreters: A New Paradigmโ€ (by Peter C Hauser, Karen l. Finch, and Angela B Hauser, editors, Gallaudet Press.) 2\. Meet with a mentor for at least 2 hours and submit a report to Appeal Panel. + +December 9, 2015 | Aaron Orange | 2.Professionalism 3\. Conduct 4\. Respect for Consumers 5.Respect for Colleagues 7\. Professional Development | 1\. Not teaming with co-interpreter in case 2\. Read and study The National Consortium of Interpreter Education Centerโ€™s โ€œBest Practices in ASL and English Legal settingsโ€ 3\. Compile and Submit mentor list for approval. 4 No less than 30 documented hours under the supervision of this mentor and will discuss the situation that gave rise to the ethical complaint. 5\. RID SC:L certification or at least 20 hours of legal training approved by and RID CMP sponsor in the areas of correcting the record, effective teaming in a courtroom, interpreter conflicts in the legal setting, and how to effectively staff a trial 6\. Reflection paper of no less than 15 pages AFTER 20 hours of training and 30 hours of mentorship. * Suspended Did not complete action items. Must complete action items for reinstatement + +December 11, 2015 | Gregory Morrow | 2\. Professionalism 3\. Conduct | 1\. Not teaming with co-interpreter in case 2\. Read and study The National Consortium of Interpreter Education Centerโ€™s โ€œBest Practices in ASL and English Legal settingsโ€ 3\. Compile and Submit mentor list for approval. 4 No less than 30 documented hours under the supervision of this mentor and will discuss the situation that gave rise to the ethical complaint. 5\. RID SC:L certification or at least 20 hours of legal training approved by and RID CMP sponsor in the areas of correcting the record, effective teaming in a courtroom, interpreter conflicts in the legal setting, and how to effectively staff a trial 6\. Reflection paper of no less than 15 pages AFTER 20 hours of training and 30 hours of mentorship. *Suspended-did not complete action items. Must complete action items for reinstatement + +April 13, 2015 | Adam Frogel | 2.Professionalism 3\. Conduct 4\. Respect for Consumers 6\. Business Practices | Revocation + +April 25, 2014 | Karonn Rountree | 1.Confidentiality 3.Conduct | 1\. Compose list of mentors 2\. Submit list to panel 3\. Six Hours ethical training in the area of ethical decision making in highly volatile situations 4\. Collaboration with mentor at least 5 hours, development of 5-10 page response paper to be sent to panel for final approval. + +September 12, 2013 | Rose Groll | 2\. Professionalism 3\. Conduct 5\. Respect for Colleagues | 1\. Conduct a written self-assessment and analysis considering her ethical obligation to maintain neutrality in situations where conflicting roles and emotions impact relationships, perceptions, and compliance with the CPC. a. The panel will review the document and may provide feedback towards deeper understanding of the issues. b. Once the document has been approved by the panel, the sanction will be satisfied . + +December 14, 2013 | Sarah Smith | 1\. Confidentiality 3\. Conduct 4\. Respect for Consumers | Complete a minimum of nine hours of formal training. The training might be workshops, mentoring, classroom instruction or webinars. Training must be pre-approved by the panel. + +October 3, 2011 | Ms. Marian Eaton | 1.Confidentiality 2\. Professionalism 3\. Conduct 4\. Respect for Consumers | 1\. Participate in an online study group that focuses on analysis and response to ethical situations by interpreters. 2\. Submit a report which details insights gained from the course and the certificate of course completion to the national office when completed. Ms. Eaton may not earn CEUs for certification maintenance by participating in this course. 3\. When all the requirements have been completed, Ms. Eaton is encouraged to write a letter to each of the complainants sharing any new insights or reflections about this case, with a carbon copy sent to the national office. + +December 27, 2011 | Patricia McCutheon | 3\. Conduct 5\. Respect for Colleagues | 1\. Prepare a summary of the goals of tenet 5 of the CPC, specifically addressing how this tenet fits within the overall CPC, noting why it is important to the profession, and how observance of it is likely to impact professional relationships. 2\. Explore specific steps that could have been taken to remain faithful to tenet 5 while serving on an interpreting team and simultaneously trying to expand services to an existing client. The analysis should address whether this goal is tenable and if so, how it should be undertaken. + +May 26, 2010 | Dianne Cross | 3\. Conduct 4\. Respect for Consumers 5\. Respect for Colleagues 6\. Business Practices | 1\. Submit a report addressing specific comments made by the panel. 2\. Complete all action items sanctioned by the Kentucky Board of Interpreters. 3\. Work with a mentor and provide a report. 4\. Submit a final comprehensive report. + +May 26, 2010 | Jerry (Jay) Penuel | 3\. Conduct 4\. Respect for Consumers 5\. Respect for Colleagues 6\. Business Practices | 1\. Submit a written report to the panel responding to the panelโ€™s decision and rationale. The purpose of this report is to demonstrate a clear understanding of his decisions, insights on what he could have been done differently and how he will respond more professionally in the future. 2\. Complete 10 hours of continuing education in ethical-decision making and/or ethics. 3\. Work with a qualified mentor and provide progress reports to RID. A final report must include an update on what was learned from his mentoring experience and include examples of ethical challenges worked on with the mentor. The report must reflect how his ethical decision-making abilities have been improved. 4\. Submit a final comprehensive report reflecting on professional and ethical lessons learned as a result of the case. + +May 26, 2010 | Chris Hansen | 3\. Conduct 4\. Respect for Consumers 5\. Respect for Colleagues 6\. Business Practices | 1\. Temporary suspension of RID credentials. 2\. Submit a report addressing specific comments made by the panel. 3\. Complete academic coursework in ethical-decision making and/or ethics. 4\. Work with a mentor and provide a report. 5\. Submit a final comprehensive report. + +March 4, 2005 | Hilda Colondres | 2\. Professionalism 3\. Conduct 6\. Business Practices 8. (COE) | 8 hours of training in Ethical Conduct diff --git a/intelaide-backend/python/bkup_rid/programs_gap.txt b/intelaide-backend/python/bkup_rid/programs_gap.txt new file mode 100644 index 0000000..0240039 --- /dev/null +++ b/intelaide-backend/python/bkup_rid/programs_gap.txt @@ -0,0 +1,113 @@ +Gov't Affairs Program + +### Government Affairs Program. + +#### Join us to advance our mission of excellence in interpreting. + +__ + +#### GAP- Government Affairs Program + +The Government Affairs Program, GAP, was created to advocate on behalf of +professional sign language interpreters and for the establishment and +adherence to standards within the profession at both the state and federal +levels. + +#### ____GAP Principles + +Representation: _Having a seat at the table._ + +Advocacy: _Supporting the mission._ + +Collaboration: _Building relationships._ + +Communication: _Keeping our members informed._ + +#### ____Areas of GAP advocacy include: + + * VRS Reform + * Interpreter Referral Agency Conduct + * Interpreter Standards in the Federal Government + * and more! + +The program aims to strengthen RID relationships with members, coalitions, +professional organizations, consumer groups, industry partners and government +agencies through a four-pronged approach that includes representation, +advocacy, collaboration and communication. + +#### ____GAP offers members and the communities we serve: + + * Support and Representation + * Technical Assistance and Consultation + * Information and Referral + * Leadership and Representation + * Training and Education + * Network for Information Dissemination + +We are stronger together and partnerships between RID and members, affiliate +chapters, state Deaf associations, organizations, and state and federal +agencies are essential for us to move forward toward our shared goals. Join us +to advance our mission of excellence in interpreting. + +### Advocacy Toolkit. + +#### Tactics to use to advocate for policy changes. + +__ + +#### Advocacy Toolkit + +Have you ever explained to someone the appropriate use for an interpreter? Or +maybe youโ€™ve provided information to an organization or business unfamiliar +with the benefits of employing certified interpreters. While these actions may +not have resulted in legislation or policy, theyโ€™ve likely changed the way +people think about and interact with professional interpreters. These +instances of everyday advocacy are important to help educate people who are +not aware of the professional standards for interpreters or the linguistic +needs of the Deaf community. + +#### ____Your Toolkit Here + +[**Advocacy 101**](https://rid.org/govtaffairs/advocacy-toolkit/#advocacy101) + +[**Levels of Government**](https://rid.org/govtaffairs/advocacy- +toolkit/#governmentlevels) + +[**How to Find and Track Legislation**](https://rid.org/govtaffairs/advocacy- +toolkit/#tracklegislation) + +[**Tips on Communicating to Policymakers in +Writing**](https://rid.org/govtaffairs/advocacy-toolkit/#policymakers) + +[**Tips for Visiting Your Elected Officials**](https://rid.org/advocacy- +overview/advocacy-toolkit/tips-for-visiting-your-elected-officials/) + +[**Building Relationships with your State and Local Elected +Officials**](https://rid.org/govtaffairs/advocacy-toolkit/#electedofficials) + +[**Organizing and Coalition-Building**](https://rid.org/govtaffairs/advocacy- +toolkit/#coalitionbuilding) + +## Connect with us. + +Have you been in touch with GAP lately? You can reach the Public Policy and +Advocacy Department using the [Contact Us form +here](https://rid.org/contact/)! + +### 7 + +Advocacy Toolkit Topics + +### 16 + +Ongoing GAP Efforts + + +### Quick Information + +[GAP Fact +Sheet](https://drive.google.com/file/d/17thsn4i9WGbsBJE7vEvYdUp5Nh0wm4wI/view?usp=sharing) + +[GAP FAQs](https://rid.org/faqs/) + +__ diff --git a/intelaide-backend/python/bkup_rid/programs_gap_advocacy-toolkit.txt b/intelaide-backend/python/bkup_rid/programs_gap_advocacy-toolkit.txt new file mode 100644 index 0000000..b2d847d --- /dev/null +++ b/intelaide-backend/python/bkup_rid/programs_gap_advocacy-toolkit.txt @@ -0,0 +1,343 @@ +Participate in the elevation of the sign language interpreting profession. + + +Advocacy Toolkit + +### We advocate for the elevation of the sign language interpreting profession +so Deaf, DeafBlind, Hard of Hearing, DeafDisabled, and diverse ASL users can +get effective, quality communication access. + +### + +Advocacy 101. + +#### ____Who can be an advocate? + +You can! And you donโ€™t need any special training or a degree in law, political +science, or public policy to do it. + +#### ____What is advocacy? + +The American Heritage Dictionary defines advocacy as โ€œthe act of pleading or +arguing in favor of something, such as a cause, idea, or policy; active +support.โ€ Thatโ€™s true, but it can be even simpler. Advocacy allows people and +groups to share their opinion with policymakers. These policy makers are +usually your elected officials and they vote on many important issues that +affect you and people like you. But policymakers canโ€™t represent you and your +views effectively if you donโ€™t communicate with them. Advocacy is a powerful +tool to help promote the goals and interests of the profession and the Deaf +community. + +#### ____When should you advocate? + +You should advocate anytime there is a policy proposed that will affect you. +But you donโ€™t have to wait for someone to propose a change to get involved. Be +proactive! Did you know that several states, including Maryland, California, +Florida, and New York, currently have no state licensure requirements for +community interpreters? If you have an idea for a new law or policy, contact +your elected officials. They have the ability to propose legislation that +their constituents request. So if you have an idea, share it โ€“ that idea might +become a law. + +#### ____Where should you advocate? + +Advocacy can happen at all levels of government and in many different ways. +Whether you decide to focus on local, state, or federal issues will depend on +you and your interests. Some issues are more appropriately addressed at the +state and local level. Still others are better addressed through federal +legislation and/or regulation. For example, policies related to Vide Relay +Service (VRS) are promulgated through the Federal Communications Commission +(FCC), a federal agency. Conversely, many states have enacted legislation +regulating interpreters practicing within their borders. + +#### ____Why should you advocate? + +Many advocates start because they witness or experience what they perceive as +an injustice. Perhaps you are a certified interpreter losing opportunities to +uncertified interpreters because your state doesnโ€™t have a licensure +requirement. Or perhaps you are having a hard time convincing organizations +and businesses that you are a professional who should be compensated for your +time and work. Each advocate has a different reason for becoming more +involved, however, most get involved because they encountered a situation that +made them say, โ€œSomething has to be done!โ€ This situation defines your core +issue or cause and will become the basis of your advocacy efforts. + +#### ____How should you advocate? + +Everyone approaches advocacy differently, but some principles hold true no +matter your approach. First and foremost, be honest. Your credibility as an +advocate depends on whether policymakers can trust what you say. Donโ€™t +exaggerate facts or statistics and donโ€™t make up information when you donโ€™t +know the answer to a question. Be respectful of the policymaker and his or her +time. Stay informed so that you can provide as much information to support +your opinion as possible. And finally, be persistent. Changing policy takes +time and itโ€™s important that you remind policymakers about your issue. +Something as simple as a short email can serve as an important tool to keep +your issue fresh in a policymakerโ€™s mind. + +#### ____On which issues should you take action? + +You should advocate for any issue that is important to you. Policymakers +expect to hear from advocates more than once, so donโ€™t be afraid to contact +your legislators about more than one issue. If you are short on time, choose +the issue that is most important to you and work on that one first. If you +have more time later, you can come back to other issue(s). + +### + +Levels of Government. + +#### ____General Info + +At each level of government, there is a process for enacting legislation and +policy. Local government enacts ordinances that govern counties, cities, and +townships. The state legislature enacts statutes that impact the entire state. +Congress enacts laws that apply to each state across the nation. In many +cases, advocates find that they are most successful on the local and state +levels. + +#### ____Local Government + +Local governments affect our lives in many ways. Local government officials +are charged with the administration of a particular town, county or district, +with representatives elected by those who live there. From providing police +and fire services to operating parks and libraries, local government touches +many facets of our daily lives. Local governments can also regulate businesses +located within their jurisdiction, including establishing ordinances that +impact people with hearing loss. + +#### ____State Government + +The state legislature is responsible for making and amending state laws. The +โ€œupperโ€ body is often called the state senate or assembly and those elected to +serve in it are called senators. The โ€œlowerโ€ body is called the state house +and its members are generally called representatives. (In Nebraska, all state +legislators are called senators.) Residents of each district, a specific +geographic area, usually elect one or more member(s) to the legislature who +are expected to represent their district constituents. State government also +has the potential to affect stateโ€™s budget, as well as issues around +employment, education and more. + +In most cases, your state elected officials are very accessible and want to +hear from you. If you have a concern, you can send your legislator(s) an +email, call them on the phone, or visit them in their office. Often you will +meet or speak directly with the legislator, not with his or her staff. + +#### ____Federal Government + +Congress makes laws that impact the entire United States. The laws passed by +Congress are far-reaching, impacting each state in the nation. Congress is +able to regulate commerce between states and other important issues that +affect every citizen of the United States. + +Congress is made up of two โ€œhouses.โ€ The U.S. Senate has 100 elected members โ€“ +two from each state. Each state also sends elected representatives to serve in +the U.S. House of Representatives, which has 435 members. A stateโ€™s total +population determines the number of representatives for that state. States +with more residents have the most representatives. + +Because the members of Congress serve more constituents than state and local +legislators, it can be very difficult to meet or speak directly with one. +Instead, you will often speak with a staff person who is charged with +communicating your concerns to the member. + +#### ____Where should you advocate? + +As you can see, policy changes for people with hearing loss can happen at all +levels of government. You may be wondering where your efforts are most needed +or best spent to achieve your policy goals. Whether you advocate for local, +state, or federal policy changes largely depends on your issue. If you want +your local school system to ban the use of uncaptioned video materials in the +classroom, you may want to focus your efforts on local government. You could +also bring the issue to the state government so that the mandate applies to +every school in the state, not just a single county/city/townships. However, +if you want internet businesses to provide captioning for their online audio +and video content, you should talk to your Congressmen and/or women because +the issue affects interstate commerce. + +### + +How to Find and Track Legislation. + +#### ____General Info + +At each level of government, regardless of where you live, the process for +enacting legislation is relatively the same. Someone has an idea for a new law +or decides that changes should be made to an existing law. The bill is drafted +and introduced to the legislature. Then, the issue is debated and may +eventually come to a vote. Finally, if a bill is passed, it either becomes law +or is vetoed. + +#### ____Tracking Federal Legislation + +To find and track federal legislation, go to: . +There, you can look up a bill if you already know the number or you can search +for bills by keyword. For example, if you type in โ€œhearing aidโ€ and click +โ€œSearch,โ€ you will find any legislation related to hearing aids. Once you find +the proposed bills you would like to follow, you should keep a document or +spreadsheet where you keep track and then visit the site often for updates. + +#### ____Tracking State Legislation + +To find your state legislatureโ€™s website, visit: . Each state varies a bit in how it organizes its legislative +information. Most websites, however, have a search function so that you can +find bills of interest to you. Another resource on statewide legislation may +be your state office or commission of the deaf and hard of hearing. + +If you do not have internet access, you can contact your state legislatureโ€™s +office or go to a local library for help. + +#### ____Tracking Local Legislation + +Tracking local legislation is similar to tracking state legislation. Locate +the website for your local government and then look for โ€œlegislation,โ€ โ€œcounty +council,โ€ or something similar. Most local governments post the ordinances +theyโ€™ve voted on in the past, as well as an agenda for upcoming votes. + +Again, if you do not have internet access, you can contact your local +governmentโ€™s office or go to a local library for help. + +### + +Tips on Communicating to Policymakers in Writing. + +#### ____Sending a Letter + +Sending a letter or an email is a great way to communicate your thoughts and +feelings to policymakers because it allows you to think about your message, +write it down, and then edit it until you feel comfortable with what you are +sending. It is also a good alternative to calling on the phone if you are +concerned you may get โ€œstage frightโ€ or trouble understanding what is being +said. + +#### ____General Guidelines for Written Communications + +Here are some general guidelines for writing letters and emails to your +representative: + + * Your letter or email should address a single topic, issue, or bill. + * If you are mailing your letter, typed, one-page letters are best. + * The best letters and emails are courteous, to the point, and include specific supporting examples. + * Always say why you are writing and who you are. (If you want a response, you must include your name and address, even when using email.) + * Provide detail. + * Be factual not emotional. + * Provide specific rather than general information about how the topic affects you and others. + * If a certain bill is involved, cite the correct title or number whenever possible. + * Close by requesting the action you want taken: a vote for or against a bill, or change in general policy. + * As a general rule, emails are usually shorter and more to the point. + * ALWAYS THANK THEM FOR TAKING THE TIME TO READ THE LETTER/EMAIL. + +Personalized letters and emails can have a big impact on policymakers. As a +result, advocacy organizations often draft what are called โ€œform letters,โ€ +which allow you to simply fill in your contact information and send it to all +of your representatives. These letters make it easier for individuals to +contact their legislators, thereby increasing the volume of letters received +on a particular topic. However, you may want to think twice before sending a +form letter. Many legislators worry that form messages donโ€™t reflect the +senderโ€™s position. They also may be concerned that the message may have been +sent without the constituentโ€™s knowledge. + +Whenever possible, write your own email or letter, even if you borrow points +from a form letter. The message can be simple and to the point. + +![](https://rid.org/wp-content/uploads/2023/03/State-Officials.jpg) + +### + +Building Relationships with your State and Local Elected Officials + +Developing ongoing relationships with your state and local elected officials +is an essential part of being an effective advocate because in policymaking, +itโ€™s not who you know, but who knows you. + +#### ____You can build your relationship with your legislators in several +ways. + + * Every time you see a legislator, introduce yourself and tell him or her you live in his or her district. Do this until they recognize you and greet you by name. + * Find out more about your legislatorโ€™s background so that you can find a common ground and build a relationship on shared interests. + * Learn about your legislatorโ€™s history as a politician. Does he or she serve on a committee that will hear a bill you are supporting? Has he or she voted favorable on your issues in the past? Knowing these things will help shape your conversations about policy changes. + * Follow the tips above to communicate with your legislators in person and in writing. + * When your state legislature is recessed, schedule a meeting to discuss issues important to you. During a recess, legislators are usually less busy and more available to meet than when the legislature is in session. + * Attend local political events and talk with local politicians and leaders in the different political parties. Get to know who people are. + * If possible, volunteer for a campaign. Candidates need the help and you can use the time to talk a bit about communication access issues. + * Communicate often, even if itโ€™s just a short email checking in on an issue youโ€™ve discussed. + +### + +Tips for Visiting Your Elected Officials + +#### ____Prior to Your Visit + + * Plan your visit carefully. + * Be clear about what you want to achieve. + * Determine in advance with which member or staff person you need to meet to achieve this purpose. + * Make an appointment. + * When attempting to meet with a legislator, call their staff (usually an Appointment Secretary or Scheduler) at least one week in advance. + * Explain who you are and why you want to meet with the legislator. + * If you were not able to make an appointment, ask to speak to the delegate or senator when you arrive. If the legislator is not available, ask to speak to their aide. + +#### ____During Your Visit + + * Be prompt and patient. + * Be on time, but be prepared to wait. + * It is not uncommon for a legislator to be late or for the meeting to be interrupted. + * Be flexible, you may have to finish the meeting with a staff person. + * Keep your visit short. + * 15 minutes should be considered your maximum amount of time. + * You must be able to get your points across early in the meeting. + * Introduce yourself, tell your story, and tell the legislator what action you want them to take. + * Be prepared and organized. + * Keep the meeting focused. + * Bring information and supporting materials to the meeting. + * Have a position statement or fact sheet prepared to leave with your legislator. + * Be political. + * Wherever possible, show the connection between what you are requesting and the interests of the legislatorโ€™s constituency. + * Donโ€™t be awed or intimidated. + * You have something they want too โ€“ your vote! + * Be Responsive. + * Be prepared to answer questions or provide additional information. + * Let the legislator know how you will follow up with the meeting โ€“ letter, phone call, additional meeting, etc. + * Request a business card. + * Thank them for taking the time to meet with you. + +#### ____After Your Visit + + * Write a thank you letter that outlines the different points raised during the meeting. Repeat the action you want them to take. + * Send the letter that day! (Or, at the most, within 3 days of the meeting). + +### + +Organizing and Coalition-Building + +#### ____General Info + +Whether you call it community organizing, grassroots advocacy, or something +else, organizing is an important tool to create systemic change. While every +individual can make an impact by contacting his or her legislators, the +principle of โ€œstrength in numbersโ€ holds true in policy advocacy. The more +people who support a cause or piece of legislation, the more likely it is that +legislators will take action. + +When you can find other groups with the same or similar goals as yours, it is +important to work together to solve a shared problem. For example, are there +other affiliate chapters in your state that you can contact? What about the +state association of the Deaf or other Deaf service organizations? While each +organization has its own philosophy and priorities, there are likely issues +you can agree on and work together to promote. For example, each organization +would likely support a law that would raise interpreter standards in the +state. + +#### ____There are many ways you can build support for your issue or cause. +You can: + + * Attend local events hosted by Deaf and interpreter organizations to discuss your issue and garner support. + * Establish a Facebook and/or Twitter page to reach out to interested parties and keep potential supporters informed. + * Set up a Yahoo or Google group to share information and communicate with supporters. + * Begin blogging about your issue or cause. + * Create a website where people who are interested in learning more about your issue can get information, sign up for updates, or contact you with questions. + * Host a demonstration or a rally to draw attention from individuals and the media. + * Develop a petition to submit to legislators indicating support for your issue. + * Start a letter/email campaign to showcase how many people support your issue. + * Testify on behalf of or in opposition to legislation related to your issue. + diff --git a/intelaide-backend/python/bkup_rid/programs_gap_state-by-state-regulations.txt b/intelaide-backend/python/bkup_rid/programs_gap_state-by-state-regulations.txt new file mode 100644 index 0000000..85875bb --- /dev/null +++ b/intelaide-backend/python/bkup_rid/programs_gap_state-by-state-regulations.txt @@ -0,0 +1,922 @@ +![](https://rid.org/wp-content/uploads/2023/03/State-by-State-header.jpg) + +State-by-State Regulations[Jenelle Bloom](https://rid.org/author/jbloom/ +"Posts by Jenelle Bloom")2024-12-10T17:47:39+00:00 + +## State-by-State Regulations for Interpreters and Transliterators. + +**The information reported here is intended for informational use only and +should not be construed as legal advice.** For the exact licensure, +certification, registration, or other requirements in your state, please +contact the appropriate licensure board or regulatory agency. + +#### ____Alabama + +**Summary of State Requirements** + + * [Certification requirements](http://www.alacourt.gov/Interpreter-Help.aspx) for legal interpreters and transliterators + * [Certification requirements](http://www.alabamaadministrativecode.state.al.us/docs/mhlth/3mhlth24.htm) for mental health interpreters + +**State Officials and Legislative Information** + + * [Find elected officials](http://alisondb.legislature.state.al.us/alison/FindLegislator.aspx) in Alabama + * [Track current legislation](http://www.legislature.state.al.us/aliswww/aliswww.aspx) before the Alabama Legislature + +**Contact Information** + + * * [Alabama RID (ALRID)](http://alrid.org/) + * [Alabama Association of the Deaf (AAD)](https://www.facebook.com/Alabama-Association-of-the-Deaf-330617776975607/) + +#### ____Alaska + +**State Officials and Legislative Information** + + * [Find elected officials](http://www.elections.alaska.gov/Core/electedofficials.php) in Alaska + +**Contact Information** + + * [Alaska RID (AKRID)](http://alaskarid.org/) + * [Alaska Deaf Council](http://www.alaskadeafcouncil.org/) + +#### ____Arizona + +**State Officials and Legislative Information** + + * [Find elected official ](http://www.azleg.gov/alisStaticPages/HowToContactMember.asp)in Arizona + * [Track current legislation](http://www.azleg.gov/) before the Arizona Legislature + +**State Licensure Information** + + * + * + +**Contact Information** + + * [Arizona Association of the Deaf (AZAD)](http://www.azadinc.org/) + +#### ____Arkansas + +**Summary of State Requirements** + + * [Licensing requirements](http://www.arkleg.state.ar.us/assembly/2013/2013R/Bills/SB442.pdf) for sign language interpreters and transliterators + +**State Officials and Legislative Information** + + * [Track current legislation](http://www.arkleg.state.ar.us/assembly/2015/2015R/Pages/Home.aspx) before the Arkansas Legislature + +**Contact Information** + + * [Arkansas RID (ARID)](http://www.arkansasrid.org/) + * [Arkansas Advisory Board for Interpreters](http://www.healthy.arkansas.gov/programs-services/topics/advisory-board-for-interpreters-for-the-deaf) + +#### ____California + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * [Certification requirements](http://law.onecle.com/california/evidence/754.html) for legal interpreters and transliterators + * [Certification requirements](http://www.cde.ca.gov/sp/se/lr/om061108.asp) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected official](http://www.legislature.ca.gov/legislators_and_districts/legislators/your_legislator.html) in California + * [Track current legislation](http://www.legislature.ca.gov/) before the California Legislature + +**Contact Information** + + * California RID Affiliate Chapters + * [Central California RID (CCRID)](https://www.ccrid.info/) + * [Northern California RID (NORCRID)](http://www.norcrid.org/) + * [Sacramento Valley RID (SAVRID)](http://www.savrid.org/) + * [San Diego County RID (SCDRID)](http://www.sdcrid.org/) + * [Southern California RID (SCRID)](http://www.scrid.org/) + * [California Association of the Deaf (CAD)](http://www.cad1906.org/) + +#### ____Colorado + +**State Officials and Legislative Information** + + * [Track current legislation](http://www.leg.state.co.us/clics/cslFrontPages.nsf/HomeSplash?OpenForm) before the Colorado Legislature + +**Contact Information** + + * [Colorado RID (CRID)](http://www.coloradorid.org/) + * [Colorado Association of the Deaf (CAD)](http://www.cadeaf.org/) + * [Colorado Commission for the Deaf and Hard of Hearing](http://www.ccdhh.com/) + * [Educational Interpreter Advisory Board (EIAB)](http://www.cde.state.co.us/cdesped/rs-edinterpreters) + +#### ____Connecticut + +**Summary of State Requirements** + + * [Registration requirements](http://www.dhoh.ct.gov/dhoh/site/default.asp) for sign language interpreters and transliterators + * [Registration requirements](http://www.dhoh.ct.gov/dhoh/site/default.asp) for legal interpreters and transliterators + * [Registration requirements](http://www.dhoh.ct.gov/dhoh/site/default.asp) for educational interpreters and transliterators + * [Registration requirements](http://www.dhoh.ct.gov/dhoh/site/default.asp) for medical interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected official](http://www.cga.ct.gov/asp/menu/cgafindleg.asp) in Connecticut + * [Track current legislation](http://www.cga.ct.gov/default.asp) before the Connecticut Legislature + +**Contact Information** + + * [Connecticut RID (CONNRID)](http://www.connrid.org/) + * [Connecticut Association of the Deaf (CAD)](http://www.deafcad.org/) + * [Connecticut Commission on the Deaf and Hearing Impaired](http://www.ct.gov/agingservices/lib/agingservices/manual/mentalhealthandagingwithdisabilities/commissiononthedeafandhearingfinal.pdf) + +#### ____Delaware + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * [Requirements](http://courts.delaware.gov/supreme/admdir/ad107.pdf) for legal interpreters and transliterators + * [Certification requirements](http://regulations.delaware.gov/AdminCode/title14/700/764.shtml) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected](http://legis.delaware.gov/legislature.nsf/Lookup/Know_Your_Legislators) official in Delaware + * [Track current legislation](http://legis.delaware.gov/LIS/lis148.nsf/home?openform) before the Delaware Legislature + +**Contact Information** + + * There is currently no chapter of Delaware RID + * [Delaware Association of the Deaf (DAD)](https://www.facebook.com/delawaredeaf/) + +#### ____District of Columbia + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected official](http://dccouncil.us/council) in District of Columbia + * [Track current legislation](http://dccouncil.us/legislation) before the District of Columbia City Council + +**Contact Information** + + * [Potomac Chapter of RID (PCRID)](https://pcrid.wildapricot.org/) + * [District of Columbia Association of the Deaf (DCAD)](http://dcdeaf.org/) + +#### ____Florida + +**Summary of State Requirements** + + * Currently there are no licensing requirements for sign language interpreters and transliterators + * [Qualified Interpreter requirements](http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&URL=0000-0099/0090/0090.html) for legal interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected official](https://www.flsenate.gov/senators/find) in Florida + * [Track current legislation](http://sb.flleg.gov/nxt/gateway.dll?f=templates&fn=default.htm$vid=html:cur) before the Florida Legislature + +**Contact Information** + + * [Florida RID (FRID)](http://www.fridcentral.org/) + * [Florida Association of the Deaf (FAD)](http://www.fadcentral.org/) + * [Florida Coordinating Council of the Deaf and Hard of Hearing](http://www.fccdhh.org/) + +#### ____Hawaii + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * [Guidelines for state agencies](http://health.hawaii.gov/dcab/files/2013/01/11-218.pdf) hiring sign language interpreters and transliterators + * [Certification requirements](http://www.courts.state.hi.us/docs/court_rules/rules/cssli.pdf) for legal interpreters and transliterators + +**Contact Information** + + * [Hawaii RID (HRID)](https://hawaiirid.square.site/) + * [Aloha State Association of the Deaf (ASAD)](https://www.facebook.com/ASAD.Hawaii/info) + +#### ____Idaho + +**Summary of State Requirements** + + * Licensure qualifications for Sign Language Interpreters [here](https://legislature.idaho.gov/statutesrules/idstat/Title54/T54CH29/SECT54-2916A/) + * Administrative code regarding sign language interpreters [here](https://adminrules.idaho.gov/rules/current/24/242301.pdf) + * [Certification requirements](https://legislature.idaho.gov/statutesrules/idstat/title33/t33ch13/sect33-1304/) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected official](https://legislature.idaho.gov/legislators/contactlegislators/) in Idaho + * [Track current legislation](https://legislature.idaho.gov/) before the Idaho Legislature + +**Contact Information** + + * [Idaho RID](http://www.idahorid.org/) + * [Idaho Association of the Deaf (IAD)](http://www.idahodeaf.org/) + +#### ____Illinois + +**Summary of State Requirements** + + * [Licensing requirements](http://www.ilga.gov/legislation/ilcs/ilcs3.asp?ActID=2948&ChapterID=24) for sign language interpreters and transliterators + + * [Rules](http://www.ilga.gov/commission/jcar/admincode/068/06801515sections.html) for licensing requirements + + * [Certification requirements](http://www.ilga.gov/commission/jcar/admincode/068/068015150000900R.html) for legal interpreters and transliterations + +**State Officials and Legislative Information** + + * [Find elected official](http://www.elections.il.gov/DistrictLocator/DistrictOfficialSearchByAddress.aspx) in Illinois + + * [Track current legislation](http://www.ilga.gov/) before the Illinois Legislature + +**Contact Information** + + * [Illinois Association of the Deaf (IAD)](http://www.iadeaf.org/) + + * [Illinois Deaf and Hard of Hearing Commission (IDHHC)](https://www.illinois.gov/idhhc/Pages/default.aspx) + +#### ____Indiana + +**Summary of State Requirements** + + * [Certification requirements](https://www.in.gov/fssa/ddrs/rehabilitation-employment/deaf-and-hard-of-hearing/indiana-interpreter-certification-program/) for sign language interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected official](https://iga.in.gov/legislative/2014/legislators/) in Indiana + * [Track current legislation](http://iga.in.gov/) before the Indiana Legislature + +**Contact Information** + + * [Indiana RID (ICRID)](http://www.icrid.org/) + * [Indiana Deaf and Hard of Hearing Services](http://www.in.gov/fssa/ddrs/2637.htm) + * [Indiana Board of Interpreter Standards](http://www.in.gov/fssa/ddrs/3355.htm#Board_of_Interpreter_Standards_BIS) + +#### ____Iowa + +**Summary of State Requirements** + + * [Licensing requirements](https://www.legis.iowa.gov/law/iowaCode/sections?codeChapter=154E) for sign language interpreters and transliterators + * [Rules](https://www.legis.iowa.gov/law/administrativeRules/rules?agency=645&chapter=361) for licensing interpreters and transliterators + * [Certification requirements](https://www.legis.iowa.gov/docs/ACO/IAC/LINC/10-17-2012.Rule.645.361.2.pdf) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected official](https://www.legis.iowa.gov/legislators) in Iowa + * [Track current legislation](https://www.legis.iowa.gov/legislation) before the Iowa Legislature + +**Contact Information** + + * [Iowa RID (ISRID)](http://new.iowastaterid.org/) + * [Iowa Association of the Deaf (IAD)](http://www.iowadeaf.com/) + * [Iowa Board of Sign Language Interpreters and Transliterators](https://idph.iowa.gov/Licensure/Iowa-Board-of-Sign-Language-Interpreters-and-Transliterators) + +#### ____Kansas + +**Summary of State Requirements** + + * [Registration requirements](http://www.ksrevisor.org/statutes/chapters/ch75/075_053_0093.html) for sign language interpreters and transliterators + * [Certification requirements](http://www.ksde.org/Portals/0/SES/Senses/FAQ-interpreters-cataid.pdf) for educational interpreters (See page 35) + +**State Officials and Legislative Information** + + * [Find elected official](https://portal.kansas.gov/government/) in Kansas + * [Track current legislation](http://www.kslegislature.org/li/) before the Kansas Legislature + +**Contact Information** + + * * [Kansas RID (KAI-RID)](http://kai-rid.org/) + * [Kansas Association of the Deaf (KAD)](http://www.deafkansas.org/) + +#### ____Kentucky + +**Summary of State Requirements** + + * [Licensing requirements](https://www.kcdhh.ky.gov/oea/kbi.html) for sign language interpreters and transliterators + * [Licensing requirements](http://courts.ky.gov/courtprograms/CIS/Pages/becomingcourtinterpreter.aspx) for legal interpreters and transliterators + +**State Officials and Legislative Information** + + * [Track current legislation](http://kentucky.gov/services/pages/billwatch.aspx) before the Kentucky Legislature + +**Contact Information** + + * [Kentucky RID (KYRID)](http://www.ky-rid.org/) + * [Kentucky Commission on the Deaf and Hard of Hearing (KCDHH)](http://www.kcdhh.ky.gov/) + +#### ____Louisiana + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * [Registration requirements](http://www.lasc.org/court_interpreters/Registered_American_Sign_Language_Court_Interpreters.pdf) for legal interpreters and transliterators + * [Certification requirements](http://www.google.com/url?sa=t&rct=j&q=louisiana%20qualified%20educational%20interpreter%20certificate&source=web&cd=1&ved=0CC8QFjAA&url=http%3A%2F%2Fsda.doe.louisiana.gov%2FResourceFiles%2FDeaf%2FEDUCATIONAL%2520INTERPRETER%2520HANDBOOK%2520\(2011\).doc&ei=JvQYUZqKE4zm8QTvpYHADg&usg=AFQjCNFL-Z-YfGLUClg4sPbH7eKTNj_nxw&bvm=bv.42080656,d.eWU) for educational interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected official](https://www.legis.la.gov/legis/FindMyLegislators.aspx) in Louisiana + * [Track current legislation](https://www.legis.la.gov/legis/BillSearch.aspx?sid=15RS) before the Louisiana Legislature + +**Contact Information** + + * [Louisiana RID (LRID)](http://www.lrid.org/) + * [Louisiana Association of the Deaf (LAD)](http://www.lad1908.org/) + +#### ____Maine + +**Summary of State Requirements** + + * [Licensing requirements](http://www.mainelegislature.org/legis/statutes/32/title32ch22sec0.html) for sign language interpreters and transliterators + * [Rules](http://www.maine.gov/sos/cec/rules/02/chaps02.htm#041) for sign language interpreters and transliterators + * [Licensing requirements](http://www.mainelegislature.org/legis/statutes/32/title32ch22sec0.html) for legal interpreters and transliterators + * [Licensing requirements](http://www.mainelegislature.org/legis/statutes/32/title32ch22sec0.html) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected official](http://www.maine.gov/portal/government/officials.html) in Maine + * [Track current legislation](http://legislature.maine.gov/bills/) before the Maine Legislature + +**Contact Information** + + * [Maine RID (MeRID)](http://www.mainerid.org/) + * [Maine Association of the Deaf (MeAD)](http://www.maine.gov/rehab/dod/resource_guide/orgs_deaf.shtml) + +#### ____Maryland + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * [Certification requirements](http://www.courts.state.md.us/interpreter/workshoptesting.html) for legal interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected official](http://mdelect.net/) in Maryland + * [Track current legislation](http://mgaleg.maryland.gov/webmga/frm1st.aspx?tab=home) before the Maryland Legislature + +**Contact Information** + + * [Potomac Chapter of RID (PCRID)](https://pcrid.wildapricot.org/) + * [Maryland Association of the Deaf (MDAD)](http://mdad.tv/) + * [Maryland Office of the Deaf and Hard of Hearing](http://odhh.maryland.gov/) + +#### ____Massachusetts + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * [Certification requirements](http://www.doe.mass.edu/sped/advisories/2014-1.html) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected official](http://www.wheredoivotema.com/bal/MyElectionInfo.aspx) in Massachusetts + * [Track current legislation](https://malegislature.gov/Bills/Search) before the Massachusetts Legislature + +**Contact Information** + + * * [Massachusetts RID (MASSRID)](http://massrid.org/) + * [Massachusetts State Association of the Deaf (MSAD](https://www.facebook.com/pages/Massachusetts-State-Association-of-the-Deaf-Inc/128848487190548) + +#### ____Michigan + +**State Officials and Legislative Information** + + * [Find elected official](http://www.legislature.mi.gov/\(S\(tdff5lfa1qbbqt45g00ddb45\)\)/mileg.aspx?page=legislators) in Michigan + * [Track current legislation](http://www.legislature.mi.gov/\(S\(tdff5lfa1qbbqt45g00ddb45\)\)/mileg.aspx?page=Home) before the Michigan Legislature + +**Contact Information** + + * [Michigan RID (MIRID)](http://www.mirid.org/) + * [Michigan Division on the Deaf and Hard of Hearing](http://www.michigan.gov/mdcr/0,1607,7-138-58275_28545---,00.html) + +#### ____Minnesota + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * [Certification requirements](http://www.dhs.state.mn.us/main/idcplg?IdcService=GET_DYNAMIC_CONVERSION&RevisionSelectionMethod=LatestReleased&dDocName=id_051580) for legal interpreters and transliterators + * [Certification requirements](https://www.revisor.mn.gov/statutes/?id=122A.31) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected official](http://www.leg.state.mn.us/leg/districtfinder.aspx) in Minnesota + * [Track current legislation](http://www.leg.state.mn.us/) before the Minnesota Legislature + +**Contact Information** + + * [Minnesota RID (MRID)](http://www.mrid.org/) + * [Minnesota Association of Deaf Citizens (MADC)](http://www.minndeaf.org/) + * [Commission on Deaf, Deafblind, and Hard of Hearing Minnesotans](http://www.mncdhh.org/) + +#### ____Mississippi + +**Summary of State Requirements** + + * [Registration requirements](http://www.odhh.org/images/user_files/files/sb2715sg.pdf) for sign language interpreters and transliterators + * [Application Form](http://www.mde.k12.ms.us/docs/sped-ed-interpreter/MSInterpRegApp.pdf?sfvrsn=2) + * [Certification requirements](http://law.justia.com/codes/mississippi/2013/title-13/chapter-1/interpreters-for-the-deaf/section-13-1-301) for legal interpreters and transliterators + * [Registration requirements](http://www.odhh.org/images/user_files/files/sb2715sg.pdf) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected official](http://openstates.org/find_your_legislator/) in Mississippi + * [Track current legislation](http://www.legislature.ms.gov/Pages/default.aspx) before the Mississippi Legislature + +**Contact Information** + + * [Mississippi RID (MSRID)](http://www.msrid.org/msrid.html) + * [Mississippi Association of the Deaf (MAD)](http://www.msadeaf.org/) + * [Office on Deaf and Hard of Hearing](http://www.odhh.org/index.php) + +#### ____Missouri + +**Summary of State Requirements** + + * [Licensing requirements](http://www.moga.mo.gov/mostatutes/ChaptersIndex/chaptIndex209.html) for sign language interpreters and transliterators + * [Rules](https://mcdhh.mo.gov/interpreters/) for interpreters and transliterators + * [Certification requirements](http://mcdhh.mo.gov/interpreters/) for legal interpreters and transliterators + * [Certification requirements](http://mcdhh.mo.gov/interpreters/) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected official](http://www.mo.gov/government/elected-officials/) in Missouri + * [Track current legislation](http://www.moga.mo.gov/) before the Missouri Legislature + +**Contact Information** + + * [Missouri RID (MO-RID)](https://www.facebook.com/MissouriRID/) + * [Missouri Association of the Deaf (MoAD)](http://www.moadshowme.org/) + * [Missouri Commission on the Deaf and Hard of Hearing (MCDHH)](http://mcdhh.mo.gov/) + * [Missouri Committee of Interpreters](http://pr.mo.gov/interpreters.asp) + +#### ____Montana + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * [Certification requirements](http://www.mtrules.org/gateway/ruleno.asp?RN=10.55.718) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected official](http://leg.mt.gov/css/find%20a%20legislator.asp) in Montana + * [Track current legislation](http://leg.mt.gov/css/default.asp) before the Montana Legislature + +**Contact Information** + + * [Montana RID (MRID)](http://www.montanarid.org/) + * [Montana Association of the Deaf (MAD)](http://www.mtdeaf.org/) + +#### ____Nebraska + +**Summary of State Requirements** + + * [Licensing requirements](http://nebraskalegislature.gov/laws/statutes.php?statute=20-150) for sign language interpreters and transliterators + * [Licensing](https://www.nebraska.gov/nesos/rules-and-regs/regtrack/proposals/0000000000001509.pdf) requirements for legal interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected](http://nebraskalegislature.gov/senators/senator_find.php) official in Nebraska + * [Track current legislation](http://nebraskalegislature.gov/) before the Nebraska Legislature + +**Contact Information** + + * [Nebraska RID (neRID)](http://www.nebraskarid.org/) + * [Nebraska Commission for the Deaf and Hard of Hearing](http://www.ncdhh.ne.gov/) + +#### ____Nevada + +**Summary of State Requirements** + + * [Registration requirements](https://www.leg.state.nv.us/NRS/NRS-656A.html) for sign language interpreters and transliterators + * [Regulations](http://www.leg.state.nv.us/register/2009Register/R151-09A.pdf) for registration requirements + * [Registration requirements](http://www.leg.state.nv.us/register/2009Register/R151-09A.pdf) for legal interpreters and transliterators + * [Registration](http://www.leg.state.nv.us/register/2009Register/R151-09A.pdf) requirements for educational interpreters (Page 6) + +**State Officials and Legislative Information** + + * [Find elected official](https://www.leg.state.nv.us/) in Nevada + * [Track current legislation](https://www.leg.state.nv.us/) before the Nevada Legislature + +**Contact Information** + + * [Nevada RID (NVRID)](http://nvrid.org/) + * [Nevada Association of the Deaf (NVAD)](http://www.nvad.org/) + * [Deaf and Hard of Hearing Advocacy Resource Center (DHHARC)](http://www.dhharc.org/) + * [Department of Health and Human Services โ€“ Aging and Disability Services](http://adsd.nv.gov/Programs/Physical/ComAccessSvc/Interpreter_Registry/Interpreter_Registry/) + +#### ____New Hampshire + +**Summary of State Requirements** + + * [Licensing requirements](http://www.gencourt.state.nh.us/rsa/html/XXX/326-I/326-I-mrg.htm) for sign language interpreters and transliterators + * [Rules](http://www.gencourt.state.nh.us/rules/state_agencies/int100-500.html) for licensing interpreters + * [Licensing requirements](http://www.gencourt.state.nh.us/rsa/html/liii/521-a/521-a-mrg.htm) for legal interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected official](http://www.gencourt.state.nh.us/house/members/wml.aspx) in New Hampshire + * [Track current legislation](http://www.gencourt.state.nh.us/) before the New Hampshire Legislature + +**Contact Information** + + * [New Hampshire RID (NHRID)](http://nhrid.org/) + * [New Hampshire Association of the Deaf (NHAD)](https://nhadinc.org/) + +#### ____New Jersey + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + +**Contact Information** + + * [New Jersey RID (NJRID)](http://nj-rid.org/) + * [New Jersey Association of the Deaf (NJAD)](http://www.deafnjad.org/) + +#### ____New Mexico + +**Summary of State Requirements** + + * [Certification requirements](https://nmcenterforlanguageaccess.org/cms/en/court-interpreter-certification/about-cic) for legal interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected official](http://www.nmlegis.gov/lcs/legislator_search.aspx) in New Mexico + * [Track current legislation](http://www.nmlegis.gov/lcs/) before the New Mexico Legislature + +**Contact Information** + + * [New Mexico RID (NMRID)](http://nmrid.org/) + * [New Mexico Commission for the Deaf and Hard of Hearing (NMCDHH)](http://www.cdhh.state.nm.us/) + +#### ____New York State + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * Requirements for educational interpreters vary by school district + +**State Officials and Legislative Information** + + * [Track current legislation](http://assembly.state.ny.us/) before the New York Legislature + +**Contact Information** + + * New York RID Affiliate Chapters + * [Genesee Valley Region RID](http://www.gvrrid.org/) + * [Long Island Registry of Interpreters for the Deaf](http://www.lirid.org/) + * [New York City Metro RID](http://www.nycmetrorid.org/) + * [Empire State Association of the Deaf (ESAD)](http://www.esad.org/) + +#### ____North Carolina + +**Summary of State Requirements** + + * [Licensing requirements](http://www.ncitlb.org/wp-content/uploads/2013/03/Chapter_90D.pdf) for sign language interpreters and transliterators + * [Rules](http://www.ncitlb.org/wp-content/uploads/2012/11/Current-Rules.pdf) for licensing requirements + * [Information](http://ec.ncpublicschools.gov/disability-resources/deaf-hard-of-hearing/educational-interpreters-and-cued-language-transliterators) for educational interpreters + +**State Officials and Legislative Information** + + * [Track current legislation](http://www.ncleg.net/) before the North Carolina Legislature + +**Contact Information** + + * [North Carolina RID (NCRID)](https://northcarolinarid.org/) + * [North Carolina Association of the Deaf (NCAD)](http://www.ourncad.org/) + * [North Carolina Interpreter and Transliterators Licensure Board](http://www.ncitlb.org/) + +#### ____North Dakota + +**Summary of State Requirements** + + * [Certification requirements](http://www.legis.nd.gov/cencode/t43c52.pdf?20150311104828) for sign language interpreters and transliterators + * [Requirements](http://www.legis.nd.gov/cencode/t43c52.pdf?20150311104828) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected](https://www.nd.gov/category.htm?id=171) official in North Dakota + * [Track current legislation](http://www.legis.nd.gov/) before the North Dakota Legislature + +#### ____Ohio + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * [Certification requirements](https://www.supremecourt.ohio.gov/courts/services-to-courts/language-services/court-interpreter-certification/#:~:text=Candidates%20must%20pass%20a%20written,written%20exam%20is%2080%20percent.) for legal interpreters and transliterators + * [Licensing requirements](http://codes.ohio.gov/oac/3301-24) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected official](https://www.legislature.ohio.gov/) in Ohio + * [Track current legislation](https://www.legislature.ohio.gov/) before the Ohio Legislature + +**Contact Information** + + * [Ohio RID (OCRID)](http://www.ocrid.org/) + * [Ohio Association of the Deaf (OAD)](http://www.oad-deaf.org/) + +#### ____Oklahoma + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected official](http://www.oklegislature.gov/findmylegislature.aspx) in Oklahoma + * [Track current legislation](http://www.oklegislature.gov/) before the Oklahoma Legislature + +**Contact Information** + + * [Oklahoma RID (OKRID)](http://okrid.org/) + * [Oklahoma Association of the Deaf (OAD)](http://www.ok-oad.org/) + +#### ____Oregon + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * [Certification requirements](http://courts.oregon.gov/OJD/docs/osca/cpsd/interpreterservices/prospectiveaslinterpreterpacket.pdf) for Legal Interpreters and Transliterators + * [2017 ORS 413.550](https://www.oregonlaws.org/ors/413.550) definitions for Healthcare Interpreters + +**State Officials and Legislative Information** + + * [Find elected](https://www.oregonlegislature.gov/FindYourLegislator/leg-districts.html) official in Oregon + * [Track current legislation](https://www.oregonlegislature.gov/) before the Oregon Legislature + +**Contact Information** + + * [Oregon RID (ORID)](http://www.orid.org/) + * [Oregonโ€™s Deaf and Hard of Hearing Services](http://www.oregon.gov/dhs/odhhs/) + +#### ____Pennsylvania + +**Summary of State Requirements** + + * [Registration requirements](http://www.dli.pa.gov/Individuals/Disability-Services/odhh/interpreters/Pages/Sign-Language-Interpreter-Registration.aspx) for sign language interpreters and transliterators + * [Certification requirements](http://www.pacourts.us/judicial-administration/court-programs/interpreter-program/interpreter-certification) for legal interpreters and transliterators + * [Requirements](http://www.pacode.com/secure/data/022/chapter14/s14.105.html) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected official](http://www.legis.state.pa.us/cfdocs/legis/home/findyourlegislator/) in Pennsylvania + * [Track current legislation](http://www.legis.state.pa.us/) before the Pennsylvania Legislature + +**Contact Information** + + * [Pennsylvania RID (PARID)](http://www.parid.org/) + * [Pennsylvania Society for the Advancement of the Deaf (PSAD)](http://www.psadweb.org/) + * [Pennsylvania Office of the Deaf and Hard of Hearing](http://www.dli.pa.gov/Individuals/Disability-Services/odhh/Pages/default.aspx) + +#### ____Rhode Island + +**Summary of State Requirements** + + * [Licensing requirements](http://webserver.rilin.state.ri.us/Statutes/TITLE5/5-71/INDEX.HTM) for sign language interpreters and transliterators + * [Rules and Regulations](http://sos.ri.gov/documents/archives/regdocs/released/pdf/DOH/7013.pdf) for licensing requirements + * [Licensing requirements ](http://webserver.rilin.state.ri.us/Statutes/TITLE8/8-5/8-5-8.HTM)for legal interpreters and transliterators + * [Licensing requirements ](http://law.justia.com/codes/rhode-island/2013/title-5/chapter-5-71/section-5-71-8/)for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected official](https://sos.ri.gov/vic/) in Rhode Island + +**Contact Information** + + * [Rhode Island RID (RIRID)](http://www.ririd.org/) + * [Rhode Island Association of the Deaf (RIAD)](http://riadeaf.blogspot.com/) + * [State of Rhode Island Commission on the Deaf and Hard of Hearing](http://www.cdhh.ri.gov/) + +#### ____South Carolina + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * [Requirements](http://www.scstatehouse.gov/code/t15c027.php) for legal interpreters and transliterators + +**State Officials and Legislative Information** + + * Find elected official in South Carolina + * [Track current legislation](http://www.scstatehouse.gov/) before the South Carolina Legislature + +**Contact Information** + + * [South Carolina RID (SCRID)](http://www.southcarolinarid.org/) + +#### ____South Dakota + +**State Officials and Legislative Information** + + * [Find elected officials](https://sdlegislature.gov/Legislators/Find) in South Dakota + * [Track current legislation](https://sdlegislature.gov/) before the South Dakota Legislature + +**Contact Information** + + * [South Dakota RID (SDRID)](https://sites.google.com/view/sdiarid/home) + * [South Dakota Association of the Deaf (SDAD)](http://www.sdad.org/) + +#### ____Tennessee + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected official](http://www.capitol.tn.gov/legislators/) in Tennessee + * [Track current legislation](http://www.legislature.state.tn.us/) before the Tennessee Legislature + +**Contact Information** + + * [Tennessee Council for the Deaf Deaf-Blind and Hard of Hearing](https://www.tn.gov/humanservices/ds/councils-and-committees/tcddbhh.html) + +#### ____Texas + +**Summary of State Requirements** + + * [Registry](http://www.statutes.legis.state.tx.us/Docs/HR/htm/HR.81.htm) of qualified sign language interpreters and transliterators + * [Requirements](http://www.statutes.legis.state.tx.us/Docs/GV/pdf/GV.57.pdf) for legal interpreters and transliterators + * [Certification](http://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=89&rl=1131) requirements for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected official](http://www.fyi.legis.state.tx.us/Home.aspx) in Texas + * [Track current legislation](http://www.capitol.state.tx.us/) before the Texas Legislature + +**Contact Information** + + * [Texas RID (TSID)](https://tsid.org/) + * [Texas Association of the Deaf (TAD)](http://www.deaftexas.org/) + +#### ____Utah + +**Summary of State Requirements** + + * [Certification requirements](https://jobs.utah.gov/usor/uip/certification/index.html) for sign language interpreters and transliterators + * [Certification requirements](https://jobs.utah.gov/usor/uip/certification/index.html) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected](http://le.utah.gov/GIS/findDistrict.jsp) official in Utah + * [Track current legislation](http://le.utah.gov/) before the Utah Legislature + +**Contact Information** + + * [Utah Association for the Deaf (UAD)](http://www.uad.org/) + * [Utah State Services to the Deaf and Hard of Hearing](http://deafservices.utah.gov/) + * [Utah Interpreters Certification Board](https://jobs.utah.gov/usor/uip/board/index.html) + +#### ____Vermont + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * [Requirements](http://law.justia.com/codes/vermont/2012/title01/chapter5/section331) for legal interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected official](http://legislature.vermont.gov/) in Vermont + * [Track current legislation](http://legislature.vermont.gov/) before the Vermont Legislature + +**Contact Information** + + * [Vermont RID (VTRID)](http://vtrid.org/) + * [Vermont Association of the Deaf (VTAD)](http://www.deafvermont.com/) + +#### ____Virginia + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected official](http://whosmy.virginiageneralassembly.gov/) in Virginia + * [Track current legislation](http://virginiageneralassembly.gov/) before the Virginia Legislature + +**Contact Information** + + * [Virginia RID (VRID)](http://www.vrid.org/) + * [Virginia Association of the Deaf (VAD)](http://www.vad.org/) + * [Virginia Department for the Deaf and Hard of Hearing (VDDHH)](http://www.vddhh.org/) + +#### ____Washington + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * [Certification requirements](http://app.leg.wa.gov/WAC/default.aspx?cite=388-818) for legal interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected official](http://app.leg.wa.gov/DistrictFinder/) in Washington + * [Track current legislation](http://leg.wa.gov/) before the Washington Legislature + +**Contact Information** + + * [Washington State RID (WSRID)](http://wsrid.com/) + * [Washington State Association of the Deaf (WSAD)](http://www.wsad.org/) + +#### ____West Virginia + +**Summary of State Requirements** + + * [Registration requirements](https://dhhr.wv.gov/cdhh/interpreters/Pages/WVRI.aspx) for sign language interpreters and transliterators + * [Requirements](http://wvde.state.wv.us/osp/EducationalIntepretersMemoJune2013.pdf) for educational interpreters + +**Contact Information** + + * [West Virginia Association of the Deaf (WVAD)](http://www.wvad.org/) + * [West Virginia Commission for the Deaf and Hard of Hearing (WVCDHH)](http://www.wvdhhr.org/wvcdhh/) + +#### ____Wisconsin + +**Summary of State Requirements** + + * [Certification requirements](http://www.wicourts.gov/services/interpreter/certification.htm) for legal interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected official](http://maps.legis.wisconsin.gov/) in Wisconsin + * [Track current legislation](http://legis.wisconsin.gov/) before the Wisconsin Legislature + +**Contact Information** + + * [Wisconsin RID (WISRID)](http://www.wisrid.org/) + * [Wisconsin Association of the Deaf (WAD)](http://www.wisdeaf.org/) + * [Wisconsin Sign Language Interpreter Council](https://dsps.wi.gov/Pages/BoardsCouncils/SLIC/Default.aspx) + +#### ____Wyoming + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * [Permit requirements](http://ptsb.state.wy.us/EducationalSignLanguageInterpreterPermit/tabid/247/Default.aspx) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected official](http://legisweb.state.wy.us/lsoweb/LegInfo.aspx) in Wyoming + * [Track current legislation](http://legisweb.state.wy.us/lsoweb/session/SessionHome.aspx) before the Wyoming Legislature + +#### ____Puerto Rico + +**Summary of State Requirements** + + * Licensing requirements for sign language interpreters and transliterators + * Certification requirements for legal interpreters and transliterators + * Certification requirements for educational interpreters + +**State Officials and Legislative Information** + + * Find elected official in Puerto Rico + * Track current legislation before the Puerto Rico Legislature + +**Contact Information** + + * [Puerto Rico RID (PRRID)](http://www.rispri.org/) + +![](https://rid.org/wp-content/uploads/2023/03/Quick-Links.jpg) + +## GAP Quick Links + + * __ + +[GAP +Factsheet](https://drive.google.com/file/d/17thsn4i9WGbsBJE7vEvYdUp5Nh0wm4wI/view?usp=sharing) + + * __ + +[Ongoing Advocacy Efforts](https://rid.org/gap/ongoing-advocacy-efforts/) + +## Exceptional Advocacy Resources. + +The tactics you have used in your everyday advocacy are the same ones youโ€™ll +use to advocate for policy changes that will benefit you, other professional +interpreters, and the Deaf community. For further information, please browse +through resources and our [Advocacy Toolkit +page](https://rid.org/programs/gap/advocacy-toolkit/). + +__ + +#### [Advocacy 101](https://rid.org/programs/gap/advocacy- +toolkit/#advocacy101) + +An introductory self-paced way to learn more about advocacy. + +__ + +#### [Find and Track Legislation](https://rid.org/programs/gap/advocacy- +toolkit/#tracklegislation) + +Find and track legislation on the local, state, and federal level. + +__ + +#### [Building Relationships](https://rid.org/programs/gap/advocacy- +toolkit/#stateandlocal) + +Develop ongoing relationships with your state and local elected officials. + +__ + +#### [Levels of Governance](https://rid.org/programs/gap/advocacy- +toolkit/#governmentlevels) + +Find successful ways to make a difference on the local and state levels. + +__ diff --git a/intelaide-backend/python/bkup_rid/programs_membership.txt b/intelaide-backend/python/bkup_rid/programs_membership.txt new file mode 100644 index 0000000..9c8de1f --- /dev/null +++ b/intelaide-backend/python/bkup_rid/programs_membership.txt @@ -0,0 +1,396 @@ +Membership + +[Renew Your RID Membership!](https://myaccount.rid.org/) + +Steps to Find an Interpreter + + +### Steps to Find an Interpreter + +Any entity or individual has access to RID's registry that can provide a list +of certified freelance interpreters, as well as Organizational members in your +area who are interpreter agencies who can provide interpreting services. + +To find a certified freelance interpreter in your area, please follow the +steps below: + + 1. Please visit our member directory here: [https://myaccount.rid.org/Public/Search/Member.aspx](https://myaccount.rid.org/Public/Search/Member.aspx) + 2. Select your City and State + 3. Select **Certified** under _" Category"_ + 4. Select **Yes** under _" Freelance Status"_ + 5. Press **Find Member** button at the bottom. + +From here, you will find a list of certified interpreters who are available +for freelance work. Feel free to reach out to these members directly using the +contact information they provide on our registry and inquire about the +services that you need. Should you want to go through an agency that is a +member with us, please use this link here: +[https://myaccount.rid.org/Public/Search/Interpreter.aspx](https://myaccount.rid.org/Public/Search/Interpreter.aspx), +selecting your City and State. + +Close + + __ + +### Certified Member + +#### ____Membership Explained + +#### A member who holds a valid certification accepted by RID, is in good +standing, and meets the requirements of the [Certification Maintenance Program +(CMP)](https://rid.org/programs/certification-maintenance/cmp/). + + * Annual charge of $220 + * Senior Members (55+) $140 + +[Join Today or Renew Your Membership +here!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +__ + +### Associate Member + +#### ____Membership Explained + +#### A member engaged in interpreting or transliterating, full-time and part- +time, but not holding certification accepted by RID. Members in this category +are enrolled in the [Associate Continuing Education Tracking Program +(ACET)](https://rid.org/programs/certification-maintenance/acet/). + + * Annual charge of $175 + * Senior Members (55+) $115 + +[Join Today or Renew Your Membership +here!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +__ + +### Student Member + +#### ____Membership Explained + +#### A member currently enrolled, at least part-time, in an interpreting +program. Student members must provide proof of enrollment every year. This +proof can be a current copy of a class schedule or a letter from a +coordinator/instructor on school letterhead. Student membership does not +include eligibility to vote. + + * Annual charge of $40 + +[Join Today or Renew Your Membership +here!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +__ + +### Supporting Member + +#### ____Membership Explained + +#### Individuals who support RID but are not engaged in interpreting. +Supporting membership does not include eligibility to vote or reduced testing +fees. + + * Annual charge of $40 + +[Join Today or Renew Your Membership +here!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +__ + +### Organizational Member + +#### ____Membership Explained + +#### Organizations and agencies that support RIDโ€™s purposes and activities. + + * Annual charge of $235 + +[Join Today or Renew Your Membership +here!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +__ + +### Certified Inactive/Retired + +#### ____Membership Explained + +#### _Inactive_ : Member who holds temporarily inactive certification, is not +currently interpreting and has put their certification on hold. Members in +this category are not considered currently certified and do not hold valid +credentials. + +#### _Retired_ : Member who has retired from interpreting and is no longer +practicing. Members in this category are not considered currently certified +and do not hold valid credentials. + + * Annual charge of $50 + +[Join Today or Renew Your Membership +here!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +### Valuable Member Benefits. + +__ + +### Reduced Certification Testing Fees + +Eligible for reduced certification testing fees (associate, student or +certified members only) + +__ + +### CEC Discount Codes + +Annual CEC discount code for Certified, Associate, and Student members who +maintain good standing. + +__ + +### Publications + +VIEWS, [JOI](https://rid.org/programs/membership/publications/), RID Press + +__ + +### Exclusive Discounts + +Access to exclusive discounts through our partner; MemberDeals. Discounts on +RIDโ€™s [biennial conference +registration](https://rid.org/about/events/national-conference/) + +__ + +### Leadership Opportunities + +Leadership opportunities to help shape RID and the interpreting profession by +serving on [committees, councils and task +forces](https://rid.org/about/volunteer-leadership/) + +__ + +### Communal Benefits + +Accountability to the communities we serve through RIDโ€™s Ethical Practices +System + +__ + +### DHH Insurance Agency, LLC + +Disability Income Coverage, Dental & Vision Insurance, Life Insurance options. + +### More About RID Membership + +#### ____RID Membership Costs + +**Members should conduct their renewals online and pay via the RID Member +Portal for the fastest service.** + +**If you have questions about or are experiencing an issue with your member +account or renewal steps, please contact us +at[Members@rid.org](mailto:Members@rid.org) for assistance. We are happy to +assist. ** + +[Click Here to Join or Renew your Membership +Today!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +**_RID membership follows an annual fiscal year cycle from July 1-June 30._** + +Purchase order paperwork for membership renewals that will be paid by a third +party can be submitted directly to +[accounting@rid.org](mailto:accounting@rid.org) for formal invoicing. + +For those needing verification of prices for employers prior to remitting +payment, download your personalized order summary from your RID member portal. +This is the most accurate, quickest, and paperless way to provide verification +of your membership cost. + +#### ____Refund Policy + + * If an individual requests to terminate their membership prior to their payment being processed by RID, then RID will simply not process the payment for that application. The applicant will not forfeit any funds. + * If an individual requests a refund after their membership application or renewal has been processed and/or renewed, that person will receive a refund of their membership dues and fees minus a $25.00 processing fee. + * An individual may request a refund no more than two business days after the application has been processed and/or renewed. + * No refunds will be given if a request is made more than 2 days after the membership application/renewal has been submitted/processed. + * If a third party(ie employer, agency, etc) pays membership dues and fees on behalf of an individual, the member is responsible for maintaining good standing with the organization. We recognize that members who are afforded this benefit may wish to remit payment to maintain good standing, and then request refund post third party payment of their membership dues and fees. In this instance, RID HQ may work one-on-one with you. + * The refund policy applies to all members. + +#### ____Have you Let your Certified Membership Lapse? + +According to the RID Bylaws, an individualโ€™s certification can be revoked for +two reasons: + + 1. Suspension or expulsion as outlined in the policies and procedures manual (such as an EPS violation or non-compliance with CMP requirements) + 2. Non-payment of dues. + +Additionally, the Bylaws state that to remain in good standing dues must be +paid by August 1st of each fiscal year. + +With the requirement to remain current with membership dues to retain your +certification, these governing guidelines are an important reminder about your +obligation as it relates to the maintenance of your certification. To date, +RID has been lenient in enforcing this policy. + +As we continue to implement systems of efficiency and standards, RID will +begin to enforce the guidelines as established in the Bylaws. Therefore, if +dues are not paid on or before July 31, your certification will be terminated +due to non-payment of member dues. As a result, you will be required to go +through the reinstatement process, in order to get your certification back. To +avoid revocation of your certification please plan to renew on or before July +31. + +The power to effect change in this area lies with the membership. The +connection to membership and certification has been an area of discussion over +the years. To change the current structure, which ties current membership to +certification maintenance, would require a Bylaws amendment, approved by two- +thirds of the voting members. + +#### ____Contact the Member Service Department + +For any further questions, please contact the Member Services department by +either emailing us at [members@rid.org](mailto:members@rid.org), or by using +our Contact Us form here: [rid.org/contact/](https://rid.org/contact/). + +### Freelance Insurance Program + +#### ____Freelance Interpreter Insurance + + * Professional/General Liability Insurance: contact Gary at 866.371.8830 or go to [www.DHHInsurance.com](http://www.dhhinsurance.com/) or email [GMeyer@DHHinsurance.com](mailto:GMeyer@DHHinsurance.com) + * Worker Compensation/Workman Compensation Insurance: contact Gary at 866.371.8830 or email [Gmeyer@DHHinsurance.com](mailto:Gmeyer@DHHinsurance.com) + +#### ____RID Individual Interpreters Liability Insurance + + * Professional Liability Insurance + * General Liability Insurance + * Worker Compensation/ Workman Compensation Insurance + +#### ____Interpreter Agency Insurance + + * Professional/General Liability Insurance: contact Gary at 866.371.8830 or go to [www.DHHInsurance.com](http://www.dhhinsurance.com/) or email [GMeyer@DHHinsurance.com](mailto:GMeyer@DHHinsurance.com) + * Worker Compensation/Workman Compensation Insurance: contact Gary at 866.371.8830 or email [Gmeyer@DHHinsurance.com](mailto:Gmeyer@DHHinsurance.com) + +#### ____Interpreting Agencies Liability Insurance + + * Professional/ General Liability Insurance + * Worker Compensation/ Workman Compensation Insurance + +_Contact Gary Meyer at 866.371.8830, +e-mail:_[_gmeyer@DHHInsurance.com_](mailto:gmeyer@dhhinsurance.com) _or go +to:_[_www.dhhinsurance.com_](http://www.dhhinsurance.com/) + +#### ____Additional Member Benefits + +**Disability Income Coverage****โ€“** What would happen to your income if you +became sick or hurt and werenโ€™t able to work? Protect your income in the event +that you become disabled as a result of a sickness or injury and are unable to +work. RID members can take advantage of a 15% association discount.**** + +**Dental & Vision Insurance****โ€“** Affordable dental coverage is available for +individuals and families, with the option to add vision coverage. You are free +to use any dentist you wish, or you can use an in-network dentist for +additional savings. The network has over 400,000 access points nationwide. +Choose from several plans to meet your needs and budget. + +**Life Insurance****โ€“** Affordable coverage with plans designed to meet your +specific needs. Available plans include Term Insurance, Whole Life, Universal +Life and others, with over 30 of the top companies to choose from. Let the +licensed professionals at Association Benefit Services shop for the best +coverage and the most competitive products and rates for you. Coverage is also +available for spouses and children. + +_Visit:[www.rid.associationbenefitservices.com](http://www.rid.associationbenefitservices.com/) +(for program details and quotes) or Call: (844) 340-6578_ + +Contact Gary Meyer at 866.371.8830, e-mail: [gmeyer@DHHInsurance.com +](mailto:gmeyer@dhhinsurance.com)or go to: +[www.dhhinsurance.com](http://www.dhhinsurance.com/) + +### Do you have more questions about RID membership? + +Whether youโ€™re exploring your possibilities or are a seasoned veteran, joining +RID will provide resources that move you forward! + +[Membership FAQs](https://rid.org/faqs/) + +### Membership Renewal. + + * __ + +1\. First, visit the RID website and log in to your [member +portal](https://myaccount.rid.org/). + + * __ + +2\. Next, click the tab "My Orders," and you will see your FY26 dues there. + + * __ + +3\. From there, follow the subsequent prompts to remit your payment. Then, you +are all set! + +[Renew Your RID Membership!](https://myaccount.rid.org/) + +### Member Portal Navigation. + + * __ + +1\. All information about your membership can be found in the Membership +Details box on your portal page, including your expiration date. All +memberships expire on June 30th of each year. + + * __ + +2\. If you need to renew your membership, click the "My Orders" tab at the top +right to submit payment for your member dues. + + * __ + +3\. Always be sure that your member portal information is up to date to ensure +you are receiving all communications and notifications from RID. + + * __ + +4\. All information regarding your certification can be found in the +"Certification Details" box including your certification beginning and end +date, CEUs earned, and downloading documents such as a verification letter or +your CEU Transcript. + + * __ + +5\. You may view your education history on the right side of your portal, +including previous transcript cycles. + + * __ + +6\. Access exclusive RID Member Deals by clicking "Member Deals" on the right +side of your portal. + +### Golden 100 / Silver 250 Campaign. + + * __ + +In 1982 President Judie Husted and the RID Board of Directors instituted the +first major fundraising campaign for RID. The campaign was aimed to provide +the organization with financial security for the future. The campaign was +labeled Golden 100 and Silver 200. For a $500 donation, the first 100 +Certified members received conference recognition and lifetime membership +along with their Certification Maintenance fees, these people are known as the +Golden 100. At the start of the campaign, the first 200 members (Certified +_or_ Associate) who donated $250 received lifetime membership, they are known +as Silver 200. This campaign raised over $50,000 to help establish a research +and development trust and to provide general support to the RID budget. + + * __ + +At the March 2016 board meeting, the Board of Directors approved a plan to +revitalize this campaign for 2016. The first 100 **_Certified_** members +received Lifetime membership and waived annual fees along with the designation +Golden 100 member. The first 250 Certified _or_ Associate members received +lifetime membership, waived annual continuing education fees, and were named +Silver 250 members. This group is responsible _annually_ for their +certification and standards fee. + + +### Golden 100 / Silver 250 Campaign + + +__ diff --git a/intelaide-backend/python/bkup_rid/programs_membership_affiliate-chapters.txt b/intelaide-backend/python/bkup_rid/programs_membership_affiliate-chapters.txt new file mode 100644 index 0000000..5cdf449 --- /dev/null +++ b/intelaide-backend/python/bkup_rid/programs_membership_affiliate-chapters.txt @@ -0,0 +1,327 @@ +The backbone of our organization. + +Affiliate Chapters + +## Affiliate chapters are a crucial element in RIDโ€™s overall structure as they +help RID Headquarters extend our reach into the interpreting profession. + +### Affiliate Chapter Benefits. + +#### ____Advocacy + + * Affiliation with national interpreter advocacy actions + * Representation for the affiliate chapterโ€™s members for various national issues (i.e. VRS via the Video Interpreting Committee) + +#### ____Affiliate Chapter Handbook + +#### The Affiliate Chapter Handbook serves as an excellent resource tool to +assist affiliate chapters in developing and maintaining a functional and +thriving chapter of RID. + +You can view the Affiliate Chapter Handbook as a whole document (96 pages) +using the Google Drive link below or download the entire file in the PDF +format. + +#### **Affiliate Chapter Handbook:** [ PDF Download +here](https://documentcloud.adobe.com/link/track?uri=urn:aaid:scds:US:153b56f9-0cff-4afe-8d74-c61f750c32d6) + +#### **Affiliate Chapter Handbook:**[See Live Google Document +here](https://docs.google.com/document/d/10kxPyJpeDzYCJ1NLzwtMLH_DgnfVxqEtpHg0nsSO__A/edit?usp=sharing) + +#### ____Starting a Chapter + +> โ€œManagement is doing things right; leadership is doing the right things.โ€ +> โ€“ Peter F. Drucker + +Starting a new affiliate chapter takes leadership, organization and +determination but know that you are not alone in this endeavor. Among other +benefits, in this venture, you will have the support of the RID Board of +Directors, RID Headquarters and the members of the Affiliate Chapter Relations +Committee. + +Following are the steps to take to start an affiliate chapter: + + * Organize a group of at least twenty voting members of RID desiring to start an affiliate chapter. + * Assign a leader or small group of leaders to spearhead the effort. This person or group would be in charge of compiling the necessary information for the application for affiliation, which must include the following: + * A list of at least twenty voting members of RID. + * A copy of the chapterโ€™s bylaws + * A list of the names and contact information for the chapterโ€™s officers + * A copy of the chapterโ€™s Articles of Incorporation (if applicable) + * A copy of the chapterโ€™s Standing Rules or Rules of Order (if chapter has same) + * The affiliate application package, once complete, must be sent to the [Director of Member Services](mailto:info@rid.org) at RID Headquarters. + * The director of member services will verify that all the petitioners are RID voting members in good standing. + * The director of member services will act as the liaison to the board of directors by presenting the package to the board. + * Once the board of directors formally approves or declines chapter status, the director of member services will notify the contact person from that potential chapter. + * At that time, the chapter will be considered affiliated with RID. + +**BENEFITS** : The benefits of being affiliated with RID include a support +system comprised of national committees, staff and other affiliate chapter +leaders; resources including a comprehensive +[handbook](https://docs.google.com/document/d/10kxPyJpeDzYCJ1NLzwtMLH_DgnfVxqEtpHg0nsSO__A/edit +"Affiliate Chapter Handbook"), mentoring grants and membership information and +access to non-profit status through RIDโ€™s group exemption. + +#### ____AC Resources + +Affiliate chapters have many resources available to them for support +including, but not limited to, the following: + + * RID committees such as the Bylaws Committee who can provide advice + * [Board of Directors](https://rid.org/about/#tab-54fbfdd4e62dec56890) + * Affiliate Chapterโ€™s Region Representative + * Affiliate Chapter Liaison + * Exclusive access to the Affiliate Chapter Resource Center (Coming Soon!) + * Google Group for Affiliate Chapter Presidents to communicate + * [RID Headquarters staff](https://rid.org/about/#ourteam) + +### Starting a Chapter. + +#### ____Starting a new affiliate chapter takes leadership + +> โ€œManagement is doing things right; leadership is doing the right things.โ€ +> โ€“ Peter F. Drucker + +Starting a new affiliate chapter takes leadership, organization and +determination but know that you are not alone in this endeavor. Among other +[benefits](https://rid.org/membership/affiliate-chapters/affiliate-chapter- +benefits/), in this venture, you will have the support of the RID Board of +Directors, RID Headquarters and the members of the Affiliate Chapter Relations +Committee. + +#### ____Following are the steps to take to start an affiliate chapter: + + * Organize a group of at least twenty voting members of RID desiring to start an affiliate chapter. + * Assign a leader or small group of leaders to spearhead the effort. This person or group would be in charge of compiling the necessary information for the application for affiliation, which must include the following: + * A list of at least twenty voting members of RID. + * A copy of the chapterโ€™s bylaws + * A list of the names and contact information for the chapterโ€™s officers + * A copy of the chapterโ€™s Articles of Incorporation (if applicable) + * A copy of the chapterโ€™s Standing Rules or Rules of Order (if chapter has same) + * The affiliate application package, once complete, must be sent to the [director of member services](mailto:info@rid.org) at RID Headquarters. + * The director of member services will verify that all the petitioners are RID voting members in good standing. + * The director of member services will act as the liaison to the board of directors by presenting the package to the board. + * Once the board of directors formally approves or declines chapter status, the director of member services will notify the contact person from that potential chapter. + * At that time, the chapter will be considered affiliated with RID. + +#### ____The Benefits of Starting a Chapter + +The benefits of being affiliated with RID include a support system comprised +of national committees, staff and other affiliate chapter leaders; resources +including a comprehensive +[handbook](https://documentcloud.adobe.com/link/track?uri=urn:aaid:scds:US:153b56f9-0cff-4afe-8d74-c61f750c32d6 +"Affiliate Chapter Handbook"), mentoring grants and membership information and +access to non-profit status through RIDโ€™s group exemption. + + +#### Get Involved + +## Vote on an organization level. + +To request verification of your credentials, please complete and submit [this +form](https://rid.org/certification-verification-request/). For membership +verifications, please check your Credly account. + +### AC Map. + +#### ____Region I - North East + + * [Connecticut](http://www.connrid.org/) + + * [Massachusetts](http://massrid.org/) + + * [New Hampshire](http://www.nhrid.org/) + + * [New Jersey](http://www.nj-rid.org/) + + * New York + + * [Genesee Valley](http://www.gvrrid.org/) + + * [Long Island](http://www.lirid.org/) + + * [Metro](http://nycmetrorid.org/) + + * Western + + * [Pennsylvania](http://www.parid.org/) + + * [Rhode Island](http://www.ririd.org/) + + * [Vermont](http://www.vtrid.org/) + +#### ____Region II - South East + + * [Alabama](http://www.alrid.org/) + + * [Florida](http://www.fridcentral.org/) + + * [Georgia](http://www.garid.org/) + + * [Mississippi](http://www.mississippirid.org/) + + * [North Carolina](https://northcarolinarid.org/) + + * [Potomac Chapter](http://www.pcrid.org/) + + * [South Carolina](http://www.southcarolinarid.org/) + + * [Tennessee](http://trid.wildapricot.org/) + + * [Virginia](http://www.vrid.org/) + +#### ____Region III - Mid West + + * [Illinois](http://www.irid.org/) + + * [Indiana](http://www.icrid.org/) + + * [Kentucky](https://www.kyrid.org/) + + * [Michigan](http://www.mirid.org/) + + * [Minnesota](http://www.mrid.org/) + + * [Ohio](http://www.ocrid.org/) + + * [Wisconsin](http://www.wisrid.org/) + +#### ____Region IV - Central + + * [Arkansas](http://www.arkansasrid.org/) + + * [Colorado](http://www.coloradorid.org/) + + * [Iowa](http://www.iowastaterid.org/) + + * [Kansas](http://www.kai-rid.org/) + + * [Louisiana](http://www.lrid.org/) + + * [Nebraska](http://www.nebraskarid.org/) + + * [New Mexico](http://www.nmrid.org/) + + * North Dakota + + * [Oklahoma](http://www.okrid.org/) + + * [South Dakota](https://sites.google.com/view/sdiarid) + + * [Texas](http://www.tsid.org/) + +#### ____Region V - Pacific + + * [Alaska](http://www.alaskarid.org/) + + * [Arizona](http://www.arizonarid.org/) + + * California + + * [Northern California](http://www.norcrid.org/) + + * [Central California](https://www.ccrid.info/) + + * [Sacramento Valley](http://www.savrid.org/) + + * [San Diego County](http://www.sdcrid.org/) + + * [Southern California](http://www.scrid.org/) + + * [Hawaii](https://hawaiirid.square.site/) + + * [Idaho](http://www.idahorid.org/) + + * [Nevada](http://www.nvrid.org/) + + * [Oregon](http://www.orid.org/) + + * [Utah](http://www.utrid.com/) + + * [Washington](http://wsrid.com/) + +## Newly Certified Information. + +Information on becoming certified and receiving your certificate can be found +here. + +#### ____Certification Cycle Dates + +A certificantโ€™s newly certified cycle start date is the date that CASLI sends +the exam results letter (the Results Sent date) and extends until December +31st of the year indicated by the following: + +If the Results Sent date falls between 7/1/2020 and 6/30/2021โ€ฆ..Newly +certified cycle ends 12/31/2025 +If the Results Sent date falls between 7/1/2021 and 6/30/2022โ€ฆ..Newly +certified cycle ends 12/31/2026 +If the Results Sent date falls between 7/1/2022 and 6/30/2023โ€ฆ..Newly +certified cycle ends 12/31/2027 + +Each successfully-completed certification cycle is followed by a four year +certification cycle, running from January 1 of the first year through December +31 of the fourth year. + +#### ____Newly Certified Packet + +You can expect to receive a Newly Certified Packet from RID approximately 6-8 +weeks after you have passed all required examinations __ and your results +letter was sent. This packet will include your certificate and a +congratulations letter. You should also receive an email when your new +certification is added to your RID account with information about maintaining +certification. + +_**Note:**_you may begin earning CEUs for your new certification cycle any +time on or after your certification start date_**.**_ + +#### ____Duplicate Certificates + +In the event that your certificate arrives damaged, with incorrect spelling or +information, or does not arrive at all (three weeks after being mailed), the +certificate will be replaced once free of charge. This replacement request +should be submitted in writing to certification@rid.org. + +In the event that you lose your certificate, need a replacement certificate, +want the name on the certificate updated due to a legal name change, or would +simply like a duplicate certificate, you may purchase one on the RID website. +Replacement certificates are processed once a month. + +#### ____Certified Membership + +Maintaining current RID membership is a requirement for maintaining RID +certification. If you are a current Associate Member at the time you achieve +certification, your membership will automatically be converted into a +Certified Membership. If you are not an Associate or Certified member at the +time you achieve certification, you need to pay Certified Member dues to bring +your membership into good standing. For more information, contact the Member +Services Department at [members@rid.org](mailto:members@rid.org). Keep in +mind: + + * Membership runs from July 1 through June 30 and is paid for annually. + * There is no extra charge for holding more than one RID certification or for holding specialty certification. + * Those who hold NAD certification must also keep their NAD certification dues in good standing with RID. + +#### ____Display Your Credentials + +One of the privileges of achieving RID certification is the ability to show +your credential on your business card, resume, brochures or other +advertisements, etc. Your credentials (also called โ€œpost-nomial +abbreviationsโ€) should be displayed only after your full name (with or without +middle initial) in the following order: + + 1. Given names (Jr., II, etc.) + 2. Academic degrees from highest level to lowest level above a bachelor degree (bachelor degree credentials are not typically displayed) + 3. State licensure credentials + 4. Professional certifications (such as RID credentials) + +Certificants who hold more than one RID certification should display them in +the following order: IC, TC, IC/TC, CSC, MCSC, RSC, OIC:V/S, OIC:S/V, OIC:C, +CI, CT, CI and CT, CDI, NIC, NIC Advanced, NIC Master, OTC, SC:PA, SC:L, NAD +III, NAD IV, NAD V, Ed:K-12. + +Digital Credentials: RID partnered with [Credly](https://info.credly.com/) to +provide you with a digital version of your credentials. Digital badges can be +used in email signatures or digital resumes, and on social media sites such as +LinkedIn, Facebook, and Twitter. This digital image contains verified metadata +that describes your qualifications and the process required to earn them. + +__ diff --git a/intelaide-backend/python/bkup_rid/programs_membership_affiliate-chapters_acrc.txt b/intelaide-backend/python/bkup_rid/programs_membership_affiliate-chapters_acrc.txt new file mode 100644 index 0000000..b83095a --- /dev/null +++ b/intelaide-backend/python/bkup_rid/programs_membership_affiliate-chapters_acrc.txt @@ -0,0 +1,955 @@ +Tools and resources to help manage and cultivate local Affiliate Chapters + +Affiliate Chapter Resource Center + +SHARING OUR VISION + +RIDโ€™s Affiliate Chapter Resource Center provides chapter leaders with tools +and resources to help manage and cultivate local Affiliate Chapters. The +Affiliate Chapter Resource Center provides tools to help Affiliate Chapters +excel. RIDโ€™s goal is to make your life as an Affiliate Chapter leader a little +easier. Therefore, on this website you will find resources just for you and +your members. + +The RID Affiliate Chapter Liaison will be working to develop additional +content for your use. If you have a specific request for information or are +interested in learning how other chapters have handled a specific issue, +please contact the RID Affiliate Chapter Liaison, Dr. Carolyn Ball, CI & CT, +NIC at [affiliatechapters@rid.org](mailto:affiliatechapters@rid.org). + +__AC Documents + + +### Affiliate Chapter Documents + +## [**Affiliate Chapter Document Resources**](http://www.education.rid.org) + +### Chapters are essential to the success and growth of Affiliate Chapters. In +order to support your work as a chapter leader, RID has created links of vital +information for your use. The RID Affiliate Chapter Liaison will discover and +share tools, resources, and samples for your Affiliate Chapter. View the most +recent additions, browse by category or tag, or search for the specific +information you are looking for below. + +#### ____Affiliate Chapter Handbook from RID + +[https://rid.org/programs/membership/affiliate- +chapters/](https://rid.org/programs/membership/affiliate-chapters/) + +#### ____AC Strategic Recommendations to Strengthen Our AC Network + +RID would absolutely benefit from fostering stronger relationships with our +ACs. and what, if anything, we should be doing differently. This is a +_Strategic Plan_ with ideas and strategies to strengthen our AC network in +alignment with RID's Strategic Priorities towards Organizational Effectiveness +and Organizational Relevance, as well as consider the role of ACs in RID's +Organizational Transformation. + + + +#### ____Bylaws + +Bylaws are the rules and principles that define your governing structure. They +serve as your nonprofit's architectural framework. Although bylaws aren't +required to be public documents, consider making them available to your +membership to boost your Affiliate Chapterโ€™s accountability and transparency. + +How to write Bylaws + +[https://learning.candid.org/resources/knowledge-base/nonprofit- +bylaws/](https://learning.candid.org/resources/knowledge-base/nonprofit- +bylaws/) + +[https://nonprofitally.com/start-a-nonprofit/nonprofit- +bylaws/](https://nonprofitally.com/start-a-nonprofit/nonprofit-bylaws/) + +[https://www.legalzoom.com/articles/best-practices-for-writing-nonprofit- +bylaws](https://www.legalzoom.com/articles/best-practices-for-writing- +nonprofit-bylaws) + +National RID Bylaws + +[https://rid.org/about/governance/](https://rid.org/about/governance/) + +Examples of RID Affiliate Chapter Bylaws + +[https://northcarolinarid.org/organizational- +bylaws](https://northcarolinarid.org/organizational-bylaws) + +[https://mrid.org/](https://mrid.org/) + +[http://nebula.wsimg.com/d3a57b6bfc602b0654f32049726b1d72?AccessKeyId=9AD5079068914C5D08A7&disposition=0&alloworigin=1](http://nebula.wsimg.com/d3a57b6bfc602b0654f32049726b1d72?AccessKeyId=9AD5079068914C5D08A7&disposition=0&alloworigin=1) + +[https://president2244.wildapricot.org/Bylaws](https://president2244.wildapricot.org/Bylaws) + +#### ____Document Retention Policies for Nonprofits + +Document retention policies are one of several good governance policies that +the IRS highlights on the IRS Form 990 by asking whether the filing nonprofit +has adopted a written record retention policy. + + + + + +#### ____Policy and Procedure Manual + +A policies and procedures manual is a comprehensive text that details every +aspect of Affiliate Chapter policy, the procedures for following those +policies and the forms needed to complete each process. A policies and +procedures manual is a reference tool for affiliate chapter leaders. + +How to write a Policy and Procedure Manual + +[https://www.nonprofitexpert.com/sample-nonprofit-board-policies-and- +procedures/](https://www.nonprofitexpert.com/sample-nonprofit-board-policies- +and-procedures/) + +National RID Policy and Procedure Manual + +[https://rid.org/about/governance/](https://rid.org/about/governance/) + +Examples of Affiliate Chapter Policy and Procedure Manuals + +[https://www.scrid.org/PP](https://www.scrid.org/PP) + +[https://president2244.wildapricot.org/Policies-and- +Procedures](https://president2244.wildapricot.org/Policies-and-Procedures) + +#### ____How to Make the Most of a Virtual Conference + +[https://www.chronicle.com/article/How-to-Make-the-Most- +of-a/249171](https://www.chronicle.com/article/How-to-Make-the-Most- +of-a/249171) + +#### ____What is Robert's Rules of Order? + +Robertโ€˜s Rules is practically synonymous with parliamentary procedure, and for +good reason. Robertโ€˜s Rules of Order sets out the parliamentary rules +organizations can adopt as a guide for establishing the conduct of the +organization and the management of its meetings. +In a nutshell, Robertโ€™s Rules make meetings meaningful. Those three words โ€” +making meetings meaningful โ€” so clearly describe the most immediate benefit to +learning and applying the principles of parliamentary procedure contained in +Robertโ€™s Rules. Robertโ€™s Rules provide guidance for most organizational +functions. + +[https://www.nhlta.org/ckfinder/userfiles/files/Roberts%20Rules%20of%20Order%20Simplified.pdf](https://www.nhlta.org/ckfinder/userfiles/files/Roberts%20Rules%20of%20Order%20Simplified.pdf) + +[https://www.hachettebookgroup.com/landing-page/roberts-rules-of- +order/](https://www.hachettebookgroup.com/landing-page/roberts-rules-of- +order/) + +[http://forsmallnonprofits.com/wp- +content/uploads/2018/05/RobertsRulesofOrderCheatSheet.pdf](http://forsmallnonprofits.com/wp- +content/uploads/2018/05/RobertsRulesofOrderCheatSheet.pdf) + +#### ____What is a parliamentarian? + +A parliamentarian is a consultant who advises the presiding officer and other +officers, committees, and members on matters of parliamentary procedure. +Parliamentarians are frequently used to assist with procedure during +conventions and board meetings. Such advisors often turn long, difficult +meetings into short, painless ones. + +A professional parliamentarian can provide many additional useful services +outside of an annual convention, including: + + * Train officers and committee chairs + * Conduct parliamentary workshops for local presidents and members + * Supervise credentials and elections + * Preside over particularly contentious meetings + * Provide formal parliamentary opinions + * Create or revise bylaws + * Advise on parliamentary tactics and strategy + +#### ____AC Questionnaire + +AC Questionnaire Results + + + + +### [AC Strategic Recommendations](https://rid.org/wp- +content/uploads/2023/09/Revitalizing-Our-Network_RID-Affiliate-Chapter- +Strategic-Recommendations.pdf) + +### Affiliate Chapters are essential to the success and growth of RID. In +order to support your work as an Affiliate Chapter leader, RID has created +links of vital information for your use. View the most recent additions, +browse by category or tag, or search for the specific information you are +looking for by clicking this link. + +__ + +### President + +It is important for the president of a nonprofit organization to be aware of +the responsibilities of that office. Learn about the responsibilities that can +help you become aware of the important responsibilities of a nonprofit +organization president. + +AC President Information + + +### AC President Resources + +## [**The role of the president in a non-profit +organization**](https://www.legalzoom.com/articles/what-are-the-duties-of-a- +nonprofit-president) + +### It is important for the president of a nonprofit organization to be aware +of the responsibilities of that office. Learn about the responsibilities that +can help you become aware of the important responsibilities of a non-profit +organization president. + +#### ____Liability Checklist + +Omissions of the Board of Directors (โ€œBoardโ€) or Officers can still leave a +risk of liability to both the nonprofit and its individual Directors, or +Officers. Nonprofit Directors are passionate about causes and serving the +community, but they often lack the required knowledge to understand their +obligations under the law. Such Directors are doing a good deed by +volunteering to sit on the Board; but the consequences of inattention can +โ€œpunishโ€ their otherwise โ€œgood deeds.โ€ + +[https://charitableallies.org/news/board- +liability/](https://charitableallies.org/news/board-liability/) + +#### ____How to Run a Board Meeting Effectively + +The problem in running non-profit board meetings is that despite their +importance, many people view board of director meetings as a drab and high +level mumbo jumbo. However, with some planning and foresight, you can make +these meetings more lively and engaging. Follow the steps below for a more +meaningful and productive meeting: + +[https://nonprofithub.org/board-of-directors/7-tips-for-running-effective- +nonprofit-board-meetings/](https://nonprofithub.org/board-of-directors/7-tips- +for-running-effective-nonprofit-board-meetings/) + +#### ____Reignite Your Nonprofit Boardโ€™s Passion with a Powerful Retreat + +A board retreat is an unparalleled opportunity for progress. It can be a +powerful way to address head-on some of the more challenging issues facing a +board and the organization it governs. Here are some tips to ensure your +retreat is powerful, productive, and positive. + +[https://www.nonprofitkinect.org/article/12322-reignite-your-nonprofit- +boardโ€™s-passion-with-a-powerful- +retreat](https://www.nonprofitkinect.org/article/12322-reignite-your- +nonprofit-board%E2%80%99s-passion-with-a-powerful-retreat) + +#### ____Team Building + +Most boards of directors of associations, clubs and nonprofits are composed of +individuals from different walks of life. They have joined the board because +they want to contribute in a meaningful way to their profession, industry or +society in general. Some folks are also looking for networking opportunities, +leadership experience, or simply for social interaction. Learn more about how +you can provide an effective team building event for your nonprofit board. + +[https://www.wildapricot.com/articles/build-an-effective-nonprofit- +board](https://www.wildapricot.com/articles/build-an-effective-nonprofit- +board) + +#### ____How to deal with conflict + +For incoming leaders: How can you manage conflicts in the nonprofit workplace? +These three tips in the link below put conflict into perspective and offer +constructive responses for nonprofit leaders. + +[https://www.globalgiving.org/learn/listicle/manage-conflicts-in-nonprofit- +workplace/](https://www.globalgiving.org/learn/listicle/manage-conflicts-in- +nonprofit-workplace/) + +#### ____Running a Business Meeting following Parliamentary Procedure + +All individuals attending the General Business meetings use the Parliamentary +Procedure. Member meetings are where members with voting rights may shape the +direction of the Organization, its priorities, and more. The videos below +explain basic parliamentary procedures to ensure an efficient, respectful, and +effective meeting of members and also provide examples of how the procedure +can be signed in ASL. + +[https://aslta.org/parliamentarian- +transcript/](https://aslta.org/parliamentarian-transcript/) + +#### ____What are the Affiliate Chapterโ€™s Responsibilities? + +Nonprofit board members have the legal responsibility to meet the duty of +care, the duty of loyalty, and the duty of obedience. Under well-established +principles of nonprofit corporation law, a board member must meet [certain +standards of conduct and attention in carrying out their +responsibilities](https://boardsource.org/product/legal-responsibilities-of- +nonprofit-boards-third-edition/) to the organization. Several states have +statutes adopting some variation of these duties that would be used in court +to determine whether a board member acted improperly. These standards are +usually described as the [duty of care, the duty of loyalty, and the duty of +obedience](https://boardsource.org/board-service-infographic/). + +[https://boardsource.org/resources/board-responsibilities-structures- +faqs/](https://boardsource.org/resources/board-responsibilities-structures- +faqs/) + + + __ + +### Vice President + +Tradition holds that nonprofits create a vice president position so theyโ€™ll +have someone ready to step in should the president be unable to complete his +or her term โ€“ in the same way we have a vice president of the United States. +But your bylaws could just as easily mandate another officer to fill this +role. + +AC Vice President Information + + +### AC Vice President Resources + +## [**The role of the Vice +President**](http://www.ceffect.com/2011/02/23/three-things-your-vice- +president-could-do/) + +### Tradition holds that nonprofits create a vice president position so +theyโ€™ll have someone ready to step in should the president be unable to +complete his or her term โ€“ in the same way we have a vice president of the +United States. But your bylaws could just as easily mandate another officer to +fill this role. + +### So rather than taking a perfectly capable board member and only ask them +to hold their breath waiting for the president to expire, wouldnโ€™t it be a +better use of the VPโ€™s talents to have something worthwhile to do? Especially +if part of the process of choosing a VP is to groom that person for leading +the board? + +#### ____Understanding Roles and Responsibilities of Nonprofit organizations +Board Members + +Since the board of directors is responsible for the health and future of the +non-profit organization, they create governing and financial policies. They +hold regular meetings and vote on issues involving the organization.** +**[ https://jjco.com/2017/09/22/understanding-nonprofit-board-roles- +responsibilities/](https://jjco.com/2017/09/22/understanding-nonprofit-board- +roles-responsibilities/) + +#### ____Functions of the Board + +Governance is an essential function of a nonprofit board. There are various +ways to govern as a board, depending on the board and organizationโ€™s +structure. + +[https://nonprofitquarterly.org/reframing- +governance-2/](https://nonprofitquarterly.org/reframing-governance-2/) + +#### ____Vice President's Roles and Responsibilities + +The Vice-President plays a crucial role in the operations of the nonprofit +board. Some general responsibilities are listed in the following link: + + + +#### ____The Importance of leaders and the Role of the Vice President of a Non +Profit Organization + +For working boards, the Vice-President carries out important responsibilities +for the organizationโ€™s operations. + +[https://careertrend.com/info-8303959-duties-vicepresident-nonprofit- +organization.html](https://careertrend.com/info-8303959-duties-vicepresident- +nonprofit-organization.html) + + + __ + +### Treasurer + +The board treasurer is a critical leadership role for an organization. By +reframing and taking a more expansive view of what the role entails, I hope +more new treasurers will enter the role with excitement instead of +intimidation and ultimately, that more people will want to volunteer for this +leadership opportunity. + +AC Treasurer Information + + +### AC Treasurer Resources + +## [**The Role of the Treasurer**](https://www.legalzoom.com/articles/what- +are-the-duties-of-a-nonprofit-president) + +### The board treasurer is a critical leadership role for an organization. By +reframing and taking a more expansive view of what the role entails, I hope +more new treasurers will enter the role with excitement instead of +intimidation and ultimately, that more people will want to volunteer for this +leadership opportunity. + +#### ____How to Find a CPA for Nonprofit Organizations + +The CPA designation is one of the most widely recognized and highly trusted +professional designations in the business world. Stringent qualifications and +licensing requirements sets them apart from other business professionals. In +order to receive the CPA designation, individuals have to meet rigorous +academic, professional and ethical standards. In addition, after they receive +the designation, they are required to receive continuing professional +education to stay up to date on current standards and requirements. + +[https://dwdcpa.com/blog/does-your-nonprofit-need-to-hire-a- +cpa](https://dwdcpa.com/blog/does-your-nonprofit-need-to-hire-a-cpa) + +#### ____Financial Health of a Nonprofit + +Many factors play into a nonprofitโ€™s financial status, but some categories are +particularly indicative of underlying health and stability. Nonprofit leaders +who recognize the importance of the factors below and act upon our suggestions +to maximize them will be better positioned to withstand scrutiny from donors, +board members and other interested parties and chart a course for sustained +success. + +[https://docs.google.com/document/d/1a76jF3VwCN_QGifICPUe8PcY25JhDaK6u3UiyhSaYcg/edit](https://docs.google.com/document/d/1a76jF3VwCN_QGifICPUe8PcY25JhDaK6u3UiyhSaYcg/edit) + +#### ____Reimbursement Policy and Forms + +These documents provide you with a starting point. We recommend you customize +them to meet the needs of your organization. Please consult an attorney before +adopting a policy that is legally binding. + +[https://www.nhnonprofits.org/resource-center/sample-documents-and- +templates](https://www.nhnonprofits.org/resource-center/sample-documents-and- +templates) + +#### ____Nonprofit Organizations Accounting Software + +Nonprofit organizations have a unique set of accounting software needs. The +software needs to be able to accurately handle contributions from a variety of +sources and produce reports that make it easier to submit an [IRS Form +990](https://www.thebalancesmb.com/resources-for-filing-irs-form-990-3193105) +and other tax documents. Thankfully, some low-cost and free options are +available for nonprofits that don't have a lot of money to spend on +specialized accounting software. Here are five of the best options with +information. + +[https://www.thebalancesmb.com/nonprofit-finance- +software-1294214](https://www.thebalancesmb.com/nonprofit-finance- +software-1294214) + +These six nonprofit accounting software options were chosen based on their +features lists, usability ratings, and their overall reviews. They are all +cloud-based software. Many options in our fund accounting software directory +are made for general accounting, but the six that made it into this piece are +specifically made for nonprofit accounting. +[https://blog.capterra.com/5-outstanding-nonprofit-accounting-software- +solutions-worth-paying-for/](https://blog.capterra.com/5-outstanding- +nonprofit-accounting-software-solutions-worth-paying-for/) + +#### ____What is the Role of the Board Treasurer? + +The board treasurer is a critical leadership role for an organization. By +reframing and taking a more expansive view of what the role entails, I hope +more new treasurers will enter the role with excitement instead of +intimidation and ultimately, that more people will want to volunteer for this +leadership opportunity. + +[https://www.propelnonprofits.org/blog/role-of-board- +treasurer/](https://www.propelnonprofits.org/blog/role-of-board-treasurer/) + +#### ____What Should You Do as the Treasurer? + +As treasurer, you are responsible for safeguarding your organization's +finances. A large portion of this protection should already be built into the +organization's bylaws. + +[https://www.growthforce.com/blog/you-just-became-a-nonprofits-treasurer- +heres-what-you-should-do](https://www.growthforce.com/blog/you-just-became-a- +nonprofits-treasurer-heres-what-you-should-do) + +#### ____What Are the Duties of the Treasurer? + +The treasurer will review the financial reports about the organizationโ€™s +budget constraints and spending habits. Financial reports also indicate the +financial health of the organization, regardless of the size of the budget. +Itโ€™s important that treasurers prepare financial reports that are clear, +accurate and timely, which helps to earn public trust in the organization. +More information about how to keep organized records can be found at: + +[https://www.boardeffect.com/blog/duties-nonprofit- +treasurer/](https://www.boardeffect.com/blog/duties-nonprofit-treasurer/) + +#### ____Tools and Resources for Nonprofits + +The National Council of Nonprofits produces and curates tools, resources, and +samples for nonprofits. View the most recent additions, browse by category or +tag, or search for the specific information you are looking for below. + +[https://www.councilofnonprofits.org/running-nonprofit/governance- +leadership/financial-literacy-nonprofit- +boards](https://www.councilofnonprofits.org/running-nonprofit/governance- +leadership/financial-literacy-nonprofit-boards) + +[https://www.councilofnonprofits.org/tools-resources/board-roles-and- +responsibilities](https://www.councilofnonprofits.org/tools-resources/board- +roles-and-responsibilities) + +#### ____Best Practices as a Nonprofit Board to File Your 990 Tax Form: + +There are many reasons why your entire board of directors should review your +organizationโ€™s draft [IRS Form 990](https://www.irs.gov/pub/irs-pdf/f990.pdf) +before it is filed. Of course, the most important reason is to ensure its +accuracy. Most board members donโ€™t have photographic memories and canโ€™t recall +each precise financial detail of the last year, but when you review it, look +for the โ€œstoryโ€ in the numbers. Is the draft form consistent with your +recollection about the prior year? Youโ€™ll spot discrepancies, such as +categories on the draft Form reporting โ€œzeroโ€ when you know there were +expenditures, or vice versa. + +[https://www.councilofnonprofits.org/running-nonprofit/administration-and- +financial-management/federal-filing-requirements- +nonprofits](https://www.councilofnonprofits.org/running- +nonprofit/administration-and-financial-management/federal-filing-requirements- +nonprofits) + +#### ____How Do I Find if an Affiliate Chapter Tax Exempt Status has Been +Revoked? + +Organizations whose federal tax exempt status was automatically revoked for +not filing a Form 990-series return or notice for three consecutive years can +be found at the link below. Important note: Just because an organization +appears on this list, it does not mean the organization is currently revoked, +as they may have been reinstated. + +[https://apps.irs.gov/app/eos/](https://apps.irs.gov/app/eos/) + +#### ____State Compliance of a Nonprofit Organization + +The guide at the link below provides a comprehensive look at what is required +for nonprofits to comply with their stateโ€™s laws. + +[https://www.harborcompliance.com/information/nonprofit-compliance- +guide](https://www.harborcompliance.com/information/nonprofit-compliance- +guide) + +#### ____Nonprofit Taxes + +In general, exempt organizations are required to file [annual +returns](https://www.irs.gov/charities-non-profits/annual-exempt-organization- +returns-notices-and-schedules "Annual Exempt Organization Returns, Notices and +Schedules"), although there are [exceptions](https://www.irs.gov/charities- +non-profits/annual-exempt-organization-return-who-must-file "Annual Exempt +Organization Return Who Must File"). If an organization does not file a +required return or files [late](https://www.irs.gov/charities-non- +profits/annual-exempt-organization-return-due-date "Annual Exempt Organization +Return: Due Date"), the IRS may assess +[penalties](https://www.irs.gov/charities-non-profits/annual-exempt- +organization-return-penalties-for-failure-to-file "Annual Exempt Organization +Return: Penalties for Failure to File"). Read more here to make sure you're +following the appropriate legal steps! + + + + + __ + +### Secretary + +In any organization, thereโ€™s someone whose job is to grab everything that +falls through the cracks. To keep everyone else on track. For a sports team, +itโ€™s the Coach. In a restaurant, itโ€™s the Head Chef. On a board of directors, +itโ€™s not the Chair. Not even the Treasurer. While those are important roles, +they couldnโ€™t do their jobs without the most key piece to the committee +puzzle: the Secretary. + +AC Secretary Information + + +### AC Secretary Resources + +## [**The Role of the Secretary**](https://www.legalzoom.com/articles/what- +are-the-duties-of-a-nonprofit-president) + +### In any organization, thereโ€™s someone whose job is to grab everything that +falls through the cracks. To keep everyone else on track. For a sports team, +itโ€™s the Coach. In a restaurant, itโ€™s the Head Chef. On a board of directors, +itโ€™s not the Chair. Not even the Treasurer. While those are important roles, +they couldnโ€™t do their jobs without the most key piece to the committee +puzzle: the Secretary. + +#### ____How to Write Board Meeting Minutes + +Learn how to write board meeting minutes and what to include. The link below +provides examples of how to write minutes and a template that may help in +organizing your affiliate chapter meeting minutes: + +[https://www.boardeffect.com/blog/best-practices-taking-nonprofit-board- +meeting-minutes/](https://www.boardeffect.com/blog/best-practices-taking- +nonprofit-board-meeting-minutes/) + +#### ____Are Board Meeting Minutes Public? + +As with many governance-related issues, thereโ€™s no fast and easy answer to the +question, โ€œAre nonprofit board meetings public?โ€ The honest answer is, โ€œIt +depends.โ€ + +[https://insights.diligent.com/boardroom-meeting-minutes/are-nonprofit-board- +meeting-minutes-public](https://insights.diligent.com/boardroom-meeting- +minutes/are-nonprofit-board-meeting-minutes-public) + +#### ____How to Organize Documents for a Nonprofit Organization + +Learn a quick summary of common recommendations regarding how to organize +documents for nonprofit organizations. + +[https://christiesaas.com/filing](https://christiesaas.com/filing) + +#### ____Find Out Your Stateโ€™s Document Retention Policies for Nonprofit +Organizations + +It is important to keep in mind that some states have state-specific sample +document retention policies and examples are available through the Council of +Nonprofits and are state specific. + +[https://www.councilofnonprofits.org/find-your-state- +association](https://www.councilofnonprofits.org/find-your-state-association) + +#### ____What Documents and Records are Important to Manage for a Nonprofit +Organization? + +Records and Information Management is a tool used by managers to determine +which records to retain, and for how long, and which records to discard. It +also includes tools to improve access to current records such as document +management systems, standardized file plans, indexing, etc. + +The discipline of Records and Information Management applies tests and +standards to an organization's records, determining their value both to the +group and to other potential users. Records managers survey and categorize +records by type and function. They evaluate each category to schedule records +for retention and disposal. + +[https://library.webhost.uic.edu/libweb/DTIA.pdf](https://library.webhost.uic.edu/libweb/DTIA.pdf) + +#### ____Where Does RID Keep the Archived RID Views? + +RID keeps the Archived RID Views at the below link: + +[https://drive.google.com/drive/u/0/folders/0B3DKvZMflFLdVFFDbmRSY2ZMVWM?resourcekey=0-0UZWHfzcIh7UNNzIbkPMCA](https://drive.google.com/drive/u/0/folders/0B3DKvZMflFLdVFFDbmRSY2ZMVWM?resourcekey=0-0UZWHfzcIh7UNNzIbkPMCA) + +#### ____Where Does RID Keep an Archive of all of the Journal of +Interpretations (JOIโ€™s)? + +You can find the archives to RID's publication JOI below: + +[https://rid.org/programs/membership/publications/](https://rid.org/programs/membership/publications/) + + + __ + +### Governance + +It is vital for the board of an affiliate chapter to understand the importance +of their roles and responsibilities. Below is a great resource to help each +member of the board understand their roles and responsibilities. + +AC Governance Information + + +### AC Governance Resources + +## [**Governance**](https://www.legalzoom.com/articles/what-are-the-duties-of- +a-nonprofit-president) + +### It is vital for the board of an affiliate chapter to understand the +importance of their roles and responsibilities. Below is a great resource to +help each member of the board understand their roles and responsibilities. + +#### ____The Fundamental Aspects of Nonprofit Board Service + +The link below is a list of topics addressing the fundamental aspects of +nonprofit board service. Each link leads to a page with a short introduction +to the topic followed by an extensive list of downloadable resources, topic +papers, and publications that pertain to it. More resources, including +additional publications, webinars, and training, can be easily found. Just +click on the link and you will find support for you as a nonprofit board +member. + +[https://boardsource.org/fundamental-topics-of-nonprofit-board- +service/](https://boardsource.org/fundamental-topics-of-nonprofit-board- +service/) + +#### ____Finding the Right Board Members for Your Nonprofit + +Finding the right board member for your nonprofit organization can be +challenging. The Council of Nonprofits has compiled resources and tips to help +you identify what makes a good board member. + +[https://www.councilofnonprofits.org/tools-resources/finding-the-right-board- +members-your-nonprofit](https://www.councilofnonprofits.org/tools- +resources/finding-the-right-board-members-your-nonprofit) + +#### ____What are Articles of Incorporation? + +"Your nonprofit articles of incorporation is a legal document filed with the +secretary of state to create your nonprofit corporation. This process is +called incorporating. In some states, the articles of incorporation is called +a certificate of incorporation or corporate charter." - Harbor Compliance, +2023 + +[https://www.harborcompliance.com/information/nonprofit-articles-of- +incorporation](https://www.harborcompliance.com/information/nonprofit- +articles-of-incorporation) + +#### ____Document Retention Policies for Nonprofits + +Document retention policies are one of several good governance policies that +the IRS highlights on the IRS Form 990 by asking whether the filing nonprofit +has adopted a written record retention policy. + + + + + + + +#### ____How to Write Effective and Successful Emails + +Don't come off as desperate or like a marketing company! Learn to create new, +fresh messages that make people want to open your emails. Nonprofit emails are +four times more likely to be opened than marketing emails. Send the right +message! + + + + + + + + + +#### ____Where Can I Find the National RID Articles of Incorporation? + +You can find RID's Articles of Incorporation using the link below: + +[https://drive.google.com/file/d/0B3DKvZMflFLdUlNsWnQxNUxrRDg/view](https://drive.google.com/file/d/0B3DKvZMflFLdUlNsWnQxNUxrRDg/view) + +#### ____What is a Policy and Procedure Manual? + +A Policy and Procedures Manual is a document compiled of policies and +procedures that the nonprofit organization needs to follow, to ensure its +compliance with local, state and federal laws, and for its success. Have a +central document that has all of the policies and procedures makes it easier +for those involved with the nonprofit to understand the requirements and to +comply. + +[https://bizfluent.com/how-4422449-write-manual-non-profit- +organization.html](https://bizfluent.com/how-4422449-write-manual-non-profit- +organization.html) + +#### ____Where Can I find RIDโ€™s Policy and Procedure Manual? + +Find RID's PPM below: + +[https://documentcloud.adobe.com/link/track?uri=urn%3Aaaid%3Ascds%3AUS%3Ab3960c21-80d7-4cbf- +bd2e-ecff344014be#pageNum=1](https://documentcloud.adobe.com/link/track?uri=urn%3Aaaid%3Ascds%3AUS%3Ab3960c21-80d7-4cbf- +bd2e-ecff344014be#pageNum=1) + +#### ____What is the Importance of Bylaws? + +Bylaws are essential for the boardโ€™s functions. They outline the governance +structure of the organizationโ€™s board of directors, and is often considered as +a legal document. For more information, please see the following link: + + + +#### ____Where Can I find a Copy of RIDโ€™s Bylaws? + +RID's Bylaws PDF is below: +[https://rid.org/wp-content/uploads/2023/04/Bylaws-revised- +April-2020.pdf](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised- +April-2020.pdf) + +#### ____How Affiliate Chapters Can Diversify Their Boards + +Making real change in an affiliate chapterโ€™s diversity โ€” including in its +culture, and practices โ€” is important, but many organizations donโ€™t have a +clear model of success. Learn how Affiliate Chapters can have a clear plan to +create diversity. + +[https://www.philanthropy.com/article/how-foundations-can-help-businesses- +diversify-their-work-forces](https://www.philanthropy.com/article/how- +foundations-can-help-businesses-diversify-their-work-forces) + +#### ____Recruiting Volunteers for Your Affiliate Chapter + +Volunteers often are key to a nonprofit organizationโ€™s success. But the +question arises: how do we recruit solid volunteers? What criteria should we +use to identify who would be a good fit for your organization? + +[https://www.501commons.org/resources/tools-and-best-practices/volunteer- +management/recruitment-1](https://www.501commons.org/resources/tools-and-best- +practices/volunteer-management/recruitment-1) + +#### ____Annual Reports + +RID publishes an annual report for its members, outlining RIDโ€™S achievements +for the year as well as an annual financial report. You may find the national +RIDโ€™s annual reports at the link below. Additionally, you may wish to publish +your own annual report for your affiliate chapter members to see the business +of the organization. + +[https://rid.org/about/governance/#guidingdocuments](https://rid.org/about/governance/#guidingdocuments) + +#### ____Nonprofit Taxes + +In general, exempt organizations are required to file [annual +returns](https://www.irs.gov/charities-non-profits/annual-exempt-organization- +returns-notices-and-schedules "Annual Exempt Organization Returns, Notices and +Schedules"), although there are [exceptions](https://www.irs.gov/charities- +non-profits/annual-exempt-organization-return-who-must-file "Annual Exempt +Organization Return Who Must File"). If an organization does not file a +required return or files [late](https://www.irs.gov/charities-non- +profits/annual-exempt-organization-return-due-date "Annual Exempt Organization +Return: Due Date"), the IRS may assess +[penalties](https://www.irs.gov/charities-non-profits/annual-exempt- +organization-return-penalties-for-failure-to-file "Annual Exempt Organization +Return: Penalties for Failure to File"). Read more here to make sure you're +following the appropriate legal steps! + + + + + __ + +### Webinars + +Affiliate Chapter Leaders can enjoy a buffet of exclusive resources from the +RID AC Webinar series. The webinars will help AC leaders develop expertise and +knowledge to deliver excellence as an AC leader. Click here for more details! + +AC Webinars Information + + +### AC Webinar Resources + +## [**Affiliate Chapter Webinars**](http://www.education.rid.org) + +### Thank you for your leadership and service to RID! Because RID appreciates +AC leaders, we are providing you, AC leaders, with webinars which you can +receive free CEUโ€™s. Thus far, there are five webinars. Once you have +established your CEC login information, you will be able to watch the +webinars. See below for the webinars that are available to you! + +**Webinar #1: The RID Affiliate Chapter Handbook: Whatโ€™s It All About** + +[https://education.rid.org/products/the-rid-affiliate-chapter-handbook-whats- +it-all-about](https://education.rid.org/products/the-rid-affiliate-chapter- +handbook-whats-it-all-about) + +**Webinar #2: How to Run an RID Affiliate Chapter Without Running out of Gas** + +[https://education.rid.org/products/how-to-run-an-rid-affiliate-chapter- +without-running-out-of-gas](https://education.rid.org/products/how-to-run-an- +rid-affiliate-chapter-without-running-out-of-gas) + +**Webinar #3: How to Retain and Organize Affiliate Chapter Documents** + +[https://education.rid.org/products/how-to-retain-organize-affiliate-chapter- +documents](https://education.rid.org/products/how-to-retain-organize- +affiliate-chapter-documents) + +**Webinar #4: How Virginia RID Succeeded in Hosting a Virtual Conference** + + + +**Webinar #5: The Basics of Robert 's Rules of Order** + + + + + __ + + __ + +### Planning a Virtual Conference + +Virtual events can vary widely, from a few attendees to a few thousand, and +from one session to weeks of activities. There is no one-size-fits-all +approach to conducting a virtual event. Included in this folder are resources +to help plan a successful virtual event. + +Planning a Virtual Conference + + +### Planning a Virtual Conference + +## [**Virtual Conference**](https://rid.org/wp- +content/uploads/2023/11/Complete-Guide-to-Virtual-Events.pdf) + +### Virtual events can vary widely, from a few attendees to a few thousand, +and from one session to weeks of activities. There is no one-size-fits-all +approach to conducting a virtual event. Included in this folder are resources +to help plan a successful virtual event. + +#### ____Complete Guide to Virtual Events + + + + + __ + +### Leadership Resources + +Leadership resources are important because they help you gain the skills +necessary for guiding and inspiring others. Effective leaders often know how +to highlight the best qualities in the people around them using resources. + +Leadership Resources + + +### Leadership Resources + +## [**Leadership Resources**](https://rid.org/wp-content/uploads/2023/11/The- +Myth-of-the-Brilliant-Charismatic-Leader.pdf) + +### Leadership resources are important because they help you gain the skills +necessary for guiding and inspiring others. Effective leaders often know how +to highlight the best qualities in the people around them using resources. + +**How to be a Better Leader** + + + + +### Quick Links for Chapter Leaders and those interested in getting involved! + +#### AC Documents + +Affiliate Chapters are essential to the success and growth of RID. In order to +support your work as an Affiliate Chapter leader, RID has created links of +vital information for your use. View the most recent additions, browse by +category or tag, or search for the specific information you are looking for by +clicking this link. + +#### **[Start a Chapter](https://rid.org/programs/membership/affiliate- +chapters/#startachapter)** + +In this venture, you will have the support of the RID Board of Directors, RID +Headquarters and the members of the Affiliate Chapter Relations Committee. + +#### **[Contact Our Affiliate Chapter +Liaison](mailto:affiliatechapters@rid.org)** + +Our Affiliate Chapter Liaison is here to answer your questions, provide +resources and guidance, and collaborate with Chapter Leaders. + +__ diff --git a/intelaide-backend/python/bkup_rid/programs_membership_publications.txt b/intelaide-backend/python/bkup_rid/programs_membership_publications.txt new file mode 100644 index 0000000..a20c36a --- /dev/null +++ b/intelaide-backend/python/bkup_rid/programs_membership_publications.txt @@ -0,0 +1,340 @@ +Dive into your exclusive access to RID publications and materials. + +Publications + +### **As RID members, you have access to RIDโ€™s digital quarterly magazine, +VIEWS; Journal of Interpretation; and RID Pressโ€™ ebooks and printed books. A +wealth of information is available for our members.** + +### RID Press. + +#### The professional publishing arm of RID. + +[RID Bookstore](https://ridpress.org/) + + __ + +#### RID Press + +RID Press is a professional publishing arm of RID. The mission of RID Press is +to extend the reach and reputation of the Registry of Interpreters for the +Deaf (RID) through the publication of scholarly, practical, artistic and +educational materials that advance the learning and knowledge of the +profession of interpreting. The Press seeks to reflect the mission of RID by +publishing a wide range of works that promote recognition and respect for the +language and culture of deaf people and the practitioners in the field. + +As a part of RIDโ€™s strategic goals, we focus on providing interpreters with +the educational tools they need to excel and succeed at their profession. One +way we are able to accomplish this objective is through the publications, +communications, and products we offer to members. + +[Shop Now!](https://ridpress.org/) + +#### ____Benefits of Publishing with RID Press + + * Peer review by some of the professionโ€™s most respected interpreters. + * Professional editing, composition and printing. + * Built in target audience through RIDโ€™s membership. + * Extensive marketing and distribution efforts. + * Industry standard royalties. + * The prestige of having your work published by the Association that represents the interpreting profession. + +#### ____Books and Reference Materials + +RIDโ€™s catalog of publications, books, and reference materials offers a wide +variety of titles relevant to the interpreting profession written by authors +who have established distinguished careers and reputations as some of the most +respected interpreters in their field. + +#### ____RID Online Bookstore + +The RID Online Bookstore is open and taking orders! Please click +[here](http://ridpress.org) or the SHOP NOW link below to explore our latest +offerings and place an order! + +### VIEWS. + +#### A bilingual publication with equal preference to ASL and English. + +[VIEWS +Archives](https://drive.google.com/drive/u/0/folders/0B3DKvZMflFLdVFFDbmRSY2ZMVWM?resourcekey=0-0UZWHfzcIh7UNNzIbkPMCA) + + __ + +#### VIEWS + +VIEWS, RIDโ€™s digital publication, is dedicated to the interpreting profession. +As a part of RIDโ€™s strategic goals, we focus on providing interpreters with +the educational tools they need to excel at their profession. VIEWS is about +inspiring thoughtful discussions among practitioners. With the establishment +of the VIEWS Board of Editors, the featured content in this publication is +peer-reviewed and standardized according to our bilingual review process. +VIEWS is on the leading edge of bilingual publications for English and ASL. In +this way, VIEWS helps to bridge the gap between interpreters and clients and +facilitate equality of language. This publication represents a rich history of +knowledge-sharing in an extremely diverse profession. As an organization, we +value the experiences and expertise of interpreters from every cultural, +linguistic, and educational background. VIEWS seeks to provide information to +researchers and stakeholders about these specialty fields and groups in the +interpreting profession. We aim to explore the interpreterโ€™s role within this +demanding social and political environment by promoting content with complex +layers of experience and meaning. + +[Submit to VIEWS!](https://rid.org/views-article-submission-form/) + +#### ____Written Submission Guidelines + +**Review the VIEWS Submission Guidelines Here:** + +The value of VIEWS comes from the article submissions we receive from the +experts in the interpreting field, such as you! Your experiences and knowledge +can be shared with the more than 16,000 readership of VIEWS just by submitting +an article. RID seeks to utilize VIEWS as a forum for interpreters to +communicate values, ideas, concerns, challenges and more, but we need your +help to make that happen. Submit an article today to join the ranks of +knowledgeable and experienced experts of the interpreting field who have +contributed to VIEWS in the past. + +#### ____Video Submission Guidelines + +**Review the VIEWS Video Submission Guidelines Here:** + +VIEWS is a bilingual publication in support of the member motion ratified at +the RIDNOLA15 conference (C2015.09). Articles are reviewed when both an ASL +and English version have been submitted. Authors may consult with the VIEWS +Board of Editors about developing bilingual content and are encouraged to seek +colleague or community support for production of their second language if they +feel that would best present their article. The goal of our publication is to +achieve linguistic equivalence, and so the meaning and content of the article +should be equally represented in both written and visual mediums, according to +the authorโ€™s signing/writing style and cultural expression, rather than one +version reading as a primary article with an accompanying translation into the +other language. + +#### ____Submit to VIEWS + +The value of VIEWS comes from the article submissions we receive from the +experts in the interpreting field, such as you! Your experiences and knowledge +can be shared with the more than 16,000 readership of VIEWS just by submitting +an article. RID seeks to utilize VIEWS as a forum for interpreters to +communicate values, ideas, concerns, challenges and more, but we need your +help to make that happen. Submit an article today to join the ranks of +knowledgeable and experienced experts of the interpreting field who have +contributed to VIEWS in the past. + +**[Submit to VIEWS Here!](https://rid.org/views-article-submission-form/)** + +#### ____Advertise in VIEWS + +[Find our Advertising Rates Here: https://rid.org/wp- +content/uploads/2023/04/RID-2023-Advertising-Media- +Kit.pdf](https://rid.org/wp-content/uploads/2023/04/RID-2023-Advertising- +Media-Kit.pdf) + +With over 14,000 members in the U.S. and abroad, RID is the largest, +comprehensive registry of American Sign Language (ASL) interpreters in the +country! Easily reach our members through our eNEWS, VIEWS, and website/ +social media platforms for your company or organizationโ€™s job announcements, +events, and promotions. Interactive opportunities available to engage your +potential customers and clients in a way that is unmatched. + +#### ____Why VIEWS is Unique to RID Members + +While we publish updates on our website and social media platforms, unique +information from the following areas can only be found in VIEWS: + + * Both research- and peer-based articles/columns + * Interpreting skill-building and continuing education opportunities + * Local, national, and international interpreting news + * Reports on the Certification Program + * RID committee and Member Sections news + * New publications available from RID Press + * News and highlights from RID Headquarters + +#### Journal of Interpretation + +#### An annual publication that includes articles, research reports and +commentaries relevant to the interpreting field. + +[Publish in the +JOI!](https://drive.google.com/file/d/0B3DKvZMflFLdVzAxckRnVzExWjA/view?resourcekey=0-0RKF4f_Vw- +LJ3zTc3X1oIw) + +__ + +### JOI. + +The Journal of Interpretation (JOI) is under RID Publications, and publishes a +broad scope of scholarly manuscripts, research reports, and practitioner +essays and letters relevant to effective practices in the signed language +interpreting profession. JOI provides a peer-reviewed platform for stimulating +thought and discussion on topics that reflect a broad, interdisciplinary +approach to interpretation and translation. JOI expressly aims to serve as an +international forum for the cross-fertilization of ideas from diverse +theoretical and applied fields, examining signed or spoken language +interpreting and relationships between the two modalities. + +#### ____JOI Guidelines + +#### [Publishing in the JOI: Guidelines and +Recommendations](https://drive.google.com/file/d/0B3DKvZMflFLdVzAxckRnVzExWjA/view?usp=sharing) + +#### [Downloadable PDF Page for Author +Guidelines](https://drive.google.com/file/d/0B8TteTR2nf7QZGRqckdZT213YUtJVWZ1U3JCMFI3TDROWm5Z/view?usp=sharing) + +#### ____JOI Submissions + +Deadline for submissions is March 1st of every year and may be made to any of +the following JOI sections: + +**1\. Research and Application:** Original quantitative, qualitative, and +mixed methods research reports must be accompanied by a statement that the +project was undertaken with the understanding and written consent of each +participant and was approved by the local ethics committee. The Editors +reserve the right to reject a paper if there is doubt as to whether +appropriate procedures have been used to collect data with human subjects. +Authors may focus on recent original research, replication of research, or +reviews of research. The RID Research Grant recipient/s will publish research- +in-progress updates and final reports in the JOI. + +**2\. Innovative Practices in Interpreting:** JOI welcomes practitioner essays +related to, but not limited to, business practices, interpreting with diverse +populations, ethical decision-making, development and growth of the +profession, mentorship, contemporary issues in interpreting, and +certification. + +**3\. Reviews:** Authors will be individually invited by the Editors to review +current resources (e.g., books, media, curricula, services) that are devoted +to interpreting skill development, knowledge expansion, intercultural +competency, and best practices. A review should advance the interpreting +profession by providing a critical and comprehensive evaluation of the +resource. + +The value of the JOI is dependent upon the quality of submissions received +from interpreters, translators, interpreter educators, and other related +professionals. This is an excellent opportunity for you to share your depth of +knowledge and expertise with your fellow interpreters and a readership of more +than 15,000 individuals. + +#### ____Requirements for Submissions + + * All manuscripts should be **original work**. It is the authorโ€™s responsibility to obtain written permission for unpublished or published material quoted in excess of fair use, and for the reprinting of illustrations from unpublished or copyrighted material (for both print and electronic versions). + * **Style:** American Psychological Association (APA 6th) format for style, notes and references is required for editorial consideration. Manuscripts should be print ready. Please see the APA Publication Manual for proper formatting of headings and titles. Indent paragraphs with the Tab key, not by setting a defined indention for the paragraph in the word processor. + * **Format:** The manuscript should be in Word format using Times New Roman, 12-point font and double spaced with 1-inch margins. No color should be used in the manuscript. Please do not change fonts, spacing, or margins or use style formatting features at any point in the manuscript except for tables. + * **Art:** All embedded art, pictures, graphs and charts should be included as separate files in EPS, PDF, TIFF, BMP or JPEG formats, and in grayscale or black and white mode. Bitmap art should be 600 DPI. + * **Photos:** Photographs and grayscale items should be 300 DPI. + * **Length:** Manuscripts should be limited to approximately 30 pages, and the Editors will make recommendations for shortening any paper if that appears appropriate without loss of essential content. Shorter papers are welcome. A concise, well-written paper is easier for the Editors and reviewers to evaluate, and this can help to speed up publication. Submissions should be no larger than 2 MB. + * **Citations:** Only citations referred to in the manuscript should be listed in the references. Thoroughly check all references before submitting to ensure that all sources cited in the text appear in the references and vice versa. Make sure that all references are accurate and complete, including the Digital Object Identifier (doi) when available. + * **Anonymity:** Authors should NOT place their names on the manuscript and should obscure identifiable citations. Ensure that the manuscript is appropriately blinded and contains no clues to the authorโ€™s identity or institutional affiliation outside of the title page. The identifying information of the author that is embedded in the Microsoft Office file should also be removed. Please double-check your manuscript for: + + 1. Self citations that are โ€œin pressโ€ + 2. Self referential citations that reveal author identity + 3. Institution name + 4. References to institution-specific documents + + * **Title page:** Authorsโ€™ names should appear below the title, with the name of each author given in full. When applicable, the university where the work was carried out should be given below the authorsโ€™ names. Include full names, addresses, fax numbers, telephone numbers, and email addresses of all authors, designating one as Corresponding Author. + * **Running Head:** The running head should contain no more than 50 characters (including spaces). + * **Submission:** All submissions are made from the JOI website (). From the site, you select โ€œ**Submit Article** โ€ and follow the prompts. You will need the _MS WORD document_ of your manuscript ** _without_** a title page, running head or page numbers. The system will automatically add these when needed. Further formatting details are provided below. + +When you access the JOI website and proceed to submit your manuscript, you +will be asked for the name of the author(s), their email addresses, as well as +the full title of the manuscript, a shortened title (for use as a running +head), an abstract (which is required), and any authorโ€™s notes or +acknowledgements. All of these details are appropriately added to your article +prior to publication but are not provided (other than the abstract) to +reviewers to protect the integrity of the blind-review process. + +#### ____Editorial Review Process + +Once a manuscript is received, it is reviewed by the Editors to ensure that it +adheres to the editorial standards of the journal. If the manuscript is +determined to meet these standards, it is then sent to a minimum of two +reviewers. JOI follows a double-blind review process that conceals the +identity of both the author and the reviewers. Reviewers are asked to complete +their review within a four-week time period. The Editorsโ€™ decision regarding +publication is based on the reports of reviewers. Authors will be informed of +the editorial decision, on average, within 6 weeks of submission. If the +manuscript is a resubmission following revision, authors will be required to +complete a matrix, provided to them by the Editors, that responds to the +concerns of reviewers. + +#### ____Editorial Board + +If you are interested in reviewing manuscripts as a member of the JOI Board of +Editors, the Editors invite you to submit a letter of interest. Manuscript +reviewers are vital to the publications process. As a reviewer, you will gain +valuable experience in publishing and provide a much-needed service to the +profession. The Editors are particularly interested in encouraging members of +underrepresented groups to participate in this process. + +To be selected as a reviewer, you must: + +(a) have published articles in peer-reviewed journals. The experience of +publishing provides a reviewer with the basis for preparing a thorough, +objective review. +(b) be a regular reader of several journals that are most central to the +profession of interpreting. Current knowledge of recent publications provides +a reviewer with the knowledge base to evaluate a new submission within the +context of existing research. +(c) provide your curriculum vita with a letter of interest. In your letter, +specifically describe your area of expertise. +(d) be prepared to invest the necessary time to evaluate a manuscript +thoroughly (usually a minimum of four hours) and provide feedback within 4 +weeks. + +_For more information, please contact JOI Editors,[Len +Roberson](mailto:len.roberson@unf.edu?subject=JOI), Ph.D., CI and CT, SC:L or +[Barbara Shaffer](mailto:bshaffer@unm.edu), Ph.D., CI and CT, SC:L_ + +#### ____JOI Archives + +Here are the links to find the back issues of JOI. They are housed in two +different places. + + * [**1981, 1982, 1985, 1986, 1987, 1992, 1993, 1995, 1997, 1999, 2000, 2001, 2002, 2003, 2004, 2005, 2007, 2007, 2008 & 2009, 2010** are here on our Google Drive. Especially note the JOI Table of Contents.](https://drive.google.com/open?id=0B3DKvZMflFLdcEtUM1BNb2Z5WFE) + + * [**2011 to current** : the new digital archive is here, at digital commons at the University of North Florida.](http://digitalcommons.unf.edu/joi/) + +### Searching the Google Drive: + +In order to search the Google drive that holds 1981-2010, however, thereโ€™s a +few things you need to know. + +First, you must have a Google email account. This is free, and you can sign up +via . This will give you access to all of the +features of Google, including Google Drive. When you open the link above, it +will then present you with the option โ€œOpen in Driveโ€ (upper right corner). + +When you jump to the archive, and you want to search, you should enter a few +things in the search box at the top: + +The โ€œtype:pdfโ€ qualifier will help narrow down your search to PDF files. All +of our VIEWS issues are stored in PDF format. + +After that, use quotation marks โ€ โ€ to define the search terms that you want +to search for. The more terms you use, the more it will narrow things down. +You can search for authorโ€™s name, key words (like โ€œagencyโ€, โ€œcodaโ€, โ€œITPโ€, +etc.), locations (โ€œOregonโ€), etc. + +Youโ€™ll then get back a list of results. Clicking on these results will allow +you to see the file. + +## Membership Stats. + +### 13,740 RID members + +### 10,385 Certified interpreters + + +### Annual Reports + +RID publishes an Annual Report for its members, outlining our achievements for +the year as well as an annual financial report. + +[RID Annual +Reports](https://drive.google.com/drive/u/4/folders/1Nto4CPUuq_cdyo_182nBPYqxt_lT1ClR) + +__ diff --git a/intelaide-backend/python/bkup_rid/programs_webinars.txt b/intelaide-backend/python/bkup_rid/programs_webinars.txt new file mode 100644 index 0000000..5381679 --- /dev/null +++ b/intelaide-backend/python/bkup_rid/programs_webinars.txt @@ -0,0 +1,202 @@ +Webinars + +### Webinars. + + +#### RID WEBINARS + + __ + +#### ____More About RID Webinars + +To take advantage of the webinars provided on our CEC platform, you need to be +an Associate, Certified, or Student member of RID. For assistance, contact +[webinars@rid.org](mailto:webinars@rid.org). If you are a current member, you +have received email instructions from RID with your login information for the +Continuing Education Center. + +If you need to confirm your account information, please visit +[myaccount.rid.org](http://myaccount.rid.org/). + +#### ____Webinar FAQs + +**My password for myaccount.rid.org isn 't working. How do I log in? ** +Your CEC username is your RID member ID number, but your password may be +different from the password you use to log in to your RID member portal. If +you are not sure what your CEC password is, please use the โ€œForgot Passwordโ€ +tool at https://education.rid.org/password/forgot and enter the email address +associated with your RID member account to reset it. + +**If I can 't attend a webinar live, will it be recorded? +**Yes, most workshops will be available for viewing after the live event +occurs. In the unlikely event the webinar will not be recorded, this will be +advertised during the registration process. + +**I watched a webinar yesterday, when will my CEUs show up for that webinar?** +Your CEUs will show up within 60 days from the completion of the workshop. Be +sure that you've accessed the certificate of completion for the activity to be +added to the queue for CEU processing. + +**How long do I have to complete the activity?** +Effective 9/22/2023, you have five (5) years from the date of registration to +complete the activity. An independent study must be completed within one year +from the date the independent study plan was submitted. + +**Who do I contact if I 'm having issues with the webinar?** +Please email [webinars@rid.org](mailto:webinars@rid.org) with any issues. Do +remember that the response time is up to three business days. This will not +affect your earning of CEUs. + +**What is the refund policy?** +Refunds will not be provided for purchased activities. You may exchange the +activity for another archived activity of equal value if you have not started +the activity. Please email [webinars@rid.org](mailto:webinars@rid.org) with +your request. + +**[Present a Webinar](https://rid.org/webinar-presentation-proposal/)** + +#### Access and browse all RID CEC webinars here. + +[RID CEC Catalog](https://education.rid.org/catalog) + +### EATE Project. + +[EATE Project at a Glance](https://rid.org/wp-content/uploads/2024/01/Revised- +Full-EATE.png) + +#### Enhancing Awareness Through Education Project + + __ + +#### ____What is the EATE Project? + +Aligning with RIDโ€™s mission to foster the growth of the ASL interpreting +profession and community, EATE will provide educational opportunities that +coincide with nationally recognized diversity months. These months include +topics such as cultural awareness, heritage months, mental health, and more! +CEUs will be offered throughout the calendar year to promote professional +development while encouraging broadened awareness within our community. + +This project aims to encourage individuals to participate in EATE events that +are intended to raise awareness on topics that go beyond the surface, through +CEU opportunities that provide education and professional development across a +broad spectrum of lived experiences and issues. By providing a wide range of +thoughtful learning opportunities, we hope this program will foster a culture +of individual and professional growth year-round. + +#### ____Project Topics and Schedule + +Webinars will be available monthly throughout the year. Please see the list of +topics**here**, which also includes the month they will be presented as well +as the deadline for submission materials. + +CLICK HERE FOR THE LIST OF TOPICS AND SCHEDULE + +#### ____Presenter and Proposal Submissions + +We are seeking content experts to present on these topics throughout the year. +To create as much opportunity as possible, EATE will offer multiple webinars +each month. + +Submission deadlines are strict and set to the 10th of the month before a +webinar is scheduled to be presented. Submissions do not guarantee selection; +however, they may be considered for a different month or 2025 should the topic +apply. Diversity, Equity, Inclusion, Accessibility, and Belonging (DEIAB) are +part of the cornerstones of RID, and we want to ensure presenters submit +activities that will align with these values. + +[SUBMIT AN EATE PROPOSAL HERE](https://rid.org/eate-project-proposals/) + +#### ____Project FAQs + +**If I 'm not a RID member, can I submit a proposal for a webinar? +**Yes, the more the merrier! RID is seeking professionals from all sides +including interpreters, teachers, as well as Deaf consumers, and Deaf +professionals. + +**If I 'm not a RID member, can I still attend a webinar?** +Yes! Webinars under this project will be offered to non-members at a different +rate. To become a member and receive the benefit of a discounted webinar rate, +[click here](https://rid.org/programs/membership/)! + +**Can I submit a recommendation for another topic or a potential presenter?** +We are more than happy to accept recommendations on topics and presenters. +Please email any recommendations to +[webinars@rid.org](mailto:webinars@rid.org). + +**How do I request accommodations?** +For reasonable accommodations, please submit your request to +[webinars@rid.org](mailto:webinars@rid.org). + +**[Submit an EATE Proposal](https://rid.org/eate-project-proposals/)** + + +### Enhancing Awareness Through Education Project Topics and Schedule + +Month of Presentation | Topics | Submission Deadline +---|---|--- +February | Black History Month | January 10, 2024 +March | Women's History +Women's Health | February 10, 2024 +April | Deaf History +Neurodiversity | March 10, 2024 +May | Asian American and Pacific Islander (AAPI) Heritage Month +Mental Health | April 10, 2024 +June | LGBTQ2S+ | May 10, 2024 +July | Disability Awareness | June 10, 2024 +September | Hispanic Heritage Month +Recovery Awareness +Suicide Awareness | August 10, 2024 +October | Global Diversity | September 10, 2024 +November | Native American Heritage Month | October 10, 2024 +December | HIV / AIDS Awareness | November 10, 2024 + + + +## Continue to grow on your interpreting journey, there's always more to +learn. + +__ + +#### Ethics Webinars + +The complexities of Ethics are a fascinating subject to navigate. And a huge +benefit to RID membership is an interpreterโ€™s duty to maintain ethical +standards. + +[Browse Ethics Content +Here](https://education.rid.org/catalog#form_type=catalog-quick- +filter&page=1&categories\[\]=2449&webinar_type=0&sort_by=new_to_old) + +__ + +#### PPO Webinars + +Learn more about the dynamics of Power, Privilege, and Oppression. + +[Browse PPO Content Here](https://education.rid.org/catalog#form_type=catalog- +quick-filter&page=1&categories\[\]=2453&webinar_type=0&sort_by=new_to_old) + +__ + +#### Safety Webinars + +Expand your knowledge on topics from domestic violence and active shooting, to +boundaries and trauma. + +[Browse Safety Content +Here](https://education.rid.org/catalog#form_type=catalog-quick- +filter&page=1&categories\[\]=2454&webinar_type=0&sort_by=new_to_old) + +__ + +#### DeafBlind Webinars + +Explore the specific experiences of DeafBlind interpreting strategies from +experts in the field. + +[Browse DeafBlind Content +Here](https://education.rid.org/catalog#form_type=catalog-quick- +filter&page=1&categories\[\]=2447&webinar_type=0&sort_by=new_to_old) + +__ diff --git a/intelaide-backend/python/bkup_rid/rid-forms.txt b/intelaide-backend/python/bkup_rid/rid-forms.txt new file mode 100644 index 0000000..7fe38e3 --- /dev/null +++ b/intelaide-backend/python/bkup_rid/rid-forms.txt @@ -0,0 +1,158 @@ +RID Forms[Jenelle Bloom](https://rid.org/author/jbloom/ "Posts by Jenelle +Bloom")2025-02-03T21:51:59+00:00 + +## Certification Forms. + +__ + +#### Verification, Reinstatement, and moreโ€ฆ + +#### ____Certification Verification Form + +To request verification of your certification, please complete and submit this +form: . Note that the Certification +Department has gone paperless and is no longer accepting submissions mailed to +HQ. Submissions mailed to HQ will not be processed. + +#### ____Certification Reinstatement - CEUs Requirements + +If the loss of certification was due to failure to comply with the CEU +requirement, please complete and submit [this form](https://rid.org/wp- +content/uploads/2024/07/RID-Certification-Reinstatement-Request-Form- +CEUs.pdf). + +#### ____Certification Reinstatement - Membership Dues + +If the loss of certification was due to failure to pay membership dues by July +31st, please complete and submit [this form](https://rid.org/wp- +content/uploads/2024/07/RID-Certification-Reinstatement-Request-Form- +DUES.pdf). + +#### ____Voluntary Relinquishment of RID Certification(s) + +Please fill out this form to voluntarily relinquish the RID Certification(s) +you hold: + +## CMP Forms. + +__ + +#### CMP Sponsors, Transcripts, CEUs and moreโ€ฆ + +#### ____Certified Inactive Form + +Please fill this form out if you plan to or are taking a break from +interpreting due to a life-altering event or activity which precludes them +from working as an interpreter: + +#### ____Certified Retired Form + +Please fill out this form if you are a Certified member who, upon reaching the +age of 55 or older, elect to retire from working as an interpreter or +transliterator: + +#### ____CEU Discrepancy Report + +Please use this form should you have any discrepancy with your transcript: + + +#### ____CMP Sponsor Application + +View and submit the CMP Sponsor application here: + + +#### ____Cycle Extension Form + +Please fill out this form in order to maintain your certification, you may +submit a Certification Cycle Extension Request form.: + +#### ____Transcript Request + +Please fill out this form to request a previous CEU transcript: + + +#### ____Participant Appeal of CEUs Form + +For individuals whose award of CEUs for Continuing Education have been denied +by a Sponsor or RID Headquarters: + +## Membership Forms. + +__ + +#### Membership status and legal name changes + +#### ____Name Change Form + +Please fill out this form if you have legally changed the name that is +reflected in the registry: + +#### ____Proof of Age Form + +For individuals verifying proof of age: + +#### ____Proof of Student Status Form + +For individuals providing proof of student status: + +#### ____Resubscribe to RID Emails + +For RID members who have previously unsubscribed to receive RID emails but +would like to receive them again: + +## Ethics Forms. + +__ + +#### File a Complaint or Report + +#### ____EPS Complaint Form + +[EPS COMPLAINT FORM: https://rid.org/eps-complaint-form/](https://rid.org/eps- +complaint-form/) + +#### ____EPS Report Form + +[EPS REPORT FORM HERE: https://rid.org/eps-report/](https://rid.org/eps- +report/) + +## Volunteer Leadership Forms. + +__ + +#### Volunteer Leadership Application and Agreement + +#### ____Volunteer Leadership Application Form + +If you are interested in serving on an RID volunteer group, please fill out +this form: + +#### ____Volunteer Leadership Agreement + +This form is to be signed by all RID Volunteer Leaders: + + +## Media and Publication Forms. + +__ + +#### Publications + +#### ____VIEWS Article Submission Form + +This form allows authors to submit articles for consideration for VIEWS, +please fill out the submission form here: . + +#### ____Copyright Permission Request Form + +If you are interested in utilizing RID materials for special projects or +various needs, please fill out this permission form here: + + +__ diff --git a/intelaide-backend/python/bkup_rid/scholarships-and-awards.txt b/intelaide-backend/python/bkup_rid/scholarships-and-awards.txt new file mode 100644 index 0000000..720d103 --- /dev/null +++ b/intelaide-backend/python/bkup_rid/scholarships-and-awards.txt @@ -0,0 +1,211 @@ +## Scholarships and Awards + +**Scholarships** + +**Awards** + +**How to Apply** + +#### RID is proud to offer our revamped Scholarships and Awards program. This +program seeks to support and recognize our association's members in meaningful +ways while creating lasting connections for our community. + +### Available Scholarship Opportunities. + +#### Opportunity Knocks. + +__ + +#### AVAILABLE SCHOLARSHIPS + +#### ____Interpreters of Tomorrow Fund + +This scholarship offers financial support for training costs or CASLI exam +fees for BIPOC and other underrepresented interpreter groups who are pursuing +RID certification. + +[Apply for the Interpreters of Tomorrow Fund +today!](https://form.jotform.com/232963723373158) + +[Donate to the Interpreters of Tomorrow +Fund](https://www.paypal.com/giving/campaigns?campaign_id=KMHE6SU68K3W4) + +#### ____Career Exploration Fund + +This scholarship is awarded to high school seniors and recent high school +graduates/GED equivalents wishing to enter the profession of ASL interpreting +and who have plans to enroll in an ITP program. + +[Apply for the Career Exploration Fund +today!](https://form.jotform.com/232963723373158) + +[Donate to the Career Exploration +Fund](https://www.paypal.com/giving/campaigns?campaign_id=DM4WWQ336UYSA) + +#### ____ASL Heritage Fund + +ASL Heritage Fund: This scholarship offers financial support for training and +certification costs specifically for D/deaf, CODAs or Heritage signers +pursuing RID certification. + +[Apply for the ASL Heritage Fund +today!](https://form.jotform.com/232963723373158) + +[Donate to the ASL Heritage +Fund](https://www.paypal.com/giving/campaigns?campaign_id=CDFA38HF9DUY2) + +#### ____New Horizons Mentoring Fund + +This scholarship seeks to provide ASL interpreters with financial support for +costs related to enrollment in mentorship programs or other mentoring-related +training. + +[Apply for the New Horizons Mentoring Fund +today!](https://form.jotform.com/232963723373158) + +[Donate to the New Horizons Mentoring +Fund](https://www.paypal.com/giving/campaigns?campaign_id=U4GN2ZMFUVD8N) + +#### ____Pathways to Professionalism + +This scholarship will provide financial support to ASL interpreters who are +ready to take the next step in their career development by registering for +initial CASLI exam fees. + +[Apply for the Pathways to Professionalism +today!](https://form.jotform.com/232963723373158) + +[Donate to the Pathways to Professionalism +scholarship](https://www.paypal.com/giving/campaigns?campaign_id=MAQW6CPWGLAPC) + +#### ____Signs of Impact + +This scholarship will fund leadership training opportunities and preparation +for individuals interested in serving the ASL interpreting field, RID as an +organization, or the deaf community in a leadership capacity. + +[Apply for the Signs of Impact +today!](https://form.jotform.com/232963723373158) + +[Donate to the Signs of Impact +scholarship](https://www.paypal.com/giving/campaigns?campaign_id=8BZMNQM56PQWW) + +#### ____Conference Connections Fund + +This scholarship will provide financial support for individuals seeking +assistance to attend either the RID national conference or their regionโ€™s +conference. One award per region, per year. + +[Apply for the Conference Connections Fund +today!](https://form.jotform.com/232963723373158) + +[Donate to the Conference Connections +Fund](https://www.paypal.com/giving/campaigns?campaign_id=4H5PLNUWENH74) + +#### ____Brilliance Award + +This award was established with a goal of recognizing individuals and +organizations engaged in innovation, research and other entrepreneurial +projects that positively impact the profession of sign language interpreting. + +[Apply for the Brilliance Award +today!](https://form.jotform.com/232963723373158) + +[Donate to the Brilliance +Award](https://www.paypal.com/giving/campaigns?campaign_id=K288ECGQYC5PY) + +#### ____Laurie Nash Deaf Parented Interpreter (DPI) Scholarship + +This annual scholarship is open to Deaf-Parented interpreters (Deaf or CODA) +who are ready to apply for a CASLI interpreting exam including both portions +of the exam. There will be up to two scholarship recipients each year. +Applicants may apply for only one scholarship per year. + +[More information can be found on the Laurie Nash Deaf Parented Interpreter +(DPI) Scholarship website +here!](https://sites.google.com/view/laurienashdpischolarship/overview) + +[Donate to the Laurie Nash DPI Scholarship +today!](https://www.paypal.com/donate/?hosted_button_id=MASK7PZTJ5P66) + +### Member Services Awards and Recognition Initiatives. + +#### Recognition You Deserve. + +__ + +#### AWARDS + +#### ____Distinguished Service Award + +An oldie but a goodie, this service award is awarded biennially at the RID +national conference, recognizing individuals who have had an outsized impact +and demonstrated dedication to the field of interpreting and to the +organization. + +Nomination form coming soon! + +#### ____Everyday Heroes Award + +A recognition award based on staff/board/community nominations. + +[Nominate someone here!](https://form.jotform.com/240104334905143) + +#### ____Mary Stotler Award + +This award recognizes an individual who has made significant contributions to +the field of interpreting and interpreter education. The award, started in +1985, is a national award jointly awarded by the Registry of Interpreters for +the Deaf, Inc. (RID), and the Conference of Interpreter Trainers (CIT). The +recipient of this award is recognized at both the RID and CIT conventions. + +Nomination form coming soon! + +#### How to Apply. + +#### General Scholarships and Awards Application Guidelines and Information. + +__ + +### FOR THE APPLICANT. + +#### ____General Application Guidelines + + * Applicants must satisfy all general and award-specific requirements prior to application. + * **Membership Requirement:** For all funds except for Career Exploration, the applicant must maintain a membership with the national RID organization in good standing. Higher awards will be granted to applicants who simultaneously maintain a voluntary membership with an RID affiliate chapter in good standing. + + * Applications will be accepted online, with awards granted on a yearly basis (at this time). + + * Individuals may only receive each award once. Unsuccessful applicants from previous award cycles may apply again for the same award during the next cycle. + + * All non-monetary awards must be redeemed within 12 months. + +#### ____Timeline + +Scholarship winners will be selected twice a year. + +Each application window is open for a six (6) month period: + + * Spring Window - November 1 to April 30. + * Fall Window - May 1 to October 31. + +Notifications are sent to winners and non-winners no later than July 15 +(Spring Awards) and January 15 (Fall Awards). + + * + +#### ____Application Steps/Workflow + + 1. Apply online for the desired scholarship during the application window. + 2. Applicants must submit videos, recommendations, and supporting documents with their application form. Incomplete submissions will not be considered. + 3. Scholarship and Awards (S&A) Committee reviews all qualifying submissions received during an award application window. + 4. S&A Committee selects the winner(s). + 5. RID HQ sends notifications to all winners and acknowledgments to all non-winners. + +#### Do you need more information? Reach out to us! Please fill out our +Contact Us form and select "Scholarships and Awards" and we will be happy to +assist you. + +[Contact Us](https://rid.org/contact/) + +__ diff --git a/intelaide-backend/python/bkup_rid/volunteer-leadership-app.txt b/intelaide-backend/python/bkup_rid/volunteer-leadership-app.txt new file mode 100644 index 0000000..7592936 --- /dev/null +++ b/intelaide-backend/python/bkup_rid/volunteer-leadership-app.txt @@ -0,0 +1,427 @@ +Volunteer Leadership Application Form +Step 1 of 4 + + +### + +If you are interested in serving on an RID volunteer group, please complete +this application and attach your resume. Council and Committee volunteers +serve from the conclusion of one biennial national conference to the next +biennial conference (2 years). If you have any questions, please email +Volunteer@rid.org. + +### PERSONAL INFORMATION + +Membership Category(Required) + +Associate + +Certified + +Student + +Non-Member + +Supporting Member + +Member ID(Required) + +Region you currently live in(Required) + +Region I (Connecticut, Delaware, Maine, Massachusetts, New Hampshire, New +Jersey, New York, Pennsylvania, Rhode Island, Vermont, West Virginia) + +Region II (Alabama, Florida, Georgia, Maryland & District of Columbia (Potomac +Chapter), Mississippi, North Carolina, South Carolina, Tennessee, Virginia) + +Region III (Illinois, Indiana, Kentucky, Michigan, Minnesota, Ohio, Wisconsin) + +Region IV (Arkansas, Colorado, Iowa, Kansas, Louisiana, Missouri, Montana, +Nebraska, New Mexico, North Dakota, Oklahoma, South Dakota, Texas, Wyoming) + +Region V (Alaska, Arizona, California, Hawaii, Idaho, Nevada, Oregon, Utah, +Washington) + +Name(Required) + +First Last + +Address(Required) + +Street Address Address Line 2 City State / Province / Region ZIP / Postal Code + +Email(Required) + +Phone Number + +Video Phone Number + +Text Number + +### + +Certifications(Required) + +CDI + +CI + +CLIP + +CLIP-R + +CSC + +CT + +Ed:K-12 + +EIC + +ETC + +IC + +IC/TC + +MCSC + +NAD III + +NAD IV + +NAD V + +NIC + +NIC Advanced + +NIC Master + +OIC:C + +OIC:S/V + +OIC:V/S + +OTC + +Prov. SC:L + +RSC + +SC:L + +SC:PA + +TC + +None + +Other (BEI, State Screening, EIPA, CPA...) + +Additional Certification(s): + +### + +Education(Required) + +Associate + +Bachelors + +Masters + +PhD + +Other + +Please specify(Required) + +### + +Years of interpreting experience(Required) + +Please enter two digits: "01" for 1 year + +Save and Continue Later + +### VOLUNTEER GROUPS + +RID volunteers are involved in carrying out the mission and strategic plan of +the association. Please select the volunteer groups that you are interested +in. + +Please find each group's Scope of Work [here](https://rid.org/about/volunteer- +leadership/) + +Which group are you interested in being considered for?(Required) + +Council of Elders + +Deaf Advisory Council + +Diversity Council + +Religious Interpreting Task Force + +Audit Committee + +Board of Editors + +Certification Committee + +Finance Committee + +Professional Development Committee (PDC) + +Scholarships and Awards Committee + +Which Position Paper(s) do you believe are the best fit for offering your +experience and expertise? + +Performing ArtsDeafBlindTrilingualLegalDisaster ResponseMental HealthOral +TransliterationTeamingK-12VRICDISocial ActionBehavioral HealthConference + +Please type your choices in order of preference if you selected more than one +group. + +Are you currently serving on a national-level Committee, Task Force, Council, +or workgroup?(Required) + +Yes + +No + +Specify Name + +Which national-level Committee(s), Task Force(s), Council(s), or workgroup(s) +are you currently serving on? + +Are you representing an organization?(Required) + +Yes + +No + +Name of Organization + +Save and Continue Later + +### DEMOGRAPHICS + +RID strives for diversity at all levels within our volunteer groups, looking +at characteristics including, but not limited to, member status, geographical +location and identity groups (i.e., race, ethnicity, age, gender, sexual +orientation, disability, etc.), as well as area of professional experience and +expertise. This commitment to diversity is to ensure that a solid cross- +section of the membership is represented and incorporated into the decision- +making process. The following is an opportunity for you to list demographic +information about yourself. While it is not required, this information would +be very valuable input and greatly appreciated. Check all that apply: + +Race and Ethnicity + +American India/Alaska Native + +Asian/Pacific Islander + +Caucasian (not of Hispanic origin) + +Hispanic + +African American/Black + +Latinx + +Other race, ethnicity or origin + +Prefer to self-identify (you may self-identify below) + +Prefer not to say + +Other race, ethnicity or origin + +Self-Identify + +Gender + +Cisgender Female + +Cisgender Male + +Non-Binary + +Transgender + +Prefer to Self-identify + +Prefer not to answer + +Self-Identify + +Cultural Affiliation + +Deaf + +DeafDisabled + +DeafBlind + +Hard-of-Hearing + +Hearing + +Deaf-parented interpreter: Deaf + +Deaf-parented interpreter: CODA + +Prefer to self-identify + +Other + +Self-Identify + +ASL fluency scale + +Native + +Near Native + +Advanced + +Intermediate + +Novice + +None + +All RID meetings are conducted in ASL. Should you require accommodation to +participate in the group meetings, please check here: + +Sexual Orientation + +Queer + +Gay + +Lesbian + +Bisexual + +Asexual + +Pansexual + +Questioning + +Heterosexual + +Prefer to self-identify + +Prefer not to answer + +Self-Identify + +Please submit a letter of interest. You can submit this letter in either +English (by copy/pasting into the box below) or you can submit a link to an +ASL video. Your letter of interest should include information on: \- the +reasons you are interested in becoming a volunteer on these committees, \- +what is your relevant experience, and \- what are your vision and goals for +these committees? Also, if you are interested in more than one Committee, +Council, Task Force, or work group, indicate your order of preference. If you +are writing in English, you can either copy/paste the contents into the box +below, or you can upload a complete letter as a file. If you are submitting +an ASL video, you can post the link below. + +Letter of interest: + +Video Link for ASL Response to "Letter of interest": + +Following are the steps you need to take to submit your information via +YouTube. Once uploaded, enter here the secure link to your video. By following +the instructions below, your video will NOT be viewable by the public. ONLY +people who have the secure link can view your video. After signing up/logging +into your YouTube account: Click the "Upload" button at the top of the screen. +Select the video you want to upload. Create a title for your video, and add +your full name and what you are applying for in the "Description" field. +Choose "Unlisted" from the "Privacy Settings" dropdown menu. Disregard all of +the other fields and checkboxes. Copy/paste the video link above. + +### FILES + +Please upload your resume or CV (required!) - and letter of interest, if it is +a separate file:(Required) + +Drop files here or Select files + +Max. file size: 300 MB. + +Save and Continue Later + +### VOLUNTEER AGREEMENT + +CONFIDENTIALITY, OWNERSHIP, AND NON-DISCLOSURE(Required) + +I acknowledge that in connection with my service as a volunteer with the +Registry of Interpreters for the Deaf, Inc. (RID) on the national, regional, +state, and/or local level, I will have access to and may become aware of +confidential information, including, without limitation, information regarding +procedures, methods, and data used by RID in the evaluation, education, +monitoring, and guidance of interpreters throughout the country. + +I further acknowledge that any information that is shared with me or accessed +by me during my service with RID that is identified as โ€œconfidentialโ€ or that +has not been made publicly available by RID is deemed to be of a confidential +nature and is owned as a proprietary right by RID. + +I agree that I will not allow any third party to have access to any materials +containing such confidential information provided to me by or on behalf RID; +that, upon RIDโ€™s request or upon the completion of my volunteer service with +RID, I will delete, destroy, or return to RID any such materials in my +possession; and that I will not reproduce any such materials by any means, +including memorization or recall. + +I further agree that I will not use such confidential information for any +purpose other than the scope of work assigned to me as a RID volunteer and +will not disclose it to any third party during my service with RID or +subsequent thereto, unless otherwise authorized by RID in writing. + +I acknowledge that RID may pursue legal action for any violation of this +Agreement or other improper use of such confidential information by me or by +others through me, and that RID, in connection with such action, may use this +Agreement, and may seek all available remedies, including without limitation, +injunctive relief, damages, and attorneyโ€™s fees and costs. + +### DISCLOSURE + +Conflict of Interest(Required) + +I understand and agree that, if during my time of service a new conflict of +interest or an appearance of conflict should arise, I must notify RID in +writing within 30 days of such occurrence. I understand that an actual or +apparent conflict of interest may disqualify me from volunteer service or +continued volunteer service with RID. + +Reporting(Required) + +I have no actual or apparent conflict of interest to report at this time. + +I have the following actual or apparent conflict(s) of interest to report +(please specify): + +(Required) + +### ACKNOWLEDGEMENT + +Signature(Required) + +I agree to the foregoing and I certify that the information I have provided in +this form is true and complete to the best of my knowledge. I further certify +that I have read and I agree to comply with all of the requirements in the +Volunteer Leadership Manual including all appendices while serving as a +volunteer of RID. + +(Required) + +__ diff --git a/intelaide-backend/python/create_embeds_from_files_mapping.py b/intelaide-backend/python/create_embeds_from_files_mapping.py new file mode 100644 index 0000000..9fdd1a2 --- /dev/null +++ b/intelaide-backend/python/create_embeds_from_files_mapping.py @@ -0,0 +1,193 @@ +#!/usr/bin/env python3 +import os +import re +import glob +import faiss +import numpy as np +import torch +import logging +from transformers import AutoTokenizer, AutoModel +from nltk.tokenize import sent_tokenize +import argparse +import pickle + +# Prevent segmentation faults by limiting OpenMP threads +os.environ["OMP_NUM_THREADS"] = "1" + +# Configure logging to file +logging.basicConfig( + filename='/var/log/intelaide_python.log', + level=logging.INFO, + format='%(asctime)s - %(levelname)s - %(message)s' +) + +def count_tokens(text): + """Count tokens using simple whitespace splitting. + Replace with a more advanced tokenizer if needed. + """ + return len(text.split()) + +def chunk_text_hybrid(text, max_tokens=512, overlap=20): + """ + Hybrid chunking with header awareness: + + 1. Splits the text into sections based on headers (lines starting with '##'). + Each section includes the header and its associated content until the next header. + 2. For each section: + - If the token count is <= max_tokens, the section is used as a chunk. + - Otherwise, the section is split into paragraphs. + - For paragraphs exceeding max_tokens, sentence tokenization is used + to further split into chunks while retaining an overlap (by token count) + for contextual continuity. + """ + # Split text into sections based on header lines (lines starting with "##"). + sections = re.split(r'(?=^#{2,5}\s)', text, flags=re.MULTILINE) + chunks = [] + + for section in sections: + section = section.strip() + if not section: + continue + + # If the entire section is within the token limit, add it as a chunk. + if count_tokens(section) <= max_tokens: + chunks.append(section) + else: + # Further split the section into paragraphs. + paragraphs = [p.strip() for p in section.split("\n\n") if p.strip()] + for para in paragraphs: + if count_tokens(para) <= max_tokens: + chunks.append(para) + else: + # The paragraph is too long; split it using sentence tokenization. + sentences = sent_tokenize(para) + current_chunk = [] + current_length = 0 + for sentence in sentences: + sentence_token_count = count_tokens(sentence) + if current_length + sentence_token_count > max_tokens: + # Finalize and save the current chunk. + chunk = " ".join(current_chunk) + chunks.append(chunk) + # Create overlap: retain the last sentences to meet the desired overlap. + overlap_sentences = [] + token_sum = 0 + for sent in reversed(current_chunk): + token_sum += count_tokens(sent) + overlap_sentences.insert(0, sent) + if token_sum >= overlap: + break + current_chunk = overlap_sentences.copy() + current_length = sum(count_tokens(sent) for sent in current_chunk) + current_chunk.append(sentence) + current_length += sentence_token_count + if current_chunk: + chunks.append(" ".join(current_chunk)) + return chunks + +def load_documents_from_files(file_list): + """ + Loads the specified .txt or .md files. + Splits each file into chunks using the hybrid chunking function. + Returns a list of dictionaries with keys 'source' and 'text'. + """ + documents = [] + for file_path in file_list: + if not (file_path.endswith('.txt') or file_path.endswith('.md')): + logging.warning(f"CREATE: Skipping non-txt file: {file_path}") + continue + try: + with open(file_path, 'r', encoding='utf-8') as file: + content = file.read() + chunks = chunk_text_hybrid(content) + for chunk in chunks: + documents.append({ + 'source': os.path.basename(file_path), + 'text': chunk + }) + except Exception as e: + logging.error(f"CREATE: Error reading {file_path}: {e}") + return documents + +# ============================================================ +# Step 2: Generate Embeddings and Build FAISS HNSW Index (Cosine Similarity via Normalization and Inner Product) +# ============================================================ +embedding_model_name = "sentence-transformers/all-MiniLM-L6-v2" + +logging.info("CREATE: Loading embedding model...") +tokenizer = AutoTokenizer.from_pretrained(embedding_model_name) +model = AutoModel.from_pretrained(embedding_model_name) + +def embed_text(text): + """ + Tokenizes and embeds the provided text using the transformer model. + Returns a numpy array of the embedding. + """ + inputs = tokenizer(text, return_tensors='pt', truncation=True, padding=True, max_length=512) + with torch.no_grad(): + model_output = model(**inputs) + # Mean pooling of the last hidden state as a simple embedding + embeddings = model_output.last_hidden_state.mean(dim=1).squeeze() + return embeddings.numpy() + +def main(): + parser = argparse.ArgumentParser( + description="Generate embeddings from specified text files and create a FAISS index using a hybrid chunking approach." + ) + parser.add_argument("--files", nargs='+', default=[], + help="One or more .txt or .md files to process.") + parser.add_argument("--doc_dir", default=None, + help="Optional: Path to a directory containing *.txt files to process.") + parser.add_argument("--index_output", default="faiss_index.bin", + help="Output file for the FAISS index (default: faiss_index.bin).") + args = parser.parse_args() + + # Combine files specified via --files and those from --doc_dir (if provided) + files = args.files.copy() + if args.doc_dir: + # Get all .txt files from the directory + dir_files = glob.glob(os.path.join(args.doc_dir, "*.txt")) + files.extend(dir_files) + + if not files: + logging.error("CREATE: No input files provided via --files or --doc_dir.") + exit(1) + + documents = load_documents_from_files(files) + logging.info(f"CREATE: Loaded {len(documents)} document chunks.") + + logging.info("CREATE: Generating embeddings for document chunks...") + document_embeddings = [] + for doc in documents: + emb = embed_text(doc['text']) + document_embeddings.append(emb) + document_embeddings = np.array(document_embeddings, dtype='float32') + + # Normalize embeddings for cosine similarity + norms = np.linalg.norm(document_embeddings, axis=1, keepdims=True) + document_embeddings = document_embeddings / norms + + # Build the FAISS HNSW index using inner product (for cosine similarity with normalized vectors) + dimension = document_embeddings.shape[1] + logging.info(f"CREATE: Building FAISS index for {document_embeddings.shape[0]} vectors with dimension {dimension} using cosine similarity...") + index = faiss.IndexHNSWFlat(dimension, 40, faiss.METRIC_INNER_PRODUCT) + index.hnsw.efConstruction = 32 # Construction parameter; adjust if needed. + index.add(document_embeddings) + index.hnsw.efSearch = 60 # Search parameter for better performance + + faiss.write_index(index, args.index_output) + logging.info(f"CREATE: FAISS index created with {index.ntotal} vectors and saved to {args.index_output}.") + + # Save the mapping data (document metadata) to a file. + base, _ = os.path.splitext(args.index_output) + mapping_filename = f"{base}_mapping.pkl" + try: + with open(mapping_filename, "wb") as f: + pickle.dump(documents, f) + logging.info(f"CREATE: Mapping data saved to {mapping_filename}.") + except Exception as e: + logging.error(f"CREATE: Error saving mapping data to {mapping_filename}: {e}") + +if __name__ == "__main__": + main() + diff --git a/intelaide-backend/python/faiss_search_mapping.py b/intelaide-backend/python/faiss_search_mapping.py new file mode 100644 index 0000000..96cb472 --- /dev/null +++ b/intelaide-backend/python/faiss_search_mapping.py @@ -0,0 +1,306 @@ +#!/usr/bin/env python3 +import os +import faiss +import string +import numpy as np +import torch +import logging +import pickle # For loading the mapping +from transformers import AutoTokenizer, AutoModel +from string import Template +import argparse + +# Import NLTK stopwords and download if needed +import nltk +from nltk.corpus import stopwords +# nltk.download('stopwords') +stop_words = set(stopwords.words('english')) + +# Prevent segmentation faults +os.environ["OMP_NUM_THREADS"] = "1" + +# Configure logging to file +logging.basicConfig( + filename='/var/log/intelaide_python.log', + level=logging.INFO, + format='%(asctime)s - %(levelname)s - %(message)s' +) + +# ============================================================ +# Step 2: Generate Embeddings and Set Up FAISS Index +# (Cosine Similarity via Normalization and Inner Product) +# ============================================================ +embedding_model_name = "sentence-transformers/all-MiniLM-L6-v2" + +logging.info("*******************************************") +logging.info("SEARCH: Loading embedding model...") +logging.info("*******************************************") +tokenizer = AutoTokenizer.from_pretrained(embedding_model_name) +model = AutoModel.from_pretrained(embedding_model_name) + +def embed_text(text): + """ + Tokenizes and embeds the provided text using the transformer model. + Returns a numpy array of the embedding. + """ + inputs = tokenizer(text, return_tensors='pt', truncation=True, padding=True, max_length=512) + with torch.no_grad(): + model_output = model(**inputs) + embeddings = model_output.last_hidden_state.mean(dim=1).squeeze() + return embeddings.numpy() + +# ------------------------------------------------------------ +# Helper function: Compute keyword score using precomputed query info +# ------------------------------------------------------------ +def compute_keyword_score(chunk, query_tokens, persons, boost=1.0): + """ + Computes the keyword score for a given chunk using precomputed query tokens and PERSON entities. + """ + keyword_score = 0 + chunk_lower = chunk.lower() + + # Basic scoring: count occurrences of each token in the entire chunk. + for token in query_tokens: + if token in chunk_lower: + keyword_score += 1 + + # Bonus: If the chunk starts with "##" and at least 65% of query tokens appear in the first 10 words, add 5. + if chunk.startswith("##"): + first_10_words = chunk.split()[:10] + first_10_words_lower = [word.lower().strip(string.punctuation) for word in first_10_words] + tokens_in_header = sum(1 for token in query_tokens if token in first_10_words_lower) + if query_tokens and (tokens_in_header / len(query_tokens)) >= 0.65: + logging.info("#*#*#*#*#*#*#*#*#") + logging.info(f"Header Line meets bonus criteria with {tokens_in_header} of {len(query_tokens)} tokens present.") + logging.info(f"Chunk with header: {chunk}") + logging.info("#*#*#*#*#*#*#*#*#") + keyword_score += 5 + + # Additional bonus: if any PERSON from the query is mentioned in the chunk, add 5 for each match. + for person in persons: + if person.lower() in chunk_lower: + logging.info(f"PERSON boost: Found '{person}' in {chunk_lower}.") + keyword_score += 5 + + return boost * keyword_score + +# ------------------------------------------------------------ +# Utility function: Precompute query tokens and PERSON entities +# ------------------------------------------------------------ +def preprocess_query(query): + # Precompute query tokens (after stripping punctuation and removing stopwords) + query_tokens = [ + token.lower().strip(string.punctuation) + for token in query.split() + if token.lower().strip(string.punctuation) not in stop_words + ] + # Extract PERSON entities from the query using NLTK. + tokens = nltk.word_tokenize(query) + pos_tags = nltk.pos_tag(tokens) + named_entities = nltk.ne_chunk(pos_tags) + persons = [] + logging.info(f"Trying to find a person in query: {tokens}") + for subtree in named_entities: + if isinstance(subtree, nltk.Tree) and subtree.label() == 'PERSON': + person_name = " ".join(token for token, pos in subtree.leaves()) + persons.append(person_name) + logging.info(f"Found a person in query: {person_name}") + return query_tokens, persons + +# ============================================================ +# Step 3: Enhanced Retriever Using Cosine Similarity and Hybrid Scoring +# ============================================================ +class Retriever: + def __init__(self, index, embed_func, documents): + self.index = index + self.embed_func = embed_func + self.documents = documents + + def retrieve(self, query, k=None): + try: + # Precompute the query tokens and PERSON entities once. + query_tokens, persons = preprocess_query(query) + + # Use all document chunks. + k = len(self.documents) + + # Increase efSearch to explore more candidates. + total_vectors = self.index.ntotal + if hasattr(self.index, 'hnsw'): + self.index.hnsw.efSearch = total_vectors + + # Generate the query embedding and normalize it. + query_embedding = self.embed_func(query) + norm = np.linalg.norm(query_embedding) + if norm > 0: + query_embedding = query_embedding / norm + query_embedding = np.array([query_embedding], dtype='float32') + + # Retrieve the results using k nearest neighbors. + distances, indices = self.index.search(query_embedding, k) + + # Weights for hybrid scoring + alpha = 0.8 # weight for cosine similarity (from FAISS) + beta = 0.2 # weight for keyword score + + # Build a list of (index, document, combined_score) tuples. + results = [] + for idx, dist in zip(indices[0], distances[0]): + if idx < len(self.documents): + doc = self.documents[idx] + # Determine what text to log: full chunk if it mentions "Herzig" or "CPC Tenets", otherwise a preview. + if ("herzig" in doc['text'].lower()) or ("cpc tenets" in doc['text'].lower()): + text_to_log = doc['text'].replace('\n', ' ') + else: + text_to_log = doc['text'][:200] # preview first 200 characters if desired + + # Compute keyword score using precomputed query_tokens and persons. + kw_score = compute_keyword_score(doc['text'], query_tokens, persons, boost=1.0) + # Compute the combined hybrid score for the chunk. + combined_score = (alpha * dist) + (beta * kw_score) + if ("herzig" in doc['text'].lower()) or ("cpc tenets" in doc['text'].lower()): + logging.info("=================================================") + logging.info(f"SEARCH: SHOWING herzig or cpc tenets CHUNKS: idx: {idx} | source: {doc['source']} | cosine_sim: {dist:.4f} | keyword_score: {kw_score} | hybrid_score: {combined_score:.4f} | chunk: {text_to_log}") + logging.info("=================================================") + results.append((idx, doc, combined_score)) + + # --- Compute and log the average combined_score per source in descending order --- + source_totals = {} + source_counts = {} + for idx, doc, score in results: + source = doc['source'] + source_totals[source] = float(source_totals.get(source, 0)) + float(score) + source_counts[source] = source_counts.get(source, 0) + 1 + + averages = [(source, source_totals[source] / source_counts[source]) for source in source_totals] + averages_sorted = sorted(averages, key=lambda x: x[1], reverse=True) + + for source, avg_score in averages_sorted: + logging.info(f"SOURCE AVERAGE: {source} - Average Combined Score: {avg_score:.4f}") + + # --- Add 0.1 to the score for all text chunks from the highest average source --- + if averages_sorted: + highest_source = averages_sorted[0][0] + results = [ + (idx, doc, score + 0.1) if doc['source'] == highest_source else (idx, doc, score) + for idx, doc, score in results + ] + + # Sort the results by combined_score descending. + results_sorted = sorted(results, key=lambda x: x[2], reverse=True) + top_results = results_sorted[:5] + + # --- Build the final top_docs list and prepare logging info --- + top_docs = [] + final_logging = [] # List of tuples (index, doc, score) for logging purposes + for idx, doc, score in top_results: + top_docs.append(doc) + final_logging.append((idx, doc, score)) + next_idx = idx + 1 + if next_idx < len(self.documents): + next_doc = self.documents[next_idx] + # Optionally, include the next chunk if needed: + # top_docs.append(next_doc) + # final_logging.append((next_idx, next_doc, None)) + + + # === Enhancement: Include preceding chunks for non-header texts that belong to the same source === + def has_header(text): + # Check if text (after stripping leading whitespace) starts with a header marker + stripped = text.lstrip() + return stripped.startswith("##") or stripped.startswith("###") or stripped.startswith("####") + + # Build a dict keyed by index from our final_logging for easier merging. + final_docs_dict = {idx: doc for idx, doc, _ in final_logging} + + # For each retrieved document, if its text does not start with a header, + # walk backwards to include all preceding chunks from the same source until one with a header is found. + for idx, doc, _ in final_logging: + if not has_header(doc['text']): + current_source = doc['source'] + current_idx = idx - 1 + while current_idx >= 0: + # Stop if the preceding document is from a different source. + if self.documents[current_idx]['source'] != current_source: + break + # Add the document if not already added. + if current_idx not in final_docs_dict: + final_docs_dict[current_idx] = self.documents[current_idx] + # Stop walking back if this document has a header. + if has_header(self.documents[current_idx]['text']): + break + current_idx -= 1 + + # Sort the final documents by their indices in ascending order. + final_top_docs = [final_docs_dict[i] for i in sorted(final_docs_dict.keys())] + + logging.info("*************************************************") + logging.info(f"SEARCH: FINAL STEP for Query: {query} - Returning {len(final_top_docs)} docs after re-ranking") + logging.info("*************************************************") + + return final_top_docs + except Exception as e: + logging.error(f"SEARCH: Error retrieving documents: {e}") + return [] + +# ============================================================ +# Step 4: Prompt Template and Answer Function +# ============================================================ +prompt_template = Template(""" +You are a friendly AI assistant that provides answers using the given context. If the context does not contain an answer, clearly state "I donโ€™t know.". Do not try to expand any abbreviations. Provide a well-structured response. + +Context: +------------------------ +$context + +Question: +$question + +Answer: +""") + +def answer_query(question, retriever, k=None): + context_chunks = retriever.retrieve(question, k) + if not context_chunks: + return "I'm sorry, I couldn't find relevant information." + #combined_context = "\n\n".join([f"From {doc['source']}:\n{doc['text']}" for doc in context_chunks]) + combined_context = "".join([f"\n{doc['text']}\n\n" for doc in context_chunks]) + prompt = prompt_template.substitute(context=combined_context, question=question) + return prompt + +# ============================================================ +# Main Execution: Process Query and Output Retrieved Context +# ============================================================ +if __name__ == "__main__": + parser = argparse.ArgumentParser( + description="FAISS search for relevant document snippets using a persisted mapping file with cosine similarity." + ) + parser.add_argument("--faiss_index_path", required=True, + help="Path to the FAISS index file") + parser.add_argument("--query", required=True, help="The query text") + parser.add_argument("--k", type=int, default=15, + help="Number of nearest neighbors to retrieve (default: 15)") + args = parser.parse_args() + + if not os.path.exists(args.faiss_index_path): + logging.error(f"SEARCH: FAISS index file not found at {args.faiss_index_path}") + exit(1) + else: + index = faiss.read_index(args.faiss_index_path) + + # Determine the mapping file path (assumed to be in the same directory as the index file) + mapping_file = os.path.join(os.path.dirname(args.faiss_index_path), "faiss_index_mapping.pkl") + if not os.path.exists(mapping_file): + logging.error(f"SEARCH: Mapping file not found at {mapping_file}") + exit(1) + else: + with open(mapping_file, "rb") as f: + documents = pickle.load(f) + + # Initialize retriever with the loaded index and mapping + retriever = Retriever(index, embed_text, documents) + prompt_output = answer_query(args.query, retriever, args.k) + + # Output the generated prompt (which includes the retrieved context) + print(prompt_output) + diff --git a/intelaide-backend/python/files_oneline.sh b/intelaide-backend/python/files_oneline.sh new file mode 100755 index 0000000..5bf426a --- /dev/null +++ b/intelaide-backend/python/files_oneline.sh @@ -0,0 +1,25 @@ +#!/bin/bash +# Check if a directory was provided +if [ "$#" -ne 1 ]; then + echo "Usage: $0 " + exit 1 +fi + +# Remove any trailing slash for consistency +directory="${1%/}" + +# Check if the provided argument is a valid directory +if [ ! -d "$directory" ]; then + echo "Error: '$directory' is not a valid directory." + exit 1 +fi + +output="" +for file in "$directory"/*; do + if [ -f "$file" ]; then + output+="$file " + fi +done + +echo "$output" + diff --git a/intelaide-backend/python/nltk_download.py b/intelaide-backend/python/nltk_download.py new file mode 100644 index 0000000..e3a7c6d --- /dev/null +++ b/intelaide-backend/python/nltk_download.py @@ -0,0 +1,6 @@ +import nltk +nltk.download('punkt') # if not already downloaded +nltk.download('punkt_tab') +text = "Hello there! How are you doing today?" +tokens = nltk.word_tokenize(text) +print(tokens) diff --git a/intelaide-backend/python/print_pickle.py b/intelaide-backend/python/print_pickle.py new file mode 100755 index 0000000..c97f5b9 --- /dev/null +++ b/intelaide-backend/python/print_pickle.py @@ -0,0 +1,12 @@ +import pickle + +with open('/root/intelaide-backend/documents/user_3/assistant_2/faiss_index_mapping.pkl', 'rb') as f: + data = pickle.load(f) + +for idx, doc in enumerate(data): + print(f"Chunk Index: {idx}") + print(f"Source File: {doc.get('source')}") + print("Chunk Text:") + print(doc.get('text')) + print("-" * 40) + diff --git a/intelaide-backend/python/rag_mapping.py b/intelaide-backend/python/rag_mapping.py new file mode 100644 index 0000000..2fd9f4c --- /dev/null +++ b/intelaide-backend/python/rag_mapping.py @@ -0,0 +1,236 @@ +import os +import faiss +import numpy as np +import torch +import logging +import pickle +from transformers import AutoTokenizer, AutoModel +from ollama import Client +from string import Template +from nltk.tokenize import sent_tokenize + +# Prevent Seg Faults +os.environ["OMP_NUM_THREADS"] = "1" + +# Configure logging +logging.basicConfig(filename='rag_system.log', level=logging.INFO, + format='%(asctime)s - %(levelname)s - %(message)s') + +# ============================= +# Step 1: Load and Chunk Documents with Overlap +# ============================= + +def chunk_text(text, max_tokens=512, overlap=10): + """ + Split text into smaller chunks with an overlap to preserve context. + The function tokenizes by sentences and then assembles them into chunks + not exceeding max_tokens, but with a specified number of overlapping tokens + between consecutive chunks. + """ + sentences = sent_tokenize(text) + chunks = [] + current_chunk = [] + current_length = 0 + + for sentence in sentences: + tokens = sentence.split() + token_count = len(tokens) + if current_length + token_count > max_tokens: + # Append the current chunk + chunk = " ".join(current_chunk) + chunks.append(chunk) + # Create overlap: keep the last few sentences to carry over context + if overlap > 0: + overlap_sentences = [] + token_sum = 0 + # Iterate backwards over current_chunk until we reach the desired token overlap + for sent in reversed(current_chunk): + sent_tokens = sent.split() + token_sum += len(sent_tokens) + overlap_sentences.insert(0, sent) + if token_sum >= overlap: + break + current_chunk = overlap_sentences.copy() + current_length = sum(len(s.split()) for s in current_chunk) + else: + current_chunk = [] + current_length = 0 + current_chunk.append(sentence) + current_length += token_count + + if current_chunk: + chunks.append(" ".join(current_chunk)) + return chunks + +def load_documents(directory='./documents'): + """ + Loads all .txt files from the specified directory. + For each file, the function returns a dictionary with keys 'source' and 'text' + for each chunk. + """ + documents = [] + for filename in os.listdir(directory): + if filename.endswith('.txt'): + file_path = os.path.join(directory, filename) + try: + with open(file_path, 'r', encoding='utf-8') as file: + content = file.read() # Optionally, you could clean up headers or metadata here + chunks = chunk_text(content) + for chunk in chunks: + documents.append({ + 'source': filename, + 'text': chunk + }) + except Exception as e: + logging.error(f"Error reading {file_path}: {e}") + return documents + +# ============================= +# Step 2: Embedding Model and FAISS Index Setup +# ============================= + +# Updated embedding model name and token +embedding_model_name = "sentence-transformers/all-mpnet-base-v2" +access_token = "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" +print("Loading embedding model...") +tokenizer = AutoTokenizer.from_pretrained(embedding_model_name, token=access_token) +model = AutoModel.from_pretrained(embedding_model_name, token=access_token) + +def embed_text(text): + # Tokenize and embed the text (max_length covers the chunk size) + inputs = tokenizer(text, return_tensors='pt', truncation=True, padding=True, max_length=512) + with torch.no_grad(): + model_output = model(**inputs) + # Compute a simple mean pooling of the last hidden state as the embedding + embeddings = model_output.last_hidden_state.mean(dim=1).squeeze() + return embeddings.numpy() + +# Filenames for persistence +INDEX_FILE = "faiss_index_hnsw.bin" +MAPPING_FILE = "documents_mapping.pkl" + +# Check if both the index and mapping exist. +if os.path.exists(INDEX_FILE) and os.path.exists(MAPPING_FILE): + # Load persisted FAISS index and mapping + index = faiss.read_index(INDEX_FILE) + with open(MAPPING_FILE, "rb") as f: + documents = pickle.load(f) + print(f"Loaded FAISS index with {index.ntotal} vectors and mapping with {len(documents)} entries.") +else: + # Load documents from the directory + documents = load_documents() + print(f"Loaded {len(documents)} document chunks.") + + # Generate embeddings for each document chunk + print("Generating embeddings for document chunks...") + document_embeddings = [] + for doc in documents: + emb = embed_text(doc['text']) + document_embeddings.append(emb) + document_embeddings = np.array(document_embeddings, dtype='float32') + + # Create FAISS HNSW index + dimension = document_embeddings.shape[1] + index = faiss.IndexHNSWFlat(dimension, 32) + index.add(document_embeddings) + + # Save the FAISS index to disk + faiss.write_index(index, INDEX_FILE) + # Persist the mapping using pickle + with open(MAPPING_FILE, "wb") as f: + pickle.dump(documents, f) + print(f"FAISS HNSW index created with {index.ntotal} vectors and mapping saved with {len(documents)} entries.") + +# ============================= +# Step 3: Enhanced Retriever +# ============================= + +class Retriever: + def __init__(self, index, embed_func, documents): + self.index = index + self.embed_func = embed_func + self.documents = documents + + def retrieve(self, query, k=3): + try: + query_embedding = self.embed_func(query) + distances, indices = self.index.search(np.array([query_embedding], dtype='float32'), k) + retrieved_docs = [] + for i in indices[0]: + if i < len(self.documents): + retrieved_docs.append(self.documents[i]) + logging.info(f"Query: {query} | Retrieved {len(retrieved_docs)} docs") + logging.info(f"Docs: {retrieved_docs}") + return retrieved_docs + except Exception as e: + logging.error(f"Error retrieving documents: {e}") + return [] + +retriever = Retriever(index, embed_text, documents) + +# ============================= +# Step 4: LLM Integration (Llama-3.2-3B) +# ============================= + +print("Initializing Llama3.2:3B model...") +try: + llm = Client() +except Exception as e: + logging.error(f"Error initializing Ollama Client: {e}") + exit(1) + +prompt_template = Template(""" +You are an AI assistant that provides answers using the given context. + +Context: +$context + +Question: +$question + +If the context does not contain an answer, clearly state "I donโ€™t know.". +Provide a well-structured response. + +Answer: +""") + +def answer_query(question): + # Retrieve document chunks for the query + context_chunks = retriever.retrieve(question) + if not context_chunks: + return "I'm sorry, I couldn't find relevant information." + + # Optionally, include the source file names in the context for debugging: + combined_context = "\n\n".join([f"From {doc['source']}:\n{doc['text']}" for doc in context_chunks]) + prompt = prompt_template.substitute(context=combined_context, question=question) + + try: + response = llm.generate(prompt=prompt, model="llama3.2:3b") + generated_text = getattr(response, 'response', "I'm sorry, I couldn't generate a response.").strip() + return generated_text + except Exception as e: + logging.error(f"Error generating response: {e}") + return "I'm sorry, I couldn't generate a response at this time." + +# ============================= +# Step 5: Run Enhanced RAG System +# ============================= + +if __name__ == "__main__": + print("\n=== Enhanced RAG System ===") + print("Type 'exit, quit, or bye' to terminate.\n") + while True: + try: + user_question = input("\n\n----------------\n Enter your question: ") + if user_question.lower() in ['exit', 'quit', 'bye']: + print("Exiting. Goodbye!") + break + answer = answer_query(user_question) + print("\n\nAnswer:", answer, "\n") + except KeyboardInterrupt: + print("\nExiting. Goodbye!") + break + except Exception as e: + logging.error(f"Unexpected error: {e}") + print("An unexpected error occurred.") + diff --git a/intelaide-backend/python/requirements.txt b/intelaide-backend/python/requirements.txt new file mode 100644 index 0000000..7a98f66 --- /dev/null +++ b/intelaide-backend/python/requirements.txt @@ -0,0 +1,52 @@ +annotated-types==0.7.0 +anyio==4.8.0 +certifi==2025.1.31 +charset-normalizer==3.4.1 +click==8.1.8 +faiss-cpu==1.10.0 +filelock==3.17.0 +fsspec==2025.2.0 +h11==0.14.0 +httpcore==1.0.7 +httpx==0.28.1 +huggingface-hub==0.29.2 +idna==3.10 +Jinja2==3.1.6 +joblib==1.4.2 +logging==0.4.9.6 +MarkupSafe==3.0.2 +mpmath==1.3.0 +networkx==3.4.2 +nltk==3.9.1 +numpy==2.2.3 +nvidia-cublas-cu12==12.4.5.8 +nvidia-cuda-cupti-cu12==12.4.127 +nvidia-cuda-nvrtc-cu12==12.4.127 +nvidia-cuda-runtime-cu12==12.4.127 +nvidia-cudnn-cu12==9.1.0.70 +nvidia-cufft-cu12==11.2.1.3 +nvidia-curand-cu12==10.3.5.147 +nvidia-cusolver-cu12==11.6.1.9 +nvidia-cusparse-cu12==12.3.1.170 +nvidia-cusparselt-cu12==0.6.2 +nvidia-nccl-cu12==2.21.5 +nvidia-nvjitlink-cu12==12.4.127 +nvidia-nvtx-cu12==12.4.127 +ollama==0.4.7 +packaging==24.2 +pydantic==2.10.6 +pydantic_core==2.27.2 +PyYAML==6.0.2 +regex==2024.11.6 +requests==2.32.3 +safetensors==0.5.3 +setuptools==75.8.2 +sniffio==1.3.1 +sympy==1.13.1 +tokenizers==0.21.0 +torch==2.6.0 +tqdm==4.67.1 +transformers==4.49.0 +triton==3.2.0 +typing_extensions==4.12.2 +urllib3==2.3.0 diff --git a/intelaide-backend/python/rid/about.txt b/intelaide-backend/python/rid/about.txt new file mode 100644 index 0000000..a6a1127 --- /dev/null +++ b/intelaide-backend/python/rid/about.txt @@ -0,0 +1,1066 @@ +About +Us[kamille@websitehealthplan.com](https://rid.org/author/kamille@websitehealthplan.com/ +"Posts by kamille@websitehealthplan.com")2025-02-05T17:19:52+00:00 + +![](https://rid.org/wp-content/uploads/2023/04/About-Us-Photo-2.jpg) + +![](https://rid.org/wp-content/uploads/2023/04/About-Us-Main.jpg) + +![](https://rid.org/wp-content/uploads/2023/04/About-Us-Photo-1-1.jpg) + +### Our Mission. + +RID is the national certifying body of sign language interpreters and is a +professional organization that fosters the growth of the profession and the +professional growth of interpreting. + +## Meet the Team. + +![](https://rid.org/wp-content/uploads/2023/03/Star-Grieser- +scaled-e1678820113877.jpg) + +**Star Grieser, MS, CDI, ICE-CCP** +Chief Executive Officer + +![](https://rid.org/wp-content/uploads/2023/04/cassie.jpg) + +**Cassie Robles Sol** +Human Resources Manager + +![](https://rid.org/wp-content/uploads/2023/04/Ashley.jpg) + +**Ashley Holladay** +CMP Manager + +![](https://rid.org/wp-content/uploads/2023/12/Emily-Stairs-Abenchuchan- +Headshot.jpeg) + +**Emily Stairs Abenchuchan, NIC** +CMP Specialist + +![](https://rid.org/wp-content/uploads/2023/04/Catie-Headshot.png) + +**Catie Colamonico** +Certification Manager + +![](https://rid.org/wp-content/uploads/2023/04/jess.jpg) + +**Jess Kaady** +Certification Specialist + +![](https://rid.org/wp-content/uploads/2023/04/Tressy-Final.jpg) + +**Tressela Bateson** +EPS Manager + +![](https://rid.org/wp-content/uploads/2023/04/mwolcott.jpg) + +**Martha Wolcott** +EPS Specialist + +![](https://rid.org/wp-content/uploads/2023/03/Ryan-Butts- +scaled-e1678820023714.jpeg) + +**Ryan Butts** +Director of Member Services + +![Kayla Marshall Headshot](https://rid.org/wp-content/uploads/2024/04/Kayla- +Marshall-RID-Headshot-1.png) + +**Kayla Marshall, M.Ed., NIC** +Member Services Manager + +![](https://rid.org/wp- +content/uploads/2024/09/image_20240823_134150_506_960.png) + +**Vicky Whitty** +Member Services Specialist + +![](https://rid.org/wp-content/uploads/2023/03/Neal-Tucker- +scaled-e1678820254631.jpeg) + +**Neal Tucker** +Director of Gov't Affairs and Advocacy + +![Jordan Wright headshot](https://rid.org/wp-content/uploads/2024/04/Jordan- +Wright-headshot-1.jpg) + +**S. Jordan Wright, PhD** +Director of Communications + +![](https://rid.org/wp-content/uploads/2023/12/JB-380x400-1.png) + +**Jenelle Bloom** +Communications Manager + +![](https://rid.org/wp-content/uploads/2023/09/Brooke-Roberts-Headshot.jpg) + +**Brooke Roberts** +Publications Coordinator + +![Jennifer Apple Headshot](https://rid.org/wp-content/uploads/2024/02/JA- +Headshot-2024.png) + +**Jennifer Apple** +Director of Finance and Accounting + +![](https://rid.org/wp-content/uploads/2023/04/Kristyne-Headshot.png) + +**Kristyne Reeds** +Finance and Accounting Manager + +![](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%27186%27%20height%3D%27186%27%20viewBox%3D%270%200%20186%20186%27%3E%3Crect%20width%3D%27186%27%20height%3D%27186%27%20fill- +opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) + +**Bradley Johnson** +Staff Accountant + +![](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%27200%27%20height%3D%27200%27%20viewBox%3D%270%200%20200%20200%27%3E%3Crect%20width%3D%27200%27%20height%3D%27200%27%20fill- +opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) + +**Julie Greenfield** +Executive Assistant and Meeting Planner + +## Meet the Board. + +![](https://rid.org/wp-content/uploads/2024/04/RID-Vice-President-Remigio- +Headshot-2022-1-600x585-2.jpg) + +**Dr. Jesรบs Rฤ“migiล, PsyD, MBA, CDI** +President + +![](https://rid.org/wp-content/uploads/2024/04/Shonna-Magee.jpg) + +**Shonna Magee, MRC, CI & CT, NIC Master, OTC** +Vice President + +![](https://rid.org/wp-content/uploads/2024/09/Andrea-k-Smith.jpg) + +**Andrea K Smith, MA, CI & CT, SC:L, NIC** +Secretary + +![](https://rid.org/wp-content/uploads/2024/04/Kate-Headshot.jpg) + +**Kate Oโ€™Regan, MA, NIC** +Treasurer + +![](https://rid.org/wp-content/uploads/2024/09/Mona-Mehrpour-Headshot.jpeg) + +**Mona Mehrpour, NIC** +Member-at-Large + +![](https://rid.org/wp-content/uploads/2024/04/glenna.jpg) + +**Glenna Cooper** +Deaf Member-at-Large + +![RID Region I Representative Christina Stevens](https://rid.org/wp- +content/uploads/2023/04/christina.jpg) + +**Christina Stevens, NIC** +Region I Representative + +![](https://rid.org/wp-content/uploads/2023/03/Antwan- +Campbell-e1726581035860.png) + +**M. Antwan Campbell, MPA, Ed:K-12** +Region II Representative + +![](https://rid.org/wp-content/uploads/2023/10/Eubank-Photo.jpg) + +**Jessica Eubank, NIC** +Region IV Representative + +![](https://rid.org/wp-content/uploads/2024/09/Rachel-Kleist-R5.png) + +**Rachel Kleist, CDI** +Region V Representative + + * __Purpose, Vision, Values + * __Our Objectives + * __RID Regions + + * __Purpose, Vision, Values + +### Purpose Statement + +RIDโ€™s purpose is to serve equally our members, profession, and the public by +promoting and advocating for qualified and effective interpreters in all +spaces where intersectional diverse Deaf lives are impacted. + +### Vision Statement + +We envision qualified interpreters as partners in universal communication +access and forward-thinking, effective communication solutions while honoring +intersectional diverse spaces. + +### Values Statement + +The values statement encompasses what values are at the โ€œheartโ€ or center of +our work. RID values: + + * the intersectionality and diversity of the communities we serve. + * Diversity, Equity, Inclusion, Accessibility and Belonging (DEIAB). + * the professional contribution of volunteer leadership. + * the adaptability, advancement and relevance of the interpreting profession. + * ethical practices in the field of sign language interpreting, and embraces the principle of โ€œdo no harm.โ€ + * advocacy for the right to accessible, effective communication. + + * __Our Objectives + +**Pillar One: Diversity, Equity, Inclusion, Accessibility & Belonging** + +**Pillar Two: Organizational Transformation** + +**Pillar Three: Organizational Relevance** + +**Pillar Four: Organizational Effectiveness** + + * __RID Regions + +### **RID****Region I** + +Connecticut, Delaware, Maine, Massachusetts, New Hampshire, New Jersey, New +York, Pennsylvania, Rhode Island, Vermont, West Virginia + +### **RID Region II** + +Alabama, Florida, Georgia, Maryland & District of Columbia (Potomac Chapter), +Mississippi, North Carolina, South Carolina, Tennessee, Virginia + +### **RID Region III** + +Illinois, Indiana, Kentucky, Michigan, Minnesota, Ohio, Wisconsin + +### **RID Region IV** + +Arkansas, Colorado, Iowa, Kansas, Louisiana, Missouri, Montana, Nebraska, New +Mexico, North Dakota, Oklahoma, Texas, Wyoming + +### **RID Region V** + +Alaska, Arizona, California, Hawaii, Idaho, Nevada, Oregon, Utah, Washington + +ร— + +### Region I Northeast + +Welcome to Region I + +_Welcome colleagues and friends of Region I. By browsing this site and +clicking on the links below, you will catch a glimpse of what our chapters are +up to and see the great energy that is Region I! We are proud to represent and +introduce you to some of the most dynamic and forward-thinking individuals in +the interpreting field._ + +**STATES:** Connecticut,Delaware, Maine, Massachusetts, New Hampshire, New +Jersey, New York, Pennsylvania, Rhode Island, Vermont, West Virginia + +### Region I Presidentโ€™s Council + +**AFFILIATE CHAPTER** +--- +[Connecticut RID](http://www.connrid.org/) +[Maine RID](http://www.mainerid.org/) +[Massachusetts RID](http://www.massrid.org/) +[New Hampshire RID](http://www.nhrid.org/) +[New Jersey RID](http://nj-rid.org/) +Central New York RID +[Genesee Valley RID](http://www.gvrrid.org/) +[Long Island RID](http://www.lirid.org/) +[New York City Metro RID](http://nycmetrorid.org/) +[Pennsylvania RID](http://www.parid.org/) +[Rhode Island RID](http://www.ririd.org/) +[Vermont RID](http://www.vtrid.org/) + +Close + +ร— + +### Region II Southeast + +Welcome to Region II + +_Welcome to the Region II page! We are excited to have a place where +information will be continually updated to notify everyone on the events +occurring in the region, as well as provide contact information for all +Affiliate Chapter presidents. We welcome any comments/suggestions to make the +site substantive and informative._ + +**STATES:** Alabama, Florida, Georgia, Maryland & District of Columbia +(Potomac Chapter), Mississippi, North Carolina, South Carolina, Tennessee, +Virginia + +### Region II Presidentโ€™s Council + +**AFFILIATE CHAPTER** +--- +[Alabama RID](http://www.alrid.org/) +[Florida RID](http://www.fridcentral.org/) +[Georgia RID](http://www.garid.camp7.org/) +[Mississippi RID](https://msrid.wildapricot.org/) +[North Carolina RID](http://www.northcarolinarid.org) +[Potomac Chapter RID](http://pcrid.org/) +[South Carolina RID](http://www.southcarolinarid.org) +[Tennessee RID](http://www.tennrid.org) +[Virginia RID](http://www.vrid.org) + +Close + +ร— + +### Region III Midwest + +Welcome to Region III + +_Welcome to the Region III Web page! Here you will find chapter links, +regional conference information and the awards available to members. This site +will be updated regularly, so be sure to check back for new information in the +coming months._ + +**STATES:** Illinois, Indiana, Kentucky, Michigan, Minnesota, Ohio, Wisconsin + +### Region III President's Council + +**AFFILIATE CHAPTER** +--- +[Illinois RID](http://www.irid.org/) +[Indiana Chapter RID](http://www.icrid.org/) +[Kentucky RID](http://www.kyrid.org/) +[Michigan RID](http://www.mirid.org/) +[Minnesota RID](http://www.mrid.org/) +[Ohio Chapter RID](http://www.ocrid.org/) +[Wisconsin RID](http://www.wisrid.org/) + +Close + +ร— + +### Region IV Central + +Welcome to Region IV! + +_Greetings! Welcome to RID Region IV (RIV); the home of countless passionate +members and dedicated leaders. It is the vision of our RIV members and leaders +to promote a community that inspires personal and professional transformation +by offering cutting edge and innovative opportunities, honoring the evolving +and diverse needs of its membership. We trust that you will find information +on this Web page that supports this vision and hope you will make this site a +frequent stop on your professional journey._ + +**STATES:** Arkansas, Colorado, Iowa, Kansas, Louisiana, Missouri, Montana, +Nebraska, New Mexico, North Dakota, Oklahoma, Texas, Wyoming + +### Region IV Presidentโ€™s Council + +**AFFILIATE CHAPTER** +--- +[Arkansas](http://www.arkansasrid.org/) +[Colorado](http://www.coloradorid.org/) +[Iowa](http://www.iowastaterid.org/) +[Kansas](http://www.kai-rid.org/) +[Louisiana](http://www.lrid.org/) +Missouri +[Montana](http://www.montanarid.org/) +[Nebraska](http://www.nebraskarid.org/) +[New Mexico](http://www.nmrid.org/) +North Dakota +[Oklahoma](http://www.okrid.org/) +[Texas](http://www.tsid.org/) +[Wyoming](http://www.wyorid.org/) + +Close + +ร— + +### Region V Pacific + +Welcome to Region V + +_Welcome to RID Region V! Take a look and you will find a region that boasts +tropical islands, snow capped mountains, wine countries, ski slopes and +canyons. The beauty goes beyond the landscapes of our states; it is also seen +in the members and leaders who make us Region V!_ + +**STATES:** Alaska, Arizona, California, Hawaii, Idaho, Nevada, Oregon, Utah, +Washington + +### Region V Presidentโ€™s Council + +**AFFILIATE CHAPTER** +--- +[Alaska](http://alaskarid.org) +[Arizona](https://www.azrid.org/) +California Chapters: | +[Central CA RID](https://www.ccrid.info/) +[Northern CA RID](http://www.norcrid.org/) +[Sacramento Valley RID](http://www.savrid.org/) +[Southern CA RID](http://www.scrid.org/) +[San Diego County RID](http://www.sdcrid.org/) +[Hawaii RID](https://hawaiirid.square.site/) +[Idaho RID](http://www.idahorid.org/) +[Nevada RID](http://www.nvrid.org/) +[Oregon RID](http://www.orid.org/) +[Utah RID](http://www.utrid.com/) +[Washington State RID](http://wsrid.com/) + +### From Around the Region + + * [Communication Policy (November 12)](https://drive.google.com/file/d/0B-_HBAap35D1bGt6RWVsVHJLODA/view?usp=sharing) + +Close + +ร— + +### Dr. Jesรบs Rฤ“migiล, PsyD, MBA, CDI + +[**President**](mailto:president@rid.org) + +Dr. Rฤ“migiล is Hispanic and the first generation in his family to have +graduated from college. He received his Psy. D from William James College, and +his MBA from Salem University. He is currently the Director of Equal +Opportunity Programs and Title IX Coordinator at Gallaudet University. Jesรบsโ€™ +experience and intersectional identities enable him to offer a unique set of +perspectives that will benefit the membership of RID and the Deaf, & DeafBlind +community, and the hearing community that it serves. He is a past President of +the Rhode Island Association for the Deaf and continues his service as a board +member for the Rhode Island School for Deaf. Jesรบs has been a Certified Deaf +Interpreter for about 10 years, interpreting primarily in the medical, and +mental health settings. + +Close + +ร— + +### Shonna Magee, MRC, CI and CT, NIC Master, OTC + +[**Vice President**](mailto:vicepresident@rid.org) + +Shonna Magee (MRC, CI and CT, NIC Master, OTC) has over 26 years of experience +interpreting, presenting, providing interpreter diagnostics, and mentoring. +She specializes in emergency management, vocational rehabilitation, VRI, and +medical interpreting. She has served as a professor of interpreting and ASL at +Daytona State College and a professor of ASL at Pensacola State College. She +received her Bachelorโ€™s in interpreting from the University of Cincinnati and +her Masterโ€™s in Rehabilitation Counseling from the University of South +Carolina where she was the Statewide Coordinator of Deaf Services for the +South Carolina Vocational Rehabilitation Department. She is currently the +Director of Operations at SIGNature Access Solutions LLC and SIGNature CEUs +LLC. + +Close + +ร— + +### Andrea K Smith, MA, CI & CT, SC:L, NIC + +[**Secretary**](mailto:secretary@rid.org) + +Andrea K Smith, MA, CI & CT, SC:L, NIC has been an interpreting professional +for twenty years, primarily in legal settings with an emphasis on domestic +violence and sexual assault. She works as the staff interpreter at the ACLU +Disability Rights Project in San Francisco. She received her Masterโ€™s degree +from the European Masters in Sign Language Interpreting with her thesis on +_Signposting: Neutral Channel Communications in Deaf-Hearing Interpreting +Teams_. She recently completed a two-year assignment in Ireland and engaged in +community collaboration on the development of the Irish Sign Language +interpreter regulations. Her current research examines Deaf professionals and +designated interpreters in pursuit of her PhD at the University of +Wolverhampton. In her personal time, she travels extensively with her spouse +and twins. + +Close + +ร— + +### Kate Oโ€™Regan, MA, NIC + +[**Treasurer**](mailto:treasurer@rid.org) + +Kate has over fifteen years of experience as a thought leader and agent of +change and enjoys the challenges and successes of working with teams and +creating systemic access. Kate is a former founder of a social impact +organization that was a vehicle for change by investing revenue into the local +Deaf Community efforts, access and programming. Kateโ€™s experience building a +company that had real impact for the local community also afforded her the +opportunity to partner with organizations and institutions in creating access +within their systems. She has led hospital leadership, private corporation +personnel, universities, and non-profit organization leaders through the +process of maximizing their resources while creating a system of service +provision that allows their constituents peace of mind. With her professional +expertise, she brings a level of innovation and sustainability, while +maintaining a culture of respect and principles that honor each entityโ€™s +unique structure, culture and operations. + +Academically, Kate is a graduate of Northeastern Universityโ€™s Interpreter +Education Program and holds a Masterโ€™s degree in Social Impact from Claremont +Lincoln University. After a decade of coordinating interpreting services at +the post-secondary level, Kate dedicated herself to providing reputable, +accessible Deaf-centric services by listening to and working directly with +Deaf consumers. + +Kate and her husband live in rural Maryland with their energetic children and +enjoys taking advantage of all the countryside has to offer, while continuing +her love of learning and positively contributing to our communities. + +Close + +ร— + +### Mona Mehrpour, NIC + +[Member-at-Large](mailto:mal@rid.org) + +Mona Mehrpour is a heritage signer of ASL and the daughter of two deaf +parents. Over the past 15 years, she has interpreted in a variety of settings, +including educational interpreting in K-12 and post-secondary settings, video +relay, medical, community, theater and public services throughout Northern +California. Throughout her interpreting journey, she has completed an +interpreting training program, received a 4.0 on the EIPA, and became a +nationally certified interpreter (NIC). Mona currently resides in Virginia, +continuing her interpreting journey by engaging in both community and virtual +work. She also volunteers and serves Deaf-Parented Interpreters Member Section +as Chair under the Registry Interpreters for the Deaf. As an immigrant and a +child of immigrants from Iran, Mona grew up in multiple deaf communities which +is her source of inspiration for continual growth. She thrives on the +connections she makes with her peers in dialogues about personal development +and dissecting interpreting work in order to understand the decision-making +processes to provide the best possible access for our diverse deaf +communities. + +Close + +ร— + +### Glenna Cooper + +[**Deaf Member-at-Large**](mailto:dmal@rid.org) + +Glenna has over 25 years of experience in program management, supervision, +training, grant writing and marketing on local, state and federal levels. She +is currently an Associate Professor and was the faculty chair for the ASLE +program, including the ASL Studies and Interpreter Education and the World +Language at Tulsa Community College. Glenna is currently an Oklahoma QAST +State evaluator. For 12 years, she was a division director for a national deaf +organization. She was a national logistic coordinator responsible for the +management and operation unit and the Community Emergency Preparedness +Information Network (CEPIN) training program. + +She previously was one of several Deaf FEMA certified instructors for the +CEPIN program with TDI to provide deaf culture and competency trainings to +emergency responders and consumers with hearing loss. Glenna implemented the +Oklahoma Domestic Violence Awareness Program for the Deaf and Hard of hearing +communities and providers to improve communication and accessible services +with funding from the US Department of Justice and Oklahoma District Attorney +Council. She also worked with the Department of Health and Oklahoma Tobacco +Settlement Endowment Trust to develop and implement the Oklahoma Tobacco +Awareness program for deaf and hard of hearing cultural needs. For several +years, Glenna previously managed a telecommunication relay call center with +250+ employees for Ameritech/Southwestern Bell and CSD in Ohio. She was the +Oklahoma account manager for Sprint Telecommunication Relay Service during its +early formation. In addition, Glenna serves on the subject matter expert team +to review the U.S. Department of Homeland Securityโ€™s FEMA/Office for Civil +Rights and Civil Libertiesโ€™ Special Needs Planning Guidebook for Emergency +Managers. + +She is president of the Oklahoma Association of the Deaf and served on +Oklahoma Registry of Interpreters for the Deaf as Deaf Member-at-Large. For +the last 30 years, Glenna served on the City of Tulsa Mayorโ€™s Commission on +Concerns of Tulsans with Disabilities; Oklahoma Coalition Against Domestic +Violence and Sexual Abuse State Task Force member; Tulsa Community College +Interpreter Training Advisory Committee Member. She previously was Governorโ€™s +appointee for Oklahoma State Department of Human Services Advisory Board, 1993 +and Governor-appointed board member on Oklahoma State Independent Living +Council, 1991-1994 and recently Governor Henry-appointed board member and +elected secretary for Statewide Independent Living Council. + +Glenna holds an MA in Sign Language Education from Gallaudet University and a +BA-LS in Leadership Administration from the University of Oklahoma and resides +in Owasso, Oklahoma. She is married to Timi Richardson and has three children; +Matt teaches ASL at Broken Arrow Public School, Kelsey advocates for the +Indigenous Indian with her Masters in Law, and Jonathan works for Congressman +Hern at the US Capitol in D.C. Glenna loves to relax at the lake house, +boating and enjoying family time in her spare time. + +Close + +ร— + +### Christina Stevens, NIC + +[Region I Representative](mailto:region1rep@rid.org) + +Christina was born on Sauk tribal lands, attended college on the lands of the +Peoria people, and currently works on the lands of the Paugussett tribe. As a +graduate of the The Theater School at DePaul University, Christinaโ€™s work with +the National Theatre of the Deaf (NTD) provided the impetus for her move to +Connecticut, where she has served as the CRID president for the past four +years. + +Christina is a graduate of the the ASL-English Interpretation program at +Columbia College of Chicago, Illinois. In her time in Connecticut, she has had +the honor of serving as a governor-appointed member of the Advisory Board for +Persons who are Deaf or Hard of Hearing and is a designated lead interpreter +for the Connecticut Robotics Chapter for K-12 students (FIRST). Additionally, +she and her husband were married a few months before the pandemic lockdown on +an All Elite Wrestling (AEW) Wrestling cruise. + +Close + +ร— + +### M. Antwan Campbell, MPA, Ed:K-12 + +[**Region II Representative**](mailto:region2rep@rid.org) + +M. Antwan Campbell first joined the interpreting profession through his +younger brother and is a 2003 graduate of Gardner-Webb University where he +received his BA in ASL and in 2007, he received his Masterโ€™s in Public +Administration from UNC-Pembroke. He has taught several workshops geared +towards improving the skills of educational interpreters and those who work +with Deaf/Hard of Hearing students across North Carolina and the surrounding +states. He is currently working as the Educational Consultant for Deaf/Hard of +Hearing and Interpreter Support with the North Carolina Department of Public +Instruction. + +He has worked within the educational system for over ten years in a variety of +settings from elementary to post-secondary and on a variety of levels from +being in the classroom to supervising outside of it. He has received his +Ed:K-12 interpreting certification from RID. He is actively engaged in the +affiliate chapter, North Carolina Registry of Interpreters for the Deaf, +NCRID, as he is currently serving as its Past President. He has served the +local community in a variety of ways to include mentoring new and beginning +interpreters throughout the state as well. It is truly evident that Antwan has +a passion for education and improving the standards for all students. He +currently resides in Raleigh, NC. + +Close + +ร— + +### Jessica Eubank, NIC + +[Region IV Representative](mailto:region4rep@rid.org) + +Jessica Eubank is an interpreter from New Mexico native. Jessica recently +finished a term as the President of the New Mexico RID before transitioning to +the Region IV Rep position. She has worked as an interpreter in a variety of +settings including K-12, Community freelance, VRS/VRI etc. Jessica is +currently the staff interpreter for a state agency where she provides +interpreting services for advocacy on communication access issues, as well as +oversee a mentoring program that helps new interpreters gain their footing in +the field by providing support and mentorship they need to prepare for +longevity in our field. This is work that she very much enjoys. + +Close + +ร— + +### Rachel Kleist, CDI + +[Region V Representative-Elect](mailto:region5rep@rid.org) + +Located in Northern California, Rachel has been a Certified Deaf Interpreter +since 2016. But Rachel's journey into the possibility of becoming a Deaf +interpreter began in 2008 when she was first asked to do sight translation. In +2012, Rachel took her first interpreting-related workshop and started thinking +that perhaps it was a definite possibility that Deaf individuals could +interpret. + +Rachel teaches in an Interpreter Preparatory Program (IPP) and provides +training for Deaf individuals interested in learning more about the +possibility of becoming a Deaf interpreter. Rachel has also served on her +local Affiliate Chapter, SaVRID (Sacramento Valley Registry of Interpreters +for the Deaf), in various positions. General Member-at-Large, Secretary, and +Treasurer. Rachel enjoys participating in and listening to many different +communities, talking with and seeing different perspectives. Rachel looks +forward to continuing that work, that passion, but on a larger scale โ€“ +specifically as the RID Region V Representative. + +Close + +ร— + +### Chief Executive Officer + +**Star Grieser, MS, CDI, ICE-CCP** + +Star grew up in south Florida โ€“ Stuart and Jensen Beach, Florida โ€“ where she +developed her love for the outdoors and the open sea. She attended NTID (SVP +โ€˜94) and graduated from the Rochester Institute of Technology with a B.S. in +Professional and Technical Communication, and McDaniel College with a Masterโ€™s +in Deaf Education (2001). + +Star has always been active in advocacy and has worked among the Deaf and +interpreting communities, be it mental health care, Deaf education, and more +recently as Program Chair for the ASL and Interpreter Education Program at +Tidewater Community College, Chesapeake, VA, for one and half decades, to +becoming the Director of Testing for CASLI in 2017, and now as the CEO of RID +since 2021. + +She currently holds a RID certification as a Certified Deaf Interpreter. Star +is also ICE-CCP, a Certified Certification Professional by the Institute of +Credentialing Excellence. She enjoys traveling, bicycling and can usually be +found with a book in her hand. + +Close + +ร— + +### CMP Specialist + +**Emily Stairs Abenchuchan, NIC** + +Born and raised under the Florida sun, Emily is no stranger to the laid-back +lifestyle and the occasional alligator sighting. However, her journey didn't +stop at the state line. She ventured to Gallaudet, where she navigated our +nation's capital for several years. Despite the fast-paced lifestyle, she kept +her Floridian spirit intact, always carrying a bit of sunshine wherever she +went. Following her Washington, DC escapade, Emily found herself embracing the +slower pace of life in Iowa. Surrounded by endless fields and friendly faces, +she discovered the beauty and charm of Midwestern hospitality. + +Emily's heart belongs to her big family and the Deaf Community. Having spent +10 years in private practice as an interpreter, she joins us as a CMP +Specialist at RID. Now home in Florida with her husband, daughter, and Aussie +Mika, their home is a lively blend of laughter and love. When they're not busy +conquering daily life, Emily and her crew love to hit the road to explore new +horizons and are always up for a good adventure. Her downtime is often spent +soaking up the freshwater springs and basking in the beauty of Florida's +natural wonders. It's these moments, surrounded by family and nature, that +truly define Emily's approach to life โ€“ always filled with a genuine love for +the journey. + +Close + +ร— + +### Human Resources Manager + +**Cassie Robles Sol** + +Cassie was born and raised in California. She holds a bachelorโ€™s degree in +Business Management in the Human Resources field and has experience in the +hospitality, education, and beauty industries. She enjoys spending time with +her family and cooking in her spare time. + +Close + +ร— + +### CMP Manager + +**Ashley Holladay** + +Ashley was born in Vermont and raised in Maine and New Hampshire. After high +school, she attended the University of New Hampshire and earned her Bachelor +of Science in sign language interpretation. Upon completion of her degree, +Ashley worked as an educational interpreter in a local school district. In her +free time, she enjoys traveling, cooking, and spending time with her friends +and family. + +Close + +ร— + +### EPS Manager + +**Tressela Bateson** + +Tressela, known as Tressy at RID, was born in West Virginia and grew up there +until her family relocated to Virginia. After graduating from MSSD, she +obtained her BA in Psychology from California State University, Northridge, +and then attended Gallaudet University for a Masters of Arts in School +Guidance and Counseling. Tressy worked in the counseling field, including 14 +years in Mental Health Counseling before a career change to teaching ASL. She +taught at Clemson University for 6 years during the development of Clemsonโ€™s +ITP. Her combined experience working with ASL Students/future interpreters as +well as the empathy and expertise gained in counseling makes her a valued +addition to the Ethical Practices System.[![pixel +space](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%271%27%20height%3D%271%27%20viewBox%3D%270%200%201%201%27%3E%3Crect%20width%3D%271%27%20height%3D%271%27%20fill- +opacity%3D%220%22%2F%3E%3C%2Fsvg%3E)](https://rid.org/wp- +content/uploads/2014/03/pixel.jpg) + +Close + +ร— + +### Certification Manager + +**Catie Colamonico** + +Catie is a native of New Jersey and currently resides in the oldest city in +Florida. She obtained her Bachelor of Science in Social Work from Rochester +Institute of Technology, and her Masterโ€™s Degree in Human Services: +Organizational Management and Leadership from Springfield College. Catie comes +to RID with more than 10 years of experience advocating for effective +communication access, and coordinating sign language interpreting services. In +her spare time, Catie is an avid runner, enjoys sports, the outdoors, +traveling, and spending time with her wife and their deaf pittie, Lulu and +cats, Pasta, Tortellini, Turkey and Silas. + +Close + +ร— + +### Certification Specialist + +**Jess Kaady** + +Born and raised in the Portland, Oregon area, Jess graduated from Western +Oregon University with a Bachelor of Arts degree in Spanish. Her passion for +studying languages and communication styles along with seven years living +abroad in Mexico led her to begin her journey as a freelance Spanish/English +interpreter. She later became an ASL/English interpreter and is currently an +aspiring trilingual (Spanish/English/ASL) interpreter. In her free time Jess +enjoys singing, playing guitar and piano, volleyball, and engaging in +conversations about differing perspectives and experiences. + +Close + +ร— + +### EPS Specialist + +**Martha Wolcott** + +Martha was born and raised in Colorado where she currently lives. She attended +a variety of Deaf schools and mainstream classes before graduating from MSSD. +Martha then graduated from Gallaudet in Psychology, she also studied +interpreting, social work and sociology during her time there. She worked at +the Financial Aid office at Gallaudet and managed short-term rental properties +in a small mountain town before joining RID. Outside of work, Martha enjoys +snowboarding, sewing and creating, reading books, and watching TV shows. + +Close + +ร— + +### Member Services Director + +**Ryan Butts** + +Ryan is a native New Yorker. She holds a Bachelor of Arts degree in English +from the University of Mary Washington in Fredericksburg, VA. Before coming to +work at RID, she worked at the University of Mary Washington in a community +based program for minority students. In her spare time, Ryan enjoys going out +with friends and spending time with her family. + +Close + +ร— + +### Member Services Manager + +**Kayla Marshall, M.Ed., NIC** + +Kayla was born and raised in North Carolina. She holds a Bachelor of Science +in Recreation Management, a Master of Education in Recreation and Fitness +Administration, and an Associate of Applied Science in Sign Language +Interpreting. Kayla lived in west Texas for three years during graduate +school, working at a community college. After making Deaf friends there, and +learning more about Deafness and interpreting, Kayla pursued a career in +Interpreting. Kayla has been nationally certified (NIC) since 2021, and enjoys +educational and vocational interpreting the most. In her free time, Kayla +enjoys spending time with her husband, new baby boy, and two pups. Traveling, +reading, binge watching TV shows, and swimming are a few of Kaylaโ€™s favorite +hobbies. + +Close + +ร— + +### Member Services Specialist + +**Vicky Whitty** + +Vicky was born and raised in Upstate NY (not NYC) and currently residing in +the Sunshine State! She is happily married to her college sweetheart, and a +first time mom to her beautiful child and a sassy Pomeranian girl. + +Vicky holds a bachelor degree in Criminal Justice from Rochester Institute of +Technology in Rochester, NY back in winter of 2018. Before joining RID, Vicky +was teaching American Sign Language for about 3 years at a public high school +in Orlando. In her free time, she loves to check out and explore the hidden +gems in the Central Florida area, seeking out any local coffee shops, and +spending quality time with friends and family. + +Close + +ร— + +### Government Affairs, Public Policy and Advocacy Director + +**Neal Tucker** + +Neal was born and raised in Boston, MA. He has spent over a decade of his +career working in areas intersecting with disability rights and government +affairs at local, state, and federal levels. His passion for influencing and +implementing positive change is the driving force behind his professional +pursuits with the approach of, โ€œLeave the world a better place than you found +it.โ€ He is honored to work for RID knowing that he and his team have a direct +impact on the lives of the diverse Deaf and ASL-using communities. + +Neal serves on the Board of Directors as Treasurer of the Deaf and Hard of +Hearing Consumer Advocacy Network (DHHCAN) which is a national coalition of +organizations representing the interests of deaf and/or hard-of-hearing +citizens in public policy and legislative issues relating to rights, quality +of life, equal access, and self-representation. He also serves on the Board of +Directors for Atlas Preparatory Charter School which prepares and empowers all +students for success on their post-graduate paths through educational +excellence, character development, and community engagement. Most recently, +Neal was appointed to the Institute of Credentialing Excellence's (I.C.E.) +Government Affairs Committee to leverage his expertise for a one-year term +(2025-2026) to engage in efforts at the local, state, and federal levels +affecting the credentialing community. + +Neal and his partner, a Major in the United States Air Force, reside in +Colorado with their two dachshunds; Penny & Nickel. In his free time, Neal +enjoys volunteering, running, playing tennis, skiing, reading of all genres, +trying new restaurants, and traveling whenever he can! + +Close + +ร— + +### Communications Director + +**S. Jordan Wright, PhD** + +Dr. Wright is a Critical Theorist, researcher, and Director of Communications +for RID. Jordan was raised in Buffalo, NY, and matriculated at California +State University, Northridge where he formally learned ASL and finished with a +BA in English Literature at the University at Buffalo. In 2017, Jordan +completed his Ph.D. at Gallaudet University and has since held a variety of +academic positions at Lamar University and RIT/NTID, which led to his current +position with RID which combines three of his favorite passions: writing, +data, and Deaf Studies. Dr. Wright has extensive experience in the world of +publishing and enjoys escaping down various rabbit holes with a thirst for +knowledge and curiosity which fuels his passion. An avid traveler, Jordan +enjoys seeking out new horizons, and new experiences, and immersing himself in +different languages and cultures all over the world. Dad to two whippets +Savior and Omega, Jordan is an animal lover and sometimes prefers the company +of animals to people. + +Close + +ร— + +### Affiliate Chapter Liaison + +**Dr. Carolyn Ball, CI and CT, NIC** + +Carolyn has been a member of RID since 1994. However, her involvement with the +Deaf Community began in 1982 when she met a Deaf young man at a baseball game +in Idaho Falls, Idaho. This chance meeting at the baseball game influenced +Carolynโ€™s career and life forever. After the baseball game and many years of +college, she has been teaching interpreting in higher education for the past +thirty-years. Carolyn has served on several national boards and loves to be +involved in the Deaf Community. She enjoys researching the history of +interpreters and interpreter educators and how to become effective leaders. In +her free time Carolyn enjoys hiking, biking and spending time with her family. + +Close + +ร— + +### Communications Manager + +**Jenelle Bloom, PCM** + +Born and raised in the San Francisco Bay Area, Jenelle graduated from +Gallaudet University with a Bachelor of Arts degree in Communication Studies. +Jenelle focuses on strengthening accessibility and creating audience-specific +content. Outside of work, Jenelle loves spending time with her fur children, +joining animal rescue missions, and screenplay writing. She maintains an open- +door policy for discussions of any kind, loves a good joke, and always makes +time for vegan snacks. + +Close + +ร— + +### Publications Coordinator + +**Brooke Roberts** + +Born and raised in sunny Tampa, Florida, Brooke embodies her dedication and +passion for education, community service, and the arts. She graduated from +Gallaudet University with a degree in Business Administration, with a +concentration in Entrepreneurship and Marketing, and a Minor in Dance. As a +creative writer and book lover, Brooke recognizes the power of the written +word and its ability to educate and inspire. As Editor in Chief of VIEWS, +Brooke is driven to create content that is relevant and engaging to our +members. An unwavering ally to Black, Brown, and Indigenous people, Brooke is +committed to using her role to go beyond highlighting diverse perspectives. +Through a collaborative framework, Brooke works to transform the traditional +publication pipeline into a lasting communal bridge with a foundation in +equity and authentic representation. + +Close + +ร— + +### Director of Finance and Accounting + +**Jennifer Apple** + +Jennifer, originally from northeast Ohio, holds a Bachelor of Science degree +in economics from Gallaudet University and is working towards certification as +a Certified Management Accountant. Jennifer thrives on the challenges and +opportunities presented by non-profit accounting and finance. Jennifer holds +RIDโ€™s mission and service to the Deaf community close to heart. When not at +work or doting on a family of six, Jennifer engages in a love of cooking, +reading banned books, going for long hikes and bike rides, supporting local +farmers, and learning new and interesting things. + +Close + +ร— + +### Finance and Accounting Manager + +**Kristyne Reeds** + +Kristyne was born and raised in Canada. She graduated from Gallaudet +University with a Bachelor of Science degrees in Accounting & Business +Administration and a double minor in Economics & Finance. She has 7 years of +supervisory and managerial accounting experience in the hospitality industry. +During her free time, Kristyne loves spending time with her friends and cats, +hiking, and exploring new nature places. + +Close + +ร— + +### Staff Accountant + +**Bradley Johnson** + +Bradley is a Minnesota native and is also known as Brad. He graduated from RIT +with two degrees, an Associate in Applied Science in Applied Accounting and a +Bachelor of Science in Finance. Before onboarding with RID, he has been a +financial professional for nearly 30 years with a background in Healthcare, +Human Resources, Information Technology, Innovation, and Interpreter Agency in +several non-profit organizations, state agencies, and a private university. +Bradley enjoys exploring different cuisines, breweries, and wineries, +traveling, reading business books, and spending time with family and friends +in his free time. + +Close + +ร— + +### Executive Assistant and Meeting Planner + +**Julie Greenfield** + +Julie is a native Michigander. She holds a BA in Psychology from Gallaudet +University and an AAS in Applied Art from NITD. Prior to joining RID, she +worked as a conference manager for AvalonBay Communities, Gallaudet +University, and the American School Health Association. She enjoys travel and +cultural events with her family and friends in her spare time. + +Close + +__ diff --git a/intelaide-backend/python/rid/about_events_national-conference.txt b/intelaide-backend/python/rid/about_events_national-conference.txt new file mode 100644 index 0000000..63c3e27 --- /dev/null +++ b/intelaide-backend/python/rid/about_events_national-conference.txt @@ -0,0 +1,6 @@ +National Conference + +# 2025 RID National Conference July 31 - August 3, 2025 | Minneapolis, MN + +RID is delighted to invite RID members, community members, aspiring interpreters, and others to attend the 2025 RID National Conference, held on July 31 โ€“ August 3, 2025, in Minneapolis, MN! We look forward to welcoming you! + diff --git a/intelaide-backend/python/rid/about_governance.txt b/intelaide-backend/python/rid/about_governance.txt new file mode 100644 index 0000000..b72d234 --- /dev/null +++ b/intelaide-backend/python/rid/about_governance.txt @@ -0,0 +1,382 @@ +Legislation coming froms founding documents, volunteer leaders, and membership +motions. + +![](https://rid.org/wp-content/uploads/2023/03/Governance.jpg) + +Governance[Jenelle Bloom](https://rid.org/author/jbloom/ "Posts by Jenelle +Bloom")2025-01-09T17:58:50+00:00 + +### Governance is essential to the functioning of RID. Our Articles of +Incorporation, Bylaws, Board Meeting Agendas and Motions, and other guiding +documents are available for our members to review. + +### Board and Business Meetings. + +#### Containing the essentials for Board and Business meetings. + +__ + +#### Board Meeting Agendas and Minutes + +#### 2025 Board Meeting Schedule + +**2025 RID Board Meeting Dates** + + * March 5, 2025: 8-10 pm ET (Zoom) - [Register Here!](https://us02web.zoom.us/meeting/register/OAM51Lk5SD2j4R3UTPxcXw) + * June 4, 2025: 8-10 pm ET (Zoom) + * September 3, 2025: 8-10 pm ET (Zoom) + * December 3, 2025: 8-10 pm ET (Zoom) + +#### Board Meeting Minutes + +**2023 - **Board of Directors' Meeting Minutes: [Click to view +folder](https://drive.google.com/folderview?id=0B3DKvZMflFLdMEVuaHJyY3NDNUU&usp=sharing) + +**2007-2022** - Board of Directors' Meeting Minutes: [Click to view +folder](https://drive.google.com/drive/u/1/folders/0B3DKvZMflFLdMEVuaHJyY3NDNUU?resourcekey=0-HQt1UqW_ExAkotfeXyRRYg) + +#### Board Meeting Agendas and Public Committee Reports + +#### + +[Board Meeting Agendas and Public Committee +Reports](https://drive.google.com/drive/u/0/folders/1E3f5cFGk4Ve4vr- +hqBPts4u4P1ttMwuH) + +_**Monthly online meetings โ€“** Quarterly meeting 7 -9 pm EDT / 4 โ€“ 6 pm PDT_ + +2023 RID Board Meeting Dates + + * April 12-16, 2023 FTF in Baltimore, Maryland + + * Open meeting: April 14, 9a-12p FTF/ZOOM + * July 24-26, 2023 at the 2023 RID National Conference in Baltimore, Maryland + + * October 4-8, 2023 FTF โ€“ Location TBD + +#### Business Meetings + +**Business Meeting Minutes** + + * [Click to view folder](https://drive.google.com/drive/u/0/folders/0B3DKvZMflFLdUUtFb0pmcW5EVVE) + +**Business Meeting Agenda** + + * [Click here to view agenda](https://drive.google.com/drive/u/0/folders/1oY8Hs5f8lTlbJBNRnZOKu6kaWtNBxMgb) + +### Guiding Documents. + +#### Containing the most fundamental principles and rules. + +__ + +#### Guiding Documents + +The organization bylaws contain the most fundamental principles and rules +regarding the nature of RID, such as how directors are elected, how meetings +of directors are conducted, and so on. These bylaws are amended according to +member motions and referred to in every act of legislation for RID. RID also +seeks partnerships with organizations that share common goals through +memorandums of understanding. RID is committed to compliance with the +antitrust laws of this country, which laws prohibit anti-competitive behavior, +regulate unfair business practices, and encourage competition in the +marketplace. + +#### Bylaws + +The RID Bylaws govern the internal management of the association, as well as +the board of directors, members and staff. The bylaws contain the most +fundamental principles and rules regarding the nature of RID, such as how +directors are elected, how meetings of directors are conducted, and so on. + +You can either download the Bylaws as a whole document or views the separate +sections linked below. This document is in PDF file format. + +[Bylaws Complete Document โ€“ Edited April 2020](https://rid.org/wp- +content/uploads/2023/04/Bylaws-revised-April-2020.pdf) + +ARTICLE NUMBER | ARTICLE TITLE +---|--- +Article I | [Name](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=2) +Article II | [Objective](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=2) +Article III | [Membership](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=2) +Article IV | [Directors](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=4) +Article V | [Committees](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=8) +Article VI | [Meetings of Members](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=9) +Article VII | [Regional Organization](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=9) +Article VIII | [Affiliate Chapters](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=9) +Article IX | [Referendum](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=9) +Article X | [Inspection Rights and Corporate Seal](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=10) +Article XI | [Fiscal Year of the Corporation](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=10) +Article XII | [Fees, Dues, and Assessments](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=10) +Article XIII | [Amendment of Bylaws](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=10) +Article XIV | [Non-Discrimination Policy](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=11) +Article XV | [Amendment of the Articles of Incorporation, Dues, and Assessments](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=11) +Article XVI | [Dissolution of the Corporation](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=11) +Article XVII | [Parliamentary Authority](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf#page=11) + +Related Links: + + * [Bylaws โ€“ previous version](https://rid.org/wp-content/uploads/2023/11/Bylaws-revised-October-2019.pdf) + * [View the RID Articles of Incorporation](https://drive.google.com/file/d/0B3DKvZMflFLdUlNsWnQxNUxrRDg/view?usp=sharing) + +#### Policies and Procedures Manual + +The purpose of the Policies and Procedures Manual (PPM) is to contain the +policies set by the Board of Directors of RID. The PPM establishes procedures +for the key elements and operations of the national association, including its +headquarters, affiliates, committees, and member sections. The policies and +procedures contained in this manual are general guidelines for the +association. Exceptions to the policies and procedures noted herein are +permitted with board approval, except for the provisions of the Bylaws which +cannot be waived or altered except as noted in the Bylaws. + +The policies defined here are the basic principles and associated guidelines, +formulated and enforced by the governing body of the organization. The +policies define _what_ the association does. + +The procedures explain _how_ the association _implements_ policy. Procedures +are the sequence of activity required to carry out a policy statement or move +the association toward one of its stated goals. Procedures are also the rules +and regulations that entities within the association abide by when conducting +their business. They are a consistent guide to follow through any decision- +making process. + +You may view the updated [2021 RID Policies and Procedures Manual +here](https://acrobat.adobe.com/link/track?uri=urn%3Aaaid%3Ascds%3AUS%3A8c5174ca-73fa-43ec-a477-a753ec8f8f3a&viewer%21megaVerb=group- +discover). + +Related links: + + * [RID Bylaws](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised-April-2020.pdf) + * [Click here to see the RID Articles of Incorporation.](https://drive.google.com/file/d/0B3DKvZMflFLdUlNsWnQxNUxrRDg/view?usp=sharing) + +#### Memorandums of Understanding (MOUs) + +RID constantly seeks partnerships with organizations that share common goals. +Through teamwork and collaboration, we can achieve more of our strategic +goals. + +RID currently has Memorandums of Understanding (MOUs) with these +organizations: + + * The National Association of the Deaf (NAD): Updated July 2013 (link coming soon), [Original 2009](https://drive.google.com/file/d/0B3DKvZMflFLdMURHQm50TzZXb0U/view?usp=sharing) + * Conference of Interpreter Trainers (CIT) : [October 2014](https://drive.google.com/file/d/0B3DKvZMflFLdQVdZczlKTHFoWWc/view?usp=sharing) + * Commission on Collegiate Interpreter Education (CCIE): [July 2011](https://drive.google.com/file/d/0B3DKvZMflFLdd2dSTUtqMDZQMTA/view?usp=sharing) + * Mano-a-Mano: [July 2011](https://drive.google.com/file/d/0B3DKvZMflFLddTMzenEzLUtIakk/view?usp=sharing) + +#### Antitrust Policy + +RID is committed to compliance with the antitrust laws of this country, which +laws prohibitanti-competitive behavior, regulate unfair business practices, +and encourage competition in the marketplace. + +Neither RID, nor any of its affiliate chapters, member sections, councils, +committees, or task forces shall be used for the purpose of bringing about or +attempting to bring about any understanding or agreement, written or oral, +formal or informal, express or implied, between or among competitors that may +restrain competition or harm consumers . In connection with membership or +participation in RID, there shall be no discussion, communication, or +agreement between or among members who are actual or potential competitors +regarding their prices, fees, wages, salaries, profit margins, contract terms, +business strategy, business negotiations, or any limitations on the timing, +cost, or volume of their services. This includes any RID-related listserv, +online discussion groups, sponsored RID social media, RID publications, or +other RID sanctioned event, program, or activity. + +**Please seeRID's Antitrust FAQs below for further information.** + +#### Annual Reports + +RID Publishes an Annual Report for its members, outlining our achievements for +the year as well as an annual financial report. Please click below to see the +most recent annual reports, or feel free to browse through our Annual Report +Archive! + +**Most Recent:[FY 2022 Annual +Report](https://www.canva.com/design/DAF0EKkqrq4/GytXIYQNtjvqfB6NeAysug/edit?utm_content=DAF0EKkqrq4&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton)** + +**You may find RID Annual Reports +here:** + +## Antitrust Policy FAQs + +#### Why do we need an antitrust policy? + +While you may prefer to leave antitrust law up to the lawyers to discuss, itโ€™s +important for members of a professional association to know what kind of +conduct puts the association at risk. This policy is designed to protect RID +and our members, committees, task forces, work groups, member sections +and state affiliate chapters from legal exposure. + +According to the Federal Trade Commission (FTC), enforcement of antitrust laws +aims to โ€œprevent unfair business practices that are likely to reduce +competition and lead to higher prices, reduced quality or levels of service, +or less innovation. Anticompetitive practices include activities like price +fixing, group boycotts, and exclusionary exclusive dealing contracts or trade +association rules โ€ฆ.โ€, Professional associations are expected to provide +guidance to their members about antitrust law to ensure that any discussions, +projects, or work done within the scope of RID is not in violation of +antitrust laws. + +#### How is a professional association different from a union? + +The key difference between a professional association and a union is that a +professional association works to promote the industry/profession as a whole, +while a union works to promote the interests of the workers it represents in- +collective bargaining. This may seem like a difference without a distinction, +but itโ€™s important when looking at what activities a professional association +can and cannot engage in. While unions actively advocate for their membersโ€™ +personal financial interests and specific terms and conditions of employment, +professional associations work to improve public perception of an industry or +professional, e.g., through the establishment of standards and informing +government decisions. Also, as discussed below, unions have the protection of +the โ€œlabor exemptionโ€ to the antitrust laws. + +#### Why canโ€™t the committees, task forces, work groups, member sections +and state affiliate chapters engage in collective bargaining on behalf of +members? + +Price fixing is illegal under antitrust law. Economic competitors cannot come +together and agree on a price they will charge for their goods or services. +For example, gasoline stations are prohibited from getting together and +deciding how much to charge for a gallon of gas. Interpreters in independent +practice in a particular market area are viewed as economic competitors. Thus, +they cannot agree, through RID committees, task forces, work groups, member +sections, or state affiliate chapters, on a price that they will charge for +their services. + +It is important to note that individual interpreters are always free to set +their own rates or decide what rates they will or will not accept. Individual +interpreters are also free to access and consider the published rates of other +interpreters in setting their own rates. It is only when they act in concert +with competing interpreters that antitrust law comes into play. + +Unions have the protection of the โ€œlabor law exemptionโ€ to antitrust laws and, +therefore union members, who would otherwise be viewed as competitors, may +engage in concerted activities through their bargaining unit without raising +concerns about antitrust violations. RID and groups acting within its +organizational structure are not unions and do not have the benefit of such an +exemption. + +#### Why canโ€™t the association or its affiliates form a union to +collectively bargain for members? + +It does not fall within the mission of RID or its affiliates to form or to +facilitate the formation of a union to collectively bargain with employers on +behalf of employees who are RID members with respect to their terms and +conditions of employment. Interpreters who are members of RID may, obviously, +choose to participate in their individual capacities as employees in a +collective bargaining process with their employers through a union. As +previously noted, there is an exception in antitrust laws that allows a group +of employees, through their union, to collectively bargain with their +employer. Also, it is worth noting in this context that many RID members are +interpreters who are independent/freelance contractors who do not have an +employee-employer relationship with the entities that contract with them. + +#### There is a new interpreter contract in my state. Can the state +affiliate chapter warn that interpreters wonโ€™t accept work at the proposed +rates? + +A decision by or on behalf of a group of economic competitors (like the +interpreter members of a state affiliate chapter) to explicitly or implicitly +threaten to boycott any proposed or existing contract in order to influence +the rates set forth in that contract raises very serious antitrust concerns. +While there is no clear definition of what constitutes an implicit boycott +threat, all members and RID affiliates must be very careful in making +statements that might be construed as a veiled boycott threat. + +Although it may seem obvious that below-market rates will decrease the pool of +interpreters willing to work under a given contract, stating such on behalf of +a RID-associated group may still be construed as an implicit boycott threat. +If there are interpreters who are willing to accept the proposed contractual +rates and/or those stated rates appear to benefit the consumers / providers of +interpreting services, the risks of antitrust exposure are even greater. + +While the impact of proposed contractual rates on the available pool of +interpreter and the Deaf communityโ€™s access to services is a logical argument +against rates that are perceived by some to be sub-market, statements made by +or on behalf of competing interpreters regarding appropriate rates need to be +carefully crafted, need to focus upon the consumerโ€™s perspective and not the +financial interests of the interpreters, and warrant careful review, including +the advice of counsel prior to dissemination. + +#### What can the committees, task forces, work groups, member sections +and state affiliate chapters do? + +There are several things that RID, through its member sections, councils, +committees, and task forces, and that state affiliate chapters, can do that +may relate to rates/fees and other conditions of employment / engagement. +These things must still be done with extreme care and consideration and the +antitrust risks associated with them should be assessed prior to +implementation. + +a. You can petition the government. + +There is an exception to antitrust laws that allows associations and its +affiliates to petition government entities, such as state agencies and +commissions and legislators, and raise issues that would otherwise trigger +antitrust concerns. The goal of representing RID members before such entities +is to improve the information upon which governmental decisions are made. + +b. You can collect and share historical price data. + +The FTC, a federal agency that enforces antitrust laws, created a safe harbor +for collecting and disseminating historical rate/fee information. (A safe +harbor is a provision that specifies that certain conduct will be deemed not +to violate a given law, in this case antitrust law.) So, if an affiliate +chapter, member section, council, committee, or taskforce follows the safe +harbor guidelines, it can collect data on rates and fees in the market area +and disseminate it to members. Here are some key factors to consider before +collecting and disseminating this kind of information: + + * * Rate/fee information must be at least 3 months old. + * The information must be collected confidentially. Interpreters cannot learn what rates/fees other interpreters are charging. To ensure that raw data isnโ€™t shared among competitors, it would be prudent to work with an outside entity to conduct the survey. + * When the results are disseminated, there should be no information included that would enable members to ascertain the identity of those charging a specific rate or fee. This is particularly true for listing information by geographic area when there is only one interpreter working in that area. + +c. You can communicate your membersโ€™ concerns to the appropriate entity. + +Affiliate chapters, member sections, councils, committees, and taskforces can +communicate membersโ€™ concerns to a hiring entity, if extreme caution is +exercised. The concerns cannot be communicated in a way that could be +construed as an express or implied threat to collectively boycott a particular +contract or hiring entity. Any message should be prefaced by an explanation +that every member acts independently in the market and that you are not +attempting to influence rates or negotiate rates on behalf of your members +Show that you understand antitrust law, say โ€œWe are not negotiating rates on +behalf of our members.โ€ + +#### Who can I contact for more information and guidance? + +Each affiliate chapter is responsible for retaining and consulting with local +legal council for guidance related to antitrust law. A resource that can +assist affiliates in locating local counsel is your state Center for Nonprofit +Advancement. Please contact [info@rid.org](mailto:info@rid.org) if you need +assistance locating your local center. + +#### What does RID suggest as text for Google/Facebook Groups to post on +their homepage? + +Do not post queries or information, and refrain from any discussion that may +provide the basis for an inference that the members agreed to take action +relating to prices, production, allocation of markets, or any other matter +having a market effect. Examples of topics which should not be discussed +include current or future billing rates, fees, or other items which would be +construed as โ€œpriceโ€, fair profit, billing rate, or wage level, current +billing or fee procedures, imposition of credit terms. Do not post regarding +refusing to deal with anyone because of his/her pricing or fees. + +#### Are there any additional resources for this topic? + +U.S Department of Justice โ€“ Antitrust Division + + +Federal Trade Commission + + +Antitrust Guidelines for Collaborations Among Competitors + + +__ diff --git a/intelaide-backend/python/rid/about_resources.txt b/intelaide-backend/python/rid/about_resources.txt new file mode 100644 index 0000000..b1d49a7 --- /dev/null +++ b/intelaide-backend/python/rid/about_resources.txt @@ -0,0 +1,1255 @@ +Sign language interpreting is a rapidly expanding field. + +![](https://rid.org/wp-content/uploads/2023/03/Interpreter-Resources.jpg) + +Resources[kamille@websitehealthplan.com](https://rid.org/author/kamille@websitehealthplan.com/ +"Posts by kamille@websitehealthplan.com")2025-03-03T16:29:49+00:00 + +__ + +Current Executive Orders + +__ + +For Interpreters + +__ + +Standard Practice Papers + +__ + +Position Statements + +__ + +For the Consumer + +__ + +[RID FAQs](https://rid.org/faqs/) + +# Presidential Executive Order Resources + +### Resources regarding recent Presidential Executive Orders. + +__ + +#### Executive Orders and White House Information + + * **[Presidential Actions](https://www.whitehouse.gov/presidential-actions/) **โ€“ White House Administration + * **[What is an Executive Order and how is it different from a law?](https://www.aclu.org/news/privacy-technology/what-is-an-executive-order-and-how-does-it-work) **โ€“ American Civil Liberties Union (ACLU) + * [**Executive Order FAQs**](https://content.govdelivery.com/accounts/USEEOC/bulletins/3d0a360) - US Equal Employment Opportunity Commission + * [**Executive Orders affecting charitable nonprofits**](https://www.councilofnonprofits.org/files/media/documents/2025/chart-executive-orders.pdf) โ€“ National Council of Nonprofits + +#### DEIA Offices, Programs and Initiatives + + * **[DEI in Government and Private Sector](https://www.pillsburylaw.com/en/news-and-insights/trump-anti-dei-executive-orders.html)** - Pillsbury Law + * **[Further Guidance Regarding Ending DEIA Offices, Programs and Initiatives](https://chcoc.gov/content/further-guidance-regarding-ending-deia-offices-programs-and-initiatives)** - Chief Human Capital Officers Council + * **[Additional DEIA Guidance to Agencies](https://meritalk.com/articles/opm-issues-additional-deia-guidance-to-agencies/) **- Office of Personnel Management + * _A clarification MEMO from the federal Office of Personnel Management (OPM) clarifies that accommodating deaf people with sign language interpreting is _not included_ in the anti-DEIA executive orders._ + +# For the Interpreter + +### The what and why of interpreting. + +#### The expectations and standards for you to know. + +__ + +#### About Interpreting + +#### Professional Practice Papers + + * [Deaf Interpreter](https://festive-ballyhoo.flywheelstaging.com/wp-content/uploads/2025/01/RID-P3-Deaf-Interpreter.pdf) (2024) + +#### Standard Practice Papers + +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the +membership in outlining standard practices and positions on various +interpreting roles and issues. You may print out the SPPs below and then make +the number of copies needed. + + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [An Overview of K-12 Educational Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdcFE2N25NM1NkaGs/view?usp=sharing) (2010) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Video Remote Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdTkk4QnM3T1JRR1U/view?usp=sharing) (2010) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Use of a Certified Deaf Interpreter](https://drive.google.com/file/d/0B3DKvZMflFLdbXFLVVFsbmRzTVU/view?usp=sharing) (1997) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting in Legal Settings](https://drive.google.com/file/d/0B3DKvZMflFLdTHo1OVFrVW4ySFk/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting in Mental Health Settings](https://drive.google.com/file/d/0B3DKvZMflFLdWmFVV2tydVRFTHM/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting in Religious Settings](https://drive.google.com/file/d/0B3DKvZMflFLdOGg2X05vclZIeUk/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Video Relay Service Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdNE1zZGRPdDN4NGM/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting in Health Care Settings](https://drive.google.com/file/d/0B3DKvZMflFLdYVVBd0RIWDlOMW8/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Self-Care](https://drive.google.com/file/d/0B3DKvZMflFLdaHJNeVdsWDJTUUk/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Coordinating Interpreters for Conferences](https://drive.google.com/file/d/0B3DKvZMflFLdeTBVYW90N01Kb1U/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Team Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdVzZpaUtraW5xZG8/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Multiple Roles](https://drive.google.com/file/d/0B3DKvZMflFLddno4VGNEVjF3NnM/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting for Individuals who are Deaf-Blind](https://drive.google.com/file/d/0B3DKvZMflFLdeGhDU1BUOTJKNEk/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Oral Transliteration](https://drive.google.com/file/d/0B3DKvZMflFLdRjdralozSG1iSG8/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Professional Sign Language Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdeHZsdXZiN3EyS0U/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Business Practices: Billing Considerations](https://drive.google.com/file/d/0B3DKvZMflFLdQVc0bmd1TGJPWEE/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Mentoring](https://drive.google.com/file/d/0B3DKvZMflFLdcGktcFhxaS1jSUE/view?usp=sharing) (2007) + +New: + + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E)[ Performing Arts](https://drive.google.com/file/d/0B3DKvZMflFLdd0hnZC1BMjJvTlU/view?usp=sharing) (2014) + * [![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) Professional Sign Language Interpreting Agencies](https://drive.google.com/file/d/0B3DKvZMflFLdb1Q1Ym1vZ3BrWEk/view?usp=sharing) (2014) + +#### The Field of Interpreting โ€“ Opportunities and Growth + +The field of interpretation is currently in an exciting period of growth as a +career profession. As we work to eliminate the perception of interpretation as +just a โ€œjobโ€ that any individual with an interest can undertake, we are seeing +the field gain momentum in reputation that encompasses quality and respect. +With supply not meeting the current demand, interpreters have become an +invaluable tool in communication access between Deaf and hard-of-hearing +individuals. + +Interpreting is a human service-related field that is utilized in a myriad of +different life situations, such as medical, mental health, law, education, +etc. An interpreter, who must uphold the [Code of Professional +Conduct](https://festive-ballyhoo.flywheelstaging.com/ethics/code-of- +professional-conduct/), is a bilingual and bicultural professional working in +a true profession and should be regarded as such. + +Because interpreters are key to communication access, RID strives to maintain +high [standards](https://festive- +ballyhoo.flywheelstaging.com/about/resources/#fortheconsumer) for members in +various ways, including credentials, continuing education, and standard +practice papers. + +If you are thinking of interpreting as a career, we hope that this information +will be helpful in your decision-making process. If you need more information, +please do not hesitate to contact [RID Headquarters](mailto:members@festive- +ballyhoo.flywheelstaging.com). Learn more about interpreting as a career in +the section below **Why You Should Become a RID Certified Interpreter**. + +#### The Art of Interpretingโ€ฆ. + + * Is the process of transmitting spoken English into American Sign Language (ASL) and/or gestures for communication between Deaf and hearing individuals; + * Enhances the quality of interaction between the Deaf and hard-of-hearing communities; + * Serves as a tool in bridging communication gaps; + * Is a profession that is highly dynamic and sophisticated; + * Offers a career that allows one to grow with each knowledge building experience. + +#### What It Takes + + * A committed individual to not only achieve certification but to also maintain and grow the skills needed + * Physical stamina, endurance and the ability to emotionally handle an assignment and adhere to confidentiality + * A great knowledge of the English language and the ability to speak clearly, be audibly heard and to portray the feelings and emotion of the speaker, whether voice or sign interpreting + * An understanding that interpreting is a complex process that requires linguistic, cognitive and technical skills + +#### Practice of Interpreting + +Sign language interpreting is a rapidly expanding field. Schools, government +agencies, hospitals, court systems and private businesses employ interpreters. +Interpreters work in a variety of settings including medical, legal, +religious, mental health, rehabilitation, performing arts and business. + +The interpreting field is experiencing an increase in demand for qualified +interpreters. This is due, in part, with the advent of Video Relay Service +(VRS) and Video Remote Interpreting (VRI). These services offer consumers +access to real-time visual communication with the hearing community. As the +methods of communication increase between the Deaf and hearing communities +through technological advancements, we will also experience an increase in +demand for the number of qualified interpreters to be utilized through these +techniques. + +#### Interpreters Make Communication Possible + +Sign Language/spoken English interpreters are highly skilled professionals +that facilitate communication between hearing individuals and the Deaf or +hard-of-hearing. They are a crucial communication tool utilized by all people +involved in a communication setting. Interpreters must be able to listen to +another personโ€™s words, inflections and intent and simultaneously render them +into the visual language of signs using the mode of communication preferred by +the deaf consumer. The interpreter must also be able to comprehend the signs, +inflections and intent of the deaf consumer and simultaneously speak them in +articulate, appropriate English. They must understand the cultures in which +they work and apply that knowledge to promote effective cross-cultural +communications. + +#### More Than Fluency + +Interpreting requires specialized expertise. While proficiency in English and +in sign language is necessary, language skills alone are not sufficient for an +individual to work as a professional interpreter. Becoming an interpreter + + * Is a complex process that requires a high degree of linguistic, cognitive and technical skills; + * Takes a committed individual to not only achieve certification but to also maintain and grow the skills needed; + * Requires physical stamina, endurance and the ability to emotionally handle an assignment and adhere to confidentiality; + * Necessitates a great knowledge of the English language and the ability to speak clearly, be audibly heard and to portray the feelings and emotion of the speaker, whether they are voice or sign interpreting. + +The Americans with Disabilities Act requires the provision of qualified +interpreters in a variety of settings. It states that โ€œTo satisfy this +requirement, the interpreter must have the proven ability to effectively +communicateโ€ฆโ€ +One important measure of an interpreterโ€™s proven ability is professional +credentials. Credentials are obtained by taking and passing an assessment of +your skills. RID provides testing for national certification. + +#### All Types of Sign Language + +Sign language is no more universal than spoken languages. American Sign +Language (ASL) is the language used by a majority of people in the Deaf +community in the United States, most of Canada (LSQ is used in Quebec), +certain Caribbean countries and areas of Mexico. Other areas of the world use +their own sign languages, such as England (British Sign Language) and +Australia (Australian Sign Language). + +American Sign Language (ASL) is a distinct visual-gestural-kinesthetic +language. While it borrows elements from spoken English and old French sign +language, it has unique grammatical, lexical and linguistic features of its +own. It is not English on the hands. + +Because ASL is not English, educators have developed a number of signed codes +which use ASL vocabulary items, modify them to match English vocabulary, and +put them together according to English grammatical rules. These codes have +various names including Signed Exact English (SEE) and Manual Coded English +(MCE). Additionally, when native speakers of English and native users of ASL +try to communicate, the โ€œlanguageโ€ that results is a mixture of both English +and ASL vocabulary and grammar. This is referred to as PSE (Pidgin Signed +English) or contact signing. + +___ + +Whether you are a beginner, an advanced signer or a Child of a Deaf Adult +(CODA), RID is here to help you understand what it takes to become a +professional and qualified interpreter. Fascination with sign language and/or +the desire to โ€œhelpโ€ are admirable, but these alone are not qualifications to +be interpreting for persons who are Deaf or hard of hearing. Patience, +persistence, dedication and professional training are just some of the few key +elements that are crucial to becoming a successful interpreter. + +__ + +#### Why You Should Become a RID Certified Interpreter + +#### What Interpreting is and How to Get Started + +#### **Interpreting:** _the act of conveying meaning between people who use +signed and/or spoken languages_ + +Professional sign language interpreters develop interpreting skills through +extensive training and practice over a long period of time. Before committing +to this profession, it is imperative that you prepare yourself for the +expectations, requirements and standards that will be asked of you. + +Below are a few resources that will help guide you along the process: + + * [DiscoverInterpreting.org](http://www.discoverinterpreting.org/) +Discover Interpreting was established from a grant issued by the U.S. +Department of Education Rehabilitation Services Administration, CFDA 84.160A +and 84.160B, as a response to the ASL interpreter shortage. This is an +excellent tool to help inspire individuals who are interested in pursuing a +career in the field of interpreting, close the โ€œgapโ€ between graduation and +certification, and to increase the number of qualified interpreters. + + * [The Commission on Collegiate Interpreter Education](http://ccie-accreditation.org/) +CCIE was established to promote professionalism in the field of sign language +interpreter education through an accreditation process. This site provides a +list of accredited programs to help you prepare to enter the field of +interpreting. + + * [Interpreter Training and Preparation Programs](https://drive.google.com/file/d/1ZTaTocbP0qVohgfxK27xJhE9RbpWpRFh/view?usp=sharing) +These programs provide you with the education and knowledge base to develop +the skills to become an interpreter. + +***NEW* View an intensive spreadsheet of available 2 and 4 year ITP +programs[HERE](https://drive.google.com/file/d/1ZTaTocbP0qVohgfxK27xJhE9RbpWpRFh/view?usp=sharing)** +**(Resource made available by CCBC Program Assistant Jesse Hammons, CIT and +CCBC)** + + * [RIDโ€™s Certification Programs](https://festive-ballyhoo.flywheelstaging.com/certification/) +RIDโ€™s Certification Programs measure your knowledge and skill level and +provides you with the appropriate level credentials for your testing skills. + + * [NAD-RID Code of Professional Conduct](https://festive-ballyhoo.flywheelstaging.com/ethics/code-of-professional-conduct/) +The NAD-RID Code of Professional Conduct sets the standards to which all +certified members of RID are expected to adhere. + + * [RIDโ€™s Standard Practice Papers](https://festive-ballyhoo.flywheelstaging.com/about/resources/#spp) +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the +membership in outlining standard practices and positions on various +interpreting roles and issues. These SPPs are excellent resources to educate +all interpreters as well as hearing and deaf clients, the general public, +business contacts, school personnel, doctors and nurses, etc. See the section +above for our SPPs. + + * [RID Affiliate Chapters and Local Chapters](https://festive-ballyhoo.flywheelstaging.com/rid-regions-chapters/affiliate-chapters/) +Your affiliate or local chapter can serve as an excellent source for guidance, +mentorship and information. + +#### ASL Fluency and Learning the Language + +How long does it take to become fluent in Japanese, Russian or any other +foreign language? Language fluency, be it spoken or visual, requires time, +dedication, study, immersion in the language community, and constant practice. +While you may have the potential to handle communication of simple concepts of +daily life after just three classes, it will most likely take you years to be +comfortably fluent in native conversations at normal rates discussing complex +topics. + +Sign language classes are offered throughout the community at schools and +colleges, churches and recreation departments. Some of these are excellent, +and some are very poor. The classes may be ASL, PSE, SEE or some mixture of +all. Instructors may be experienced, professional educators, or people who +have only taken a few classes themselves. Buyer beware! + +Some things to consider or ask when choosing a class: + + * **Is the instructor native or near-native fluent in American Sign Language (ASL)?** Fluency in the language could be evidenced by RID certification or NAD or state Quality Assurance (QA) ratings in interpreting, or by an advanced or superior rating on the SCPI (Sign Communication Proficiency Interview). Be wary of instructors who just recently took classes themselves. + * **Is the instructor involved in the Deaf community and with professional organizations?** It is very beneficial if the instructors have formally studied the language and the teaching profession. Credentials to look for include membership in the American Sign Language Teachers Association (ASLTA) and/or the Conference of Interpreter Trainers (CIT) as well as organizations such as RID, NAD and Black Deaf Advocates (BDA). + * **What do you know about the organization offering the class?** What is the history and reputation of the organization with regard to sign language education? Does the organization provide you with additional materials on sign language? Are you provided with information on what is happening in the Deaf community? Does the organization provide you guidance regarding your next steps once you learn the basics? + * **Does the Deaf community support this class and organization?** People who are native ASL signers and involved in the Deaf community see โ€œgraduatesโ€ from various classes. Seek their guidance on which classes they recommend? + * **What has become of previous graduates of the class?** What have they accomplished since they finished their studies? Has the class been helpful? Do they feel they learned what they needed? + +#### Interpreter Education Programs + +An interpreter program is a formalized education program with a dedicated +curriculum that is offered through a college, university or technical school +that prepares students for a career in the field of interpreting. There are +college and university programs around the country. A majority offer associate +degrees in interpreting, but the number of bachelor programs is increasing. +Additionally, a handful of schools offer master degrees in interpreting. + +For a list of available programs [click here](https://myaccount.festive- +ballyhoo.flywheelstaging.com/Public/Search/Organization.aspx). Please note +that this may not be a complete, up-to-date list. To confirm that the program +is accredited, you can visit [www.ccie-accreditation.org](http://www.ccie- +accreditation.org/). Please contact your local college, university or +technical school to see what programs they may offer, if any. Also, contact +your [affiliate or local chapter](https://festive- +ballyhoo.flywheelstaging.com/membership/affiliate-chapters/) for more +information on interpreting programs in your area. + +#### Preparation for Earning Credentials + +Beginning July 1, 2012, exam candidates will be required to hold a degree (any +major) or submit an approved [Educational Equivalency +Application](https://festive-ballyhoo.flywheelstaging.com/rid-certification- +overview/alternative-pathway/). recorded in their RID account. While you may +receive a degree in any field, one may find the background, skills development +and theory learned in a recognized interpreter program are extremely +beneficial in getting your national certification. + +Most interpreter education programs provide you with the knowledge and skills +to begin pursuing an interpreting career as well as a foundation to begin +preparing for certification. Completion of a program is more like a driverโ€™s +permit that lets you operate in certain protected situations. Continued +practice, participation in workshops and training experiences, and work with +mentors will help prepare you to earn your certification. And certification +opens many doors to a successful career for you in the interpreting +profession. + +#### Choosing a Degree Option + +To be a successful interpreter, you need a wide range of general knowledge. A +degree is an important way to gain that knowledge. The higher the degree, the +more diverse and complete your general knowledge will be. In many interpreting +jobs in school systems, your salary is partly based on your degree. +Interpreting is a very complex task and requires a high degree of fluency in +two languages. Will you be able to master the language and the interpreting +task during the length of the program you are considering? + +In general, the more education a person can get, the better they will do. But, +the quality of the education is important as well. Here are some questions to +consider when choosing a program: + + * Is the program up-to-date and well respected by the Deaf and interpreting communities? + * Are its faculty members affiliated with and actively involved in professional organizations? + * What kind of credentials do they have? + * Are the program graduates working in the field and getting their credentials? + * What kinds of resources are available to students and faculty? + +#### Interpreting as a Career + +There is a strong need for qualified interpreters with credentials as we are +currently experiencing a period in the interpreting field where supply is not +keeping up with demand. The greatest demand for interpreters is in medium-to- +large cities. The more mobile you are, the more likely you are to find an +interpreting job. + +Interpreters typically fall in one of three categories: + + * Agency interpreter, meaning that you are employed by an agency that provides you job assignments. + * Free-lance interpreter, meaning that you are responsible for finding and maintaining your own client base + * Contracted interpreter, meaning that you take on aspects of both the agency interpreter and the freelance interpreter. You provide services to an interpreter services agency or to other agencies in accordance with the terms and conditions of a particular contract or contracts. You are not an employee of the interpreter services agency or any other agencies for which they provide services + +#### Join RID + +You donโ€™t have to wait until you are a practicing interpreter to become a RID +member. Join today and enhance your networking opportunities within the field +of professional interpreting. + +If you already interpret out in the community but are not yet RID certified, +you qualify to join as an Associate member. If you are a student in an +Interpreter Training Program, you can join as a Student member. + +If you are neither of the above yet still want to reap the +[benefits](https://festive-ballyhoo.flywheelstaging.com/membership/benefits/) +of membership, then join as a Supporting member. + +Learn more about [RID membership](https://festive- +ballyhoo.flywheelstaging.com/membership/). + +__ + +#### Further Interpreting Resources + +#### Educational Interpreters Overview + +_The more unified we become as an overall profession, the greater our voice +and the more impact we will have._ + +Educational Interpreters have always been an important part of the mission and +programs of RID. For many years, RID has received feedback from educational +interpreters that they were overlooked as a population by the majority of +publications, _VIEWS_ articles, conferences and workshops that we provide. + +Realizing that RID would have a greater voice and a larger volume of impact if +we embraced other populations in the interpreting profession, we have taken +great strides to become more inclusive to the educational interpreter and +wholeheartedly welcome you into RIDโ€™s membership. + +**EIPA-RID Agreement** + +From the fall of 2006 to the summer of 2016, RID recognized individuals who +passed the Educational Interpreter Performance Assessment (EIPA) written and +performance tests at the level of 4.0 or higher as certified members of the +association. + +[Board Approved +Motion](https://drive.google.com/file/d/0B3DKvZMflFLdNDVIalpGSTZWb3c/view?usp=sharing) +[Overview of K-12 Educational Interpreting Standard Practice +Paper](https://drive.google.com/file/d/0B3DKvZMflFLdcFE2N25NM1NkaGs/view?usp=sharing) + +**EDUCATIONAL INTERPRETER RESOURCES TOOLKIT** + +The Educational Interpreter Resources Toolkit, which was prepared by the 2007 +โ€“ 2009 Educational Interpreting Committee (EIC), serves as an excellent +resource tool to assist educational interpreters in the work they do. + +This Resources Toolkit may serve as your โ€˜Home Baseโ€™ in discovering tools that +can assist you in getting valuable information for the work you do serving +students in the educational setting, K-12. + +[Educational Interpreter Resources Toolkit (full +document)](https://drive.google.com/file/d/0B3DKvZMflFLdWkhWenNyeXNGSEE/view?usp=sharing) + + * [Section I: Laws & Policy Supporting Deaf Education](https://drive.google.com/file/d/0B3DKvZMflFLdRUhLd2ZzbWVqaGc/view?usp=sharing) + * [Section II: Database & Tools for Finding Additional Resources](https://drive.google.com/file/d/0B3DKvZMflFLdVzZVa2tCSGJWWnc/view?usp=sharing) + * [Section III: Organizations](https://drive.google.com/file/d/0B3DKvZMflFLdZUcteU9SVkRvTkk/view?usp=sharing) + * [Section IV: Books, Journals & Articles of Interest](https://drive.google.com/file/d/0B3DKvZMflFLdYXF5bjJaZUFwTWM/view?usp=sharing) + * [Section V: State Specific Educational Interpreting Guidelines](https://drive.google.com/file/d/0B3DKvZMflFLdcXRKYzNuTHF3OXM/view?usp=sharing) + * [Section VI: Resources to Share with School Personnel](https://drive.google.com/file/d/0B3DKvZMflFLdTEhCRTF4RWhKUjA/view?usp=sharing) + * [Section VII: Resources to Share with Students & Parents](https://drive.google.com/file/d/0B3DKvZMflFLdMFFBNTk0a3dsdXc/view?usp=sharing) + * [Section VIII: RID Resources](https://drive.google.com/file/d/0B3DKvZMflFLdNDVIalpGSTZWb3c/view?usp=sharing) + +**OTHER RESOURCES** + +The Educational Interpreter Committee (EIC), in collaboration with the +Interpreters in Educational and Instructional Settings (IEIS) member section +conducted two surveys during their 2007-2009 term; a survey of both RID +affiliate chapter presidents and interpreters working in educational settings. +The purpose of the surveys were, respectively speaking, to: learn what +affiliate chapter presidents know about and were doing for educational +interpreters and to discover what educational interpreters know about and +found value in RID affiliate chapters. + +[Affiliate Chapter Survey +Results](https://drive.google.com/file/d/0B3DKvZMflFLdbWdVU2dQbEZXUTg/view?usp=sharing) + +[Educational Interpreters Survey +Results](https://drive.google.com/file/d/0B3DKvZMflFLdbWdVU2dQbEZXUTg/view?usp=sharing) + +For detailed information about the books, reference materials and publications +we offer to interpreters, please visit our online store. Some of the titles of +relevant publications to the educational interpreter include: + +โ€œEducational Interpreting: A Collection of Articles From VIEWSโ€ by various +authors and โ€œEncounters With Reality: 1001 Interpreter Scenariosโ€ by Brenda +Cartwright + +#### Scholarships & Awards + +> **The scholarship program is undergoing some changes and updates to better +> serve our membership. Once it is ready, we will make an announcement. Thank +> you for your support and patience!** + +The [RID Scholarships and Awards program](https://festive- +ballyhoo.flywheelstaging.com/scholarships-and-awards/) recognizes our +colleagues who have made a significant impact on our lives, careers, and the +interpreting profession. These awards serve as a small tribute to their +sustained contributions to the profession. + +We all have someone who has impacted our lives in one way or another, whether +a mentor who has provided the necessary guidance and advice, a friend who +demonstrates true commitment, a teacher who pushes us to reach our potential +or a colleague who inspires us and sets new standards for success. + +The recipients of these awards are the individuals who have gone the extra +mile for the profession; have served as role models, teachers, trainers, +mentors, or colleagues; or have just been there as a support and confidante. +They have achieved personal success and have now dedicated themselves to the +betterment of the profession as a whole. In short, they are inspiring +motivators for all of us. + +Contact [Member Services](mailto:members@festive-ballyhoo.flywheelstaging.com) +with any questions about [RIDโ€™s scholarships and awards](https://festive- +ballyhoo.flywheelstaging.com/scholarships-and-awards/). + +#### Interpreter Associations + +**[Interpreter Associations](https://festive- +ballyhoo.flywheelstaging.com/about-rid/about- +interpreting/resources/#93d665deb55563576)** + +**[Conference of Interpreter Trainers](http://www.cit-asl.org/) **โ€“ CIT is the +professional organization of interpreter educators. This site also provides +information about the Commission on Collegiate Interpreter Education, the +accreditation body for interpreting programs. + +**[Mano a Mano](http://manoamano-unidos.org/) **โ€“ Mana a Mano is a national +organization of interpreters who work in Spanish-influenced setting. +[http://www.manoamano-unidos.org](http://www.manoamano-unidos.org/) + +National Alliance of Black Interpreters, Inc. โ€“ NAOBI is the national +association that supports sign language interpreters from the African +diaspora. + +**[Association of Visual Language Interpreters of +Canada](http://www.avlic.ca/) **โ€“ AVLIC is RIDโ€™s counterpart in Canada โ€“ it is +the only certifying body for ASL-English interpreters in Canada. AVLIC was +established in 1979 and has several Affiliate Chapters across the country. + +**[European Forum of Sign Language Interpreters](http://www.efsli.org/) **โ€“ +EFSLI is a membership organization of sign language interpreters from both in +and out of the European Union. + +**[Sign Language Interpreters Association of New +Zealand](http://www.slianz.org.nz/) **โ€“ SLIAZ is a national professional +association which represents and advances the profession by informing members +and consumers and promoting high standards of practice and integrity in the +field. + +**[World Association of Sign Language Interpreters](http://www.wasli.org/)** โ€“ +WASLI was established 23 July 2003 during the 14th World Congress of the World +Federation of the Deaf in Montreal Canada with the aim to advance the +profession of sign language interpreting worldwide. + +#### International Inquiries + +**[SignedLanguage](http://www.signedlanguage.co.uk/) **โ€“ SignLanguage offers a +unique reference point on sign language and communication basics. This Web +site has brought together expert information and a look at British Sign +Language (BSL) along with the histories. + +**[World Association of Sign Language Interpreters](http://www.wasli.org/) **โ€“ +WASLI was established 23 July 2003 during the 14th World Congress of the World +Federation of the Deaf in Montreal Canada with the aim to advance the +profession of sign language interpreting worldwide. + +# Standard Practice Papers + +### The standards of interpreting. + +#### SPP and PPP + + __ + +#### Standard Practice Papers (SPP) + +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the +membership in outlining standard practices and positions on various +interpreting roles and issues. You may print out the SPPs below and then make +the number of copies needed. + +#### An Overview of K-12 Educational Interpreting (2010) + +Qualified educational interpreters/transliterators are a critical part of the +educational day for children who are deaf or hard of hearing. This paper +addresses the legal requirements, roles and duties of the educational +interpreter, including qualifications, and guidelines for districts when +hiring an educational interpreter. **[READ MORE +HERE!](https://drive.google.com/file/d/0B3DKvZMflFLdcFE2N25NM1NkaGs/view?resourcekey=0-jnjsQc4h3kNiklD2-lstcw)** + +#### Video Remote Interpreting (2010) + +Video remote interpreting (VRI) is a fee-based interpreting service conveyed +via videoconferencing where at least one person, typically the interpreter, is +at a separate location. As a fee based service, VRI may be arranged through +service contracts, rate plans based on per minute or per hour fees, or charges +based on individual usage. **[READ MORE +HERE!](https://drive.google.com/file/d/0B3DKvZMflFLdTkk4QnM3T1JRR1U/view?resourcekey=0-YOQxuCzvZ9CTkEXGzJoGVw)** + +#### Use of a Certified Deaf Interpreter (1997) + +A Certified Deaf Interpreter (CDI) is an individual who is deaf or hard of +hearing and has been certified by the Registry of Interpreters for the Deaf as +an interpreter. In addition to excellent general communication skills and +general interpreter training, the CDI may also have specialized training +and/or experience in use of gesture, mime, props, drawings and other tools to +enhance communication. [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdbXFLVVFsbmRzTVU/view?resourcekey=0-DOFw0jDu1kIDMlsVKhi29g) + +#### Interpreting in Legal Settings (2007) + +Legal interpreting encompasses a range of settings in which the deaf person +interacts with various parts of the justice system. Legal interpreting +naturally includes court interpreting; however, a legal interpreterโ€™s work is +not restricted to the courtroom. [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdTHo1OVFrVW4ySFk/view?resourcekey=0-seKp0-n6lRIuGAhkqQpXzA) + +#### Interpreting in Mental Health Settings (2007) + +This Standard Practice Paper addresses the unique challenges faced by +interpreters working in mental health settings and the skill set needed to +successfully meet those challenges. [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdWmFVV2tydVRFTHM/view?resourcekey=0-OydUcyRlK3pR2UO9PZNK0A) + +#### Interpreting in Religious Settings (2007) + +Religious interpreting occurs in settings which are spiritual in nature. These +settings can include worship services, religious education, workshops, +conferences, retreats, confession, scripture study, youth activities, +counseling, tours and pilgrimages, weddings, funerals and other special +ceremonies. [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdOGg2X05vclZIeUk/view?resourcekey=0-9-BgUEu3CZoLuOpGba0DLQ) + +#### Video Relay Service Interpreting (2007) + +Video relay service (VRS) is a free telephone relay service using video +technology to allow deaf and hard of hearing persons to make and receive phone +calls using American Sign Language (ASL). VRS, as an industry, has grown +exponentially since its inception in 2000 as an offshoot of traditional +Telecommunications Relay Service (TRS) or text-based relay services. [**READ +MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdNE1zZGRPdDN4NGM/view?resourcekey=0-cBK7BOKqlqCt9n-mcRyLow) + +#### Interpreting in Health Care Settings (2007) + +Effective communication between consumers who are deaf and health care +providers is essential. When the consumers and health care providers do not +share a common language, a qualified sign language interpreter can facilitate +communication. A consumer who is deaf could be the patient, a relative or +companion who is involved in the patientโ€™s health care. [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdYVVBd0RIWDlOMW8/view?resourcekey=0-mEpGCxK5tyn2QS4OoT5iyg) + +#### Self-Care (2007) + +Between 1990 and 2007, Repetitive Stress Injuries (RSIs) increased an +unbelievable 80 percent. The New York Times called RSI โ€œthe epidemic of the +90s and beyond.โ€ More than 9.5 million U.S. workers were stricken with RSI in +the last year alone including journalists, computer users, cashiers, surgeons, +assembly line workers, meat processors and, of course, interpreters, to name a +few. [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdaHJNeVdsWDJTUUk/view?resourcekey=0-nPypT6scxD45r3svXC8hdA) + +#### Coordinating Interpreters for Conferences (2007) + +The purpose of this paper is to provide you, the conference interpreter +coordinator(s), with information that will support your work ensuring +conference communication access for deaf, hard of hearing and/or Deaf-blind +participants. The links you will find throughout this text will supplement, +further explain and/or provide samples of tools you may use or modify for your +work. [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdeTBVYW90N01Kb1U/view?resourcekey=0-16BMLLhCwCHJuVpIYXJSOw) + +#### Team Interpreting (2007) + +Team interpreting is the utilization of two or more interpreters who support +each other to meet the needs of a particular communication situation. +Depending on both the needs of the participants and agreement between the +interpreters, responsibilities of the individual team members can be rotated +and feedback may be exchanged. [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdVzZpaUtraW5xZG8/view?resourcekey=0-MzvKxpp1Ie1Dr7VkM_7yVQ) + +#### Multiple Roles (2007) + +Interpreters work in a variety of settings and situations; some are employees +of institutions, agencies and companies, and some are self-employed. +Interpreters who are self-employed are less likely to encounter situations in +which non-interpreting duties are expected of them. [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLddno4VGNEVjF3NnM/view?resourcekey=0-d1KZSQQjXEpAZBCmy3x1Nw) + +#### Interpreting for Individuals who are Deaf-Blind (2007) + +The spectrum of consumers who utilize Deaf-Blind interpreting services +consists of individuals with differing degrees of vision loss and hearing +loss. The amount and type of vision and hearing a person has determines the +type of interpreting that will be most effective for that individual. [**READ +MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdeGhDU1BUOTJKNEk/view?resourcekey=0-jfIYZ9Z1iABP58-FCCfd7g) + +#### Oral Transliteration (2007) + +Oral transliterators, also called oral interpreters, facilitate spoken +communication between individuals who are deaf or hard of hearing and +individuals who are not. Individuals who are โ€œoralistsโ€ use speech and +speechreading as their primary mode of communication and may or may not know +or use manual communication modes or sign language. [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdRjdralozSG1iSG8/view?resourcekey=0-MIl419NwbnBTk8Gail988w) + +#### Professional Sign Language Interpreting (2007) + +Sign language interpreting makes communication possible between people who are +deaf or hard of hearing and people who can hear. Interpreting is a complex +process that requires a high degree of linguistic, cognitive and technical +skills in both English and American Sign Language (ASL). [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdeHZsdXZiN3EyS0U/view?resourcekey=0-IKj5MbmP9sN8ROzHoBaNOQ) + +#### Business Practices: Billing Considerations (2007) + +RID does not dictate or restrict business practices. It does however, expect +interpreters to conduct business in a manner consistent with the NAD-RID Code +of Professional Conduct. There are regional differences in billing practices +for interpreting services. [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdQVc0bmd1TGJPWEE/view?resourcekey=0-AS4cOOL3gtf_mWP6OSoGuA) + +#### Mentoring (2007) + +RID believes that the mentoring relationship is of benefit to consumers of +interpreting services as well as to those in the interpreting profession. Each +mentoring situation is unique depending upon the individuals involved and the +goals of the relationship. [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdcGktcFhxaS1jSUE/view?resourcekey=0-mjRNxnPhPa6urtfEa- +AVEg) + +#### Performing Arts (2014) + +Interpreting for the performing arts spans the full spectrum of genres from +Shakespeare to new works, including but not limited to childrenโ€™s theatre, +musical theatre, literary readings, concerts, traditional and non-traditional +narratives. This type of interpreting happens on traditional stages for local +companies, for touring shows, in alternative spaces, museums and galleries, +and in educational settings, to name a few. [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdd0hnZC1BMjJvTlU/view?resourcekey=0-21DYYvrc7D7Cr1 +--L_hGGg) + +#### Professional Sign Language Interpreting Agencies (2014) + +This paper considers โ€œinterpreting agencyโ€ to include both non-profit and for- +profit entities, as well as those individuals and groups who coordinate sign +language interpreting services in larger organizations such as school +disability services coordinators, etc. [**READ MORE +HERE!**](https://drive.google.com/file/d/0B3DKvZMflFLdb1Q1Ym1vZ3BrWEk/view?resourcekey=0-cpasr79Lm_PPww9aYqVraQ) + +__ + +#### Professional Practice Papers (P3) + +#### Deaf Interpreter (2024) + +The Registry of Interpreters for the Deaf, Inc. (RID), the national +professional association of sign language interpreters in the United States, +created this Professional Practice Paper (P3) to introduce the work of Deaf +interpreters (DIs) as a generalist practitioner. Historically, Deaf +individuals have provided ad hoc interpreting services within the Deaf +communities. Although RID began credentialing Deaf individuals in 1972, a +severe shortage of certified DIs continues today.**[READ MORE +HERE!](https://rid.org/wp-content/uploads/2025/01/RID-PPP-Deaf- +Interpreter.pdf)** + +# Position Statements + +### RID's position on important issues. + +__ + +#### RID Position Statements + +#### RID/NAIE Joint Position Statement on Perez v. Sturgis County Schools +System + +The Supreme Court of the United States issued a unanimous opinion on the +matter of Perez v. Sturgis County School System on March 21, 2023. [Read more +here](https://rid.org/rid-naie-joint-position-statement-perez-v-sturgis/). + +[ASL version here](https://youtu.be/iZVLWfYH5dM)! + +#### CDIs at Press Conferences + +We, The Registry of Interpreters for the Deaf (RID), recognize the unique +skills and abilities necessary to effectively interpret press conferences and +emergency notifications. [Read more here](https://rid.org/rid-position- +statement-cdis-at-press-conferences/). + +[PDF version here](https://rid.org/wp-content/uploads/2023/08/CDIs-at-Press- +Conferences.pdf)! + +#### LEAD-K Position Statement + +In order to promote excellence in interpreting, all interpreters should +demonstrate skill, knowledge, and ability through the attainment of +certification. [Read more here](https://rid.org/lead-k-position-statement/). + +[ASL version here](https://youtu.be/6KJ6zKR3zoY)! + +#### Misrepresentation of Certifications and Credentials + +The official RID certifications are listed on this webpage: +[www.rid.org/available-certification/](http://rid.org/available- +certification/). Anything other than those listed are not recognized by RID as +valid credentials or certifications. [Read more +here](https://rid.org/misrepresentation-of-certifications-and-credentials/). + +[ASL version here](https://youtu.be/cYQ7J9jkS4E)! + +# For the Consumer + +### How to provide and what to look for. + +#### Understanding what it is and why people need it. + +[Search our registry!](https://myaccount.festive- +ballyhoo.flywheelstaging.com/Public/Search/Member.aspx) + +__ + +#### Why Use RID Certified Interpreters + +#### Why should my interpreter be certified by and/ or a member of RID? + +Registry of Interpreters for the Deaf, Inc. is the sole nationally-recognized +certifying body of professional American Sign Language interpreters and +transliterators. All members of RID, certified or not, are expected to comply +with the NAD-RID Code of Professional Conduct and are subject to our Ethical +Practices System where a consumer or colleague may file a grievance against +any member who does not comply with the CPC. + +[Please view the PDF here to read more about why you should use a RID +certified interpreter.](https://festive-ballyhoo.flywheelstaging.com/wp- +content/uploads/2023/12/Benefit-of-Sourcing-RID-Interpreters.pdf) + +#### Interpreter Standards + +[The Americans with Disabilities Act (ADA)](http://www.ada.gov/) defines +โ€œqualified interpreterโ€ in its Title III regulation as: + +> โ€œan interpreter who is able to interpret effectively, accurately and +> impartially both receptively and expressively, using any necessary +> specialized vocabulary.โ€ + +This definition continues to cause a great deal of confusion among consumers, +service providers and professional interpreters. While the definition empowers +deaf and hearing consumers to demand satisfaction, it provides no assistance +to hiring entities (who are mandated by ADA to provide interpreter services) +in determining who is โ€œqualifiedโ€ BEFORE services are provided. This is a +critical point. Without the tools or mechanisms to identify who has attained +some level of competency, hiring entities are at a loss on how to satisfy the +mandates of ADA in locating/providing โ€œqualifiedโ€ interpreter services. + +#### Code of Professional Conduct (CPC) + +**A code of professional conduct is a necessary component to any profession to +maintain standards for the individuals within that profession to adhere. It +brings about accountability, responsibility and trust to the individuals that +the profession serves.** + +Originally, RID, along with the National Association of the Deaf (NAD), co- +authored the ethical code of conduct for interpreters. At the core of this +code of conduct are the seven tenets, which are followed by guiding principles +and illustrations. + +The tenets are to be viewed holistically and as a guide to complete +professional behavior. When in doubt, one should refer to the explicit +language of the tenet. + +**Tenets** + + 1. Interpreters adhere to standards of confidential communication. + + 2. Interpreters possess the professional skills and knowledge required for the specific interpreting situation. + + 3. Interpreters conduct themselves in a manner appropriate to the specific interpreting situation. + + 4. Interpreters demonstrate respect for consumers. + + 5. Interpreters demonstrate respect for colleagues, interns, and students of the profession. + + 6. Interpreters maintain ethical business practices. + + 7. Interpreters engage in professional development. + +Click here to access the full version of the [RID Code of Professional +Conduct](https://acrobat.adobe.com/link/track?uri=urn:aaid:scds:US:154885ef-2f50-3664-ba5e-f9654c395ddf) + +Accessible link: + + +[Coฬdigo de Conducta Profesional de la NAD-RID en +Espaรฑol](https://acrobat.adobe.com/link/track?uri=urn:aaid:scds:US:0b7ad0cc-80f1-3953-ba53-0fdd384813a3) + +**_The 2022 ASL version of the CPC was filmed and produced +by[Blue20](http://www.theblue20.com/)._** + +#### RID Setting the Standard + +Attempting to take over where the ADA leaves off with this definition, RID, in +its role as the national association representing the profession, strives to +maintain high standards for its members โ€“ above and beyond that required by +the ADA. This elevates the interpreter holding RID credentials and sets the +bar for interpreting services throughout the profession. + +Possessing RID certification is a highly valued asset for an interpreter and +helps you to stand above the rest. For the betterment of the profession and +the service to the consumer, RID has a tri-fold approach to the standards it +maintains for its membership: + + * [RIDโ€™s Certification Programs](https://festive-ballyhoo.flywheelstaging.com/certification/ "Certification Overview") strive to maintain strict adherence to nationally recognized, testing industry standards of validity, reliability, equity and legal defensibility. + * [Certified Maintenance Program (CMP)](https://festive-ballyhoo.flywheelstaging.com/programs/certification-maintenance/ "Certification Maintenance Program") is an avenue through which the continued skill development of certified interpreters/transliterators is monitored and nourished + * [Ethical Practices System (EPS)](https://festive-ballyhoo.flywheelstaging.com/programs/ethics/) and [Code of Professional Conduct (CPC)](https://festive-ballyhoo.flywheelstaging.com/programs/ethics/code-of-professional-conduct/) are two vehicles which provide guidance and enforcement to professionalism and conduct. The EPS provides an opportunity for consumers to address concerns or file complaints regarding the quality of interpreter/transliterator services, and the CPC sets the standards to which all individuals holding RID certification are expected to adhere. + +[Learn more about RIDโ€™s Standard Practice Papers>>](https://festive- +ballyhoo.flywheelstaging.com/programs/ethics/#standardpracticepapers) + +#### The Growth of the Profession + +The growth and maturation of the profession has also created a movement in +many states to consider state licensure requirements for its interpreters. +Many states have passed the necessary legislation for this requirement. [Learn +more>>](https://festive-ballyhoo.flywheelstaging.com/programs/gap/state-by- +state-regulations/) + +In addition to an increased number of state licensure laws, there has also +been a steady increase in the number of interpreter training/preparation +programs (ITPs) available as well as professional training opportunities, such +as workshops and conferences, offered at the local, state, regional and +national level. + +#### The Future of Interpreting + +With these advancements, โ€œstandardsโ€ or the โ€œnormโ€ for interpreters 15 years +ago are really no longer relevant today. + +All professions go through maturation phases. In nursing, there are delineated +differences between an orderly, nurseโ€™s aide, LVN and RN; in law, the same +holds true between a legal secretary, a paralegal and an attorney. In many +professions, such as nursing and law, states have implemented clear-cut +requirements and standards for that profession including timelines and an +organizational structure for when and how these requirements would be met. + +We are at a point in the interpreting profession to not only witness but +impact the progress and journey down this path. + +#### Standard Practice Papers + +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the +membership in outlining standard practices and positions on various +interpreting roles and issues. You may print out the SPPs below and then make +the number of copies needed. + + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [An Overview of K-12 Educational Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdcFE2N25NM1NkaGs/view?usp=sharing) (2010) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Video Remote Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdTkk4QnM3T1JRR1U/view?usp=sharing) (2010) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Use of a Certified Deaf Interpreter](https://drive.google.com/file/d/0B3DKvZMflFLdbXFLVVFsbmRzTVU/view?usp=sharing) (1997) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting in Legal Settings](https://drive.google.com/file/d/0B3DKvZMflFLdTHo1OVFrVW4ySFk/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting in Mental Health Settings](https://drive.google.com/file/d/0B3DKvZMflFLdWmFVV2tydVRFTHM/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting in Religious Settings](https://drive.google.com/file/d/0B3DKvZMflFLdOGg2X05vclZIeUk/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Video Relay Service Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdNE1zZGRPdDN4NGM/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting in Health Care Settings](https://drive.google.com/file/d/0B3DKvZMflFLdYVVBd0RIWDlOMW8/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Self-Care](https://drive.google.com/file/d/0B3DKvZMflFLdaHJNeVdsWDJTUUk/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Coordinating Interpreters for Conferences](https://drive.google.com/file/d/0B3DKvZMflFLdeTBVYW90N01Kb1U/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Team Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdVzZpaUtraW5xZG8/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Multiple Roles](https://drive.google.com/file/d/0B3DKvZMflFLddno4VGNEVjF3NnM/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Interpreting for Individuals who are Deaf-Blind](https://drive.google.com/file/d/0B3DKvZMflFLdeGhDU1BUOTJKNEk/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Oral Transliteration](https://drive.google.com/file/d/0B3DKvZMflFLdRjdralozSG1iSG8/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Professional Sign Language Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdeHZsdXZiN3EyS0U/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Business Practices: Billing Considerations](https://drive.google.com/file/d/0B3DKvZMflFLdQVc0bmd1TGJPWEE/view?usp=sharing) (2007) + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) [Mentoring](https://drive.google.com/file/d/0B3DKvZMflFLdcGktcFhxaS1jSUE/view?usp=sharing) (2007) + +New: + + * ![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E)[ Performing Arts](https://drive.google.com/file/d/0B3DKvZMflFLdd0hnZC1BMjJvTlU/view?usp=sharing) (2014) + * [![pdf](data:image/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2715%27%20height%3D%2715%27%20viewBox%3D%270%200%2015%2015%27%3E%3Crect%20width%3D%2715%27%20height%3D%2715%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E) Professional Sign Language Interpreting Agencies](https://drive.google.com/file/d/0B3DKvZMflFLdb1Q1Ym1vZ3BrWEk/view?usp=sharing) (2014) + +__ + +#### Hiring an Interpreter + +#### Educational Interpreters + +_The more unified we become as an overall profession, the greater our voice +and the more impact we will have._ + +Educational Interpreters have always been an important part of the mission and +programs of RID. For many years, RID has received feedback from educational +interpreters that they were overlooked as a population by the majority of +publications, _VIEWS_ articles, conferences and workshops that we provide. + +Realizing that RID would have a greater voice and a larger volume of impact if +we embraced other populations in the interpreting profession, we have taken +great strides to become more inclusive to the educational interpreter and +wholeheartedly welcome you into RIDโ€™s membership. + +**EIPA-RID Agreement** + +From the fall of 2006 to the summer of 2016, RID recognized individuals who +passed the Educational Interpreter Performance Assessment (EIPA) written and +performance tests at the level of 4.0 or higher as certified members of the +association. + +[Board Approved +Motion](https://drive.google.com/file/d/0B3DKvZMflFLdNDVIalpGSTZWb3c/view?usp=sharing) +[Overview of K-12 Educational Interpreting Standard Practice +Paper](https://drive.google.com/file/d/0B3DKvZMflFLdcFE2N25NM1NkaGs/view?usp=sharing) + +**EDUCATIONAL INTERPRETER RESOURCES TOOLKIT** + +The Educational Interpreter Resources Toolkit, which was prepared by the 2007 +โ€“ 2009 Educational Interpreting Committee (EIC), serves as an excellent +resource tool to assist educational interpreters in the work they do. + +This Resources Toolkit may serve as your โ€˜Home Baseโ€™ in discovering tools that +can assist you in getting valuable information for the work you do serving +students in the educational setting, K-12. + +[Educational Interpreter Resources Toolkit (full +document)](https://drive.google.com/file/d/0B3DKvZMflFLdWkhWenNyeXNGSEE/view?usp=sharing) + + * [Section I: Laws & Policy Supporting Deaf Education](https://drive.google.com/file/d/0B3DKvZMflFLdRUhLd2ZzbWVqaGc/view?usp=sharing) + * [Section II: Database & Tools for Finding Additional Resources](https://drive.google.com/file/d/0B3DKvZMflFLdVzZVa2tCSGJWWnc/view?usp=sharing) + * [Section III: Organizations](https://drive.google.com/file/d/0B3DKvZMflFLdZUcteU9SVkRvTkk/view?usp=sharing) + * [Section IV: Books, Journals & Articles of Interest](https://drive.google.com/file/d/0B3DKvZMflFLdYXF5bjJaZUFwTWM/view?usp=sharing) + * [Section V: State Specific Educational Interpreting Guidelines](https://drive.google.com/file/d/0B3DKvZMflFLdcXRKYzNuTHF3OXM/view?usp=sharing) + * [Section VI: Resources to Share with School Personnel](https://drive.google.com/file/d/0B3DKvZMflFLdTEhCRTF4RWhKUjA/view?usp=sharing) + * [Section VII: Resources to Share with Students & Parents](https://drive.google.com/file/d/0B3DKvZMflFLdMFFBNTk0a3dsdXc/view?usp=sharing) + * [Section VIII: RID Resources](https://drive.google.com/file/d/0B3DKvZMflFLdNDVIalpGSTZWb3c/view?usp=sharing) + +**OTHER RESOURCES** + +The Educational Interpreter Committee (EIC), in collaboration with the +Interpreters in Educational and Instructional Settings (IEIS) member section +conducted two surveys during their 2007-2009 term; a survey of both RID +affiliate chapter presidents and interpreters working in educational settings. +The purpose of the surveys were, respectively speaking, to: learn what +affiliate chapter presidents know about and were doing for educational +interpreters and to discover what educational interpreters know about and +found value in RID affiliate chapters. + +[Affiliate Chapter Survey +Results](https://drive.google.com/file/d/0B3DKvZMflFLdbWdVU2dQbEZXUTg/view?usp=sharing) + +[Educational Interpreters Survey +Results](https://drive.google.com/file/d/0B3DKvZMflFLdbWdVU2dQbEZXUTg/view?usp=sharing) + +For detailed information about the books, reference materials and publications +we offer to interpreters, please visit our online store. Some of the titles of +relevant publications to the educational interpreter include: + +โ€œEducational Interpreting: A Collection of Articles From VIEWSโ€ by various +authors and โ€œEncounters With Reality: 1001 Interpreter Scenariosโ€ by Brenda +Cartwright + +#### Hire an Interpreter + +Donโ€™t be overwhelmed by the process of hiring an interpreter! Let RID help! + +As the hiring entity, you have the option to hire individuals directly or +through an interpreter service agency. To begin your search, go to our +searchable database and search by city and/or state. Not all interpreters +and/or agencies are RID members and, as a result, may not be listed. If you +have difficulty finding a resource in your area, [please contact +us](https://festive-ballyhoo.flywheelstaging.com/contact/). + +#### The process + +[ Member Directory](https://myaccount.festive- +ballyhoo.flywheelstaging.com/Public/Search/Member.aspx) + +Use this search tool to find contact information for a specific member, verify +an RID memberโ€™s certification(s) and search for freelance interpreters using +specific credentials for your assignment. For example, if you need a certified +member who has their legal certification in your city, this is the search tool +to use. + +[Interpreter Agency/Referral Service Directory](https://myaccount.festive- +ballyhoo.flywheelstaging.com/Public/Search/Interpreter.aspx) + +Use this search tool to find local interpreter referral agencies for upcoming +assignments you have. This is also a great tool to hire an agency for a +contract. When working with an agency, you do not directly contact +interpreters. Instead, the agency does the work for you and matches a working +interpreter to your specific assignment. + +_As a non-profit membership association, RID and its affiliate chapters are +not allowed by federal law to give advice as to salary and/or hourly rates. +Rates for interpreters are market driven, vary greatly by region, and are +negotiated between the individual or agency and the hirer._ +_ +RID and its affiliate chapters also do not give advice as to accessibility +issues, such as the Americans with Disability Act (ADA). You should directly +contact the[U.S. Department of Justice and the ADA +Office](http://www.usdoj.gov/crt/ada/adahom1.htm) or other government agencies +that oversee access. For an additional informational resource, please look at +this National Association of the Deaf web page on _[ _Legal +Rights_](http://nad.org/) _._ + +__ + +#### Further Consumer Resources + +#### American Sign Language Related Graphics + +[**American Sign Language +Browser**](http://commtechlab.msu.edu/sites/aslweb/browser.htm) โ€“ Provides +short video clips showing how to sign words in ASL + +#### Americans with Disabilities Act (ADA) Information + +[**ADA Home Page**](http://www.usdoj.gov/crt/ada/adahom1.htm) โ€“ Contains +information and helpful resources pertaining to the Americans with +Disabilities Act (ADA). + +**[ADA Tax Incentives Packet](http://www.ada.gov/archive/taxpack.htm) **โ€“ +Information from the U.S. Department of Justice about the ADA and tax benefits +for small and large businesses, as well as IRS information. + +#### CART Services (Communication Access Realtime Translation) + +[**Communication Access Information Center**](http://cart-info.org/) โ€“ +Sponsored by the National Court Reporters Association, this site has general +information about CART, how to find a provider and what to expect. In +addition, the site discusses different setting where CART is used. + +#### Deaf/Hard of Hearing Associations + +[**American Association of the Deaf-Blind**](http://aadb.org/) โ€“ AADB is a +national consumer organization of, by and for deaf-blind Americans and their +supporters. Deaf-blind includes all types and degrees of dual vision and +hearing loss. + +[**Coalition of Organizations for Accessible +Technology**](https://ecfsapi.fcc.gov/file/6519869057.pdf) โ€“ COAT is a +coalition of over 300 national, regional, state, and community-based +disability organizations, including RID. COAT advocates for legislative and +regulatory safeguards that will ensure full access by people with disabilities +to evolving high speed broadband, wireless and other Internet Protocol (IP) +technologies. + +**[National Association of the Deaf](http://www.nad.org/) **โ€“ NADโ€™s mission is +to promote, protect and preserve the rights and quality of life of deaf and +hard of hearing individuals in the United States of America. + +**[National Association of State Agencies of the Deaf and Hard of +Hearing](http://nasadhh.org/usa-roster/)** โ€“ NASADHH functions as the national +voice of state agencies serving Deaf and Hard of Hearing people and promote +the implementation of best practices in the provision of services. + +[**Intertribal Deaf Council**](http://www.deafnative.com/) โ€“ IDC is a non- +profit organization of Deaf and Hard of Hearing American Indians whose goals +are similar to many Native American organizations. IDC promotes the interests +of its members by fostering and enhancing their cultural, historical and +linguistic tribal traditions. + +**[National Asian Deaf Congress](http://www.nadcusa.org/) **โ€“ The NADC +provides cultural awareness and advocacy for the interests of the Asian Deaf +and Hard of Hearing Community. + +**[National Black Deaf Advocates](http://www.nbda.org/) **โ€“ NBDAโ€™s mission is +to promote leadership development, economic and educational opportunities, +social equality, and to safeguard the general health and welfare of Black deaf +and hard of hearing people. + +**[World Federation of the Deaf](http://wfdeaf.org/) **โ€“ WFD is an +international non-governmental organization representing approximately 70 +million deaf people worldwide. Most important among WFD priorities are deaf +people in developing countries; the right to sign language; and equal +opportunity in all spheres of life, including access to education and +information. + +#### Disability Advocacy Organizations + +**[National Disability Rights Network](http://www.ndrn.org/index.php)** โ€“ NDRN +is the nonprofit membership organization for the federally mandated Protection +and Advocacy (P&A) Systems and Client Assistance Programs (CAP) for +individuals with disabilities. Collectively, the P&A/CAP network is the +largest provider of legally based advocacy services to people with +disabilities in the United States. + +**[Disabled Peopleโ€™s Association โ€“ Singapore](http://www.dpa.org.sg/)** โ€“ DPA +is a non-profit, cross-disability organization whose mission is to be the +voice of people with disabilities, helping them achieve full participation and +equal status in the society through independent living. + +#### Information and Resources on Deafness + +**[ADA Hospitality: A Guide to Planning Accessible +Meetings](https://www.adahospitality.org/accessible-meetings-events- +conferences-guide/book) **โ€“ The Mid-Atlantic ADA Center and TransCen, Inc. +sponsored the publication in recognition of the 25th anniversary of the +transformational Americans with Disabilities Act of 1990. Helping you +navigate, plan, and create accessible meetings, events, and conferences that +serve all your guestsโ€™ needs. + +**[Described and Captioned Media Program](http://www.dcmp.org/)** โ€“ The DCMPโ€™s +mission is to provide all persons who are deaf or hard of hearing awareness of +and equal access to communication and learning through the use of captioned +educational media and supportive collateral materials. The DCMP also acts as a +captioning information and training center. + +**[National Deaf Education Center](http://www3.gallaudet.edu/clerc- +center.html)** โ€“ The Laurent Clerc National Deaf Education Center provides a +variety of information and resources on deafness. + +**[National Domestic Violence Hotline](http://www.thehotline.org/help/deaf- +services/)** โ€“ Resources and help for deaf, deaf-blind or hard of hearing +women trying to leave abusive relationships. + +**[National Institute on Deafness and Other Communication +Disorders](http://www.nidcd.nih.gov/) **โ€“ One of the National Institutes of +Health, the NIDCD works to improve the lives of people who have communication +disorders. This website focuses on medical information and research. + +**[Services for Deaf and DeafBlind women](http://www.adwas.org/) **โ€“ ADWAS +provides comprehensive services to Deaf and Deaf-Blind victims/survivors of +sexual assault, domestic violence, and stalking. ADWAS believes that violence +is a learned behavior and envisions a world where violence is not tolerated. + +**[Addiction Treatment for Individuals Deaf and +Blind](https://www.addictionresource.net/addiction-recovery-for-hearing- +impaired/) **โ€“ Addiction can be a harrowing experience for anyone. Individuals +who are deaf, hard of hearing, blind, or visually impaired can especially find +this experience daunting, as theyโ€™re faced with not only overcoming an +addiction, but attempting to find a treatment program that recognizes and +respects their unique challenges. + +**[Archdiocese of Washington-Center for Deaf Ministry](https://adw.org/living- +the-faith/special-needs/deaf-ministries/) **โ€“ Interpreters who work in +Catholic churches will be interpreting a very different liturgy coming in +Advent of this year. The language used will be much more of a challenge to +interpret. The National Catholic Office of the Deaf has provided this +resource. + +## We bring you qualified interpreters for your business. + +__ + +#### Professionalism + +Count on our members to foster greater awareness of sign language interpreting +as a professional career, and practice professionalism in their work. + +__ + +#### Ethical + +Through RID's Ethical Practices System, ensure that there is an efficient, +effective, and sustainable way to maintain ethical interpreters. + +__ + +#### Trustworthy + +Following a CPC is monumental, and knowing that interpreters have a duty to +protect their consumer. Consumers and the public can trust RID certification. + +__ + +#### Commitment + +Making a commitment to do right in your work is the tip of the iceberg. Action +is key, and interprets commit to their practice. + +[Become an ASL Interpreter](https://myaccount.festive- +ballyhoo.flywheelstaging.com/Login.aspx?ReturnUrl=%2f) + +__ diff --git a/intelaide-backend/python/rid/about_volunteer-leadership.txt b/intelaide-backend/python/rid/about_volunteer-leadership.txt new file mode 100644 index 0000000..999729b --- /dev/null +++ b/intelaide-backend/python/rid/about_volunteer-leadership.txt @@ -0,0 +1,1542 @@ +Get involved in volunteer leadership and play a part in the organization. + +![](https://rid.org/wp-content/uploads/2023/04/Volunteer-Leadership-Page- +scaled.jpg) + +Volunteer +Leadership[kamille@websitehealthplan.com](https://rid.org/author/kamille@websitehealthplan.com/ +"Posts by kamille@websitehealthplan.com")2024-12-05T00:57:20+00:00 + +#### + +The RID Volunteer Leadership structure is comprised of the Board, along with +Committees, Councils, and Task Forces. + +If you are interested in serving as a RID volunteer, please complete and +submit the [volunteer leader application form](https://rid.org/volunteer- +leadership-app/). Volunteers are appointed after the biennial conference and +serve until the conclusion of the next biennial conference. + +[Volunteer Leadership Application](https://rid.org/volunteer-leadership-app/) + +### Committees. + +__ + +RID has a number of standing committees, organized around a specific issue or +responsibility. + +#### Audit Committee + +**Purpose:** _The Audit Committee is to assist/advise the Board of Directors +in the oversight of organizational internal controls and risk management, and +monitor, review, and report on the annual independent audit of the +organizationโ€™s finances._ + +**Reports to:** Board of Directors + +**Board of Directors Liaison:** Kathleen O'Regan, Treasurer + +**HQ Staff Liaison:** Jennifer Apple + +**Frequency of Reports** : As needed during the active audit period, +culminating in a summary recommendations report at the conclusion of the +annual audit. Quarterly reports on recommendation progress may be given during +non-audit months. + +**Members** + + * Joshua Pennise (Chair) + * Melissa Mittelstaedt + * VACANT + * CASLI Treasurer + +**2023-2026 Scope of Work** + +**For the term 2023-2026, the Audit Committee members are charged to complete +the following tasks:** + + 1. Oversee matters related to RIDโ€™s internal systems controls. + 1. To provide an independent view and critique of management override of controls. + 2. To recommend appropriate internal controls toward mitigating possible fraud and reducing risk. + 2. Oversee the annual independent audit process. + 1. To assist with oversight in hiring independent auditors, counsel, or other consultants as necessary. + 2. To inquire of management and independent auditors about significant risks or exposure facing the organization. + 3. To review with management significant audit findings and recommendations together with managementโ€™s responses thereto. + 4. To review with management and the independent auditor the effect of any regulatory and accounting initiatives, as well as other unique transactions and financial relationships, if any. + 3. Oversee the appropriate preparation and dissemination of financial statements. + 1. To review with management and the independent auditors the organizationโ€™s annual financial statements and related footnotes, the auditorโ€™s audit of the financial statements and their report thereon, and auditorโ€™s judgments about the quality of the organizationโ€™s accounting principles as applied in its financial reporting. + 2. To review with the general counsel, management, and independent auditors any regulatory matters that may have an impact on the financial statements, related compliance policies, programs, and reports received from regulators. + 4. Prepare or oversee preparation of an audit committee annual report. + 5. Address items referred to the committee by the Board of Directors. + +**SOW was approved by the Board of Directors on April 14, 2023.** + +#### Bylaws Committee + +**Purpose:** _The Bylaws Committee advises the RID Board of Directors with +respect to the organizationโ€™s governing documents._ + +**Reports to:** Board of Directors + +**Board of Directors Liaison:** TBD + +**HQ Staff Liaison:** TBD + +**Members:** + + * Andrea K. Smith + * LaVona Andrew + * Dawn McKenna + +**Frequency of Reports:** Monthly +Cumulative report: March 2019, March 2021 + +**For the term 2017-2021, the Bylaws Committee members are charged to complete +the following tasks:** + + 1. Reviews the bylaws periodically to ensure that they are up-to-date and compliant with current laws and Robertโ€™s Rules of Order. + 2. When the need arises, propose amendments to the bylaws that reflect changes or nuances that the board identifies. + 3. Serve as the national Motions and Resolutions Committee throughout the term and during the biennial conference. + 1. Throughout the term and during national conference, the Bylaws Committee will collect and review all member motions and conference motions to ensure they are not in conflict with the RID Bylaws or organizational procedures. + 2. To assist the Chair of the Business Meeting in directing members who are commenting on motions to stand / sit in appropriate places. + 3. To assist members throughout the term and during the Business Meeting to formulate complete motions in writing prior to posing the motion. + +**Future Element** + + 1. Act as a resource to HQ and Affiliate Chapters in the development or revisions to the Affiliate Chapter bylaws and standing rules, and in maintaining compliance with the RID national bylaws. + +#### Certification Committee + +**Purpose:** _The RID Certification Committee advises the RID Board of +Directors by recommending policies and standards related to the RID +Certification system._ + +**Reports to:** RID Board of Directors + +**Board of Directors Liaison: TBD** + +**HQ Staff Liaison:** Catie Colamonico + +**Members:** + + * Danny Maffia, Current Committee Chair + * Rebecca De Santis, Current Committee Co-Chair + * Antwan Campbell + * Andrea K. Smith + * Whitney Gissell + * Ronnie Zuchengo + * Brittany Quickel + * Paris McTizic + * Ashley Holladay (Staff Liaison) + +**Frequency of Reports:** Monthly +**Cumulative Report:** March 2019, March 2021 + +**For the term 2017-2019, the RID Certification Committee members are charged +to complete the following tasks:** + +**1:** Develop guidelines for recognizing credentials from entities other than +RID. + + 1. (CM 2007.04) Develop a set of guidelines for including membership and/or conferring of certified status, individuals who hold credentials from any entity other than RID; that these guidelines be approved by majority vote of the certified membership of RID; and that RID wait until the implementation of these guidelines prior to entering into further discussion, agreements, contracts or in any way incorporating non-RID certificates into our organization. + * Provide recommendations to the RID Board. Recommendations are provided to the Board via the Board liaison. + 2. Explore options for granting specialty certification in legal, medical and other areas of practice. + * Explore the concept of a portfolio for recognizing specialty credentials. + * Provide recommendations to the Board for accepting specialty certification + +**2:** Recommend to the Board requirements for granting RID generalist +certification + + 1. Explore what requirements must be met in addition to a passing score of a CASLI administered generalist exam to be granted National Interpreter Certification (NIC) and Certified Deaf Interpreter (CDI). + * Determine if the current degree requirement should be a certification requirement or a testing requirement. + * Determine if an affirmation of adherence to the Code of Professional Conduct, hours of training, or other requirements must be met for granting of certification. + +**3:** Address additional items as they are referred to the committee by the +Board of Directors. + +#### Ethics Committee + +**Purpose:**_With advice from committee members, the RID board liaison and the +Ethical Practice Systems (EPS) Administrator collectively propose a +revisioning of the EPS system within RID._ + +**Reports to:** Board of Directors + +**Board of Directors Liaison:** Jesรบs Remฤซgฤซo + +**HQ Staff Liaison:** Tressela Bateson, EPS Manager + +**Committee Meetings:** + +The Ethics Committee will meet at least quarterly, and its Chair will have +continued communication with its respective board and headquarters liaison. +Any communication (i.e. reports, recommendations, requests), for board +consideration, must be sent to the board liaison 10 days prior to a Board +meeting. Board meeting schedule is [linked +here](https://rid.org/about/governance/). + +**Resources:** + +Via the PPM 2021 Committees are composed of the following. Note the roles and +responsibilities of each can be found in Appendix F. + + 1. Chair + 2. Committee Members + 3. Board Liaison + 4. Staff Liaison + +Committee Objectives: + + 1. (Timeline: 2020-2023) Utilizing the 2018 Ethical Practice Systems Review Task Force report, explores current trends in other similarly situated professions, drafts proposals to restructure the EPS in alignment with the 2021 drafted EPS philosophy statement while adhering to the Mission and Vision of RID. + 2. (Timeline: Ongoing) Supports the RID EPS Administrator with the following: + * Requests for case review or guidance as needed; + * Advisement regarding ongoing recruitment for EPS mediators; + * Guidance on interpretations of current Ethics policy. + 3. (Timeline: 2020-2023) Collaboration with the Code of Professional Conduct Review Task Force (CPCTRF) about how a redrafted CPC/Code of Ethics will affect the following: + * Ethical Practice System; + * Disseminating these changes externally; + * Needed training for RID members; + * Needed for EPS staff members. + +#### Finance Committee + +**Purpose:** _The Finance Committee provides high-level oversight and +recommendations on the budget to ensure alignment with RIDโ€™s mission and +goals; review of fundraising opportunities and endeavors, recommendations for +financial partnerships and trends; revenue targets in support of RIDโ€™s +operational needs; and advice to the RID Treasurer on the Association funding +needs, resource management and potential risks. In essence, the Finance +Committee works with the RID Board of Directors to ensure RID financial +accounts are managed effectively._ + +**Reports to:** RID Board of Directors + +**Board of Directors Liaison:** Kate O'Regan + +**HQ Staff Liaison:** Jennifer Apple + +**Frequency of Reports:** Quarterly + +**Summary report:** June + +**Members:** + + * Justin Buckhold + * Jonathan Cetrano + * Scott Ready + * Joey Seifner + +**The Finance Committee is also charged with supporting the Treasurer in +helping to ensure RIDโ€™s financial stability by:** + + 1. monitoring adherence to the budget, + 2. monitoring quarterly financial statements and suggest adjustments to the Board to maintain a balanced budget, + 3. setting long-range financial goals along with funding strategies to achieve them, + 4. advise multi-year operating budgets that integrate strategic plan objectives and initiatives, + 5. working with headquarters staff to review the impact of the reported data on the organization, and + 6. assisting with the preparation of financial reports for presentation to the Board of Directors by the Treasurer + +#### Professional Development Committee + +**Purpose:** _The Professional Development Committee advises the RID Board of +Directors and assists RID Headquarters, in the oversight of the policies and +standards for the Certification Maintenance Program (CMP) and the Associate +Continuing Education Tracking (ACET) program._ + +**Reports to:** Board of Directors + +**Board Liaison:** Glenna Cooper + +**HQ Staff Liaison:** Ashley Holladay + +**Members** + + * Richard Laurion (Chair) + * Mary Darragh MacLean + * Nathan Fowler + * Leslie Decker + * Fidel Torres + +**Frequency of Reports** : Monthly +**Cumulative report:** March 2019, March 2021 + +**For the 2017-2021 term, the Professional Development Committee is charged +with the following:** + +**1:** **Certification Maintenance Program** + + 1. Review the Standards and Criteria for compliance with industry norms and for management of online education. + + * * Explore if the RIDโ€™s system could be, and should be, recognized as a full member of the International Association of Continuing Education and Tracking (IACET) + * Explore ways to manage or document online education and some of the innovative courses interpreters are pursuing today. + * Explore effective mechanisms for documenting academic studies. A professional credentialing systemโ€™s education program typically documents continuing education and not degree seeking efforts. + * Utilizing the information learned from Element #1. a. , Conduct a major review, revision and update of the CMP/ACET system. + * In collaboration with key HQ staff, offer recommendations, to the RID Board, for consideration to enhance, and ensure relevancy, of the program + + 1. Review the fees/costs of the program. + 2. Ensure that the program is self sustaining (cost-neutral) per member motion (C93.01) + +**2: Audit Program** + + 1. Review, in conjunction with the Board, the proposals from the 2015-2017 PDC. + 2. Ensure that steps are taken to continue to strengthen the Audit Program. + + * * Create a system of auditor groups (separate but in communication with HQ and the PDC), who will conduct regular and โ€˜spotโ€™-audits to ensure effective functioning of RIDโ€™s network of approved sponsors. + * Offer recommendations, to the RID Board, for consideration to enhance, and ensure relevance and currency, of the program. + + 1. Provide monthly reports to the Board providing the following information (not limited to): + + * * Updates on the audit successes and failures. Include steps that have been taken to ensure that the successes continue and the failures are addressed. + +**3: CMP Sponsors** + + 1. Create and offer regular sponsor training. + + * * Work with HQ staff and key stakeholders to develop training opportunities for sponsors. + * Offer regular training sessions- through webinar or in-person- for the purpose of keeping sponsors current on the appropriate management and delivery of sponsorship services to RID members. + + 1. Monitor and respond to sponsor questions. + + * * Work with HQ staff to provide regular monitoring of the sponsor list and respond as appropriate to questions, concerns, or issues raised by sponsors. + +**4: Conference motions** + + 1. 1. Address C2015.05: + + * * We move that 1.0 of the required 6.0 CEUs under the content area of Professional Studies be training related to topics of Power, Privilege, and Oppression. Be it further moved that the content area of Professional Studies include as a fourth category the topic of Power, Privilege, and Oppression. Be it further moved that the PDC will work with representatives from the Diversity Council, Deaf Advisory Council, Council of Elders, and Member Section leaders to identify the scope of topics to be included under the Professional Studies category of Power, Privilege, and Oppression. + + 1. 1. Work with the Pro Bono Ad Hoc Committee in their charge to address conference C2015.06: + + * * Move that the RID Board of Directors establish an ad hoc committee to include representatives from the authors of this motion, a representative from the PDC, certified members, community stakeholders, including people who are not yet in support of this idea, to investigate the implementation of a system to document ProBono hours for members (certified and associate) during their four year cycle; Be it further moved that this committee shall be comprised of no less than 50% Deaf members. + +#### Scholarships and Awards Committee + +**Purpose:** _The Scholarships and Awards Committee solicits, reviews, and +selects recipients for the associationโ€™s scholarships and awards._ + +**Reports to:** Board of Directors + +**Board of Directors Liaison:** Christina Stevens, Region I Representative + +**HQ Staff Liaison:** Ryan Butts + +**Members** + + * None + +**For the term 2017-2021, Scholarships and Awards Committee members are +charged to complete the following tasks:** + +**1:** Manage the nomination/application process for awards and scholarships + +a. Evaluate and establish selection process inclusive of Deaf and diverse +perspectives. +b. Promote the scholarships and awards to the RID membership +c. Solicit applications and nominations +d. Select the final recipients + +**2:** Present the scholarships and awards to the recipients at the 2019 +National Conference. + +### Councils. + +__ + +Councils are made up of individuals who have many years of experience in the +interpreting profession. + +#### Council of Elders + +**Purpose:**_The Council of Elders ' primary function is to furnish the +President and the Board with historical insights that reinforce the Board's +dedication to maintaining RID's historical legacy and infusing it into all +aspects of the Board's decision-making._ + +**Reports to:** RID Board of Directors + +**Board of Directors Liason:** Ritchie Bryant, President + +**HQ Staff Liaison:** TBD + +**Members Appointed:** TBD + +**Frequency of Reports** : Quarterly + +**Summary Report** : October 2024 + +**Council of Elders Commitment** + +The annual onboarding training is mandatory for all committee members to +ensure their work aligns with the Board's Mission, Purpose, Vision, and +Values. Additionally, members must stay current with best practices in the +interpreting field. Joining the committee involves a significant commitment, +including a minimum of four hours per month for group work and virtual +meetings, with a total of 40 hours for deliverable completion (subject to +change). The board liaison will appoint HQ staff to coordinate and ensure the +timeline of the committee work will be followed and completed according to the +deliverables. The committee will be reappointed annually based on +organizational needs. + +Members who cannot fulfill their responsibilities, including but not limited +to review of materials and meeting attendance, are expected to re-evaluate +their ability to remain on the committee. Please communicate with the Liaison +Ritchie Bryant if your commitment changes. + +**Council of Elders Objectives:** + + * _To assess the feasibility of converting Tri-councils to DEIAB council and to develop detailed action plans for the redesign of DEIAB principles regarding workflow for motions and policies._ + + * _To serve as a reliable resource for sharing relevant information and providing valuable recommendations to the Board, fostering an environment of collaboration and knowledge sharing._ + + * _To conduct thorough reviews and provide guidance to the board of directors in relation to motions and policies, ensuring that all recommendations are communicated and implemented within the specified deadlines._ + + * _To work closely with the Board of Directors to uphold and preserve cultural norms, the foundations of ASL, and respect for the Deaf and RID heritage, emphasizing the importance of these values throughout the project 's lifecycle._ + +**Workgroup Deliverables:****For the term 2024-2025, the Council of Elders +members are charged to complete the following tasks:** + + * Conduct research and formulate recommendations to assess the feasibility of establishing a DEAIAB council, replacing the existing tri-councils. + * Review of RID motions and policies within a turnaround time of ten days before quarterly board meetings. + * Submit and presentation of a report by the council representative during the board meetings. + * Identification and documentation of barriers within the RID PPM, presented to the board for review and action. + * Final comprehensive report summarizing the committee's work, findings, recommendations, and outcomes. + +#### Deaf Advisory Council + +**Purpose:**_The Deaf Advisory Council advises to the RID Board of Directors +to maintain the Board 's commitment to ensuring that the Deaf perspective is +integrated into all issues brought before the Board and the association._ + +**Reports to:** Board of Directors + +**Board of Directors Liason:** Ritchie Bryant, President + +**HQ Staff Liason:** TBD + +**Members Appointed:** ****TBD + +**Frequency of Reports** : Quarterly + +**Summary Report** : October 2024 + +**Council Commitment** + +The annual onboarding training is mandatory for all committee members to +ensure their work aligns with the Board's Mission, Purpose, Vision, and +Values. Additionally, members must stay current with best practices in the +interpreting field. Joining the committee involves a significant commitment, +including at minimum of four hours per month for group work and virtual +meetings, with a total of 40 hours for deliverable completion (subject to +change). The board liaison will appoint HQ staff to coordinate and ensure the +timeline of the committee work will be followed and completed according to the +deliverables. The committee will be reappointed annually based on +organizational needs. + +Members who cannot fulfill their responsibilities, including but not limited +to review of materials and meeting attendance, are expected to re-evaluate +their ability to remain on the committee. Please communicate with the Liaison +Ritchie Bryant if your commitment changes. + +**Deaf Advisory Council Objectives:** + + * _To assess the feasibility of converting Tri-councils to DEIAB council and to develop detailed action plans for the redesign of DEIAB principles regarding workflow for motions and policies._ + + * _To serve as a reliable resource for sharing relevant information and providing valuable recommendations to the Board, fostering an environment of collaboration and knowledge sharing._ + + * _To conduct thorough reviews and provide guidance to the board of directors in relation to motions and policies, ensuring that all recommendations are communicated and implemented within the specified deadlines._ + + * _To work closely with the Board of Directors to uphold and preserve cultural norms, the foundations of ASL, and respect for the Deaf and RID heritage, emphasizing the importance of these values throughout the project 's lifecycle._ + +**Workgroup Deliverables:****For the term 2024-2025, the Deaf Advisory Council +members are charged to complete the following tasks:** + + * Conduct research and formulate recommendations to assess the feasibility of establishing a DEAIAB council, replacing the existing tri-councils. + * Review of RID motions and policies within a turnaround time of ten days before quarterly board meetings. + * Submit and presentation of a report by the council representative during the board meetings. + * Identification and documentation of barriers within the RID PPM, presented to the board for review and action. + * Final comprehensive report summarizing the committee's work, findings, recommendations, and outcomes. + +#### Diversity Council + +**Purpose:**_Diversity Council advises the RID Board of Directors to uphold +the Boardโ€™s desire to ensure that diversity and inclusion are embodied in all +matters before the Board and the association. Specifically, it assists the RID +Board of Directors in promoting equity, diversity, inclusion, accessibility +and belonging within the association; develops recommendations on how to make +RIDโ€™s membership and leadership more diverse and inclusive; and assists in +developing diversity programs and initiatives._ + +**Reports to:** RID Board of Directors + +**Board of Directors Liason:** Ritchie Bryant + +**RID HQ Staff Liaison:** TBD + +**Members Appointed:** TBD + +**Frequency of Reports** : Quarterly + +**Summary Report** : October 2024 + +**Diversity Council Commitment** + +The annual onboarding training is mandatory for all committee members to +ensure their work aligns with the Board's Mission, Purpose, Vision, and +Values. Additionally, members must stay current with best practices in the +interpreting field. Joining the committee involves a significant commitment, +including a minimum of four hours per month for group work and virtual +meetings, with a total of 40 hours for deliverable completion (subject to +change). The board liaison will appoint HQ staff to coordinate and ensure the +timeline of the committee work will be followed and completed according to the +deliverables. The committee will be reappointed annually based on +organizational needs. + +Members who cannot fulfill their responsibilities, including but not limited +to review of materials and meeting attendance, are expected to re-evaluate +their ability to remain on the committee. Please communicate with the Liaison +Ritchie Bryant if your commitment changes. + +**Diversity Council Objectives:** + + * _To assess the feasibility of converting Tri-councils to DEIAB council and to develop detailed action plans for the redesign of DEIAB principles regarding workflow for motions and policies._ + + * _To serve as a reliable resource for sharing relevant information and providing valuable recommendations to the Board, fostering an environment of collaboration and knowledge sharing._ + + * _To conduct thorough reviews and provide guidance to the board of directors in relation to motions and policies, ensuring that all recommendations are communicated and implemented within the specified deadlines._ + + * _To work closely with the Board of Directors to uphold and preserve cultural norms, the foundations of ASL, and respect for the Deaf and RID heritage, emphasizing the importance of these values throughout the project 's lifecycle._ + +**Workgroup Deliverables:****For the term 2024-2025, the Diversity Council +members are charged to complete the following tasks:** + + * Conduct research and formulate recommendations to assess the feasibility of establishing a DEAIAB council, replacing the existing tri-councils. + * Review of RID motions and policies within a turnaround time of ten days before quarterly board meetings. + * Submit and presentation of a report by the council representative during the board meetings. + * Identification and documentation of barriers within the RID PPM, presented to the board for review and action. + * Final comprehensive report summarizing the committee's work, findings, recommendations, and outcomes. + +### Task Forces. + +__ + +Task Forces have specific goals, and may be disbanded when those goals are +met. The task force is led by the staff and board liaisons, working to meet +the assigned scope of work. + +#### Code of Professional Conduct Review Task Force + +**SCOPE OF WORK 2019-2021** + +**RID Board Liaison:** Jesรบs Remฤซgฤซo, RID VP + +**Members:** + + * Ellen Roth (RID) + * Holly Nelson (RID) + * Janis Cole (NAD) + * Stephanie Clark (NAD) + * Evon Black (NBDA) + * Ronise Barreras (Council de Manos) + +**TASKS TO COMPLETE:** + +**1: Compile and review historical information and documents related to +previous and current codes of ethics/CPC** + + * * Provide information in a format publically available and accessible. + +**2: Provide recommended revisions.** + + * * Revisions should consider immediate changes in order to support the work of the Ethical Practice System. The recommendations will be brought to the RID membership for review, deliberation and decision. + * Revisions should include long term changes in order to re-orient the CPC to a value-based framework + * Input shall be collected from relevant stakeholders + * Input shall be collected from the RID membership for consideration + * Explore and present a change to the name of the ethical code + * The name should represent the purpose and content of the code + +**3: Envision and Develop CPC materials** + + * * Materials to aid in education + * Materials to aid in advocacy + +**4: Outline and propose a regular schedule for review of the ethical code to +ensure relevancy and applicability** + + * * Provide recommendations to the RID Board for the need to create a standing committee, including a potential scope of work. + +**5: Present Quarterly reports to the RID Board of Directors** + + * * Reports are submitted via Board liaisons. + +**REPORT DATE(S):** + + * **FINAL REPORT: Spring 2020** + * Final report to include (but not limited to): (note- the request for a final report is to receive information completed during the 2015-2017 term) + * Successes completed during term. + * Challenges faced during term. + * Recommendations for updates to the scope of work to allow for the completion of the task forceโ€™s work. + * **REPORTS:** + * Provide updates to the Board of Directors, via the Board liaison, for each Board meeting. + * Note, reports must be submitted to the Board 10 days prior to each Board meeting. Work with the Board liaison to confirm meeting dates. + +**CONFIDENTIALITY LEVEL:** + +Low, unless otherwise noted. + +**NARRATIVE:** + +The Task Force shall work with Councils, Committees and/or Task Forces as +necessary. Board liaisons will assist in creating the collaborative +connection. + +For the 2019-2021 term, the CPC Review Task Force members are charged with the +following: + + 1. To collect Community feedback on the 2005 CPC. + 2. To review, revise and strengthen the CPC. + 3. To participate in a review of the overall program and policies in an effort to maximize efficient use of volunteer resources. + 4. To comply with the 2013 RID Business Meeting motion E. + 5. To address items referred to the task force by the board of directors. + +******Resources:** + + * [NAD-RID Code of Professional Conduct](https://drive.google.com/file/d/0B-_HBAap35D1R1MwYk9hTUpuc3M/view?usp=sharing) + * [Ethical Practices System Overview (EPS)](https://rid.org/programs/ethics/) + * [EPS Enforcement Procedures](https://rid.org/programs/ethics/eps-procedures/) + * [Standard Practice Papers](https://rid.org/about/resources/#_spp) + * [Toward an Interpreter Sensibility: Three Levels of Ethical Analysis and a Comprehensive Model of Ethics Decision-Making for Interpreters](https://drive.google.com/file/d/0B-_HBAap35D1MzF3TlN3SDVidVk/view?usp=sharing) + * [Exploring Ethics: A Case for Revising the Code of Ethics](https://drive.google.com/file/d/0B-_HBAap35D1X0R2dXVTX2h1VTA/view?usp=sharing) + * [1995 Code of Ethics (historical)](https://drive.google.com/file/d/0B-_HBAap35D1V0hwX3VvakR5UWs/view?usp=sharing) + * [1965 Code of Ethics (historical)](https://drive.google.com/file/d/0B-_HBAap35D1RllfRDluMHBZZDA/view?usp=sharing) + * [RID Code of Professional Conduct in ASL by Wink](http://youtu.be/5fyaoaTb-X8) + +#### DeafBlind Task Force + +**Purpose** + +The RID DeafBlind Task Force is composed of members who have combined aural +and visual loss. This unit is tasked by the RID Board of Directors that passed +a motion in February of 2021 to improve all communication and information +accessible for the DeafBlind consumers. The unitโ€™s primary work is to advise, +address, analyze, test, and recommend accessibility access on website pages +and media managed by RID. + +**Reports to** : RID Board of Directors + +**Board of Directors Liaison:** Jason Hurdich + +**HQ Staff Liaison:** Jenelle Bloom + +**Frequency of report:** Monthly summary up to six months term from August to +January 2022. + +**Scope of Work** + + 1. **** Members of this unit shall and hereby collaborate with RID Board of Directors in assessing media accessibility and possibly review or suggest the inclusion of CASLI practices for certification DeafBlind interpreting. + 2. Members in the unit are to assess every page of RID context, review links, and test accessibility formats in regards to changing the size of context, inverting colors and functions for Braille users. + 3. The members of the unit are to report to the chair of the DeafBlind Task Force addressing issues and providing recommendations in improving access points for the DeafBlind consumers. + 4. Each member of the unit is assigned to analyze and test various RID media in the following: + * Website + * Facebook + * X (formerly known as Twitter) + * Instagram + * all forms by word and pdf formats + * web forms and membership portal + * payment portal (for dues, registration for workshops and conventions) + + 5. The members of this unit are to make recommendations valid in terms of identifying elements such as pictures and videos. -- Pictures accommodated alt description text + * vlogs shall be in compliance by including transcripts of spoken and/or signing productions. + * In addition to practice including description of who the person is seen as, gender, race if known, hair color, clothing, and background. + +Chair of the DeafBlind Task Force, Tara L. Invid@to, M.Ed + +#### Legal/Court Interpreting Credential Task Force + +**Scope of Work (SOW)** + +**October 2019** + + 1. Investigate how to best establish a national credentialing system for legal/court interpreters. + 2. Collaborate with various stakeholders such as but not limited to NBDA, NAD, CASLI, NCSC, HEARD, among others. + * Community stakeholders must be reflective of the diverse communities we serve within the criminal justice system + 3. Explore the possibility of the courts taking ownership of credentialing, ASL-English and CDI, interpreters through a collective body. + * Work with legislative entities to garner information and guidance + * Explore current legislative guidelines regarding credentialing + +**Timeline** + + * TF to be selected by Oct 2019 + * Report back Dec 2020 to membership + * Completed when a recommendation for testing/credentialing has been established + +**Established and approved October 2019** + +**Members Assigned:** + + * Amy Williamson + * Carla Mathers + * Cheryl Thomas + * Denise Martinez + * Jo Linda Greenfield + * Jon Lamberton + * Judy Shepard-Kegl + * June Prusak + * Margie English + +#### Religious Interpreting Task Force + +**Purpose:**_The purpose of the Religious Interpreting Task Force conduct +research and provide recommendations on the potential establishment of a +religious interpreting section and standards within RID, with a focus on +improving access to religious services for the deaf and hard-of-hearing +community, with a focus on ensuring that the project stays within scope, +budget, and timeline._ + +**Reports to:** RID Board of Directors, Jessica Eubank + +**Frequency of Reports** : Quarterly + +**Summary Report** : October 2024 + +**Committee/Task Force/Council/Workgroup Commitment** + +The annual onboarding training is mandatory for all task force members to +ensure their work aligns with the Board's Mission, Purpose, Vision, and +Values. Additionally, members must stay current with best practices in the +interpreting field. Joining the task force involves a significant commitment, +including a minimum of 10 hours per month for group work and face-to-face +meetings, with a total of 120 hours for deliverable completion (subject to +change). The board liaison will appoint HQ staff to coordinate and ensure the +timeline of the task force work will be followed and completed according to +the deliverables. The task force will be reappointed annually based on +organizational needs. + +Members who cannot fulfill their responsibilities, including but not limited +to review of materials and meeting attendance, are expected to re-evaluate +their ability to remain on the committee. Please communicate with the Liaison +Jessica Eubank if your commitment changes. + +**Committee/Task Force/Council/Workgroup Objectives:** + + 1. Define and document project requirements and objectives + 2. Develop project plans and schedules + 3. Monitor project progress and regularly report to stakeholders + 4. Identify and mitigate project risks + 5. Ensure that project deliverables meet quality standards + 6. Maintain open communication with project stakeholders and make necessary adjustments as needed. + +**Workgroup Deliverables:****For the term of 2024 to 2025, the Religious +Interpreting Taskforce members are charged to complete the following tasks:** + + * Provide a research report on the current state of religious interpreting services, including the needs and challenges faced by deaf and hard-of-hearing individuals who require religious interpreting services. + * Provide a summary of feedback and input from the deaf and hard-of-hearing community on their experiences with religious interpreting services. + * Provide a summary of feedback and input from the diverse working interpreters from various backgrounds on their experiences with religious interpreting services. + * Create a feasibility report on the potential incorporation of a religious interpreting section within RID, including an analysis of the resources and infrastructure needed to support such a section. + * Identification of potential partnerships and collaborations with religious organizations and other relevant stakeholders to support the mission of the religious interpreting section within RID. + +Meeting minutes: Detailed notes of each meeting capture the discussion, +decisions, and actions taken. + +Final report: A comprehensive report that summarizes the committee's work, +including its findings, recommendations, and outcomes. + +#### Strategic Challenges Bylaws Review Task Force + +### This Task Force is _**no longer active**_. + +This Task Force was active but has since been dissolved. This page is being +kept for archival purposes. The information about the Strategic Challenges +Bylaws Review Task Force below: + + * The Strategic Challenges Bylaws Review Task Force (SCBRTF) was to advise the RID Board of Directors in a thorough review, and to make recommendations on Motions E โ€“ S from the 2007 RID Conference Business Meeting. + +**Scope of Previous Work** + +For the term 2009-2011, the Strategic Challenges Bylaws Review Task Force +members were charged to complete the following tasks: + + * Gather member input on Motions E-S and related issues and provide the board of directors with recommendations. + * Be available to host or participate in a forum at national conferences. + * Address items referred to the committee by the board of directors. + +#### Task Force Organization & Structure + +### How often does it meet? + +The task force generally holds at least bi-monthly conference call meetings +each year (visually accessible conference calls, when appropriate). Between +conference calls, email correspondence occurs to further the work of the task +force. Face-to-Face meetings, which are budgeted for and hosted on an as- +needed basis, are decided upon by the board and RID Headquarters office staff. +The task force must submit a request to the board including a clear rationale +for the face-to-face along with an agenda of the work to be accomplished +during the meeting time. Additional travel for meetings and/or educational +initiatives may be necessary depending on the scope of work. + +### Who pays my expenses? + +Volunteer leaders, if approved, for travel to attend a face-to-face meeting +will be reimbursed travel and lodging expenses and given per diem for meals. +(See Volunteer Leadership Manual for additional details regarding +reimbursements.) All other extraneous travel requests may be discussed on a +case-by-case basis with the board and RID Headquarters office staff liaisons. + +### What are my responsibilities as a Volunteer Leader? + +Volunteer Leaders are expected to attend all task force meetings and assist in +accomplishing the tasks set forth in the scope of work and ultimately support +the implementation of RIDโ€™s Strategic Plan. An agenda must be developed prior +to each meeting with each agenda item pointing to a task within the scope of +work. (See Volunteer Leadership Manual for more information regarding position +descriptions for each volunteer leader.) + +The task force will review the scope of work and provide feedback related to +the tasks, priorities, timelines, workflow, etc. Should the task force seek to +address a project or issue outside the originally assigned scope of work, a +formal request for that work assignment would need to be made via the progress +report. Changes in the task forceโ€™s scope of work must have prior approval +from the board. + +At the end of the term, the task force will submit a final profess report to +the board indicating the outcomes of the task force term, as well as make +recommendations for future projects and initiatives for consideration by the +board. + +![](https://rid.org/wp-content/uploads/2023/04/Member-Sections-1.jpg) + +## Member Sections + +RIDโ€™s Member Sections (MS) provide a relationship-building forum for RID +members to share common interests, goals and concerns that are also consistent +with RIDโ€™s mission and values. + +As formally recognized groups of RID members, Member Sections can hold +meetings at the biennial conference, regional conferences and other functions +sponsored by RID or its affiliate chapters. Additionally, Member Sections +frequently contribute articles to _VIEWS_ , RIDโ€™s quarterly newsletter, to +share their discussions with the entire membership. + +__BLeGIT* Member Section + +ร— + +### BLeGIT* + +#### Purpose + +It is the mission of the Bisexual, Lesbian, Gay, Intersex, Trans* +Interpreters/Transliterators (BLeGIT*) Member Section to be a forum for +discussing current interpreting issues, provide information and resources for +professional development opportunities and provide a professional and positive +venue for discussing topics specific to the BLeGIT* community. All are +welcome!! + +#### BLeGIT* Leadership + +**Co-Chair:[CM Hall, NIC-Advanced, Ed:K-12](mailto:blegit.cochair1@rid.org)** +**Co-Chair:[Carmelo Falรบ-Rodrรญguez, NIC](mailto:blegit.cochair2@rid.org)** + +Region 1: [Melissa Hopkins, NIC, Ed:K-12](mailto:blegit.rr1@gmail.com) +Region 2: [Patricia Moers-Paterson, SC:L, CI and +CT](mailto:blegit.rr2@gmail.com) +Region 3: [Dustin Woods, Supporting RID Member](mailto:blegit.rr3@gmail.com) +Region 4: [Raylene Lotz, CDI](mailto:blegit.rr4@gmail.com) +Region 5: [Bob LoParo, CI and CT](mailto:blegit.rr5@gmail.com) + +(Note that these are their BLeGIT* committee email addresses. If you want to +contact them on a personal matter, then [search the RID +Directory](https://myaccount.rid.org/Public/Search/Member.aspx) to see if it +is provided.) + +[Click to see minutes from the 2015 meeting at RIDNOLA15 +(link).](https://drive.google.com/file/d/0B3DKvZMflFLdZElSTmxiWTVuTlk/view?usp=sharing) + +Close + + __DeafBlind Member Section + +ร— + +### DeafBlind Member Section + +#### Purpose + +The purpose of the RID DeafBlind Member Section (DBMS) is to act as a national +resource for interpreters, consumers and families regarding interpreting needs +for individuals who are DeafBlind. + +DBMS maintains a listserv open to all RID members and DeafBlind individuals. +Members are invited to share information and events related to interpreting +for DeafBlind individuals. The list is maintained by Mala Poe and is carefully +moderated to include only pertinent, professional posts. Average number of +posts has historically been less than one per week. + +#### Leadership + +Chair: Vacant +Vice-Chair: Bob LoParo +Secretary: [Jesie Stephenson](mailto:secretary.dbms@gmail.com) +Treasurer: [Candace Steffen Strayer](mailto:%20treasurer.dbms@gmail.com) + +Region Representatives: +Region I: [Regan Thibodeau](mailto:regioni.dbms@gmail.com) +Region II: [Bianca Perez](mailto:regionii.dbms@gmail.com) +Region III: [Barbara Martin](mailto:regioniii.dbms@gmail.com) +Region IV: [Tyler Reisnaur](mailto:regioniv.dbms@gmail.com) +Region V: [Shelley Herbold](mailto:regionv.dbms@gmail.com) +Communications: CM Hall + +#### Goals + +**Networking:** Connect interested parties on the local, regional and national +levels. + + * Host social event for interpreters and consumers during RID national conference. + * Maintain regional representation on IDB Member Section committee. + * Create and maintain online listserv to facilitate communication between interested parties +across the country. + +**Resource:** Provide publications, journal articles and educational materials +to interested parties +throughout the country. + + * Provide DB-LINK (national clearinghouse on DeafBlindness) with updates regarding +training events, new publications, conferences, etc. + + * Submit articles and on-going IDB column in RID VIEWS on DeafBlind related topics. + * Maintain nationwide list of DeafBlind consumers who are qualified speakers/trainers. + +**Professional Development:** Provide professional development opportunities +to enhance the skills and knowledge of interpreters and interested parties. + + * Provide training during RID national and regional conferences on DeafBlind related topics. + * Create calendar of events for various training opportunities. + * Compile list of qualified trainers in DeafBlindness. + +**Liaison:** Liaise between RID, AADB, NAD DB-LINK, HKNC and state DeafBlind +consumer groups. + + * Act as main liaison and contact for the RID-AADB National Task Force. + +**Mentoring:** Provide mentoring to new and seasoned professionals in the +field of interpreting in order to +increase the number of qualified interpreters for individuals who are +DeafBlind. + + * Design and implement mentoring program for CEUs in association with the AADB +conference. + +**Advocate:** Act as an advocate for communication access for all individuals +who are DeafBlind. + + * Advertise contact information so that interpreters, consumers and families can reach the +IDB Member Section as the need arises. + +**The DBMS Needs YOU!** +We are currently developing a plan to host state-by-state and regional +trainings to prepare interpreters to work with DeafBlind consumers. Each of +the DBMS Region Reps is looking for a go-getter in each state who is ready, +willing and able to work toward bringing our training to YOUR back yard. +Please contact your DBMS Region Rep (see list above) if youโ€™re a well- +qualified interpreter who is willing to champion our cause in your state. + +LOOK FOR A DBMS-SPONSORED TRAINING NEAR YOU! + +**The DBMS Thanks the following donors:** + + * Jill Gaus and Susie Morgan Morrow for not only presenting three fabulous workshops on working with DB people at the RID Conference in Atlanta, but also for allowing the DBMS to hold raffles and a silent auction during those workshops. + * DBTip (DeafBlind Training, Interpreting & Professional Development) for donating an online training for our online raffle. + * Silent Auction Donors: + +Helen Keller National Center +The CATIE Center +Andre Pellerin, an artist who is DeafBlind +The Crazy Quilters, artists who are Deaf + +#### Resources: + + * [The National Consortium of Interpreter Education Centers (NCIEC) ](http://www.interpretereducation.org/specialization/deafblind/) + * [The American Association of the DeafBlind](http://www.aadb.org/) + +Close + + __Deaf Caucus Member Section + +ร— + +### Deaf Caucus Member Section + +#### About Deaf Caucus + +The Deaf Caucus strives to strengthen the ties between all members of RID, +advocate for the needs and interests of RID members who are deaf and provide a +vehicle for open discussion and exchange of ideas. +[Deaf Caucus +Profile](https://drive.google.com/file/d/0B3DKvZMflFLdNTc4Zm1SLTBwNms/view?usp=sharing) + +#### About the RID Deaf Caucus Member Section** +** + +RIDโ€™s Member Sections (MS) provide a relationship-building forum for RID +members to share common interests, goals and concerns that are also consistent +with RIDโ€™s mission and values. As formally recognized groups of RID members, +Member Sections can hold meetings at the biennial conference, regional +conferences and other functions sponsored by RID or its affiliate chapters. +Additionally, Member Sections frequently contribute articles to VIEWS, RIDโ€™s +monthly newsletter, to share their discussions with the entire membership. +Activities of Member Sections are determined and carried out by the MS +leadership and its members, and not by the RID national office staff. + +To join an RID Member Section, you must be a RID member. + +To join an RID Deaf Caucus Yahoo! Group you must be a RID member. + +Goals of the Deaf Caucus Member Section: + + 1. To hold forums at RID conferences; + 2. To advise the membership, Board of Directors, and the National Office on issues pertaining to members of Member Sections; + 3. To prepare position papers and/or statements for the Board of Directors and the RID membership on issues pertaining to members of Member Sections; + 4. To recommend programs, activities and policies to the membership, Board of Directors, the National Office and RID national committees that are in the interests of Deaf Caucus and proceeding Member Sections members; + 5. To act as a resource to standing and ad hoc committees on issues that pertains to deaf members; + 6. To disseminate information to members of Member Sections regarding organizational activities; + 7. To encourage active and ongoing participation from Deaf Caucus members and RID and its affiliate chapters; + 8. To serve as a support group for RID members + +#### Deaf Caucus Leadership + +Chair: [Sarah Himmelmann Idler](mailto:deafcaucus.chair@rid.org) +Vice-Chair: [J. Eugenio Ravelo Mendoza](mailto:deafcaucus.vicechair@rid.org) +Secretary: [Lynn Capps Dey](mailto:deafcaucus.secretary@rid.org) +Treasurer: [Niesha Washington-Shephard](mailto:deafcaucus.treasurer@rid.org) + +R1 MAL: Regan Thibodeau +R2 MAL: Michael Krajnak +R3 MAL: Theresa Barker-Simms +R4 MAL: Roy William Barron +R5 MAL: Vacant + +#### Deaf Caucus News + +2011 RID National Conference Review from _VIEWS_ : [Our Shifting Boarders: +Perspectives from the 2011 Community +Forum](https://drive.google.com/file/d/0B3DKvZMflFLdcDZsZVhTLUtpdkU/view?usp=sharing) + +Close + + __Deaf-Parented Interpreters Member Section + +ร— + +### Deaf-Parented Interpreter (DPI) Member Section + +**DPI Purpose** + +The mission of the Deaf-Parented Interpreter (DPI) Member Section is to +promote greater understanding and awareness of the values of the Deaf +Community as well as the skills, dedication and sensibilities that +interpreters with deaf parents continue to offer to the interpreting +profession. + +**[2023 DPI Rules of +Operation](https://drive.google.com/file/d/1SeVKJfeLnWCj061EsVbTgZTiHy-6O6ow/view?usp=drive_web)** + +**DPI Leadership Council** + +**Chair:**[Letty Moran](mailto:dpi.chair@rid.org) +**Vice Chair:** [Sara Cardinale](mailto:dpi.vicechair@rid.org) +**Secretary:** [Isabella Martin](mailto:dpi.secretary@rid.org) +**Treasurer:**[Amy McDonald](mailto:dpi.treasurer@rid.org) + +**Region Representatives** + +**Region I:**[Phyllis Dora Rifkin](mailto:dpi.region1@gmail.com) +**Region II:** [Jennifer Williams & Tammy Batch](mailto:dpi.region2@gmail.com) +**Region III:** Vacant +**Region IV:** [Wanda Krieger](mailto:dpi.region4@gmail.com) +**Region V:** Vacant + +**Outreach Coordinator:** Crescenciano Garcia (Region V) + +**Ex-Officio:** Kelly Decker + +**[DPI Meeting Minutes: 2016 โ€“ +Current](https://drive.google.com/drive/folders/1Q87h8SLMBQAHk8ZjZxVq6jQp7uEA9sQ-)** + +_Note: the Deaf-Parented Interpreter Member Section used to be called the +Interpreters with Deaf Parents Member Section, thus many of the historical +records refer to โ€œIDPโ€._ + +**IDP 2015** + + * [IDP Meeting Minutes June 2015](https://drive.google.com/open?id=0B5XmAXNLR5u5RC14YlNjSUJETWM) + * [IDP Meeting Minutes May 2015](https://drive.google.com/file/d/0B4kvIDwET1QtVzhlNlc1V0dfOGM/view?usp=sharing) + * [IDP Meeting Minutes April 2015](https://drive.google.com/file/d/0B5XmAXNLR5u5aDN3TU9uNUtqbFE/view?usp=sharing) + * [IDP Meeting Minutes March 2015](https://drive.google.com/file/d/0B5XmAXNLR5u5N2N3aXZSdU1rV00/view?usp=sharing) + +**IDP 2014** + + * [IDP Meeting Minutes November 2014](https://drive.google.com/file/d/0B5XmAXNLR5u5MVh2SHB5ek5uNnM/view?usp=sharing) + * [IDP Meeting Minutes August 2014](https://drive.google.com/file/d/0B5XmAXNLR5u5ZHllZnNuRGZWSTg/view?usp=sharing) + * [IDP Meeting Minutes May 2014](https://drive.google.com/file/d/0B5XmAXNLR5u5d0dwaGxYQVZBekU/view?usp=sharing) + * [IDP Meeting Minutes January 2014](https://drive.google.com/file/d/0B3DKvZMflFLdcDZsZVhTLUtpdkU/view?usp=sharing) + +**IDP 2013** + + * [IDP Meeting Minutes September 2013](https://drive.google.com/file/d/0B3DKvZMflFLdelBNQjVUTUE3cTg/view?usp=sharing) + * [IDP Meeting Minutes July 2013](https://drive.google.com/file/d/0B3DKvZMflFLdaWlIOG1RSk1mcUE/view?usp=sharing) + * [IDP Meeting Minutes June 2013](https://drive.google.com/file/d/0B3DKvZMflFLdY081M2FTS0V5WHc/view?usp=sharing) + * [IDP Meeting Minutes May 2013](https://drive.google.com/file/d/0B3DKvZMflFLdWEY2ZlZqRHZFc1E/view?usp=sharing) + * [IDP Meeting Minutes February 2013](https://drive.google.com/file/d/0B3DKvZMflFLdelpuX2VfZE9mWkU/view?usp=sharing) + +**IDP 2012** + + * [IDP Meeting Minutes October 2012](https://drive.google.com/file/d/0B3DKvZMflFLdOXVBSGZnRGc4Njg/view?usp=sharing) + * [IDP Meeting Minutes August 2012](https://drive.google.com/file/d/0B3DKvZMflFLdVlFvdVBaSUt0UGc/view?usp=sharing) + * [IDP Meeting Minutes June 2012](https://drive.google.com/file/d/0B3DKvZMflFLdWXZOaEhuQUhqaGs/view?usp=sharing) + * [IDP Meeting Minutes May 2012](https://drive.google.com/file/d/0B3DKvZMflFLdS0xZMWlpNTJTUEU/view?usp=sharing) + * [IDP Meeting Minutes April 2012](https://drive.google.com/file/d/0B3DKvZMflFLddzJYMERNVTRGOUk/view?usp=sharing) + * [IDP Meeting Minutes March 2012](https://drive.google.com/file/d/0B3DKvZMflFLdazBnM2ZDdVhkRGM/view?usp=sharing) + * [IDP Meeting Minutes January 2012](https://drive.google.com/file/d/0B3DKvZMflFLdNktiUUlFelp0S1k/view?usp=sharing) + +**IDP 2011** + + * [IDP Meeting Minutes November 2011](https://drive.google.com/file/d/0B3DKvZMflFLdU2R2aUF2ODhHWkU/view?usp=sharing) + * [IDP Meeting Minutes June 15, 2011](https://drive.google.com/file/d/0B3DKvZMflFLdUExoQU1uamNOU2s/view?usp=sharing) + * [IDP 2011 RID National Conference Events (June 12, 2011)](https://drive.google.com/file/d/0B3DKvZMflFLdcVd0TGxXOTVwSWc/view?usp=sharing) + * [IDP Fundraising Letter for 2011 IDP Community Forum (June 12, 2011)](https://drive.google.com/file/d/0B3DKvZMflFLdMVZGS25QU05jU3c/view?usp=sharing) + * [IDP May 24, 2011 Meeting Minutes (June 12, 2011)](https://drive.google.com/file/d/0B3DKvZMflFLdWnFSNnVPYnpJNmc/view?usp=sharing) + +#### **Resources** + +_Note: the Deaf-Parented Interpreter Member Section used to be called the +Interpreters with Deaf Parents Member Section, thus many of the historical +records refer to โ€œIDPโ€._ + +[2015 DPI Rules of +Operation](https://drive.google.com/file/d/1mpz3zzuqBCP8RKqUIWdYdu7_IHrM3a0z/view) + +**[IDP +News](https://drive.google.com/folderview?id=0B3DKvZMflFLdY1IwQktpWHNtTHM&usp=sharing) +** + +[IDP 2015 RID National Conference Travel Fund +Scholarship](https://drive.google.com/open?id=0B0u2sziTYDjkeG9TTEpJNFpESTQ&authuser=0) + +**2011 RID National Conference Review from _VIEWS_ :** + +[Our Shifting Boarders: Perspectives from the 2011 Community Forum +](https://drive.google.com/file/d/0B3DKvZMflFLdUTFMVDZ4UGNfRmM/view?usp=sharing) + +Close + + __Interpreters and Transliterators of Color Member Section + +ร— + +### Interpreters and Transliterators of Color Member Section + +#### Purpose + +The principal purpose of the Interpreters and Transliterators of Color (ITOC) +is to advocate for the needs and interests of members of the RID, Inc. who +identify themselves as belonging to non-white ethnic groups. + +#### Objectives + + 1. To provide a forum for discussion and education of interpreting and transliterating issues which involve people who are Deaf or Hearing and of color. + 2. To promote, recruit and encourage active participation of all interpreters/transliterators and consumers of color in ITOC and RID and its Affiliate Chapters. + 3. To support all interpreters/transliterators of color who seek RID, Inc. certification. + 4. To prepare and/or review materials about interpreting/transliterating among people of color. + 5. To act as an advisory resource to the RID, Inc. Board of Directors and to standing and ad hoc committees of RID, Inc. on issues of interpreting/transliterating among people of color. + 6. To consult with ITPs seeking to recruit students of color. + 7. To actively seek input from consumers of color, particularly, from people who are Deaf/Hard of Hearing and of color on issues of interpreting/transliterating in their communities. + +#### Leadership: + +Chair: [Fidel Plaster Torres](mailto:itoc.chair@rid.org) +Vice Chair: [VACANT](mailto:itoc.vicechair@rid.org) +Secretary: [Reina Castro](mailto:itoc.secretary@rid.org) +Treasurer: [Amy McDonald](mailto:itoc.treasurer@gmail.com) +Region 1 Representative: [Denise "Dee" Herrera](mailto:itoc.regions@gmail.com) +Region 2 Representative: [Salwa Rosen & MJ +Jones](mailto:itoc.regions@gmail.com) +Region 3 Representative: [Benny Llamas](mailto:itoc.regions@gmail.com) +Region 4 Representative: [Donavan Williams](mailto:itoc.regions@gmail.com) +Region 5 Representative: [Bob LoParo & Jahmeca +Osborn](mailto:itoc.regions@gmail.com) + +#### Resources: + +โ€‹We are on Instagram: + + +โ€‹We are on Facebook: + โ€‹ +โ€‹ +Join the conversation in Google Groups: + + +Visit our website: + + +Close + + __Interpreter Service Managers Member Section + +ร— + +### Interpreter Service Managers Member Section + +#### Purpose + +The purpose of the Interpreting Service Managers Member Section is to serve +the members of the RID who share a mutual interest in the business and +management of sign language interpreting services. Its members include agency +owners, not for profit managers, institutional managers and managers within +companies who hire and coordinate interpreting services. Its mission is to +provide a forum for the discussion of relevant topics that are of mutual +interest to some or all of its members. + +#### Leadership + +Co-Chair: [Gina Dโ€™Amore](mailto:ism.cochair2@rid.org) + +Co-Chair: [Paul Tracy](mailto:ism.chair3@rid.org) + +Previous Chair: Justin Buckhold + +#### Resources + +#### ISM News + +We offer on-line support through a list-serve. People share questions and +concerns about various aspects of providing services. The list is open to all +RID members. Join the listserv by adding the ISM Member Section through your +online RID profile. + +#### ISM Leadership Biographies + +**Justin โ€œBuckyโ€ Buckhold** , CDI + +Bucky, a Colorado native-wanna-be, established a local agency, The +Interpreting Agency in 2012 upon seeing a lot of issues with other local +agencies that he has experienced firsthand as well as other stories from the +Deaf community. In 2016 he partnered with Lingaubee and currently serves in +multiple states. He enjoys being able to look at all three sides in the +interpreting profession as a consumer, as an interpreter (CDI), and as a +business owner. If you ever see Bucky at a conference or walking somewhere, +heโ€™d love to talk about the interpreting industry. + +When heโ€™s not in his office, he enjoys doing various activities in the Rockies +with his sweetheart, Jac, and friends. When his college-aged boys make time +for him, heโ€™ll visit them every time. + +**Gina Dโ€™Amore,** CDI + +MAIG is a Deaf-owned, 8(a) economically disadvantaged small business +headquartered in Elkridge, Maryland. A 100% female-owned business, MAIG was +co-founded in 2005 by Gina Dโ€™Amore, a Certified Deaf Interpreter (CDI). Gina, +who serves as President, was born Deaf to Deaf parents and brings a first-hand +personal understanding of the critical need for expert, reliable Reasonable +Accommodations in professional settings. MAIG executives focus on filling +niche contracts and ensuring our employees maintain our professional code of +conduct. We specialize in supporting challenging requirements in secure +environments. MAIGโ€™s providers and administrative staff are flexible and +experienced, enabling them to adapt to the dynamic needs of our clients. + +She is currently is Co-Chair of RIDโ€™s ISM Member section and also serves as +the current President for the National Deaf Chamber of Commerce. + +**Paul Tracy, CI & CT +** + +Paul Tracy is the Co-Founder of Partners Interpreting (Boston) and for the +past ten years has led business development and operations for the company. +His background and training is as a National Certified ASL interpreter for +over 22 years. Paulโ€™s introduction to the language and Deaf community was +through family: his father is Deaf-blind, and Paul is a native/heritage user +(CODA) of ASL. Paul is active in the language industry, both locally and +nationally. He provides consultations to language companies on industry +technology as well as on the management of sign language interpreting +services. He also serves on various committees, projects and currently is Co- +Chair of RIDโ€™s ISM Member section and on the Board of the Association of +Language Companies (ALC). + +Close + + __Interpreters in Healthcare Member Section + +ร— + +### Interpreters in Healthcare Member Section + +#### Purpose + +The mission of the Interpreters in Healthcare Member Section is four-fold: to +foster communication and encourage information sharing among Deaf and hearing +members of RID who workin the healthcare field; to provide input to RID about +issues pertaining to this specialized field of interpreting; to network and +foster a support system for those in the specialty; and most importantly to +promote and enhance language access in healthcare across the country. + +Join today! If you are interested in joining the members section please [send +an email](mailto:terpsinhealthcare@gmail.com) and head over to RID.org, click +on the โ€œmanage your profileโ€ link and add on the Interpreters in Healthcare +Member Section to your โ€œRID sectionsโ€ (at the bottom of the profile page). + +#### Leadership + +Chair: [David Stuckless](mailto:ihcms.chair@rid.org) +Vice Chair: [Collen Cudo](mailto:ihcms.vicechair@rid.org) +Secretary: [Deborah Lesser](mailto:ihcms.secretary@rid.org) +Treasurer: [Rosemary Simpson-Ford](mailto:rosemaryfordasl@yahoo.com) +Member Relations: [Jesse Candelaria](mailto:jmcandelaria3@gmail.com) + +#### Goals: + + 1. To hold forums at RID conferences. + 2. To advise the membership, Board of Directors, and the National Office on issues pertaining to members of the Interpreters in Healthcare Settings Member Section. + 3. To be involved with the revision and development of any and all current and future Standard Practice Papers regarding healthcare interpreting and to ensure they accurately reflect our practice. + 4. To recommend programs, activities and policies to the membership, Board of Directors, the National Office and RID national committees that are in the interests of members of the Interpreters in Healthcare Settings Member Section. + 5. To act as a resource to standing and ad hoc committees on issues that pertain to members of the Interpreters in Healthcare Settings Member Section. + 6. Stay current in the field by disseminating information to members of the Interpreters in Healthcare Settings Member Section regarding organizational activities; current events in the field of healthcare interpreting, and healthcare at-large, including legal rulings and court cases. + 7. To encourage the active involvement of members of the Interpreters in Healthcare Settings Member Section within the healthcare field. + 8. To serve as a support system for the members working in the diverse healthcare field, providing needed resources to advocate for effective practices within the field. + 9. To promote and enhance language access for the consumers of interpreting +services, and to bridge the Deaf/hearing health literacy gap. + +Format: Pre-recorded presentations, delivered via a NING portal, allowing +participants to view the training from their individual computers. The +presentations will then be opened for interactive discussion among members and +presenters. Presenters will further facilitate the learning process through +provision of articles or PowerPoint presentations related to the topic, +provide discussion questions, and moderate a discussion board to the topic. +Using the strength of a discussion based symposium, the third day will be +facilitated participant-driven discussions of conference topics and themes. + +Audience: Interpreters, Deaf and Hearing consumers, interpreter educators, +vocational rehabilitation personnel, providers of video interpreting, +interpreting researchers, and other interested persons. + +Close + + __Interpreters in Educational Instructional Settings + +ร— + +### Interpreters in Educational Instructional Settings + +#### Purpose + +The purpose of the Interpreters in Educational and Instructional Settings +(IEIS) Member Section is to promote the interests and objectives of, enhanced +communication with, and information sharing among RID members who work in +educational and instructional settings, while following the philosophy, +mission and goals of the Registry of Interpreters for the Deaf, Inc. + +#### Leadership + +Chair: [Jennifer Cranston](mailto:ieischair@gmail.com) +Vice-Chair: [Emily Girardin](mailto:ieisvicechair@gmail.com) +Secretary: [Laurel Apodaca](mailto:ieis.secretary@gmail.com) +Region I Delegate: Vacant +Region II Delegate: [Sabrina T. Smith](mailto:regionii@ieisonline.org) +Region III Delegate: Vacant +Region IV Delegate: [Annie Fischer](mailto:IEISRegionIV@gmail.com) +Region V Delegate: [Tiffany Harding](mailto:regionv@ieisonline.org) + +#### Objectives: + +The primary objectives of the IEIS Member Section is to advocate for the needs +and interests of RID members who are interpreters and/or transliterators in +educational and instructional settings and to strengthen the ties between all +members and officers of the RID by promoting recognition of the profession of +educational interpreting. Specifically: + + 1. To promote awareness of the needs of interpreters working in educational and instructional settings; + 2. To provide a forum for Interpreters working in educational and instructional settings; + 3. To foster an understanding within the general membership of the unique challenges and experiences of working in educational and instructional settings; + 4. To serve as a resource to the RID board, national office of the RID, committees, the general membership and educational and instructional personnel regarding issues affecting educational interpreters and the profession of educational interpreting; + 5. To recommend programs, activities and policies to the membership, Board of Directors, and the National Office that serve the interests and meet the needs of IEIS members; + 6. To promote and review the development of position and free papers on subjects related to interpreting in educational and instructional settings; + 7. To research, recommend and/or develop best practices to ensure the provision of the highest quality interpreting and transliterating services to Deaf and hard-of-hearing students and other consumers in educational and instructional settings; + 8. To encourage and promote training and career opportunities in the field of educational interpreting; + 9. To sponsor and/or provide workshops and professional development which address the needs and concerns of interpreters working in educational and instructional settings; + 10. To act as a referral and/or resource to other organizations about issues pertaining to interpreting in educational and instructional settings. + +#### Goals: + + 1. To hold forums at RID national conferences; + 2. To hold forums at RID regional conferences; + 3. To advise the membership, Board of Directors, and the National Office on issues pertaining to IEIS members; + 4. To prepare position papers and/or statements for the Board of Directors and the RID membership on issues pertaining to IEIS members; + 5. To recommend programs, activities and policies to the membership, Board of Directors, the National Office and RID national committees which are in the interests of IEIS members; + 6. To act as a resource to standing and ad hoc committees on issues pertaining to IEIS members; + 7. To disseminate information to the general membership regarding IEIS organizational activities; + 8. To disseminate information to members of IEIS regarding developments in the field of educational interpreting and other issues pertaining to IEIS members; + 9. To encourage and engage in communication and collaboration with other entities whose purpose and objectives are of interest to or affect interpreters working in educational and instructional settings; + 10. To encourage the active involvement of members of IEIS in RID; + 11. To encourage the development of, and provide resources for, a web-based forum and information clearing house on interpreting in educational and instructional settings. + +#### Resources: + + * [IEIS Newsletter Fall 2016 Edition](https://drive.google.com/open?id=0B4kvIDwET1QtY3lmcV9yS3FDNEE) + * [IEIS Newsletter Edition 3, Volume 1](https://drive.google.com/file/d/0B5XmAXNLR5u5MGxPS201THo1a0k/view?usp=sharing) + * [IEIS Newsletter Edition 2, Volume 2](https://drive.google.com/file/d/0B5XmAXNLR5u5c0x6S040QWNrN0U/view?usp=sharing) + * [IEIS Newsletter Edition 1, Volume 1](https://drive.google.com/file/d/0B3DKvZMflFLdRDN1T3NpeVV3YjQ/view?usp=sharing) + * [IEIS Member Section Profile and Rules of Operations January 2012](https://drive.google.com/file/d/0B3DKvZMflFLdUVVEUkxaNlBNekU/view?usp=sharing) + * Check out IEIS on [Facebook](http://www.facebook.com/groups/IEIS.RID/)! + +Close + + __Legal Interpreters Member Section + +ร— + +### Legal Interpreters Member Section + +#### Purpose + +The purpose of the Legal Interpreters Member Section (LIMS) is to provide a +forum for all interpreters, both deaf and hearing, who interpret in legal and +court settings โ€“ to collaborate, network, discuss topics relevant to this +specialty, and to provide recommendations and input to RID regarding this +field of specialized interpreting. + +#### Leadership + +Chairs: [Sandra McClure](mailto:lims.chair@rid.org) +Vice Chair: [Carla Mathers](mailto:lims.vicechair1@rid.org) & [Michael +McMahon](mailto:lims.vicechair2@rid.org) +Corresponding Secretary: Pasch McCombs +Secretary: Vacant +Region I co-rep โ€“ [Tammy Batch](mailto:codabou@yahoo.com) +Region I co-rep โ€“ Vacant +Region II co-rep โ€“ [Jesse Candelaria](mailto:jmcandelaria3@gmail.com) +Region II co-rep โ€“ Vacant +Region III co-rep โ€“ Vacant +Region III co-rep โ€“ Vacant +Region IV co-rep โ€“ Vacant +Region IV co-rep โ€“ [Jenny Miller](mailto:rid.lims.region4@gmail.com) +Region V co-rep โ€“ Vacant +Region V co-rep โ€“ Vacant + +#### Resources: + +[Google Drive +Folder](https://drive.google.com/open?id=0B3DKvZMflFLdNmt4NUpEeF82Ylk&authuser=0) + +[LIMS +Profile](https://drive.google.com/open?id=0B3DKvZMflFLdNlM4UlBuX2dWVXM&authuser=0) + +This member section presented a legal conference just prior to the 2009 RID +National Conference. + +[RID LIMS Open Forum Presentation +2009](https://drive.google.com/open?id=0B3DKvZMflFLdNlM4UlBuX2dWVXM&authuser=0) + +Facebook: + +### Downloads + +[Best Practices: ASL and English Interpretation within Legal +Settings](http://www.interpretereducation.org/wp- +content/uploads/2011/06/LegalBestPractices_NCIEC2009.pdf) + +[Deaf Interpreters in Court: An Accommodation That is More Than +Reasonable](http://www.interpretereducation.org/wp- +content/uploads/2011/06/Deaf-Interpreter-in-Court_NCIEC2009.pdf) + +[ASL Court Interpreters Resources โ€“ Minnesota State Law +Library](https://mn.gov/law-library/legal-topics/interpreter-resources.jsp) + +Close + + __Student Member Section + +ร— + +### Student Member Section + +#### Purpose + +The purpose of the RID Student Member Section is to establish a bridge between +the current student and the working interpreter. We aim to provide a forum for +students and working members of RID to get to know and support one another by +sharing events, networking and having thoughtful discussions. The Student +Member Section will provide a studentโ€™s perspective and voice within RID. + +#### Leadership + +Past Chair: [Christina Stevens](mailto:studentmembersection.pastchair@rid.org) +Vice Chair: [Ashley Butcher](mailto:ridsmsvicechair@gmail.com) +Secretary: [Lucy Brown](mailto:%20ridsmssecretary@gmail.com) + +Region Representatives: +Region I: [Tracy Follert](mailto:ridsmsregion1@gmail.com) +Region II: [Karen Brimm](mailto:ridsmsregion2@gmail.com) +Region III: [Mychal Hadrich](mailto:ridsmsregion3@gmail.com) +Region IV: [Samantha Jo Ole](mailto:ridsmsregion4@gmail.com) +Region V: TBA + +Close + + __Video Interpreter Member Section + +ร— + +### Video Interpreters Member Section + +#### Purpose + +It is the purpose of the Video Interpreters Member Section (VIMS) to promote +enhanced communications and encourage information sharing among RID members +who work as video relay and video remote interpreters and other RID members +with common interests while following the philosophy, mission and goals of +RID. + +#### Leadership + +Chair: [Matt Salerno](mailto:vims.chair@rid.org) +Vice Chair: [Tara Tobin-Rogers](mailto:vims.vicechair@rid.org) +Secretary: [Roberto Santiago](mailto:vims.secretary@rid.org) +Region I Representative: Vacant +Region II Representative: [Crystal Howard](mailto:rid.vims.region2@gmail.com) +Region III Representative: [Erica Alley](mailto:rid.vims.region3@gmail.com) +Region IV Representative: Vacant +Region V Representative: Vacant + +### Resources + +[VIMS Bylaws โ€“ click +here.](https://docs.google.com/document/d/1hlXm9OmYY3ogVt6Q5aGhjC_9pbpFQJrIS- +ccYisDSU4/view) + +The Council would like to thank those that have served on the Council this +last term and welcome newcomers ready and willing to continue to make a +difference in the field of video interpreting. If you are interested in a +vacant position, please contact the VIMS Chair, Matt Salerno, at +[vims.chair@rid.org](mailto:vims.chair@rid.org). + +[2020-2021 Council +Minutes](https://drive.google.com/drive/folders/1BHB6hFs9MF7Kx812w0E9HMwxCYQfuIlp?usp=sharing): +Review the minutes from our General and Council meetings here. + +[Contact +Info](https://docs.google.com/spreadsheets/d/1KbfTjbGPWqX4EONk9lD08TOva0fR6n4Xgj7nDaCho3I/edit?usp=sharing): +Connect with us via email! + +Close + +[Volunteer Leadership Manual](https://rid.org/wp- +content/uploads/2023/04/2019-Revised-Volunteer-Leadership-Manual.pdf) + +# Volunteer With Us! + +You can find the Volunteer Leadership application here! + +[Volunteer Leadership Application](https://rid.org/volunteer-leadership-app/) + +__ diff --git a/intelaide-backend/python/rid/bod-nomination-form.txt b/intelaide-backend/python/rid/bod-nomination-form.txt new file mode 100644 index 0000000..4375e9f --- /dev/null +++ b/intelaide-backend/python/rid/bod-nomination-form.txt @@ -0,0 +1,166 @@ +Board of Directors Nominations Form[Jenelle +Bloom](https://rid.org/author/jbloom/ "Posts by Jenelle +Bloom")2024-07-15T14:21:08+00:00 + +### Board of Directors Nomination Form + + * 2024 Board Nominations are open Monday, July 15 - Monday, August 12, 2024 at 11:59 pm PT. Do you want to nominate a candidate for the RID Board of Directors? Please complete the form below! + * Who are you nominating?* + +First Last + + * Optional: City and State for the nominee (this helps avoid confusion if there is more than one member with the same name) + +City State / Province + + * What position are you nominating them for?* + +Select Board PositionSecretaryRegion III Representative + + * Dual Membership Agreement* + +In accordance with Motion C89.11, RID requires that a nominee must both be an +RID member as well as a voting member of an Affiliate Chapter. This is denoted +under Section 3, Voting Rights and Requirements, of the RID Bylaws. This is +referred to as the "Dual Membership Agreement." Is this nominee a voting +member of an Affiliate Chapter? + + * Yes + * No + + * Name of Affiliate Chapter* + + * What is the nominee's email?* + +If you know the nominee's email address, then please enter it below. This is +optional, but preferred.** This helps the person be informed of their +nomination - they will get an automated notification. + + * ## + + * Below, fill out your own information. You must be an eligible voting member of RID to make a nomination. + * Your Name* + +First Last + + * What RID Region are you in?* + +Select Your RegionRegion IRegion IIRegion IIIRegion IVRegion V + + * Your Membership Number* + + * Your Email* + + * Qualifications* + +I confirm that the individual nominated is a certified member of RID. I also +confirm that they have been a certified member in good standing for the last +four consecutive years. + + * Signature* + +![Clear +Signature](data:image/png;base64,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) + + * CAPTCHA + +## Other Related Links and Information + +#### Executive Board Nominations Process and Requirements + +**Current Term of Office** + + * Three year period. The next Term of Office: September 1, 2021 โ€“ September 1, 2024. + +**Qualifications for Office** + + * With the exception of the member-at-large positions, all members of the RID Board of Directors must be certified members in good standing for at least four (4) consecutive years immediately prior to candidacy. The member-at-large must be a certified and/or associate member in good standing for at least four (4) consecutive years immediately prior to candidacy. + +**General Nomination Information for the RID Board of Directors** + + * An individual must be nominated for office. RID encourages members to nominate those they feel are best qualified to lead the association. + * Any voting member in good standing may nominate candidates for office. + * Candidates must receive nomination signatures from at least 25 voting members in good standing. + * Nominations for the executive board must include at least one member in good standing from each of the five regions. + * When more than one person is nominated for a position, an election will be held + +#### Executive Board Positions and Descriptions + +**President** + + * Represent the corporation in all appropriate activities. + * Preside at meetings of the members and/or Directors. + * Appoint committees. + * Retain authority to co-sign checks with the Treasurer or any other designated person through action of the Board of Directors. + * Provide at least quarterly reports to the membership concerning business, Board of Directors activities, and financial status of the corporation. + * Serve as liaison to the national office as the Board representative. + * Oversee the performance of the Chief Executive Officer of the corporation as guided by the Board of Directors. + +**Vice President** + + * The Vice President of the Board is prepared at all times to assume the role of Board President, if necessary. The Vice President may serve in the Presidentโ€™s place for Board activities and in the spokesperson capacity. + * The President may delegate special assignments to the Vice President, who also works closely with the organizationโ€™s CEO to carry out the Boardโ€™s vision and directives. + * Oversee the training of incoming Board members and committee chairs. + +**Secretary** + + * Keep a complete and accurate record of the proceedings of the Board of Directors. + * Serve as Secretary of the corporation. Ensure the integrity of the governance framework, being responsible for the efficient administration of the association. Ensure compliance with statutory and regulatory requirements and implementation of decisions made by the Board of Directors. + * Supervise the keeping of all corporation records. + * Retain authority to co-sign checks with the President or any other person designated through action of the Board of Directors. + * Ensure timely response to member correspondence to the Board. + +**Treasurer** + + * Oversee the RIDโ€™s overall financial position. + * Collaborate with the national office leadership to: + * Prepare the associationโ€™s annual budget and present it to the Board. + * Monitor income and expenditures by comparing the actual and budgeted figures. + * Review financial statements at least quarterly. + * Monitor the association's investments. + * Consult on programs and services (new and old) which impact the budget during monthly meetings. + * Ensure the timely and accurate filing of required tax documents. + * Chair the Finance Committee. + * Meet with auditor to review annual reports and management letters. + +**Deaf Member-at-Large** + + * Assist with the coordination of activities and communication within the association. + * Work with the Member-at-Large to oversee the maintenance and revisions of the [_Policies and Procedures Manual_](https://rid.org/wp-content/uploads/2023/11/2020-RID-Policies-and-Producedures-Manual_Amended-2023.pdf) and volunteer leadership documents. + +**Member-at-Large** + + * Assist with the coordination of activities and communication within the association. + * Work with the Deaf Member-at-Large to oversee the maintenance and revisions of the [_Policies and Procedures Manual_](https://rid.org/wp-content/uploads/2023/11/2020-RID-Policies-and-Producedures-Manual_Amended-2023.pdf) and volunteer leadership documents. + +#### Region Representative Nominations Process + +**Current Term of Office** + + * The next Term of Office: September 1, 2023 โ€“ September 2, 2026. Region Representatives shall serve three years terms. No region representative shall hold the same office for more than three consecutive terms. Region representatives shall be elected by ballot during non-biennial meeting years, and their term of office shall commence thirty days after elections during that year, but no later than September 1st, providing they are not already serving an unfinished term of office. + +**Qualifications for Office** + + * With the exception of the members-at-large positions (MAL and DMAL), all members of the RID Board of Directors must be certified members in good standing for at least four (4) consecutive years immediately prior to candidacy. Furthermore, all candidates for region representative shall have been residents of their respective regions for at least two consecutive years immediately prior to candidacy. + +**General Nomination Information for the RID Board of Directors** + + * An individual must be nominated for office. RID encourages members to nominate those they feel are best qualified to lead the association. + * Any voting member in good standing may nominate candidates for office. + * Candidates must receive nomination signatures from at least 25 voting members, in good standing, from their respective regions. + * Nominations for the executive board must include at least one member in good standing from each of the five regions. + * When more than one person is nominated for a position, an election will be held + +#### PPM for Special Elections Information + +The information on special elections from the Policies and Procedures Manual +can be found here: + + + +#### Board Meeting Agenda + +You can find Board Meeting Agendas here on the Governance page: +[https://rid.org/about/governance/](https://rid.org/about/governance/#boardmeetings) + +__ diff --git a/intelaide-backend/python/rid/certification-maintenance.txt b/intelaide-backend/python/rid/certification-maintenance.txt new file mode 100644 index 0000000..ebb88c0 --- /dev/null +++ b/intelaide-backend/python/rid/certification-maintenance.txt @@ -0,0 +1,134 @@ +Certification +Maintenance + +### Maintenance and Education. + +Understanding How Your CEU Totals are Displayed + +ร— + +### Understanding How Your CEU Totals are Displayed + + 1. YOUR PORTAL - On the main screen in your portal, locate the Certification Details displaying your CEU breakdown. You will also find your certification cycle beginning and end dates! + 2. CEU PROGRESS - Your progress is shown here, including Professional Studies (PS) CEUs and General Studies (GS) CEUs. **Only up to 2 GS CEUs can be counted for certification maintenance purposes. + 3. PPO CEU PROGRESS - This line only keeps track of your PPO CEU progress. Do not include this number in your total. PPO CEUs are a sub-category of Professional Studies; those CEUs are part of your PS total, not in addition to it. + 4. REVIEW YOUR TOTAL - Review your total CEUs earned line. Your total will not include the number shown to the right of your PPO tracking line. CALCULATING RECAP - SKIP THE PPO LINE! In short, use the PPO CEU line as a tracking feature for yourself! These CEUs will always be calculated into your total. Just remember the requirement, 1.0 of your PS CEUs must be PPO. + +Happy learning! + +Question? No problem! Visit our faqs page or email us at +[cmp@rid.org](mailto:cmp@rid.org)! + +Close + + __ + +#### Certification Maintenance Program (CMP) + +[ CMP](https://rid.org/certification-maintenance/cmp/) participants โ€“ All +certified members of RID are required to participate in the CMP in order to +maintain their certification. + +**[Maintain and grow your skills](https://rid.org/certification- +maintenance/cmp/)** + +__ + +#### Associate Continuing Education Tracking (ACET) + +[ACET](https://rid.org/certification-maintenance/acet/) participants โ€“ +demonstrating the Associate members' commitment to and participation in the +field of interpreting. + +**[Track your CEUs](https://rid.org/certification-maintenance/acet/)** + +__ + +#### RID Continuing Education Center (CEC) + +Browse the Continuing Education Center portal to view our educational content. + +**[Search the CEC portal](https://education.rid.org/)** + +__ + +#### CMP Sponsor Information + +Relying on RID Approved Sponsors to provide and approve appropriate +educational activities for participants. + +**[Apply to be a +sponsor](https://docs.google.com/forms/d/e/1FAIpQLSen6tiJQwdVMRbwAZTp0gfPr1xNrknf3akKxHogu3umUFRQ_w/viewform)** + +#### Standards and Criteria for Approved Sponsors. + +[All things +sponsors!](https://drive.google.com/file/d/0B_NUO3AhS85kbHdfQjdGRkx6dWc/view?resourcekey=0-yxuXOGhm8Sq5PU7A-vEsIw) + +### CEUs. + +__ + +#### Earning RID CEUs + +Participants must work with an RID-Approved Sponsor to earn CEU credits. + +[Learn How to Earn CEUs](https://rid.org/certification-maintenance/ceus/) + +__ + +#### CEU Discrepancy Report + +Used for any discrepancy with your transcript such as missing activities, or +incorrect CEUs. + +[CEU Discrepancy Form](https://rid.org/rid-forms/#certificationforms) + +__ + +#### Find a RID CEU Provider + +Search for a CMP Approved Sponsor to offer CEUs for your workshop, earn CEUs +for college courses or set up an independent study. You donโ€™t have to work +with a sponsor in your area โ€“ they can be located anywhere! + +[Find a CEU Provider](https://myaccount.rid.org/Public/Search/Workshop.aspx) + +[](https://drive.google.com/file/d/1mESs4y7VG9DlkHu6QxYa4FK_ycAKa7bn/view) + +#### Distance RID CEUs + +Some RID Approved CMP Sponsors offer RID CEUs at a distance. Although RID +cannot promote any individual Sponsor, we are happy to provide information +that will assist you in locating RID CEU activities that may not be available +through the workshop search tool on the RID Web site. + +[Find a Distance +Provider](https://drive.google.com/file/d/1mESs4y7VG9DlkHu6QxYa4FK_ycAKa7bn/view) + +## We offer content from experts you can trust. + +#### [PPO CEUs](https://rid.org/programs/certification-maintenance/ceus/ppo- +ceus/) + +Challenging injustice, respecting and valuing diversity, protection of equal +access, Social Justice/Liberation studies, Cultural competence, and moreโ€ฆ + +#### [Workshops](https://education.rid.org/) + +RID approved workshops can be sponsor initiated or co-sponsored with another +organization. Search the [RID workshop +database](https://myaccount.rid.org/Public/Search/Workshop.aspx) here! + +#### [Become an RID Approved Sponsor](https://rid.org/programs/certification- +maintenance/approved-sponsors/) + +Organizations, agencies, affiliate chapters and individuals seeking to be +Approved Sponsors must [complete an +application](https://docs.google.com/forms/d/e/1FAIpQLSen6tiJQwdVMRbwAZTp0gfPr1xNrknf3akKxHogu3umUFRQ_w/viewform). +This was developed by the RID Professional Development Committee (PDC). In +addition, the PDC reviews and makes determinations on all applications. + +![](https://rid.org/wp-content/uploads/2023/04/About-Us-Main-1.jpg) + +__ diff --git a/intelaide-backend/python/rid/certification.txt b/intelaide-backend/python/rid/certification.txt new file mode 100644 index 0000000..99c799f --- /dev/null +++ b/intelaide-backend/python/rid/certification.txt @@ -0,0 +1,368 @@ +## Why is RID Certification Valuable? + +#### Professional recognition + +Our certifications provide a recognized standard of effectiveness in the sign language interpreting profession. It demonstrates to employers, customers, and peers that the individual has achieved a rigorous baseline level of knowledge, skills, and experience. + +#### Career advancement + +RIDโ€™s certifications can open doors to new job opportunities and career advancement. It may be a requirement for certain positions or assignments and can also lead to increased earning potential. + +#### Personal growth and development + +RID requires individuals to expand and maintain their knowledge and skills through ongoing education and training. This requirement helps our members stay current with industry trends, improve their job performance, and foster personal growth and development. + +#### Credibility and trust + +RIDโ€™s certifications provide a level of credibility and trust with customers, stakeholders and the public. It assures them that the individual has met the baseline standard of effectiveness and quality. Our members must demonstrate a commitment to ethical conduct and ongoing professional development to remain certified. + +#### Industry standardization + +Being certified helps to standardize practices and procedures within the sign language interpreting profession. The standardization promotes consistency and quality and helps to ensure that individuals working in the field are held accountable for their provision of services. + +## [Available Certifications.](https://rid.org/certification/available-certifications/) + +Holders of both the NIC, available since 2005, and CDI certification, available since 1998, have demonstrated general knowledge in the field of interpreting, ethical decision making and interpreting skills. Candidates earn NIC Certification if they demonstrate professional knowledge and skills that meet or exceed the minimum professional standards necessary to perform in a broad range of interpretation and transliteration assignments. + +#### National Interpreter Certification + +Holders of this certification are hearing and have demonstrated general knowledge in the field of interpreting, ethical decision making and interpreting skills. Candidates earn NIC Certification if they demonstrate professional knowledge and skills that meet or exceed the minimum professional standards necessary to perform in a broad range of interpretation and transliteration assignments. This credential has been available since 2005. + +**[Learn more here!](https://rid.org/certifications/available-certifications/)** + +#### Certified Deaf Interpreter Certification + +Holders of this certification are deaf or hard of hearing and have demonstrated knowledge and understanding of interpreting, deafness, the Deaf community, and Deaf culture. Holders have specialized training and/or experience in the use of gesture, mime, props, drawings and other tools to enhance communication. Holders possess native or near-native fluency in American Sign Language and are recommended for a broad range of assignments where an interpreter who is deaf or hard-of-hearing would be beneficial. This credential has been available since 1998. + +**[Learn more here!](https://rid.org/certifications/available-certifications/)** + +#### Certification Process + +Each RID credential has unique requirements that must be completed before it can be awarded. Some certifications involve passing a series of exams and others involve submitting documentation of training and experience. In all cases, if the candidate is determined to meet or exceed RIDโ€™s national standard, they are awarded certification. Detailed information about these requirements can be found on the corresponding certification page. + +**[Start the NIC Certification Process HERE](https://www.casli.org/exam-preparations/for-nic-candidates/)** + +**[Start the CDI Certification Process HERE](https://www.casli.org/exam-preparations/for-cdi-candidates/)** + +#### Certification Display and Hierarchy + +There are specific conventions and a hierarchy of how you should display your certifications. Please see the information below: + + 1. Valid generalist certifications no longer offered (IC, TC, CSC, MCSC, RSC, ETC, EIC, OIC, CI and/or CT, OTC, NIC Advanced, NIC Master) appear before all others. IC and/or TC appear first (e.g. IC/TC, CSC). + 2. OIC certifications appear directly after all other old generalist certifications (e.g. TC, CSC, OIC:C) + 3. Current generalist certifications (CDI, NIC) appear after generalist certifications that are no longer offered (e.g. IC, CI and CT, OTC, NIC) + 4. NIC certification appears after the CI and/or CT + 5. The OTC certification appears after the NIC certification + 6. Specialist certifications (SC:L and SC:PA) appear after all generalist certifications + 7. NAD certifications appear after all RID certifications + 8. Ed:K-12 appears after NAD certification + 9. CI and CT are always expressed together as โ€œCI and CTโ€ or โ€œCI & CTโ€ + +_Follow this hierarchy:_ + +IC, TC, IC/TC, CSC, MCSC, RSC, ETC, EIC, OIC:V/S, OIC:S/V, OIC:C, CI, CT, CI and CT, CDI, NIC, NIC Advanced, NIC Master, OTC, SC:PA, SC:L, NAD III, NAD IV, NAD V, Ed:K-12 + +#### Submitting Academic Transcripts + +If you have a college degree from an institution that is accredited by the US Department of Education and would like to submit proof to RID that you meet the educational requirement, visit our Available Certification page to learn more: + +#### Certification Verification + +To request verification of your certification, please complete and submit [this form](https://rid.org/cert-verification-form/). Note that the Certification Department has gone paperless and is no longer accepting submissions mailed to HQ. Submissions mailed to HQ will not be processed. + + +## [Maintaining Certification.](https://rid.org/programs/certification-maintenance/) + +Certification reinstatement is the process of reinstating an RID certification(s) that has been revoked due to either failure to comply with the CEU requirement, or failure to pay membership dues by July 31st. Please read below to determine if you are eligible for certification reinstatement as well as the required steps to take to request reinstatement. + +#### Certification Maintenance Program (CMP) + +The Certification Maintenance Program (CMP) is the vehicle used to monitor the continued skill development of certified interpreters. Certification maintenance is a way of ensuring that practitioners maintain their skill levels and keep up with developments in the interpreting field, thereby assuring consumers that a Certified interpreter provides quality interpreting services. + +#### Continuing Education Center (CEC) + +To take advantage of the Continuing Education Center, you will need to be an Associate, Certified, or Student member of RID. For assistance, contact [webinars@rid.org](mailto:webinars@rid.org). If you are a current member, you have received email instructions from RID with your log-in information for the Continuing Education Center. + +#### Meet the CEU Requirements + +#### [Certification Maintenance Information for your CEUs](https://rid.org/certification-maintenance/ceus/) + +#### [Download this helpful summary sheet](https://drive.google.com/file/d/0B3DKvZMflFLdOXZBVDFjREhGYk0/view?usp=sharing) + +#### [Jump to the Frequently Asked Questions Page](https://rid.org/faqs/#cmpfaqs "Frequently Asked Questions") + +#### Certification Verification + +To request verification of your certification, please complete and submit [this form](https://rid.org/cert-verification-form/). Note that the Certification Department has gone paperless and is no longer accepting submissions mailed to HQ. Submissions mailed to HQ will not be processed. + +#### Certification Reinstatement + +Certification reinstatement can be needed for a multiple of reasons, and may be requested via an official RID form. + +[Click here to learn more about submitting a reinstatement request](https://rid.org/certifications/certification-reinstatement/). + +## [Alternative Pathway Program.](https://rid.org/certification/alternative-pathway-program/) + +If you do not hold the necessary degree to take your exam, you may apply for the Alternative Pathway Program. The Alternative Pathway Program consists of an Educational Equivalency Application which uses a point system that awards credit for college classes, interpreting experience, and professional development. + +#### Educational Equivalency Application FAQs + +[ Educational Equivalency Application FAQs](https://drive.google.com/file/d/0B-_HBAap35D1SXB4Q1FUX1ZQYjA/view?usp=sharing) + +#### Educational Equivalency Application โ€“ Bachelors Degree + +[ Educational Equivalency Application - Bachelors Degree](https://documentcloud.adobe.com/link/track?uri=urn%3Aaaid%3Ascds%3AUS%3Afb6d3951-64a5-4435-92d7-aa12363b1f3f) + +You may submit this documentationโ€ฆ + + * by emailing certification@rid.org + * by logging into your RID member portal and clicking on โ€œUpload Degree Document.โ€ + +*RID Certification Department is going paperless! When we receive your completed application, we will email you with instructions for submitting payment online through your member portal. + +*Once your application has been reviewed and approved, youโ€™ll receive an email notification that your account has been updated. The standard processing time is 7-14 business days. + +#### Educational Requirement Motion + +At the 2003 RID National Conference, in Chicago, IL, the membership passed motion C2003.05, establishing degree requirements for RID certification candidates. + +[View entire motion](https://drive.google.com/file/d/0B3DKvZMflFLdSGh3SGZYVXhnSVE/view?usp=sharing) + +#### Moratorium Impact on Educational Requirements for Deaf Candidates + +The motion stated the following related specifically to the CDI Performance Exam: Effective June 30, 2016, Deaf candidates must have a minimum of a bachelorโ€™s degree. However, due to the moratorium, the RID Board of Directors has determined the following adjustment to the implementation to the CDI Performance Exam Educational Requirements: The moratorium began six (6) months before the implementation of the Bachelorโ€™s degree requirement for the CDI Performance Exam (set to be implemented on July 1, 2016). To allow individuals who do not have a degree a fair opportunity to take this exam before the requirement changes, the RID Board of Directors has determined that six (6) months will be added to any date that is established for ending the moratorium on the CDI Performance Exam. For example, if the new CDI Performance Exam is launched July 1, 2018, individuals will have until January 1, 2019, to meet the BA requirement or alternative pathways to eligibility. + + +## Testing at CASLI. + +CASLI , Center for Assessment of Sign Language Interpretation , was created by RID to serve as a separate testing entity charged with the administration, maintenance, and development of exams that RID uses for their two certification programs; The National Interpreter Certification, or NIC, which is awarded to ASL-English interpreters who are hearing, and the Certified Deaf Interpreter, or CDI, which is awarded to ASL-English interpreters who are Deaf. + +CASLI, LLC, operates separately from RID, with their own Board of Managers and testing committee, however, RID remains CASLIโ€™s sole owner and shareholder and CASLI remains RIDโ€™s sole testing entity that administers national ASL-English interpreter certification exams. + +#### CASLI Exam Preparations + +### This is a very basic checklist for our exam candidate to navigate through taking their exams + + 1. **Skills - **Acquire the skills and knowledge that our exams are assessing + 2. **Requirements - **Meet all [exam eligibility requirements listed here](https://drive.google.com/file/d/1cu1-vMSuwtfJLgoXM3-D0mtltq6lIgCS/view?usp=sharing) + 3. **Create an Account - **Create an account within [RIDโ€™s member portal](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) (an RID ID number is required) and an account within [CASLI Exam System](http://casli.app/) + 4. **Exam for Purchase - **Request an exam for purchase, contact CASLI with any accommodations requests. + 5. **Pay for Exam - **Once CASLI staff verify your eligibility and an exam is manually added to your account for purchase, pay for your exam + 6. **Prepare - **Read and utilize the [CASLI Exam Content Outline and Preparation Guide +](https://drive.google.com/file/d/1AlRkI8vhwQrOwlX12e_5Rsxh8vgqHmUN/view?usp=sharing) + 7. **Read Relevant Materials - **Read any relevant CASLI web pages regarding the knowledge exams or the performance exams, as well as, any bridge plan or โ€œgapโ€ test + 8. **Practice Sample Exams - **Practice with the sample exams within CASLI Exam System to familiarize yourself with the user interface and navigation features + 9. **Rest Up - **Ensure all your physical, emotional, and mental needs are met in preparation for the exams (e.g. get enough sleep, practice stress/anxiety reduction techniques, etc.) + 10. **Utilize Resources - **Utilize the countless other resources and tips available to help you prepare for exams available on the internet! + +#### Taking the CASLI Exam + +When youโ€™re ready + +to take your exam, [use this form to request an exam](https://form.jotform.com/201894875682067) be added to your CASLI Exam System Account to be purchased. Once you have purchased and scheduled your exam, your next step will be to prepare for your exam day + +**If you plan to take** the: + + * CASLI Generalist Knowledge Exam + * Gap test and the CASLI Generalist Performance Exam + * CASLI Generalist Performance Exam + * NIC-Interview and Performance Exam + +[Request an exam](https://form.jotform.com/201894875682067) (CASLI Staff will manually verify eligibility) and purchase through the [CASLI Exam System](http://casli.app/). + +**If you have previously purchased an exam** through the RID member portal and have credit for that exam in your RID account, use the [request an exam form](https://form.jotform.com/201894875682067) to have that credit transferred to the [CASLI Exam System](http://casli.app/). **Note** : candidate are responsible to pay any differences in original purchase prices and the current exam price they are eligible for. + +_** The CDI and NIC-Knowledge Exam has retired as of January 1, 2021 and these exams are no longer administered._ + +#### After the CASLI Exam + +After you have taken your exam it will take some time for your results to be reflected in your RID/CASLI Account. Once your results have come in, they will be uploaded into the RID/CASLI Portal and you will get an automated email, sent to the email address listed in your account, letting you know you can view your exam results. For information on the average results time, what your results mean, and what your next steps are, please view that specific exams โ€œExam Detailsโ€ page. + +If you did not pass your exam, you will have to wait the minimum required time before you will be able to purchase and take the exam again. Please know that the RID Portal /CASLI System will not allow you to purchase your retake until the waiting period has passed. If you have questions about a step in the process, please do not hesitate to contact us. + +### Certification Archives + +These certifications were previously offered by the RID and are no longer administered. RID recognizes these certifications, however the exams for these programs are no longer available. + +#### NIC Advanced + +Individuals who achieved the NIC Advanced level have passed the NIC Knowledge Exam, scored within the standard range of a professional interpreter on the interview portion of the NIC Interview and Performance Exam and scored within the high range on the performance portion of the NIC Interview and Performance Exam. + +#### NIC Master + +Individuals who achieved the NIC Master level have passed the NIC Knowledge Exam and scored within the high range on both portions of NIC Interview and Performance Exam. + +The NIC with levels credential was offered from 2005 to November 30, 2011. + +#### Certificate of Interpretation (CI) + +Holders of this certification are recognized as fully certified in interpretation and have demonstrated the ability to interpret between American Sign Language (ASL) and spoken English for both sign-to-voice and voice-to- sign tasks. The interpreterโ€™s ability to transliterate is not considered in this certification. Holders of the CI are recommended for a broad range of interpretation assignments. This credential was offered from 1988 to 2008. + +#### Certificate of Transliteration (CT) + +Holders of this certification are recognized as fully certified in transliteration and have demonstrated the ability to transliterate between English-based sign language and spoken English for both sign-to-voice and voice-to-sign tasks. The transliteratorโ€™s ability to interpret is not considered in this certification. Holders of the CT are recommended for a broad range of transliteration assignments. This credential was offered from 1988 to 2008. + +#### Comprehensive Skills Certificate (CSC) + +Holders of this certification have demonstrated the ability to interpret between American Sign Language (ASL) and spoken English and to transliterate between spoken English and an English-based sign language. Holders of this certification are recommended for a broad range of interpreting and transliterating assignments. This credential was offered from 1972 to 1988. + +#### Master Comprehensive Skills Certificate (MCSC) + +The MCSC examination was designed with the intent of testing for a higher standard of performance than the CSC. Holders of this certification were required to hold the CSC prior to taking this exam. Holders of this certification are recommended for a broad range of interpreting and transliterating assignments. This credential was offered until 1988. + +#### Reverse Skills Certificate (RSC) + +Holders of this certification have demonstrated the ability to interpret between American Sign Language (ASL) and English-based sign language or transliterate between spoken English and a signed code for English. Holders of this certification are deaf or hard-of-hearing and interpretation/transliteration is rendered in ASL, spoken English and a signed code for English or written English. Holders of the RSC are recommended for a broad range of interpreting assignments where the use of a interpreter who is deaf or hard-of-hearing would be beneficial. This credential was offered from 1972 to 1988. + +#### Interpretation Certificate (IC) + +Holders of this certification have demonstrated the ability to interpret between American Sign Language (ASL) and spoken English. Holders received scores on the CSC exam which prevented the awarding of CSC certification or IC/TC certification. The interpreterโ€™s ability to transliterate is not considered in this certification. Holders of the IC are recommended for a broad range of interpretation assignments. The IC was formerly known as the Expressive Interpreting Certificate (EIC). This credential was offered from 1972 to 1988. + +#### Transliteration Certificate (TC) + +Holders of this certification have demonstrated the ability to transliterate between spoken English and a signed code for English. Holders received scores on the CSC exam which prevented the awarding of CSC certification or IC/TC certification. The transliteratorโ€™s ability to interpret is not considered in this certification. Holders of the TC are recommended for a broad range of transliterating assignments. The TC was formerly known as the Expressive Transliterating Certificate (ETC). This credential was offered from 1972 to 1988. + +#### Specialist Certificate: Performing Arts (SC:PA) + +Holders of this certification were required to hold the CSC prior to sitting for this examination and have demonstrated specialized knowledge in performing arts interpretation. Holders of this certification are recommended for a broad range of assignments in the performing arts setting. This credential was offered from 1971 to 1988. + +#### Oral Interpreting Certificate: Comprehensive (OIC:C) + +Holders of this certification demonstrated both the ability to transliterate a spoken message from a person who hears to a person who is deaf or hard-of- hearing and the ability to understand and repeat the message and intent of the speech and mouth movements of the person who is deaf or hard-of-hearing. This credential was offered from 1979 to 1985. + +#### Oral Interpreting Certificate: Spoken to Visible (OIC:S/V) + +Holders of this certification demonstrated the ability to transliterate a spoken message from a person who hears to a person who is deaf or hard-of- hearing. This individual received scores on the OIC:C exam which prevented the awarding of full OIC:C certification. This credential was offered from 1979 to 1985. + +#### Oral Interpreting Certificate: Visible to Spoken (OIC:V/S) + +Holders of this certification demonstrated the ability to understand the speech and silent movements of a person who is deaf or hard-of-hearing and to repeat the message for a hearing person. This individual received scores on the OIC:C exam which prevented the awarding of full OIC:C certification. This credential was offered from 1979 to 1985. + +#### Conditional Legal Interpreting Permit-Relay (CLIP-R) + +_Notice: RID has announced that a moratorium will be placed on new applications for CLIP-R Certification.__For more information about the moratorium,_[_please see this FAQ_](https://rid.org/?p=8240) _._ + +Holders of this conditional permit had completed an RID-recognized training program designed for interpreters and transliterators who worked in legal settings, and whom were also deaf or hard-of-hearing. Holders of this conditional permit were recommended for a broad range of assignments in the legal setting. This credential was available from 1991 to 2016. + +Candidates were eligible for CLIP-R Certification if they were, at that time, a current RID CDI or RSC Certified member, met the experience requirements, had the proper letters of recommendation, and met RIDโ€™s educational requirement. + +_**CLIP-R Certification Requirement**_ + +*Please note no substitutions could have been made to the requirements + + 1. Must have been a certified member, in good standing, holding either the RSC or CDI. + 2. Must have met RIDโ€™s, at that time, educational requirement of an Associate degree or had an approved Educational Equivalency Application. + 3. Attached recommendation letters from two RID certified interpreters in good standing. At least one letter must have been from an SC:L certified interpreter. The other could have been from a CI and CT, CDI, CSC, NIC, or NAD. + 4. Verified at least 150 hours of training and/or mentoring as a legal interpreter. If an individual was unable to have all 150 hours in legal training or workshops, they must have had a minimum of 120 hours of legal interpreter training and up to 30 hours of mentoring in a legal setting with an interpreter, in good standing, who holds either the SC:L or CLIP-R. Verification was required in the form of RID CEUS (preferred) or legal trainings, or workshops. A certificate of completion or letter from the trainer/presenter/mentor was required to indicate the date, location, and duration of the training/mentoring. + + +### NAD Certifications + +These certifications were developed and administered by NAD and are recognized by RID. + +#### NAD (National Association of the Deaf) Certifications + +In 2003, RID began to recognize interpreters who hold NAD III, NAD IV and NAD V certifications. These credentials were offered by the National Association of the Deaf (NAD) between the early 1990s and late 2002. In order to continue to maintain their certification, NAD credentialed interpreters must have had an active certification and registered with RID prior to June 30, 2005. These interpreters are required to comply with all aspects of RIDโ€™s Certification Maintenance Program, including the completion of professional development. + +#### NAD III (Generalist) โ€“ Average Performance + +Holders of this certification possess above average voice-to-sign skills and good sign-to-voice skills. Holders have demonstrated the minimum competence needed to meet generally accepted interpreter standard. Occasional words or phrases may be deleted but the expressed concept is accurate. The individual displays good grammar control of the second language and is generally accurate and consistent, but is not qualified for all situations. + +#### NAD IV (Advanced) โ€“ Above Average Performance + +Holders of this certification possess excellent voice-to-sign skills and above average sign-to-voice skills. Holders have demonstrated above average skill in any given area. Performance is consistent and accurate and fluency is smooth, with few deletions; the viewer has no question to the candidateโ€™s competency. Holders of this certification should be able to interpret in most situations. + +#### NAD V (Master) โ€“ Superior Performance + +Holders of this certification possess superior voice-to-sign skills and excellent sign-to-voice skills. Holders have demonstrated excellent to outstanding ability in any given area. The individual had minimum flaws in their performance and have demonstrated interpreting skills necessary in almost all situations. + +#### + + +### RID Retired Certifications + +The following RID certification have been retired. RID no longer supports or recognizes these credentials and individuals can no longer use them as validation of their abilities. + +#### CDI-P (Certified Deaf Interpreter-Provisional) + +Holders of this provisional certification are interpreters who are deaf or hard-of-hearing, have demonstrated a minimum of one year experience working as an interpreter, have completed at least eight hours of training on the NAD-RID Code of Professional Conduct and have completed eight hours of training in general interpretation as it related to an interpreter who is deaf or hard-of- hearing. Holders of this certificate are recommended for a broad range of assignments where an interpreter who is deaf or hard-of-hearing would be beneficial. + +#### CLIP (Conditional Legal Interpreting Permit) + +Holders of this conditional permit completed an RID-recognized training program designed for interpreters and transliterators who work in legal settings. CI and CT or CSC certification was required prior to enrollment in the training program. Holders of this conditional permit are recommended for a broad range of assignments in the legal setting during the development of the SC:L certification. This conditional permit was retired on December 31, 1999. + +#### Prov. SC:L (Provisional Specialist Certificate: Legal) + +Holders of this provisional certification hold CI and CT or CSC and have completed RID approved legal training. Holders of this certificate are recommended for assignments in the legal setting. This provisional certificate +was retired in 1998. + + +### Certifications Under Moratorium + +### Educational Certificate: K-12 (Ed:K-12) + +This credential is fully recognized by RID, but the designation is no longer awarded by RID. This designation went into moratorium effective January 1, 2016. + +The EIPA assessment is still available through Boys Town. More information on that can be found at . + +Holders of this certification demonstrated the ability to interpret or transliterate classroom content and discourse between students who are deaf and hard of hearing and students, teachers and school staff who are hearing. Certificants demonstrated EIPA Level 4* skills using spoken English and at least one of the following visual languages, constructs, or symbol systems at either an elementary or secondary level: + + * American Sign Language (ASL) + * Manually Coded English (MCE) + * Contact Signing (aka: Pidgin Signed English (PSE) or English-like Signing) + * Cued American English (CAE) (aka: Cued Speech) + +This credential was offered from 2007 to 2016. + + +### Specialist Certificate: Legal (SC:L) + +This credential is fully recognized by RID, but the designation is no longer awarded by RID. This designation went into moratorium effective January 1, 2016. + +Description: Holders of this specialist certification demonstrated specialized knowledge of legal settings and greater familiarity with language used in the legal system. These individuals are recommended for a broad range of assignments in the legal setting. This credential was offered from 1998 to 2016. + +The SC:L, and specialist testing in general, are topics of investigation as part of the 2016-2018 Certification Committee Scope Of Work. + + +### Oral Transliteration Certificate + +This credential is fully recognized by RID, but the designation is no longer awarded by RID. This designation went into moratorium effective January 1, 2016. + +Description: Holders of this certification demonstrated, using silent oral techniques and natural gestures and the ability to transliterate a spoken message from a person who hears to a person who is deaf or hard-of-hearing. Holders also demonstrated the ability to understand and repeat the message and intent of the speech and mouth movements of the person who is deaf or hard-of- hearing. This credential was offered from 1999 to 2016. + +This credential was originally voted into sunset by the RID Board at the in- person Board Meeting at the RID NOLA National Conference, in August of 2015. + +At the RID NOLA Business Meeting, a motion was made to move the credential from โ€œsunsetโ€ status to โ€œmoratoriumโ€. Here is the member motion: + +FROM THE MINUTES OF THE 2015 BUSINESS MEETING: +C2015.11 +Primary submitter(s) name(s): William Gorum +Secondary submitter(s) name(s): Margaret Austin + +Move that the RID Board of Directorโ€™s decision to สบsunsetสบ the Oral Transliteration certificate be vetoed via a vote of the organizationโ€™s membership and to place the OTC testing program under moratorium along with all other RID certification examinations until further investigation can be done into options other than the cessation of administration of the OTC exam. + +Rationale: +RID is the only nationally recognized organization who certifies oral transliterators. People who are deaf that prefer to use oral communication methods should have access to trained, qualified, and certified interpreters. The RID mission statement is to สบpromote excellence in interpretation services among diverse users of signed and spoken languages through professional development, networking, advocacy, and standardsสบ. + +Estimated Fiscal Impact Statement: +Vetoing the Boardโ€™s motion and placing the OTC under moratorium until further options are explored would have minimal financial impact on RID. + +Organizational Remarks: + +Board of Directors Comments: + +Bylaws Committee Comments: + +Headquarters Comments: + +Professional Development Committee Comments: + +Member Comments: + +In response to a point, President Whitcher cited a bylaw (Article 3, Section 3d) which says that Board decisions can be overturned by a 2/3 vote. + +Betty Colonomos moved to table this discussion, seconded by Wink Smith. This motion does not entertain discussion, so a vote was taken. With 91 votes in support, 146 opposed and 12 abstentions, the motion to table fails. + +Artie Grassman called the question, seconded by Audrey Rosenberg. A vote was taken, and debate was closed. + +A vote was taken, and, with a 2/3 majority being needed to pass, the motion received 210 votes in support, 56 opposed, and 21 abstentions, so the motion C2015.11 carries. diff --git a/intelaide-backend/python/rid/certification_alternative-pathway-program.txt b/intelaide-backend/python/rid/certification_alternative-pathway-program.txt new file mode 100644 index 0000000..36745bc --- /dev/null +++ b/intelaide-backend/python/rid/certification_alternative-pathway-program.txt @@ -0,0 +1,274 @@ +No College Degree? No Problem! + +![](https://rid.org/wp-content/uploads/2023/03/Alt-Pathways.jpg) + +Alternative Pathway Program 2024-10-01T19:17:14+00:00 + +## If you do not hold the required degree to take your exam, you may apply for +the Alternative Pathway Program. + +[EEA Application](https://rid.org/wp-content/uploads/2024/10/EEA-Form.pdf) + +### Alternative Pathway Program. + +#### What is it? + +If you do not hold the required degree to take your exam, you may apply for +the Alternative Pathway Program, which is an alternative route to exam +eligibility. The Alternative Pathway Program consists of an Educational +Equivalency Application (EEA) which uses a point system that awards credit for +college classes, interpreting experience, and professional development. + +#### Alternative Pathway Program Resources + +[Educational Equivalency Application +FAQs](https://drive.google.com/file/d/0B-_HBAap35D1SXB4Q1FUX1ZQYjA/view?usp=sharing) + +[Educational Equivalency Application โ€“ Bachelors Degree](https://rid.org/wp- +content/uploads/2024/10/EEA-Form.pdf) + +#### How do I submit my documentation? + + * Email [certification@rid.org](mailto:certification@rid.org) + * Log in to your RID member portal and clicking on โ€œUpload Degree Documentโ€. + * Please note that the Certification Department has gone paperless and is no longer accepting anything mailed to HQ. Anything mailed to HQ will not be not be reviewed and processed, and will be shredded. + +*When we receive your completed application, we will email you with instructions for submitting payment online through your member portal. + +*Once your application has been reviewed and approved, youโ€™ll receive an email notification that your account has been updated. The standard processing time is 7-10 business days. + +Note that while approval of your EEA satisfies RID's educational requirement +and allows you to take the CASLI Generalist Performance Exam, it is for RIDโ€™s +internal purposes only and is not something that we would verify to a third +party. + +### C2003.05 Motion. + +#### Educational Requirement Motion + +At the 2003 RID National Conference, in Chicago, IL, the membership passed +motion C2003.05, establishing degree requirements for RID certification +candidates. + +[View entire +motion](https://drive.google.com/file/d/0B3DKvZMflFLdSGh3SGZYVXhnSVE/view?usp=sharing) + +**Update regarding the impact of the moratorium on the educational +requirements as they relate to Deaf candidates for certification:** + +The motion stated the following related specifically to the CDI Performance +Exam: Effective June 30, 2016, Deaf candidates must have a minimum of a +bachelorโ€™s degree. However, due to the moratorium, the RID Board of Directors +has determined the following adjustment to the implementation to the CDI +Performance Exam Educational Requirements: The moratorium began six (6) months +before the implementation of the Bachelorโ€™s degree requirement for the CDI +Performance Exam (set to be implemented on July 1, 2016). To allow individuals +who do not have a degree a fair opportunity to take this exam before the +requirement changes, the RID Board of Directors has determined that six (6) +months will be added to any date that is established for ending the moratorium +on the CDI Performance Exam. For example, if the new CDI Performance Exam is +launched July 1, 2018, individuals will have until January 1, 2019, to meet +the BA requirement or alternative pathways to eligibility. + + + +#### Verification + +## Certification verification for interpreting services for assignments. + +To request verification of your credentials, including test status and +membership verifications, please complete and submit [this +form](https://rid.org/certification-verification-request/). + +## EEA FAQS. + +[EEA Application](https://rid.org/wp-content/uploads/2024/10/EEA-Form.pdf) + + * All + * Educational Equivalency Application + +What is the Educational Equivalency Application? T16:08:04+00:00 + +#### What is the Educational Equivalency Application? + +The Educational Equivalency Application (EEA) is a system that measures a +combination of qualifications that can be collectively considered an +acceptable substitute for the new educational requirements. The EEA uses a +point system that awards credit for college classes, years of interpreting +work, and interpreter-related training. + +How is equivalency of a degree determined? T16:08:24+00:00 + +#### How is equivalency of a degree determined? + +There are three categories in which Experience Credits can be earned. Each +Experience Credit is roughly equal to one semester hour of college credit. All +Experience Credits earned on the application are totaled and reviewed to +determine if the candidate earned 60 Experience Credits for an associateโ€™s +degree or 120 credits for a bachelorโ€™s degree. + +Is there an application fee for the Educational Equivalency +Application? T16:08:41+00:00 + +#### Is there an application fee for the Educational Equivalency +Application? + +Yes, each application has a $50 non-refundable processing fee. This fee is to +help offset the intensive administrative work required to evaluate and process +the application. + +Do I have to have a minimum number of Experience Credits in any one +category? T16:08:56+00:00 + +#### Do I have to have a minimum number of Experience Credits in any one +category? + +No, it is possible that a candidate may be able to meet the minimum number of +Experience Credits in only one category. For example, a candidate who has over +120 hours of college credits, but has not received a formal degree, would be +deemed to have the equivalent experience of a bachelorโ€™s degree based on their +college experience alone. Additionally, someone who has interpreted on a full- +time basis for 4 years meets the educational equivalency of an associateโ€™s +degree for the purposes of RIDโ€™s educational requirement. + +I have way more than the required number of Experience Credits, should I +submit all my documentation for every single category? T16:09:32+00:00 + +#### I have way more than the required number of Experience Credits, +should I submit all my documentation for every single category? + +No, earning more than the required number Experience Credits will be +documented the same as if you earned strictly the required number of +Experience Credits. By submitting the least amount of paperwork to get you to +the required Experience Credits it will be less work for you and can be +processed faster by RID. + +I have taken classes at more than one college. Should I submit transcripts for +each college? T16:09:54+00:00 + +#### I have taken classes at more than one college. Should I submit +transcripts for each college? + +Yes, you must submit an official academic transcript for each credit that you +wish to count toward the Educational Equivalency Application. Experience +Credits cannot be earned for undocumented coursework. + +My school is mailing my academic transcript directly to RID. Can I send +documents separately? T16:10:07+00:00 + +#### My school is mailing my academic transcript directly to RID. Can I +send documents separately? + +No, send only completed applications with full documentation. You are welcome +to have your official academic transcript sent to your home address and after +opening the official transcript from the envelope, send us the original or a +scanned copy along with your complete application. + +What is the difference between semester hours and quarter hours? T16:10:23+00:00 + +#### What is the difference between semester hours and quarter hours? + +Most college and university schedules are built on either a semester or +quarter hour system. If your classes met for 15 weeks, your college was +probably based on a semester hour schedule. If your classes met for only 12 +weeks, your college was probably based on a quarter hour schedule. Because of +the difference in contact hours between these systems, semester hour classes +earn slightly more Experience Credits than quarter hour classes. + +Are college credits accepted from any institution? T16:10:38+00:00 + +#### Are college credits accepted from any institution? + +College credits will be accepted if they are received on an official academic +transcript and are from an accredited institution. + +How do I calculate my experience as an interpreter? T16:10:54+00:00 + +#### How do I calculate my experience as an interpreter? + +For each year that you have worked as an interpreter, you must determine if +you worked for a single employer or multiple employers. Additionally, you must +determine if you worked on a part-time or full time basis. Once you have +determined the number of years you have worked, enter those numbers in the +appropriate field on the form and calculate your Experience Credits. + +What information must be provided on my Interpreting Experience +letter? T16:11:09+00:00 + +#### What information must be provided on my Interpreting Experience +letter? + +To apply credit towards Interpreting Experience the provided letter must state +1) that you worked as an interpreter, 2) how many years you have worked and 3) +how many hours a week you have worked. + +What is the difference between โ€œSingle Employerโ€ and โ€œMultiple +Employers/Freelance Interpreting?โ€ T16:11:23+00:00 + +#### What is the difference between โ€œSingle Employerโ€ and โ€œMultiple +Employers/Freelance Interpreting?โ€ + +โ€œSingle Employerโ€ is for contracted/staff employees. โ€œMultiple +Employers/Freelance Interpretingโ€ is for individuals working for multiple +agencies and or working as a self employed Freelance Interpreter. When +possible please provide proof by submitting a letter from the employer. +Freelance Interpreters may submit a notarized letter. + +What is the company I used to work for is no longer active? How do I get a +letter from them? T16:11:39+00:00 + +#### What is the company I used to work for is no longer active? How do I +get a letter from them? + +If you are unable to obtain a letter from the employer you may submit a +notarized letter stating 1) that you worked as an interpreter, 2) how many +years you have worked and 3) how many hours a week you have worked. + +Is there a place on this application for experience as a CODA? T16:11:56+00:00 + +#### Is there a place on this application for experience as a CODA? + +While having Deaf parents undoubtedly helps to develop some interpreting +skills, the Alternative Pathway is designed to assess experience gained +through formal education and professional experience. CODAs will have the +opportunity to demonstrate their abilities through RID's exams, but no +specific credit is given on the Alternative Pathway. + +Can my Educational Equivalency Application be reviewed before I provide +payment? T16:12:10+00:00 + +#### Can my Educational Equivalency Application be reviewed before I +provide payment? + +No, the $50 processing fee must be submitted with the application. If you +choose to submit the application without payment it will not be reviewed until +payment has been confirmed. + +If I submit my application without payment and/or it does not meet the +required Experience Credits, how long will it be held for? T16:12:26+00:00 + +#### If I submit my application without payment and/or it does not meet +the required Experience Credits, how long will it be held for? + +Incomplete applications will be held for 60 days. After that time they will be +discarded and a new and complete application will need to be submitted. + +If I am approved for Educational Equivalency, what are the next steps? T16:12:40+00:00 + +#### If I am approved for Educational Equivalency, what are the next +steps? + +Your next step will depend on where you are in the processes of certification. +For more information on this please review the appropriate Candidate Handbook +which you can find at www.rid.org. + +If I am disapproved, how soon can I apply for Educational Equivalency +again? T16:12:53+00:00 + +#### If I am disapproved, how soon can I apply for Educational +Equivalency again? + +You are welcome to apply for the Educational Equivalency as often as you wish. +However, each application must include a $50 non-refundable application fee. + +__ diff --git a/intelaide-backend/python/rid/certification_certification-reinstatement.txt b/intelaide-backend/python/rid/certification_certification-reinstatement.txt new file mode 100644 index 0000000..e528493 --- /dev/null +++ b/intelaide-backend/python/rid/certification_certification-reinstatement.txt @@ -0,0 +1,294 @@ +RID certifications that have been revoked may be eligible for reinstatement. + +![](https://rid.org/wp-content/uploads/2023/06/Cert-Reinstatement.jpg) + +Certification Reinstatement + +## Reinstating a RID certification(s) that has been revoked. + +Certification reinstatement is the process of reinstating a RID +certification(s) that has been revoked due to either failure to comply with +the CEU requirement, or failure to pay membership dues by July 31st. Please +read below to determine if the certification you held is eligible for +reinstatement as well as the required steps to take to request reinstatement. + +### Is the RID certification you held eligible for reinstatement? + +#### A. Was the revocation date less than 24 months ago? + +**Yes** โ€“ continue to criteria B. + +**No** โ€“ The certification is not eligible to be reinstated. Certifications +can only be reinstated for a period of up to 24 months (two years) from the +date of revocation. If more than 24 months has passed, to be certified again, +you would need to complete [all the requirements for a new +certification](https://rid.org/rid-certification-overview/available- +certification/). + +#### B. Was this certification previously revoked? (NOTE: this does not +apply to revocation dates prior to February 2018.) + +**No** โ€“ The certification is eligible to be reinstated. + +**Yes** , but the revocation date was prior to February 2018 โ€“ The +certification is eligible to be reinstated. + +**Yes** , previously revoked after February 2018 โ€“ see below + +**i.** A certification that has been reinstated after being revoked for +failure to comply with the CEU requirement for certification maintenance +cannot be reinstated a second time if the certification is revoked again for +failure to comply with the CEU requirement for certification maintenance. To +be certified again, you would need to complete [all the requirements for a new +certification](https://rid.org/rid-certification-overview/available- +certification/). + +**ii.** A certification that has been reinstated after being revoked for non- +payment of membership dues cannot be reinstated a second time if the +certification is revoked again for non-payment of membership dues and the +revocations occurred consecutively (two fiscal years in a row.) To be +certified again, you would need to complete [all the requirements for a new +certification](https://rid.org/rid-certification-overview/available- +certification/). + +### Reinstatement Steps. + + * Step 1: Submission + * Step 2: Review + * Step 3: Payment + * Step 4: Processing + + * Step 1: Submission + +Submit your reinstatement request to the Certification Department +([certification@rid.org](mailto:certification@rid.org)). A completed +application includes the reinstatement request from along with all supporting +documentation attached, altogether. Documents submitted in a piecemeal fashion +will not be reviewed. + +Please note that the Certification Department has gone paperless. Documents +mailed to HQ will not be reviewed. + + * Certification Reinstatement Request Form + * Must be filled out, signed, and notarized. You can submit a scan or photo of your document. + * _How do I find a notary near me?_ + * You can do a Google search for a notary public office near you, and if you have questions you can contact them for further information. There may also be an online notary option, depending on the state you are in. + * If the revocation reason was failure to **pay membership dues by July 31st** , [use this form](https://rid.org/wp-content/uploads/2024/07/RID-Certification-Reinstatement-Request-Form-DUES.pdf). + * If the revocation reason was failure to **comply with the CEU requirement** , [use this form](https://rid.org/wp-content/uploads/2024/07/RID-Certification-Reinstatement-Request-Form-CEUs.pdf). + * A letter of recommendation from a current certified member in good standing + * _What should the letter include?_ + * The letter should be a (fairly) generic recommendation and state why the author believes you should be reinstated (they can speak to you being an asset to the interpreting community and/or anything else they want to include). + * CEU documentation + * Required documentation: CEU transcript printouts and/or certificates of completion + * Documentation must clearly state: the participant's name, activity name/number, date activity was completed, number of CEUs earned, content area of CEUs, RID sponsor's name, etc. + * ALL applicants for reinstatement must earn CEUs toward reinstatement, regardless of the reason for revocation. + * CEUs earned for reinstatement, or while the certification was revoked, do not count toward certification maintenance requirements (CMP cycle). + * Professional Studies (PS) CEUs for certification reinstatement must be earned between the date the certification was revoked and the date you submit your completed certification reinstatement request. + * A detailed explanation of why you should be considered for certification reinstatement + + * Step 2: Review + +RID reviews the application (please allow a 3-5 day standard review time) and +notifies you via email as to whether all documentation requirements have been +met. + + * Step 3: Payment + +After all required documents have been received, RID will email you payment +instructions. Payment options include the following: + + * Pay online via your member portal. + * Pay via phone with a credit/debit card. + +Please note that the Certification Department has gone paperless and _no +longer accepts anything mailed to HQ_. Anything mailed to HQ will not be not +be reviewed or processed and will be shredded. + +For certifications revoked for non-payment of membership dues by July 31st: +Reinstatement fee ($120) plus any lapsed dues. +For certifications revoked for failure to comply with the CEU requirement: +Reinstatement fee ($320) plus any lapsed dues. + +Once you have completed the payment, please notify us so we can continue with +processing your request. + +_*Note that RIDโ€™s processing time does not affect the reinstatement โ€œeffective +date,โ€ which is the date that all of the requirements for reinstatement are +received โ€“ typically the payment date._ + + * Step 4: Processing + +Reinstatement request is processed. Please allow a 7-10 business day standard +processing time from the date all requirements were received. Once your +reinstatement request has been processed in our system, you will be emailed an +official reinstatement letter. + + * When can I start to earn CEUs toward my CMP/certification cycle again? + * Any CEUs earned as of your reinstatement โ€œeffectiveโ€ date (the date that all of the requirements were received which is usually the date your payment was received) can be counted toward your current CMP/certification cycle, even if RID has not yet emailed your official reinstatement letter. + +![](https://rid.org/wp-content/uploads/2023/03/Reinstatement-FOrms.jpg) + +#### Forms + +## Find the form you need to reinstate a RID certification. + +If the loss of certification was due to failure to pay membership dues by July +31st, please complete and submit [this form](https://rid.org/wp- +content/uploads/2024/07/RID-Certification-Reinstatement-Request-Form- +DUES.pdf). + +[Failure to Pay Membership Dues Reinstatement Form](https://rid.org/wp- +content/uploads/2024/07/RID-Certification-Reinstatement-Request-Form-DUES.pdf) + +If the loss of certification was due to failure to comply with the CEU +requirement, please complete and submit [this form](https://rid.org/wp- +content/uploads/2024/07/RID-Certification-Reinstatement-Request-Form- +CEUs.pdf). + +[Failure to Comply with CEU Requirements Reinstatement +Form](https://rid.org/wp-content/uploads/2024/07/RID-Certification- +Reinstatement-Request-Form-CEUs.pdf) + +### Reinstatement FAQs + +#### Iโ€™ve been notified that my reinstatement requirements are complete +and my request is in the queue for processing. Can I start earning CEUs toward +my CMP cycle again? + +Yes, any CEUs earned as of your reinstatement โ€œeffectiveโ€ date (the date you +completed all of the requirements, usually the date your payment was received) +can be counted toward your current CMP/certification cycle. Once your +reinstatement request has been processed in our system, you will be emailed an +official reinstatement letter. The letter will indicate your reinstatement +โ€œeffectiveโ€ date. + +#### Do I really need to have my request form notarized? + +Yes. + +#### How do I find a notary near me? + +You can do a Google search for a notary public office near you, and if you +have questions you can contact them for further information. There may also be +an online notary option, depending on the state you are in. + +#### Can General Studies (GS) CEUs count towards reinstatement? + +No. All CEUs earned toward reinstatement must be Professional Studies (PS) +CEUs, without exception. + +#### Can CEUs from my CMP cycle (CEUs I earned prior to the revocation +date) count toward my reinstatement CEUs? + +No. + +#### How many CEUs do I need to complete toward reinstatement? + +All applicants for reinstatement must earn CEUs toward reinstatement, +regardless of the reason for revocation. Your CEU requirement depends on how +much time there is between the revocation date and the date we receive all of +your reinstatement requirements (including the payment step). + +**Certification revoked for non-payment of membership dues:** + + * 1 day โ€“ 6 months: 0.5 PS CEUs + * 6 months โ€“ 1 year: 1.0 PS CEUs + * 1 year โ€“ 1.5 years: 1.5 PS CEUs + * 1.5 years โ€“ 2 years: 2.0 PS CEUs + +**Example: If your revocation date is August 1, 2022:** + + * You have until February 1, 2023 to submit all requirements for reinstatement within the 0.5 PS CEUs category. + * Or you have until August 1, 2023 to submit all requirements for reinstatement within the 1.0 PS CEUs category. And so on and so forth. + +**Certification revoked for failure to comply with the CEU requirement:** + + * 1 day โ€“ 1 year: 2.0 PS CEUs + * 1 year โ€“ 2 years: 4.0 PS CEUs + +#### The certification that I held was revoked for non-payment of +membership dues, not for failure to complete my CMP cycle CEU requirement. Do +I still need to complete CEUs specifically toward reinstatement? + +Yes, all reinstatement applicants must complete CEUs toward reinstatement, +regardless of the reason for revocation. CEUs for reinstatement can be earned +from the day after the certification was revoked until the date of your +reinstatement request. These CEUs will not be applied towards a CMP cycle. + +#### How can I pay for reinstatement/dues? + +Once we have received your completed reinstatement application, you will be +emailed instructions for completing payment online via your member portal. + +Payment options include the following: + + * Pay online via your member portal. + * Pay via phone with a credit/debit card. + +Please note that the Certification Department has gone paperless and is no +longer accepting anything mailed to HQ. Anything mailed to HQ will not be not +be reviewed or processed, and will be shredded. + +#### I have an Associate membership but now Iโ€™m requesting reinstatement. +Now what? + +Revocation due to non-payment of dues: If you purchased an Associate +membership for the same fiscal year in which you are requesting reinstatement, +the amount you paid for Associate dues will be applied toward your +reinstatement payment, plus lapsed Certified dues, and youโ€™ll just need to pay +the balance as part of the reinstatement process. + +Revocation due to failure to comply with the CEU requirement: Upon +certification revocation, the status of your membership will be automatically +changed from Certified Member to Associate Member for the remainder of that +fiscal year. Upon reinstatement, you will need to pay any lapsed Certified +dues. If you have paid any Associate Member dues during revocation, the amount +you paid for Associate dues will be applied toward your reinstatement payment, +plus lapsed Certified dues, and youโ€™ll just need to pay the balance as part of +the reinstatement process. + +#### How much do I need to pay for reinstatement? + +For certifications revoked for non-payment of membership dues by July 31st: +$120 plus any lapsed dues. + +For certifications revoked for failure to comply with the CEU requirement: +$320 plus any lapsed dues. + +#### How long does it take for a certification to be reinstated? + +The first step is for you to submit all required documentation to +[certification@rid.org](mailto:certification@rid.org). RID will review your +documentation and then email you payment instructions. From the date payment +is received, standard processing time is 7-10 business days. + +#### I tried to pay for reinstatement/my Certified Member dues but the +system wonโ€™t let me โ€“ why not? + +Once you reach the payment step in the reinstatement process (this is the +final requirement to be completed), you will be able to complete payment of +the reinstatement fee plus any lapsed Certified Member dues. Note that you +will not be able to pay for Certified Member dues prior to RID receiving your +completed application, however, you can pay for Associate Member dues if you +choose. + +#### Where/How do I submit my reinstatement request? + +Please email your request form, along with all supporting documentation +attached, to [certification@rid.org](mailto:certification@rid.org). + +**Note that the Certification Department has gone paperless and is no longer +accepting anything mailed to HQ. Anything mailed to HQ will not be not be +reviewed or processed, and will be shredded.** + +#### Where can I find the reinstatement request form? + +For certifications revoked for non-payment of membership dues, [use this +form](https://rid.org/wp-content/uploads/2024/07/RID-Certification- +Reinstatement-Request-Form-DUES.pdf). + +For certifications revoked for failure to comply with the CEU requirement, +[use this form](https://rid.org/wp-content/uploads/2024/07/RID-Certification- +Reinstatement-Request-Form-CEUs.pdf). + +__ diff --git a/intelaide-backend/python/rid/certification_credly-digital-credentials.txt b/intelaide-backend/python/rid/certification_credly-digital-credentials.txt new file mode 100644 index 0000000..929d501 --- /dev/null +++ b/intelaide-backend/python/rid/certification_credly-digital-credentials.txt @@ -0,0 +1,299 @@ +RID makes it easy for members to display their credentials. + + +We are committed to providing you with the tools necessary to achieve your +professional goals and we understand that communicating your credentials in an +ever-expanding online marketplace can be challenging. That is why we have +partnered with [Credly](https://info.credly.com/) to provide you with a +digital version of your credentials. Digital badges can be used in email +signatures or digital resumes, and on social media sites such as LinkedIn, +Facebook, and Twitter. This digital image contains verified metadata that +describes your qualifications and the process required to earn them. + +**Credly Support:[certification@rid.org](mailto:certification@rid.org)** + +[Sign Into Your Credly Account](https://www.credly.com/users/sign_in) + +## + +Digital Credentials + +#### Who is Credly and why is RID using Credly? + +Credly, a Pearson company, is at the forefront of the digital credential +movement, making talent more visible and opportunities more accessible. Credly +partners with thousands of reputable organizations, including Google Cloud, +IBM, Cisco, the Project Management Institute (PMI), and SAP, to provide secure +and verifiable digital credentials worldwide. + +RID has adopted digital badges to align with other certifying and membership +organizations while reinforcing our commitment to maintaining the integrity of +our certifications. This transition enhances protection for both consumers and +providers. In the past, RID encountered cases of forged printed membership +cards, leading to the misrepresentation of interpreters as RID-certified. + +Unlike printed cards, digital credentials are real-time, secure, and +impossible to falsify or duplicate. They serve as authentic, verifiable proof +of certification and achievements, ensuring transparency and trust in the +certification process. + +#### What is a digital credential? + +A digital credential is a verified representation of an individual's +professional achievement (certification), issued by the Registry of +Interpreters for the Deaf (RID), a trusted source. Earning a digital +credential signifies that the individual has met or exceeded the minimum level +of knowledge, skills, and abilities an ASL interpreter needs to competently +perform on the job in a conventional setting, as required for national +certification. The knowledge, skills, and abilities may have been acquired +through education, training, or certification programs as well as passing the +required examinations for the certification. [Here is a helpful +video!](https://youtu.be/bFFMpddWaDI?si=-uK3AYcamTYl4NPE) + +A digital credential clearly explains: + + 1. Who earned the credential + 2. What the credential is + 3. What the individual did to earn it + 4. What the individual can do + +#### What is a digital badge? + +A digital badge is a verified, visual representation of your credential, +detailing the knowledge, skills, and abilities youโ€™ve demonstrated to earn it. + +With a digital badge, you can showcase your credentials online in a secure and +authentic way. It can be easily shared and verified in real-time, ensuring +trust and credibility. + +#### What are the benefits of a badge? + +Your Credly badge provides a clear, verified record of your achievements - +what you can do, how you earned it, and who recognizes your credential. It +offers more than a traditional plastic card! + +Displaying your skills with a digital badge allows you to showcase your +qualifications online in a trusted and easily verifiable way. Employers and +peers can see concrete evidence of your qualifications and the skills you +possess. Additionally, Credly offers labor market insights tailored to your +skills, and you can search and apply for job opportunities directly through +the platform. + +#### Will I still be able to obtain a physical copy of my certification +card? + +No. We discontinued physical cards in the summer of 2022. + +#### Is there a fee to use Credly? + +No. This is a service we provide to both certified and non-certified members, +at no additional cost. + +#### Do I have the right to opt-out with Credly? + +The Credly benefit is entirely optional. Accepting digital badges is not +required to maintain RID certification or membership. However, if you choose +not to accept the digital badges, you will not receive a digital +representation of your certification or membership, as RID no longer issues +physical cards. + +#### Is Credly only for Certified members? + +Credly is available to all current RID members. Each member will receive a +membership badge (e.g., Associate, Supporting, Certified, etc.), while +certified members will also receive certification badges specific to the RID +certification(s) they hold in good standing (e.g., NIC, CDI, CI/CT, etc.). + +#### Why am I getting the โ€œ404 error messageโ€ when I click on โ€œmembership +detailsโ€ in the portal? + +Some members may encounter an error message when clicking on the former +membership link in their member portal. This link is no longer functional. We +are currently updating and redesigning the member portal to enhance the +membership experience and improve usability. This issue will be resolved as a +part of those improvements. + +#### Where and how do I access and accept my badge? + +Once you have been awarded an RID certification and become a Certified member, +or if you become a non-certified RID member, you will receive a Credly +invitation email from RID. This email will guide you on how to log into your +Credly account, accept your badge, and manage your digital badges. + +You can watch this tutorial video to learn how to accept your badge: + + +#### What if I donโ€™t want my badge to be public? + +You can easily configure your privacy settings in Credly, giving you full +control over the information about yourself that is made public. Keep in mind +that if your badge is set to private, it cannot be shared with others. + +#### Why do I see two badges in my Credly account? I only hold one RID +certification. + +If you are a Certified member, you will receive two badges: one representing +your Certified membership and the other representing the certification(s) you +currently hold. + +#### How can I share my badges with others? + +You can easily share your digital badges with others to verify the RID +certification(s) you currently hold and/or membership status (including +membership expiration date) using the sharing options below: + +**To share from your Credly account, follow these steps:** + + 1. Log into your Credly account at www.credly.com using the email address associated with your Credly account. + 2. Click on the menu options (top right corner). + 3. Select Profile & scroll down to Badge Wallet to view all of your current and active badges. + 4. Click on a badge and then select the green SHARE button. (Note: Make sure your badge(s) are set to public before sharing them.) + 5. Youโ€™ll be presented with various sharing options (also listed below). + +**Sharing Options:** + +**Email** +Click on the email option, enter the recipient's email address, and send. If +you need to show proof of both membership and certification(s), you will need +to share each badge by repeating these steps for each one. When the recipient +opens the badge link, they will also see the membership expiration date at the +top of the page. + +**Credly Mobile App** +[https://support.credly.com/hc/en-us/articles/13064089314075-Credly-Mobile-App +](https://support.credly.com/hc/en-us/articles/13064089314075-Credly-Mobile- +App) +The profile information will transfer between the web platform and the mobile +app. + +In the app, click on the badge you wish to share, go to the Details tab, and +scroll down to Verify Badge. A QR code will appear, which when scanned, will +display your name, membership type, membership expiration date, and +certification name (if applicable). + +**Mobile Wallet** + + +**In Your Email Signature** + + +**Social Media Platforms** +LinkedIn: + +**X:** + +**Facebook:** + +**ZipRecruiter:** + +**Embed in a Website:** + +#### Can I download my Credly badge image and use it for other purposes +other than adding it to my email signature? + +You should only download your Credly badge image and share it when you are +able to add a hyperlink to it. The hyperlinks allow others to click on your +badge image to verify your certification and/or membership status. Using your +badge image in any other way, where the hyperlink is not included, is a +misrepresentation of your credentials and should be avoided. + +#### Why donโ€™t I have a separate badge for the CI and CT certifications I +hold? + +RID's certification taxonomy (classification) indicates that if you hold both +CI and CT, then you will be issued one badge showing both CI and CT. + +Certificants who hold more than one RID certification should display them in +the following order: IC, TC, IC/TC, CSC, MCSC, RSC, ETC, EIC, OIC:V/S, +OIC:S/V, OIC:C, CI, CT, CI and CT, CDI, NIC, NIC Advanced, NIC Master, OTC, +SC:PA, CLIP-R, SC:L, NAD III, NAD IV, NAD V, Ed:K-12. + +#### My employer wonโ€™t accept Credly badges. How else can they verify my +certification and/or membership status? + +You can download a certification verification letter from your member portal +at by navigating to the Certification Details +section and clicking on Download Verification Letter. + +For certification verification letters (current members only) to be sent to +other organizations or entities on your behalf, complete the request form + on our website and provide their +email address. + +The RID Registry: Public, reliable, and real-time searchable tool that anyone +can access at any time to confirm someoneโ€™s certification and/or membership +status. Simply click the dark blue button located on the top right corner of +the RID website. + +Note: When searching for someone, make sure you are using their legal name and +have it spelled correctly. + +#### Some places don't allow me to bring my phone inside during +interpreting assignments. What should I do when asked to provide proof of +certification? + +We encourage you to check in with the hiring entity to ensure they have +everything they need from you prior to the assignment. If proof of +certification is required, you can share your digital badge with the +requesting party ahead of time. + +Alternatively, you may carry a printed copy of your most recent certification +verification letter to confirm your certification status. + +**Please note that certification verification letters are valid for one week +from the date of printing.** + +#### RID portal shows my certification and/or membership is current, but +my badge shows as expired. How soon will the expiration date be updated after +renewal? + +It takes 5-7 business days after renewing your membership dues for your +badge(s) to be updated. + +#### I renewed my membership but my badge in my mobile wallet is not +updated. What do I do? + +Badges downloaded to your mobile wallet are not automatically updated after +renewal. After renewing, you will need to download your badges again. + +#### I want to change the email address associated with my Credly account. +How do I do that? + +You cannot change the email address to which your badge(s) was issued, but you +can add multiple email addresses to your account. This way, if a badge is +issued to any of your emails, it will appear on the same account. + +To learn more about how to add multiple emails, please refer to this article: +. + +If you no longer use an email address and would like it replaced with a new +one, please email [certification@rid.org](mailto:certification@rid.org). + +#### Are you selling my information to third parties? + +RID does not sell your information to Credly or any other third parties. +Additionally, Credly does not sell user data. Member data within the Credly +platform is managed directly by RID staff, ensuring its security and that it +is used solely for its intended purposes. + +#### I have other questions about Credly. Where can I find support? + +You can find tutorials and additional support at + or contact RIDโ€™s Credly support team at +[certification@rid.org](mailto:certification@rid.org). + +If you haven't received your Credly link or are experiencing issues with your +digital badge, please reach out to RIDโ€™s Credly support team. + +Want to explore more? Check out our Mastering Credly webinar through the +Continuing Education Center (CEC) + +__ diff --git a/intelaide-backend/python/rid/cpc.txt b/intelaide-backend/python/rid/cpc.txt new file mode 100644 index 0000000..52fc36f --- /dev/null +++ b/intelaide-backend/python/rid/cpc.txt @@ -0,0 +1,153 @@ +## NAD RID CODE OF PROFESSIONAL CONDUCT + +Scope + +The National Association of the Deaf (NAD) and the Registry of Interpreters for the Deaf, Inc. (RID) uphold high standards of professionalism and ethical conduct for interpreters. Embodied in this Code of Professional Conduct (formerly known as the Code of Ethics) are seven tenets setting forth guiding principles, followed by illustrative behaviors. + +The tenets of this Code of Professional Conduct are to be viewed holistically and as a guide to professional behavior. This document provides assistance in complying with the code. The guiding principles offer the basis upon which the tenets are articulated. The illustrative behaviors are not exhaustive, but are indicative of the conduct that may either conform to or violate a specific tenet or the code as a whole. + +When in doubt, the reader should refer to the explicit language of the tenet. If further clarification is needed, questions may be directed to the national office of the Registry of Interpreters for the Deaf, Inc. + +This Code of Professional Conduct is sufficient to encompass interpreter roles and responsibilities in every type of situation (e.g., educational, legal, medical). A separate code for each area of interpreting is neither necessary nor advisable. + +Philosophy + +The American Deaf community represents a cultural and linguistic group having the inalienable right to full and equal communication and to participation in all aspects of society. Members of the American Deaf community have the right to informed choice and the highest quality interpret ing services. Recognition of the communication rights of America's women, men, and children who are deaf is the foundation of the tenets, principles, and behaviors set forth in this Code of Professional Conduct. + +Voting Protocol + +This Code of Professional Conduct was presented through mail referendum to certified interpreters who are members in good standing with the Registry of Interpreters for the Deaf, Inc. and the National Association of the Deaf. The vote was to adopt or to reject. + +Adoption of this Code of Professional Conduct + +Interpreters who are members in good standing with the Registry of Interpreters for the Deaf, Inc. and the National Association of the Deaf voted to adopt this Code of Professional Conduct, effective July 1, 2005. This Code of Professional Conduct is a working document that is expected to change over time. The aforementioned members may be called upon to vote, as may be needed from time to time, on the tenets of the code. + +The guiding principles and the illustrative behaviors may change periodically to meet the needs and requirements of the RID Ethical Practices System. These sections of the Code of Professional Conduct will not require a vote of the members. However, members are encouraged to recommend changes for future updates. + +Function of the Guiding Principles + +It is the obligation of every interpreter to exercise judgment, employ critical thinking, apply the benefits of practical experience, and reflect on past actions in the practice of their profession. The guiding principles in this document represent the concepts of confidentiality, linguistic and professional competence, impartiality, professional growth and development, ethical business practices, and the rights of participants in interpreted situations to informed choice. The driving force behind the guiding principles is the notion that the interpreter will do no harm. + +When applying these principles to their conduct, interpreters remember that their choices ar e governed by a 'reasonable interpreter' standard. This standard represents the hypothetical interpreter who is appropriately educated, informed, capable, aware of professional standards, and fairminded. + +## CODE OF PROFESSIONAL CONDUCT CPC Tenets + +- 1. Interpreters adhere to standards of confidential communication. +- 2. Interpreters possess the professional skills and knowledge required for the specific interpreting situation. +- 3. Interpreters conduct themselves in a manner appropriate to the specific interpreting situation. +- 4. Interpreters demonstrate respect for consumers. +- 5. Interpreters demonstrate respect for colleagues, interns, and students of the profession. +- 6. Interpreters maintain ethical business practices. +- 7. Interpreters engage in professional development. + +Applicability + +- A. This Code of Professional Conduct applies to certified and associate members of the Registry of Interpreters for the Deaf, Inc., Certified members of the National Association of the Deaf, interns, and students of the profession. +- B. Federal, state or other statutes or regulations may supersede this Code of Professional Conduct. When there is a conflict between this code and local, state, or federal laws and regulations, the interpreter obeys the rule of law. +- C. This Code of Professional Conduct applies to interpreted situations that are performed either face to-face or remotely. + +Definitions + +For the purpose of this document, the following terms are used: + +Colleagues: + +Other interpreters. + +Conflict of Interest: A conflict between the private interests (personal, financial, or professional) and the official or professional responsibilities of an interpreter in a position of trust, whether actual or perceived, deriving from a specific interpreting situation. + +Consumers: Individuals and entities who are part of the interpreted situation. This includes individuals who are deaf, deaf-blind, hard of hearing, and hearing. + +## 1.0 CONFIDENTIALITY Tenet: Interpreters adhere to standards of confidential communication. + +Guiding Principle: Interpreters hold a position of trust in their role as linguistic and cultural facilitators of communication. Confidentiality is highly valued by consumers and is essential to protecting all involved. Each interpreting situation (e.g., elementary, secondary, and post-secondary education, legal, medical, mental health) has a standard of confidentiality. Under the reasonable interpreter standard, professional interpreters are expected to know the general requirements and applicability of various levels of confidentiality. Exceptions to confidentiality include, for example, federal and state laws requiring mandatory reporting of abuse or threats of suicide, or responding to subpoenas. + +Illustrative Behavior - Interpreters: + +- 1.1 Share assignmentrelated information only on a confidential and 'as -needed' basis (e.g., supervisors, interpreter team members, members of the educational team, hiring entities). +- 1.2 Manage data, invoices, records, or other situational or consumerspecific information in a manner consistent with maintaining consumer confidentiality (e.g., shredding, locked files). +- 1.3 Inform consumers when federal or state mandates require disclosure of confidential information. + +## 2.0 PROFESSIONALISM Tenet: Interpreters possess the professional skills and knowledge required for the specific interpreting situation. + +Guiding Principle: Interpreters are expected to stay abreast of evolving language use and trends in the profession of interpreting as well as in the American Deaf community. + +Interpreters accept assignments using discretion with regard to skill, communication mode, setting, and consumer needs. Interpreters possess knowledge of American Deaf culture and deafness-related resources. + +Illustrative Behavior - Interpreters: + +- 2.1 Provide service delivery regardless of race, color, national origin, gender, religion, age, dis ability, sexual orientation, or any other factor. +- 2.2 Assess consumer needs and the interpreting situation before and during the assignment and make adjustments as needed. +- 2.3 Render the message faithfully by conveying the content and spirit of what is being communicated, using language most readily understood by consumers, and correcting errors discreetly and expeditiously. +- 2.4 Request support (e.g., certified deaf interpreters, team members, language facilitators) when needed to fully convey the message or to address exceptional communication challenges (e.g. cognitive disabilities, foreign sign language, emerging language ability, or lack of formal instruction or language). +- 2.5 Refrain from providing counsel, advice, or personal opinions. +- 2.6 Judiciously provide information or referral regarding available interpreting or community resources without infringing upon consumers' rights. + +## 3.0 CONDUCT Tenet: Interpreters conduct themselves in a manner appropriate to the specific interpreting situation. + +Guiding Principle: Interpreters are expected to present themselves appropriately in demeanor and appearance. They avoid situations that result in conflicting roles or perceived or actual conflicts of interest. + +Illustrative Behavior - Interpreters: + +- 3.1 Consult with appropriate persons regarding the interpreting situation to determine issues such as placement and adaptations necessary to interpret effectively. +- 3.2 Decline assignments or withdraw from the interpreting profession when not competent due to physical, mental, or emotional factors. +- 3.3 Avoid performing dual or conflicting roles in interdisciplinary (e.g. educational or mental health teams) or other settings. +- 3.4 Comply with established workplace codes of conduct, notify appropriate personnel if there is a conflict with this Code of Professional Conduct, and actively seek resolution where warranted. +- 3.5 Conduct and present themselves in an unobtrusive manner and exercise care in choice of attire. +- 3.6 Refrain from the use of mind-altering substances before or during the performance of duties. +- 3.7 Disclose to parties involved any actual or perceived conflicts of interest. +- 3.8 Avoid actual or perceived conflicts of interest that might cause harm or interfere with the effectiveness of interpreting services. +- 3.9 Refrain from using confidential interpreted information for personal, monetary, or professional gain. +- 3.10 Refrain from using confidential interpreted information for the benefit of personal or professional affiliations or entities. + +## 4.0 RESPECT FOR CONSUMERS Tenet: Interpreters demonstrate respect for consumers. + +Guiding Principle: Interpreters are expected to honor consumer preferences in selection of interpreters and interpreting dynamics, while recognizing the realities of qualifications, availability, and situation. + +Illustrative Behavior - Interpreters: + +- 4.1 Consider consumer requests or needs regarding language preferences, and render the message accordingly (interpreted or transliterated). +- 4.2 Approach consumers with a professional demeanor at all times. +- 4.3 Obtain the consent of consumers before bringing an intern to an assignment. +- 4.4 Facilitate communication access and equality, and support the full interaction and independence of consumers. + +## 5.0 RESPECT FOR COLLEAGUES Tenet: Interpreters demonstrate respect for colleagues, interns and students of the profession. + +Guiding Principle: Interpreters are expected to collaborate with colleagues to foster the delivery of effective interpreting services. They also understand that the manner in which they relate to col leagues reflects upon the profession in general. + +Illustrative Behavior - Interpreters: + +- 5.1 Maintain civility toward colleagues, interns, and students. +- 5.2 Work cooperatively with team members through consultation before assignments regarding logistics, providing professional and courteous assistance when asked and monitoring the accuracy of the message while functioning in the role of the support interpreter. +- 5.3 Approach colleagues privately to discuss and resolve breaches of ethical or professional conduct through standard conflict resolution methods; file a formal grievance only after such attempts have been unsuccessful or the breaches are harmful or habitual. +- 5.4 Assist and encourage colleagues by sharing information and serving as mentors when appropriate. +- 5.5 Obtain the consent of colleagues before bringing an intern to an assignment. + +## 6.0 BUSINESS PRACTICES Tenet: Interpreters maintain ethical business practices. + +Guiding Principle: Interpreters are expected to conduct their business in a professional manner whether in private practice or in the employ of an agency or other entity. Professional interpreters are entitled to a living wage based on their qualifications and expertise. Interpreters are also entitled to working conditions conducive to effective service delivery. + +Illustrative Behavior - Interpreters: + +- 6.1 Accurately represent qualifications, such as certification, educational background, and experience, and provide documentation when requested. +- 6.2 Honor professional commitments and terminate assignments only when fair and justifiable grounds exist. +- 6.3 Promote conditions that are conducive to effective communication, inform the parties involved if such conditions do not exist, and seek appropriate remedies. +- 6.4 Inform appropriate parties in a timely manner when delayed or unable to fulfill assignments. +- 6.5 Reserve the option to decline or discontinue assignments if working conditions are not safe, healthy, or conducive to interpreting. +- 6.6 Refrain from harassment or coercion before, during, or after the provision of interpreting services. +- 6.7 Render pro bono services in a fair and reasonable manner. +- 6.8 Charge fair and reasonable fees for the performance of interpreting services and arrange for payment in a professional and judicious manner. + +## 7.0 PROFESSIONAL DEVELOPMENT Tenet: Interpreters engage in professional development. + +Guiding Principle: Interpreters are expected to foster and maintain interpreting competence and the stature of the profession through ongoing development of knowledge and skills. + +Illustrative Behavior - Interpreters: + +7.1 Increase knowledge and strengthen skills through activities such as: +- ยท pursuing higher education; +- ยท attending workshops and conferences; +- ยท seeking mentoring and supervision opportunities; +- ยท participating in community events; and +- ยท engaging in independent studies. +- 7.2 Keep abreast of laws, policies, rules, and regulations that affect the profession. diff --git a/intelaide-backend/python/rid/eps-complaint-form.txt b/intelaide-backend/python/rid/eps-complaint-form.txt new file mode 100644 index 0000000..8d2bb7d --- /dev/null +++ b/intelaide-backend/python/rid/eps-complaint-form.txt @@ -0,0 +1,195 @@ +EPS Complaint Form + +## EPS Complaint Form + +Step 1 of 4 + + +This form is managed by the RID EPS Department. This form is for making a +complaint which is related to violations of the EPS Policy and/or the CPC and +based on a situation or incident in which you were involved or have knowledge +of. If your concern is based on public information such as newspaper articles, +media, court judgements you can share this information with RID by filing a +report: . Please continue if you wish to file a +complaint. If you are unsure, contact [ethics@rid.org](mailto:ethics@rid.org). + +**Should you wish to file an EPS Complaint in ASL, please do +so[HERE](https://www.videoask.com/fyd6t988p).** + +### Complainant Information + +Name of Person Filing Complaint (Complainant)(Required) + +First Last + +Address(Required) + +Street Address Address Line 2 City State / Province / Region ZIP / Postal Code + +Phone(Required) + +Phone type(Required) + +Voice + +VP + +RID Member ID (If applicable) + +Email(Required) + +### Respondent Information + +Name(s) of the interpreter(s) against whom this complaint is being +filed(Required) + +Full Name(s) + +Respondent(s) City and State + +What is the city and state of the interpreter(s) against whom this complaint +is being filed? If you donโ€™t know please respond, โ€œI donโ€™t know.โ€ + +City State / Province / Region + +### Incident/Conduct Information + +You must describe the conduct of the respondent(s), in which language do you +wish to provide this information?(Required) + +English + +ASL + +The EPS Department will reach out to you and provide a link to upload your +video in ASL. **Please proceed with the remainder of the complaint form.** + +Please describe the conduct involved. Be sure to include as many details as +possible such as the location, date, and time.(Required) + +Do you have any documentation supporting the alleged unethical +conduct?(Required) + +Yes + +No + +Please attach all relevant documents supporting the alleged unethical conduct. + +If you have more than one document, please attach each document individually +in the file upload spaces below. + +Max. file size: 300 MB. + +Additional relevant document + +Max. file size: 300 MB. + +Additional relevant document + +Max. file size: 300 MB. + +If you have more files to upload, please contact +[ethics@rid.org](mailto:ethics@rid.org). + +### CPC Violation Information + +If you need to reference the NAD-RID CPC to answer the following questions +below, please review the policy here by copy and pasting the following link in +a separate window: https://rid.org/programs/ethics/code-of-professional- +conduct/ + +If you allege a violation of the NAD-RID Code of Professional Conduct, please +check which tenet(s) you believe were violated.(Required) + +Tenet 1.0 CONFIDENTIALITY + +Tenet 2.0 PROFESSIONALISM + +Tenet 3.0 CONDUCT + +Tenet 4.0 RESPECT FOR CONSUMERS + +Tenet 5.0 RESPECT FOR COLLEAGUES + +Tenet 6.0 BUSINESS PRACTICES + +Tenet 7.0 PROFESSIONAL DEVELOPMENT + +N/A + +I don't know + +### EPS Policy Violation Information + +If you need to reference the RID EPS Policy to answer the following questions +below, please review the policy by copy and pasting the following link in a +separate window: +https://acrobat.adobe.com/id/urn:aaid:sc:VA6C2:910f8855-e5df-4153-80cb-e759f74ebdb8 + +If you allege a violation of the Prohibited Actions and Behaviors from the EPS +Policy RELATING TO THE INTEGRITY OF MEMBERSHIP AND CREDENTIALS please check +which you believe were violated.(Required) + +Misrepresentation of Membership and Credentials + +Certification Maintenance Program (CMP) Infringement + +Dishonest Actions Impacting CASLI Testing + +N/A + +I don't know + +If you allege a violation of the Prohibited Actions and Behaviors from the EPS +Policy RELATING TO UPHOLDING TRUST IN THE PROFESSION please check which you +believe were violated.(Required) + +Confidentiality Transgressions + +Misconduct via Online Professional Spaces + +Actions Taken During Interpreting-Related Activities + +Negligence in Recommending or Utilizing Necessary Resources + +Disrespect for colleagues, consumers, organizational stakeholders, and +students of the profession + +Dishonesty while Conducting the Business of Interpreting + +N/A + +I don't know + +If you allege a violation of the Prohibited Actions and Behaviors from the EPS +Policy RELATING TO ADVERSE ACTIONS please check which you believe were +violated.(Required) + +Misusing the Disciplinary Procedures + +N/A + +I don't know + +### Signature + +By my signature here, I certify that: + +* The information provided here and in any attachments are true and accurate to the best of my knowledge and belief. +* I request that the RIDโ€™s EPS review my assertions of unethical conduct on the part of the individual(s) named above. Further, I understand and agree that my name will appear as COMPLAINANT. +* I authorize RID to contact me regarding this complaint, if deemed necessary. I authorize RID to release this complaint and all other supporting material I have provided or may provide in the future to the subject of the complaint, members of EPS Review Board, attorneys and others as deemed appropriate by RID or as required by law. +* By typing my name, I am signing this document electronically. I agree that my electronic signature is the legal equivalent of my manual/handwritten signature on this document. By typing my name using any device, means, or action, I agree that my signature on this document is as valid as if I signed the document in writing. + +Electronic Signature(Required) + +Date(Required) + +MM slash DD slash YYYY + +RID has the sole discretion to determine which complaints should be pursued, +how they should be pursued, and what action, if any, should be taken, in +accordance with the RID Ethical Practices System Policies and Procedures. + + +__ diff --git a/intelaide-backend/python/rid/faqs.txt b/intelaide-backend/python/rid/faqs.txt new file mode 100644 index 0000000..34f49bd --- /dev/null +++ b/intelaide-backend/python/rid/faqs.txt @@ -0,0 +1,1551 @@ +Frequently Asked Questions + +# + +Categories + + __ + +Membership FAQs + +__ + +Certification FAQs + +__ + +CMP FAQs + +__ + +CEU FAQs + +__ + +Ethics/EPS FAQs + +__ + +Deaf and Accessibility FAQs + +### Membership FAQs. + +#### Questions for members or those interested in becoming a member. + +__ + +#### Membership and Benefits + + * Membership + +I forgot my member ID number, what should I do? 2023-04-06T15:29:45+00:00 + +#### I forgot my member ID number, what should I do? + +You can either call the Member Services Department at 571-384-5163 or email +[members@rid.org](mailto:members@rid.org) and make sure to verify your street +address _associated with the account you created_ in your request. **Please +d****o not attempt to create a new account.** + + + +How do I become a member? 2023-04-06T15:41:08+00:00 + +#### How do I become a member? + +Now that you have made the decision to join RID, please click here, and +[create an account](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f). You +will be able to create your profile and then choose a membership category that +suits your needs. +[https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f). + +When does my membership expire? 2023-04-06T15:38:40+00:00 + +#### When does my membership expire? + +All RID memberships run on our fiscal year which is July 1- June 30. If you +are a Certified member of RID, you have until July 31st of each year to renew +your membership before your Certification is in jeopardy of being revoked. + +I am a student, how do I show proof when applying for a membership? 2023-07-12T20:03:14+00:00 + +#### I am a student, how do I show proof when applying for a membership? + +To provide documentation of your student status, please fill out the form +here: [Proof of Current Student Status Form](https://rid.org/proof-student- +status-form/). + +I am no longer a student but am not a certified interpreter, what membership +do I qualify for? 2022-04-11T19:05:47+00:00 + +#### I am no longer a student but am not a certified interpreter, what +membership do I qualify for? + +You qualify for an associate membership. + +I did not receive my latest issue of VIEWS. + +#### I did not receive my latest issue of VIEWS. + +VIEWS is now an electronic publication, and the link is delivered to the email +address that we have for you. If you are not receiving this notification, +first check your spam filters and various inboxes. Then, please verify that +the email address in your account is current and accurate, and that you have a +current membership with RID. If youโ€™ve done this, and still arenโ€™t sure why +youโ€™re not getting the VIEWS (and other) notifications, contact the +[Communications Department](mailto:publications@rid.org) for help with your +request. + +I would like to change my status from Certified to Certified: Inactive or +Certified: Retired. + +#### I would like to change my status from Certified to Certified: +Inactive or Certified: Retired. + +[Certified: Inactive](https://rid.org/programs/membership/) status is for +certified members who are not currently interpreting. They are not required to +meet the CEU requirements while on Certified: Inactive status. In order to +maintain this status, Certified: Inactive dues must be paid annually and the +certificant cannot be working as an interpreter. Click on the above link to +submit your request to become Certified: Inactive. + +[Certified: Retired](https://rid.org/programs/membership/) status is for +certified members, age 55 or older, who are retiring from interpreting work. +They are not required to meet the CEU requirements. In order to maintain this +status, Certified: Retired dues must be paid annually and the certificant +cannot be working as an interpreter. Click on the above link to submit your +request to become Certified: Retired. + +If you have any further questions or need assistance please contact the +[Professional Development department](mailto:cmp@rid.org). + +Why should I become a member of RID? + +#### Why should I become a member of RID? + +Joining the association of over 10,000 strong members is a great decision +whether you are a supporter of the profession or a practicing interpreter. +Please review our list of benefits to understand what benefits you will +receive here: [https://rid.org/membership/](https://rid.org/membership/). + +How old do you have to be to be considered a senior member? + +#### How old do you have to be to be considered a senior member? + +55 years young! Please submit the Proof of Age form here: + + +Iโ€™m late paying my member dues, am I able to still earn CEUs? + +#### Iโ€™m late paying my member dues, am I able to still earn CEUs? + +If you are late paying your membership dues, you are still able to earn CEUs. +Please be aware of the membership requirement for maintaining certification โ€“ +if you do not renew your membership by the deadline, your certification will +be revoked. CEUs earned while your certification is revoked do not count +toward the requirements for maintaining certification in the event that your +certification is reinstated. + +Can/Does RID provide health insurance? + +#### Can/Does RID provide health insurance? + +At the 2011 RID Business meeting, members made and passed the following +motion: + +> **CM 2011.07** +> _RID conduct a new feasibility study regarding group rate comprehensive +> health insurance options for members and report back to the membership by +> the 2013 RID National Conference._ + +RID Headquarters (HQ) has researched the issue, and the determination is that +we do not have the resources to provide comprehensive health insurance options +for members. Providing health insurance for our members would have meant that +RID would have had to administer the program, including collecting premiums, +as well as issue cards and policies. In addition, RID is not the employer of +its members, and this is a function usually performed by employers. + +RID continues to get phone calls and emails regularly asking if we can/do +provide health insurance for freelance interpreters. Mr. Gary Meyer, who +provides liability insurance for our members, also receives numerous calls +every year inquiring about the same. + +Since the original question arose during the 2011 Business meeting, the legal +landscape has changed most significantly because of the introduction of the +Affordable Care Act (ACA-Obamacare). + +How can my membership and Certification be verified by employers and +consumers? 2023-04-06T15:23:57+00:00 + +#### How can my membership and Certification be verified by employers and +consumers? + +To verify your membership or certification, RID provides you with multiple +options. The most accurate is our online directory which can be searched here: + + +Additionally, you can provide verification through the Credly service. They +have multiple ways to verify including (hyper links, and mobile wallet +options.) Lastly, if you are a Certified member of RID, you can download a +verification letter directly from your member portal. + +How do I log into my online portal? 2023-04-06T15:00:15+00:00 + +#### How do I log into my online portal? + +Go to [myaccount.rid.org](http://myaccount.rid.org/) and sign in using your +member ID number and your password. If you do not remember your password, +please use the provided password recovery tool. + +I forgot my account password, or did not receive my reset password email. What +do I do? 2023-04-06T15:34:39+00:00 + +#### I forgot my account password, or did not receive my reset password +email. What do I do? + +To reset your password, please click on "Forgot Password" on the member login +page. Follow the steps to reset your password. + +If you did not receive the reset password email, please email +[memberservices@rid.org](mailto:memberservices@rid.org) as well as add +[rid.org](http://rid.org/) as a trusted domain in your email settings. + +How do I renew my membership? 2023-07-12T20:03:56+00:00 + +#### How do I renew my membership? + +After you log in to your online portal, click the tab at the top labeled My +Orders. You can make your payment via all major credit card issuers. If you +have any issues with paying by credit card online, please contact the [Member +Services](mailto:members@rid.org) department directly. + +Iโ€™m a certified member and Iโ€™m late paying my dues. What do I do? 2023-07-12T20:03:41+00:00 + +#### Iโ€™m a certified member and Iโ€™m late paying my dues. What do I do? + +Certified members have until 7/31 to renew without penalty. Please be sure to +submit your dues payment no later than 7/31 to avoid termination of your +membership and certification. If your membership is expired beyond 7/31, +please view further instructions here: + + +Organizations and agencies that support RIDโ€™s purposes and activities should +fill out this application. 2023-04-06T15:10:32+00:00 + +#### Organizations and agencies that support RIDโ€™s purposes and +activities should fill out this application. + +Visit the [RID portal](https://myaccount.rid.org/Profile/Setup/Form.aspx) and +sign up to become a member today! +https://myaccount.rid.org/Profile/Setup/Form.aspx + +Do you need to change your name as it is listed in our database? This is the +form you need to complete. 2023-04-06T14:59:41+00:00 + +#### Do you need to change your name as it is listed in our database? +This is the form you need to complete. + +**[Name Change Form](https://rid.org/name-change-form/ "Name Change Form") ** + +Are you over the age of 55 and wish to submit proof of your age? This is the +form you need to complete. 2022-04-21T18:39:12+00:00 + +#### Are you over the age of 55 and wish to submit proof of your age? +This is the form you need to complete. + +**[Proof of Senior Status Form](https://rid.org/senior-citizen-proof-of- +age/)** + +Are you joining or renewing your student membership and need to send proof +that you are currently enrolled in an Interpreter Training/Education Program? +This is the form you need to complete. 2022-04-21T18:39:40+00:00 + +#### Are you joining or renewing your student membership and need to send +proof that you are currently enrolled in an Interpreter Training/Education +Program? This is the form you need to complete. + +**[Proof of Current Student Status Form](https://rid.org/proof-of-current- +student-status-form/)** + +### Certification FAQs. + +#### Commonly asked questions regarding RID certification. + +__ + +#### Popular questions about certification + + * Certification + +How do I become certified? 2023-04-12T16:54:02+00:00 + +#### How do I become certified? + +[You may find RID Certification processes here: +https://rid.org/certification/](https://rid.org/certification/) + +I lost my certification due to failure to comply with the CEU requirement, +what do I do? 2023-04-07T19:57:51+00:00 + +#### I lost my certification due to failure to comply with the CEU +requirement, what do I do? + +โ€ฆreinstatement may be requested via [this +form](https://documentcloud.adobe.com/link/track?uri=urn:aaid:scds:US:d15871e8-ec97-4112-ad10-a58d259dda90). +Please note the following policies with regards to a request for reinstatement +when certification has been revoked for failure to comply with the CEU +requirement: + + * All reinstatement requests must be submitted via email to certification@rid.org. + * The application will not be reviewed before payment is submitted. Upon receipt of completed application with all supporting documentation attached, the Certification Department will email instructions for submitting the payment online through your member portal. + * Incomplete applications will not be reviewed. The effective reinstatement date will be the date the completed application is received. + * Reinstatement is handled by the Certification department. For questions, please contact the Certification department at [certification@rid.org](mailto:certification@rid.org) or 703-838-0030, option 6. + * The processing time is 7-10 business days for reinstatement requests. (Note that RIDโ€™s processing time does not affect the โ€œeffective dateโ€, which is the date that all of the requirements for reinstatement are received.) + * The application must be signed and notarized. + * Certifications can only be reinstated for a period of up to 24 months from the date of revocation. + * Reinstatement is available once in a memberโ€™s lifetime. + * Reinstatement of certification will result in a new certification cycle being added to the memberโ€™s account based on the date the reinstatement is approved. This will result in a gap in certification from the cycle end date to the reinstatement date. CEUs earned prior to the reinstatement date will not count toward the new certification cycle. + * If the member has a current associate membership at the time of reinstatement, their membership is upgraded for the remainder of the fiscal year. If a member is not a current associate member at the time of reinstatement, they must pay certified member dues for the fiscal year they are reinstated in. + * The reinstatement fee is non-refundable. + +If certification has lapsed for 6 months or less, you are welcome to request a +retroactive cycle extension. To submit this request please complete the +application on the [Certification Maintenance +page](https://rid.org/continuing-education/certification-maintenance/). + +I lost my certification due to failure to pay membership dues by July 31stโ€ฆ +what do I do? 2023-04-07T19:57:42+00:00 + +#### I lost my certification due to failure to pay membership dues by +July 31stโ€ฆ what do I do? + +โ€ฆreinstatement may be requested via [this +form](https://documentcloud.adobe.com/link/track?uri=urn:aaid:scds:US:0c456143-67c0-4136-a8c1-5716fdea279e). +Please note the following policies with regards to a request for reinstatement +when certification has been revoked for failure to pay membership dues on +time: + + * All reinstatement requests must be submitted via email to certification@rid.org. + * The application will not be reviewed before payment is submitted. Upon receipt of completed application with all supporting documentation attached, the Certification Department will email instructions for submitting the payment online through your member portal. + * Incomplete applications will not be reviewed. The effective reinstatement date will be the date the completed application is received. + * Reinstatement is handled by the Certification department. For questions, please contact Certification at [certification@rid.org](mailto:certification@rid.org) or 703-838-0030, option 6. + * The processing time is 7-10 business days for reinstatement requests. (Note that RIDโ€™s processing time does not affect the โ€œeffective dateโ€, which is the date that all of the requirements for reinstatement are received.) + * The application must be signed and notarized. + * Certifications can only be reinstated for a period of up to 24 months from the date of revocation. + * There is no cap on availability of reinstatement, however reinstatement will not be awarded consecutively (two years in a row). + * Reinstatement of certification will result in the memberโ€™s certification cycle resuming. CEUs earned as a requirement for memberโ€™s reinstatement will not count toward the certification cycle, nor will CEUs earned while the member is not currently certified count toward the cycle requirement. If the member is reinstated after the end of their certification cycle, they will be given until the end of the calendar year they are reinstated in to complete their CEU requirements for that cycle. + * Member must pay lapsed certified dues, plus processing fee to be considered for reinstatement. The processing fee is non-refundable. + +#### How to submit reinstatement requests: + +**Email:** certification@rid.org + +What is the NIC? 2023-07-12T19:36:01+00:00 + +#### What is the NIC? + +Holders of this certification have demonstrated general knowledge in the field +of interpreting, ethical decision making and interpreting skills. Candidates +earn NIC Certification if they demonstrate professional knowledge and skills +that meet or exceed the minimum professional standards necessary to perform in +a broad range of interpretation and transliteration assignments. This +credential has been available since 2005. + + +What is the NIC certification process? 2022-04-21T15:51:38+00:00 + +#### What is the NIC certification process? + + 1. Review all pertinent NIC webpages on the [CASLI website](http://www.casli.org/) + 2. Apply for the NIC Knowledge Exam + 3. Pass the NIC Knowledge Exam + 4. Submit proof of meeting the educational requirement to RID + 5. Apply for the NIC Interview and Performance Exam + 6. Pass the NIC Interview and Performance Exam + +What are the NIC Interview and Performance Exam educational +requirements? 2022-04-21T15:56:03+00:00 + +#### What are the NIC Interview and Performance Exam educational +requirements? + +NIC exam candidates wishing to test must have a minimum of a bachelor degree +(any major) or an approved updated/2012 Alternative Pathway to Eligibility +application recorded in their RID/CASLI Account before testing for any RID +performance-based exam. This applies to ALL NIC exam candidates, including +those who already hold RID certification. + +What is the CDI? 2023-07-12T19:35:50+00:00 + +#### What is the CDI? + +Holders of this certification are deaf or hard of hearing and have +demonstrated knowledge and understanding of interpreting, deafness, the Deaf +community, and Deaf culture. Holders have specialized training and/or +experience in the use of gesture, mime, props, drawings and other tools to +enhance communication. Holders possess native or near-native fluency in +American Sign Language and are recommended for a broad range of assignments +where an interpreter who is deaf or hard-of-hearing would be beneficial. This +credential has been available since 1998. + + +What is the CDI certification process? 2022-04-21T15:48:45+00:00 + +#### What is the CDI certification process? + + 1. Review all pertinent CDI webpages on the [CASLI website](http://www.casli.org/) + 2. Submit an audiogram or letter from audiologist to CASLI + 3. Apply for the CASLI Generalist Knowledge Exam + 4. Pass the Knowledge Exam + 5. Submit proof of meeting the associatesโ€™ degree educational requirement to RID (This will become a bachelorโ€™s degree requirement on May 17, 2021) + 6. Apply for the CASLI Deaf Interpreter Performance Exam + 7. Pass the CASLI Deaf Interpreter Performance Exam + +What are the CDI Performance Exam educational requirements? 2022-04-21T15:51:05+00:00 + +#### What are the CDI Performance Exam educational requirements? + +DI exam candidates wishing to test must have a minimum of an Bachelorโ€™s degree +(any major) or an approved updated/2012 Alternative Pathway to Eligibility +application recorded in their RID account before testing for any CASLI +performance-based exam. This applies to ALL CDI exam candidates, including +those who already hold RID certification. + +At the 2003 RID National Conference, in Chicago, IL, the membership passed +motion C2003.05, establishing degree requirements for RID certification +candidates. The motion stated the following related specifically to the CDI +Performance Exam: Effective June 30, 2016, Deaf candidates must have a minimum +of a bachelorโ€™s degree. + +**The education requirement is currently a bachelorโ€™s degree or equivalent, +effective May 17, 2021.** + +The CASLI Generalist Performance Exam for Deaf interpreters was released +November 16, 2020 therefore the date at which the Associate degree requirement +became a Bachelor degree requirement was May 17, 2021. + +What is RID's Alternative Pathway? 2023-07-12T19:34:34+00:00 + +#### What is RID 's Alternative Pathway? + +If you do not hold the necessary degree to take your exam, you may apply for +the Alternative Pathway. The Alternative Pathway consists of an Educational +Equivalency Application which uses a point system that awards credit for +college classes, interpreting experience, and professional development. + + +Alternative Pathway Educational Requirement Motion 2022-04-21T15:58:37+00:00 + +#### Alternative Pathway Educational Requirement Motion + +At the 2003 RID National Conference, in Chicago, IL, the membership passed +motion C2003.05, establishing degree requirements for RID certification +candidates. + +[View entire +motion](https://drive.google.com/file/d/0B3DKvZMflFLdSGh3SGZYVXhnSVE/view?usp=sharing) + +**Update regarding the impact of the moratorium on the educational +requirements as they relate to Deaf candidates for certification:** + +The motion stated the following related specifically to the CDI Performance +Exam: Effective June 30, 2016, Deaf candidates must have a minimum of a +bachelorโ€™s degree. However, due to the moratorium, the RID Board of Directors +has determined the following adjustment to the implementation to the CDI +Performance Exam Educational Requirements: The moratorium began six (6) months +before the implementation of the Bachelorโ€™s degree requirement for the CDI +Performance Exam (set to be implemented on July 1, 2016). To allow individuals +who do not have a degree a fair opportunity to take this exam before the +requirement changes, the RID Board of Directors has determined that six (6) +months will be added to any date that is established for ending the moratorium +on the CDI Performance Exam. For example, if the new CDI Performance Exam is +launched July 1, 2018, individuals will have until January 1, 2019, to meet +the BA requirement or alternative pathways to eligibility. + +What is the Educational Equivalency Application? 2022-04-21T16:08:04+00:00 + +#### What is the Educational Equivalency Application? + +The Educational Equivalency Application (EEA) is a system that measures a +combination of qualifications that can be collectively considered an +acceptable substitute for the new educational requirements. The EEA uses a +point system that awards credit for college classes, years of interpreting +work, and interpreter-related training. + +How is equivalency of a degree determined? 2022-04-21T16:08:24+00:00 + +#### How is equivalency of a degree determined? + +There are three categories in which Experience Credits can be earned. Each +Experience Credit is roughly equal to one semester hour of college credit. All +Experience Credits earned on the application are totaled and reviewed to +determine if the candidate earned 60 Experience Credits for an associateโ€™s +degree or 120 credits for a bachelorโ€™s degree. + +Is there an application fee for the Educational Equivalency +Application? 2022-04-21T16:08:41+00:00 + +#### Is there an application fee for the Educational Equivalency +Application? + +Yes, each application has a $50 non-refundable processing fee. This fee is to +help offset the intensive administrative work required to evaluate and process +the application. + +Do I have to have a minimum number of Experience Credits in any one +category? 2022-04-21T16:08:56+00:00 + +#### Do I have to have a minimum number of Experience Credits in any one +category? + +No, it is possible that a candidate may be able to meet the minimum number of +Experience Credits in only one category. For example, a candidate who has over +120 hours of college credits, but has not received a formal degree, would be +deemed to have the equivalent experience of a bachelorโ€™s degree based on their +college experience alone. Additionally, someone who has interpreted on a full- +time basis for 4 years meets the educational equivalency of an associateโ€™s +degree for the purposes of RIDโ€™s educational requirement. + +I have way more than the required number of Experience Credits, should I +submit all my documentation for every single category? 2022-04-21T16:09:32+00:00 + +#### I have way more than the required number of Experience Credits, +should I submit all my documentation for every single category? + +No, earning more than the required number Experience Credits will be +documented the same as if you earned strictly the required number of +Experience Credits. By submitting the least amount of paperwork to get you to +the required Experience Credits it will be less work for you and can be +processed faster by RID. + +I have taken classes at more than one college. Should I submit transcripts for +each college? 2022-04-21T16:09:54+00:00 + +#### I have taken classes at more than one college. Should I submit +transcripts for each college? + +Yes, you must submit an official academic transcript for each credit that you +wish to count toward the Educational Equivalency Application. Experience +Credits cannot be earned for undocumented coursework. + +My school is mailing my academic transcript directly to RID. Can I send +documents separately? 2022-04-21T16:10:07+00:00 + +#### My school is mailing my academic transcript directly to RID. Can I +send documents separately? + +No, send only completed applications with full documentation. You are welcome +to have your official academic transcript sent to your home address and after +opening the official transcript from the envelope, send us the original or a +scanned copy along with your complete application. + +What is the difference between semester hours and quarter hours? 2022-04-21T16:10:23+00:00 + +#### What is the difference between semester hours and quarter hours? + +Most college and university schedules are built on either a semester or +quarter hour system. If your classes met for 15 weeks, your college was +probably based on a semester hour schedule. If your classes met for only 12 +weeks, your college was probably based on a quarter hour schedule. Because of +the difference in contact hours between these systems, semester hour classes +earn slightly more Experience Credits than quarter hour classes. + +Are college credits accepted from any institution? 2022-04-21T16:10:38+00:00 + +#### Are college credits accepted from any institution? + +College credits will be accepted if they are received on an official academic +transcript and are from an accredited institution. + +How do I calculate my experience as an interpreter? 2022-04-21T16:10:54+00:00 + +#### How do I calculate my experience as an interpreter? + +For each year that you have worked as an interpreter, you must determine if +you worked for a single employer or multiple employers. Additionally, you must +determine if you worked on a part-time or full time basis. Once you have +determined the number of years you have worked, enter those numbers in the +appropriate field on the form and calculate your Experience Credits. + +What information must be provided on my Interpreting Experience +letter? 2022-04-21T16:11:09+00:00 + +#### What information must be provided on my Interpreting Experience +letter? + +To apply credit towards Interpreting Experience the provided letter must state +1) that you worked as an interpreter, 2) how many years you have worked and 3) +how many hours a week you have worked. + +What is the difference between โ€œSingle Employerโ€ and โ€œMultiple +Employers/Freelance Interpreting?โ€ 2022-04-21T16:11:23+00:00 + +#### What is the difference between โ€œSingle Employerโ€ and โ€œMultiple +Employers/Freelance Interpreting?โ€ + +โ€œSingle Employerโ€ is for contracted/staff employees. โ€œMultiple +Employers/Freelance Interpretingโ€ is for individuals working for multiple +agencies and or working as a self employed Freelance Interpreter. When +possible please provide proof by submitting a letter from the employer. +Freelance Interpreters may submit a notarized letter. + +What is the company I used to work for is no longer active? How do I get a +letter from them? 2022-04-21T16:11:39+00:00 + +#### What is the company I used to work for is no longer active? How do I +get a letter from them? + +If you are unable to obtain a letter from the employer you may submit a +notarized letter stating 1) that you worked as an interpreter, 2) how many +years you have worked and 3) how many hours a week you have worked. + +Is there a place on this application for experience as a CODA? 2022-04-21T16:11:56+00:00 + +#### Is there a place on this application for experience as a CODA? + +While having Deaf parents undoubtedly helps to develop some interpreting +skills, the Alternative Pathway is designed to assess experience gained +through formal education and professional experience. CODAs will have the +opportunity to demonstrate their abilities through RID's exams, but no +specific credit is given on the Alternative Pathway. + +Can my Educational Equivalency Application be reviewed before I provide +payment? 2022-04-21T16:12:10+00:00 + +#### Can my Educational Equivalency Application be reviewed before I +provide payment? + +No, the $50 processing fee must be submitted with the application. If you +choose to submit the application without payment it will not be reviewed until +payment has been confirmed. + +If I submit my application without payment and/or it does not meet the +required Experience Credits, how long will it be held for? 2022-04-21T16:12:26+00:00 + +#### If I submit my application without payment and/or it does not meet +the required Experience Credits, how long will it be held for? + +Incomplete applications will be held for 60 days. After that time they will be +discarded and a new and complete application will need to be submitted. + +If I am approved for Educational Equivalency, what are the next steps? 2022-04-21T16:12:40+00:00 + +#### If I am approved for Educational Equivalency, what are the next +steps? + +Your next step will depend on where you are in the processes of certification. +For more information on this please review the appropriate Candidate Handbook +which you can find at www.rid.org. + +If I am disapproved, how soon can I apply for Educational Equivalency +again? 2022-04-21T16:12:53+00:00 + +#### If I am disapproved, how soon can I apply for Educational +Equivalency again? + +You are welcome to apply for the Educational Equivalency as often as you wish. +However, each application must include a $50 non-refundable application fee. + +What are the licensure/certification rules in my state? 2023-07-12T20:00:29+00:00 + +#### What are the licensure/certification rules in my state? + +Currently, there is no federal requirement for certification. Instead, each +state sets its own standards, sometimes through laws and regulations, for +interpreter qualifications. We have a [state-by-state summary of +regulations](https://rid.org/programs/gap/state-by-state-regulations/) that +can help you determine what the requirements are in your state. + +Where is my Newly Certified packet? 2022-04-21T16:28:42+00:00 + +#### Where is my Newly Certified packet? + +You can expect to receive a Newly Certified Packet from RID approximately 6-8 +weeks after your passing performance exam and your results letter was sent. +This packet will include your certificate and a congratulations letter. You +should also receive an email when your new certification is added to your RID +account with information about maintaining certification. + +Note: you may begin earning CEUs for your new certification cycle any time on +or after your certification start date. + +How do I get a duplicate certificate? 2022-04-21T16:29:09+00:00 + +#### How do I get a duplicate certificate? + +In the event that your certificate arrives damaged, with incorrect spelling or +information, or does not arrive at all (three weeks after being mailed), the +certificate will be replaced once free of charge. This replacement request +should be submitted in writing to certification@rid.org. + +In the event that you lose your certificate, need a replacement certificate, +want the name on the certificate updated due to a legal name change, or would +simply like a duplicate certificate, you may purchase one on the RID website. +Replacement certificates are processed once a month. + +How do I display my credential? 2022-04-21T16:29:33+00:00 + +#### How do I display my credential? + +One of the privileges of achieving RID certification is the ability to show +your credential on your business card, resume, brochures or other +advertisements, etc. Your credentials (also called โ€œpost-nomial +abbreviationsโ€) should be displayed only after your full name (with or without +middle initial) in the following order: + +Given names (Jr., II, etc.) +Academic degrees from highest level to lowest level above a bachelor degree +(bachelor degree credentials are not typically displayed) +State licensure credentials +Professional certifications (such as RID credentials) +Certificants who hold more than one RID certification should display them in +the following order: IC, TC, IC/TC, CSC, MCSC, RSC, OIC:V/S, OIC:S/V, OIC:C, +CI, CT, CI and CT, CDI, NIC, NIC Advanced, NIC Master, OTC, SC:PA, SC:L, NAD +III, NAD IV, NAD V, Ed:K-12. + +Here are a few examples of displaying the RID credentials: +Jane L. Doe, MS, CDI, CLIP-R +John Doe, Jr., QAST, CI and CT, Ed:K-12 +Jane Lynn Doe, PhD, NIC, SC:L, NAD IV + +How do I get a Certified membership? 2023-10-16T17:25:50+00:00 + +#### How do I get a Certified membership? + +Maintaining current RID membership is a requirement for maintaining RID +certification. If you are a current Associate Member at the time you achieve +certification, your membership will automatically be converted into a +Certified Membership. If you are not an Associate or Certified member at the +time you achieve certification, you need to pay Certified Member dues to bring +your membership into good standing. For more information, contact the Member +Services Department at 571-384-5163. + +Keep in mind:Membership runs from July 1 through June 30 and is paid for +annually.There is no extra charge for holding more than one RID certification +or for holding specialty certification. Those who hold NAD certification must +also keep their NAD certification dues in good standing with RID. + +### CMP FAQs. + +#### Answered questions for your professional development. + +__ + +#### Certification Maintenance Program + + * CMP + +How many CEUs do I need to maintain my certification? 2022-04-21T15:30:52+00:00 + +#### How many CEUs do I need to maintain my certification? + +To maintain your certification, you need to earn a total of 8.0 CEUs (80 +contact hours) with a minimum of 6.0 in Professional Studies (PS) within each +certification cycle (4 years). + +Is there a requirement to earn General Studies (GS) CEUs? 2022-04-21T15:30:44+00:00 + +#### Is there a requirement to earn General Studies (GS) CEUs? + +There is no requirement to earn General Studies (GS) CEUs. Please remember +that if GS CEUs are earned only a maximum of 2.0 CEUs will be counted towards +your total. + +Am I able to earn all my CEUs in Professional Studies (PS)? 2022-04-21T15:30:39+00:00 + +#### Am I able to earn all my CEUs in Professional Studies (PS)? + +Yes, you may earn all of the CEUs required (8.0) in Professional Studies (PS). + +I have earned over 8.0 CEUs for my certification cycle; will the extra CEUs +that I have earned roll over to my next certification cycle? 2022-04-21T15:30:31+00:00 + +#### I have earned over 8.0 CEUs for my certification cycle; will the +extra CEUs that I have earned roll over to my next certification cycle? + +No. CEUs must be earned within your cycle begin and end dates to count towards +maintaining your certification for that cycle. CEUs beyond the 8.0 required +will not roll over into your next certification cycle. + +How do I find out when my certification cycle ends? 2022-04-21T15:30:24+00:00 + +#### How do I find out when my certification cycle ends? + +This information can be found by [logging into your RID member +portal](http://myaccount.rid.org/) where the certification cycle start and end +date will be listed above the CEU table. + +My member ID card has an expiration date of June 30th, is this when my +certification cycle will expire? 2023-07-12T19:56:02+00:00 + +#### My member ID card has an expiration date of June 30th, is this when +my certification cycle will expire? + +Membership cycles run on the fiscal year, which ends on June 30th. +Certification cycles run on the calendar year, which ends on December 31st. +Your certification cycle does not expire when your membership expires, +however, part of maintaining your certification is maintaining membership. + +Please note that RID no longer prints and provides physical membership cards. +Please visit this page for more information: + + +Is there a renewal fee once my certification cycle expires? 2022-04-21T15:30:12+00:00 + +#### Is there a renewal fee once my certification cycle expires? + +There is no renewal fee for your certification. Be sure that your membership +is up to date to avoid revocation. + +My certification cycle ends at the end of the year and I have completed all of +my CEUs, what do I do next? 2022-04-21T15:30:06+00:00 + +#### My certification cycle ends at the end of the year and I have +completed all of my CEUs, what do I do next? + +There is nothing more that you need to do. Your new certification cycle will +be added shortly after the new year begins. + +I am late paying my member dues, will my certification be revoked? 2022-04-21T15:30:01+00:00 + +#### I am late paying my member dues, will my certification be revoked? + +Membership dues are due June 30th. Certified members are given a one-month +grace period to renew, and can do so without penalty by July 31st. If your +dues are not paid by July 31st, your certification(s) will be revoked on +August 1st. + +### CEU FAQs. + +#### CEU questions and answers for RID members. + +__ + +#### Continuing Education Units + + * CEUs + +I have completed academic coursework, am I able to earn CEUs for my +classes? 2023-07-12T19:54:54+00:00 + +#### I have completed academic coursework, am I able to earn CEUs for my +classes? + +Yes. You will need to contact an RID approved sponsor to process the +paperwork. ([Academic Coursework](https://rid.org/programs/certification- +maintenance/ceus/)). + +There is an activity I would like to complete that does not already offer RID +CEUs. How do I get this activity approved for RID CEUs? 2024-04-17T20:28:27+00:00 + +#### There is an activity I would like to complete that does not already +offer RID CEUs. How do I get this activity approved for RID CEUs? + +Locate a sponsor by using the search tool +, contact the sponsor +(they do not need to be specific to your area) and complete the paperwork the +sponsor provides you with. + +How long does it take for CEUs to appear on my CEU transcript? 2022-04-21T15:29:28+00:00 + +#### How long does it take for CEUs to appear on my CEU transcript? + +Sponsors have up to 60 days to process CEUs and add the workshop to your +transcript. + +It has been more than 60 days and the CEUs do not appear on my transcript, +what do I do? 2023-07-12T19:38:14+00:00 + +#### It has been more than 60 days and the CEUs do not appear on my +transcript, what do I do? + +Complete and submit a [CEU discrepancy report](https://rid.org/ceu- +discrepancy-report/). Be sure to attach the certificate of completion for the +activity. + +When can I begin earning CEUs to fulfill the CMP requirements? 2022-04-21T15:28:40+00:00 + +#### When can I begin earning CEUs to fulfill the CMP requirements? + +You can begin earning CEUs any time on or after your results sent date which +can be found by logging into your member portal and clicking โ€œView Your Exam +Historyโ€ or on or after your cycle begin date. + +How do I locate an RID approved sponsor? 2022-04-21T15:28:34+00:00 + +#### How do I locate an RID approved sponsor? + +You can locate an RID approved sponsor by using the [CMP/ACET Sponsor search +directory](https://myaccount.rid.org/Public/Search/Sponsor.aspx). The sponsor +does not have to be in the state that you work or reside in. + +I canโ€™t see the CEUโ€™s from my last (or previous) cycles? 2023-07-12T19:37:24+00:00 + +#### I canโ€™t see the CEUโ€™s from my last (or previous) cycles? + +Only CEUs from your current certification cycle will be visible on your CEU +transcript. To view previous workshops click โ€œView Your Education Historyโ€ +located on the left hand side of the screen of the member portal. When +adjusting the dates to view previous CEU activities, type the start and end +dates or use the drop down calendar feature to select both a year and a day. +If you need an official copy of your CEU transcript, please [click here to +fill out a CEU transcript request form](https://rid.org/transcript-request- +form/). + +Iโ€™m a Student member, how do I find my official CEU transcript? 2023-04-07T20:02:34+00:00 + +#### Iโ€™m a Student member, how do I find my official CEU transcript? + +CEUs are only tracked for Certified and Associate members. Student members do +not have access to an official CEU transcript. + +My state requires that I provide an official CEU transcript of my previous +workshops. How can I obtain a copy of my official CEU transcript of my +previous workshops? 2023-07-12T19:36:54+00:00 + +#### My state requires that I provide an official CEU transcript of my +previous workshops. How can I obtain a copy of my official CEU transcript of +my previous workshops? + +Please [click here to fill out a CEU transcript request +form](https://rid.org/transcript-request-form/). + +### Ethics FAQs. + +#### Answers to complaints, policy, procedures and more. + +__ + +#### Ethics and EPS Questions + + * EPS Reform + * Ethics + +What if I have an ethical dilemma? 2023-04-12T17:00:38+00:00 + +#### What if I have an ethical dilemma? + +If you have questions regarding an ethical dilemma, first consult the [NAD-RID +Code of Professional Conduct](https://rid.org/programs/ethics/code-of- +professional-conduct/) and the [RID Standard Practice +Papers](https://rid.org/programs/ethics/#standardpracticepapers). While RID +Headquarters staff and/or the Ethics Committee may not be able to resolve +ethical questions directly, they can provide you with materials which may +assist you or refer you to individuals or agencies who may be able to advise +you. We ask that you be open to communicating with a mentor or trusted +colleague. + +What do I do if Iโ€™ve been subpoenaed to testify about something I interpreted? +How does Tenet 1 (Confidentiality) apply to this situation? 2023-04-12T20:07:46+00:00 + +#### What do I do if Iโ€™ve been subpoenaed to testify about something I +interpreted? How does Tenet 1 (Confidentiality) apply to this situation? + +These resources address subpoenas and testifying in court: + +[ To Testify or Not to Testify: That is the Question](https://drive.google.com/file/d/1PtA60a_XZwhkXKJAp4QaWEB7yJUXht75/view?usp=sharing) (October 2002 VIEWS article) + [ Responding to Subpoenas](https://drive.google.com/file/d/1Kr3iYrMSzgmKT_hKjFSx6ooWuURjg3Lr/view?usp=share_link) (August/September 2004 VIEWS article) + [ The Murky Waters of Testifying in Court](https://drive.google.com/file/d/1DrR1gLpH4jaJvjUw6u9oKLMksQFSSzsu/view?usp=share_link) (November 2006 VIEWS article) + +If I file an ethics complaint, how long will the process take? 2023-07-12T20:07:07+00:00 + +#### If I file an ethics complaint, how long will the process take? + +It depends on the complexity of the case. The primary focus is to do a +thorough investigation so the results can be fair and neutral. So RID is not +able to give a firm timeline for the EPS process. + +What if the interpreter is not a member of RID? 2023-07-12T20:06:24+00:00 + +#### What if the interpreter is not a member of RID? + +If an interpreter is not a member of RID, you cannot file a complaint against +them through RIDโ€™s EPS. You may want to discuss the problem with the +interpreter, and if that is not successful, consider talking to the employing +entity that contracted or arranged for the interpreting service. + +What if I need to file a complaint against an interpreting service +agency? 2022-04-11T18:56:39+00:00 + +#### What if I need to file a complaint against an interpreting service +agency? + +The jurisdiction of the RID EPS covers individual interpreters who are +required to adhere to the NAD-RID Code of Professional Conduct (CPC) while +interpreting. NAD and RID do not regulate the business practices of service +providers. However, starting in 2013, NAD and RID formed a joint task force to +look into this situation. The Reputable Agency Task Force is charged with +recommending solutions to addressing ethical practices of businesses. + +Who can I contact at RID Headquarters about ethical matters? 2023-07-12T20:04:47+00:00 + +#### Who can I contact at RID Headquarters about ethical matters? + +If, after looking through the [EPS Policy +Manual](https://acrobat.adobe.com/link/track?uri=urn:aaid:scds:US:a9d3fc86-516c-3d09-b35c-f1cde435eb55), +the [NAD-RID Code of Professional +Conduct](https://drive.google.com/file/d/0B-_HBAap35D1R1MwYk9hTUpuc3M/view?usp=sharing), +and the [Official Complaint +Form](https://acrobat.adobe.com/link/track?uri=urn%3Aaaid%3Ascds%3AUS%3Adaa9f7a4-3e49-36f9-b7a7-088c86042b4a), +you still have unanswered questions, please contact the Ethical Practices +System Department at ethics@rid.org or 571-384-5849 (VP). + +How does the Ethical Practices System (EPS) differ from the NAD-RID Code of +Professional Conduct (CPC)? 2023-10-10T18:11:43+00:00 + +#### How does the Ethical Practices System (EPS) differ from the NAD-RID +Code of Professional Conduct (CPC)? + +The Code of Professional Conduct is a holistic guide for interpreting +professionals in their actions, ethical decisions and behaviors related to +their work as interpreters. The CPC outlines the baseline of professional +standards expected of professional interpreters. The Ethical Practice System +is the policy and procedures complementary to the CPC. The EPS clearly defines +specific behaviors prohibited under said policies and outlines the procedure +for grievances against those violating that policy. The EPS is a grievance +system by which stakeholders can report unethical or unprofessional behaviors. +Filing a complaint against an interpreter will prompt RID to investigate said +behaviors. The EPS is a mechanism by which RID holds bad actors accountable +for violating the NAD-RID CPC and EPS policies. + +Do I still need to follow the NAD-RID CPC? 2023-10-10T18:12:53+00:00 + +#### Do I still need to follow the NAD-RID CPC? + +Yes. The CPC is foundational to the interpreting profession. All RID members +are expected to read, understand and comply with the CPC. + +Why were these changes made? 2023-10-10T18:13:33+00:00 + +#### Why were these changes made? + +As with any profession, best practices dictate that an organization +intermittently revisits its policies and procedures to keep up with industry +standards, consider the needs of our consumers, and review the trends within +the profession. RID has a legal and ethical obligation to ensure that our EPS +protects the integrity of RID certification, foster accountability and +integrity among professional practitioners and ultimately protect our +consumers. RID worked with a legal consultant who is a leader in the field of +grievance systems and with a group of Subject Matter Experts and leading +thinkers, practitioners, and educators within our field to review and make +recommendations to revisit the scope of and enhance the efficiency of our EPS +in accordance to the needs of our consumers and members. The organization is +obligated to protect our members and consumers, and the changes made to the +EPS will achieve this goal. Additionally, these changes were made to align +with RIDโ€™s goal of applying for accreditation by the National Commission of +Certifying Agencies. + +Were members involved with discussions or part of these deliberations before +these changes were made? 2023-10-10T18:14:18+00:00 + +#### Were members involved with discussions or part of these +deliberations before these changes were made? + +The RID EPS department and Ethics Committee conducted no fewer than four town +halls and two conference presentations to solicit feedback from RID members +and members of the Deaf community on their experiences with the EPS and to +solicit recommendations for improvement. The Ethics Committee and RIDโ€™s EPS +department collected surveys, conducted interviews, met regularly with members +of the Ethics Committee and conducted research and sought out various +approaches for consideration in our EPS, including a Restorative Justice +approach. Additionally, RID consulted with one of the leading legal experts to +assist us in writing a robust and clear grievance policy that will protect our +certification and our consumers. We also worked with a diverse group of +experts in the field of interpreting. Perspectives from the information we +collected from members and consumers from the town halls, along with our +consultant, the EPS workgroup, and RID Headquarters Staff who manage our EPS +department, were all considered during the development of the new EPS. +Therefore multiple perspectives and membersโ€™ and grievance-filersโ€™ experiences +were carefully considered and incorporated during the reform process. + +Who was in the workgroup? How were the workgroup membersโ€™ selections +made? 2023-10-10T18:14:53+00:00 + +#### Who was in the workgroup? How were the workgroup membersโ€™ selections +made? + +The EPS Reform Workgroup comprises Subject Matter Experts in the interpreting +profession, community members and consumers of interpreting services. We +brought together a diverse group of people from varying geographic locations, +areas of practice, backgrounds and experiences in working with interpreters +and consumers. This workgroup is not responsible for overseeing the EPS, only +for developing the policies and procedures in accordance with the best +interest of our members and community and with industry best practices. The +work group was recruited based on specific knowledge, abilities, and +experience they were able to contribute to this process. The EPS Reform +Workgroup has a defined scope of work reviewed and approved by the Board of +Directors. + +How do I know these changes actually comply with industry and legal +standards? 2023-10-10T18:18:11+00:00 + +#### How do I know these changes actually comply with industry and legal +standards? + +RID worked with a legal consultant specializing in developing policies and +procedures for trust professions (i.e., nursing, social work). While our legal +consultant provided the framework for our grievance system, our work group and +SMES tailored it to the specific needs of our profession. The new EPS is +modeled after codes of professional accountability and integrity and on +grievance procedures found in the policies and standards of many other trust +professions. + +Interpreting is a unique profession. How did the EPS Reform Workgroup +determine what standards apply to our profession? 2023-10-10T18:22:26+00:00 + +#### Interpreting is a unique profession. How did the EPS Reform +Workgroup determine what standards apply to our profession? + +Accountability and integrity are critical and relevant to any service provider +in any trust profession. The same shared practices and standards expected of +trust professions also apply to the field. RIDโ€™s workgroup and legal counsel +carefully looked at these to ensure the appropriateness of incorporating such +standards. + +Are members able to vote on the EPS changes? 2023-10-10T18:23:12+00:00 + +#### Are members able to vote on the EPS changes? + +No. Changes to any policies and procedures by which RID operates are under the +purview of the Board of Directors, who RID members elected. This process helps +ensure a smooth governance process and adherence to industry and legal +standards, including preventing conflict of interest issues. + +The Board of Directors are interpreters themselves. Isnโ€™t it a conflict of +interest for them to set policies like the EPS policy? 2023-10-10T18:23:43+00:00 + +#### The Board of Directors are interpreters themselves. Isnโ€™t it a +conflict of interest for them to set policies like the EPS policy? + +The Board of Directors have legal obligations and fiduciary responsibilities +to RID to ensure their policies are in the organizationโ€™s best interest. There +are no such restrictions on those who are not on the organizationโ€™s Board of +Directors. + +When does the revised EPS policy take effect? 2023-04-18T15:19:05+00:00 + +#### When does the revised EPS policy take effect? + +These changes will be in effect, via attestation of receipt, at each RID +membership renewal juncture and be effective immediately. Also, it is +effective immediately for individuals who apply for certification through RID +or apply or take CASLI examinations. + +What about old complaints? Can I refile if I am not satisfied with the +previous outcome? 2023-10-10T18:25:19+00:00 + +#### What about old complaints? Can I refile if I am not satisfied with +the previous outcome? + +The EPS will not review old complaints that were adjudicated, resolved through +mediation agreement or if the EPS determined the complaint did not have merit. +However, if you previously submitted a complaint that did not meet the old +systemโ€™s criteria and believe it may meet those under the revised policy, +please contact the EPS staff. If you are the respondent in a current +complaint, the EPS will reach out to you regarding your case. + +Whatโ€™s the process for filing a complaint? 2024-07-24T20:45:52+00:00 + +#### Whatโ€™s the process for filing a complaint? + +Please see the English version here: + +The ASL version will be released soon, along with an ASL version of the new +EPS policy. + +Can non-member interpreters be held accountable for NAD-RID CPC +violations? 2023-10-10T18:26:32+00:00 + +#### Can non-member interpreters be held accountable for NAD-RID CPC +violations? + +RID will accept and retain complaints against non-members in case the +individual applies for membership then RID will make their determination when +applicable. RID will be working to develop reciprocal agreements with states +who have licensure laws to inform these states about complaints against both +members and non-members. + +How do you define harm? 2023-10-10T18:27:00+00:00 + +#### How do you define harm? + +As mentioned in the policy, the EPS defines harm as: โ€œAny action during +interpreting encounters or professional-related activities that negatively +impacts the consumer and/or interpreting professionals and/or damages the +integrity of the profession; any action rooted in audism, ableism, racism, +anti-blackness, classism, sexism, xenophobia, and the like. These actions can +be intentional or unintentional, perceived or real.โ€ + +I never set out to cause harm, yet I may be punished for what others thought +was harmful. Interpreting is a complex profession, and this definition of harm +is unfair. Why is this happening? 2023-10-10T18:27:32+00:00 + +#### I never set out to cause harm, yet I may be punished for what others +thought was harmful. Interpreting is a complex profession, and this definition +of harm is unfair. Why is this happening? + +As a trust profession, all of us must consider the impact of our actions, act +with integrity and hold ourselves accountable. One may mean well, but the +impact of their actions may be adverse. With that said, those overseeing the +EPS are trained to thoroughly screen and investigate complaints so that the +results will be fair and neutral. + +How do I know Iโ€™m complying with the NAD-RID CPC? 2023-10-10T18:28:05+00:00 + +#### How do I know Iโ€™m complying with the NAD-RID CPC? + +Aside from studying the CPC and participating in continuing education on +ethics, itโ€™s important to recognize that accountability and integrity are +foundational to the CPC and EPS. Below are three definitions from the revised +EPS policy that may help answer your question. + +**Integrity** is defined as โ€œBehaviors that demonstrate trustworthiness, +honesty, respect, authentic self-reflection taking into account the intent and +impact of the practitionerโ€™s actions, willingness to be held accountable by +consumers and colleagues, and uphold professional standards before, during, +and after interpreting encounters and professional-related activities.โ€ + +**Accountability** is defined as: โ€œAn interpreting professionalโ€™s disposition +and behaviors that demonstrate a willingness to be responsible for their +actions, be answerable to consumers, their colleagues and RID and to report, +explain or give response to any action that is called into question as causing +or perpetuating harm to the consumer or the interpreting profession.โ€ + +**Continuous compliance** is defined as: โ€œConduct demonstrated while actively +interpreting, representing oneself as an interpreter in professionally +constructed spaces both in person and in digital spaces, as well as promoting +the appearance of oneself as an agent of the profession.โ€ + +Additionally, please see this section in the [EPS +policy](https://acrobat.adobe.com/link/track?uri=urn:aaid:scds:US:a9d3fc86-516c-3d09-b35c-f1cde435eb55) +that lists prohibited actions. **Note: the listed prohibited activities +are****not****exhaustive.** + +Do the EPS and NAD-RID CPC cover online activities? 2023-10-10T18:28:46+00:00 + +#### Do the EPS and NAD-RID CPC cover online activities? + +The EPS policy defines online professional space as a space where +interpreting-related business is conducted (e.g., solicitation of interpreting +services), interpreting-related content is shared, or where the majority of +participants are interpreting professionals engaging in interpreting-related +discussions. This space includes spaces where interpreting professionals +and/or their work products and/or actions taken during their interpreting +duties are posted, shared, or discussed and may be face-to-face or virtual. + +The revised EPS policy violates my personal freedom. Why does the new EPS +policy cover instances where I am not actively interpreting? 2023-10-10T18:29:23+00:00 + +#### The revised EPS policy violates my personal freedom. Why does the +new EPS policy cover instances where I am not actively interpreting? + +As professionals in a trust profession, what we say and do within any +interpreter-related activity or discussion could have a tremendous and far- +reaching impact on our consumers, especially those who are members of +marginalized and oppressed communities. Our consumers deserve professionalism, +accountability and integrity in all aspects from sign language interpreters. + +What if I disagree with RIDโ€™s position on racism, ableism, audism, sexism, +homophobia, and so forth? 2023-10-10T18:30:43+00:00 + +#### What if I disagree with RIDโ€™s position on racism, ableism, audism, +sexism, homophobia, and so forth? + +The EPS holds interpreters accountable for unprofessional or unethical actions +and behaviors. As members of a trust profession, our actions and speech have a +tremendous and far-reaching impact on our associates, consumers and colleagues +who are members of marginalized and oppressed communities. To allow unethical +or unprofessional behaviors to continue without holding our members +accountable impinge on the provision of equal, effective communication that +our consumers deserve and are an enormous disservice to our colleagues, +students, and associates within the profession. + +I am taking a test from CASLI and am not certified yet. Do the NAD-RID CPC and +EPS apply to me? 2023-10-10T18:31:14+00:00 + +#### I am taking a test from CASLI and am not certified yet. Do the NAD- +RID CPC and EPS apply to me? + +Yes. Per the revised EPS policy, all RID members, certificate holders and +CASLI candidates are subject to professional standards under this policy. This +policy ensures compliance with the CPC, EPS, objectivity, and fundamental +fairness to all persons who may be parties in a complaint of professional +misconduct. + +What kind of consequences could happen against me if Iโ€™m found guilty of +violating the NAD-RID CPC or the new EPS Policy? 2023-10-10T18:31:49+00:00 + +#### What kind of consequences could happen against me if Iโ€™m found +guilty of violating the NAD-RID CPC or the new EPS Policy? + +As outlined in the revised EPS policy, these consequences may include, but are +not limited to: + + * the assignment of remedial education, + * non-public or public reprimand and warning, + * suspension and/or revocation of RID membership or eligibility for RID membership, + * suspension and/or revocation of certification or eligibility for RID certification or other disciplinary action as determined at the discretion of RID. + +Additionally, disciplinary actions may be reported to any state licensing +authority, the federal government, the certificantโ€™s employer, and other +interested parties, including individuals seeking information about the +certificantโ€™s credentials, in accordance with procedures outlined in the EPS +policy. + +The EPS policy represents some, though not necessarily all, of the behaviors +that may trigger review under RIDโ€™s EPS. RID retains the right to take +disciplinary action under this policy even if the certificantโ€™s membership +expires or the certificant retires from practice, provided that the violation +triggering the disciplinary proceeding occurred when the candidate or +certificant was certified, seeking certification, or applying for or holding +any other RID credentials. + +As an interpreter, if I see a colleague violating the NAD-RID CPC, or the new +EPS policy, can I file a complaint against them? 2023-10-10T18:32:25+00:00 + +#### As an interpreter, if I see a colleague violating the NAD-RID CPC, +or the new EPS policy, can I file a complaint against them? + +Yes. That is one of RIDโ€™s changes to the EPS, so third parties who witness +potential CPC or EPS violations, can file complaints. This change helps to +ensure the accountability and integrity of the profession. + +How long does the EPS process take, from complaint to resolution? 2023-10-10T18:33:01+00:00 + +#### How long does the EPS process take, from complaint to resolution? + +It depends on the complexity of the case. The primary focus is to do a +thorough investigation so the results can be fair and neutral. So RID is not +able to give a firm timeline for the EPS process. + +Who can file a complaint? 2024-07-24T20:41:17+00:00 + +#### Who can file a complaint? + +Anyone directly involved or a witness to the potential CPC violation or EPS +Policy infraction may [file a complaint](https://rid.org/eps-complaint-form/) +with RIDโ€™s EPS. + +What do I do if I am unsure if my complaint falls within the purview of the +EPS? 2024-07-24T20:41:47+00:00 + +#### What do I do if I am unsure if my complaint falls within the purview +of the EPS? + +You can still [file a complaint](https://rid.org/eps-complaint-form/) with +RIDโ€™s EPS, and we will inform you if it does or does not. + +Does the EPS still publish a list of people who have violated the NAD-RID +CPC? 2023-10-10T18:34:45+00:00 + +#### Does the EPS still publish a list of people who have violated the +NAD-RID CPC? + +Yes, the EPS still publishes a list of individuals who have violated the CPC. +The list can be found here: + +Isnโ€™t the criminal convictions self-disclosure racist and cause harm to +marginalized groups? 2023-10-10T18:53:11+00:00 + +#### Isnโ€™t the criminal convictions self-disclosure racist and cause harm +to marginalized groups? + +RID recognizes that the United States judicial system has severe problems with +racism. The organization will carefully examine each self-disclosure and +determine whether the conviction indicates a risk for vulnerable populations +who may interact with the interpreter with criminal convictions. + +Isnโ€™t the criminal convictions self-disclosure an invasion of my +privacy? 2023-10-10T18:53:23+00:00 + +#### Isnโ€™t the criminal convictions self-disclosure an invasion of my +privacy? + +No. The majority of criminal convictions are a matter of public record. That +said, the self-disclosure information is securely retained in our CRM, which +is only available to EPS staff. + +If the criminal convictions are a matter of public record, why doesnโ€™t RID +investigate each member for it? 2023-10-10T18:53:29+00:00 + +#### If the criminal convictions are a matter of public record, why +doesnโ€™t RID investigate each member for it? + +In the spirit of accountability and integrity, it is better for the member to +self-disclose. If the member does not self-disclose, they do not demonstrate +self-accountability or integrity. RID will investigate reports of interpreters +with criminal convictions who may present a risk to vulnerable populations. + +If I know of a RID member who has a criminal conviction and may present a risk +to vulnerable populations, and they are actively interpreting in the field, +can I report them to EPS? 2023-10-10T18:53:38+00:00 + +#### If I know of a RID member who has a criminal conviction and may +present a risk to vulnerable populations, and they are actively interpreting +in the field, can I report them to EPS? + +Yes, you may report them to RIDโ€™s EPS, and RID will investigate. + +### Deaf and Accessibility Resources FAQs. + +#### Answers to much needed resources for DHHDB community and those needing +information. + +__ + +#### Deaf and Accessibility Resources Questions + + * Deaf Resources + +Where can I find information on the Americans with Disabilities Act +(ADA)? 2023-04-11T17:02:39+00:00 + +#### Where can I find information on the Americans with Disabilities Act +(ADA)? + +#### [ADA Home Page](http://www.usdoj.gov/crt/ada/adahom1.htm) โ€“ Contains +information and helpful resources pertaining to the Americans with +Disabilities Act (ADA). + +#### [ADA Tax Incentives Packet](http://www.ada.gov/archive/taxpack.htm) โ€“ +Information from the U.S. Department of Justice about the ADA and tax benefits +for small and large businesses, as well as IRS information. + +What is CART and are there any CART Services (Communication Access Realtime +Translation) available? 2023-04-12T17:06:12+00:00 + +#### What is CART and are there any CART Services (Communication Access +Realtime Translation) available? + +#### [Communication Access Information +Center](https://www.ncra.org/home/professionals_resources/professional- +advantage/Captioning/captioning-resources-for-providers) โ€“ Sponsored by the +National Court Reporters Association, this site has general information about +CART, how to find a provider and what to expect. In addition, the site +discusses different setting where CART is used. + +Are there any Deaf/Hard-of-Hearing Associations? 2023-04-11T17:01:25+00:00 + +#### Are there any Deaf/Hard-of-Hearing Associations? + +#### [American Association of the Deaf-Blind](http://aadb.org/) โ€“ AADB is a +national consumer organization of, by and for deaf-blind Americans and their +supporters. Deaf-blind includes all types and degrees of dual vision and +hearing loss. + +#### [Coalition of Organizations for Accessible +Technology](https://ecfsapi.fcc.gov/file/6519869057.pdf) โ€“ COAT is a coalition +of over 300 national, regional, state, and community-based disability +organizations, including RID. COAT advocates for legislative and regulatory +safeguards that will ensure full access by people with disabilities to +evolving high speed broadband, wireless and other Internet Protocol (IP) +technologies. + +#### [National Association of the Deaf](http://www.nad.org/) โ€“ NADโ€™s mission +is to promote, protect and preserve the rights and quality of life of deaf and +hard of hearing individuals in the United States of America. + +#### [National Association of State Agencies of the Deaf and Hard of +Hearing](http://nasadhh.org/usa-roster/) โ€“ NASADHH functions as the national +voice of state agencies serving Deaf and Hard of Hearing people and promote +the implementation of best practices in the provision of services. + +#### [Intertribal Deaf Council](http://www.deafnative.com/) โ€“ IDC is a non- +profit organization of Deaf and Hard of Hearing American Indians whose goals +are similar to many Native American organizations. IDC promotes the interests +of its members by fostering and enhancing their cultural, historical and +linguistic tribal traditions. + +#### [National Asian Deaf Congress](http://www.nadcusa.org/) โ€“ The NADC +provides cultural awareness and advocacy for the interests of the Asian Deaf +and Hard of Hearing Community. + +#### [National Black Deaf Advocates](http://www.nbda.org/) โ€“ NBDAโ€™s mission is +to promote leadership development, economic and educational opportunities, +social equality, and to safeguard the general health and welfare of Black deaf +and hard of hearing people. + +#### [World Federation of the Deaf](http://wfdeaf.org/) โ€“ WFD is an +international non-governmental organization representing approximately 70 +million deaf people worldwide. Most important among WFD priorities are deaf +people in developing countries; the right to sign language; and equal +opportunity in all spheres of life, including access to education and +information. + +Are there any Disability Advocacy Associations? 2023-04-11T17:01:12+00:00 + +#### Are there any Disability Advocacy Associations? + +#### [National Disability Rights Network](http://www.ndrn.org/index.php) โ€“ +NDRN is the nonprofit membership organization for the federally mandated +Protection and Advocacy (P&A) Systems and Client Assistance Programs (CAP) for +individuals with disabilities. Collectively, the P&A/CAP network is the +largest provider of legally based advocacy services to people with +disabilities in the United States. + +#### [Disabled Peopleโ€™s Association โ€“ Singapore](http://www.dpa.org.sg/) โ€“ DPA +is a non-profit, cross-disability organization whose mission is to be the +voice of people with disabilities, helping them achieve full participation and +equal status in the society through independent living. + +Where can I find information and resources on Deafness? 2023-04-12T17:10:20+00:00 + +#### Where can I find information and resources on Deafness? + +#### [ADA Hospitality: A Guide to Planning Accessible +Meetings](https://www.adainfo.org/hospitality/accessible-meetings-events- +conferences-guide/) โ€“ The Mid-Atlantic ADA Center and TransCen, Inc. sponsored +the publication in recognition of the 25th anniversary of the transformational +Americans with Disabilities Act of 1990. Helping you navigate, plan, and +create accessible meetings, events, and conferences that serve all your +guestsโ€™ needs. + +#### [Described and Captioned Media Program](http://www.dcmp.org/) โ€“ The +DCMPโ€™s mission is to provide all persons who are deaf or hard of hearing +awareness of and equal access to communication and learning through the use of +captioned educational media and supportive collateral materials. The DCMP also +acts as a captioning information and training center. + +#### [National Deaf Education Center](https://clerccenter.gallaudet.edu/) โ€“ +The Laurent Clerc National Deaf Education Center provides a variety of +information and resources on deafness. + +#### [National Domestic Violence +Hotline](https://www.thehotline.org/resources/deaf-deafblind-hard-of-hearing- +services/) โ€“ Resources and help for deaf, deaf-blind or hard of hearing women +trying to leave abusive relationships. + +#### [National Institute on Deafness and Other Communication +Disorders](http://www.nidcd.nih.gov/) โ€“ One of the National Institutes of +Health, the NIDCD works to improve the lives of people who have communication +disorders. This website focuses on medical information and research. + +#### [Services for deaf and deaf-blind women](http://www.adwas.org/) โ€“ ADWAS +provides comprehensive services to Deaf and Deaf-Blind victims/survivors of +sexual assault, domestic violence, and stalking. ADWAS believes that violence +is a learned behavior and envisions a world where violence is not tolerated. + +#### [Addiction Treatment for Individuals Deaf and +Blind](https://www.addictionresource.net/addiction-recovery-for-hearing- +impaired/) โ€“ Addiction can be a harrowing experience for anyone. Individuals +who are deaf, hard of hearing, blind, or visually impaired can especially find +this experience daunting, as theyโ€™re faced with not only overcoming an +addiction, but attempting to find a treatment program that recognizes and +respects their unique challenges. + +#### [Archdiocese of Washington-Center for Deaf +Ministry](https://adw.org/living-the-faith/special-needs/deaf-ministries/) โ€“ +Interpreters who work in Catholic churches will be interpreting a very +different liturgy coming in Advent of this year. The language used will be +much more of a challenge to interpret. The National Catholic Office of the +Deaf has provided this resource. + +### Can't find the answer you're looking for? Please view our live FAQ +document with additional questions and answers! + +[Extensive RID +FAQs](https://docs.google.com/spreadsheets/d/1xIlrGWCWwbcfcvZEFf8EQJaE82D02mUL0A_GADOnNts/edit?usp=sharing) + +[Contact Us](https://rid.org/contact/) + +__ diff --git a/intelaide-backend/python/rid/membership.txt b/intelaide-backend/python/rid/membership.txt new file mode 100644 index 0000000..e09f3ff --- /dev/null +++ b/intelaide-backend/python/rid/membership.txt @@ -0,0 +1,363 @@ +## Membership + +[Renew Your RID Membership!](https://myaccount.rid.org/) + +Steps to Find an Interpreter + +ร— + +### Steps to Find an Interpreter + +Any entity or individual has access to RID's registry that can provide a list +of certified freelance interpreters, as well as Organizational members in your +area who are interpreter agencies who can provide interpreting services. + +To find a certified freelance interpreter in your area, please follow the +steps below: + + 1. Please visit our member directory here: [https://myaccount.rid.org/Public/Search/Member.aspx](https://myaccount.rid.org/Public/Search/Member.aspx) + 2. Select your City and State + 3. Select **Certified** under _" Category"_ + 4. Select **Yes** under _" Freelance Status"_ + 5. Press **Find Member** button at the bottom. + +From here, you will find a list of certified interpreters who are available +for freelance work. Feel free to reach out to these members directly using the +contact information they provide on our registry and inquire about the +services that you need. Should you want to go through an agency that is a +member with us, please use this link here: +[https://myaccount.rid.org/Public/Search/Interpreter.aspx](https://myaccount.rid.org/Public/Search/Interpreter.aspx), +selecting your City and State. + + + __ + +### Certified Member + +A member who holds a valid certification accepted by RID, is in good +standing, and meets the requirements of the [Certification Maintenance Program +(CMP)](https://rid.org/programs/certification-maintenance/cmp/). + + * Annual charge of $220 + * Senior Members (55+) $140 + +[Join Today or Renew Your Membership here!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +__ + +### Associate Member + + +A member engaged in interpreting or transliterating, full-time and part- +time, but not holding certification accepted by RID. Members in this category +are enrolled in the [Associate Continuing Education Tracking Program +(ACET)](https://rid.org/programs/certification-maintenance/acet/). + + * Annual charge of $175 + * Senior Members (55+) $115 + +[Join Today or Renew Your Membership here!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +__ + +### Student Member + +A member currently enrolled, at least part-time, in an interpreting +program. Student members must provide proof of enrollment every year. This +proof can be a current copy of a class schedule or a letter from a +coordinator/instructor on school letterhead. Student membership does not +include eligibility to vote. + + * Annual charge of $40 + +[Join Today or Renew Your Membership +here!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +__ + +### Supporting Member + +Individuals who support RID but are not engaged in interpreting. +Supporting membership does not include eligibility to vote or reduced testing +fees. + + * Annual charge of $40 + +[Join Today or Renew Your Membership +here!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +__ + +### Organizational Member + +Organizations and agencies that support RIDโ€™s purposes and activities. + + * Annual charge of $235 + +[Join Today or Renew Your Membership +here!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +__ + +### Certified Inactive/Retired + +_Inactive_ : Member who holds temporarily inactive certification, is not +currently interpreting and has put their certification on hold. Members in +this category are not considered currently certified and do not hold valid +credentials. + +_Retired_ : Member who has retired from interpreting and is no longer +practicing. Members in this category are not considered currently certified +and do not hold valid credentials. + + * Annual charge of $50 + +[Join Today or Renew Your Membership +here!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +### Valuable Member Benefits. + +Reduced Certification Testing Fees + +Eligible for reduced certification testing fees (associate, student or certified members only) + +CEC Discount Codes + +Annual CEC discount code for Certified, Associate, and Student members who maintain good standing. + +Publications + +VIEWS, [JOI](https://rid.org/programs/membership/publications/), RID Press + +Exclusive Discounts + +Access to exclusive discounts through our partner; MemberDeals. Discounts on RIDโ€™s [biennial conference registration](https://rid.org/about/events/national-conference/) + +Leadership Opportunities + +Leadership opportunities to help shape RID and the interpreting profession by serving on [committees, councils and task forces](https://rid.org/about/volunteer-leadership/) + +Communal Benefits + +Accountability to the communities we serve through RIDโ€™s Ethical Practices System + +DHH Insurance Agency, LLC + +Disability Income Coverage, Dental & Vision Insurance, Life Insurance options. + +### More About RID Membership + +#### RID Membership Costs + +**Members should conduct their renewals online and pay via the RID Member +Portal for the fastest service.** + +**If you have questions about or are experiencing an issue with your member +account or renewal steps, please contact us +at[Members@rid.org](mailto:Members@rid.org) for assistance. We are happy to +assist. ** + +[Click Here to Join or Renew your Membership +Today!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +**_RID membership follows an annual fiscal year cycle from July 1-June 30._** + +Purchase order paperwork for membership renewals that will be paid by a third +party can be submitted directly to +[accounting@rid.org](mailto:accounting@rid.org) for formal invoicing. + +For those needing verification of prices for employers prior to remitting +payment, download your personalized order summary from your RID member portal. +This is the most accurate, quickest, and paperless way to provide verification +of your membership cost. + +#### Refund Policy + + * If an individual requests to terminate their membership prior to their payment being processed by RID, then RID will simply not process the payment for that application. The applicant will not forfeit any funds. + * If an individual requests a refund after their membership application or renewal has been processed and/or renewed, that person will receive a refund of their membership dues and fees minus a $25.00 processing fee. + * An individual may request a refund no more than two business days after the application has been processed and/or renewed. + * No refunds will be given if a request is made more than 2 days after the membership application/renewal has been submitted/processed. + * If a third party(ie employer, agency, etc) pays membership dues and fees on behalf of an individual, the member is responsible for maintaining good standing with the organization. We recognize that members who are afforded this benefit may wish to remit payment to maintain good standing, and then request refund post third party payment of their membership dues and fees. In this instance, RID HQ may work one-on-one with you. + * The refund policy applies to all members. + +#### Have you Let your Certified Membership Lapse? + +According to the RID Bylaws, an individualโ€™s certification can be revoked for +two reasons: + + 1. Suspension or expulsion as outlined in the policies and procedures manual (such as an EPS violation or non-compliance with CMP requirements) + 2. Non-payment of dues. + +Additionally, the Bylaws state that to remain in good standing dues must be +paid by August 1st of each fiscal year. + +With the requirement to remain current with membership dues to retain your +certification, these governing guidelines are an important reminder about your +obligation as it relates to the maintenance of your certification. To date, +RID has been lenient in enforcing this policy. + +As we continue to implement systems of efficiency and standards, RID will +begin to enforce the guidelines as established in the Bylaws. Therefore, if +dues are not paid on or before July 31, your certification will be terminated +due to non-payment of member dues. As a result, you will be required to go +through the reinstatement process, in order to get your certification back. To +avoid revocation of your certification please plan to renew on or before July +31. + +The power to effect change in this area lies with the membership. The +connection to membership and certification has been an area of discussion over +the years. To change the current structure, which ties current membership to +certification maintenance, would require a Bylaws amendment, approved by two- +thirds of the voting members. + +#### Contact the Member Service Department + +For any further questions, please contact the Member Services department by +either emailing us at [members@rid.org](mailto:members@rid.org), or by using +our Contact Us form here: [rid.org/contact/](https://rid.org/contact/). + +### Freelance Insurance Program + +#### Freelance Interpreter Insurance + + * Professional/General Liability Insurance: contact Gary at 866.371.8830 or go to [www.DHHInsurance.com](http://www.dhhinsurance.com/) or email [GMeyer@DHHinsurance.com](mailto:GMeyer@DHHinsurance.com) + * Worker Compensation/Workman Compensation Insurance: contact Gary at 866.371.8830 or email [Gmeyer@DHHinsurance.com](mailto:Gmeyer@DHHinsurance.com) + +#### RID Individual Interpreters Liability Insurance + + * Professional Liability Insurance + * General Liability Insurance + * Worker Compensation/ Workman Compensation Insurance + +#### Interpreter Agency Insurance + + * Professional/General Liability Insurance: contact Gary at 866.371.8830 or go to [www.DHHInsurance.com](http://www.dhhinsurance.com/) or email [GMeyer@DHHinsurance.com](mailto:GMeyer@DHHinsurance.com) + * Worker Compensation/Workman Compensation Insurance: contact Gary at 866.371.8830 or email [Gmeyer@DHHinsurance.com](mailto:Gmeyer@DHHinsurance.com) + +#### Interpreting Agencies Liability Insurance + + * Professional/ General Liability Insurance + * Worker Compensation/ Workman Compensation Insurance + +_Contact Gary Meyer at 866.371.8830, +e-mail:_[_gmeyer@DHHInsurance.com_](mailto:gmeyer@dhhinsurance.com) _or go +to:_[_www.dhhinsurance.com_](http://www.dhhinsurance.com/) + +#### Additional Member Benefits + +**Disability Income Coverage****โ€“** What would happen to your income if you +became sick or hurt and werenโ€™t able to work? Protect your income in the event +that you become disabled as a result of a sickness or injury and are unable to +work. RID members can take advantage of a 15% association discount.**** + +**Dental & Vision Insurance****โ€“** Affordable dental coverage is available for +individuals and families, with the option to add vision coverage. You are free +to use any dentist you wish, or you can use an in-network dentist for +additional savings. The network has over 400,000 access points nationwide. +Choose from several plans to meet your needs and budget. + +**Life Insurance****โ€“** Affordable coverage with plans designed to meet your +specific needs. Available plans include Term Insurance, Whole Life, Universal +Life and others, with over 30 of the top companies to choose from. Let the +licensed professionals at Association Benefit Services shop for the best +coverage and the most competitive products and rates for you. Coverage is also +available for spouses and children. + +_Visit:[www.rid.associationbenefitservices.com](http://www.rid.associationbenefitservices.com/) +(for program details and quotes) or Call: (844) 340-6578_ + +Contact Gary Meyer at 866.371.8830, e-mail: [gmeyer@DHHInsurance.com +](mailto:gmeyer@dhhinsurance.com)or go to: +[www.dhhinsurance.com](http://www.dhhinsurance.com/) + +### Do you have more questions about RID membership? + +Whether youโ€™re exploring your possibilities or are a seasoned veteran, joining +RID will provide resources that move you forward! + +[Membership FAQs](https://rid.org/faqs/) + +### Membership Renewal. + + * __ + +1\. First, visit the RID website and log in to your [member +portal](https://myaccount.rid.org/). + + * __ + +2\. Next, click the tab "My Orders," and you will see your FY26 dues there. + + * __ + +3\. From there, follow the subsequent prompts to remit your payment. Then, you +are all set! + +[Renew Your RID Membership!](https://myaccount.rid.org/) + +### Member Portal Navigation. + + * __ + +1\. All information about your membership can be found in the Membership +Details box on your portal page, including your expiration date. All +memberships expire on June 30th of each year. + + * __ + +2\. If you need to renew your membership, click the "My Orders" tab at the top +right to submit payment for your member dues. + + * __ + +3\. Always be sure that your member portal information is up to date to ensure +you are receiving all communications and notifications from RID. + + * __ + +4\. All information regarding your certification can be found in the +"Certification Details" box including your certification beginning and end +date, CEUs earned, and downloading documents such as a verification letter or +your CEU Transcript. + + * __ + +5\. You may view your education history on the right side of your portal, +including previous transcript cycles. + + * __ + +6\. Access exclusive RID Member Deals by clicking "Member Deals" on the right +side of your portal. + +### Golden 100 / Silver 250 Campaign. + + * __ + +In 1982 President Judie Husted and the RID Board of Directors instituted the +first major fundraising campaign for RID. The campaign was aimed to provide +the organization with financial security for the future. The campaign was +labeled Golden 100 and Silver 200. For a $500 donation, the first 100 +Certified members received conference recognition and lifetime membership +along with their Certification Maintenance fees, these people are known as the +Golden 100. At the start of the campaign, the first 200 members (Certified +_or_ Associate) who donated $250 received lifetime membership, they are known +as Silver 200. This campaign raised over $50,000 to help establish a research +and development trust and to provide general support to the RID budget. + + * __ + +At the March 2016 board meeting, the Board of Directors approved a plan to +revitalize this campaign for 2016. The first 100 **_Certified_** members +received Lifetime membership and waived annual fees along with the designation +Golden 100 member. The first 250 Certified _or_ Associate members received +lifetime membership, waived annual continuing education fees, and were named +Silver 250 members. This group is responsible _annually_ for their +certification and standards fee. + +ร— + +### Golden 100 / Silver 250 Campaign + + +__ diff --git a/intelaide-backend/python/rid/programs.txt b/intelaide-backend/python/rid/programs.txt new file mode 100644 index 0000000..855102a --- /dev/null +++ b/intelaide-backend/python/rid/programs.txt @@ -0,0 +1,26 @@ +## Programs + +## Certification Maintenance. + +Members participate in CMP in order to maintain their certification, opportunities for associate members to track CEUs, RID's Continued Education Center as well as provide educational activities for participants. + +[Certification Maintenance Program](https://rid.org/programs/certification-maintenance/) + + +## Membership. + +Being a member of RID contributing a fee that gives access to a valuable organization. With the options for different membership levels, activities, events and conferences, and benefits. + +[Membership Program](https://rid.org/programs/membership/) + +## Ethics. + +An essential component of RID, exemplifying the commitment of RID, and to the profession through the competent and ethical practice of interpreting. + +EPS Program + +## Government Affairs. + +Creating advocay on behalf of professional sign language interpreters and for the establishment and adherence to standards within the profession at both the state and federal levels. + +[Gov't Affairs Program](https://rid.org/programs/gap/) diff --git a/intelaide-backend/python/rid/programs_certification-maintenance.txt b/intelaide-backend/python/rid/programs_certification-maintenance.txt new file mode 100644 index 0000000..5461867 --- /dev/null +++ b/intelaide-backend/python/rid/programs_certification-maintenance.txt @@ -0,0 +1,130 @@ +Certification +Maintenance + +### Maintenance and Education. + +Understanding How Your CEU Totals are Displayed + +### Understanding How Your CEU Totals are Displayed + + 1. YOUR PORTAL - On the main screen in your portal, locate the Certification Details displaying your CEU breakdown. You will also find your certification cycle beginning and end dates! + 2. CEU PROGRESS - Your progress is shown here, including Professional Studies (PS) CEUs and General Studies (GS) CEUs. **Only up to 2 GS CEUs can be counted for certification maintenance purposes. + 3. PPO CEU PROGRESS - This line only keeps track of your PPO CEU progress. Do not include this number in your total. PPO CEUs are a sub-category of Professional Studies; those CEUs are part of your PS total, not in addition to it. + 4. REVIEW YOUR TOTAL - Review your total CEUs earned line. Your total will not include the number shown to the right of your PPO tracking line. CALCULATING RECAP - SKIP THE PPO LINE! In short, use the PPO CEU line as a tracking feature for yourself! These CEUs will always be calculated into your total. Just remember the requirement, 1.0 of your PS CEUs must be PPO. + +Happy learning! + +Question? No problem! Visit our faqs page or email us at +[cmp@rid.org](mailto:cmp@rid.org)! + + + __ + +#### Certification Maintenance Program (CMP) + +[ CMP](https://rid.org/certification-maintenance/cmp/) participants โ€“ All +certified members of RID are required to participate in the CMP in order to +maintain their certification. + +**[Maintain and grow your skills](https://rid.org/certification- +maintenance/cmp/)** + +__ + +#### Associate Continuing Education Tracking (ACET) + +[ACET](https://rid.org/certification-maintenance/acet/) participants โ€“ +demonstrating the Associate members' commitment to and participation in the +field of interpreting. + +**[Track your CEUs](https://rid.org/certification-maintenance/acet/)** + +__ + +#### RID Continuing Education Center (CEC) + +Browse the Continuing Education Center portal to view our educational content. + +**[Search the CEC portal](https://education.rid.org/)** + +__ + +#### CMP Sponsor Information + +Relying on RID Approved Sponsors to provide and approve appropriate +educational activities for participants. + +**[Apply to be a +sponsor](https://docs.google.com/forms/d/e/1FAIpQLSen6tiJQwdVMRbwAZTp0gfPr1xNrknf3akKxHogu3umUFRQ_w/viewform)** + +#### Standards and Criteria for Approved Sponsors. + +[All things +sponsors!](https://drive.google.com/file/d/0B_NUO3AhS85kbHdfQjdGRkx6dWc/view?resourcekey=0-yxuXOGhm8Sq5PU7A-vEsIw) + +### CEUs. + +__ + +#### Earning RID CEUs + +Participants must work with an RID-Approved Sponsor to earn CEU credits. + +[Learn How to Earn CEUs](https://rid.org/certification-maintenance/ceus/) + +__ + +#### CEU Discrepancy Report + +Used for any discrepancy with your transcript such as missing activities, or +incorrect CEUs. + +[CEU Discrepancy Form](https://rid.org/rid-forms/#certificationforms) + +__ + +#### Find a RID CEU Provider + +Search for a CMP Approved Sponsor to offer CEUs for your workshop, earn CEUs +for college courses or set up an independent study. You donโ€™t have to work +with a sponsor in your area โ€“ they can be located anywhere! + +[Find a CEU Provider](https://myaccount.rid.org/Public/Search/Workshop.aspx) + +[](https://drive.google.com/file/d/1mESs4y7VG9DlkHu6QxYa4FK_ycAKa7bn/view) + +#### Distance RID CEUs + +Some RID Approved CMP Sponsors offer RID CEUs at a distance. Although RID +cannot promote any individual Sponsor, we are happy to provide information +that will assist you in locating RID CEU activities that may not be available +through the workshop search tool on the RID Web site. + +[Find a Distance +Provider](https://drive.google.com/file/d/1mESs4y7VG9DlkHu6QxYa4FK_ycAKa7bn/view) + +## We offer content from experts you can trust. + +#### [PPO CEUs](https://rid.org/programs/certification-maintenance/ceus/ppo- +ceus/) + +Challenging injustice, respecting and valuing diversity, protection of equal +access, Social Justice/Liberation studies, Cultural competence, and moreโ€ฆ + +#### [Workshops](https://education.rid.org/) + +RID approved workshops can be sponsor initiated or co-sponsored with another +organization. Search the [RID workshop +database](https://myaccount.rid.org/Public/Search/Workshop.aspx) here! + +#### [Become an RID Approved Sponsor](https://rid.org/programs/certification- +maintenance/approved-sponsors/) + +Organizations, agencies, affiliate chapters and individuals seeking to be +Approved Sponsors must [complete an +application](https://docs.google.com/forms/d/e/1FAIpQLSen6tiJQwdVMRbwAZTp0gfPr1xNrknf3akKxHogu3umUFRQ_w/viewform). +This was developed by the RID Professional Development Committee (PDC). In +addition, the PDC reviews and makes determinations on all applications. + + +__ diff --git a/intelaide-backend/python/rid/programs_certification-maintenance_acet.txt b/intelaide-backend/python/rid/programs_certification-maintenance_acet.txt new file mode 100644 index 0000000..f530b76 --- /dev/null +++ b/intelaide-backend/python/rid/programs_certification-maintenance_acet.txt @@ -0,0 +1,111 @@ +A vehicle through which the continued skill development of RID Associate +members is documented to demonstrate the individualโ€™s commitment to and +participation in the field of interpreting. + +![](https://rid.org/wp-content/uploads/2023/04/ACET.jpg) + +ACET 2024-07-05T16:44:12+00:00 + +## A program dedicated toward personal and professional growth for Associate +members. + +Understanding How Your CEU Totals are Displayed + +ร— + +### Understanding How Your CEU Totals are Displayed + + 1. YOUR PORTAL - On the main screen in your portal, locate the Certification Details displaying your CEU breakdown. You will also find your certification cycle beginning and end dates! + 2. CEU PROGRESS - Your progress is shown here, including Professional Studies (PS) CEUs and General Studies (GS) CEUs. **Only up to 2 GS CEUs can be counted for certification maintenance purposes. + 3. PPO CEU PROGRESS - This line only keeps track of your PPO CEU progress. Do not include this number in your total. PPO CEUs are a sub-category of Professional Studies; those CEUs are part of your PS total, not in addition to it. + 4. REVIEW YOUR TOTAL - Review your total CEUs earned line. Your total will not include the number shown to the right of your PPO tracking line. CALCULATING RECAP - SKIP THE PPO LINE! In short, use the PPO CEU line as a tracking feature for yourself! These CEUs will always be calculated into your total. Just remember the requirement, 1.0 of your PS CEUs must be PPO. + +Happy learning! + +Question? No problem! Visit our faqs page or email us at +[cmp@rid.org](mailto:cmp@rid.org)! + +Close + + __ + +#### ACET Purpose + +RIDโ€™s Associate Continuing Education Tracking (ACET) program is a vehicle +through which the continued skill development of RID Associate members is +documented to demonstrate the individualโ€™s commitment to and participation in +the field of interpreting. + +The purpose of the ACET program is to document and track the CEUs earned for +the fiscal year by interpreters successfully completing learning activities +approved by RID sponsors. + +__ + +#### Who Participates? + +All RID Associate Members are enrolled in the ACET program. Tracking of +activities begins once the dues and fees are received for the fiscal year +(July 1 โ€“ June 30). + +__ + +#### No CEU Requirements + +Associate members have access to CEU tracking via the ACET program, but RID +does not require that Associate members earn a minimum number of CEUs during +their ACET cycle. + +__ + +#### Why Participate? + +Provides documentation for state requirements; demonstrates commitment to the +profession; provides official documentation of continuing education efforts, +which may prove useful in response to job postings and/or job advances; can be +utilized as an organization tool in maintaining records in an easy and +accurate fashion. + +[Become an Associate Member and Access the ACET program +Today!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +[Request A CEU Transcript](https://rid.org/transcript-request-form/) + +![](https://rid.org/wp-content/uploads/2023/03/RID-Approved-Sponsors-ACET.jpg) + +#### Resources + +## [Find an Approved Sponsor, presenter, or workshop +below.](https://rid.org/programs/certification-maintenance/cmp-sponsors/) + +**[FIND AN ACET +SPONSOR](https://myaccount.rid.org/Public/Search/Sponsor.aspx)** + +**[FIND A PRESENTER](https://myaccount.rid.org/Public/Search/Presenter.aspx)** + +**[FIND A WORKSHOP](https://myaccount.rid.org/Public/Search/Workshop.aspx)** + +**[PRESENT OR HOST A WORKSHOP](https://rid.org/programs/certification- +maintenance/workshop-presenters-and-hosts/)** + +## ACET Testimonials. + +### ACET showcases your skills. + +"The benefit that comes to mind is that I do get a transcript and have used +that with my resume when applying for jobs. It has been impressive to show how +diligently I am working to improve my skills and professionalism on the climb +to certification." + +###### Laura J. Sansalone + +### ACET helps you stay organized. + +"For me the ACET program is a big luxury for a small price. I am a very busy +woman who keeps all my certificates in one place. But to have a tracking of my +workshops helps me keep things in order for resumes and (keeps me) +professional." + +###### Janice B. Ottenโ€“Rye + +__ diff --git a/intelaide-backend/python/rid/programs_certification-maintenance_approved-sponsors.txt b/intelaide-backend/python/rid/programs_certification-maintenance_approved-sponsors.txt new file mode 100644 index 0000000..9b2aa46 --- /dev/null +++ b/intelaide-backend/python/rid/programs_certification-maintenance_approved-sponsors.txt @@ -0,0 +1,98 @@ +Providing and approving appropriate educational activities for participants. + +RID Approved Sponsors 2024-12-19T21:39:30+00:00 + +## We rely on RID Approved Sponsors to provide and approve appropriate +educational activities for participants. + +[Apply now to become a CMP +Sponsor](https://docs.google.com/forms/d/e/1FAIpQLSen6tiJQwdVMRbwAZTp0gfPr1xNrknf3akKxHogu3umUFRQ_w/viewform) + + * __CMP Sponsorship Introduction + * __Sponsor Responsibilities + * __Sponsor Benefits and Resources + + * __CMP Sponsorship Introduction + +The CMP began operation on July 1, 1994, and relies on RID Approved Sponsors +to provide and approve appropriate educational activities for participants. +These activities can be group activities, such as workshops, lectures or +conferences, or independent study activities, such as mentoring and self- +study. They help maintain the integrity of the CMP and ensure that +interpreters have ample and varied opportunities to learn, grow and further +develop their skills. + +Organizations, agencies, affiliate chapters and individuals seeking to be +Approved Sponsors must [complete an +application](https://docs.google.com/forms/d/e/1FAIpQLSen6tiJQwdVMRbwAZTp0gfPr1xNrknf3akKxHogu3umUFRQ_w/viewform). +This was developed by the RID Professional Development Committee (PDC). In +addition, the PDC reviews and makes determinations on all applications. + +Sponsors are monitored regularly to ensure that their activities are of high +quality and meet the needs of the program and the participants. If you would +like to make a comment or ask a question regarding a sponsor, send an e-mail +to the [CMP Manager](mailto:cmp@rid.org "Professional Development +Coordinator") at RID Headquarters. + + * __Sponsor Responsibilities + + * Paying the yearly Sponsor fee: + * Organization: $385 + * RID Affiliate Chapter: $245 + * Individuals: $195 + * Late Fee: $50 for individuals and affiliate chapters and $100 for organizations. + * The yearly Sponsor fee is non-refundable. + * Offering, endorsing and ensuring the quality and educational integrity of activities offered for RID CEUs. CMP Sponsors have the right to deny sponsorship of an activity if it lacks valid educational outcomes or measurable and observable learning objectives. + * Ensuring that they and their agents avoid conflicts of interest, which includes a continuing education administrator monitoring his or her own Independent Study activities. + * Maintaining membership in RID at the appropriate level for the duration of their Approved CMP Sponsor status. + * Deciding if they want to charge a fee for processing RID CEUs. + + * __Sponsor Benefits and Resources + + * A Google group for sponsors where you can discuss situations, ask for opinions and give feedback with other sponsors. + * Access to CMP Sponsor-only features when you log into your account, including online form submission. + * The [CMP Standards & Criteria](https://docs.google.com/document/d/1qR1ia9bGryDLJKCgWzta31vQsnwJvXvEzXC08DBIREU/edit?usp=sharing), which contains a detailed description of CMP policies. + * Online listing in the [RID searchable database of CMP Sponsors](https://myaccount.rid.org/Public/Search/Sponsor.aspx) so that members can quickly and easily find a CMP Sponsor. + * CMP Sponsors receive a quarterly complimentary copy of RIDโ€™s newsletter, _[VIEWS](https://rid.org/programs/membership/publications/ "VIEWS"), _and the annual publication, [ _The Journal of Interpretation_](https://rid.org/programs/membership/publications/ "Journal of Interpretation \(JOI\)"). + + +#### Standards and Criteria for Approved Sponsors + +### The integrity of RID Certification requires a commitment to life-long +learning. + +[STANDARDS AND CRITERIA FOR APPROVED +SPONSORS](https://docs.google.com/document/d/1qR1ia9bGryDLJKCgWzta31vQsnwJvXvEzXC08DBIREU/edit?usp=sharing) + +## Sponsor Benefits and Resources. + +__ + +#### Google Group + +A Google group for sponsors where you can discuss situations, ask for opinions +and give feedback with other sponsors. + +__ + +#### CMP Sponsor Database + +Online listing in the [RID searchable database of CMP +Sponsors](https://myaccount.rid.org/Public/Search/Sponsor.aspx) so that +members can quickly and easily find a CMP Sponsor. + +__ + +#### VIEWS + +Sponsors receive a complimentary copy of RIDโ€™s quarterly magazine, +_[VIEWS](https://rid.org/publications/views/ "VIEWS")_. + +__ + +#### Journal of Interpretation + +A publication of scholarly manuscripts, research reports, and practitioner +essays and letters relevant to the interpreting profession. + +__ diff --git a/intelaide-backend/python/rid/programs_certification-maintenance_ceus.txt b/intelaide-backend/python/rid/programs_certification-maintenance_ceus.txt new file mode 100644 index 0000000..6932435 --- /dev/null +++ b/intelaide-backend/python/rid/programs_certification-maintenance_ceus.txt @@ -0,0 +1,253 @@ +CEUs are the foundation of continued learning and enhancing your skills in the +profession. + + +Earning RID CEUs + +## Participants must work with a RID-Approved Sponsor to earn CEU credits. + +Understanding How Your CEU Totals are Displayed + +ร— + +### Understanding How Your CEU Totals are Displayed + + 1. YOUR PORTAL - On the main screen in your portal, locate the Certification Details displaying your CEU breakdown. You will also find your certification cycle beginning and end dates! + 2. CEU PROGRESS - Your progress is shown here, including Professional Studies (PS) CEUs and General Studies (GS) CEUs. **Only up to 2 GS CEUs can be counted for certification maintenance purposes. + 3. PPO CEU PROGRESS - This line only keeps track of your PPO CEU progress. Do not include this number in your total. PPO CEUs are a sub-category of Professional Studies; those CEUs are part of your PS total, not in addition to it. + 4. REVIEW YOUR TOTAL - Review your total CEUs earned line. Your total will not include the number shown to the right of your PPO tracking line. CALCULATING RECAP - SKIP THE PPO LINE! In short, use the PPO CEU line as a tracking feature for yourself! These CEUs will always be calculated into your total. Just remember the requirement, 1.0 of your PS CEUs must be PPO. + +Happy learning! + +Question? No problem! Visit our faqs page or email us at +[cmp@rid.org](mailto:cmp@rid.org)! + +Close + + __ + +#### Academic Coursework + +CEUs may be awarded for coursework for college credit taken at an accredited +institution during the participantโ€™s current CMP cycle. + +Academic Coursework for CEUs + + __ + +#### PINRA + +Participant Initiated Non-RID Activities (PINRA) include activities that an +interpreter/transliterator wishes to attend but which are not offered by an +RID approved sponsor. + +More PINRA Info Here + + __ + +#### Independent Study + +The independent study is designed to meet the needs of practicing +professionals who desire an alternative to traditional instructional +activities. + +Independent Study for CEUs + + __ + +#### Sponsor Initiated Activities/Workshops + +Attendee must sign the Activity Report Form with name and RID member number or +submit CEU tracking sheet to get CEU credit. + +[Learn more and find Approved +Sponsors](https://rid.org/programs/certification-maintenance/approved- +sponsors/) + +![](https://rid.org/wp-content/uploads/2023/03/CMP-Guides.jpg) + +#### Guides + +## Quick list of different activities to earn your CEUs. + +Quick Reference Activities + + 1. Academic Coursework + 2. Sponsor Initiated Activities/Workshops + 3. Independent Studies + 4. Participant Initiated Non-RID Activities (PINRA) + +[Download RID's Quick Guide to Earning +CEUs](https://drive.google.com/file/d/0B3DKvZMflFLdOXZBVDFjREhGYk0/view?resourcekey=0-rlQrCQymBKM3pLUe +--5e8g) + +ร— + +### How to earn CEUs for Archived Activities + +1\. Log into your member account at +[myaccount@rid.org](mailto:myaccount@rid.org) and register for the archived +webinar of your choice by clicking on the +โ€œ[Meetings](https://myaccount.rid.org/Meetings/RegisteredEvents.aspx)โ€ tab. + +2\. Once you have registered, complete the pre-test on the archived webinar +webpage. + +3\. After completing the pre-test, view the webinar in its entirety. + +4\. Lastly, complete the post-test. + +_When all steps have been completed and verified, CEUs will be entered into +your account within 60 days._ + +**CEUs cannot be earned if:** + +1\. The pre-test or post-test have not been completed. + +2\. The post-test was submitted before the presentation was completed. + +3\. If the pre-test is not completed before viewing the presentation. + +4\. If the sessions are not viewed in their entirety. + +[Available Webinars](https://education.rid.org/) + + +### Participant Initiated Non-RID Activities (PINRA) + +Participant Initiated Non-RID Activities (PINRA) include activities that an +interpreter/transliterator wishes to attend but which are not offered by an +RID approved sponsor. The activity must be sponsored by an organization with +specific known standards and must have a specific format, educational +objectives and purpose. + +**Benefits of Participant Initiated Non-RID Activities:** + + * Provides a structure for bringing new information into the field + * Enables you to find activities suited to what you want to study + +**What Qualifies as a PINRA?** + + * Audited college courses + * Non-credit courses at an educational institution + * Corporate trainings + * Community education + * Non-mandatory school district in-services + * Organizational conventions/workshops + +[Detailed guide for completing a +PINRA](https://drive.google.com/file/d/0B3DKvZMflFLdelJIQV9ZRmhlbzA/view?usp=sharing) + +**Steps to Complete a PINRA** + + 1. Obtain information about the conference, workshop or seminar you want to attend. + 2. Contact an RID [Approved Sponsor](https://myaccount.rid.org/Public/Search/Sponsor.aspx) **prior to** the commencement of the activity. Keep in mind most sponsors have full-time jobs other than their work as sponsors. Please do not call a sponsor the day before an activity. You might be disappointed to find that the sponsor will not be able to sponsor that event for you. + 3. Sponsors will discuss the PINRA with you to determine whether it is CEU-worthy, which category the activity will fall (general studies vs. professional studies) and how many CEUs can be awarded for the activity. They will send you a PINRA form to complete. _Please note, it is the sponsorโ€™s right and responsibility to secure the necessary documentation from the CEU requestor to properly sponsor the activity according to the[CMP Standards & Criteria](https://docs.google.com/document/d/1qR1ia9bGryDLJKCgWzta31vQsnwJvXvEzXC08DBIREU/edit?tab=t.0)._ + 4. Attend the conference or seminar and collect the appropriate documentation. Send the sponsor proof of attendance once the activity is completed. + + +### Academic Coursework + +CEUs may be awarded for coursework for college credit taken at an accredited +institution during the participantโ€™s current CMP cycle. This accreditation +must be recognized by the Council for Higher Education Accreditation (CHEA). +Successful completion is defined as receiving a minimum letter grade of โ€œCโ€ +(2.0) or above. If a course is being audited or taken through the continuing +education office of the institution a RID Approved Sponsor should be contacted +to complete a Participant Initiated Non-RID Activity Plan (PINRA). + +**Benefits of the Academic Coursework Option:** + + * Can be done retro-active, as long as it is done and completed within that cycle. + +[Click here to see the detailed guide for completing academic +coursework](https://drive.google.com/file/d/0B3DKvZMflFLdVnpnT3BmQlJGTVU/view?usp=sharing) + +**Steps to Completing Academic Coursework** + + 1. Contact an RID [Approved Sponsor](https://myaccount.rid.org/Public/Search/Sponsor.aspx) to process the Academic Coursework Activity Plan form.The form will be provided to you by the RID Approved Sponsor with whom you are working with. + 2. Complete the course. As long as the course is taken during your current CMP cycle, paperwork may be filed anytime during that current cycle. + 3. Submit a copy of your transcript to the sponsor. You must earn a grade of a C or better to receive CEUs. + 4. If the course is offered during a semester, the number of CEUs equals 1.5 per semester credit (i.e. a 3 credit course = 4.5 CEUs). If the course is offered during a quarter, the number of CEUs equals 1 per quarter credit (i.e. a 3 credit course = 3 CEUs). + +*Please note that although CEUs can be earned if the coursework is completed during your CMP cycle, **all paperwork must be submitted and approved by an RID approved sponsor before the completion of your CMP cycle.** + + +### Independent Study for CEUs + +The independent study is designed to meet the needs of practicing +professionals who desire an alternative to traditional instructional +activities. Independent study guidelines are provided by RID to sponsors. With +guidance from a sponsor, participants can undertake a self-designed +educational experience for the enhancement of skills and knowledge in a +specific area. + +Under the direction of a sponsor, individuals may design an independent study +activity around many of their professional activities. However, independent +study credit may not come from participantsโ€™ routine employment +responsibilities. + +**Benefits of the Independent Study Option** + + * Often less expensive + * Offers a flexible time schedule + * Does not usually require travel + * Can be tailored to exactly what you want to learn + +**What qualifies for an independent study?** + + * Research + * Course instruction + * Publications โ€“ writing articles for [ _VIEWS_ , the _Journal of Interpretation_ , or other publications](https://rid.org/membership/publications/) + * Study groups + * Multi-media instruction + * Mentorship โ€“ both being mentored and mentoring + * Literature review โ€“ RID offers many [publications](https://rid.org/membership/publications/ "RID Publications") that work for this option + * Self-study curriculum + * Other options you may have in mind + +[Click here to see the detailed guide for completing an independent +study.](https://rid.org/wp-content/uploads/2023/05/Instructions-for-CMP- +Independent-Study-for-Participants.pdf) + +#### Steps to Complete an Independent Study + + 1. Decide on the activity for which you wish to earn CEUs + 2. Contact an [Approved Sponsor](https://myaccount.rid.org/Public/Search/Sponsor.aspx) who processes Independent Studies and discuss your ideas. The sponsor can help you work out a plan for what you would like to learn, the type of documentation required and the number of CEUs you can earn. You will be asked to respond in writing to a few questions to help map out what you will be doing. + 3. The Sponsor will sign and approve the Independent Study Plan. You may now begin work on the activity (any work done before this point cannot earn CEUs). It is important to document your time and efforts while you work on your activity. + 4. At the completion of the activity, send the sponsor your report, documentation and other information outlined in the Independent Study Plan. The sponsor will review the documentation to ensure that it meets the standards and goals agreed upon in the Independent Study Plan. + 5. When satisfied that the project has been completed satisfactorily, the sponsor will fill out the Independent Study Activity Report and send all required paperwork to RID Headquarters to be added to your record. + +Close + +## How to use CEU options. + +More information about the four activity types. + +#### College Courses + + 1. Contact an [RID Sponsor](https://myaccount.rid.org/Public/Search/Sponsor.aspx) to process the appropriate forms + 2. Complete the course + 3. Submit final documentation to the Sponsor + +#### RID Sponsored Workshops + + 1. Make sure CEUs for the workshop are offered by an RID Sponsor (look for the CMP logo on the flyers) + 2. Register for and attend the workshop + 3. Sign the Activity Report Form and record the Activity number for your own documentation. (Make sure you have your RID member number) + +#### Independent Studies + + 1. Devise a plan for what you want to learn (you can ask the Sponsor for help in developing this plan) + 2. Contact a [RID Sponsor](https://myaccount.rid.org/Public/Search/Sponsor.aspx) to process the paperwork + 3. Document your work as you complete the activity + 4. Submit the final product to the Sponsor for approval + +#### Non-RID Conferences or Seminars + + 1. Obtain information about the conference, workshop or seminar you want to attend + 2. Contact an [RID Sponsor](https://myaccount.rid.org/Public/Search/Sponsor.aspx) **prior** to attending to process the form + 3. Attend the conference or seminar and collect the appropriate documentation + 4. Send the documentation to the sponsor + +__ diff --git a/intelaide-backend/python/rid/programs_certification-maintenance_ceus_ppo-ceus.txt b/intelaide-backend/python/rid/programs_certification-maintenance_ceus_ppo-ceus.txt new file mode 100644 index 0000000..da3268a --- /dev/null +++ b/intelaide-backend/python/rid/programs_certification-maintenance_ceus_ppo-ceus.txt @@ -0,0 +1,64 @@ +Stay on your journey and elevate standards that are just. + + +PPO CEUs 2024-07-05T16:54:57+00:00 + +## Topics to be considered as compliant with the new standards include, but +are not limited to... + +Understanding How Your CEU Totals are Displayed + +ร— + +### Understanding How Your CEU Totals are Displayed + + 1. YOUR PORTAL - On the main screen in your portal, locate the Certification Details displaying your CEU breakdown. You will also find your certification cycle beginning and end dates! + 2. CEU PROGRESS - Your progress is shown here, including Professional Studies (PS) CEUs and General Studies (GS) CEUs. **Only up to 2 GS CEUs can be counted for certification maintenance purposes. + 3. PPO CEU PROGRESS - This line only keeps track of your PPO CEU progress. Do not include this number in your total. PPO CEUs are a sub-category of Professional Studies; those CEUs are part of your PS total, not in addition to it. + 4. REVIEW YOUR TOTAL - Review your total CEUs earned line. Your total will not include the number shown to the right of your PPO tracking line. CALCULATING RECAP - SKIP THE PPO LINE! In short, use the PPO CEU line as a tracking feature for yourself! These CEUs will always be calculated into your total. Just remember the requirement, 1.0 of your PS CEUs must be PPO. + +Happy learning! + +Question? No problem! Visit our faqs page or email us at +[cmp@rid.org](mailto:cmp@rid.org)! + +Close + + __ + +#### Challenging injustice + +Address and challenge injustices of the world, within society, our +communities, and profession. + +__ + +#### Respecting and valuing diversity + +Embrace diversity in all areas of life; the work place, interpreting +assignments, public events and more. + +__ + +#### Social Justice/Liberation studies + +Critically transform the people in our community, with the goal of equity and +justice. + +__ + +#### Protection of equal access + +Ensuring all individuals have equal access and provisional rights. + + +#### PPO CEU Guidelines + +### This list provides a guideline for activities which can be classified +under the Power, Privilege, and Oppression Education / Professional +Development category. + +[PPO Guidelines for +Activities](https://drive.google.com/file/d/1yHs0LO1gTKImc7wCQqBxOoxMPPtRp9Ob/view) + +__ diff --git a/intelaide-backend/python/rid/programs_certification-maintenance_cmp.txt b/intelaide-backend/python/rid/programs_certification-maintenance_cmp.txt new file mode 100644 index 0000000..4d93b71 --- /dev/null +++ b/intelaide-backend/python/rid/programs_certification-maintenance_cmp.txt @@ -0,0 +1,296 @@ +Members must maintain their certification through continuing education, +membership in RID, and compliance with the RID Code of Professional Conduct. + + +CMP + +### The Certification Maintenance Program (CMP) is the vehicle used to monitor +the continued skill development of certified interpreters. + +Understanding How Your CEU Totals are Displayed + +ร— + +### Understanding How Your CEU Totals are Displayed + + 1. YOUR PORTAL - On the main screen in your portal, locate the Certification Details displaying your CEU breakdown. You will also find your certification cycle beginning and end dates! + 2. CEU PROGRESS - Your progress is shown here, including Professional Studies (PS) CEUs and General Studies (GS) CEUs. **Only up to 2 GS CEUs can be counted for certification maintenance purposes. + 3. PPO CEU PROGRESS - This line only keeps track of your PPO CEU progress. Do not include this number in your total. PPO CEUs are a sub-category of Professional Studies; those CEUs are part of your PS total, not in addition to it. + 4. REVIEW YOUR TOTAL - Review your total CEUs earned line. Your total will not include the number shown to the right of your PPO tracking line. CALCULATING RECAP - SKIP THE PPO LINE! In short, use the PPO CEU line as a tracking feature for yourself! These CEUs will always be calculated into your total. Just remember the requirement, 1.0 of your PS CEUs must be PPO. + +Happy learning! + +Question? No problem! Visit our faqs page or email us at +[cmp@rid.org](mailto:cmp@rid.org)! + + +#### Earning RID CEUs + +You may begin earning RID CEUs for your new certification cycle any time on or +after your certification start date. (Your [certification start +date](https://rid.org/certification/available-certifications/#_newlycertified) +is the Results Sent date shown in โ€œView Your Exam History.โ€ To see your exam +results, please click on โ€œDownload Score Report.โ€ This PDF document will +automatically downloaded to your computer.) + +RID Approved CMP Sponsors process your continuing education activities, which +you can monitor through your online RID member account. You can access your +transcript at any time by logging in to your member account at +[http://myaccount.rid.org](http://myaccount.rid.org/) and clicking on +โ€œDownload CEU Transcriptโ€ or clicking โ€œView Your Education History.โ€ Please +note that it can take up to 60 days for CEUs to be added to your transcript. +If 60 days have elapsed since your CEU-earning activity and your CEUs from the +event are still not posted on your transcript, please fill out the [CEU +Discrepancy Report form](https://rid.org/ceu-discrepancy-report/). + +#### Requirements + +**Maintain current RID membership****** by paying annual RID Certified Member +dues + +[**Meet the CEU requirements**](https://rid.org/programs/certification- +maintenance/ceus/)of the RID Certification Maintenance Program (CMP) + +**CMP CEU Requirements:** + +**8.0 Total CEUs with at least 6.0 in PS CEUs** +(up to 2.0 [GS CEUs](https://rid.org/programs/certification-maintenance/ceus/) +may be applied toward the requirement) + +*If your certification cycle began on or after 1/1/2019, the PPO CEU requirement is in effect for you โ€“ please see [this page](https://rid.org/programs/certification-maintenance/ceus/ppo-ceus/) for more information. + +SC:Lโ€™s onlyโ€“2.0 of the 6.0 [PS CEUs](https://rid.org/programs/certification- +maintenance/ceus/) must be in legal interpreting topics +SC:PAโ€™s onlyโ€“2.0 of the 6.0 [PS CEUs](https://rid.org/programs/certification- +maintenance/ceus/) must be in performing arts topics + +**[Follow the RID Code of Professional +Conduct](https://drive.google.com/file/d/0B-_HBAap35D1R1MwYk9hTUpuc3M/view?usp=sharing)** + +#### PPO CEUs + +Power, Privilege, and Oppression CEUs: At the 2015 RID National Conference in +New Orleans, a member motion was made that each cycle, **1.0 of the required +6.0 Professional Studies (PS) CEUs be related to topics of Power, Privilege, +and Oppression (PPO)**. The motion was passed with the support of 64% of the +membership. + +#### Expiring Certification Cycles + +Certification cycles end December 31 of the fourth year from the start date of +a certified members certification cycle. At the completion of the +certification cycle, the certification maintenance requirements must be met. +To verify when the certification ends, log into the member portal and the +certification start and end date will be listed. If a certified member feels +they may not be able to meet the CEU requirement for certification renewal, +they may submit a certification cycle extension request form. + +#### Certification Cycle Extension Request + +If you believe you will not meet the CEU requirement for cycle ending December +31, 2024, a one-year, once-in-a-lifetime Certification Cycle extension may be +available for those who submit a [Certification Cycle Extension Request +form.](https://rid.org/cycle-extension-form/) + +The extension request must be submitted to the Professional Development +Department via the [online form](https://rid.org/cycle-extension-form/) by +December 31, 2024, to avoid a late fee of $100. If you have received an +extension in the past, a reinstatement will need to be requested. For more +information, please visit [Certification Reinstatement](https://rid.org/rid- +certification-programs/certification-reinstatement/). + +RID Headquarters will begin processing 2024 extension requests on September 1, +2024. Once an extension request has been approved it cannot be rescinded or +canceled. + +**IMPORTANT: An extension does not delay the end date of the next +certification cycleโ€”the extension cuts into the following cycle. The new +certification cycle will begin the day after the CEU requirement for the +extended cycle has been satisfied. For this reason, it is good to complete the +CEU requirement as quickly as possible to allow as much time as possible to +earn the next cycleโ€™s CEUs.** + +#### Revocation of Certification + +RID reserves the right to revoke certification based on any of the following +grounds: + + * Failing to meet Certification Maintenance Program (CMP) requirements + * Divulging RID examination contents + * Attempting to take the exam for another person + * Cheating on an RID examination + * Violating the [RID Code of Professional Conduct](https://rid.org/ethics/code-of-professional-conduct/) + * Misusing an RID credential + * Pleading guilty, nolo contendre, or being found guilty of financial offenses, physically violent offenses or offenses involving misrepresentation or fraud + +#### Loss of Generalist or Specialist Certification + +Any active certified member not satisfying the requirements of the +certification maintenance program by the end of his/her cycle will cease to be +certified. + +#### Certified: Inactive and Certified: Retired Status + +Click here for information about **Certified: Inactive** status. + +Click here for information about **Certified: Retired** status. + +Questions can be sent to the CMP Department at +[cmp@rid.org](mailto:cmp@rid.org). + +#### Voluntarily Relinquish the RID Certification(s) You Currently Hold + +RID Certified members who decide to voluntarily relinquish the RID +certification(s) they currently hold are required to submit a completed, +signed and notarized form. To learn more about the eligibility requirements or +to submit your request to voluntarily relinquish the RID certification(s) you +currently hold, [**click here**](https://rid.org/wp- +content/uploads/2023/08/Voluntary-Relinquishment-of-RID-Certification.pdf). + +For more information, contact the Certification Department at +[certification@rid.org](mailto:certification@rid.org). + +ร— + +### Certified: Inactive Status Information + +**Certified: Inactive** is a category for Certified members who are taking a +break from interpreting due to a life-altering event or activity which +precludes them from working as an interpreter. A member in this category may +not represent themselves as currently certified. + +To be switched to this category, you must be a currently Certified member in +good standing. Status change requests must be made prior to membership +expiration on 6/30. The grace period for membership renewal does not apply to +status change requests - after 6/30, you are no longer considered โ€œin good +standingโ€. + +After submitting your request, RID HQ will review it within 7-10 business days +and send a letter via email if your request is approved. Dues for this +category are $50 (as of FY 2024). If you are approved, your approval letter +will include information about the +requirements for returning to active status for your records. + +A member can be on Inactive status for up to eight years. After eight years on +Inactive status, the RID certifications the individual on Inactive status +holds will be terminated. + +While you are on Inactive status, your CMP cycle is basically frozen. You +cannot earn any CEUs, but no time passes in your cycle. When you re-enter +active status, you enter with the same amount of time and the same number of +CEUs you had when you went to Inactive status. + +There are different requirements for returning to active status based on how +long you were on Inactive status. + + * Less than three years on Inactive status: Upon written announcement of intention to return to active status, the CMP cycle will resume and the +member will return to active status. + + * Three to five years on Inactive status: Member must announce, in writing, their intention to return to active status and complete 2.0 CEUs (in the +professional studies category) to be eligible for active status. + + * Five to eight years on Inactive status: Member must: a) announce, in writing, their intention to return to active status; b) complete 2.0 CEUs (in the +professional studies category) to be eligible for active status; AND c) pass +the current generalist knowledge/written exam for RID certification. + +Upon return to active status, you must submit the balance for certified +membership for the current fiscal year. + +To switch to Certified: Inactive status, please complete and submit the form +at . + + +ร— + +### Certified: Retired Status Information + +**Certified: Retired** is a category for Certified members who, upon reaching +the age of 55 or older, elect to retire from working as an interpreter or +transliterator. A member in this category may not represent themselves as +currently certified. + +To be switched to this category, you must be a currently Certified member in +good standing. Status change requests must be made prior to membership +expiration on 6/30. The grace period for membership renewal does not apply to +status change requests - after 6/30, you are no longer considered โ€œin good +standingโ€. + +After submitting your request, RID HQ will review it within 7-10 business days +and send a letter via email if your request is approved. Dues for this +category are $50 (as of FY 2024). If you are approved, your approval letter +will include information about the requirements for returning to active status +for your records. + +A member can be on Retired status for up to eight years. After eight years on +Retired status, the RID certifications the individual on Retired status holds +will be terminated. + +While you are on Retired status, your CMP cycle is basically frozen. You +cannot earn any CEUs, but no time passes in your cycle. If you re-enter active +status, you enter with the same amount of time and the same number of CEUs you +had when you went to Retired status. + +There are different requirements for returning to active status based on how +long you were on Retired status. + + * Less than three years on Retired status: Upon written announcement of intention to return to active status, the CMP cycle will resume and the +member will return to active status. + + * Three to five years on Retired status: Member must announce, in writing, their intention to return to active status and complete 2.0 CEUs (in the professional studies category) to be eligible for active status. + * Five to eight years on Retired status: Member must: a) announce, in writing, their intention to return to active status; b) complete 2.0 CEUs (in the +professional studies category) to be eligible for active status; AND c) pass +the current generalist knowledge/written exam for RID certification. + +Upon return to active status, you must submit the balance for certified +membership for the current fiscal year. + +To switch to Certified: Retired status, please complete and submit the form at +. + + +![](https://rid.org/wp-content/uploads/2023/03/CMP-Quick-Links.jpg) + +#### Resources + +## Find an Approved Sponsor, presenter, or workshop. + +**[FIND A CMP SPONSOR](https://myaccount.rid.org/Public/Search/Sponsor.aspx)** + +**[FIND A PRESENTER](https://myaccount.rid.org/Public/Search/Presenter.aspx)** + +**[FIND A WORKSHOP](https://myaccount.rid.org/Public/Search/Workshop.aspx)** + +## Quick Links. + +Find quick links here to get you to where you need to go. If you can't find +what you're looking for, [contact us here](https://rid.org/contact/). + +__ + +#### Summary Sheet + +Download this [helpful summary +sheet](https://drive.google.com/file/d/0B3DKvZMflFLdOXZBVDFjREhGYk0/view?usp=sharing) +for earning CEUs. + +__ + +#### CMP FAQs + +Jump to the CMP [FAQ page](https://rid.org/faqs/#cmpfaqs). + +__ + +#### RID CPC + +**[Follow the RID Code of Professional Conduct](https://rid.org/conduct/code- +of-professional-conduct/)** + +__ + +#### Certification Cycle Extension Request Form + +An extension may be available for those who [submit this +form](https://rid.org/rid-forms/). + +__ diff --git a/intelaide-backend/python/rid/programs_certification-maintenance_workshop-presenters-and-hosts.txt b/intelaide-backend/python/rid/programs_certification-maintenance_workshop-presenters-and-hosts.txt new file mode 100644 index 0000000..49e5117 --- /dev/null +++ b/intelaide-backend/python/rid/programs_certification-maintenance_workshop-presenters-and-hosts.txt @@ -0,0 +1,141 @@ +Opportunities for hosting or presenting Continuing Education activities + +Workshop Presenters & Hosts + +Presenters should be qualified with credentials, training and experience in +the subject matter to be presented, and must contact and return all paperwork +to the RID approved sponsor at least 45 days in advance of the date of the +event to get a presentation approved for RID CEUs. + +RID approved workshops can be sponsor initiated or co-sponsored with another +organization. + +# For Presenters + +### Presenting Continuing Education Activities. + +#### Qualified with credentials, training, and experience. + +[Presenter Database](https://myaccount.rid.org/Public/Search/Presenter.aspx) + + __ + +#### Earning RID CEUs forโ€ฆ + +#### Presenting RID Approved Workshops + +Presenters wishing to gain General Studies (GS) CEUs equivalent to the number +of CEUs offered to participants can do so by checking the presenter CEU +request box and providing his/her RID member number on the RID Activity Report +Form sign-in sheet. CEUs will be awarded only once during each certification +cycle for each activity presented. + +#### Presenting Non-RID Approved Workshops + +Presenters wishing to gain General Studies (GS) CEUs equivalent to the number +of CEUs offered to participants can do so by contacting a CMP Sponsor to +prepare an Independent Study Plan. The Independent Study Plan must be approved +before CEUs can be earned. + +#### Course Development + +Teachers wishing to gain Professional Studies (PS) CEUs for the preparation +and development of the classes/workshops may contact a CMP Sponsor to prepare +an Independent Study Plan. The Independent Study Plan must be approved before +CEUs can be earned. + +__ + +#### Database and Tips + +#### Presenter Database + + * Is a resource where people in search of training can find a presenter for an event. + * Includes the topic for the presenterโ€™s area of expertise and a place for contact information (phone number, email and website). + * Allows for easy access to log-in and update your presenter information + +_RID does not endorse any of the presenters on the database. We are simply +providing an avenue where presenters can be located._ + +#### Top Tips for a Successful and Safe Learning Environment + +The Professional Development Committee (PDC) put together two lists to assist +presenters, trainers and teachers in facilitating successful workshops. The +PDC thanks all of those who responded to the inquiry for โ€œtips.โ€ Although +these lists are very thorough, they are not meant to be all inclusive. +Continuing dialogue and sharing of successful strategies will only serve to +enhance future presentations by all and encourage the pursuit of life-long +learning in the field of interpreting. + + * [Tips for Successful Presentations](https://acrobat.adobe.com/link/track?uri=urn:aaid:scds:US:3d23fcd4-86cd-310c-ab8e-794a66e2ae52) + * [Tips for Creating a Successful Learning Environment](https://drive.google.com/file/d/0B3DKvZMflFLdbjZNNC1nNlNxVjQ/view?usp=sharing) + +# For Workshop Hosts + +### RID approved workshops. + +#### Find workshops of interest. + +[Workshop Database](https://myaccount.rid.org/Public/Search/Workshop.aspx) + + __ + +#### Workshop Hosting Information + +#### To have your workshop approved for RID CEUs: + + * Contact an [RID sponsor](https://myaccount.rid.org/Public/Search/Sponsor.aspx) at least 45 days before the date of the workshop to be approved for RID CEUs. + * Sponsors will provide you with the necessary paperwork to approve the activity for RID CEUs. + * CEUs for traditional activities will be determined following the formula of one (1) CEU being equal to ten (10) contact hours. + * CEUs for non-traditional activities, where the method of educational delivery does not lend itself to easy translation, will be determined by the sponsor, who will note the method for determining CEUs in the Activity Plan Form. + +#### RID Approved Workshop Requirements + + * Workshops approved for RID CEUs must have measurable educational objectives that must be published in the promotional announcements of the activity. + * In conformance with the local, state, provincial and federal statutes regarding disabilities, activities and facilities shall be accessible to all individuals. + * Advertisement for the workshop should have content level, name of the RID approved sponsor, target audience, solicitation request for reasonable accommodations, RID CMP and ACET logos, number of CEUs offered, content area and the refund and cancellation policy. + * The method of delivery should allow for and encourage active involvement on the part of the participants, feedback, and reinforcement of the learned knowledge or skill. + +## Certification Maintenance and Professional Development Resources. + +__ + +#### CMP + +Members must maintain their certification through continuing education, +membership in RID, and compliance with the RID Code of Professional Conduct. + +[Learn More >](https://rid.org/programs/certification-maintenance/cmp/) + +__ + +#### ACET + +A vehicle through which the continued skill development of RID Associate +members is documented to demonstrate the individualโ€™s commitment to and +participation in the field of interpreting. + +[Learn More >](https://rid.org/programs/certification-maintenance/acet/) + +__ + +#### Approved Sponsors + +Providing and approving appropriate educational activities for participants. + +[Learn More >](https://rid.org/programs/certification-maintenance/approved- +sponsors/) + +__ + +#### Earn CEUs + +CEUs are the foundation of continued learning and enhancing your skills in the +profession. + +[Learn More >](https://rid.org/programs/certification-maintenance/ceus/) + +[Maintain Your Certification](https://rid.org/programs/certification- +maintenance/) + +__ diff --git a/intelaide-backend/python/rid/programs_ethics.txt b/intelaide-backend/python/rid/programs_ethics.txt new file mode 100644 index 0000000..2190d23 --- /dev/null +++ b/intelaide-backend/python/rid/programs_ethics.txt @@ -0,0 +1,509 @@ +Ethics + +# EPS Policy and Enforcement Procedures + +# RID-NAD CPC + + + +### EPS Policy and Enforcement Procedures in ASL + +#### RID Ethical Practices System Policy and Enforcement Procedures + +#### EPS Prohibited Actions and Behaviors + +#### EPS Enforcement Procedures + + +### Overview and basics. + +#### *** Governing Language** + +#### EPS Reform + + __ + +#### EPS Reform explained + +The Registry of Interpreters for the Deaf (RID)'s Board of Directors approved +changes to the policies and procedures within the Ethical Practices System +(EPS). These new policies and procedures will become effective during +membership renewal in June 2023. RID certificants and members working toward +RID certification will be expected to continuously comply with and uphold +appropriate standards of professionalism while demonstrating integrity and +accountability in all interpreting settings and interpreting-related +activities. While the RID-NAD's Code of Professional Conduct (CPC) outlines +the baseline of professional standards for all certificants and members, the +EPS is a crucial additional layer of protection that holds RID certificants +and members accountable to the CPC. + +The revised EPS is now expanded in scope and includes any professional-related +activities related to applying for membership, testing and certification, and +maintaining certification. The EPS also includes CASLI testing candidates. +Also, in promotion of accountability within our profession, the policy also +states that those who witness or are aware of harm being caused - not just +those who experience the harm - may file a grievance. Additionally, the EPS +oversees the enforcement of the CPC and provides a robust structure for +investigating and resolving grievances. + +#### Goals for EPS Reform + +**Protect Consumers of Interpreting Services:** ASL interpreting is a โ€œtrustโ€ +profession in which professionals work with vulnerable people thus our +professionals are held to high standards of ethical and professional +behaviors. The EPS aims to reduce further harm to Deaf, DeafBlind, Hard of +Hearing and DeafDisabled consumers, as well as, hearing consumers from bad +actors in advantageous positions. + +**Protect the Integrity of the Profession:** Professional certification +organizations are expected to develop and uphold high ethical and professional +standards for their members and holders of their certification. The revised +policy helps protect the overall profession's reputation by holding bad actors +- members who engage in inappropriate or unethical behavior - accountable for +the harm they cause. + +**Build Trust Within our Profession:** By having a robust grievance system in +place that holds our members and certificants accountable for adhering to the +CPC, RID is demonstrating our commitment to our certification's integrity and +protecting the public, and rebuilding trust between our members and our +consumers. + +**Provide guidance to members and holders of RID certification:** The revised +EPS, combined with the CPC, can provide guidance to members who may be +uncertain as to how to navigate certain situations. The EPS and CPC can help +members make more informed decisions about their behavior by establishing +expectations and consequences for professional misconduct. + +**Align RID with the industry best practices and National Commission for +Certifying Agencies (NCCA) standards:** RIDโ€™s overarching goal is to align our +practices with the needs of our consumers and with industry best practices, to +champion the value of certification and expected levels of ethical behaviors +and professionalism for our consumers, members, and the public. + +**Uphold the Organization 's Mission:** The EPS policy and the CPC work +together to methodically support RID's mission and values. By promoting and +upholding high standards of integrity and accountability within interpreting, +which is a โ€œtrustโ€ profession, the organization can demonstrate its commitment +to its mission, purpose, vision, and reinforce its values. + +#### EPS Reform FAQs + +You may find all answers to your questions regarding the EPS Reform here: +[www.rid.org/faqs/#epsfaqs](http://www.rid.org/faqs/#epsfaqs) + +#### EPS Reform Announcement in ASL + + +### EPS Policy and Enforcement Procedures in ASL + +#### EPS Governing Language + +The English language version of this agreement shall be controlled in all +respects, notwithstanding any translation of this agreement made for any +purpose whatsoever. If any translation of this agreement conflicts with the +English version or contains terms in addition to or different from the English +version, the English version shall prevail. + + +**ASL: EPS Policy and Enforcement Procedures** + +**EPS Governing Language** + + +### EPS Policy and Enforcement Procedures in ASL + +#### RID Ethical Practices System Policy and Enforcement Procedures + +#### EPS Prohibited Actions and Behaviors + +#### EPS Enforcement Procedures + + +#### EPS Overview + + __ + +#### What is EPS? + +RIDโ€™s Ethical Practices System (EPS) seeks to bring accountability to the +field of interpreting and is part of the tri-fold approach to establishing the +standards RID maintains for its membership. It provides guidance and +enforcement to professionalism and conduct while offering a complaint filing +and review process to address concerns regarding the ethical decision-making +of interpreters. + +#### Purpose of EPS + +The EPS upholds accountability and integrity as essential components to +developing and supporting trustworthy relationships between all consumers and +interpreting professionals. As such, accountability and integrity are pillars +for professional conduct. We acknowledge that accountability and integrity can +be perceived and upheld in a myriad of ways by various cultural, linguistic, +and (dis)ability communities which have historically been neglected when +identifying and addressing alleged professional misconduct. It is the desire +of the EPS to foster healthy relationships between consumers and professionals +in the interpreting community by providing a paradigmatic shift in the +understanding of how interpreting professionals should exhibit and embody +integrity and accountability. + +#### EPS Complaint vs. EPS Report + +A complaint is related to violations of the EPS Policy and/or the CPC. +Complainants are named. + + +A report is sharing information that is public (i,e. court judgments, +newspaper articles.) This is to inform RID of this information, the EPS may or +may not initiate action. Complainants are anonymous. + + +#### Approach to Ethical Issues + +RID endeavors to assure all members of the public โ€“ Deaf, DeafBlind, +DeafDisabled, Hard of Hearing, and Late-Deafened (DDBDDHHLD) consumers, +hearing consumers, communities and organizations that engage in the provision +of interpreting services, and those who rely on the services of interpreters +to communicate with DDBDDHHLD individuals โ€“ that RID certificants meet +professional standards of conduct. RIDโ€™s EPS requires that certificants and +those seeking RID certification continuously comply with and uphold +appropriate standards of professionalism, while demonstrating integrity and +accountability in all interpreting settings and interpreting-related +activities. RID-NAD's Code of Professional Conduct outlines the baseline of +professional standards that all certificants and members throughout multiple +points in their journey to certification are expected to uphold. + +It is crucial that individuals who do not meet the standards of +professionalism, accountability, and integrity required of the profession do +not undermine the important achievements of those who do. Failure to uphold +these standards by demonstrating conduct that is out of compliance and harmful +to the profession, its consumers and stakeholders, will be subject to +disciplinary action in accordance with this policy. + + +#### Basics and resources + + __ + +#### EPS Definitions + +You can find the EPS definitions in this PDF on page four: + + +#### Filing a complaint + +RIDโ€™s Ethical Practices System (EPS) seeks to bring accountability to the +field of interpreting and is part of the tri-fold approach to establishing the +standards RID maintains for its membership. It provides guidance and +enforcement to professionalism and conduct while offering a complaint filing +and review process to address concerns regarding the ethical decision-making +of interpreters. + + +#### EPS Procedures + +The goal of the Ethical Practices System (EPS) is to uphold the integrity of +ethical standards among interpreters. In keeping with that goal, the system +includes a comprehensive process whereby complaints of ethical violations can +be thoroughly reviewed and resolved through complaint review or adjudication. + +Procedures can be found here: + +#### EPS Violations + +RIDโ€™s Ethical Practices System (EPS) seeks to bring accountability to the +field of interpreting and is part of the tri-fold approach to establishing the +standards RID maintains for its membership. It provides guidance and +enforcement to professionalism and conduct while offering a complaint filing +and review process to address concerns regarding the ethical decision-making +of interpreters. + +You may find a list of members who have violated EPS standards here: + + +#### NAD-RID Code of Professional Conduct + +A code of professional conduct is a necessary component to any profession to +maintain standards for the individuals within that profession to adhere. It +brings about accountability, responsibility and trust to the individuals that +the profession serves. + +Originally, RID, along with the National Association of the Deaf (NAD), co- +authored the ethical code of conduct for interpreters. At the core of this +code of conduct are the seven tenets, which are followed by guiding principles +and illustrations. + +The tenets are to be viewed holistically and as a guide to complete +professional behavior. When in doubt, one should refer to the explicit +language of the tenet. + + +#### Taking care of your concerns and needs. + +[File a Complaint](https://rid.org/eps-complaint-form/) + +[File a Complaint in ASL](https://www.videoask.com/fyd6t988p) + +[File a Report](https://rid.org/eps-report/) + +[File a Report in ASL](https://www.videoask.com/fyd6t988p) + +### Causes for Actionable Discipline. + +#### + +**I. Relating to the Integrity of Membership and Credentials** + +**Cause I in ASL** + +#### 1\. Misrepresentation of Membership and Credentials + + 1. Making false, knowingly misleading, or deceptive statements, or providing false, knowingly misleading or deceptive information or documents in connection with applying for RID membership or regarding the prerogatives and ramifications of that membership. + 2. Misrepresenting professional credentials (i.e., education, training, experience, level of competence, skills, exam scores, and/or certification status). + 3. Obtaining or attempting to obtain exam eligibility, certification, or recertification of any RID credentials by deceptive means. + 4. Assisting another in misrepresenting or falsifying membership or credentials not limited to submitting or assisting another person to submit any document which contains a material misstatement of fact or omits to state a material fact. + 5. Using Fraudulent Credentials + 1. Manufacturing, modifying or duplicating documents including but not limited to submitting or assisting another person to submit any document which contains a material misstatement of fact or omits to state a material fact. + 2. Use of RID and CASLI marks and logos including trademarked material, without the expressed permission of RID/CASLI. + 3. Impersonating a certified interpreter or providing interpreter services using anotherโ€™s certification identification number. + 4. Attesting membership status as certification. + +#### 2\. Certification Maintenace Program (CMP) Infringement + + 1. Noncompliance with CMP protocols for seeking CEUs. + 2. Noncompliance with CMP sponsor responsibilities and procedures. + 3. Defrauding the CMP process (e.g., attending two or more simultaneous CEU-bearing events, impersonating another interpreter in CEU-bearing events, abuse of membership cycle to avoid CEU submission, etc.). + 4. Failure to report known violations or intentionally assisting another in defrauding the certification maintenance process. + 5. Misrepresentation as a CEU sponsor or as hosting a CEU-bearing event. + +#### 3\. Dishonest Actions Impacting CASLI Testing + + 1. Integrity of Testing Materials + 1. Disclosing, recording, reproducing, or distributing examination content or otherwise compromising the security of a CASLI examination. + 2. Possessing and/or using unauthorized material, including but not limited to streaming, recording, screen capture, or other unpermitted electronic devices during a CASLI examination. + 3. oHaving or seeking access to proprietary exam materials before the exam. + 2. Testing Procedures + 1. Violating the published examination procedures for the examination or the specific examination conditions authorized by CASLI. + 2. Impersonating an examinee or engaging someone else to take the exam by proxy. + 3. Test Products + 1. Cheating on a CASLI examination. + 2. Making false, knowingly misleading, or deceptive statements, or providing false, knowingly misleading, or deceptive information or documents in connection with an application for CASLIโ€™s examinations or certification renewal.or examination appeals. + + + +### I. Relating to the Integrity of Membership and Credentials in ASL + + +#### + +**II. Relating to Upholding Trust in the Profession** + +**Cause II in ASL** + +#### 1\. Confidentiality Transgressions + + 1. Failing to maintain the confidentiality of information gained through or as a result of providing interpreting services whether such breach of confidentiality occurs prior to, during, or after an interpreting engagement. + 2. Sharing information that breaches the privacy of the consumer(s). + 3. Profiting from the use of assignment-related information for professional or personal gain. + 4. Sharing confidential, job-related, or protected information that would only be known to the parties involved on social media platforms. + 5. Not following protocol for reporting within a specific agency or entity. + +#### 2\. Misconduct via Online Professional Spaces. + + 1. Digital Civility + 1. Recording and distributing content expressly prohibited by its creator, e.g., without express permission recording an interpreted scenario unbeknownst to the parties involved, recording of consumers involved in the respective interpreted event, refusal to remove the recording as requested by the personnel or stakeholders involved in the event. + +#### 3\. Actions Taken During Interpreting-Related Activities + + 1. Documented evidence of gross incompetence, unprofessional conduct, or unethical professional conduct. + 2. Knowingly accepting assignments without adequate prior training or skills. + 3. Exceeding oneโ€™s scope of practice as defined by law or certification. + 4. Knowingly accepting an interpreting engagement that the interpreter is aware is beyond the interpreterโ€™s knowledge, ability, or skills to perform in accordance with the standards of practice, or continuing with such an assignment without disclosing the interpreterโ€™s skill limitations. + 5. Knowingly accepting assignments for which one is not culturally and linguistically apt to provide services. + 6. Knowingly accepting or continuing an interpreting engagement for which the interpreter has an undisclosed conflict of interest. + 7. Refusing to use the language and modality(ies) as requested by consumer(s). + 8. Falsely, misleadingly, or deceptively purporting to have professional expertise beyond scope of practice and/or training. + 9. Failing to limit professional activity to interpreting during an interpreting engagement, such as by advising consumers on the substance of the matter being interpreted, sharing or eliciting overly personal information in conversations with the consumer, or inserting personal judgments or cultural values into the interpreting engagement. + 10. Failing to meet standards of practice for rendering an interpreted communication accurately, without material omissions or additions, and conveying the content and spirit of the original message. + 11. Discriminating against anyone in the provision of interpreter services on the basis of race, sex, gender identity or expression, sexual orientation, religion, national origin, age, or disability. Discrimination does not include declining an interpreting engagement because it is beyond the interpreterโ€™s knowledge, ability, or skills to perform in accordance with the standards of practice. + 12. Practicing while impaired (e.g. due to mind-altering substance use) + 13. Exhibiting gross incompetence, unprofessional conduct, or unethical conduct in connection with providing interpreting services or the individualโ€™s professional practice as an interpreter that raises a substantial question as to that individualโ€™s honesty, trustworthiness, or fitness as an interpreter in other respects. + +#### 4\. Negligence in Utilizing Necessary Resources + + 1. Failure to acknowledge that additional necessary accommodations are required to provide accurate message equivalence. This is including but is not limited to a more qualified interpreter(s) (e.g., Deaf interpreters, heritage language interpreters, interpreters with setting-specific cultural competence), notetaker(s), language facilitator(s), Captioning Access Real Time (CART), assistive technologies, etc.). + 2. Failure to acknowledge when multiple interpreting teams(e.g., Deaf, multilingual, heritage language, ProTactile, etc.) are needed given the complexity and nature of the interpreting task. + 3. Failure to recommend to appropriate personnel the availability of resources for consumer(s). This is including but is not limited to resources that recommend:interpreters representing mutual intersectionalities of the consumer(s) or event, the most effective situational interpreting services possible (e.g., Deaf, multilingual, or heritage language interpreters), the most effective and readily available community based services. + +#### 5\. Disrespect for colleagues, consumers, organizational +stakeholders, and students of the profession + + 1. Engaging in violent, threatening, harassing, obscene, profane, or abusive communications with RID or CASLI or their agents. + 2. Failing to comply with pre-set policies or regulations at the venue where the interpreting assignment is including cultural norms and safety regulations. + 3. Failing to cooperate with or respond to inquiries from RID or CASLI related to the individualโ€™s own or anotherโ€™s compliance with RIDโ€™s or CASLIโ€™s standards, policies, and procedures and this Disciplinary Policy, in connection with CASLI certification-related matters, RID membership-related matters, or disciplinary proceedings. + +#### 6\. Dishonesty while Conducting the Business of Interpreting + + 1. Obtaining or attempting to obtain compensation or reimbursement by fraud or deceit in connection with professional practice. + 2. Engaging in negligent billing or record keeping in connection with professional practice. + 3. Promoting, implying, encouraging/overriding autonomy of consumers in the provision of communication access (including for the purpose of placing oneself in a favorable position for future assignments). + 4. Engaging in fraudulent business practices such as โ€˜double-dippingโ€™. + 5. Knowingly accept interpreting assignments alone, that should be teamed, and charge exorbitant fees for their benefit at the expense of quality and access. + 6. Pricing interpreting services in ways that become cost-prohibitive to consumers and hiring entities. + +**[Read the EPS Policy and Enforcement Procedures PDF +Here](https://rid.org/wp-content/uploads/2024/09/EPS-Policy-and-Enforcement- +Procedures_Updated-July-2024.pdf)** + + +### II. Relating to Upholding Trust in the Profession in ASL + + +#### + +**III. Relating to Adverse Actions** + +**Cause III in ASL** + +#### 1\. Misusing the Disciplinary Procedures + + 1. Engaging in fraudulent conduct. + 2. Submitting false evidence. + 3. Making false statements. + 4. Filing retaliatory reports. + 5. Violating appropriate boundaries between the interpreter and any party involved in the interpreted encounter. + 6. Changing residence to avoid prosecution, loss of license, or disciplinary action by a state licensing agency. + 7. Making wrongful claims. + 8. Making inflammatory statements. + 9. Failing to adhere to the outlined protocols and procedures as outlined in this document. + +#### 2\. Failing to Report + + 1. Failing to report known or perceived prohibited behavior or activities by another RID member. + 2. Failing to report a conviction of a felony related to the performance of the individualโ€™s duties as an interpreter or fitness as an interpreter (see Criminal Convictions, below). **Not in effect until FY 25 membership renewal.** + 3. Failing to disclose to state boards any disciplinary actions taken against a candidate/certificant, including but not limited to revocation, suspension, voluntary surrender, probation, fines, stipulations, limitations, restrictions, conditions, censure or reprimand, or denial of licensure or certification. + +**[Read the EPS Policy and Enforcement Procedures PDF +Here](https://rid.org/wp-content/uploads/2024/09/EPS-Policy-and-Enforcement- +Procedures_Updated-July-2024.pdf)** + + +### III. Relating to Adverse Actions in ASL + + +#### + +**IV. Criminal Convictions** + +**Cause IV in ASL** + +#### Explained + +EPS holds that interpreting is a trust and reputation-based profession. +Therefore, criminally offending can potentially affect the interpreterโ€™s +suitability to practice in a number of ways and be detrimental to the trust +and safety required to facilitate effective language access. This section +details when an interpreter's criminal conviction may be relevant to their +eligibility for certification and periodic certification renewal. + +RID will engage in an individualized assessment for each disclosure submitted. +Criminal convictions will not automatically disqualify one from credentialing +eligibility, access to testing or automatically result in disciplinary +sanction. This disclosure will be informative to RID as the organization can +not adopt a policy of deliberately excluding knowledge of offenses that may be +relevant to the trustworthiness of a member or certificant affecting the +safety of consumers, fellow colleagues and RID stakeholders. + +#### 1\. Disclosure + + 1. Disclosure - As required by this Policy, each RID current member, professionals submitting for RID membership renewal, and CASLI testing candidates must identify and explain whether s/he/they was or is the subject of any of the following matters within 30 days of notification of the matter or at the time of membership renewal or testing application (whichever occurs sooner): + 1. Prior criminal felony, misdemeanor, and other criminal convictions, even if the court withheld adjudication so that you would not have a record of conviction. + 2. Current and pending criminal felony, misdemeanor, and other charges, including complaints and indictments. + 3. Government agencies and professional organizations conduct or other complaint matters relating to the member/candidate, including disciplinary and complaint matters, within ten (10) years prior to the date of their initial certification application or certification maintenance application. + 4. Legal matters related to the memberโ€™s/candidateโ€™s interpreting business or professional activities, including civil complaints and lawsuits. + +#### 2\. Failing to Report + + 1. Failing to report a conviction of a felony related to the performance of the individualโ€™s duties as an interpreter or fitness as an interpreter (see Criminal Convictions, below). **Not in effect until FY 25 membership renewal.** + 2. Failing to disclose to EPS any prior criminal felony, misdemeanor, and other criminal convictions. + 3. Failing to report current and pending criminal felony, misdemeanor, or indictments. + 4. Failing to report any disciplinary actions taken against a member/candidate by state or local level organizations. This could include but is not limited to, licensing bodies, and governmental agencies. + + +### IV. Criminal Convictions in ASL + + +#### Six steps in an EPS enforcement procedure. + +[EPS Enforcement Procedures](https://rid.org/programs/ethics/eps-procedures/) + +## Continue to grow on your ethical journey, there's always more to learn. + +[__Ethics Webinars](https://education.rid.org/) + +Learn more about the complexities of ethics, and how a benefit of RID +membership is the interpreterโ€™s duty to maintain ethical standards. + +[Read More](https://education.rid.org/) + +[ __Code of Professional Conduct](https://rid.org/programs/ethics/code-of- +professional-conduct/) + +Upholding high standards of professionalism and ethical conduct of +interpreters. + +[View the CPC](https://rid.org/programs/ethics/code-of-professional-conduct/) + + __ + +#### Standard Practice Papers + +Articulate the consensus of the membership in outlining standard practices and +positions on various interpreting roles and issues. + +Standard Practice Papers > + +[__Press Releases](https://rid.org/about/newsroom/) + +Browser through our Press Releases to see what RID standards for how we uphold +Ethical standards. + +[Read More Here](https://rid.org/about/newsroom/) + + +### Standard Practice Papers + +RIDโ€™s Standard Practice Papers (SPPs) articulate the consensus of the +membership in outlining standard practices and positions on various +interpreting roles and issues. You may print out the SPPs below ([Requires +Adobe Acrobat Reader](http://www.adobe.com/products/acrobat/readstep2.html)) +and then make the number of copies needed. + + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [An Overview of K-12 Educational Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdcFE2N25NM1NkaGs/view?usp=sharing) (2010) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Video Remote Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdTkk4QnM3T1JRR1U/view?usp=sharing) (2010) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Use of a Certified Deaf Interpreter](https://drive.google.com/file/d/0B3DKvZMflFLdbXFLVVFsbmRzTVU/view?usp=sharing) (1997) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Interpreting in Legal Settings](https://drive.google.com/file/d/0B3DKvZMflFLdTHo1OVFrVW4ySFk/view?usp=sharing) (2007) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Interpreting in Mental Health Settings](https://drive.google.com/file/d/0B3DKvZMflFLdWmFVV2tydVRFTHM/view?usp=sharing) (2007) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Interpreting in Religious Settings](https://drive.google.com/file/d/0B3DKvZMflFLdOGg2X05vclZIeUk/view?usp=sharing) (2007) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Video Relay Service Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdNE1zZGRPdDN4NGM/view?usp=sharing) (2007) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Interpreting in Health Care Settings](https://drive.google.com/file/d/0B3DKvZMflFLdYVVBd0RIWDlOMW8/view?usp=sharing) (2007) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Self-Care](https://drive.google.com/file/d/0B3DKvZMflFLdaHJNeVdsWDJTUUk/view?usp=sharing) (2007) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Coordinating Interpreters for Conferences](https://drive.google.com/file/d/0B3DKvZMflFLdeTBVYW90N01Kb1U/view?usp=sharing) (2007) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Team Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdVzZpaUtraW5xZG8/view?usp=sharing) (2007) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Multiple Roles](https://drive.google.com/file/d/0B3DKvZMflFLddno4VGNEVjF3NnM/view?usp=sharing) (2007) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Interpreting for Individuals who are Deaf-Blind](https://drive.google.com/file/d/0B3DKvZMflFLdeGhDU1BUOTJKNEk/view?usp=sharing) (2007) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Oral Transliteration](https://drive.google.com/file/d/0B3DKvZMflFLdRjdralozSG1iSG8/view?usp=sharing) (2007) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Professional Sign Language Interpreting](https://drive.google.com/file/d/0B3DKvZMflFLdeHZsdXZiN3EyS0U/view?usp=sharing) (2007) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Business Practices: Billing Considerations](https://drive.google.com/file/d/0B3DKvZMflFLdQVc0bmd1TGJPWEE/view?usp=sharing) (2007) + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) [Mentoring](https://drive.google.com/file/d/0B3DKvZMflFLdcGktcFhxaS1jSUE/view?usp=sharing) (2007) + +New: + + * ![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif)[ Performing Arts](https://drive.google.com/file/d/0B3DKvZMflFLdd0hnZC1BMjJvTlU/view?usp=sharing) (2014) + * [![pdf](https://rid.org/wp-content/uploads/2014/04/pdf.gif) Professional Sign Language Interpreting Agencies](https://drive.google.com/file/d/0B3DKvZMflFLdb1Q1Ym1vZ3BrWEk/view?usp=sharing) (2014) + + +[EPS FAQs](https://rid.org/faqs/#epsfaqs) + +__ diff --git a/intelaide-backend/python/rid/programs_ethics_code-of-professional-conduct.txt b/intelaide-backend/python/rid/programs_ethics_code-of-professional-conduct.txt new file mode 100644 index 0000000..443c874 --- /dev/null +++ b/intelaide-backend/python/rid/programs_ethics_code-of-professional-conduct.txt @@ -0,0 +1,23 @@ +Upholding high standards of professionalism and ethical conduct of +interpreters. + + +CPC + +## CPC in ASL and English + + * NAD-RID CPC in ASL + * NAD-RID CPC in English + + * NAD-RID CPC in ASL + + * NAD-RID CPC in English + +[NAD_RID Code of Professional Conduct 508 Accessible](https://rid.org/wp- +content/uploads/2023/03/NAD_RID-Code-of-Professional- +Conduct-508-Accessible.pdf) + +[Accessible PDF Download +here](https://acrobat.adobe.com/link/track?uri=urn:aaid:scds:US:154885ef-2f50-3664-ba5e-f9654c395ddf) + +__ diff --git a/intelaide-backend/python/rid/programs_ethics_eps-complaints.txt b/intelaide-backend/python/rid/programs_ethics_eps-complaints.txt new file mode 100644 index 0000000..96a0e97 --- /dev/null +++ b/intelaide-backend/python/rid/programs_ethics_eps-complaints.txt @@ -0,0 +1,82 @@ + +EPS Complaints + +### EPS provides guidance and enforcement to professionalism and conduct while +offering a complaint filing and review process to address ethical decision- +making concerns of interpreters. + +__ + +#### Before Filing a Complaint + +If possible, address the situation directly with the interpreter, the +interpreting agency or the hiring entity and document the communication +(emails/letters) before filing a complaint. + +__ + +#### Complaint Requirements + + * Describe what happened + * Describe how the interpreterโ€™s conduct negatively affected you, others involved, or the situation itself. + * List and submit your intended sources of evidence (witness statements, documentation, affidavits, etc.) that will be used to support the allegation(s) + * Explain any efforts made to reach a solution with this interpreter before filing this complaint + * Include the status of any legal action underway, at the time of this filing, related to this matter + * Detail similar incidents (if any) of alleged misconduct you have experienced with this interpreter and include if this is the first incident or a series of events + +__ + +#### Format of Complaints + + * Typed, written or electronic version + * Attached or emailed + * American Sign Language (ASL) + * Contact [ethics@rid.org](mailto:ethics@rid.org) for a private link to upload your ASL narrative + * Pro-tactile or other language needs + * Contact [ethics@rid.org](mailto:ethics@rid.org) for accommodations + + +#### EPS Complaint + +Detail a violation of the EPS Policy and/or the CPC. + +File a Complaint + + +### Please select one of the following options below: + +[I wish to file an EPS complaint in ASL](https://www.videoask.com/fyd6t988p) + +[I wish to file an EPS complaint in written English](https://rid.org/eps- +complaint-form/) + + + +#### EPS Report + +Inform RID of public information that may be pertinent for the Ethics +Department to know. + +File a Report + + +### Please select one of the following options below: + +[I wish to file an EPS report in ASL](https://www.videoask.com/fyd6t988p) + +[I wish to file an EPS report in written English](https://rid.org/eps-report/) + + + +#### Procedures + +## EPS Policy and Enforcement Procedures. + +Outlining RID's EPS Policy and Enforcement Procedures which requires +compliance with the CPC, EPS, objectivity, and fundamental fairness to all +persons who may be parties in a complain of professional misconduct. + +**[Learn more here about EPS Procedures>](https://rid.org/programs/ethics/eps- +procedures/)** + +__ diff --git a/intelaide-backend/python/rid/programs_ethics_eps-procedures.txt b/intelaide-backend/python/rid/programs_ethics_eps-procedures.txt new file mode 100644 index 0000000..e9c1896 --- /dev/null +++ b/intelaide-backend/python/rid/programs_ethics_eps-procedures.txt @@ -0,0 +1,150 @@ +## EPS Procedures + +Enforcement procedures for the associated EPS policy. + +#### Step 1: Filing a Complaint or Submitting a Report of Alleged Violation + +Complaint: A complaint is a formal declaration to EPS that a consumer, interpreting professional or interpreting entity (a โ€œrespondentโ€) has allegedly experienced intentional or unintentional harm that is a violation of EPS policy. + + 1. Complaints stating an alleged violation of this Policy may originate from any consumer, interpreting professional, or entity within or outside RID. + 2. Report: A report is the submission of documentation of an alleged violation of EPS policy for which there is no named complainant. EPS may initiate a report (โ€œself-initiated reportโ€) based on information from any internal or external source indicating that a person subject to this Policyโ€™s jurisdiction may have committed acts that violate this Policy (e.g., public information concerning an RID member such as court judgments or media releases that indicate a potential violation of this Policy). + +All [complaints](https://rid.org/eps-complaint-form/) and [reports](https://rid.org/eps-report/) must be submitted to EPS using their designated forms. Complainants must complete the form(s) in its entirety. + +#### Step 2: The Intake + + 1. Complaints: EPS staff may schedule an intake meeting with the complainant. .The intake may be completed in the language preferred by the complainant, including but not limited to ASL, ProTactile, written or spoken English. The Intake Coordinator will collect all documentation relevant to the alleged violation. + 2. Reports: EPS Staff will gather available documentation on the alleged violation. + +#### Step 3: Complaint and Report Procedures + + 1. EPS has a role in educating and guiding its members toward appropriate professional conduct in all aspects of their diverse professional and volunteer roles. + 2. If the EPS determines that the respondent has engaged in professional conduct that constitutes a violation of the Policy, it may take private and/or public actions. + 3. All decisions by the EPS will be documented in perpetuity internally by RID headquarters. + 4. All parties involved are immediately informed of the decision of the resulting actions/sanction(s) and plan for carrying out the sanction(s) as decided by the EPS. + 5. Possible Resulting Actions/ Sanctions: + 1. Non-public Reprimand and Warning + 1. The EPS will send a letter to the respondent outlining the violation with a warning that the complaint will be documented in perpetuity internally by RID headquarters. The complaint may be utilized in any future complaint as evidence of a pattern of harm and professional disregard. + 2. Public Reprimand and Warning + 1. Publication of the respondentโ€™s name, violations, date of the decision, and sanctions in RID VIEWS and RID Website and, + 2. Notification sent to the respondentโ€™s + 1. Respective state or local licensing entities + 3. Supervision + 1. Supervision is defined as a colleague who is monitoring the process and completion of the consequences as prescribed by the EPS. + 2. This assigned supervisor will provide support or coaching, as outlined by the EPS Review Board, and provide progress reports along with any further identified action steps needed, based on the observations seen over the course of the supervisory relationship. + 3. The respondent will be responsible to meet with the supervisor at regular intervals to demonstrate progress and may be responsible to pay the supervisorโ€™s time at fair market value. + 4. (Re)Education + 1. Assigned number of hours of (re)education. The exact nature and type of education will be assigned by the EPS.. All education plans must be approved and monitored by the EPS. This may include: + 1. Courses/Seminars/Workshops. A specific number of hours focused on the development of ethics, accountability, language enhancement, soft skills, team interpreting, business practices, etc. + 2. Reflective and critical analysis in writing/video. This analysis will: + 1. Demonstrate an understanding of the impact of the violation(s) + 2. Demonstrate an understanding of the โ€˜harmโ€™ and the impact of the harm on consumers, team interpreters, colleagues, and/or stakeholders + 3. Demonstrate an understanding of the risks and possible outcomes that the action(s) caused + 4. Describe a plan of how to avoid repeating the violation in the future. + 2. The respondent may not earn CEUs for any portion of the (re)education. + 5. Revocation of CEUs + 1. This is applicable, should the respondent be found in violation of the Certification Maintenance Program (CMP) protocols and procedures. The exact amount of the CEUs revoked will be at the discretion of the EPS. The revocation could include all of the respondent's current-cycle accumulated CEUs. + 6. Prohibition from Presenting at RID CEU-bearing Events + 1. Ineligible to present, lead, facilitate, and/or co-facilitate a RID CEU-bearing event or activity. + 2. The duration of this prohibition will be at the discretion of the EPS. + 7. Public Letter of Apology + 1. The respondent will be required to submit a bilingual (ASL/English) public letter of apology for the found violations. This letter will be published in the RID VIEWS and RID website. + 2. The letter will be archived on the same page as the publication of EPS violations on the RID website. + 8. Suspension of Certification + 1. The duration of the suspension will be at the discretion of the EPS. + 2. Notification of suspension will also be sent to: + 1. Respective state or local licensing entities + 9. Revocation of Certification + 1. The duration of the revocation will be at the discretion of the EPS. + 2. Notification of revocation will also be sent to: + 1. Respective state or local licensing entities + 10. Revocation of Membership + 1. The duration of the revocation will be at the discretion of the EPS Review Board. + 2. This may include barring eligibility for membership indefinitely. + 3. Notification of revocation will also be sent to: + 1. Respective state or local licensing entities + 11. Ineligiblity for CASLI examinations + 1. The duration of inegligiblity will be at the discretion of the EPS. + +#### Step 4: Respondentโ€™s Answer + + 1. Responseโ€”Within thirty (30) calendar days of notification of the EPSโ€™s decision and any sanction, the respondent shall choose one of the following responses: + 1. Accept the Decision: Accept the decision of the EPS (as to both the Policy violation and the sanction) and waive any right to appeal. + 2. Appeal: Inform the EPS in video or written form that they want to contest the EPSโ€™s decision and sanction and request to initiate the appeal process. + 3. Decide Not to Respond: Failure of the respondent to take one of the above actions within the time specified will be deemed to constitute acceptance of the decision and sanction. + 2. Action Following Respondentโ€™s Answer + 1. Acceptance: If the respondent accepts the decision and sanction, the EPS will notify all relevant parties and impose the sanction and the case will be monitored until the sanctions are complete and the respondent submits satisfactory proof of completion of the imposed corrective action. After which the case will be considered closed and an internal file created. + 1. Should the case not receive satisfactory evidence of completion EPS staff will determine the appropriate next steps. In cases of extreme disregard, this can include the revocation of membership. + 2. In extenuating circumstances where the respondent is unable to comply with the sanction(s) as outlined, the following actions must be taken by the respondent; (1) notify EPS staff immediately of the circumstance, (2) determine a reasonable course of action with EPS staff in consultation with the EPS Review Board as deemed necessary, (3) adhere to the revised course of action. + 2. Request an Appeal: If the respondent requests an appeal, the EPS staff will schedule it. Step 5 describes the Appeal process. + +#### Step 5: Appeals Process + + 1. The decision may be appealed within 30 days of being notified of the EPS decision by written letter or video letter. The grounds for the appeal shall be explained by the respondent via a written document or video that includes a detailed statement as to the reasons for the appeal, the decision, and a list of potential witnesses (if any) and/or materials and the subject matter they will address. + 2. The purpose of the Appeal is to provide the respondent an opportunity to provide further evidence to refute the decision and/or sanction decided on by the EPS and to permit the EPS Review Board to present the evidence in support of the EPS Review Board decision. The EPS Review Board is convened upon written or video request by the respondent. The EPS Review Board shall consider the matters alleged in the complaint; the matters raised in defense; the EPS decision; and other relevant facts, ethical principles, and federal or state law, if applicable. The EPS Review Board may question the parties concerned and determine professional misconduct issues arising from the factual matters in the case, even if those specific issues were not raised by the complainant. The EPS Review Board may also choose to apply principles or other language from the Policy not originally identified by the EPS. The EPS Review Board may affirm the decision, reverse or modify it, or remand it to the EPS for review if its written procedures were not followed. + 3. Appeals shall generally address only the issues, procedures, or sanctions that are part of the EPS findings. However, in the interest of fairness, the EPS Review Board may consider newly available evidence that is directly related to the original complaint. + 4. The parties in the appeals process are the respondent and the EPS Review Board. + 5. The EPS Review Board and staff shall initiate the appeal process as follows: + 1. Notification of Parties - The EPS staff will inform the EPS Review Board immediately upon receipt of a formal written or video request for an appeal. + 2. The EPS Review Board members shall be convened within fifteen (15) calendar days of receipt of a formal written or video appeal request. + 6. Decision + 1. The EPS Review Board shall conduct a review of the prior decision. + 2. The decision of the EPS Review Board shall be by majority vote. + 3. The EPS Review Board shall have the power to (a) affirm the decision, (b) modify the decision, or (c) reverse the original decision. + 4. Within fourteen (14) calendar days, the EPS Review Board shall share the appeal decision with EPS staff, who in turn will notify the respondent, the original complainant, and any other parties deemed appropriate of the decision. For RID purposes, the decision of the EPS Review Board shall be final. + 5. The official record of the EPS Review Board and its decision shall be maintained by RID in perpetuity. + +#### Step 6: Reports, Records, and Publications + + 1. All notifications referred to in these Enforcement Procedures shall be in writing. + 2. The investigative case files shall include the complaint and any documentation the EPS relied on upon initiating the investigation. At the completion of the enforcement process, the written records and reports that state the initial basis for the complaint or report, material evidence, and the disposition of the complaint shall be retained by the EPS indefinitely. + 3. Final decisions will be publicized only after any appeal process has concluded. Public sanctions will be published in official publications of the RID and EPS under the following time frames: + 1. Sanctions of Public Reprimand will remain published indefinitely. + 2. Sanctions of Suspension will remain published indefinitely. + 3. Sanctions of Revocation will remain published indefinitely. + 4. Modification - The EPS reserves the right to (a) modify the time periods, procedures, or application of these Enforcement Procedures for good cause consistent with fundamental fairness in each case and (b) modify its Policy and/or these Enforcement Procedures, with such modifications to be applied only prospectively. + +### What is the difference between filing an EPS complaint versus filing an EPS report? + +A complaint is related to violations of the EPS Policy and/or the CPC. Complainants are named. + +A report is sharing information that is public (i,e. court judgments, newspaper articles.) This is to inform RID of this information, the EPS may or may not initiate action. Complainants are anonymous. + +### Where are you in the current EPS process? + +**FOR THE COMPLAINANT** + +Complaint Filed + +You will receive confirmation within 5 business days. + +Complaint Confirmation + +The EPS will notify you if more information is needed. If the EPS has all information and determines your complaint has merit, is within RIDโ€™s scope and meets all requirements, the EPS will request a response from the interpreter and begin investigating your complaint. The EPS will inform you of this or inform you that the complaint is being dismissed. + +Investigation and Decision + +The EPS will begin investigating your complaint, which includes requesting a response from the interpreter and gathering evidence. The interpreter has 30 days to respond. The EPS will notify you once a decision has been made. + +## FOR THE RESPONDENT + +Notification and request for response + +Respondents must provide a response within 30 days of notification. + +Response Received/Investigation Complete + +The EPS will notify you once a decision has been made. + +Initial Decision + +You will be notified if the case is dismissed or if a violation is found. You have 30 days to file an appeal if you disagree with the decision, otherwise the decision stands. + +Appeal (if filed) + +The initial decision will be reviewed by the EPS Review Board and a final decision will be made. + +## Flowchart below. + +![EPS flowchart showing above information for complainants and respondents](https://rid.org/wp-content/uploads/2023/04/EPS-Flowchart- Final.png) + diff --git a/intelaide-backend/python/rid/programs_ethics_eps-violations.txt b/intelaide-backend/python/rid/programs_ethics_eps-violations.txt new file mode 100644 index 0000000..d84f047 --- /dev/null +++ b/intelaide-backend/python/rid/programs_ethics_eps-violations.txt @@ -0,0 +1,73 @@ +Ethical violations are taken seriously. + +EPS Violations + +## RID takes EPS violations seriously. Here is a list of who violated our standards, and what was violated. + +January 8, 2024 | Kylie Kirkpatrick | CPC Tenet 2. Professionalism CPC Tenet 4. Respect for Consumers CPC Tenet 6. Business Practices | Revocation of certification and membership and eligibility for same for no less than three years. Any application for reestablishment of eligibility for certification must be supported by satisfactory evidence of professionalism and honesty. + +March 18, 2024 | Colleen Cudo | CPC Tenet 2. Professionalism CPC Tenet 3. Conduct CPC Tenet 4. Respect for Consumers | One year probation, 8 hours of mentoring, and 10 hours of professional development focusing on skills development of the following: 1\. How to communicate with consumers and share information while maintaining a professional and neutral tone, 2\. conflict resolution in interpreting settings, and 3\. recognizing privilege as a hearing interpreter. + +April 30, 2024 | Megan Kemp | EPS Policy I. Relating to the Integrity of Membership and Credential, 2. Certification Maintenance Program (CMP) infringement, c. Committing fraud in the CMP Process (e.g. attending two or more simultaneous CEU-bearing events). CPC Tenet 7. Professional Development | Revocation of certification. + +May 16, 2024 | Buck Rogers | CPC Tenet 3. Conduct CPC Tenet 4. Respect for Consumers CPC Tenet 5. Respect for Colleagues CPC Tenet 6. Business Practices | One-year supervision. Mr. Rogers and a RID-appointed supervisor will develop a re-education plan focusing on the following: a. Roles in Legal Interpreting, specifically relationships between IFC and CDIs and the use and selection of teams; b. The concept of role-space; c. Power and Privilege; d. Implicit/Explicit bias and microaggressions e. A demonstrated understanding of the impact of the above violations including the harm caused; f. Development of an articulated plan for how to avoid repeating these violations in the future. + +June 26, 2024 | Heather Herzig | CPC Tenet 3. Conduct CPC Tenet 4. Respect for Consumers CPC Tenet 5. Respect for Colleagues CPC Tenet 6. Business Practices | Ten Hours of synchronous or in-person Professional Development related to: a. Best practices for providing VRI from home, including the importance of a secure remote workplace; b. Accountability and Decision Making (CEUS cannot be applied towards CMP cycle). Provide a reflection paper demonstrating knowledge of best practices for remote interpreting, understanding the importance of taking accountability for oneโ€™s actions, and an articulated plan of action to avoid future violations. + +August 9, 2024 | Barry Elkins | CPC Tenet 2. Professionalism CPC Tenet 3. Conduct CPC Tenet 4. Respect for Consumers CPC Tenet 6. Business Practices | Revocation of certification and membership. Revocation is permanent, and participation in CASLI exams is prohibited indefinitely. + +September 24, 2024 | William Murphy | CPC Tenet 2. Professionalism CPC Tenet 4. Respect for Consumers CPC Tenet 6. Business Practices EPS Policy II.6.b. Dishonesty while Conducting the Business of Interpreting EPS Policy III.1.a. Misusing the Disciplinary Procedures | Certifications revoked. + +December 9, 2024 | Kathleen Kreck | CPC Tenet 2. Professionalism CPC Tenet 4. Respect for Consumers CPC Tenet 6. Business Practices | Certifications suspended for one year. Must collaborate with a supervisor appointed by RID to create a re-education plan. The supervisor will submit quarterly progress updates to the EPS. The suspension will only be lifted upon successful completion of the re-education plan. + +April 6, 2023 | Pamela Soto | 1\. Confidentiality 2\. Professionalism 3\. Conduct 4\. Respect for Consumers 5\. Respect for Colleagues | Certification Revoked + +May 12, 2023 | Kerston Sallings | 2\. Professionalism 3\. Conduct 4\. Respect for Consumers 5\. Respect for Colleagues 6\. Business Practices | Membership permanently revoked. Ineligible indefinitely to participate in CASLI exams. + +November 11, 2023 | Steve Babb | 2\. Professionalism 4\. Respect for Consumers 5\. Respect for Colleagues | Working with a RID-appointed supervisor, develop a re-education plan to be submitted to the EPS for approval. Focus areas recommended by the EPS include, but are not limited to, 1. Teaming with a CDI, 2. Identifying macro and microaggressions when working with minority and marginalized groups, 3. Power, privilege, and oppression when working with a Deaf interpreter or with the Deaf community at large, 4. Demonstrate understanding of the impact of these violations and 5. Develop an articulated plan of how the Respondent will avoid repeating these violations in the future. The supervisor will provide a final report to the EPS staff advising as to close or maintain the case. Failure to complete the requirements outlined in this plan within one year may result in further disciplinary action, including termination of membership and revocation of certification. + +December 14, 2023 | Steve Babb | 2\. Professionalism 3\. Conduct 4\. Respect for Consumers | Certification revoked, Membership Terminated. Eligible to reapply for certification and membership after a period of 5 years. + +February, 2022 | Brenda Dawe | 2\. Professionalism 3\. Conduct 6\. Business Practices 7\. Professional Development | 1\. Suspension of Certification and membership for at least three (3) months and until completion of sanctions. 2\. Work with an RID appointed Mentor for at least nine (9) hours to complete: a. Assigned readings b. Submission of a mentor-approved reflection paper that a) thoroughly summarizes the situation that gave rise to this grievance and explains each offense; b) explains what should have been done differently as an RID Certified Interpreter; c) addresses the harm done to the profession and consumer; d) describes the overall experience and learning with 1 on 1 coaching/mentoring; e) lays out a plan for mentoring and maintaining an ethical practice in the interpreting profession, including how to separate dual roles of membership and interpreting within an organization. 3\. Reflection paper will be shared with the individual that filed this complaint. 4\. Only after approval of the reflection paper by the panel can suspension be lifted. Failure to comply will result in revocation. + +Nov 1, 2022 | Deborah Rice | 2\. Professionalism 3\. Conduct 6\. Business Practices 7\. Professional Development | 1\. Suspension of Certification and membership for at least three (3) months and until completion of sanctions. 2\. Work with an RID appointed Mentor for at least nine (9) hours to complete: a. Assigned readings b. Submission of a mentor-approved reflection paper that a) thoroughly summarizes the situation that gave rise to this grievance and explains each offense; b) explains what should have been done differently as an RID Certified Interpreter; c) addresses the harm done to the profession and consumer; d) describes the overall experience and learning with 1 on 1 coaching/mentoring; e) lays out a plan for mentoring and maintaining an ethical practice in the interpreting profession, including how to separate dual roles of membership and interpreting within an organization. 3\. Reflection paper will be shared with the individual that filed this complaint. 4\. Only after approval of the reflection paper by the panel can suspension be lifted. Failure to comply will result in revocation. + +Nov 8, 2022 | Deborah Pomeroy | 2\. Professionalism 4\. Respect for Consumers 6\. Business Practices | Membership Terminated + +June, 2021 | John C. McDonald | 3.Conduct 4.Respect for Consumers | 1\. Suspension of Certification until completion of sanctions: 2\. Work with an RID Appointed Mentor for at least 6 hours (more if Mentor deems necessary) to discuss the situation that gave rise to this grievance, what could have been done differently, power dynamics/ sexism, along with any mentor required readings. 3\. Submit a professional quality reflection paper which has been approved by the mentor. 4\. Only after approval of reflection paper by panel can suspension be lifted. 5\. Failure to comply will results in revocation. + +November, 2021 | Heather Mewshaw | 1\. Confidentiality 2\. Professionalism 3\. Conduct 4\. Respect for Consumers 5\. Respect for Colleagues 6\. Business Practices | 1\. A two-year suspension of membership and certification effective immediately, not to occur concurrently with any other EPS sanction. 2\. Removal of RID Credentials from any online presence. 3\. Must inform any agencies and/or employers of certification status change. 4\. Work with a RID appointed consultant for at least 40 hours. 5\. Under supervision of the consultant, develop and submit a reflection paper that: a. Demonstrates understanding of why each tenet was violated and reflection of why the Respondentโ€™s choices were unbecoming of a professional RID interpreter and requests the panel to remove suspension with a justification for why this should be done; b. Work with the Consultant to develop and submit an apology for perusal by the Complainant as desired with specific requirements outlined in decision letter. **No longer a member of RID. EPS cannot enforce sanctions of non-members.** + +July 10, 2020 | Shannon Noreikas | 1.Confidentiality 2\. Professionalism 3\. Conduct 4\. Respect for Consumers 6\. Business Practices | 1\. 20 hours of mentoring by an approved mentor with an SC:L or equivalent and experience interpreting in Law Enforcement settings. 2\. Assigned readings include: _Law Enforcement Interpreting for Deaf Persons,_ articles related to testifying in court and general police processes. 3\. Remove the word โ€œcertifiedโ€ from her resume and send a copy of the resume to both RID and Affordable Language Services. 4\. Compile a reflection paper of at least 15 pages in MLA format, approved by the mentor. Reflection paper will discuss the situation that gave rise to this grievance as well as specific articulation of points specified in the decision letter. A list of meeting dates and topics discussed when meeting with the mentor shall be attached and signed by the mentor. Panel must be satisfied with the quality and depth of insight of the final reflection paper to consider the sanction completed. a. Cannot sit for the NIC Performance examination until the above sanctions are satisfactorily completed and approved by the panel. b. Mentoring cannot be applied towards for ACET credit. c. If sanctions are not completed or are not satisfactorily completed, Ms.Noreikas may not sit for any CASLI examination until after February 5, 2024. d. Completing these sanctions does not equate to taking and passing RIDโ€™s S:CL for interpreting in legal settings. Likewise, completion of sanctions is not to be construed or presented as being qualified for entry-level interpreting in any other setting. **** Update: Membership suspended for non-compliance with sanctions. Cannot sit for any CASLI exam nor renew membership until in compliance with EPS. + +April 29, 2019 | Madeline Reckert | 2\. Professionalism 3.Conduct 4.Respect for Consumers | Revocation + +November 23, 2019 | Barry Elkins | 2\. Professionalism 3\. Conduct 4\. Respect for Consumers | 1\. 3 Month suspension of membership and certification. 2\. Select a mentor with at least 10 years of post-certification experience and possessing an SC:L for approval by the EPS. 3\. Read โ€œSign Language Interpreters in Court: Understanding Best Practicesโ€ by Carla Mathers. 4\. Read articles selected by the panel on Power and Privilege, to be discussed with the mentor. 5\. Submit a reflection paper that thoroughly summarizes the situation that gave rise to this grievance, what could have been done differently, readings and the mentor experience. Reflection paper will be approved by the mentor prior to sending it to EPS. A copy of the reflection paper will be sent to the complainant. + +September 13, 2018 | Xenia Fretter Woods | 1.Confidentiality 5\. Respect for Colleagues | 1\. 3-month suspension of certification 2\. 15 Mentoring hours 3\. Submit a self-reflection and assessment report 4\. Submit a sworn and notarized affidavit agreeing to comply with the CPC 5\. Not provide training, workshops or mentoring during the suspension Period *Did not complete action items. No longer a certified member. + +March 11, 2016 | Beth Evans Maclay | 2.Professionalism 3\. Conduct 4\. Respect for Consumers 6\. Business Practices | 1\. Read โ€œDeaf Professionals and Designated Interpreters: A New Paradigmโ€ (by Peter C Hauser, Karen l. Finch, and Angela B Hauser, editors, Gallaudet Press.) 2\. Meet with a mentor for at least 2 hours and submit a report to Appeal Panel. + +December 9, 2015 | Aaron Orange | 2.Professionalism 3\. Conduct 4\. Respect for Consumers 5.Respect for Colleagues 7\. Professional Development | 1\. Not teaming with co-interpreter in case 2\. Read and study The National Consortium of Interpreter Education Centerโ€™s โ€œBest Practices in ASL and English Legal settingsโ€ 3\. Compile and Submit mentor list for approval. 4 No less than 30 documented hours under the supervision of this mentor and will discuss the situation that gave rise to the ethical complaint. 5\. RID SC:L certification or at least 20 hours of legal training approved by and RID CMP sponsor in the areas of correcting the record, effective teaming in a courtroom, interpreter conflicts in the legal setting, and how to effectively staff a trial 6\. Reflection paper of no less than 15 pages AFTER 20 hours of training and 30 hours of mentorship. * Suspended Did not complete action items. Must complete action items for reinstatement + +December 11, 2015 | Gregory Morrow | 2\. Professionalism 3\. Conduct | 1\. Not teaming with co-interpreter in case 2\. Read and study The National Consortium of Interpreter Education Centerโ€™s โ€œBest Practices in ASL and English Legal settingsโ€ 3\. Compile and Submit mentor list for approval. 4 No less than 30 documented hours under the supervision of this mentor and will discuss the situation that gave rise to the ethical complaint. 5\. RID SC:L certification or at least 20 hours of legal training approved by and RID CMP sponsor in the areas of correcting the record, effective teaming in a courtroom, interpreter conflicts in the legal setting, and how to effectively staff a trial 6\. Reflection paper of no less than 15 pages AFTER 20 hours of training and 30 hours of mentorship. *Suspended-did not complete action items. Must complete action items for reinstatement + +April 13, 2015 | Adam Frogel | 2.Professionalism 3\. Conduct 4\. Respect for Consumers 6\. Business Practices | Revocation + +April 25, 2014 | Karonn Rountree | 1.Confidentiality 3.Conduct | 1\. Compose list of mentors 2\. Submit list to panel 3\. Six Hours ethical training in the area of ethical decision making in highly volatile situations 4\. Collaboration with mentor at least 5 hours, development of 5-10 page response paper to be sent to panel for final approval. + +September 12, 2013 | Rose Groll | 2\. Professionalism 3\. Conduct 5\. Respect for Colleagues | 1\. Conduct a written self-assessment and analysis considering her ethical obligation to maintain neutrality in situations where conflicting roles and emotions impact relationships, perceptions, and compliance with the CPC. a. The panel will review the document and may provide feedback towards deeper understanding of the issues. b. Once the document has been approved by the panel, the sanction will be satisfied . + +December 14, 2013 | Sarah Smith | 1\. Confidentiality 3\. Conduct 4\. Respect for Consumers | Complete a minimum of nine hours of formal training. The training might be workshops, mentoring, classroom instruction or webinars. Training must be pre-approved by the panel. + +October 3, 2011 | Ms. Marian Eaton | 1.Confidentiality 2\. Professionalism 3\. Conduct 4\. Respect for Consumers | 1\. Participate in an online study group that focuses on analysis and response to ethical situations by interpreters. 2\. Submit a report which details insights gained from the course and the certificate of course completion to the national office when completed. Ms. Eaton may not earn CEUs for certification maintenance by participating in this course. 3\. When all the requirements have been completed, Ms. Eaton is encouraged to write a letter to each of the complainants sharing any new insights or reflections about this case, with a carbon copy sent to the national office. + +December 27, 2011 | Patricia McCutheon | 3\. Conduct 5\. Respect for Colleagues | 1\. Prepare a summary of the goals of tenet 5 of the CPC, specifically addressing how this tenet fits within the overall CPC, noting why it is important to the profession, and how observance of it is likely to impact professional relationships. 2\. Explore specific steps that could have been taken to remain faithful to tenet 5 while serving on an interpreting team and simultaneously trying to expand services to an existing client. The analysis should address whether this goal is tenable and if so, how it should be undertaken. + +May 26, 2010 | Dianne Cross | 3\. Conduct 4\. Respect for Consumers 5\. Respect for Colleagues 6\. Business Practices | 1\. Submit a report addressing specific comments made by the panel. 2\. Complete all action items sanctioned by the Kentucky Board of Interpreters. 3\. Work with a mentor and provide a report. 4\. Submit a final comprehensive report. + +May 26, 2010 | Jerry (Jay) Penuel | 3\. Conduct 4\. Respect for Consumers 5\. Respect for Colleagues 6\. Business Practices | 1\. Submit a written report to the panel responding to the panelโ€™s decision and rationale. The purpose of this report is to demonstrate a clear understanding of his decisions, insights on what he could have been done differently and how he will respond more professionally in the future. 2\. Complete 10 hours of continuing education in ethical-decision making and/or ethics. 3\. Work with a qualified mentor and provide progress reports to RID. A final report must include an update on what was learned from his mentoring experience and include examples of ethical challenges worked on with the mentor. The report must reflect how his ethical decision-making abilities have been improved. 4\. Submit a final comprehensive report reflecting on professional and ethical lessons learned as a result of the case. + +May 26, 2010 | Chris Hansen | 3\. Conduct 4\. Respect for Consumers 5\. Respect for Colleagues 6\. Business Practices | 1\. Temporary suspension of RID credentials. 2\. Submit a report addressing specific comments made by the panel. 3\. Complete academic coursework in ethical-decision making and/or ethics. 4\. Work with a mentor and provide a report. 5\. Submit a final comprehensive report. + +March 4, 2005 | Hilda Colondres | 2\. Professionalism 3\. Conduct 6\. Business Practices 8. (COE) | 8 hours of training in Ethical Conduct diff --git a/intelaide-backend/python/rid/programs_gap.txt b/intelaide-backend/python/rid/programs_gap.txt new file mode 100644 index 0000000..fc11265 --- /dev/null +++ b/intelaide-backend/python/rid/programs_gap.txt @@ -0,0 +1,113 @@ +Gov't Affairs Program + +### Government Affairs Program. + +#### Join us to advance our mission of excellence in interpreting. + +__ + +#### GAP- Government Affairs Program + +The Government Affairs Program, GAP, was created to advocate on behalf of +professional sign language interpreters and for the establishment and +adherence to standards within the profession at both the state and federal +levels. + +#### GAP Principles + +Representation: _Having a seat at the table._ + +Advocacy: _Supporting the mission._ + +Collaboration: _Building relationships._ + +Communication: _Keeping our members informed._ + +#### Areas of GAP advocacy include: + + * VRS Reform + * Interpreter Referral Agency Conduct + * Interpreter Standards in the Federal Government + * and more! + +The program aims to strengthen RID relationships with members, coalitions, +professional organizations, consumer groups, industry partners and government +agencies through a four-pronged approach that includes representation, +advocacy, collaboration and communication. + +#### GAP offers members and the communities we serve: + + * Support and Representation + * Technical Assistance and Consultation + * Information and Referral + * Leadership and Representation + * Training and Education + * Network for Information Dissemination + +We are stronger together and partnerships between RID and members, affiliate +chapters, state Deaf associations, organizations, and state and federal +agencies are essential for us to move forward toward our shared goals. Join us +to advance our mission of excellence in interpreting. + +### Advocacy Toolkit. + +#### Tactics to use to advocate for policy changes. + +__ + +#### Advocacy Toolkit + +Have you ever explained to someone the appropriate use for an interpreter? Or +maybe youโ€™ve provided information to an organization or business unfamiliar +with the benefits of employing certified interpreters. While these actions may +not have resulted in legislation or policy, theyโ€™ve likely changed the way +people think about and interact with professional interpreters. These +instances of everyday advocacy are important to help educate people who are +not aware of the professional standards for interpreters or the linguistic +needs of the Deaf community. + +#### Your Toolkit Here + +[**Advocacy 101**](https://rid.org/govtaffairs/advocacy-toolkit/#advocacy101) + +[**Levels of Government**](https://rid.org/govtaffairs/advocacy- +toolkit/#governmentlevels) + +[**How to Find and Track Legislation**](https://rid.org/govtaffairs/advocacy- +toolkit/#tracklegislation) + +[**Tips on Communicating to Policymakers in +Writing**](https://rid.org/govtaffairs/advocacy-toolkit/#policymakers) + +[**Tips for Visiting Your Elected Officials**](https://rid.org/advocacy- +overview/advocacy-toolkit/tips-for-visiting-your-elected-officials/) + +[**Building Relationships with your State and Local Elected +Officials**](https://rid.org/govtaffairs/advocacy-toolkit/#electedofficials) + +[**Organizing and Coalition-Building**](https://rid.org/govtaffairs/advocacy- +toolkit/#coalitionbuilding) + +## Connect with us. + +Have you been in touch with GAP lately? You can reach the Public Policy and +Advocacy Department using the [Contact Us form +here](https://rid.org/contact/)! + +### 7 + +Advocacy Toolkit Topics + +### 16 + +Ongoing GAP Efforts + + +### Quick Information + +[GAP Fact +Sheet](https://drive.google.com/file/d/17thsn4i9WGbsBJE7vEvYdUp5Nh0wm4wI/view?usp=sharing) + +[GAP FAQs](https://rid.org/faqs/) + +__ diff --git a/intelaide-backend/python/rid/programs_gap_advocacy-toolkit.txt b/intelaide-backend/python/rid/programs_gap_advocacy-toolkit.txt new file mode 100644 index 0000000..8d1b6aa --- /dev/null +++ b/intelaide-backend/python/rid/programs_gap_advocacy-toolkit.txt @@ -0,0 +1,343 @@ +Participate in the elevation of the sign language interpreting profession. + + +Advocacy Toolkit + +### We advocate for the elevation of the sign language interpreting profession +so Deaf, DeafBlind, Hard of Hearing, DeafDisabled, and diverse ASL users can +get effective, quality communication access. + +### + +Advocacy 101. + +#### Who can be an advocate? + +You can! And you donโ€™t need any special training or a degree in law, political +science, or public policy to do it. + +#### What is advocacy? + +The American Heritage Dictionary defines advocacy as โ€œthe act of pleading or +arguing in favor of something, such as a cause, idea, or policy; active +support.โ€ Thatโ€™s true, but it can be even simpler. Advocacy allows people and +groups to share their opinion with policymakers. These policy makers are +usually your elected officials and they vote on many important issues that +affect you and people like you. But policymakers canโ€™t represent you and your +views effectively if you donโ€™t communicate with them. Advocacy is a powerful +tool to help promote the goals and interests of the profession and the Deaf +community. + +#### When should you advocate? + +You should advocate anytime there is a policy proposed that will affect you. +But you donโ€™t have to wait for someone to propose a change to get involved. Be +proactive! Did you know that several states, including Maryland, California, +Florida, and New York, currently have no state licensure requirements for +community interpreters? If you have an idea for a new law or policy, contact +your elected officials. They have the ability to propose legislation that +their constituents request. So if you have an idea, share it โ€“ that idea might +become a law. + +#### Where should you advocate? + +Advocacy can happen at all levels of government and in many different ways. +Whether you decide to focus on local, state, or federal issues will depend on +you and your interests. Some issues are more appropriately addressed at the +state and local level. Still others are better addressed through federal +legislation and/or regulation. For example, policies related to Vide Relay +Service (VRS) are promulgated through the Federal Communications Commission +(FCC), a federal agency. Conversely, many states have enacted legislation +regulating interpreters practicing within their borders. + +#### Why should you advocate? + +Many advocates start because they witness or experience what they perceive as +an injustice. Perhaps you are a certified interpreter losing opportunities to +uncertified interpreters because your state doesnโ€™t have a licensure +requirement. Or perhaps you are having a hard time convincing organizations +and businesses that you are a professional who should be compensated for your +time and work. Each advocate has a different reason for becoming more +involved, however, most get involved because they encountered a situation that +made them say, โ€œSomething has to be done!โ€ This situation defines your core +issue or cause and will become the basis of your advocacy efforts. + +#### How should you advocate? + +Everyone approaches advocacy differently, but some principles hold true no +matter your approach. First and foremost, be honest. Your credibility as an +advocate depends on whether policymakers can trust what you say. Donโ€™t +exaggerate facts or statistics and donโ€™t make up information when you donโ€™t +know the answer to a question. Be respectful of the policymaker and his or her +time. Stay informed so that you can provide as much information to support +your opinion as possible. And finally, be persistent. Changing policy takes +time and itโ€™s important that you remind policymakers about your issue. +Something as simple as a short email can serve as an important tool to keep +your issue fresh in a policymakerโ€™s mind. + +#### On which issues should you take action? + +You should advocate for any issue that is important to you. Policymakers +expect to hear from advocates more than once, so donโ€™t be afraid to contact +your legislators about more than one issue. If you are short on time, choose +the issue that is most important to you and work on that one first. If you +have more time later, you can come back to other issue(s). + +### + +Levels of Government. + +#### General Info + +At each level of government, there is a process for enacting legislation and +policy. Local government enacts ordinances that govern counties, cities, and +townships. The state legislature enacts statutes that impact the entire state. +Congress enacts laws that apply to each state across the nation. In many +cases, advocates find that they are most successful on the local and state +levels. + +#### Local Government + +Local governments affect our lives in many ways. Local government officials +are charged with the administration of a particular town, county or district, +with representatives elected by those who live there. From providing police +and fire services to operating parks and libraries, local government touches +many facets of our daily lives. Local governments can also regulate businesses +located within their jurisdiction, including establishing ordinances that +impact people with hearing loss. + +#### State Government + +The state legislature is responsible for making and amending state laws. The +โ€œupperโ€ body is often called the state senate or assembly and those elected to +serve in it are called senators. The โ€œlowerโ€ body is called the state house +and its members are generally called representatives. (In Nebraska, all state +legislators are called senators.) Residents of each district, a specific +geographic area, usually elect one or more member(s) to the legislature who +are expected to represent their district constituents. State government also +has the potential to affect stateโ€™s budget, as well as issues around +employment, education and more. + +In most cases, your state elected officials are very accessible and want to +hear from you. If you have a concern, you can send your legislator(s) an +email, call them on the phone, or visit them in their office. Often you will +meet or speak directly with the legislator, not with his or her staff. + +#### Federal Government + +Congress makes laws that impact the entire United States. The laws passed by +Congress are far-reaching, impacting each state in the nation. Congress is +able to regulate commerce between states and other important issues that +affect every citizen of the United States. + +Congress is made up of two โ€œhouses.โ€ The U.S. Senate has 100 elected members โ€“ +two from each state. Each state also sends elected representatives to serve in +the U.S. House of Representatives, which has 435 members. A stateโ€™s total +population determines the number of representatives for that state. States +with more residents have the most representatives. + +Because the members of Congress serve more constituents than state and local +legislators, it can be very difficult to meet or speak directly with one. +Instead, you will often speak with a staff person who is charged with +communicating your concerns to the member. + +#### Where should you advocate? + +As you can see, policy changes for people with hearing loss can happen at all +levels of government. You may be wondering where your efforts are most needed +or best spent to achieve your policy goals. Whether you advocate for local, +state, or federal policy changes largely depends on your issue. If you want +your local school system to ban the use of uncaptioned video materials in the +classroom, you may want to focus your efforts on local government. You could +also bring the issue to the state government so that the mandate applies to +every school in the state, not just a single county/city/townships. However, +if you want internet businesses to provide captioning for their online audio +and video content, you should talk to your Congressmen and/or women because +the issue affects interstate commerce. + +### + +How to Find and Track Legislation. + +#### General Info + +At each level of government, regardless of where you live, the process for +enacting legislation is relatively the same. Someone has an idea for a new law +or decides that changes should be made to an existing law. The bill is drafted +and introduced to the legislature. Then, the issue is debated and may +eventually come to a vote. Finally, if a bill is passed, it either becomes law +or is vetoed. + +#### Tracking Federal Legislation + +To find and track federal legislation, go to: . +There, you can look up a bill if you already know the number or you can search +for bills by keyword. For example, if you type in โ€œhearing aidโ€ and click +โ€œSearch,โ€ you will find any legislation related to hearing aids. Once you find +the proposed bills you would like to follow, you should keep a document or +spreadsheet where you keep track and then visit the site often for updates. + +#### Tracking State Legislation + +To find your state legislatureโ€™s website, visit: . Each state varies a bit in how it organizes its legislative +information. Most websites, however, have a search function so that you can +find bills of interest to you. Another resource on statewide legislation may +be your state office or commission of the deaf and hard of hearing. + +If you do not have internet access, you can contact your state legislatureโ€™s +office or go to a local library for help. + +#### Tracking Local Legislation + +Tracking local legislation is similar to tracking state legislation. Locate +the website for your local government and then look for โ€œlegislation,โ€ โ€œcounty +council,โ€ or something similar. Most local governments post the ordinances +theyโ€™ve voted on in the past, as well as an agenda for upcoming votes. + +Again, if you do not have internet access, you can contact your local +governmentโ€™s office or go to a local library for help. + +### + +Tips on Communicating to Policymakers in Writing. + +#### Sending a Letter + +Sending a letter or an email is a great way to communicate your thoughts and +feelings to policymakers because it allows you to think about your message, +write it down, and then edit it until you feel comfortable with what you are +sending. It is also a good alternative to calling on the phone if you are +concerned you may get โ€œstage frightโ€ or trouble understanding what is being +said. + +#### General Guidelines for Written Communications + +Here are some general guidelines for writing letters and emails to your +representative: + + * Your letter or email should address a single topic, issue, or bill. + * If you are mailing your letter, typed, one-page letters are best. + * The best letters and emails are courteous, to the point, and include specific supporting examples. + * Always say why you are writing and who you are. (If you want a response, you must include your name and address, even when using email.) + * Provide detail. + * Be factual not emotional. + * Provide specific rather than general information about how the topic affects you and others. + * If a certain bill is involved, cite the correct title or number whenever possible. + * Close by requesting the action you want taken: a vote for or against a bill, or change in general policy. + * As a general rule, emails are usually shorter and more to the point. + * ALWAYS THANK THEM FOR TAKING THE TIME TO READ THE LETTER/EMAIL. + +Personalized letters and emails can have a big impact on policymakers. As a +result, advocacy organizations often draft what are called โ€œform letters,โ€ +which allow you to simply fill in your contact information and send it to all +of your representatives. These letters make it easier for individuals to +contact their legislators, thereby increasing the volume of letters received +on a particular topic. However, you may want to think twice before sending a +form letter. Many legislators worry that form messages donโ€™t reflect the +senderโ€™s position. They also may be concerned that the message may have been +sent without the constituentโ€™s knowledge. + +Whenever possible, write your own email or letter, even if you borrow points +from a form letter. The message can be simple and to the point. + +![](https://rid.org/wp-content/uploads/2023/03/State-Officials.jpg) + +### + +Building Relationships with your State and Local Elected Officials + +Developing ongoing relationships with your state and local elected officials +is an essential part of being an effective advocate because in policymaking, +itโ€™s not who you know, but who knows you. + +#### You can build your relationship with your legislators in several +ways. + + * Every time you see a legislator, introduce yourself and tell him or her you live in his or her district. Do this until they recognize you and greet you by name. + * Find out more about your legislatorโ€™s background so that you can find a common ground and build a relationship on shared interests. + * Learn about your legislatorโ€™s history as a politician. Does he or she serve on a committee that will hear a bill you are supporting? Has he or she voted favorable on your issues in the past? Knowing these things will help shape your conversations about policy changes. + * Follow the tips above to communicate with your legislators in person and in writing. + * When your state legislature is recessed, schedule a meeting to discuss issues important to you. During a recess, legislators are usually less busy and more available to meet than when the legislature is in session. + * Attend local political events and talk with local politicians and leaders in the different political parties. Get to know who people are. + * If possible, volunteer for a campaign. Candidates need the help and you can use the time to talk a bit about communication access issues. + * Communicate often, even if itโ€™s just a short email checking in on an issue youโ€™ve discussed. + +### + +Tips for Visiting Your Elected Officials + +#### Prior to Your Visit + + * Plan your visit carefully. + * Be clear about what you want to achieve. + * Determine in advance with which member or staff person you need to meet to achieve this purpose. + * Make an appointment. + * When attempting to meet with a legislator, call their staff (usually an Appointment Secretary or Scheduler) at least one week in advance. + * Explain who you are and why you want to meet with the legislator. + * If you were not able to make an appointment, ask to speak to the delegate or senator when you arrive. If the legislator is not available, ask to speak to their aide. + +#### During Your Visit + + * Be prompt and patient. + * Be on time, but be prepared to wait. + * It is not uncommon for a legislator to be late or for the meeting to be interrupted. + * Be flexible, you may have to finish the meeting with a staff person. + * Keep your visit short. + * 15 minutes should be considered your maximum amount of time. + * You must be able to get your points across early in the meeting. + * Introduce yourself, tell your story, and tell the legislator what action you want them to take. + * Be prepared and organized. + * Keep the meeting focused. + * Bring information and supporting materials to the meeting. + * Have a position statement or fact sheet prepared to leave with your legislator. + * Be political. + * Wherever possible, show the connection between what you are requesting and the interests of the legislatorโ€™s constituency. + * Donโ€™t be awed or intimidated. + * You have something they want too โ€“ your vote! + * Be Responsive. + * Be prepared to answer questions or provide additional information. + * Let the legislator know how you will follow up with the meeting โ€“ letter, phone call, additional meeting, etc. + * Request a business card. + * Thank them for taking the time to meet with you. + +#### After Your Visit + + * Write a thank you letter that outlines the different points raised during the meeting. Repeat the action you want them to take. + * Send the letter that day! (Or, at the most, within 3 days of the meeting). + +### + +Organizing and Coalition-Building + +#### General Info + +Whether you call it community organizing, grassroots advocacy, or something +else, organizing is an important tool to create systemic change. While every +individual can make an impact by contacting his or her legislators, the +principle of โ€œstrength in numbersโ€ holds true in policy advocacy. The more +people who support a cause or piece of legislation, the more likely it is that +legislators will take action. + +When you can find other groups with the same or similar goals as yours, it is +important to work together to solve a shared problem. For example, are there +other affiliate chapters in your state that you can contact? What about the +state association of the Deaf or other Deaf service organizations? While each +organization has its own philosophy and priorities, there are likely issues +you can agree on and work together to promote. For example, each organization +would likely support a law that would raise interpreter standards in the +state. + +#### There are many ways you can build support for your issue or cause. +You can: + + * Attend local events hosted by Deaf and interpreter organizations to discuss your issue and garner support. + * Establish a Facebook and/or Twitter page to reach out to interested parties and keep potential supporters informed. + * Set up a Yahoo or Google group to share information and communicate with supporters. + * Begin blogging about your issue or cause. + * Create a website where people who are interested in learning more about your issue can get information, sign up for updates, or contact you with questions. + * Host a demonstration or a rally to draw attention from individuals and the media. + * Develop a petition to submit to legislators indicating support for your issue. + * Start a letter/email campaign to showcase how many people support your issue. + * Testify on behalf of or in opposition to legislation related to your issue. + diff --git a/intelaide-backend/python/rid/programs_gap_state-by-state-regulations.txt b/intelaide-backend/python/rid/programs_gap_state-by-state-regulations.txt new file mode 100644 index 0000000..597070b --- /dev/null +++ b/intelaide-backend/python/rid/programs_gap_state-by-state-regulations.txt @@ -0,0 +1,922 @@ +![](https://rid.org/wp-content/uploads/2023/03/State-by-State-header.jpg) + +State-by-State Regulations[Jenelle Bloom](https://rid.org/author/jbloom/ +"Posts by Jenelle Bloom")2024-12-10T17:47:39+00:00 + +## State-by-State Regulations for Interpreters and Transliterators. + +**The information reported here is intended for informational use only and +should not be construed as legal advice.** For the exact licensure, +certification, registration, or other requirements in your state, please +contact the appropriate licensure board or regulatory agency. + +#### Alabama + +**Summary of State Requirements** + + * [Certification requirements](http://www.alacourt.gov/Interpreter-Help.aspx) for legal interpreters and transliterators + * [Certification requirements](http://www.alabamaadministrativecode.state.al.us/docs/mhlth/3mhlth24.htm) for mental health interpreters + +**State Officials and Legislative Information** + + * [Find elected officials](http://alisondb.legislature.state.al.us/alison/FindLegislator.aspx) in Alabama + * [Track current legislation](http://www.legislature.state.al.us/aliswww/aliswww.aspx) before the Alabama Legislature + +**Contact Information** + + * * [Alabama RID (ALRID)](http://alrid.org/) + * [Alabama Association of the Deaf (AAD)](https://www.facebook.com/Alabama-Association-of-the-Deaf-330617776975607/) + +#### Alaska + +**State Officials and Legislative Information** + + * [Find elected officials](http://www.elections.alaska.gov/Core/electedofficials.php) in Alaska + +**Contact Information** + + * [Alaska RID (AKRID)](http://alaskarid.org/) + * [Alaska Deaf Council](http://www.alaskadeafcouncil.org/) + +#### Arizona + +**State Officials and Legislative Information** + + * [Find elected official ](http://www.azleg.gov/alisStaticPages/HowToContactMember.asp)in Arizona + * [Track current legislation](http://www.azleg.gov/) before the Arizona Legislature + +**State Licensure Information** + + * + * + +**Contact Information** + + * [Arizona Association of the Deaf (AZAD)](http://www.azadinc.org/) + +#### Arkansas + +**Summary of State Requirements** + + * [Licensing requirements](http://www.arkleg.state.ar.us/assembly/2013/2013R/Bills/SB442.pdf) for sign language interpreters and transliterators + +**State Officials and Legislative Information** + + * [Track current legislation](http://www.arkleg.state.ar.us/assembly/2015/2015R/Pages/Home.aspx) before the Arkansas Legislature + +**Contact Information** + + * [Arkansas RID (ARID)](http://www.arkansasrid.org/) + * [Arkansas Advisory Board for Interpreters](http://www.healthy.arkansas.gov/programs-services/topics/advisory-board-for-interpreters-for-the-deaf) + +#### California + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * [Certification requirements](http://law.onecle.com/california/evidence/754.html) for legal interpreters and transliterators + * [Certification requirements](http://www.cde.ca.gov/sp/se/lr/om061108.asp) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected official](http://www.legislature.ca.gov/legislators_and_districts/legislators/your_legislator.html) in California + * [Track current legislation](http://www.legislature.ca.gov/) before the California Legislature + +**Contact Information** + + * California RID Affiliate Chapters + * [Central California RID (CCRID)](https://www.ccrid.info/) + * [Northern California RID (NORCRID)](http://www.norcrid.org/) + * [Sacramento Valley RID (SAVRID)](http://www.savrid.org/) + * [San Diego County RID (SCDRID)](http://www.sdcrid.org/) + * [Southern California RID (SCRID)](http://www.scrid.org/) + * [California Association of the Deaf (CAD)](http://www.cad1906.org/) + +#### Colorado + +**State Officials and Legislative Information** + + * [Track current legislation](http://www.leg.state.co.us/clics/cslFrontPages.nsf/HomeSplash?OpenForm) before the Colorado Legislature + +**Contact Information** + + * [Colorado RID (CRID)](http://www.coloradorid.org/) + * [Colorado Association of the Deaf (CAD)](http://www.cadeaf.org/) + * [Colorado Commission for the Deaf and Hard of Hearing](http://www.ccdhh.com/) + * [Educational Interpreter Advisory Board (EIAB)](http://www.cde.state.co.us/cdesped/rs-edinterpreters) + +#### Connecticut + +**Summary of State Requirements** + + * [Registration requirements](http://www.dhoh.ct.gov/dhoh/site/default.asp) for sign language interpreters and transliterators + * [Registration requirements](http://www.dhoh.ct.gov/dhoh/site/default.asp) for legal interpreters and transliterators + * [Registration requirements](http://www.dhoh.ct.gov/dhoh/site/default.asp) for educational interpreters and transliterators + * [Registration requirements](http://www.dhoh.ct.gov/dhoh/site/default.asp) for medical interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected official](http://www.cga.ct.gov/asp/menu/cgafindleg.asp) in Connecticut + * [Track current legislation](http://www.cga.ct.gov/default.asp) before the Connecticut Legislature + +**Contact Information** + + * [Connecticut RID (CONNRID)](http://www.connrid.org/) + * [Connecticut Association of the Deaf (CAD)](http://www.deafcad.org/) + * [Connecticut Commission on the Deaf and Hearing Impaired](http://www.ct.gov/agingservices/lib/agingservices/manual/mentalhealthandagingwithdisabilities/commissiononthedeafandhearingfinal.pdf) + +#### Delaware + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * [Requirements](http://courts.delaware.gov/supreme/admdir/ad107.pdf) for legal interpreters and transliterators + * [Certification requirements](http://regulations.delaware.gov/AdminCode/title14/700/764.shtml) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected](http://legis.delaware.gov/legislature.nsf/Lookup/Know_Your_Legislators) official in Delaware + * [Track current legislation](http://legis.delaware.gov/LIS/lis148.nsf/home?openform) before the Delaware Legislature + +**Contact Information** + + * There is currently no chapter of Delaware RID + * [Delaware Association of the Deaf (DAD)](https://www.facebook.com/delawaredeaf/) + +#### District of Columbia + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected official](http://dccouncil.us/council) in District of Columbia + * [Track current legislation](http://dccouncil.us/legislation) before the District of Columbia City Council + +**Contact Information** + + * [Potomac Chapter of RID (PCRID)](https://pcrid.wildapricot.org/) + * [District of Columbia Association of the Deaf (DCAD)](http://dcdeaf.org/) + +#### Florida + +**Summary of State Requirements** + + * Currently there are no licensing requirements for sign language interpreters and transliterators + * [Qualified Interpreter requirements](http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&URL=0000-0099/0090/0090.html) for legal interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected official](https://www.flsenate.gov/senators/find) in Florida + * [Track current legislation](http://sb.flleg.gov/nxt/gateway.dll?f=templates&fn=default.htm$vid=html:cur) before the Florida Legislature + +**Contact Information** + + * [Florida RID (FRID)](http://www.fridcentral.org/) + * [Florida Association of the Deaf (FAD)](http://www.fadcentral.org/) + * [Florida Coordinating Council of the Deaf and Hard of Hearing](http://www.fccdhh.org/) + +#### Hawaii + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * [Guidelines for state agencies](http://health.hawaii.gov/dcab/files/2013/01/11-218.pdf) hiring sign language interpreters and transliterators + * [Certification requirements](http://www.courts.state.hi.us/docs/court_rules/rules/cssli.pdf) for legal interpreters and transliterators + +**Contact Information** + + * [Hawaii RID (HRID)](https://hawaiirid.square.site/) + * [Aloha State Association of the Deaf (ASAD)](https://www.facebook.com/ASAD.Hawaii/info) + +#### Idaho + +**Summary of State Requirements** + + * Licensure qualifications for Sign Language Interpreters [here](https://legislature.idaho.gov/statutesrules/idstat/Title54/T54CH29/SECT54-2916A/) + * Administrative code regarding sign language interpreters [here](https://adminrules.idaho.gov/rules/current/24/242301.pdf) + * [Certification requirements](https://legislature.idaho.gov/statutesrules/idstat/title33/t33ch13/sect33-1304/) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected official](https://legislature.idaho.gov/legislators/contactlegislators/) in Idaho + * [Track current legislation](https://legislature.idaho.gov/) before the Idaho Legislature + +**Contact Information** + + * [Idaho RID](http://www.idahorid.org/) + * [Idaho Association of the Deaf (IAD)](http://www.idahodeaf.org/) + +#### Illinois + +**Summary of State Requirements** + + * [Licensing requirements](http://www.ilga.gov/legislation/ilcs/ilcs3.asp?ActID=2948&ChapterID=24) for sign language interpreters and transliterators + + * [Rules](http://www.ilga.gov/commission/jcar/admincode/068/06801515sections.html) for licensing requirements + + * [Certification requirements](http://www.ilga.gov/commission/jcar/admincode/068/068015150000900R.html) for legal interpreters and transliterations + +**State Officials and Legislative Information** + + * [Find elected official](http://www.elections.il.gov/DistrictLocator/DistrictOfficialSearchByAddress.aspx) in Illinois + + * [Track current legislation](http://www.ilga.gov/) before the Illinois Legislature + +**Contact Information** + + * [Illinois Association of the Deaf (IAD)](http://www.iadeaf.org/) + + * [Illinois Deaf and Hard of Hearing Commission (IDHHC)](https://www.illinois.gov/idhhc/Pages/default.aspx) + +#### Indiana + +**Summary of State Requirements** + + * [Certification requirements](https://www.in.gov/fssa/ddrs/rehabilitation-employment/deaf-and-hard-of-hearing/indiana-interpreter-certification-program/) for sign language interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected official](https://iga.in.gov/legislative/2014/legislators/) in Indiana + * [Track current legislation](http://iga.in.gov/) before the Indiana Legislature + +**Contact Information** + + * [Indiana RID (ICRID)](http://www.icrid.org/) + * [Indiana Deaf and Hard of Hearing Services](http://www.in.gov/fssa/ddrs/2637.htm) + * [Indiana Board of Interpreter Standards](http://www.in.gov/fssa/ddrs/3355.htm#Board_of_Interpreter_Standards_BIS) + +#### Iowa + +**Summary of State Requirements** + + * [Licensing requirements](https://www.legis.iowa.gov/law/iowaCode/sections?codeChapter=154E) for sign language interpreters and transliterators + * [Rules](https://www.legis.iowa.gov/law/administrativeRules/rules?agency=645&chapter=361) for licensing interpreters and transliterators + * [Certification requirements](https://www.legis.iowa.gov/docs/ACO/IAC/LINC/10-17-2012.Rule.645.361.2.pdf) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected official](https://www.legis.iowa.gov/legislators) in Iowa + * [Track current legislation](https://www.legis.iowa.gov/legislation) before the Iowa Legislature + +**Contact Information** + + * [Iowa RID (ISRID)](http://new.iowastaterid.org/) + * [Iowa Association of the Deaf (IAD)](http://www.iowadeaf.com/) + * [Iowa Board of Sign Language Interpreters and Transliterators](https://idph.iowa.gov/Licensure/Iowa-Board-of-Sign-Language-Interpreters-and-Transliterators) + +#### Kansas + +**Summary of State Requirements** + + * [Registration requirements](http://www.ksrevisor.org/statutes/chapters/ch75/075_053_0093.html) for sign language interpreters and transliterators + * [Certification requirements](http://www.ksde.org/Portals/0/SES/Senses/FAQ-interpreters-cataid.pdf) for educational interpreters (See page 35) + +**State Officials and Legislative Information** + + * [Find elected official](https://portal.kansas.gov/government/) in Kansas + * [Track current legislation](http://www.kslegislature.org/li/) before the Kansas Legislature + +**Contact Information** + + * * [Kansas RID (KAI-RID)](http://kai-rid.org/) + * [Kansas Association of the Deaf (KAD)](http://www.deafkansas.org/) + +#### Kentucky + +**Summary of State Requirements** + + * [Licensing requirements](https://www.kcdhh.ky.gov/oea/kbi.html) for sign language interpreters and transliterators + * [Licensing requirements](http://courts.ky.gov/courtprograms/CIS/Pages/becomingcourtinterpreter.aspx) for legal interpreters and transliterators + +**State Officials and Legislative Information** + + * [Track current legislation](http://kentucky.gov/services/pages/billwatch.aspx) before the Kentucky Legislature + +**Contact Information** + + * [Kentucky RID (KYRID)](http://www.ky-rid.org/) + * [Kentucky Commission on the Deaf and Hard of Hearing (KCDHH)](http://www.kcdhh.ky.gov/) + +#### Louisiana + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * [Registration requirements](http://www.lasc.org/court_interpreters/Registered_American_Sign_Language_Court_Interpreters.pdf) for legal interpreters and transliterators + * [Certification requirements](http://www.google.com/url?sa=t&rct=j&q=louisiana%20qualified%20educational%20interpreter%20certificate&source=web&cd=1&ved=0CC8QFjAA&url=http%3A%2F%2Fsda.doe.louisiana.gov%2FResourceFiles%2FDeaf%2FEDUCATIONAL%2520INTERPRETER%2520HANDBOOK%2520\(2011\).doc&ei=JvQYUZqKE4zm8QTvpYHADg&usg=AFQjCNFL-Z-YfGLUClg4sPbH7eKTNj_nxw&bvm=bv.42080656,d.eWU) for educational interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected official](https://www.legis.la.gov/legis/FindMyLegislators.aspx) in Louisiana + * [Track current legislation](https://www.legis.la.gov/legis/BillSearch.aspx?sid=15RS) before the Louisiana Legislature + +**Contact Information** + + * [Louisiana RID (LRID)](http://www.lrid.org/) + * [Louisiana Association of the Deaf (LAD)](http://www.lad1908.org/) + +#### Maine + +**Summary of State Requirements** + + * [Licensing requirements](http://www.mainelegislature.org/legis/statutes/32/title32ch22sec0.html) for sign language interpreters and transliterators + * [Rules](http://www.maine.gov/sos/cec/rules/02/chaps02.htm#041) for sign language interpreters and transliterators + * [Licensing requirements](http://www.mainelegislature.org/legis/statutes/32/title32ch22sec0.html) for legal interpreters and transliterators + * [Licensing requirements](http://www.mainelegislature.org/legis/statutes/32/title32ch22sec0.html) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected official](http://www.maine.gov/portal/government/officials.html) in Maine + * [Track current legislation](http://legislature.maine.gov/bills/) before the Maine Legislature + +**Contact Information** + + * [Maine RID (MeRID)](http://www.mainerid.org/) + * [Maine Association of the Deaf (MeAD)](http://www.maine.gov/rehab/dod/resource_guide/orgs_deaf.shtml) + +#### Maryland + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * [Certification requirements](http://www.courts.state.md.us/interpreter/workshoptesting.html) for legal interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected official](http://mdelect.net/) in Maryland + * [Track current legislation](http://mgaleg.maryland.gov/webmga/frm1st.aspx?tab=home) before the Maryland Legislature + +**Contact Information** + + * [Potomac Chapter of RID (PCRID)](https://pcrid.wildapricot.org/) + * [Maryland Association of the Deaf (MDAD)](http://mdad.tv/) + * [Maryland Office of the Deaf and Hard of Hearing](http://odhh.maryland.gov/) + +#### Massachusetts + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * [Certification requirements](http://www.doe.mass.edu/sped/advisories/2014-1.html) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected official](http://www.wheredoivotema.com/bal/MyElectionInfo.aspx) in Massachusetts + * [Track current legislation](https://malegislature.gov/Bills/Search) before the Massachusetts Legislature + +**Contact Information** + + * * [Massachusetts RID (MASSRID)](http://massrid.org/) + * [Massachusetts State Association of the Deaf (MSAD](https://www.facebook.com/pages/Massachusetts-State-Association-of-the-Deaf-Inc/128848487190548) + +#### Michigan + +**State Officials and Legislative Information** + + * [Find elected official](http://www.legislature.mi.gov/\(S\(tdff5lfa1qbbqt45g00ddb45\)\)/mileg.aspx?page=legislators) in Michigan + * [Track current legislation](http://www.legislature.mi.gov/\(S\(tdff5lfa1qbbqt45g00ddb45\)\)/mileg.aspx?page=Home) before the Michigan Legislature + +**Contact Information** + + * [Michigan RID (MIRID)](http://www.mirid.org/) + * [Michigan Division on the Deaf and Hard of Hearing](http://www.michigan.gov/mdcr/0,1607,7-138-58275_28545---,00.html) + +#### Minnesota + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * [Certification requirements](http://www.dhs.state.mn.us/main/idcplg?IdcService=GET_DYNAMIC_CONVERSION&RevisionSelectionMethod=LatestReleased&dDocName=id_051580) for legal interpreters and transliterators + * [Certification requirements](https://www.revisor.mn.gov/statutes/?id=122A.31) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected official](http://www.leg.state.mn.us/leg/districtfinder.aspx) in Minnesota + * [Track current legislation](http://www.leg.state.mn.us/) before the Minnesota Legislature + +**Contact Information** + + * [Minnesota RID (MRID)](http://www.mrid.org/) + * [Minnesota Association of Deaf Citizens (MADC)](http://www.minndeaf.org/) + * [Commission on Deaf, Deafblind, and Hard of Hearing Minnesotans](http://www.mncdhh.org/) + +#### Mississippi + +**Summary of State Requirements** + + * [Registration requirements](http://www.odhh.org/images/user_files/files/sb2715sg.pdf) for sign language interpreters and transliterators + * [Application Form](http://www.mde.k12.ms.us/docs/sped-ed-interpreter/MSInterpRegApp.pdf?sfvrsn=2) + * [Certification requirements](http://law.justia.com/codes/mississippi/2013/title-13/chapter-1/interpreters-for-the-deaf/section-13-1-301) for legal interpreters and transliterators + * [Registration requirements](http://www.odhh.org/images/user_files/files/sb2715sg.pdf) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected official](http://openstates.org/find_your_legislator/) in Mississippi + * [Track current legislation](http://www.legislature.ms.gov/Pages/default.aspx) before the Mississippi Legislature + +**Contact Information** + + * [Mississippi RID (MSRID)](http://www.msrid.org/msrid.html) + * [Mississippi Association of the Deaf (MAD)](http://www.msadeaf.org/) + * [Office on Deaf and Hard of Hearing](http://www.odhh.org/index.php) + +#### Missouri + +**Summary of State Requirements** + + * [Licensing requirements](http://www.moga.mo.gov/mostatutes/ChaptersIndex/chaptIndex209.html) for sign language interpreters and transliterators + * [Rules](https://mcdhh.mo.gov/interpreters/) for interpreters and transliterators + * [Certification requirements](http://mcdhh.mo.gov/interpreters/) for legal interpreters and transliterators + * [Certification requirements](http://mcdhh.mo.gov/interpreters/) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected official](http://www.mo.gov/government/elected-officials/) in Missouri + * [Track current legislation](http://www.moga.mo.gov/) before the Missouri Legislature + +**Contact Information** + + * [Missouri RID (MO-RID)](https://www.facebook.com/MissouriRID/) + * [Missouri Association of the Deaf (MoAD)](http://www.moadshowme.org/) + * [Missouri Commission on the Deaf and Hard of Hearing (MCDHH)](http://mcdhh.mo.gov/) + * [Missouri Committee of Interpreters](http://pr.mo.gov/interpreters.asp) + +#### Montana + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * [Certification requirements](http://www.mtrules.org/gateway/ruleno.asp?RN=10.55.718) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected official](http://leg.mt.gov/css/find%20a%20legislator.asp) in Montana + * [Track current legislation](http://leg.mt.gov/css/default.asp) before the Montana Legislature + +**Contact Information** + + * [Montana RID (MRID)](http://www.montanarid.org/) + * [Montana Association of the Deaf (MAD)](http://www.mtdeaf.org/) + +#### Nebraska + +**Summary of State Requirements** + + * [Licensing requirements](http://nebraskalegislature.gov/laws/statutes.php?statute=20-150) for sign language interpreters and transliterators + * [Licensing](https://www.nebraska.gov/nesos/rules-and-regs/regtrack/proposals/0000000000001509.pdf) requirements for legal interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected](http://nebraskalegislature.gov/senators/senator_find.php) official in Nebraska + * [Track current legislation](http://nebraskalegislature.gov/) before the Nebraska Legislature + +**Contact Information** + + * [Nebraska RID (neRID)](http://www.nebraskarid.org/) + * [Nebraska Commission for the Deaf and Hard of Hearing](http://www.ncdhh.ne.gov/) + +#### Nevada + +**Summary of State Requirements** + + * [Registration requirements](https://www.leg.state.nv.us/NRS/NRS-656A.html) for sign language interpreters and transliterators + * [Regulations](http://www.leg.state.nv.us/register/2009Register/R151-09A.pdf) for registration requirements + * [Registration requirements](http://www.leg.state.nv.us/register/2009Register/R151-09A.pdf) for legal interpreters and transliterators + * [Registration](http://www.leg.state.nv.us/register/2009Register/R151-09A.pdf) requirements for educational interpreters (Page 6) + +**State Officials and Legislative Information** + + * [Find elected official](https://www.leg.state.nv.us/) in Nevada + * [Track current legislation](https://www.leg.state.nv.us/) before the Nevada Legislature + +**Contact Information** + + * [Nevada RID (NVRID)](http://nvrid.org/) + * [Nevada Association of the Deaf (NVAD)](http://www.nvad.org/) + * [Deaf and Hard of Hearing Advocacy Resource Center (DHHARC)](http://www.dhharc.org/) + * [Department of Health and Human Services โ€“ Aging and Disability Services](http://adsd.nv.gov/Programs/Physical/ComAccessSvc/Interpreter_Registry/Interpreter_Registry/) + +#### New Hampshire + +**Summary of State Requirements** + + * [Licensing requirements](http://www.gencourt.state.nh.us/rsa/html/XXX/326-I/326-I-mrg.htm) for sign language interpreters and transliterators + * [Rules](http://www.gencourt.state.nh.us/rules/state_agencies/int100-500.html) for licensing interpreters + * [Licensing requirements](http://www.gencourt.state.nh.us/rsa/html/liii/521-a/521-a-mrg.htm) for legal interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected official](http://www.gencourt.state.nh.us/house/members/wml.aspx) in New Hampshire + * [Track current legislation](http://www.gencourt.state.nh.us/) before the New Hampshire Legislature + +**Contact Information** + + * [New Hampshire RID (NHRID)](http://nhrid.org/) + * [New Hampshire Association of the Deaf (NHAD)](https://nhadinc.org/) + +#### New Jersey + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + +**Contact Information** + + * [New Jersey RID (NJRID)](http://nj-rid.org/) + * [New Jersey Association of the Deaf (NJAD)](http://www.deafnjad.org/) + +#### New Mexico + +**Summary of State Requirements** + + * [Certification requirements](https://nmcenterforlanguageaccess.org/cms/en/court-interpreter-certification/about-cic) for legal interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected official](http://www.nmlegis.gov/lcs/legislator_search.aspx) in New Mexico + * [Track current legislation](http://www.nmlegis.gov/lcs/) before the New Mexico Legislature + +**Contact Information** + + * [New Mexico RID (NMRID)](http://nmrid.org/) + * [New Mexico Commission for the Deaf and Hard of Hearing (NMCDHH)](http://www.cdhh.state.nm.us/) + +#### New York State + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * Requirements for educational interpreters vary by school district + +**State Officials and Legislative Information** + + * [Track current legislation](http://assembly.state.ny.us/) before the New York Legislature + +**Contact Information** + + * New York RID Affiliate Chapters + * [Genesee Valley Region RID](http://www.gvrrid.org/) + * [Long Island Registry of Interpreters for the Deaf](http://www.lirid.org/) + * [New York City Metro RID](http://www.nycmetrorid.org/) + * [Empire State Association of the Deaf (ESAD)](http://www.esad.org/) + +#### North Carolina + +**Summary of State Requirements** + + * [Licensing requirements](http://www.ncitlb.org/wp-content/uploads/2013/03/Chapter_90D.pdf) for sign language interpreters and transliterators + * [Rules](http://www.ncitlb.org/wp-content/uploads/2012/11/Current-Rules.pdf) for licensing requirements + * [Information](http://ec.ncpublicschools.gov/disability-resources/deaf-hard-of-hearing/educational-interpreters-and-cued-language-transliterators) for educational interpreters + +**State Officials and Legislative Information** + + * [Track current legislation](http://www.ncleg.net/) before the North Carolina Legislature + +**Contact Information** + + * [North Carolina RID (NCRID)](https://northcarolinarid.org/) + * [North Carolina Association of the Deaf (NCAD)](http://www.ourncad.org/) + * [North Carolina Interpreter and Transliterators Licensure Board](http://www.ncitlb.org/) + +#### North Dakota + +**Summary of State Requirements** + + * [Certification requirements](http://www.legis.nd.gov/cencode/t43c52.pdf?20150311104828) for sign language interpreters and transliterators + * [Requirements](http://www.legis.nd.gov/cencode/t43c52.pdf?20150311104828) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected](https://www.nd.gov/category.htm?id=171) official in North Dakota + * [Track current legislation](http://www.legis.nd.gov/) before the North Dakota Legislature + +#### Ohio + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * [Certification requirements](https://www.supremecourt.ohio.gov/courts/services-to-courts/language-services/court-interpreter-certification/#:~:text=Candidates%20must%20pass%20a%20written,written%20exam%20is%2080%20percent.) for legal interpreters and transliterators + * [Licensing requirements](http://codes.ohio.gov/oac/3301-24) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected official](https://www.legislature.ohio.gov/) in Ohio + * [Track current legislation](https://www.legislature.ohio.gov/) before the Ohio Legislature + +**Contact Information** + + * [Ohio RID (OCRID)](http://www.ocrid.org/) + * [Ohio Association of the Deaf (OAD)](http://www.oad-deaf.org/) + +#### Oklahoma + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected official](http://www.oklegislature.gov/findmylegislature.aspx) in Oklahoma + * [Track current legislation](http://www.oklegislature.gov/) before the Oklahoma Legislature + +**Contact Information** + + * [Oklahoma RID (OKRID)](http://okrid.org/) + * [Oklahoma Association of the Deaf (OAD)](http://www.ok-oad.org/) + +#### Oregon + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * [Certification requirements](http://courts.oregon.gov/OJD/docs/osca/cpsd/interpreterservices/prospectiveaslinterpreterpacket.pdf) for Legal Interpreters and Transliterators + * [2017 ORS 413.550](https://www.oregonlaws.org/ors/413.550) definitions for Healthcare Interpreters + +**State Officials and Legislative Information** + + * [Find elected](https://www.oregonlegislature.gov/FindYourLegislator/leg-districts.html) official in Oregon + * [Track current legislation](https://www.oregonlegislature.gov/) before the Oregon Legislature + +**Contact Information** + + * [Oregon RID (ORID)](http://www.orid.org/) + * [Oregonโ€™s Deaf and Hard of Hearing Services](http://www.oregon.gov/dhs/odhhs/) + +#### Pennsylvania + +**Summary of State Requirements** + + * [Registration requirements](http://www.dli.pa.gov/Individuals/Disability-Services/odhh/interpreters/Pages/Sign-Language-Interpreter-Registration.aspx) for sign language interpreters and transliterators + * [Certification requirements](http://www.pacourts.us/judicial-administration/court-programs/interpreter-program/interpreter-certification) for legal interpreters and transliterators + * [Requirements](http://www.pacode.com/secure/data/022/chapter14/s14.105.html) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected official](http://www.legis.state.pa.us/cfdocs/legis/home/findyourlegislator/) in Pennsylvania + * [Track current legislation](http://www.legis.state.pa.us/) before the Pennsylvania Legislature + +**Contact Information** + + * [Pennsylvania RID (PARID)](http://www.parid.org/) + * [Pennsylvania Society for the Advancement of the Deaf (PSAD)](http://www.psadweb.org/) + * [Pennsylvania Office of the Deaf and Hard of Hearing](http://www.dli.pa.gov/Individuals/Disability-Services/odhh/Pages/default.aspx) + +#### Rhode Island + +**Summary of State Requirements** + + * [Licensing requirements](http://webserver.rilin.state.ri.us/Statutes/TITLE5/5-71/INDEX.HTM) for sign language interpreters and transliterators + * [Rules and Regulations](http://sos.ri.gov/documents/archives/regdocs/released/pdf/DOH/7013.pdf) for licensing requirements + * [Licensing requirements ](http://webserver.rilin.state.ri.us/Statutes/TITLE8/8-5/8-5-8.HTM)for legal interpreters and transliterators + * [Licensing requirements ](http://law.justia.com/codes/rhode-island/2013/title-5/chapter-5-71/section-5-71-8/)for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected official](https://sos.ri.gov/vic/) in Rhode Island + +**Contact Information** + + * [Rhode Island RID (RIRID)](http://www.ririd.org/) + * [Rhode Island Association of the Deaf (RIAD)](http://riadeaf.blogspot.com/) + * [State of Rhode Island Commission on the Deaf and Hard of Hearing](http://www.cdhh.ri.gov/) + +#### South Carolina + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * [Requirements](http://www.scstatehouse.gov/code/t15c027.php) for legal interpreters and transliterators + +**State Officials and Legislative Information** + + * Find elected official in South Carolina + * [Track current legislation](http://www.scstatehouse.gov/) before the South Carolina Legislature + +**Contact Information** + + * [South Carolina RID (SCRID)](http://www.southcarolinarid.org/) + +#### South Dakota + +**State Officials and Legislative Information** + + * [Find elected officials](https://sdlegislature.gov/Legislators/Find) in South Dakota + * [Track current legislation](https://sdlegislature.gov/) before the South Dakota Legislature + +**Contact Information** + + * [South Dakota RID (SDRID)](https://sites.google.com/view/sdiarid/home) + * [South Dakota Association of the Deaf (SDAD)](http://www.sdad.org/) + +#### Tennessee + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected official](http://www.capitol.tn.gov/legislators/) in Tennessee + * [Track current legislation](http://www.legislature.state.tn.us/) before the Tennessee Legislature + +**Contact Information** + + * [Tennessee Council for the Deaf Deaf-Blind and Hard of Hearing](https://www.tn.gov/humanservices/ds/councils-and-committees/tcddbhh.html) + +#### Texas + +**Summary of State Requirements** + + * [Registry](http://www.statutes.legis.state.tx.us/Docs/HR/htm/HR.81.htm) of qualified sign language interpreters and transliterators + * [Requirements](http://www.statutes.legis.state.tx.us/Docs/GV/pdf/GV.57.pdf) for legal interpreters and transliterators + * [Certification](http://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=89&rl=1131) requirements for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected official](http://www.fyi.legis.state.tx.us/Home.aspx) in Texas + * [Track current legislation](http://www.capitol.state.tx.us/) before the Texas Legislature + +**Contact Information** + + * [Texas RID (TSID)](https://tsid.org/) + * [Texas Association of the Deaf (TAD)](http://www.deaftexas.org/) + +#### Utah + +**Summary of State Requirements** + + * [Certification requirements](https://jobs.utah.gov/usor/uip/certification/index.html) for sign language interpreters and transliterators + * [Certification requirements](https://jobs.utah.gov/usor/uip/certification/index.html) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected](http://le.utah.gov/GIS/findDistrict.jsp) official in Utah + * [Track current legislation](http://le.utah.gov/) before the Utah Legislature + +**Contact Information** + + * [Utah Association for the Deaf (UAD)](http://www.uad.org/) + * [Utah State Services to the Deaf and Hard of Hearing](http://deafservices.utah.gov/) + * [Utah Interpreters Certification Board](https://jobs.utah.gov/usor/uip/board/index.html) + +#### Vermont + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * [Requirements](http://law.justia.com/codes/vermont/2012/title01/chapter5/section331) for legal interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected official](http://legislature.vermont.gov/) in Vermont + * [Track current legislation](http://legislature.vermont.gov/) before the Vermont Legislature + +**Contact Information** + + * [Vermont RID (VTRID)](http://vtrid.org/) + * [Vermont Association of the Deaf (VTAD)](http://www.deafvermont.com/) + +#### Virginia + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected official](http://whosmy.virginiageneralassembly.gov/) in Virginia + * [Track current legislation](http://virginiageneralassembly.gov/) before the Virginia Legislature + +**Contact Information** + + * [Virginia RID (VRID)](http://www.vrid.org/) + * [Virginia Association of the Deaf (VAD)](http://www.vad.org/) + * [Virginia Department for the Deaf and Hard of Hearing (VDDHH)](http://www.vddhh.org/) + +#### Washington + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * [Certification requirements](http://app.leg.wa.gov/WAC/default.aspx?cite=388-818) for legal interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected official](http://app.leg.wa.gov/DistrictFinder/) in Washington + * [Track current legislation](http://leg.wa.gov/) before the Washington Legislature + +**Contact Information** + + * [Washington State RID (WSRID)](http://wsrid.com/) + * [Washington State Association of the Deaf (WSAD)](http://www.wsad.org/) + +#### West Virginia + +**Summary of State Requirements** + + * [Registration requirements](https://dhhr.wv.gov/cdhh/interpreters/Pages/WVRI.aspx) for sign language interpreters and transliterators + * [Requirements](http://wvde.state.wv.us/osp/EducationalIntepretersMemoJune2013.pdf) for educational interpreters + +**Contact Information** + + * [West Virginia Association of the Deaf (WVAD)](http://www.wvad.org/) + * [West Virginia Commission for the Deaf and Hard of Hearing (WVCDHH)](http://www.wvdhhr.org/wvcdhh/) + +#### Wisconsin + +**Summary of State Requirements** + + * [Certification requirements](http://www.wicourts.gov/services/interpreter/certification.htm) for legal interpreters and transliterators + +**State Officials and Legislative Information** + + * [Find elected official](http://maps.legis.wisconsin.gov/) in Wisconsin + * [Track current legislation](http://legis.wisconsin.gov/) before the Wisconsin Legislature + +**Contact Information** + + * [Wisconsin RID (WISRID)](http://www.wisrid.org/) + * [Wisconsin Association of the Deaf (WAD)](http://www.wisdeaf.org/) + * [Wisconsin Sign Language Interpreter Council](https://dsps.wi.gov/Pages/BoardsCouncils/SLIC/Default.aspx) + +#### Wyoming + +**Summary of State Requirements** + + * There are currently no licensing requirements for sign language interpreters and transliterators + * [Permit requirements](http://ptsb.state.wy.us/EducationalSignLanguageInterpreterPermit/tabid/247/Default.aspx) for educational interpreters + +**State Officials and Legislative Information** + + * [Find elected official](http://legisweb.state.wy.us/lsoweb/LegInfo.aspx) in Wyoming + * [Track current legislation](http://legisweb.state.wy.us/lsoweb/session/SessionHome.aspx) before the Wyoming Legislature + +#### Puerto Rico + +**Summary of State Requirements** + + * Licensing requirements for sign language interpreters and transliterators + * Certification requirements for legal interpreters and transliterators + * Certification requirements for educational interpreters + +**State Officials and Legislative Information** + + * Find elected official in Puerto Rico + * Track current legislation before the Puerto Rico Legislature + +**Contact Information** + + * [Puerto Rico RID (PRRID)](http://www.rispri.org/) + +![](https://rid.org/wp-content/uploads/2023/03/Quick-Links.jpg) + +## GAP Quick Links + + * __ + +[GAP +Factsheet](https://drive.google.com/file/d/17thsn4i9WGbsBJE7vEvYdUp5Nh0wm4wI/view?usp=sharing) + + * __ + +[Ongoing Advocacy Efforts](https://rid.org/gap/ongoing-advocacy-efforts/) + +## Exceptional Advocacy Resources. + +The tactics you have used in your everyday advocacy are the same ones youโ€™ll +use to advocate for policy changes that will benefit you, other professional +interpreters, and the Deaf community. For further information, please browse +through resources and our [Advocacy Toolkit +page](https://rid.org/programs/gap/advocacy-toolkit/). + +__ + +#### [Advocacy 101](https://rid.org/programs/gap/advocacy- +toolkit/#advocacy101) + +An introductory self-paced way to learn more about advocacy. + +__ + +#### [Find and Track Legislation](https://rid.org/programs/gap/advocacy- +toolkit/#tracklegislation) + +Find and track legislation on the local, state, and federal level. + +__ + +#### [Building Relationships](https://rid.org/programs/gap/advocacy- +toolkit/#stateandlocal) + +Develop ongoing relationships with your state and local elected officials. + +__ + +#### [Levels of Governance](https://rid.org/programs/gap/advocacy- +toolkit/#governmentlevels) + +Find successful ways to make a difference on the local and state levels. + +__ diff --git a/intelaide-backend/python/rid/programs_membership.txt b/intelaide-backend/python/rid/programs_membership.txt new file mode 100644 index 0000000..a134cff --- /dev/null +++ b/intelaide-backend/python/rid/programs_membership.txt @@ -0,0 +1,396 @@ +Membership + +[Renew Your RID Membership!](https://myaccount.rid.org/) + +Steps to Find an Interpreter + + +### Steps to Find an Interpreter + +Any entity or individual has access to RID's registry that can provide a list +of certified freelance interpreters, as well as Organizational members in your +area who are interpreter agencies who can provide interpreting services. + +To find a certified freelance interpreter in your area, please follow the +steps below: + + 1. Please visit our member directory here: [https://myaccount.rid.org/Public/Search/Member.aspx](https://myaccount.rid.org/Public/Search/Member.aspx) + 2. Select your City and State + 3. Select **Certified** under _" Category"_ + 4. Select **Yes** under _" Freelance Status"_ + 5. Press **Find Member** button at the bottom. + +From here, you will find a list of certified interpreters who are available +for freelance work. Feel free to reach out to these members directly using the +contact information they provide on our registry and inquire about the +services that you need. Should you want to go through an agency that is a +member with us, please use this link here: +[https://myaccount.rid.org/Public/Search/Interpreter.aspx](https://myaccount.rid.org/Public/Search/Interpreter.aspx), +selecting your City and State. + +Close + + __ + +### Certified Member + +#### Membership Explained + +#### A member who holds a valid certification accepted by RID, is in good +standing, and meets the requirements of the [Certification Maintenance Program +(CMP)](https://rid.org/programs/certification-maintenance/cmp/). + + * Annual charge of $220 + * Senior Members (55+) $140 + +[Join Today or Renew Your Membership +here!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +__ + +### Associate Member + +#### Membership Explained + +#### A member engaged in interpreting or transliterating, full-time and part- +time, but not holding certification accepted by RID. Members in this category +are enrolled in the [Associate Continuing Education Tracking Program +(ACET)](https://rid.org/programs/certification-maintenance/acet/). + + * Annual charge of $175 + * Senior Members (55+) $115 + +[Join Today or Renew Your Membership +here!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +__ + +### Student Member + +#### Membership Explained + +#### A member currently enrolled, at least part-time, in an interpreting +program. Student members must provide proof of enrollment every year. This +proof can be a current copy of a class schedule or a letter from a +coordinator/instructor on school letterhead. Student membership does not +include eligibility to vote. + + * Annual charge of $40 + +[Join Today or Renew Your Membership +here!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +__ + +### Supporting Member + +#### Membership Explained + +#### Individuals who support RID but are not engaged in interpreting. +Supporting membership does not include eligibility to vote or reduced testing +fees. + + * Annual charge of $40 + +[Join Today or Renew Your Membership +here!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +__ + +### Organizational Member + +#### Membership Explained + +#### Organizations and agencies that support RIDโ€™s purposes and activities. + + * Annual charge of $235 + +[Join Today or Renew Your Membership +here!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +__ + +### Certified Inactive/Retired + +#### Membership Explained + +#### _Inactive_ : Member who holds temporarily inactive certification, is not +currently interpreting and has put their certification on hold. Members in +this category are not considered currently certified and do not hold valid +credentials. + +#### _Retired_ : Member who has retired from interpreting and is no longer +practicing. Members in this category are not considered currently certified +and do not hold valid credentials. + + * Annual charge of $50 + +[Join Today or Renew Your Membership +here!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +### Valuable Member Benefits. + +__ + +### Reduced Certification Testing Fees + +Eligible for reduced certification testing fees (associate, student or +certified members only) + +__ + +### CEC Discount Codes + +Annual CEC discount code for Certified, Associate, and Student members who +maintain good standing. + +__ + +### Publications + +VIEWS, [JOI](https://rid.org/programs/membership/publications/), RID Press + +__ + +### Exclusive Discounts + +Access to exclusive discounts through our partner; MemberDeals. Discounts on +RIDโ€™s [biennial conference +registration](https://rid.org/about/events/national-conference/) + +__ + +### Leadership Opportunities + +Leadership opportunities to help shape RID and the interpreting profession by +serving on [committees, councils and task +forces](https://rid.org/about/volunteer-leadership/) + +__ + +### Communal Benefits + +Accountability to the communities we serve through RIDโ€™s Ethical Practices +System + +__ + +### DHH Insurance Agency, LLC + +Disability Income Coverage, Dental & Vision Insurance, Life Insurance options. + +### More About RID Membership + +#### RID Membership Costs + +**Members should conduct their renewals online and pay via the RID Member +Portal for the fastest service.** + +**If you have questions about or are experiencing an issue with your member +account or renewal steps, please contact us +at[Members@rid.org](mailto:Members@rid.org) for assistance. We are happy to +assist. ** + +[Click Here to Join or Renew your Membership +Today!](https://myaccount.rid.org/Login.aspx?ReturnUrl=%2f) + +**_RID membership follows an annual fiscal year cycle from July 1-June 30._** + +Purchase order paperwork for membership renewals that will be paid by a third +party can be submitted directly to +[accounting@rid.org](mailto:accounting@rid.org) for formal invoicing. + +For those needing verification of prices for employers prior to remitting +payment, download your personalized order summary from your RID member portal. +This is the most accurate, quickest, and paperless way to provide verification +of your membership cost. + +#### Refund Policy + + * If an individual requests to terminate their membership prior to their payment being processed by RID, then RID will simply not process the payment for that application. The applicant will not forfeit any funds. + * If an individual requests a refund after their membership application or renewal has been processed and/or renewed, that person will receive a refund of their membership dues and fees minus a $25.00 processing fee. + * An individual may request a refund no more than two business days after the application has been processed and/or renewed. + * No refunds will be given if a request is made more than 2 days after the membership application/renewal has been submitted/processed. + * If a third party(ie employer, agency, etc) pays membership dues and fees on behalf of an individual, the member is responsible for maintaining good standing with the organization. We recognize that members who are afforded this benefit may wish to remit payment to maintain good standing, and then request refund post third party payment of their membership dues and fees. In this instance, RID HQ may work one-on-one with you. + * The refund policy applies to all members. + +#### Have you Let your Certified Membership Lapse? + +According to the RID Bylaws, an individualโ€™s certification can be revoked for +two reasons: + + 1. Suspension or expulsion as outlined in the policies and procedures manual (such as an EPS violation or non-compliance with CMP requirements) + 2. Non-payment of dues. + +Additionally, the Bylaws state that to remain in good standing dues must be +paid by August 1st of each fiscal year. + +With the requirement to remain current with membership dues to retain your +certification, these governing guidelines are an important reminder about your +obligation as it relates to the maintenance of your certification. To date, +RID has been lenient in enforcing this policy. + +As we continue to implement systems of efficiency and standards, RID will +begin to enforce the guidelines as established in the Bylaws. Therefore, if +dues are not paid on or before July 31, your certification will be terminated +due to non-payment of member dues. As a result, you will be required to go +through the reinstatement process, in order to get your certification back. To +avoid revocation of your certification please plan to renew on or before July +31. + +The power to effect change in this area lies with the membership. The +connection to membership and certification has been an area of discussion over +the years. To change the current structure, which ties current membership to +certification maintenance, would require a Bylaws amendment, approved by two- +thirds of the voting members. + +#### Contact the Member Service Department + +For any further questions, please contact the Member Services department by +either emailing us at [members@rid.org](mailto:members@rid.org), or by using +our Contact Us form here: [rid.org/contact/](https://rid.org/contact/). + +### Freelance Insurance Program + +#### Freelance Interpreter Insurance + + * Professional/General Liability Insurance: contact Gary at 866.371.8830 or go to [www.DHHInsurance.com](http://www.dhhinsurance.com/) or email [GMeyer@DHHinsurance.com](mailto:GMeyer@DHHinsurance.com) + * Worker Compensation/Workman Compensation Insurance: contact Gary at 866.371.8830 or email [Gmeyer@DHHinsurance.com](mailto:Gmeyer@DHHinsurance.com) + +#### RID Individual Interpreters Liability Insurance + + * Professional Liability Insurance + * General Liability Insurance + * Worker Compensation/ Workman Compensation Insurance + +#### Interpreter Agency Insurance + + * Professional/General Liability Insurance: contact Gary at 866.371.8830 or go to [www.DHHInsurance.com](http://www.dhhinsurance.com/) or email [GMeyer@DHHinsurance.com](mailto:GMeyer@DHHinsurance.com) + * Worker Compensation/Workman Compensation Insurance: contact Gary at 866.371.8830 or email [Gmeyer@DHHinsurance.com](mailto:Gmeyer@DHHinsurance.com) + +#### Interpreting Agencies Liability Insurance + + * Professional/ General Liability Insurance + * Worker Compensation/ Workman Compensation Insurance + +_Contact Gary Meyer at 866.371.8830, +e-mail:_[_gmeyer@DHHInsurance.com_](mailto:gmeyer@dhhinsurance.com) _or go +to:_[_www.dhhinsurance.com_](http://www.dhhinsurance.com/) + +#### Additional Member Benefits + +**Disability Income Coverage****โ€“** What would happen to your income if you +became sick or hurt and werenโ€™t able to work? Protect your income in the event +that you become disabled as a result of a sickness or injury and are unable to +work. RID members can take advantage of a 15% association discount.**** + +**Dental & Vision Insurance****โ€“** Affordable dental coverage is available for +individuals and families, with the option to add vision coverage. You are free +to use any dentist you wish, or you can use an in-network dentist for +additional savings. The network has over 400,000 access points nationwide. +Choose from several plans to meet your needs and budget. + +**Life Insurance****โ€“** Affordable coverage with plans designed to meet your +specific needs. Available plans include Term Insurance, Whole Life, Universal +Life and others, with over 30 of the top companies to choose from. Let the +licensed professionals at Association Benefit Services shop for the best +coverage and the most competitive products and rates for you. Coverage is also +available for spouses and children. + +_Visit:[www.rid.associationbenefitservices.com](http://www.rid.associationbenefitservices.com/) +(for program details and quotes) or Call: (844) 340-6578_ + +Contact Gary Meyer at 866.371.8830, e-mail: [gmeyer@DHHInsurance.com +](mailto:gmeyer@dhhinsurance.com)or go to: +[www.dhhinsurance.com](http://www.dhhinsurance.com/) + +### Do you have more questions about RID membership? + +Whether youโ€™re exploring your possibilities or are a seasoned veteran, joining +RID will provide resources that move you forward! + +[Membership FAQs](https://rid.org/faqs/) + +### Membership Renewal. + + * __ + +1\. First, visit the RID website and log in to your [member +portal](https://myaccount.rid.org/). + + * __ + +2\. Next, click the tab "My Orders," and you will see your FY26 dues there. + + * __ + +3\. From there, follow the subsequent prompts to remit your payment. Then, you +are all set! + +[Renew Your RID Membership!](https://myaccount.rid.org/) + +### Member Portal Navigation. + + * __ + +1\. All information about your membership can be found in the Membership +Details box on your portal page, including your expiration date. All +memberships expire on June 30th of each year. + + * __ + +2\. If you need to renew your membership, click the "My Orders" tab at the top +right to submit payment for your member dues. + + * __ + +3\. Always be sure that your member portal information is up to date to ensure +you are receiving all communications and notifications from RID. + + * __ + +4\. All information regarding your certification can be found in the +"Certification Details" box including your certification beginning and end +date, CEUs earned, and downloading documents such as a verification letter or +your CEU Transcript. + + * __ + +5\. You may view your education history on the right side of your portal, +including previous transcript cycles. + + * __ + +6\. Access exclusive RID Member Deals by clicking "Member Deals" on the right +side of your portal. + +### Golden 100 / Silver 250 Campaign. + + * __ + +In 1982 President Judie Husted and the RID Board of Directors instituted the +first major fundraising campaign for RID. The campaign was aimed to provide +the organization with financial security for the future. The campaign was +labeled Golden 100 and Silver 200. For a $500 donation, the first 100 +Certified members received conference recognition and lifetime membership +along with their Certification Maintenance fees, these people are known as the +Golden 100. At the start of the campaign, the first 200 members (Certified +_or_ Associate) who donated $250 received lifetime membership, they are known +as Silver 200. This campaign raised over $50,000 to help establish a research +and development trust and to provide general support to the RID budget. + + * __ + +At the March 2016 board meeting, the Board of Directors approved a plan to +revitalize this campaign for 2016. The first 100 **_Certified_** members +received Lifetime membership and waived annual fees along with the designation +Golden 100 member. The first 250 Certified _or_ Associate members received +lifetime membership, waived annual continuing education fees, and were named +Silver 250 members. This group is responsible _annually_ for their +certification and standards fee. + + +### Golden 100 / Silver 250 Campaign + + +__ diff --git a/intelaide-backend/python/rid/programs_membership_affiliate-chapters.txt b/intelaide-backend/python/rid/programs_membership_affiliate-chapters.txt new file mode 100644 index 0000000..92fc964 --- /dev/null +++ b/intelaide-backend/python/rid/programs_membership_affiliate-chapters.txt @@ -0,0 +1,327 @@ +The backbone of our organization. + +Affiliate Chapters + +## Affiliate chapters are a crucial element in RIDโ€™s overall structure as they +help RID Headquarters extend our reach into the interpreting profession. + +### Affiliate Chapter Benefits. + +#### Advocacy + + * Affiliation with national interpreter advocacy actions + * Representation for the affiliate chapterโ€™s members for various national issues (i.e. VRS via the Video Interpreting Committee) + +#### Affiliate Chapter Handbook + +#### The Affiliate Chapter Handbook serves as an excellent resource tool to +assist affiliate chapters in developing and maintaining a functional and +thriving chapter of RID. + +You can view the Affiliate Chapter Handbook as a whole document (96 pages) +using the Google Drive link below or download the entire file in the PDF +format. + +#### **Affiliate Chapter Handbook:** [ PDF Download +here](https://documentcloud.adobe.com/link/track?uri=urn:aaid:scds:US:153b56f9-0cff-4afe-8d74-c61f750c32d6) + +#### **Affiliate Chapter Handbook:**[See Live Google Document +here](https://docs.google.com/document/d/10kxPyJpeDzYCJ1NLzwtMLH_DgnfVxqEtpHg0nsSO__A/edit?usp=sharing) + +#### Starting a Chapter + +> โ€œManagement is doing things right; leadership is doing the right things.โ€ +> โ€“ Peter F. Drucker + +Starting a new affiliate chapter takes leadership, organization and +determination but know that you are not alone in this endeavor. Among other +benefits, in this venture, you will have the support of the RID Board of +Directors, RID Headquarters and the members of the Affiliate Chapter Relations +Committee. + +Following are the steps to take to start an affiliate chapter: + + * Organize a group of at least twenty voting members of RID desiring to start an affiliate chapter. + * Assign a leader or small group of leaders to spearhead the effort. This person or group would be in charge of compiling the necessary information for the application for affiliation, which must include the following: + * A list of at least twenty voting members of RID. + * A copy of the chapterโ€™s bylaws + * A list of the names and contact information for the chapterโ€™s officers + * A copy of the chapterโ€™s Articles of Incorporation (if applicable) + * A copy of the chapterโ€™s Standing Rules or Rules of Order (if chapter has same) + * The affiliate application package, once complete, must be sent to the [Director of Member Services](mailto:info@rid.org) at RID Headquarters. + * The director of member services will verify that all the petitioners are RID voting members in good standing. + * The director of member services will act as the liaison to the board of directors by presenting the package to the board. + * Once the board of directors formally approves or declines chapter status, the director of member services will notify the contact person from that potential chapter. + * At that time, the chapter will be considered affiliated with RID. + +**BENEFITS** : The benefits of being affiliated with RID include a support +system comprised of national committees, staff and other affiliate chapter +leaders; resources including a comprehensive +[handbook](https://docs.google.com/document/d/10kxPyJpeDzYCJ1NLzwtMLH_DgnfVxqEtpHg0nsSO__A/edit +"Affiliate Chapter Handbook"), mentoring grants and membership information and +access to non-profit status through RIDโ€™s group exemption. + +#### AC Resources + +Affiliate chapters have many resources available to them for support +including, but not limited to, the following: + + * RID committees such as the Bylaws Committee who can provide advice + * [Board of Directors](https://rid.org/about/#tab-54fbfdd4e62dec56890) + * Affiliate Chapterโ€™s Region Representative + * Affiliate Chapter Liaison + * Exclusive access to the Affiliate Chapter Resource Center (Coming Soon!) + * Google Group for Affiliate Chapter Presidents to communicate + * [RID Headquarters staff](https://rid.org/about/#ourteam) + +### Starting a Chapter. + +#### Starting a new affiliate chapter takes leadership + +> โ€œManagement is doing things right; leadership is doing the right things.โ€ +> โ€“ Peter F. Drucker + +Starting a new affiliate chapter takes leadership, organization and +determination but know that you are not alone in this endeavor. Among other +[benefits](https://rid.org/membership/affiliate-chapters/affiliate-chapter- +benefits/), in this venture, you will have the support of the RID Board of +Directors, RID Headquarters and the members of the Affiliate Chapter Relations +Committee. + +#### Following are the steps to take to start an affiliate chapter: + + * Organize a group of at least twenty voting members of RID desiring to start an affiliate chapter. + * Assign a leader or small group of leaders to spearhead the effort. This person or group would be in charge of compiling the necessary information for the application for affiliation, which must include the following: + * A list of at least twenty voting members of RID. + * A copy of the chapterโ€™s bylaws + * A list of the names and contact information for the chapterโ€™s officers + * A copy of the chapterโ€™s Articles of Incorporation (if applicable) + * A copy of the chapterโ€™s Standing Rules or Rules of Order (if chapter has same) + * The affiliate application package, once complete, must be sent to the [director of member services](mailto:info@rid.org) at RID Headquarters. + * The director of member services will verify that all the petitioners are RID voting members in good standing. + * The director of member services will act as the liaison to the board of directors by presenting the package to the board. + * Once the board of directors formally approves or declines chapter status, the director of member services will notify the contact person from that potential chapter. + * At that time, the chapter will be considered affiliated with RID. + +#### The Benefits of Starting a Chapter + +The benefits of being affiliated with RID include a support system comprised +of national committees, staff and other affiliate chapter leaders; resources +including a comprehensive +[handbook](https://documentcloud.adobe.com/link/track?uri=urn:aaid:scds:US:153b56f9-0cff-4afe-8d74-c61f750c32d6 +"Affiliate Chapter Handbook"), mentoring grants and membership information and +access to non-profit status through RIDโ€™s group exemption. + + +#### Get Involved + +## Vote on an organization level. + +To request verification of your credentials, please complete and submit [this +form](https://rid.org/certification-verification-request/). For membership +verifications, please check your Credly account. + +### AC Map. + +#### Region I - North East + + * [Connecticut](http://www.connrid.org/) + + * [Massachusetts](http://massrid.org/) + + * [New Hampshire](http://www.nhrid.org/) + + * [New Jersey](http://www.nj-rid.org/) + + * New York + + * [Genesee Valley](http://www.gvrrid.org/) + + * [Long Island](http://www.lirid.org/) + + * [Metro](http://nycmetrorid.org/) + + * Western + + * [Pennsylvania](http://www.parid.org/) + + * [Rhode Island](http://www.ririd.org/) + + * [Vermont](http://www.vtrid.org/) + +#### Region II - South East + + * [Alabama](http://www.alrid.org/) + + * [Florida](http://www.fridcentral.org/) + + * [Georgia](http://www.garid.org/) + + * [Mississippi](http://www.mississippirid.org/) + + * [North Carolina](https://northcarolinarid.org/) + + * [Potomac Chapter](http://www.pcrid.org/) + + * [South Carolina](http://www.southcarolinarid.org/) + + * [Tennessee](http://trid.wildapricot.org/) + + * [Virginia](http://www.vrid.org/) + +#### Region III - Mid West + + * [Illinois](http://www.irid.org/) + + * [Indiana](http://www.icrid.org/) + + * [Kentucky](https://www.kyrid.org/) + + * [Michigan](http://www.mirid.org/) + + * [Minnesota](http://www.mrid.org/) + + * [Ohio](http://www.ocrid.org/) + + * [Wisconsin](http://www.wisrid.org/) + +#### Region IV - Central + + * [Arkansas](http://www.arkansasrid.org/) + + * [Colorado](http://www.coloradorid.org/) + + * [Iowa](http://www.iowastaterid.org/) + + * [Kansas](http://www.kai-rid.org/) + + * [Louisiana](http://www.lrid.org/) + + * [Nebraska](http://www.nebraskarid.org/) + + * [New Mexico](http://www.nmrid.org/) + + * North Dakota + + * [Oklahoma](http://www.okrid.org/) + + * [South Dakota](https://sites.google.com/view/sdiarid) + + * [Texas](http://www.tsid.org/) + +#### Region V - Pacific + + * [Alaska](http://www.alaskarid.org/) + + * [Arizona](http://www.arizonarid.org/) + + * California + + * [Northern California](http://www.norcrid.org/) + + * [Central California](https://www.ccrid.info/) + + * [Sacramento Valley](http://www.savrid.org/) + + * [San Diego County](http://www.sdcrid.org/) + + * [Southern California](http://www.scrid.org/) + + * [Hawaii](https://hawaiirid.square.site/) + + * [Idaho](http://www.idahorid.org/) + + * [Nevada](http://www.nvrid.org/) + + * [Oregon](http://www.orid.org/) + + * [Utah](http://www.utrid.com/) + + * [Washington](http://wsrid.com/) + +## Newly Certified Information. + +Information on becoming certified and receiving your certificate can be found +here. + +#### Certification Cycle Dates + +A certificantโ€™s newly certified cycle start date is the date that CASLI sends +the exam results letter (the Results Sent date) and extends until December +31st of the year indicated by the following: + +If the Results Sent date falls between 7/1/2020 and 6/30/2021โ€ฆ..Newly +certified cycle ends 12/31/2025 +If the Results Sent date falls between 7/1/2021 and 6/30/2022โ€ฆ..Newly +certified cycle ends 12/31/2026 +If the Results Sent date falls between 7/1/2022 and 6/30/2023โ€ฆ..Newly +certified cycle ends 12/31/2027 + +Each successfully-completed certification cycle is followed by a four year +certification cycle, running from January 1 of the first year through December +31 of the fourth year. + +#### Newly Certified Packet + +You can expect to receive a Newly Certified Packet from RID approximately 6-8 +weeks after you have passed all required examinations __ and your results +letter was sent. This packet will include your certificate and a +congratulations letter. You should also receive an email when your new +certification is added to your RID account with information about maintaining +certification. + +_**Note:**_you may begin earning CEUs for your new certification cycle any +time on or after your certification start date_**.**_ + +#### Duplicate Certificates + +In the event that your certificate arrives damaged, with incorrect spelling or +information, or does not arrive at all (three weeks after being mailed), the +certificate will be replaced once free of charge. This replacement request +should be submitted in writing to certification@rid.org. + +In the event that you lose your certificate, need a replacement certificate, +want the name on the certificate updated due to a legal name change, or would +simply like a duplicate certificate, you may purchase one on the RID website. +Replacement certificates are processed once a month. + +#### Certified Membership + +Maintaining current RID membership is a requirement for maintaining RID +certification. If you are a current Associate Member at the time you achieve +certification, your membership will automatically be converted into a +Certified Membership. If you are not an Associate or Certified member at the +time you achieve certification, you need to pay Certified Member dues to bring +your membership into good standing. For more information, contact the Member +Services Department at [members@rid.org](mailto:members@rid.org). Keep in +mind: + + * Membership runs from July 1 through June 30 and is paid for annually. + * There is no extra charge for holding more than one RID certification or for holding specialty certification. + * Those who hold NAD certification must also keep their NAD certification dues in good standing with RID. + +#### Display Your Credentials + +One of the privileges of achieving RID certification is the ability to show +your credential on your business card, resume, brochures or other +advertisements, etc. Your credentials (also called โ€œpost-nomial +abbreviationsโ€) should be displayed only after your full name (with or without +middle initial) in the following order: + + 1. Given names (Jr., II, etc.) + 2. Academic degrees from highest level to lowest level above a bachelor degree (bachelor degree credentials are not typically displayed) + 3. State licensure credentials + 4. Professional certifications (such as RID credentials) + +Certificants who hold more than one RID certification should display them in +the following order: IC, TC, IC/TC, CSC, MCSC, RSC, OIC:V/S, OIC:S/V, OIC:C, +CI, CT, CI and CT, CDI, NIC, NIC Advanced, NIC Master, OTC, SC:PA, SC:L, NAD +III, NAD IV, NAD V, Ed:K-12. + +Digital Credentials: RID partnered with [Credly](https://info.credly.com/) to +provide you with a digital version of your credentials. Digital badges can be +used in email signatures or digital resumes, and on social media sites such as +LinkedIn, Facebook, and Twitter. This digital image contains verified metadata +that describes your qualifications and the process required to earn them. + +__ diff --git a/intelaide-backend/python/rid/programs_membership_affiliate-chapters_acrc.txt b/intelaide-backend/python/rid/programs_membership_affiliate-chapters_acrc.txt new file mode 100644 index 0000000..b0bbace --- /dev/null +++ b/intelaide-backend/python/rid/programs_membership_affiliate-chapters_acrc.txt @@ -0,0 +1,955 @@ +Tools and resources to help manage and cultivate local Affiliate Chapters + +Affiliate Chapter Resource Center + +SHARING OUR VISION + +RIDโ€™s Affiliate Chapter Resource Center provides chapter leaders with tools +and resources to help manage and cultivate local Affiliate Chapters. The +Affiliate Chapter Resource Center provides tools to help Affiliate Chapters +excel. RIDโ€™s goal is to make your life as an Affiliate Chapter leader a little +easier. Therefore, on this website you will find resources just for you and +your members. + +The RID Affiliate Chapter Liaison will be working to develop additional +content for your use. If you have a specific request for information or are +interested in learning how other chapters have handled a specific issue, +please contact the RID Affiliate Chapter Liaison, Dr. Carolyn Ball, CI & CT, +NIC at [affiliatechapters@rid.org](mailto:affiliatechapters@rid.org). + +__AC Documents + + +### Affiliate Chapter Documents + +## [**Affiliate Chapter Document Resources**](http://www.education.rid.org) + +### Chapters are essential to the success and growth of Affiliate Chapters. In +order to support your work as a chapter leader, RID has created links of vital +information for your use. The RID Affiliate Chapter Liaison will discover and +share tools, resources, and samples for your Affiliate Chapter. View the most +recent additions, browse by category or tag, or search for the specific +information you are looking for below. + +#### Affiliate Chapter Handbook from RID + +[https://rid.org/programs/membership/affiliate- +chapters/](https://rid.org/programs/membership/affiliate-chapters/) + +#### AC Strategic Recommendations to Strengthen Our AC Network + +RID would absolutely benefit from fostering stronger relationships with our +ACs. and what, if anything, we should be doing differently. This is a +_Strategic Plan_ with ideas and strategies to strengthen our AC network in +alignment with RID's Strategic Priorities towards Organizational Effectiveness +and Organizational Relevance, as well as consider the role of ACs in RID's +Organizational Transformation. + + + +#### Bylaws + +Bylaws are the rules and principles that define your governing structure. They +serve as your nonprofit's architectural framework. Although bylaws aren't +required to be public documents, consider making them available to your +membership to boost your Affiliate Chapterโ€™s accountability and transparency. + +How to write Bylaws + +[https://learning.candid.org/resources/knowledge-base/nonprofit- +bylaws/](https://learning.candid.org/resources/knowledge-base/nonprofit- +bylaws/) + +[https://nonprofitally.com/start-a-nonprofit/nonprofit- +bylaws/](https://nonprofitally.com/start-a-nonprofit/nonprofit-bylaws/) + +[https://www.legalzoom.com/articles/best-practices-for-writing-nonprofit- +bylaws](https://www.legalzoom.com/articles/best-practices-for-writing- +nonprofit-bylaws) + +National RID Bylaws + +[https://rid.org/about/governance/](https://rid.org/about/governance/) + +Examples of RID Affiliate Chapter Bylaws + +[https://northcarolinarid.org/organizational- +bylaws](https://northcarolinarid.org/organizational-bylaws) + +[https://mrid.org/](https://mrid.org/) + +[http://nebula.wsimg.com/d3a57b6bfc602b0654f32049726b1d72?AccessKeyId=9AD5079068914C5D08A7&disposition=0&alloworigin=1](http://nebula.wsimg.com/d3a57b6bfc602b0654f32049726b1d72?AccessKeyId=9AD5079068914C5D08A7&disposition=0&alloworigin=1) + +[https://president2244.wildapricot.org/Bylaws](https://president2244.wildapricot.org/Bylaws) + +#### Document Retention Policies for Nonprofits + +Document retention policies are one of several good governance policies that +the IRS highlights on the IRS Form 990 by asking whether the filing nonprofit +has adopted a written record retention policy. + + + + + +#### Policy and Procedure Manual + +A policies and procedures manual is a comprehensive text that details every +aspect of Affiliate Chapter policy, the procedures for following those +policies and the forms needed to complete each process. A policies and +procedures manual is a reference tool for affiliate chapter leaders. + +How to write a Policy and Procedure Manual + +[https://www.nonprofitexpert.com/sample-nonprofit-board-policies-and- +procedures/](https://www.nonprofitexpert.com/sample-nonprofit-board-policies- +and-procedures/) + +National RID Policy and Procedure Manual + +[https://rid.org/about/governance/](https://rid.org/about/governance/) + +Examples of Affiliate Chapter Policy and Procedure Manuals + +[https://www.scrid.org/PP](https://www.scrid.org/PP) + +[https://president2244.wildapricot.org/Policies-and- +Procedures](https://president2244.wildapricot.org/Policies-and-Procedures) + +#### How to Make the Most of a Virtual Conference + +[https://www.chronicle.com/article/How-to-Make-the-Most- +of-a/249171](https://www.chronicle.com/article/How-to-Make-the-Most- +of-a/249171) + +#### What is Robert's Rules of Order? + +Robertโ€˜s Rules is practically synonymous with parliamentary procedure, and for +good reason. Robertโ€˜s Rules of Order sets out the parliamentary rules +organizations can adopt as a guide for establishing the conduct of the +organization and the management of its meetings. +In a nutshell, Robertโ€™s Rules make meetings meaningful. Those three words โ€” +making meetings meaningful โ€” so clearly describe the most immediate benefit to +learning and applying the principles of parliamentary procedure contained in +Robertโ€™s Rules. Robertโ€™s Rules provide guidance for most organizational +functions. + +[https://www.nhlta.org/ckfinder/userfiles/files/Roberts%20Rules%20of%20Order%20Simplified.pdf](https://www.nhlta.org/ckfinder/userfiles/files/Roberts%20Rules%20of%20Order%20Simplified.pdf) + +[https://www.hachettebookgroup.com/landing-page/roberts-rules-of- +order/](https://www.hachettebookgroup.com/landing-page/roberts-rules-of- +order/) + +[http://forsmallnonprofits.com/wp- +content/uploads/2018/05/RobertsRulesofOrderCheatSheet.pdf](http://forsmallnonprofits.com/wp- +content/uploads/2018/05/RobertsRulesofOrderCheatSheet.pdf) + +#### What is a parliamentarian? + +A parliamentarian is a consultant who advises the presiding officer and other +officers, committees, and members on matters of parliamentary procedure. +Parliamentarians are frequently used to assist with procedure during +conventions and board meetings. Such advisors often turn long, difficult +meetings into short, painless ones. + +A professional parliamentarian can provide many additional useful services +outside of an annual convention, including: + + * Train officers and committee chairs + * Conduct parliamentary workshops for local presidents and members + * Supervise credentials and elections + * Preside over particularly contentious meetings + * Provide formal parliamentary opinions + * Create or revise bylaws + * Advise on parliamentary tactics and strategy + +#### AC Questionnaire + +AC Questionnaire Results + + + + +### [AC Strategic Recommendations](https://rid.org/wp- +content/uploads/2023/09/Revitalizing-Our-Network_RID-Affiliate-Chapter- +Strategic-Recommendations.pdf) + +### Affiliate Chapters are essential to the success and growth of RID. In +order to support your work as an Affiliate Chapter leader, RID has created +links of vital information for your use. View the most recent additions, +browse by category or tag, or search for the specific information you are +looking for by clicking this link. + +__ + +### President + +It is important for the president of a nonprofit organization to be aware of +the responsibilities of that office. Learn about the responsibilities that can +help you become aware of the important responsibilities of a nonprofit +organization president. + +AC President Information + + +### AC President Resources + +## [**The role of the president in a non-profit +organization**](https://www.legalzoom.com/articles/what-are-the-duties-of-a- +nonprofit-president) + +### It is important for the president of a nonprofit organization to be aware +of the responsibilities of that office. Learn about the responsibilities that +can help you become aware of the important responsibilities of a non-profit +organization president. + +#### Liability Checklist + +Omissions of the Board of Directors (โ€œBoardโ€) or Officers can still leave a +risk of liability to both the nonprofit and its individual Directors, or +Officers. Nonprofit Directors are passionate about causes and serving the +community, but they often lack the required knowledge to understand their +obligations under the law. Such Directors are doing a good deed by +volunteering to sit on the Board; but the consequences of inattention can +โ€œpunishโ€ their otherwise โ€œgood deeds.โ€ + +[https://charitableallies.org/news/board- +liability/](https://charitableallies.org/news/board-liability/) + +#### How to Run a Board Meeting Effectively + +The problem in running non-profit board meetings is that despite their +importance, many people view board of director meetings as a drab and high +level mumbo jumbo. However, with some planning and foresight, you can make +these meetings more lively and engaging. Follow the steps below for a more +meaningful and productive meeting: + +[https://nonprofithub.org/board-of-directors/7-tips-for-running-effective- +nonprofit-board-meetings/](https://nonprofithub.org/board-of-directors/7-tips- +for-running-effective-nonprofit-board-meetings/) + +#### Reignite Your Nonprofit Boardโ€™s Passion with a Powerful Retreat + +A board retreat is an unparalleled opportunity for progress. It can be a +powerful way to address head-on some of the more challenging issues facing a +board and the organization it governs. Here are some tips to ensure your +retreat is powerful, productive, and positive. + +[https://www.nonprofitkinect.org/article/12322-reignite-your-nonprofit- +boardโ€™s-passion-with-a-powerful- +retreat](https://www.nonprofitkinect.org/article/12322-reignite-your- +nonprofit-board%E2%80%99s-passion-with-a-powerful-retreat) + +#### Team Building + +Most boards of directors of associations, clubs and nonprofits are composed of +individuals from different walks of life. They have joined the board because +they want to contribute in a meaningful way to their profession, industry or +society in general. Some folks are also looking for networking opportunities, +leadership experience, or simply for social interaction. Learn more about how +you can provide an effective team building event for your nonprofit board. + +[https://www.wildapricot.com/articles/build-an-effective-nonprofit- +board](https://www.wildapricot.com/articles/build-an-effective-nonprofit- +board) + +#### How to deal with conflict + +For incoming leaders: How can you manage conflicts in the nonprofit workplace? +These three tips in the link below put conflict into perspective and offer +constructive responses for nonprofit leaders. + +[https://www.globalgiving.org/learn/listicle/manage-conflicts-in-nonprofit- +workplace/](https://www.globalgiving.org/learn/listicle/manage-conflicts-in- +nonprofit-workplace/) + +#### Running a Business Meeting following Parliamentary Procedure + +All individuals attending the General Business meetings use the Parliamentary +Procedure. Member meetings are where members with voting rights may shape the +direction of the Organization, its priorities, and more. The videos below +explain basic parliamentary procedures to ensure an efficient, respectful, and +effective meeting of members and also provide examples of how the procedure +can be signed in ASL. + +[https://aslta.org/parliamentarian- +transcript/](https://aslta.org/parliamentarian-transcript/) + +#### What are the Affiliate Chapterโ€™s Responsibilities? + +Nonprofit board members have the legal responsibility to meet the duty of +care, the duty of loyalty, and the duty of obedience. Under well-established +principles of nonprofit corporation law, a board member must meet [certain +standards of conduct and attention in carrying out their +responsibilities](https://boardsource.org/product/legal-responsibilities-of- +nonprofit-boards-third-edition/) to the organization. Several states have +statutes adopting some variation of these duties that would be used in court +to determine whether a board member acted improperly. These standards are +usually described as the [duty of care, the duty of loyalty, and the duty of +obedience](https://boardsource.org/board-service-infographic/). + +[https://boardsource.org/resources/board-responsibilities-structures- +faqs/](https://boardsource.org/resources/board-responsibilities-structures- +faqs/) + + + __ + +### Vice President + +Tradition holds that nonprofits create a vice president position so theyโ€™ll +have someone ready to step in should the president be unable to complete his +or her term โ€“ in the same way we have a vice president of the United States. +But your bylaws could just as easily mandate another officer to fill this +role. + +AC Vice President Information + + +### AC Vice President Resources + +## [**The role of the Vice +President**](http://www.ceffect.com/2011/02/23/three-things-your-vice- +president-could-do/) + +### Tradition holds that nonprofits create a vice president position so +theyโ€™ll have someone ready to step in should the president be unable to +complete his or her term โ€“ in the same way we have a vice president of the +United States. But your bylaws could just as easily mandate another officer to +fill this role. + +### So rather than taking a perfectly capable board member and only ask them +to hold their breath waiting for the president to expire, wouldnโ€™t it be a +better use of the VPโ€™s talents to have something worthwhile to do? Especially +if part of the process of choosing a VP is to groom that person for leading +the board? + +#### Understanding Roles and Responsibilities of Nonprofit organizations +Board Members + +Since the board of directors is responsible for the health and future of the +non-profit organization, they create governing and financial policies. They +hold regular meetings and vote on issues involving the organization.** +**[ https://jjco.com/2017/09/22/understanding-nonprofit-board-roles- +responsibilities/](https://jjco.com/2017/09/22/understanding-nonprofit-board- +roles-responsibilities/) + +#### Functions of the Board + +Governance is an essential function of a nonprofit board. There are various +ways to govern as a board, depending on the board and organizationโ€™s +structure. + +[https://nonprofitquarterly.org/reframing- +governance-2/](https://nonprofitquarterly.org/reframing-governance-2/) + +#### Vice President's Roles and Responsibilities + +The Vice-President plays a crucial role in the operations of the nonprofit +board. Some general responsibilities are listed in the following link: + + + +#### The Importance of leaders and the Role of the Vice President of a Non +Profit Organization + +For working boards, the Vice-President carries out important responsibilities +for the organizationโ€™s operations. + +[https://careertrend.com/info-8303959-duties-vicepresident-nonprofit- +organization.html](https://careertrend.com/info-8303959-duties-vicepresident- +nonprofit-organization.html) + + + __ + +### Treasurer + +The board treasurer is a critical leadership role for an organization. By +reframing and taking a more expansive view of what the role entails, I hope +more new treasurers will enter the role with excitement instead of +intimidation and ultimately, that more people will want to volunteer for this +leadership opportunity. + +AC Treasurer Information + + +### AC Treasurer Resources + +## [**The Role of the Treasurer**](https://www.legalzoom.com/articles/what- +are-the-duties-of-a-nonprofit-president) + +### The board treasurer is a critical leadership role for an organization. By +reframing and taking a more expansive view of what the role entails, I hope +more new treasurers will enter the role with excitement instead of +intimidation and ultimately, that more people will want to volunteer for this +leadership opportunity. + +#### How to Find a CPA for Nonprofit Organizations + +The CPA designation is one of the most widely recognized and highly trusted +professional designations in the business world. Stringent qualifications and +licensing requirements sets them apart from other business professionals. In +order to receive the CPA designation, individuals have to meet rigorous +academic, professional and ethical standards. In addition, after they receive +the designation, they are required to receive continuing professional +education to stay up to date on current standards and requirements. + +[https://dwdcpa.com/blog/does-your-nonprofit-need-to-hire-a- +cpa](https://dwdcpa.com/blog/does-your-nonprofit-need-to-hire-a-cpa) + +#### Financial Health of a Nonprofit + +Many factors play into a nonprofitโ€™s financial status, but some categories are +particularly indicative of underlying health and stability. Nonprofit leaders +who recognize the importance of the factors below and act upon our suggestions +to maximize them will be better positioned to withstand scrutiny from donors, +board members and other interested parties and chart a course for sustained +success. + +[https://docs.google.com/document/d/1a76jF3VwCN_QGifICPUe8PcY25JhDaK6u3UiyhSaYcg/edit](https://docs.google.com/document/d/1a76jF3VwCN_QGifICPUe8PcY25JhDaK6u3UiyhSaYcg/edit) + +#### Reimbursement Policy and Forms + +These documents provide you with a starting point. We recommend you customize +them to meet the needs of your organization. Please consult an attorney before +adopting a policy that is legally binding. + +[https://www.nhnonprofits.org/resource-center/sample-documents-and- +templates](https://www.nhnonprofits.org/resource-center/sample-documents-and- +templates) + +#### Nonprofit Organizations Accounting Software + +Nonprofit organizations have a unique set of accounting software needs. The +software needs to be able to accurately handle contributions from a variety of +sources and produce reports that make it easier to submit an [IRS Form +990](https://www.thebalancesmb.com/resources-for-filing-irs-form-990-3193105) +and other tax documents. Thankfully, some low-cost and free options are +available for nonprofits that don't have a lot of money to spend on +specialized accounting software. Here are five of the best options with +information. + +[https://www.thebalancesmb.com/nonprofit-finance- +software-1294214](https://www.thebalancesmb.com/nonprofit-finance- +software-1294214) + +These six nonprofit accounting software options were chosen based on their +features lists, usability ratings, and their overall reviews. They are all +cloud-based software. Many options in our fund accounting software directory +are made for general accounting, but the six that made it into this piece are +specifically made for nonprofit accounting. +[https://blog.capterra.com/5-outstanding-nonprofit-accounting-software- +solutions-worth-paying-for/](https://blog.capterra.com/5-outstanding- +nonprofit-accounting-software-solutions-worth-paying-for/) + +#### What is the Role of the Board Treasurer? + +The board treasurer is a critical leadership role for an organization. By +reframing and taking a more expansive view of what the role entails, I hope +more new treasurers will enter the role with excitement instead of +intimidation and ultimately, that more people will want to volunteer for this +leadership opportunity. + +[https://www.propelnonprofits.org/blog/role-of-board- +treasurer/](https://www.propelnonprofits.org/blog/role-of-board-treasurer/) + +#### What Should You Do as the Treasurer? + +As treasurer, you are responsible for safeguarding your organization's +finances. A large portion of this protection should already be built into the +organization's bylaws. + +[https://www.growthforce.com/blog/you-just-became-a-nonprofits-treasurer- +heres-what-you-should-do](https://www.growthforce.com/blog/you-just-became-a- +nonprofits-treasurer-heres-what-you-should-do) + +#### What Are the Duties of the Treasurer? + +The treasurer will review the financial reports about the organizationโ€™s +budget constraints and spending habits. Financial reports also indicate the +financial health of the organization, regardless of the size of the budget. +Itโ€™s important that treasurers prepare financial reports that are clear, +accurate and timely, which helps to earn public trust in the organization. +More information about how to keep organized records can be found at: + +[https://www.boardeffect.com/blog/duties-nonprofit- +treasurer/](https://www.boardeffect.com/blog/duties-nonprofit-treasurer/) + +#### Tools and Resources for Nonprofits + +The National Council of Nonprofits produces and curates tools, resources, and +samples for nonprofits. View the most recent additions, browse by category or +tag, or search for the specific information you are looking for below. + +[https://www.councilofnonprofits.org/running-nonprofit/governance- +leadership/financial-literacy-nonprofit- +boards](https://www.councilofnonprofits.org/running-nonprofit/governance- +leadership/financial-literacy-nonprofit-boards) + +[https://www.councilofnonprofits.org/tools-resources/board-roles-and- +responsibilities](https://www.councilofnonprofits.org/tools-resources/board- +roles-and-responsibilities) + +#### Best Practices as a Nonprofit Board to File Your 990 Tax Form: + +There are many reasons why your entire board of directors should review your +organizationโ€™s draft [IRS Form 990](https://www.irs.gov/pub/irs-pdf/f990.pdf) +before it is filed. Of course, the most important reason is to ensure its +accuracy. Most board members donโ€™t have photographic memories and canโ€™t recall +each precise financial detail of the last year, but when you review it, look +for the โ€œstoryโ€ in the numbers. Is the draft form consistent with your +recollection about the prior year? Youโ€™ll spot discrepancies, such as +categories on the draft Form reporting โ€œzeroโ€ when you know there were +expenditures, or vice versa. + +[https://www.councilofnonprofits.org/running-nonprofit/administration-and- +financial-management/federal-filing-requirements- +nonprofits](https://www.councilofnonprofits.org/running- +nonprofit/administration-and-financial-management/federal-filing-requirements- +nonprofits) + +#### How Do I Find if an Affiliate Chapter Tax Exempt Status has Been +Revoked? + +Organizations whose federal tax exempt status was automatically revoked for +not filing a Form 990-series return or notice for three consecutive years can +be found at the link below. Important note: Just because an organization +appears on this list, it does not mean the organization is currently revoked, +as they may have been reinstated. + +[https://apps.irs.gov/app/eos/](https://apps.irs.gov/app/eos/) + +#### State Compliance of a Nonprofit Organization + +The guide at the link below provides a comprehensive look at what is required +for nonprofits to comply with their stateโ€™s laws. + +[https://www.harborcompliance.com/information/nonprofit-compliance- +guide](https://www.harborcompliance.com/information/nonprofit-compliance- +guide) + +#### Nonprofit Taxes + +In general, exempt organizations are required to file [annual +returns](https://www.irs.gov/charities-non-profits/annual-exempt-organization- +returns-notices-and-schedules "Annual Exempt Organization Returns, Notices and +Schedules"), although there are [exceptions](https://www.irs.gov/charities- +non-profits/annual-exempt-organization-return-who-must-file "Annual Exempt +Organization Return Who Must File"). If an organization does not file a +required return or files [late](https://www.irs.gov/charities-non- +profits/annual-exempt-organization-return-due-date "Annual Exempt Organization +Return: Due Date"), the IRS may assess +[penalties](https://www.irs.gov/charities-non-profits/annual-exempt- +organization-return-penalties-for-failure-to-file "Annual Exempt Organization +Return: Penalties for Failure to File"). Read more here to make sure you're +following the appropriate legal steps! + + + + + __ + +### Secretary + +In any organization, thereโ€™s someone whose job is to grab everything that +falls through the cracks. To keep everyone else on track. For a sports team, +itโ€™s the Coach. In a restaurant, itโ€™s the Head Chef. On a board of directors, +itโ€™s not the Chair. Not even the Treasurer. While those are important roles, +they couldnโ€™t do their jobs without the most key piece to the committee +puzzle: the Secretary. + +AC Secretary Information + + +### AC Secretary Resources + +## [**The Role of the Secretary**](https://www.legalzoom.com/articles/what- +are-the-duties-of-a-nonprofit-president) + +### In any organization, thereโ€™s someone whose job is to grab everything that +falls through the cracks. To keep everyone else on track. For a sports team, +itโ€™s the Coach. In a restaurant, itโ€™s the Head Chef. On a board of directors, +itโ€™s not the Chair. Not even the Treasurer. While those are important roles, +they couldnโ€™t do their jobs without the most key piece to the committee +puzzle: the Secretary. + +#### How to Write Board Meeting Minutes + +Learn how to write board meeting minutes and what to include. The link below +provides examples of how to write minutes and a template that may help in +organizing your affiliate chapter meeting minutes: + +[https://www.boardeffect.com/blog/best-practices-taking-nonprofit-board- +meeting-minutes/](https://www.boardeffect.com/blog/best-practices-taking- +nonprofit-board-meeting-minutes/) + +#### Are Board Meeting Minutes Public? + +As with many governance-related issues, thereโ€™s no fast and easy answer to the +question, โ€œAre nonprofit board meetings public?โ€ The honest answer is, โ€œIt +depends.โ€ + +[https://insights.diligent.com/boardroom-meeting-minutes/are-nonprofit-board- +meeting-minutes-public](https://insights.diligent.com/boardroom-meeting- +minutes/are-nonprofit-board-meeting-minutes-public) + +#### How to Organize Documents for a Nonprofit Organization + +Learn a quick summary of common recommendations regarding how to organize +documents for nonprofit organizations. + +[https://christiesaas.com/filing](https://christiesaas.com/filing) + +#### Find Out Your Stateโ€™s Document Retention Policies for Nonprofit +Organizations + +It is important to keep in mind that some states have state-specific sample +document retention policies and examples are available through the Council of +Nonprofits and are state specific. + +[https://www.councilofnonprofits.org/find-your-state- +association](https://www.councilofnonprofits.org/find-your-state-association) + +#### What Documents and Records are Important to Manage for a Nonprofit +Organization? + +Records and Information Management is a tool used by managers to determine +which records to retain, and for how long, and which records to discard. It +also includes tools to improve access to current records such as document +management systems, standardized file plans, indexing, etc. + +The discipline of Records and Information Management applies tests and +standards to an organization's records, determining their value both to the +group and to other potential users. Records managers survey and categorize +records by type and function. They evaluate each category to schedule records +for retention and disposal. + +[https://library.webhost.uic.edu/libweb/DTIA.pdf](https://library.webhost.uic.edu/libweb/DTIA.pdf) + +#### Where Does RID Keep the Archived RID Views? + +RID keeps the Archived RID Views at the below link: + +[https://drive.google.com/drive/u/0/folders/0B3DKvZMflFLdVFFDbmRSY2ZMVWM?resourcekey=0-0UZWHfzcIh7UNNzIbkPMCA](https://drive.google.com/drive/u/0/folders/0B3DKvZMflFLdVFFDbmRSY2ZMVWM?resourcekey=0-0UZWHfzcIh7UNNzIbkPMCA) + +#### Where Does RID Keep an Archive of all of the Journal of +Interpretations (JOIโ€™s)? + +You can find the archives to RID's publication JOI below: + +[https://rid.org/programs/membership/publications/](https://rid.org/programs/membership/publications/) + + + __ + +### Governance + +It is vital for the board of an affiliate chapter to understand the importance +of their roles and responsibilities. Below is a great resource to help each +member of the board understand their roles and responsibilities. + +AC Governance Information + + +### AC Governance Resources + +## [**Governance**](https://www.legalzoom.com/articles/what-are-the-duties-of- +a-nonprofit-president) + +### It is vital for the board of an affiliate chapter to understand the +importance of their roles and responsibilities. Below is a great resource to +help each member of the board understand their roles and responsibilities. + +#### The Fundamental Aspects of Nonprofit Board Service + +The link below is a list of topics addressing the fundamental aspects of +nonprofit board service. Each link leads to a page with a short introduction +to the topic followed by an extensive list of downloadable resources, topic +papers, and publications that pertain to it. More resources, including +additional publications, webinars, and training, can be easily found. Just +click on the link and you will find support for you as a nonprofit board +member. + +[https://boardsource.org/fundamental-topics-of-nonprofit-board- +service/](https://boardsource.org/fundamental-topics-of-nonprofit-board- +service/) + +#### Finding the Right Board Members for Your Nonprofit + +Finding the right board member for your nonprofit organization can be +challenging. The Council of Nonprofits has compiled resources and tips to help +you identify what makes a good board member. + +[https://www.councilofnonprofits.org/tools-resources/finding-the-right-board- +members-your-nonprofit](https://www.councilofnonprofits.org/tools- +resources/finding-the-right-board-members-your-nonprofit) + +#### What are Articles of Incorporation? + +"Your nonprofit articles of incorporation is a legal document filed with the +secretary of state to create your nonprofit corporation. This process is +called incorporating. In some states, the articles of incorporation is called +a certificate of incorporation or corporate charter." - Harbor Compliance, +2023 + +[https://www.harborcompliance.com/information/nonprofit-articles-of- +incorporation](https://www.harborcompliance.com/information/nonprofit- +articles-of-incorporation) + +#### Document Retention Policies for Nonprofits + +Document retention policies are one of several good governance policies that +the IRS highlights on the IRS Form 990 by asking whether the filing nonprofit +has adopted a written record retention policy. + + + + + + + +#### How to Write Effective and Successful Emails + +Don't come off as desperate or like a marketing company! Learn to create new, +fresh messages that make people want to open your emails. Nonprofit emails are +four times more likely to be opened than marketing emails. Send the right +message! + + + + + + + + + +#### Where Can I Find the National RID Articles of Incorporation? + +You can find RID's Articles of Incorporation using the link below: + +[https://drive.google.com/file/d/0B3DKvZMflFLdUlNsWnQxNUxrRDg/view](https://drive.google.com/file/d/0B3DKvZMflFLdUlNsWnQxNUxrRDg/view) + +#### What is a Policy and Procedure Manual? + +A Policy and Procedures Manual is a document compiled of policies and +procedures that the nonprofit organization needs to follow, to ensure its +compliance with local, state and federal laws, and for its success. Have a +central document that has all of the policies and procedures makes it easier +for those involved with the nonprofit to understand the requirements and to +comply. + +[https://bizfluent.com/how-4422449-write-manual-non-profit- +organization.html](https://bizfluent.com/how-4422449-write-manual-non-profit- +organization.html) + +#### Where Can I find RIDโ€™s Policy and Procedure Manual? + +Find RID's PPM below: + +[https://documentcloud.adobe.com/link/track?uri=urn%3Aaaid%3Ascds%3AUS%3Ab3960c21-80d7-4cbf- +bd2e-ecff344014be#pageNum=1](https://documentcloud.adobe.com/link/track?uri=urn%3Aaaid%3Ascds%3AUS%3Ab3960c21-80d7-4cbf- +bd2e-ecff344014be#pageNum=1) + +#### What is the Importance of Bylaws? + +Bylaws are essential for the boardโ€™s functions. They outline the governance +structure of the organizationโ€™s board of directors, and is often considered as +a legal document. For more information, please see the following link: + + + +#### Where Can I find a Copy of RIDโ€™s Bylaws? + +RID's Bylaws PDF is below: +[https://rid.org/wp-content/uploads/2023/04/Bylaws-revised- +April-2020.pdf](https://rid.org/wp-content/uploads/2023/04/Bylaws-revised- +April-2020.pdf) + +#### How Affiliate Chapters Can Diversify Their Boards + +Making real change in an affiliate chapterโ€™s diversity โ€” including in its +culture, and practices โ€” is important, but many organizations donโ€™t have a +clear model of success. Learn how Affiliate Chapters can have a clear plan to +create diversity. + +[https://www.philanthropy.com/article/how-foundations-can-help-businesses- +diversify-their-work-forces](https://www.philanthropy.com/article/how- +foundations-can-help-businesses-diversify-their-work-forces) + +#### Recruiting Volunteers for Your Affiliate Chapter + +Volunteers often are key to a nonprofit organizationโ€™s success. But the +question arises: how do we recruit solid volunteers? What criteria should we +use to identify who would be a good fit for your organization? + +[https://www.501commons.org/resources/tools-and-best-practices/volunteer- +management/recruitment-1](https://www.501commons.org/resources/tools-and-best- +practices/volunteer-management/recruitment-1) + +#### Annual Reports + +RID publishes an annual report for its members, outlining RIDโ€™S achievements +for the year as well as an annual financial report. You may find the national +RIDโ€™s annual reports at the link below. Additionally, you may wish to publish +your own annual report for your affiliate chapter members to see the business +of the organization. + +[https://rid.org/about/governance/#guidingdocuments](https://rid.org/about/governance/#guidingdocuments) + +#### Nonprofit Taxes + +In general, exempt organizations are required to file [annual +returns](https://www.irs.gov/charities-non-profits/annual-exempt-organization- +returns-notices-and-schedules "Annual Exempt Organization Returns, Notices and +Schedules"), although there are [exceptions](https://www.irs.gov/charities- +non-profits/annual-exempt-organization-return-who-must-file "Annual Exempt +Organization Return Who Must File"). If an organization does not file a +required return or files [late](https://www.irs.gov/charities-non- +profits/annual-exempt-organization-return-due-date "Annual Exempt Organization +Return: Due Date"), the IRS may assess +[penalties](https://www.irs.gov/charities-non-profits/annual-exempt- +organization-return-penalties-for-failure-to-file "Annual Exempt Organization +Return: Penalties for Failure to File"). Read more here to make sure you're +following the appropriate legal steps! + + + + + __ + +### Webinars + +Affiliate Chapter Leaders can enjoy a buffet of exclusive resources from the +RID AC Webinar series. The webinars will help AC leaders develop expertise and +knowledge to deliver excellence as an AC leader. Click here for more details! + +AC Webinars Information + + +### AC Webinar Resources + +## [**Affiliate Chapter Webinars**](http://www.education.rid.org) + +### Thank you for your leadership and service to RID! Because RID appreciates +AC leaders, we are providing you, AC leaders, with webinars which you can +receive free CEUโ€™s. Thus far, there are five webinars. Once you have +established your CEC login information, you will be able to watch the +webinars. See below for the webinars that are available to you! + +**Webinar #1: The RID Affiliate Chapter Handbook: Whatโ€™s It All About** + +[https://education.rid.org/products/the-rid-affiliate-chapter-handbook-whats- +it-all-about](https://education.rid.org/products/the-rid-affiliate-chapter- +handbook-whats-it-all-about) + +**Webinar #2: How to Run an RID Affiliate Chapter Without Running out of Gas** + +[https://education.rid.org/products/how-to-run-an-rid-affiliate-chapter- +without-running-out-of-gas](https://education.rid.org/products/how-to-run-an- +rid-affiliate-chapter-without-running-out-of-gas) + +**Webinar #3: How to Retain and Organize Affiliate Chapter Documents** + +[https://education.rid.org/products/how-to-retain-organize-affiliate-chapter- +documents](https://education.rid.org/products/how-to-retain-organize- +affiliate-chapter-documents) + +**Webinar #4: How Virginia RID Succeeded in Hosting a Virtual Conference** + + + +**Webinar #5: The Basics of Robert 's Rules of Order** + + + + + __ + + __ + +### Planning a Virtual Conference + +Virtual events can vary widely, from a few attendees to a few thousand, and +from one session to weeks of activities. There is no one-size-fits-all +approach to conducting a virtual event. Included in this folder are resources +to help plan a successful virtual event. + +Planning a Virtual Conference + + +### Planning a Virtual Conference + +## [**Virtual Conference**](https://rid.org/wp- +content/uploads/2023/11/Complete-Guide-to-Virtual-Events.pdf) + +### Virtual events can vary widely, from a few attendees to a few thousand, +and from one session to weeks of activities. There is no one-size-fits-all +approach to conducting a virtual event. Included in this folder are resources +to help plan a successful virtual event. + +#### Complete Guide to Virtual Events + + + + + __ + +### Leadership Resources + +Leadership resources are important because they help you gain the skills +necessary for guiding and inspiring others. Effective leaders often know how +to highlight the best qualities in the people around them using resources. + +Leadership Resources + + +### Leadership Resources + +## [**Leadership Resources**](https://rid.org/wp-content/uploads/2023/11/The- +Myth-of-the-Brilliant-Charismatic-Leader.pdf) + +### Leadership resources are important because they help you gain the skills +necessary for guiding and inspiring others. Effective leaders often know how +to highlight the best qualities in the people around them using resources. + +**How to be a Better Leader** + + + + +### Quick Links for Chapter Leaders and those interested in getting involved! + +#### AC Documents + +Affiliate Chapters are essential to the success and growth of RID. In order to +support your work as an Affiliate Chapter leader, RID has created links of +vital information for your use. View the most recent additions, browse by +category or tag, or search for the specific information you are looking for by +clicking this link. + +#### **[Start a Chapter](https://rid.org/programs/membership/affiliate- +chapters/#startachapter)** + +In this venture, you will have the support of the RID Board of Directors, RID +Headquarters and the members of the Affiliate Chapter Relations Committee. + +#### **[Contact Our Affiliate Chapter +Liaison](mailto:affiliatechapters@rid.org)** + +Our Affiliate Chapter Liaison is here to answer your questions, provide +resources and guidance, and collaborate with Chapter Leaders. + +__ diff --git a/intelaide-backend/python/rid/programs_membership_publications.txt b/intelaide-backend/python/rid/programs_membership_publications.txt new file mode 100644 index 0000000..5bde013 --- /dev/null +++ b/intelaide-backend/python/rid/programs_membership_publications.txt @@ -0,0 +1,340 @@ +Dive into your exclusive access to RID publications and materials. + +Publications + +### **As RID members, you have access to RIDโ€™s digital quarterly magazine, +VIEWS; Journal of Interpretation; and RID Pressโ€™ ebooks and printed books. A +wealth of information is available for our members.** + +### RID Press. + +#### The professional publishing arm of RID. + +[RID Bookstore](https://ridpress.org/) + + __ + +#### RID Press + +RID Press is a professional publishing arm of RID. The mission of RID Press is +to extend the reach and reputation of the Registry of Interpreters for the +Deaf (RID) through the publication of scholarly, practical, artistic and +educational materials that advance the learning and knowledge of the +profession of interpreting. The Press seeks to reflect the mission of RID by +publishing a wide range of works that promote recognition and respect for the +language and culture of deaf people and the practitioners in the field. + +As a part of RIDโ€™s strategic goals, we focus on providing interpreters with +the educational tools they need to excel and succeed at their profession. One +way we are able to accomplish this objective is through the publications, +communications, and products we offer to members. + +[Shop Now!](https://ridpress.org/) + +#### Benefits of Publishing with RID Press + + * Peer review by some of the professionโ€™s most respected interpreters. + * Professional editing, composition and printing. + * Built in target audience through RIDโ€™s membership. + * Extensive marketing and distribution efforts. + * Industry standard royalties. + * The prestige of having your work published by the Association that represents the interpreting profession. + +#### Books and Reference Materials + +RIDโ€™s catalog of publications, books, and reference materials offers a wide +variety of titles relevant to the interpreting profession written by authors +who have established distinguished careers and reputations as some of the most +respected interpreters in their field. + +#### RID Online Bookstore + +The RID Online Bookstore is open and taking orders! Please click +[here](http://ridpress.org) or the SHOP NOW link below to explore our latest +offerings and place an order! + +### VIEWS. + +#### A bilingual publication with equal preference to ASL and English. + +[VIEWS +Archives](https://drive.google.com/drive/u/0/folders/0B3DKvZMflFLdVFFDbmRSY2ZMVWM?resourcekey=0-0UZWHfzcIh7UNNzIbkPMCA) + + __ + +#### VIEWS + +VIEWS, RIDโ€™s digital publication, is dedicated to the interpreting profession. +As a part of RIDโ€™s strategic goals, we focus on providing interpreters with +the educational tools they need to excel at their profession. VIEWS is about +inspiring thoughtful discussions among practitioners. With the establishment +of the VIEWS Board of Editors, the featured content in this publication is +peer-reviewed and standardized according to our bilingual review process. +VIEWS is on the leading edge of bilingual publications for English and ASL. In +this way, VIEWS helps to bridge the gap between interpreters and clients and +facilitate equality of language. This publication represents a rich history of +knowledge-sharing in an extremely diverse profession. As an organization, we +value the experiences and expertise of interpreters from every cultural, +linguistic, and educational background. VIEWS seeks to provide information to +researchers and stakeholders about these specialty fields and groups in the +interpreting profession. We aim to explore the interpreterโ€™s role within this +demanding social and political environment by promoting content with complex +layers of experience and meaning. + +[Submit to VIEWS!](https://rid.org/views-article-submission-form/) + +#### Written Submission Guidelines + +**Review the VIEWS Submission Guidelines Here:** + +The value of VIEWS comes from the article submissions we receive from the +experts in the interpreting field, such as you! Your experiences and knowledge +can be shared with the more than 16,000 readership of VIEWS just by submitting +an article. RID seeks to utilize VIEWS as a forum for interpreters to +communicate values, ideas, concerns, challenges and more, but we need your +help to make that happen. Submit an article today to join the ranks of +knowledgeable and experienced experts of the interpreting field who have +contributed to VIEWS in the past. + +#### Video Submission Guidelines + +**Review the VIEWS Video Submission Guidelines Here:** + +VIEWS is a bilingual publication in support of the member motion ratified at +the RIDNOLA15 conference (C2015.09). Articles are reviewed when both an ASL +and English version have been submitted. Authors may consult with the VIEWS +Board of Editors about developing bilingual content and are encouraged to seek +colleague or community support for production of their second language if they +feel that would best present their article. The goal of our publication is to +achieve linguistic equivalence, and so the meaning and content of the article +should be equally represented in both written and visual mediums, according to +the authorโ€™s signing/writing style and cultural expression, rather than one +version reading as a primary article with an accompanying translation into the +other language. + +#### Submit to VIEWS + +The value of VIEWS comes from the article submissions we receive from the +experts in the interpreting field, such as you! Your experiences and knowledge +can be shared with the more than 16,000 readership of VIEWS just by submitting +an article. RID seeks to utilize VIEWS as a forum for interpreters to +communicate values, ideas, concerns, challenges and more, but we need your +help to make that happen. Submit an article today to join the ranks of +knowledgeable and experienced experts of the interpreting field who have +contributed to VIEWS in the past. + +**[Submit to VIEWS Here!](https://rid.org/views-article-submission-form/)** + +#### Advertise in VIEWS + +[Find our Advertising Rates Here: https://rid.org/wp- +content/uploads/2023/04/RID-2023-Advertising-Media- +Kit.pdf](https://rid.org/wp-content/uploads/2023/04/RID-2023-Advertising- +Media-Kit.pdf) + +With over 14,000 members in the U.S. and abroad, RID is the largest, +comprehensive registry of American Sign Language (ASL) interpreters in the +country! Easily reach our members through our eNEWS, VIEWS, and website/ +social media platforms for your company or organizationโ€™s job announcements, +events, and promotions. Interactive opportunities available to engage your +potential customers and clients in a way that is unmatched. + +#### Why VIEWS is Unique to RID Members + +While we publish updates on our website and social media platforms, unique +information from the following areas can only be found in VIEWS: + + * Both research- and peer-based articles/columns + * Interpreting skill-building and continuing education opportunities + * Local, national, and international interpreting news + * Reports on the Certification Program + * RID committee and Member Sections news + * New publications available from RID Press + * News and highlights from RID Headquarters + +#### Journal of Interpretation + +#### An annual publication that includes articles, research reports and +commentaries relevant to the interpreting field. + +[Publish in the +JOI!](https://drive.google.com/file/d/0B3DKvZMflFLdVzAxckRnVzExWjA/view?resourcekey=0-0RKF4f_Vw- +LJ3zTc3X1oIw) + +__ + +### JOI. + +The Journal of Interpretation (JOI) is under RID Publications, and publishes a +broad scope of scholarly manuscripts, research reports, and practitioner +essays and letters relevant to effective practices in the signed language +interpreting profession. JOI provides a peer-reviewed platform for stimulating +thought and discussion on topics that reflect a broad, interdisciplinary +approach to interpretation and translation. JOI expressly aims to serve as an +international forum for the cross-fertilization of ideas from diverse +theoretical and applied fields, examining signed or spoken language +interpreting and relationships between the two modalities. + +#### JOI Guidelines + +#### [Publishing in the JOI: Guidelines and +Recommendations](https://drive.google.com/file/d/0B3DKvZMflFLdVzAxckRnVzExWjA/view?usp=sharing) + +#### [Downloadable PDF Page for Author +Guidelines](https://drive.google.com/file/d/0B8TteTR2nf7QZGRqckdZT213YUtJVWZ1U3JCMFI3TDROWm5Z/view?usp=sharing) + +#### JOI Submissions + +Deadline for submissions is March 1st of every year and may be made to any of +the following JOI sections: + +**1\. Research and Application:** Original quantitative, qualitative, and +mixed methods research reports must be accompanied by a statement that the +project was undertaken with the understanding and written consent of each +participant and was approved by the local ethics committee. The Editors +reserve the right to reject a paper if there is doubt as to whether +appropriate procedures have been used to collect data with human subjects. +Authors may focus on recent original research, replication of research, or +reviews of research. The RID Research Grant recipient/s will publish research- +in-progress updates and final reports in the JOI. + +**2\. Innovative Practices in Interpreting:** JOI welcomes practitioner essays +related to, but not limited to, business practices, interpreting with diverse +populations, ethical decision-making, development and growth of the +profession, mentorship, contemporary issues in interpreting, and +certification. + +**3\. Reviews:** Authors will be individually invited by the Editors to review +current resources (e.g., books, media, curricula, services) that are devoted +to interpreting skill development, knowledge expansion, intercultural +competency, and best practices. A review should advance the interpreting +profession by providing a critical and comprehensive evaluation of the +resource. + +The value of the JOI is dependent upon the quality of submissions received +from interpreters, translators, interpreter educators, and other related +professionals. This is an excellent opportunity for you to share your depth of +knowledge and expertise with your fellow interpreters and a readership of more +than 15,000 individuals. + +#### Requirements for Submissions + + * All manuscripts should be **original work**. It is the authorโ€™s responsibility to obtain written permission for unpublished or published material quoted in excess of fair use, and for the reprinting of illustrations from unpublished or copyrighted material (for both print and electronic versions). + * **Style:** American Psychological Association (APA 6th) format for style, notes and references is required for editorial consideration. Manuscripts should be print ready. Please see the APA Publication Manual for proper formatting of headings and titles. Indent paragraphs with the Tab key, not by setting a defined indention for the paragraph in the word processor. + * **Format:** The manuscript should be in Word format using Times New Roman, 12-point font and double spaced with 1-inch margins. No color should be used in the manuscript. Please do not change fonts, spacing, or margins or use style formatting features at any point in the manuscript except for tables. + * **Art:** All embedded art, pictures, graphs and charts should be included as separate files in EPS, PDF, TIFF, BMP or JPEG formats, and in grayscale or black and white mode. Bitmap art should be 600 DPI. + * **Photos:** Photographs and grayscale items should be 300 DPI. + * **Length:** Manuscripts should be limited to approximately 30 pages, and the Editors will make recommendations for shortening any paper if that appears appropriate without loss of essential content. Shorter papers are welcome. A concise, well-written paper is easier for the Editors and reviewers to evaluate, and this can help to speed up publication. Submissions should be no larger than 2 MB. + * **Citations:** Only citations referred to in the manuscript should be listed in the references. Thoroughly check all references before submitting to ensure that all sources cited in the text appear in the references and vice versa. Make sure that all references are accurate and complete, including the Digital Object Identifier (doi) when available. + * **Anonymity:** Authors should NOT place their names on the manuscript and should obscure identifiable citations. Ensure that the manuscript is appropriately blinded and contains no clues to the authorโ€™s identity or institutional affiliation outside of the title page. The identifying information of the author that is embedded in the Microsoft Office file should also be removed. Please double-check your manuscript for: + + 1. Self citations that are โ€œin pressโ€ + 2. Self referential citations that reveal author identity + 3. Institution name + 4. References to institution-specific documents + + * **Title page:** Authorsโ€™ names should appear below the title, with the name of each author given in full. When applicable, the university where the work was carried out should be given below the authorsโ€™ names. Include full names, addresses, fax numbers, telephone numbers, and email addresses of all authors, designating one as Corresponding Author. + * **Running Head:** The running head should contain no more than 50 characters (including spaces). + * **Submission:** All submissions are made from the JOI website (). From the site, you select โ€œ**Submit Article** โ€ and follow the prompts. You will need the _MS WORD document_ of your manuscript ** _without_** a title page, running head or page numbers. The system will automatically add these when needed. Further formatting details are provided below. + +When you access the JOI website and proceed to submit your manuscript, you +will be asked for the name of the author(s), their email addresses, as well as +the full title of the manuscript, a shortened title (for use as a running +head), an abstract (which is required), and any authorโ€™s notes or +acknowledgements. All of these details are appropriately added to your article +prior to publication but are not provided (other than the abstract) to +reviewers to protect the integrity of the blind-review process. + +#### Editorial Review Process + +Once a manuscript is received, it is reviewed by the Editors to ensure that it +adheres to the editorial standards of the journal. If the manuscript is +determined to meet these standards, it is then sent to a minimum of two +reviewers. JOI follows a double-blind review process that conceals the +identity of both the author and the reviewers. Reviewers are asked to complete +their review within a four-week time period. The Editorsโ€™ decision regarding +publication is based on the reports of reviewers. Authors will be informed of +the editorial decision, on average, within 6 weeks of submission. If the +manuscript is a resubmission following revision, authors will be required to +complete a matrix, provided to them by the Editors, that responds to the +concerns of reviewers. + +#### Editorial Board + +If you are interested in reviewing manuscripts as a member of the JOI Board of +Editors, the Editors invite you to submit a letter of interest. Manuscript +reviewers are vital to the publications process. As a reviewer, you will gain +valuable experience in publishing and provide a much-needed service to the +profession. The Editors are particularly interested in encouraging members of +underrepresented groups to participate in this process. + +To be selected as a reviewer, you must: + +(a) have published articles in peer-reviewed journals. The experience of +publishing provides a reviewer with the basis for preparing a thorough, +objective review. +(b) be a regular reader of several journals that are most central to the +profession of interpreting. Current knowledge of recent publications provides +a reviewer with the knowledge base to evaluate a new submission within the +context of existing research. +(c) provide your curriculum vita with a letter of interest. In your letter, +specifically describe your area of expertise. +(d) be prepared to invest the necessary time to evaluate a manuscript +thoroughly (usually a minimum of four hours) and provide feedback within 4 +weeks. + +_For more information, please contact JOI Editors,[Len +Roberson](mailto:len.roberson@unf.edu?subject=JOI), Ph.D., CI and CT, SC:L or +[Barbara Shaffer](mailto:bshaffer@unm.edu), Ph.D., CI and CT, SC:L_ + +#### JOI Archives + +Here are the links to find the back issues of JOI. They are housed in two +different places. + + * [**1981, 1982, 1985, 1986, 1987, 1992, 1993, 1995, 1997, 1999, 2000, 2001, 2002, 2003, 2004, 2005, 2007, 2007, 2008 & 2009, 2010** are here on our Google Drive. Especially note the JOI Table of Contents.](https://drive.google.com/open?id=0B3DKvZMflFLdcEtUM1BNb2Z5WFE) + + * [**2011 to current** : the new digital archive is here, at digital commons at the University of North Florida.](http://digitalcommons.unf.edu/joi/) + +### Searching the Google Drive: + +In order to search the Google drive that holds 1981-2010, however, thereโ€™s a +few things you need to know. + +First, you must have a Google email account. This is free, and you can sign up +via . This will give you access to all of the +features of Google, including Google Drive. When you open the link above, it +will then present you with the option โ€œOpen in Driveโ€ (upper right corner). + +When you jump to the archive, and you want to search, you should enter a few +things in the search box at the top: + +The โ€œtype:pdfโ€ qualifier will help narrow down your search to PDF files. All +of our VIEWS issues are stored in PDF format. + +After that, use quotation marks โ€ โ€ to define the search terms that you want +to search for. The more terms you use, the more it will narrow things down. +You can search for authorโ€™s name, key words (like โ€œagencyโ€, โ€œcodaโ€, โ€œITPโ€, +etc.), locations (โ€œOregonโ€), etc. + +Youโ€™ll then get back a list of results. Clicking on these results will allow +you to see the file. + +## Membership Stats. + +### 13,740 RID members + +### 10,385 Certified interpreters + + +### Annual Reports + +RID publishes an Annual Report for its members, outlining our achievements for +the year as well as an annual financial report. + +[RID Annual +Reports](https://drive.google.com/drive/u/4/folders/1Nto4CPUuq_cdyo_182nBPYqxt_lT1ClR) + +__ diff --git a/intelaide-backend/python/rid/programs_webinars.txt b/intelaide-backend/python/rid/programs_webinars.txt new file mode 100644 index 0000000..9de04ef --- /dev/null +++ b/intelaide-backend/python/rid/programs_webinars.txt @@ -0,0 +1,202 @@ +Webinars + +### Webinars. + + +#### RID WEBINARS + + __ + +#### More About RID Webinars + +To take advantage of the webinars provided on our CEC platform, you need to be +an Associate, Certified, or Student member of RID. For assistance, contact +[webinars@rid.org](mailto:webinars@rid.org). If you are a current member, you +have received email instructions from RID with your login information for the +Continuing Education Center. + +If you need to confirm your account information, please visit +[myaccount.rid.org](http://myaccount.rid.org/). + +#### Webinar FAQs + +**My password for myaccount.rid.org isn 't working. How do I log in? ** +Your CEC username is your RID member ID number, but your password may be +different from the password you use to log in to your RID member portal. If +you are not sure what your CEC password is, please use the โ€œForgot Passwordโ€ +tool at https://education.rid.org/password/forgot and enter the email address +associated with your RID member account to reset it. + +**If I can 't attend a webinar live, will it be recorded? +**Yes, most workshops will be available for viewing after the live event +occurs. In the unlikely event the webinar will not be recorded, this will be +advertised during the registration process. + +**I watched a webinar yesterday, when will my CEUs show up for that webinar?** +Your CEUs will show up within 60 days from the completion of the workshop. Be +sure that you've accessed the certificate of completion for the activity to be +added to the queue for CEU processing. + +**How long do I have to complete the activity?** +Effective 9/22/2023, you have five (5) years from the date of registration to +complete the activity. An independent study must be completed within one year +from the date the independent study plan was submitted. + +**Who do I contact if I 'm having issues with the webinar?** +Please email [webinars@rid.org](mailto:webinars@rid.org) with any issues. Do +remember that the response time is up to three business days. This will not +affect your earning of CEUs. + +**What is the refund policy?** +Refunds will not be provided for purchased activities. You may exchange the +activity for another archived activity of equal value if you have not started +the activity. Please email [webinars@rid.org](mailto:webinars@rid.org) with +your request. + +**[Present a Webinar](https://rid.org/webinar-presentation-proposal/)** + +#### Access and browse all RID CEC webinars here. + +[RID CEC Catalog](https://education.rid.org/catalog) + +### EATE Project. + +[EATE Project at a Glance](https://rid.org/wp-content/uploads/2024/01/Revised- +Full-EATE.png) + +#### Enhancing Awareness Through Education Project + + __ + +#### What is the EATE Project? + +Aligning with RIDโ€™s mission to foster the growth of the ASL interpreting +profession and community, EATE will provide educational opportunities that +coincide with nationally recognized diversity months. These months include +topics such as cultural awareness, heritage months, mental health, and more! +CEUs will be offered throughout the calendar year to promote professional +development while encouraging broadened awareness within our community. + +This project aims to encourage individuals to participate in EATE events that +are intended to raise awareness on topics that go beyond the surface, through +CEU opportunities that provide education and professional development across a +broad spectrum of lived experiences and issues. By providing a wide range of +thoughtful learning opportunities, we hope this program will foster a culture +of individual and professional growth year-round. + +#### Project Topics and Schedule + +Webinars will be available monthly throughout the year. Please see the list of +topics**here**, which also includes the month they will be presented as well +as the deadline for submission materials. + +CLICK HERE FOR THE LIST OF TOPICS AND SCHEDULE + +#### Presenter and Proposal Submissions + +We are seeking content experts to present on these topics throughout the year. +To create as much opportunity as possible, EATE will offer multiple webinars +each month. + +Submission deadlines are strict and set to the 10th of the month before a +webinar is scheduled to be presented. Submissions do not guarantee selection; +however, they may be considered for a different month or 2025 should the topic +apply. Diversity, Equity, Inclusion, Accessibility, and Belonging (DEIAB) are +part of the cornerstones of RID, and we want to ensure presenters submit +activities that will align with these values. + +[SUBMIT AN EATE PROPOSAL HERE](https://rid.org/eate-project-proposals/) + +#### Project FAQs + +**If I 'm not a RID member, can I submit a proposal for a webinar? +**Yes, the more the merrier! RID is seeking professionals from all sides +including interpreters, teachers, as well as Deaf consumers, and Deaf +professionals. + +**If I 'm not a RID member, can I still attend a webinar?** +Yes! Webinars under this project will be offered to non-members at a different +rate. To become a member and receive the benefit of a discounted webinar rate, +[click here](https://rid.org/programs/membership/)! + +**Can I submit a recommendation for another topic or a potential presenter?** +We are more than happy to accept recommendations on topics and presenters. +Please email any recommendations to +[webinars@rid.org](mailto:webinars@rid.org). + +**How do I request accommodations?** +For reasonable accommodations, please submit your request to +[webinars@rid.org](mailto:webinars@rid.org). + +**[Submit an EATE Proposal](https://rid.org/eate-project-proposals/)** + + +### Enhancing Awareness Through Education Project Topics and Schedule + +Month of Presentation | Topics | Submission Deadline +---|---|--- +February | Black History Month | January 10, 2024 +March | Women's History +Women's Health | February 10, 2024 +April | Deaf History +Neurodiversity | March 10, 2024 +May | Asian American and Pacific Islander (AAPI) Heritage Month +Mental Health | April 10, 2024 +June | LGBTQ2S+ | May 10, 2024 +July | Disability Awareness | June 10, 2024 +September | Hispanic Heritage Month +Recovery Awareness +Suicide Awareness | August 10, 2024 +October | Global Diversity | September 10, 2024 +November | Native American Heritage Month | October 10, 2024 +December | HIV / AIDS Awareness | November 10, 2024 + + + +## Continue to grow on your interpreting journey, there's always more to +learn. + +__ + +#### Ethics Webinars + +The complexities of Ethics are a fascinating subject to navigate. And a huge +benefit to RID membership is an interpreterโ€™s duty to maintain ethical +standards. + +[Browse Ethics Content +Here](https://education.rid.org/catalog#form_type=catalog-quick- +filter&page=1&categories\[\]=2449&webinar_type=0&sort_by=new_to_old) + +__ + +#### PPO Webinars + +Learn more about the dynamics of Power, Privilege, and Oppression. + +[Browse PPO Content Here](https://education.rid.org/catalog#form_type=catalog- +quick-filter&page=1&categories\[\]=2453&webinar_type=0&sort_by=new_to_old) + +__ + +#### Safety Webinars + +Expand your knowledge on topics from domestic violence and active shooting, to +boundaries and trauma. + +[Browse Safety Content +Here](https://education.rid.org/catalog#form_type=catalog-quick- +filter&page=1&categories\[\]=2454&webinar_type=0&sort_by=new_to_old) + +__ + +#### DeafBlind Webinars + +Explore the specific experiences of DeafBlind interpreting strategies from +experts in the field. + +[Browse DeafBlind Content +Here](https://education.rid.org/catalog#form_type=catalog-quick- +filter&page=1&categories\[\]=2447&webinar_type=0&sort_by=new_to_old) + +__ diff --git a/intelaide-backend/python/rid/rid-forms.txt b/intelaide-backend/python/rid/rid-forms.txt new file mode 100644 index 0000000..0a4cdb5 --- /dev/null +++ b/intelaide-backend/python/rid/rid-forms.txt @@ -0,0 +1,158 @@ +RID Forms[Jenelle Bloom](https://rid.org/author/jbloom/ "Posts by Jenelle +Bloom")2025-02-03T21:51:59+00:00 + +## Certification Forms. + +__ + +#### Verification, Reinstatement, and moreโ€ฆ + +#### Certification Verification Form + +To request verification of your certification, please complete and submit this +form: . Note that the Certification +Department has gone paperless and is no longer accepting submissions mailed to +HQ. Submissions mailed to HQ will not be processed. + +#### Certification Reinstatement - CEUs Requirements + +If the loss of certification was due to failure to comply with the CEU +requirement, please complete and submit [this form](https://rid.org/wp- +content/uploads/2024/07/RID-Certification-Reinstatement-Request-Form- +CEUs.pdf). + +#### Certification Reinstatement - Membership Dues + +If the loss of certification was due to failure to pay membership dues by July +31st, please complete and submit [this form](https://rid.org/wp- +content/uploads/2024/07/RID-Certification-Reinstatement-Request-Form- +DUES.pdf). + +#### Voluntary Relinquishment of RID Certification(s) + +Please fill out this form to voluntarily relinquish the RID Certification(s) +you hold: + +## CMP Forms. + +__ + +#### CMP Sponsors, Transcripts, CEUs and moreโ€ฆ + +#### Certified Inactive Form + +Please fill this form out if you plan to or are taking a break from +interpreting due to a life-altering event or activity which precludes them +from working as an interpreter: + +#### Certified Retired Form + +Please fill out this form if you are a Certified member who, upon reaching the +age of 55 or older, elect to retire from working as an interpreter or +transliterator: + +#### CEU Discrepancy Report + +Please use this form should you have any discrepancy with your transcript: + + +#### CMP Sponsor Application + +View and submit the CMP Sponsor application here: + + +#### Cycle Extension Form + +Please fill out this form in order to maintain your certification, you may +submit a Certification Cycle Extension Request form.: + +#### Transcript Request + +Please fill out this form to request a previous CEU transcript: + + +#### Participant Appeal of CEUs Form + +For individuals whose award of CEUs for Continuing Education have been denied +by a Sponsor or RID Headquarters: + +## Membership Forms. + +__ + +#### Membership status and legal name changes + +#### Name Change Form + +Please fill out this form if you have legally changed the name that is +reflected in the registry: + +#### Proof of Age Form + +For individuals verifying proof of age: + +#### Proof of Student Status Form + +For individuals providing proof of student status: + +#### Resubscribe to RID Emails + +For RID members who have previously unsubscribed to receive RID emails but +would like to receive them again: + +## Ethics Forms. + +__ + +#### File a Complaint or Report + +#### EPS Complaint Form + +[EPS COMPLAINT FORM: https://rid.org/eps-complaint-form/](https://rid.org/eps- +complaint-form/) + +#### EPS Report Form + +[EPS REPORT FORM HERE: https://rid.org/eps-report/](https://rid.org/eps- +report/) + +## Volunteer Leadership Forms. + +__ + +#### Volunteer Leadership Application and Agreement + +#### Volunteer Leadership Application Form + +If you are interested in serving on an RID volunteer group, please fill out +this form: + +#### Volunteer Leadership Agreement + +This form is to be signed by all RID Volunteer Leaders: + + +## Media and Publication Forms. + +__ + +#### Publications + +#### VIEWS Article Submission Form + +This form allows authors to submit articles for consideration for VIEWS, +please fill out the submission form here: . + +#### Copyright Permission Request Form + +If you are interested in utilizing RID materials for special projects or +various needs, please fill out this permission form here: + + +__ diff --git a/intelaide-backend/python/rid/scholarships-and-awards.txt b/intelaide-backend/python/rid/scholarships-and-awards.txt new file mode 100644 index 0000000..dfacb2e --- /dev/null +++ b/intelaide-backend/python/rid/scholarships-and-awards.txt @@ -0,0 +1,211 @@ +## Scholarships and Awards + +**Scholarships** + +**Awards** + +**How to Apply** + +#### RID is proud to offer our revamped Scholarships and Awards program. This +program seeks to support and recognize our association's members in meaningful +ways while creating lasting connections for our community. + +### Available Scholarship Opportunities. + +#### Opportunity Knocks. + +__ + +#### AVAILABLE SCHOLARSHIPS + +#### Interpreters of Tomorrow Fund + +This scholarship offers financial support for training costs or CASLI exam +fees for BIPOC and other underrepresented interpreter groups who are pursuing +RID certification. + +[Apply for the Interpreters of Tomorrow Fund +today!](https://form.jotform.com/232963723373158) + +[Donate to the Interpreters of Tomorrow +Fund](https://www.paypal.com/giving/campaigns?campaign_id=KMHE6SU68K3W4) + +#### Career Exploration Fund + +This scholarship is awarded to high school seniors and recent high school +graduates/GED equivalents wishing to enter the profession of ASL interpreting +and who have plans to enroll in an ITP program. + +[Apply for the Career Exploration Fund +today!](https://form.jotform.com/232963723373158) + +[Donate to the Career Exploration +Fund](https://www.paypal.com/giving/campaigns?campaign_id=DM4WWQ336UYSA) + +#### ASL Heritage Fund + +ASL Heritage Fund: This scholarship offers financial support for training and +certification costs specifically for D/deaf, CODAs or Heritage signers +pursuing RID certification. + +[Apply for the ASL Heritage Fund +today!](https://form.jotform.com/232963723373158) + +[Donate to the ASL Heritage +Fund](https://www.paypal.com/giving/campaigns?campaign_id=CDFA38HF9DUY2) + +#### New Horizons Mentoring Fund + +This scholarship seeks to provide ASL interpreters with financial support for +costs related to enrollment in mentorship programs or other mentoring-related +training. + +[Apply for the New Horizons Mentoring Fund +today!](https://form.jotform.com/232963723373158) + +[Donate to the New Horizons Mentoring +Fund](https://www.paypal.com/giving/campaigns?campaign_id=U4GN2ZMFUVD8N) + +#### Pathways to Professionalism + +This scholarship will provide financial support to ASL interpreters who are +ready to take the next step in their career development by registering for +initial CASLI exam fees. + +[Apply for the Pathways to Professionalism +today!](https://form.jotform.com/232963723373158) + +[Donate to the Pathways to Professionalism +scholarship](https://www.paypal.com/giving/campaigns?campaign_id=MAQW6CPWGLAPC) + +#### Signs of Impact + +This scholarship will fund leadership training opportunities and preparation +for individuals interested in serving the ASL interpreting field, RID as an +organization, or the deaf community in a leadership capacity. + +[Apply for the Signs of Impact +today!](https://form.jotform.com/232963723373158) + +[Donate to the Signs of Impact +scholarship](https://www.paypal.com/giving/campaigns?campaign_id=8BZMNQM56PQWW) + +#### Conference Connections Fund + +This scholarship will provide financial support for individuals seeking +assistance to attend either the RID national conference or their regionโ€™s +conference. One award per region, per year. + +[Apply for the Conference Connections Fund +today!](https://form.jotform.com/232963723373158) + +[Donate to the Conference Connections +Fund](https://www.paypal.com/giving/campaigns?campaign_id=4H5PLNUWENH74) + +#### Brilliance Award + +This award was established with a goal of recognizing individuals and +organizations engaged in innovation, research and other entrepreneurial +projects that positively impact the profession of sign language interpreting. + +[Apply for the Brilliance Award +today!](https://form.jotform.com/232963723373158) + +[Donate to the Brilliance +Award](https://www.paypal.com/giving/campaigns?campaign_id=K288ECGQYC5PY) + +#### Laurie Nash Deaf Parented Interpreter (DPI) Scholarship + +This annual scholarship is open to Deaf-Parented interpreters (Deaf or CODA) +who are ready to apply for a CASLI interpreting exam including both portions +of the exam. There will be up to two scholarship recipients each year. +Applicants may apply for only one scholarship per year. + +[More information can be found on the Laurie Nash Deaf Parented Interpreter +(DPI) Scholarship website +here!](https://sites.google.com/view/laurienashdpischolarship/overview) + +[Donate to the Laurie Nash DPI Scholarship +today!](https://www.paypal.com/donate/?hosted_button_id=MASK7PZTJ5P66) + +### Member Services Awards and Recognition Initiatives. + +#### Recognition You Deserve. + +__ + +#### AWARDS + +#### Distinguished Service Award + +An oldie but a goodie, this service award is awarded biennially at the RID +national conference, recognizing individuals who have had an outsized impact +and demonstrated dedication to the field of interpreting and to the +organization. + +Nomination form coming soon! + +#### Everyday Heroes Award + +A recognition award based on staff/board/community nominations. + +[Nominate someone here!](https://form.jotform.com/240104334905143) + +#### Mary Stotler Award + +This award recognizes an individual who has made significant contributions to +the field of interpreting and interpreter education. The award, started in +1985, is a national award jointly awarded by the Registry of Interpreters for +the Deaf, Inc. (RID), and the Conference of Interpreter Trainers (CIT). The +recipient of this award is recognized at both the RID and CIT conventions. + +Nomination form coming soon! + +#### How to Apply. + +#### General Scholarships and Awards Application Guidelines and Information. + +__ + +### FOR THE APPLICANT. + +#### General Application Guidelines + + * Applicants must satisfy all general and award-specific requirements prior to application. + * **Membership Requirement:** For all funds except for Career Exploration, the applicant must maintain a membership with the national RID organization in good standing. Higher awards will be granted to applicants who simultaneously maintain a voluntary membership with an RID affiliate chapter in good standing. + + * Applications will be accepted online, with awards granted on a yearly basis (at this time). + + * Individuals may only receive each award once. Unsuccessful applicants from previous award cycles may apply again for the same award during the next cycle. + + * All non-monetary awards must be redeemed within 12 months. + +#### Timeline + +Scholarship winners will be selected twice a year. + +Each application window is open for a six (6) month period: + + * Spring Window - November 1 to April 30. + * Fall Window - May 1 to October 31. + +Notifications are sent to winners and non-winners no later than July 15 +(Spring Awards) and January 15 (Fall Awards). + + * + +#### Application Steps/Workflow + + 1. Apply online for the desired scholarship during the application window. + 2. Applicants must submit videos, recommendations, and supporting documents with their application form. Incomplete submissions will not be considered. + 3. Scholarship and Awards (S&A) Committee reviews all qualifying submissions received during an award application window. + 4. S&A Committee selects the winner(s). + 5. RID HQ sends notifications to all winners and acknowledgments to all non-winners. + +#### Do you need more information? Reach out to us! Please fill out our +Contact Us form and select "Scholarships and Awards" and we will be happy to +assist you. + +[Contact Us](https://rid.org/contact/) + +__ diff --git a/intelaide-backend/python/show_all.py b/intelaide-backend/python/show_all.py new file mode 100644 index 0000000..0a4b7bf --- /dev/null +++ b/intelaide-backend/python/show_all.py @@ -0,0 +1,88 @@ +#!/usr/bin/env python3 +import faiss +import pickle +import numpy as np +import torch +from transformers import AutoTokenizer, AutoModel + +# Configuration: paths to your FAISS index and mapping file +faiss_index_path = '/root/intelaide-backend/documents/user_3/assistant_2/faiss_index.bin' +mapping_path = '/root/intelaide-backend/documents/user_3/assistant_2/faiss_index_mapping.pkl' + +# Embedding model settings +embedding_model_name = "sentence-transformers/all-MiniLM-L6-v2" +tokenizer = AutoTokenizer.from_pretrained(embedding_model_name) +model = AutoModel.from_pretrained(embedding_model_name) + +def embed_text(text): + """ + Tokenizes and embeds the provided text using the transformer model. + Returns a numpy array of the embedding. + """ + inputs = tokenizer(text, return_tensors='pt', truncation=True, padding=True, max_length=512) + with torch.no_grad(): + model_output = model(**inputs) + # Mean pooling of the last hidden state as a simple embedding + embeddings = model_output.last_hidden_state.mean(dim=1).squeeze() + return embeddings.numpy() + +def normalize_embedding(embedding): + """ + Normalizes a numpy embedding vector. + """ + norm = np.linalg.norm(embedding) + return embedding / norm + +def main(): + # Load the FAISS index + index = faiss.read_index(faiss_index_path) + total_vectors = index.ntotal + print(f"Loaded FAISS index with {total_vectors} vectors.") + + # Increase efSearch to explore more candidates (adjust as needed) + if hasattr(index, 'hnsw'): + index.hnsw.efSearch = total_vectors # or a value high enough to cover your dataset + + # Load the mapping file (list of document chunks with metadata) + with open(mapping_path, 'rb') as f: + mapping = pickle.load(f) + + # Define the query string + query = "Tell me about Heather Herzig" + + # Embed and normalize the query + query_embedding = embed_text(query).astype('float32') + query_embedding = normalize_embedding(query_embedding).reshape(1, -1) + + # Set k equal to the total number of vectors + k = total_vectors + distances, indices = index.search(query_embedding, k) + + # Count total results from the index search + total_results = len(indices[0]) + print(f"Total results returned by index.search: {total_results}") + + # Filter results for those containing "Herzig" and count them + herzig_count = 0 + print("Search Results (only chunks containing 'Herzig'):") + for dist, idx in zip(distances[0], indices[0]): + # Check if idx is within mapping range + if idx < len(mapping): + doc = mapping[idx] + chunk_text = doc.get('text', "") + if "Herzig" in chunk_text: + herzig_count += 1 + print(f"Chunk Index: {idx}") + print(f"Distance: {dist}") + print(f"Source File: {doc.get('source')}") + print("Chunk Text:") + print(chunk_text) + print("-" * 40) + else: + print(f"Index {idx} is out of range in the mapping file.") + + print(f"Total results with 'Herzig' in the chunk text: {herzig_count}") + +if __name__ == "__main__": + main() + diff --git a/intelaide-backend/routes/assistantRoutes.js b/intelaide-backend/routes/assistantRoutes.js new file mode 100644 index 0000000..e4ae5d7 --- /dev/null +++ b/intelaide-backend/routes/assistantRoutes.js @@ -0,0 +1,49 @@ +// backend/routes/assistantRoutes.js +import express from 'express'; +import authMiddleware from '../middlewares/authMiddleware.js'; +import { + createAssistant, + getAssistants, + deleteAssistant, + assignFileToAssistant, + getFilesByAssistant, + assignMultipleFilesToAssistant, + removeFileFromAssistant, +} from '../controllers/assistantController.js'; +import { generateEmbeddings } from '../controllers/embeddingController.js'; +import { getAssistantById } from '../controllers/assistantController.js'; // import the new function + +const router = express.Router(); + +// Apply the auth middleware to all routes in this router +router.use(authMiddleware); + +// Create a new assistant +router.post('/', createAssistant); + +// Get all assistants for the authenticated user +router.get('/', getAssistants); + +// New endpoint: Get a single assistant by ID +router.get('/:id', getAssistantById); + +// Delete an assistant by ID +router.delete('/:id', deleteAssistant); + +// Assign a single file to an assistant +router.post('/:assistantId/files/:fileId', assignFileToAssistant); + +// Get files assigned to a specific assistant +router.get('/:assistantId/files', getFilesByAssistant); + +// Assign multiple files to an assistant +router.post('/:assistantId/files', assignMultipleFilesToAssistant); + +// Remove a file from an assistant +router.delete('/:assistantId/files/:fileId', removeFileFromAssistant); + +// New endpoint: Generate embeddings for an assistant (triggered by gear icon) +router.post('/:assistantId/embeddings', generateEmbeddings); + +export default router; + diff --git a/intelaide-backend/routes/authRoutes.js b/intelaide-backend/routes/authRoutes.js new file mode 100644 index 0000000..4c3f0b8 --- /dev/null +++ b/intelaide-backend/routes/authRoutes.js @@ -0,0 +1,10 @@ +// backend/routes/authRoutes.js +import express from 'express'; +import { login, register } from '../controllers/authController.js'; + +const router = express.Router(); +router.post('/register', register); +router.post('/login', login); + +export default router; + diff --git a/intelaide-backend/routes/fileRoutes.js b/intelaide-backend/routes/fileRoutes.js new file mode 100644 index 0000000..bda28f4 --- /dev/null +++ b/intelaide-backend/routes/fileRoutes.js @@ -0,0 +1,14 @@ +// backend/routes/fileRoutes.js +import express from 'express'; +import { uploadFiles, deleteFile, getUserFiles, previewFile } from '../controllers/fileController.js'; +import authMiddleware from '../middlewares/authMiddleware.js'; + +const router = express.Router(); + +router.post('/upload', authMiddleware, uploadFiles); +router.delete('/:id', authMiddleware, deleteFile); +router.get('/', authMiddleware, getUserFiles); +router.get('/preview/:filename', authMiddleware, previewFile); + +export default router; + diff --git a/intelaide-backend/routes/ollamaRoutes.js b/intelaide-backend/routes/ollamaRoutes.js new file mode 100644 index 0000000..0c731c8 --- /dev/null +++ b/intelaide-backend/routes/ollamaRoutes.js @@ -0,0 +1,12 @@ +// backend/routes/ollamaRoutes.js +import express from 'express'; +import authMiddleware from '../middlewares/authMiddleware.js'; +import { queryAssistant } from '../controllers/ollamaController.js'; + +const router = express.Router(); + +// Add authMiddleware to ensure req.userId is defined +router.post('/query', authMiddleware, queryAssistant); + +export default router; + diff --git a/intelaide-backend/routes/userRoutes.js b/intelaide-backend/routes/userRoutes.js new file mode 100644 index 0000000..e170669 --- /dev/null +++ b/intelaide-backend/routes/userRoutes.js @@ -0,0 +1,24 @@ +// backend/routes/userRoutes.js +import express from 'express'; +import { getUserById, getCurrentUser, getUserByEmail, getAllUsers } from '../controllers/userController.js'; +import authMiddleware from '../middlewares/authMiddleware.js'; + +const router = express.Router(); + +// Route to get all users (admin access) +router.get('/', authMiddleware, getAllUsers); + +// Route to get user by email (protected route) +router.get('/email/:email', authMiddleware, getUserByEmail); + +// Route to get current user +router.get('/me', authMiddleware, (req, res, next) => { +// console.log('Route /api/users/me is hit'); + next(); +}, getCurrentUser); + +// Route to get user by ID (protected route) +router.get('/:id', authMiddleware, getUserById); + +export default router; + diff --git a/intelaide-backend/server.js b/intelaide-backend/server.js new file mode 100644 index 0000000..b571b99 --- /dev/null +++ b/intelaide-backend/server.js @@ -0,0 +1,54 @@ +// backend/server.js +import express from 'express'; +import dotenv from 'dotenv'; +import cors from 'cors'; +import path from 'path'; +import { fileURLToPath } from 'url'; + +dotenv.config(); + +// Define __dirname in ES modules +const __filename = fileURLToPath(import.meta.url); +const __dirname = path.dirname(__filename); + +// Import route files +import authRoutes from './routes/authRoutes.js'; +import fileRoutes from './routes/fileRoutes.js'; +import assistantRoutes from './routes/assistantRoutes.js'; +import userRoutes from './routes/userRoutes.js'; +import ollamaRoutes from './routes/ollamaRoutes.js'; + +const app = express(); + +// Middleware +app.use(cors()); +app.use(express.json()); + +// Serve static files (e.g., uploaded files) +app.use('/uploads', express.static(path.join(__dirname, 'uploads'))); + + +// Route handling +app.use('/api/auth', authRoutes); +app.use('/api/users', userRoutes); +app.use('/api/files', fileRoutes); +app.use('/api/assistants', assistantRoutes); +app.use('/api/ollama', ollamaRoutes); + +// Serve static files from the 'dist' folder (the production build folder) +app.use(express.static(path.join(__dirname, '../intelaide-frontend/dist'))); +app.get('*', (req, res) => { + res.sendFile(path.join(__dirname, '../intelaide-frontend/dist', 'index.html')); +}); + +// Global error handling middleware +app.use((err, req, res, next) => { + console.error(err.stack); + res.status(500).json({ message: 'Something went wrong' }); +}); + +// Start the server +const PORT = process.env.PORT || 5002; +app.listen(PORT, '127.0.0.1', () => + console.log(`Server running on http://127.0.0.1:${PORT}`) +); diff --git a/intelaide-frontend/README.md b/intelaide-frontend/README.md new file mode 100644 index 0000000..fd3b758 --- /dev/null +++ b/intelaide-frontend/README.md @@ -0,0 +1,12 @@ +# React + Vite + +This template provides a minimal setup to get React working in Vite with HMR and some ESLint rules. + +Currently, two official plugins are available: + +- [@vitejs/plugin-react](https://github.com/vitejs/vite-plugin-react/blob/main/packages/plugin-react/README.md) uses [Babel](https://babeljs.io/) for Fast Refresh +- [@vitejs/plugin-react-swc](https://github.com/vitejs/vite-plugin-react-swc) uses [SWC](https://swc.rs/) for Fast Refresh + +## Expanding the ESLint configuration + +If you are developing a production application, we recommend using TypeScript and enable type-aware lint rules. Check out the [TS template](https://github.com/vitejs/vite/tree/main/packages/create-vite/template-react-ts) to integrate TypeScript and [`typescript-eslint`](https://typescript-eslint.io) in your project. diff --git a/intelaide-frontend/eslint.config.js b/intelaide-frontend/eslint.config.js new file mode 100644 index 0000000..ec2b712 --- /dev/null +++ b/intelaide-frontend/eslint.config.js @@ -0,0 +1,33 @@ +import js from '@eslint/js' +import globals from 'globals' +import reactHooks from 'eslint-plugin-react-hooks' +import reactRefresh from 'eslint-plugin-react-refresh' + +export default [ + { ignores: ['dist'] }, + { + files: ['**/*.{js,jsx}'], + languageOptions: { + ecmaVersion: 2020, + globals: globals.browser, + parserOptions: { + ecmaVersion: 'latest', + ecmaFeatures: { jsx: true }, + sourceType: 'module', + }, + }, + plugins: { + 'react-hooks': reactHooks, + 'react-refresh': reactRefresh, + }, + rules: { + ...js.configs.recommended.rules, + ...reactHooks.configs.recommended.rules, + 'no-unused-vars': ['error', { varsIgnorePattern: '^[A-Z_]' }], + 'react-refresh/only-export-components': [ + 'warn', + { allowConstantExport: true }, + ], + }, + }, +] diff --git a/intelaide-frontend/index.html b/intelaide-frontend/index.html new file mode 100644 index 0000000..3817d23 --- /dev/null +++ b/intelaide-frontend/index.html @@ -0,0 +1,13 @@ + + + + + + + Intelaide.ai + + +
+ + + diff --git a/intelaide-frontend/package-lock.json b/intelaide-frontend/package-lock.json new file mode 100644 index 0000000..9267a1e --- /dev/null +++ b/intelaide-frontend/package-lock.json @@ -0,0 +1,4080 @@ +{ + "name": "intelaide-frontend", + "version": "0.0.0", + "lockfileVersion": 3, + "requires": true, + "packages": { + "": { + "name": "intelaide-frontend", + "version": "0.0.0", + "dependencies": { + "axios": "^1.8.2", + "bootstrap": "^5.3.3", + "express": "^4.21.2", + "ollama": "^0.5.14", + "react": "^19.0.0", + "react-bootstrap": "^2.10.9", + "react-dom": "^19.0.0", + "react-icons": "^5.5.0", + "react-router-dom": "^7.3.0" + }, + "devDependencies": { + "@eslint/js": "^9.21.0", + "@types/react": "^19.0.10", + "@types/react-dom": "^19.0.4", + "@vitejs/plugin-react": "^4.3.4", + "eslint": "^9.21.0", + "eslint-plugin-react-hooks": "^5.1.0", + "eslint-plugin-react-refresh": "^0.4.19", + "globals": "^15.15.0", + "vite": "^6.2.0" + } + }, + "node_modules/@ampproject/remapping": 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}, + "devDependencies": { + "@eslint/js": "^9.21.0", + "@types/react": "^19.0.10", + "@types/react-dom": "^19.0.4", + "@vitejs/plugin-react": "^4.3.4", + "eslint": "^9.21.0", + "eslint-plugin-react-hooks": "^5.1.0", + "eslint-plugin-react-refresh": "^0.4.19", + "globals": "^15.15.0", + "vite": "^6.2.0" + } +} diff --git a/intelaide-frontend/public/favicon.jpg b/intelaide-frontend/public/favicon.jpg new file mode 100644 index 0000000..a66a900 Binary files /dev/null and b/intelaide-frontend/public/favicon.jpg differ diff --git a/intelaide-frontend/public/logo.jpg b/intelaide-frontend/public/logo.jpg new file mode 100644 index 0000000..1807ace Binary files /dev/null and b/intelaide-frontend/public/logo.jpg differ diff --git a/intelaide-frontend/public/vite.svg b/intelaide-frontend/public/vite.svg new file mode 100644 index 0000000..e7b8dfb --- /dev/null +++ b/intelaide-frontend/public/vite.svg @@ -0,0 +1 @@ + \ No newline at end of file diff --git a/intelaide-frontend/src/App.css b/intelaide-frontend/src/App.css new file mode 100644 index 0000000..b9d355d --- /dev/null +++ b/intelaide-frontend/src/App.css @@ -0,0 +1,42 @@ +#root { + max-width: 1280px; + margin: 0 auto; + padding: 2rem; + text-align: center; +} + +.logo { + height: 6em; + padding: 1.5em; + will-change: filter; + transition: filter 300ms; +} +.logo:hover { + filter: drop-shadow(0 0 2em #646cffaa); +} +.logo.react:hover { + filter: drop-shadow(0 0 2em #61dafbaa); +} + +@keyframes logo-spin { + from { + transform: rotate(0deg); + } + to { + transform: rotate(360deg); + } +} + +@media (prefers-reduced-motion: no-preference) { + a:nth-of-type(2) .logo { + animation: logo-spin infinite 20s linear; + } +} + +.card { + padding: 2em; +} + +.read-the-docs { + color: #888; +} diff --git a/intelaide-frontend/src/App.jsx b/intelaide-frontend/src/App.jsx new file mode 100644 index 0000000..b1623b2 --- /dev/null +++ b/intelaide-frontend/src/App.jsx @@ -0,0 +1,18 @@ +import { Routes, Route } from 'react-router-dom'; +import HomePage from './pages/HomePage'; +import LoginPage from './pages/LoginPage'; +import DashboardPage from './pages/DashboardPage'; +import QueryAssistantPage from './pages/QueryAssistantPage'; + +function App() { + return ( + + } /> + } /> + } /> + } /> + + ); +} + +export default App; diff --git a/intelaide-frontend/src/TestFileInput.jsx b/intelaide-frontend/src/TestFileInput.jsx new file mode 100644 index 0000000..bbd2a74 --- /dev/null +++ b/intelaide-frontend/src/TestFileInput.jsx @@ -0,0 +1,23 @@ +import React, { useState } from 'react'; + +const TestFileInput = () => { + const [files, setFiles] = useState(null); + + return ( +
+

Test File Input

+ { + setFiles(e.target.files); + console.log('Files:', e.target.files); + }} + /> + {files &&

Selected files: {files.length}

} +
+ ); +}; + +export default TestFileInput; + diff --git a/intelaide-frontend/src/assets/logo.jpg b/intelaide-frontend/src/assets/logo.jpg new file mode 100644 index 0000000..1807ace Binary files /dev/null and b/intelaide-frontend/src/assets/logo.jpg differ diff --git a/intelaide-frontend/src/assets/react.svg b/intelaide-frontend/src/assets/react.svg new file mode 100644 index 0000000..6c87de9 --- /dev/null +++ b/intelaide-frontend/src/assets/react.svg @@ -0,0 +1 @@ + \ No newline at end of file diff --git a/intelaide-frontend/src/bkup_App.jsx b/intelaide-frontend/src/bkup_App.jsx new file mode 100644 index 0000000..b1623b2 --- /dev/null +++ b/intelaide-frontend/src/bkup_App.jsx @@ -0,0 +1,18 @@ +import { Routes, Route } from 'react-router-dom'; +import HomePage from './pages/HomePage'; +import LoginPage from './pages/LoginPage'; +import DashboardPage from './pages/DashboardPage'; +import QueryAssistantPage from './pages/QueryAssistantPage'; + +function App() { + return ( + + } /> + } /> + } /> + } /> + + ); +} + +export default App; diff --git a/intelaide-frontend/src/components/LoginForm.jsx b/intelaide-frontend/src/components/LoginForm.jsx new file mode 100644 index 0000000..a6ba603 --- /dev/null +++ b/intelaide-frontend/src/components/LoginForm.jsx @@ -0,0 +1,142 @@ +// frontend/src/components/LoginForm.jsx +import { useState } from 'react'; +import axios from 'axios'; +import { Link } from 'react-router-dom'; + +const API_BASE_URL = import.meta.env.VITE_API_BASE_URL; +console.log("API_BASE_URL:", import.meta.env.VITE_API_BASE_URL); + +const LoginForm = ({ onLogin }) => { + const [isRegistering, setIsRegistering] = useState(false); + const [formData, setFormData] = useState({ + email: '', + password: '', + first_name: '', + last_name: '', + organization: '', + address: '', + city: '', + state: '', + zip_code: '', + phone: '' + }); + + const handleChange = (e) => { + setFormData({ ...formData, [e.target.name]: e.target.value }); + }; + + const handleSubmit = async (e) => { + e.preventDefault(); + + if (isRegistering) { + // Handle user registration + try { + await axios.post(`${API_BASE_URL}/api/auth/register`, formData); + alert('Registration successful. Please log in.'); + setIsRegistering(false); + } catch (error) { + alert('Registration failed. ' + (error.response?.data?.message || error.message)); + } + } else { + // Handle user login + try { + const response = await axios.post(`${API_BASE_URL}/api/auth/login`, { + email: formData.email, + password: formData.password + }); + localStorage.setItem('token', response.data.token); + onLogin(); + } catch (error) { + alert('Login failed. Please check your credentials.'); + } + } + }; + + return ( +
+

{isRegistering ? 'Register' : 'Login'}

+
+
+ + +
+
+ + +
+ + {isRegistering && ( + <> +
+ + +
+
+ + +
+
+ + +
+
+ + +
+
+ + +
+
+ + +
+
+ + +
+
+ + +
+ + )} + + + + {import.meta.env.DEV ? ( + + ) : ( +

+ New here? Register (Registration is currently disabled) +

+ )} +
+
+ ); +}; + +export default LoginForm; + diff --git a/intelaide-frontend/src/index.css b/intelaide-frontend/src/index.css new file mode 100644 index 0000000..bf86161 --- /dev/null +++ b/intelaide-frontend/src/index.css @@ -0,0 +1,70 @@ +:root { + font-family: Inter, system-ui, Avenir, Helvetica, Arial, sans-serif; + line-height: 1.5; + font-weight: 400; + + color-scheme: light dark; + color: rgba(255, 255, 255, 0.87); + background-color: #242424; + + font-synthesis: none; + text-rendering: optimizeLegibility; + -webkit-font-smoothing: antialiased; + -moz-osx-font-smoothing: grayscale; +} + +a { + font-weight: 500; + color: #646cff; + text-decoration: inherit; +} +a:hover { + color: #535bf2; +} + +body { + margin: 0; + padding: 0; + display: block; + width: 100%; + min-width: 320px; + min-height: 100vh; +} + + +h1 { + font-size: 3.2em; + line-height: 1.1; +} + +button { + border-radius: 8px; + border: 1px solid transparent; + padding: 0.6em 1.2em; + font-size: 1em; + font-weight: 500; + font-family: inherit; + background-color: #1a1a1a; + cursor: pointer; + transition: border-color 0.25s; +} +button:hover { + border-color: #646cff; +} +button:focus, +button:focus-visible { + outline: 4px auto -webkit-focus-ring-color; +} + +@media (prefers-color-scheme: light) { + :root { + color: #213547; + background-color: #ffffff; + } + a:hover { + color: #747bff; + } + button { + background-color: #f9f9f9; + } +} diff --git a/intelaide-frontend/src/main.jsx b/intelaide-frontend/src/main.jsx new file mode 100644 index 0000000..541a927 --- /dev/null +++ b/intelaide-frontend/src/main.jsx @@ -0,0 +1,16 @@ +import { StrictMode } from 'react'; +import { createRoot } from 'react-dom/client'; +import { BrowserRouter } from 'react-router-dom'; +import 'bootstrap/dist/css/bootstrap.min.css'; +import './index.css'; +import App from './App.jsx'; + +const base = import.meta.env.PROD ? '/' : '/dev'; + +createRoot(document.getElementById('root')).render( + + + + + , +); diff --git a/intelaide-frontend/src/pages/DashboardPage.css b/intelaide-frontend/src/pages/DashboardPage.css new file mode 100644 index 0000000..43a4027 --- /dev/null +++ b/intelaide-frontend/src/pages/DashboardPage.css @@ -0,0 +1,17 @@ +@keyframes spin { + 100% { + transform: rotate(360deg); + } +} + +.spin { + animation: spin 2s linear infinite; +} + +/* Optional: Customize the highlight for the selected assistant */ +.list-group-item.active { + background-color: #16537E !important; + border-color: #16537E !important; + color: white !important; +} + diff --git a/intelaide-frontend/src/pages/DashboardPage.jsx b/intelaide-frontend/src/pages/DashboardPage.jsx new file mode 100644 index 0000000..e9f1f49 --- /dev/null +++ b/intelaide-frontend/src/pages/DashboardPage.jsx @@ -0,0 +1,442 @@ +import React, { useState, useEffect } from 'react'; +import axios from 'axios'; +import { FaTrash, FaPlay } from 'react-icons/fa'; +import { BsDatabaseGear } from 'react-icons/bs'; +import { useNavigate } from 'react-router-dom'; +import './DashboardPage.css'; + +const API_BASE_URL = import.meta.env.VITE_API_BASE_URL; + +const DashboardPage = () => { + // User, assistant, and file states + const [currentUser, setCurrentUser] = useState(null); + const [assistants, setAssistants] = useState([]); + const [selectedAssistant, setSelectedAssistant] = useState(null); + const [assignedFiles, setAssignedFiles] = useState([]); + const [files, setFiles] = useState([]); + + // Selection states + const [selectedFiles, setSelectedFiles] = useState([]); + const [selectedAssistantFiles, setSelectedAssistantFiles] = useState([]); + + // Other states + const [fileContent, setFileContent] = useState(''); + const [newAssistantName, setNewAssistantName] = useState(''); + const [uploadFiles, setUploadFiles] = useState([]); + const [loadingEmbeddings, setLoadingEmbeddings] = useState(null); + + // State for the filename wildcard filter + const [filenameFilter, setFilenameFilter] = useState(''); + + const navigate = useNavigate(); + const authHeader = { Authorization: `Bearer ${localStorage.getItem('token')}` }; + + // Initial data fetches + useEffect(() => { + fetchCurrentUser(); + fetchAssistants(); + fetchFiles(); + }, []); + + // Auto-select the first assistant when assistants list updates + useEffect(() => { + if (assistants.length > 0 && (!selectedAssistant || !assistants.some(a => a.id === selectedAssistant))) { + fetchAssignedFiles(assistants[0].id); + } + }, [assistants]); + + const fetchCurrentUser = async () => { + try { + const res = await axios.get(`${API_BASE_URL}/api/users/me`, { headers: authHeader }); + setCurrentUser(res.data); + } catch (error) { + console.error('Error fetching current user:', error); + } + }; + + const fetchAssistants = async () => { + try { + const res = await axios.get(`${API_BASE_URL}/api/assistants`, { headers: authHeader }); + setAssistants(res.data); + } catch (error) { + console.error('Error fetching assistants:', error); + } + }; + + const fetchFiles = async () => { + try { + const res = await axios.get(`${API_BASE_URL}/api/files`, { headers: authHeader }); + setFiles(res.data); + } catch (error) { + console.error('Error fetching files:', error); + } + }; + + const fetchAssignedFiles = async (assistantId) => { + try { + const res = await axios.get(`${API_BASE_URL}/api/assistants/${assistantId}/files`, { headers: authHeader }); + setAssignedFiles(res.data); + setSelectedAssistant(assistantId); + setSelectedAssistantFiles([]); + } catch (error) { + console.error('Error fetching assigned files:', error); + setAssignedFiles([]); + setSelectedAssistant(assistantId); + setSelectedAssistantFiles([]); + } + }; + + const handleCreateAssistant = async () => { + if (!newAssistantName) return alert('Please enter an assistant name'); + try { + await axios.post(`${API_BASE_URL}/api/assistants`, { assistant_name: newAssistantName }, { headers: authHeader }); + setNewAssistantName(''); + fetchAssistants(); + } catch (error) { + console.error('Error creating assistant:', error); + } + }; + + const handleDeleteAssistant = async (assistantId) => { + if (!window.confirm('Are you sure you want to delete this assistant?')) return; + try { + await axios.delete(`${API_BASE_URL}/api/assistants/${assistantId}`, { headers: authHeader }); + if (selectedAssistant === assistantId) { + setAssignedFiles([]); + setSelectedAssistant(null); + } + fetchAssistants(); + } catch (error) { + console.error('Error deleting assistant:', error); + } + }; + + const executeAssistant = (assistantId) => { + navigate(`/query/${assistantId}`); + }; + + const handleGenerateEmbeddings = async (assistantId) => { + setLoadingEmbeddings(assistantId); + try { + await axios.post(`${API_BASE_URL}/api/assistants/${assistantId}/embeddings`, {}, { headers: authHeader }); + alert('Embeddings generation triggered successfully'); + fetchAssistants(); + } catch (error) { + console.error('Error generating embeddings:', error); + alert('Error generating embeddings'); + } finally { + setLoadingEmbeddings(null); + } + }; + + const handleAssignFiles = async (assistantId) => { + if (selectedFiles.length === 0) return alert('Please select files to assign'); + try { + await axios.post(`${API_BASE_URL}/api/assistants/${assistantId}/files`, { fileIds: selectedFiles }, { headers: authHeader }); + setSelectedFiles([]); + fetchAssignedFiles(assistantId); + } catch (error) { + console.error('Error assigning files:', error); + } + }; + + const handleUnassignFile = async (assistantId, fileId) => { + try { + await axios.delete(`${API_BASE_URL}/api/assistants/${assistantId}/files/${fileId}`, { headers: authHeader }); + fetchAssignedFiles(assistantId); + } catch (error) { + console.error('Error unassigning file:', error); + } + }; + + const handleUnassignMultipleAssistantFiles = async () => { + if (selectedAssistantFiles.length === 0) return; + if (!window.confirm('Are you sure you want to remove the selected files?')) return; + try { + const fileIdsToUnassign = [...selectedAssistantFiles]; + await Promise.all( + fileIdsToUnassign.map(fileId => + axios.delete(`${API_BASE_URL}/api/assistants/${selectedAssistant}/files/${fileId}`, { headers: authHeader }) + ) + ); + setSelectedAssistantFiles([]); + fetchAssignedFiles(selectedAssistant); + } catch (error) { + console.error('Error unassigning multiple files:', error); + } + }; + + const handleFileUpload = async () => { + if (!uploadFiles || uploadFiles.length === 0) return alert('Please select at least one file to upload'); + const formData = new FormData(); + for (let file of uploadFiles) { + formData.append('files', file); + } + try { + await axios.post(`${API_BASE_URL}/api/files/upload`, formData, { headers: authHeader }); + setUploadFiles([]); + fetchFiles(); + } catch (error) { + console.error('Error uploading files:', error); + } + }; + + const handleDeleteFile = async (fileId) => { + if (!window.confirm('Are you sure you want to delete this file?')) return; + try { + await axios.delete(`${API_BASE_URL}/api/files/${fileId}`, { headers: authHeader }); + fetchFiles(); + if (selectedAssistant) fetchAssignedFiles(selectedAssistant); + } catch (error) { + console.error('Error deleting file:', error); + } + }; + + const handleDeleteMultipleFiles = async () => { + if (selectedFiles.length === 0) return; + if (!window.confirm('Are you sure you want to delete the selected files?')) return; + try { + await Promise.all( + selectedFiles.map((fileId) => + axios.delete(`${API_BASE_URL}/api/files/${fileId}`, { headers: authHeader }) + ) + ); + setSelectedFiles([]); + fetchFiles(); + if (selectedAssistant) { + fetchAssignedFiles(selectedAssistant); + } + } catch (error) { + console.error('Error deleting multiple files:', error); + } + }; + + const handleFileSelect = (fileId) => { + setSelectedFiles((prev) => + prev.includes(fileId) ? prev.filter(id => id !== fileId) : [...prev, fileId] + ); + }; + + const handleAssistantFileSelect = (fileId) => { + setSelectedAssistantFiles((prev) => + prev.includes(fileId) ? prev.filter(id => id !== fileId) : [...prev, fileId] + ); + }; + + const handleSelectAllFiles = (e) => { + if (e.target.checked) { + setSelectedFiles(files.map(file => file.id)); + } else { + setSelectedFiles([]); + } + }; + + const handleSelectAllAssistantFiles = (e) => { + if (e.target.checked) { + setSelectedAssistantFiles(assignedFiles.map(file => file.id)); + } else { + setSelectedAssistantFiles([]); + } + }; + + // New function to check all files matching the wildcard input. + const handleCheckMatchingFiles = () => { + const filter = filenameFilter.trim().toLowerCase(); + if (!filter) return; + const matchingFileIds = files + .filter(file => file.file_name.toLowerCase().includes(filter)) + .map(file => file.id); + // Merge matching file IDs with the already selected files. + setSelectedFiles(prev => Array.from(new Set([...prev, ...matchingFileIds]))); + }; + + const handlePreviewFile = async (filePath) => { + try { + const filename = filePath.split('/').pop(); + const res = await axios.get(`${API_BASE_URL}/api/files/preview/${filename}`, { + responseType: 'blob', + headers: { Authorization: `Bearer ${localStorage.getItem('token')}` }, + }); + const reader = new FileReader(); + reader.onload = () => setFileContent(reader.result); + reader.readAsText(res.data); + } catch (error) { + console.error('Error fetching file content:', error); + setFileContent('Unable to preview file.'); + } + }; + + return ( +
+ {/* Top Section: Welcome Message */} +
+
+

{currentUser ? `Welcome, ${currentUser.first_name}!` : 'Welcome!'}

+
+
+ {/* Three-Column Layout */} +
+ {/* Left Column: AI Assistants */} +
+

Your AI Assistants

+
    + {assistants.map((assistant) => ( +
  • + fetchAssignedFiles(assistant.id)}> + {assistant.assistant_name} + +
    + executeAssistant(assistant.id)} /> + handleGenerateEmbeddings(assistant.id)} + /> + handleDeleteAssistant(assistant.id)} /> +
    +
    • + ))} +
+
+ setNewAssistantName(e.target.value)} + placeholder="New Assistant Name" + className="form-control" + /> + +
+
+ {/* Middle Column: Assistant Files */} +
+

Assistant Files

+ {selectedAssistant ? ( + <> + {assignedFiles.length > 0 ? ( + <> +
+ 0 && selectedAssistantFiles.length === assignedFiles.length} + /> + Select All/None +
+
    + {assignedFiles.map((file) => ( +
  • +
    + handleAssistantFileSelect(file.id)} + /> + handlePreviewFile(file.file_path)}> + {file.file_name} + +
    + handleUnassignFile(selectedAssistant, file.id)} /> +
    • + ))} +
+ {selectedAssistantFiles.length > 0 && ( + + )} + + ) : ( +

No files assigned yet.

+ )} + + + ) : ( +

Please select an assistant to view its files.

+ )} +
+ {/* Right Column: Library */} +
+

Library of your files

+
+ { + console.log('Files selected:', e.target.files); + setUploadFiles(e.target.files); + }} + /> + +
+
+ 0 && selectedFiles.length === files.length} + /> + Select All/None + {/* Wildcard filter textbox and button */} + setFilenameFilter(e.target.value)} + style={{ maxWidth: '200px' }} + /> + +
+
    + {files.map((file) => ( +
  • +
    + handleFileSelect(file.id)} + className="me-2" + /> + handlePreviewFile(file.file_path)}> + {file.file_name} + +
    + handleDeleteFile(file.id)} /> +
    • + ))} +
+ {selectedFiles.length > 0 && ( + + )} + +
+
+
+ ); +}; + +export default DashboardPage; + diff --git a/intelaide-frontend/src/pages/HomePage.css b/intelaide-frontend/src/pages/HomePage.css new file mode 100644 index 0000000..f456f85 --- /dev/null +++ b/intelaide-frontend/src/pages/HomePage.css @@ -0,0 +1,36 @@ +/* frontend/src/pages/HomePage.css */ +.homepage-container { + background-color: #000; + color: #fff; + min-height: 100vh; + padding: 2rem; + text-align: center; + display: flex; + flex-direction: column; + align-items: center; + justify-content: center; + font-family: 'Inter', sans-serif; +} + +.homepage-logo { + width: 200px; + margin-bottom: 1rem; +} + +.homepage-heading { + white-space: pre-line; + font-size: 2.5rem; + margin-bottom: 1rem; +} + +.invisible-link { + color: inherit; + text-decoration: none; +} + +.invisible-link:hover, +.invisible-link:active, +.invisible-link:visited { + color: inherit; +} + diff --git a/intelaide-frontend/src/pages/HomePage.jsx b/intelaide-frontend/src/pages/HomePage.jsx new file mode 100644 index 0000000..8022ac3 --- /dev/null +++ b/intelaide-frontend/src/pages/HomePage.jsx @@ -0,0 +1,23 @@ +// frontend/src/pages/HomePage.jsx +import React from 'react'; +import { Link } from 'react-router-dom'; +import './HomePage.css'; // Import the CSS file + +const HomePage = () => { + return ( +
+ Logo +
+ Revolutionize Your Workplace with AI Assistants{'\n\n'} + One Product.{'\n'} + One Low Fixed Price.{'\n'} + Simple.{'\n\n'} + Coming{' '} + Soon. +
+
+ ); +}; + +export default HomePage; + diff --git a/intelaide-frontend/src/pages/LoginPage.jsx b/intelaide-frontend/src/pages/LoginPage.jsx new file mode 100644 index 0000000..6e2fba5 --- /dev/null +++ b/intelaide-frontend/src/pages/LoginPage.jsx @@ -0,0 +1,20 @@ +import LoginForm from '../components/LoginForm'; +import { useNavigate } from 'react-router-dom'; + +const LoginPage = () => { + const navigate = useNavigate(); + + const handleLoginSuccess = () => { + navigate('/dashboard'); + }; + + return ( +
+

Login to manage your AI Assistants

+ +
+ ); +}; + +export default LoginPage; + diff --git a/intelaide-frontend/src/pages/QueryAssistantPage.jsx b/intelaide-frontend/src/pages/QueryAssistantPage.jsx new file mode 100644 index 0000000..4c4f974 --- /dev/null +++ b/intelaide-frontend/src/pages/QueryAssistantPage.jsx @@ -0,0 +1,104 @@ +import React, { useState, useEffect } from 'react'; +import axios from 'axios'; +import { useParams } from 'react-router-dom'; + +const API_BASE_URL = import.meta.env.VITE_API_BASE_URL; + +const QueryAssistantPage = () => { + const { assistantId } = useParams(); // The assistant's ID from the URL + const [assistantName, setAssistantName] = useState(''); + const [query, setQuery] = useState(''); + const [conversation, setConversation] = useState(''); + const [loading, setLoading] = useState(false); + + // Fetch the assistant's details when the component mounts + useEffect(() => { + const fetchAssistantDetails = async () => { + try { + const res = await axios.get(`${API_BASE_URL}/api/assistants/${assistantId}`, { + headers: { Authorization: `Bearer ${localStorage.getItem('token')}` } + }); + setAssistantName(res.data.assistant_name); + } catch (error) { + console.error('Error fetching assistant details:', error); + } + }; + + fetchAssistantDetails(); + }, [assistantId]); + + const handleSubmit = async (e) => { + setConversation(''); + e.preventDefault(); + setLoading(true); + try { + const res = await axios.post( + `${API_BASE_URL}/api/ollama/query`, + { + prompt: query, + assistantId: assistantId // assistantId comes from useParams() + }, + { headers: { Authorization: `Bearer ${localStorage.getItem('token')}` } } + ); + + console.log('Backend response:', res.data); + + // Extract just the assistant's text message from the JSON response + const assistantResponse = + res.data.response && res.data.response.message && res.data.response.message.content + ? res.data.response.message.content + : JSON.stringify(res.data.response); + + // Append the new conversation to the existing text + setConversation((prev) => + prev + `User: ${query}\n\n ${assistantResponse}\n` + ); + setQuery(''); + } catch (error) { + console.error('Error querying assistant:', error); + setConversation((prev) => + prev + `\nUser: ${query}\n Error obtaining response\n` + ); + } finally { + setLoading(false); + } + }; + + return ( +
+

+ Chat with your {assistantName ? assistantName : `#${assistantId}`} Assistant +

+
+
+ + setQuery(e.target.value)} + required + /> +
+ +
+
+ + +
+
+ ); +}; + +export default QueryAssistantPage; + diff --git a/intelaide-frontend/src/pages/bkup_DashboardPage.jsx b/intelaide-frontend/src/pages/bkup_DashboardPage.jsx new file mode 100644 index 0000000..c2ceb3c --- /dev/null +++ b/intelaide-frontend/src/pages/bkup_DashboardPage.jsx @@ -0,0 +1,389 @@ +import React, { useState, useEffect } from 'react'; +import axios from 'axios'; +import { FaTrash, FaPlay } from 'react-icons/fa'; +import { BsDatabaseGear } from 'react-icons/bs'; +import { useNavigate } from 'react-router-dom'; +import './DashboardPage.css'; + +const API_BASE_URL = import.meta.env.VITE_API_BASE_URL; + +const DashboardPage = () => { + // User, assistant, and file states + const [currentUser, setCurrentUser] = useState(null); + const [assistants, setAssistants] = useState([]); + const [selectedAssistant, setSelectedAssistant] = useState(null); + const [assignedFiles, setAssignedFiles] = useState([]); + const [files, setFiles] = useState([]); + + // Selection states + const [selectedFiles, setSelectedFiles] = useState([]); + const [selectedAssistantFiles, setSelectedAssistantFiles] = useState([]); + + // Other states + const [fileContent, setFileContent] = useState(''); + const [newAssistantName, setNewAssistantName] = useState(''); + const [uploadFiles, setUploadFiles] = useState([]); + const [loadingEmbeddings, setLoadingEmbeddings] = useState(null); + + const navigate = useNavigate(); + const authHeader = { Authorization: `Bearer ${localStorage.getItem('token')}` }; + + // Initial data fetches + useEffect(() => { + fetchCurrentUser(); + fetchAssistants(); + fetchFiles(); + }, []); + + // Auto-select the first assistant when assistants list updates + useEffect(() => { + if (assistants.length > 0 && (!selectedAssistant || !assistants.some(a => a.id === selectedAssistant))) { + fetchAssignedFiles(assistants[0].id); + } + }, [assistants]); + + const fetchCurrentUser = async () => { + try { + const res = await axios.get(`${API_BASE_URL}/api/users/me`, { headers: authHeader }); + setCurrentUser(res.data); + } catch (error) { + console.error('Error fetching current user:', error); + } + }; + + const fetchAssistants = async () => { + try { + const res = await axios.get(`${API_BASE_URL}/api/assistants`, { headers: authHeader }); + setAssistants(res.data); + } catch (error) { + console.error('Error fetching assistants:', error); + } + }; + + const fetchFiles = async () => { + try { + const res = await axios.get(`${API_BASE_URL}/api/files`, { headers: authHeader }); + setFiles(res.data); + } catch (error) { + console.error('Error fetching files:', error); + } + }; + + const fetchAssignedFiles = async (assistantId) => { + try { + const res = await axios.get(`${API_BASE_URL}/api/assistants/${assistantId}/files`, { headers: authHeader }); + setAssignedFiles(res.data); + setSelectedAssistant(assistantId); + setSelectedAssistantFiles([]); + } catch (error) { + console.error('Error fetching assigned files:', error); + setAssignedFiles([]); + setSelectedAssistant(assistantId); + setSelectedAssistantFiles([]); + } + }; + + const handleCreateAssistant = async () => { + if (!newAssistantName) return alert('Please enter an assistant name'); + try { + await axios.post(`${API_BASE_URL}/api/assistants`, { assistant_name: newAssistantName }, { headers: authHeader }); + setNewAssistantName(''); + fetchAssistants(); + } catch (error) { + console.error('Error creating assistant:', error); + } + }; + + const handleDeleteAssistant = async (assistantId) => { + if (!window.confirm('Are you sure you want to delete this assistant?')) return; + try { + await axios.delete(`${API_BASE_URL}/api/assistants/${assistantId}`, { headers: authHeader }); + if (selectedAssistant === assistantId) { + setAssignedFiles([]); + setSelectedAssistant(null); + } + fetchAssistants(); + } catch (error) { + console.error('Error deleting assistant:', error); + } + }; + + const executeAssistant = (assistantId) => { + navigate(`/query/${assistantId}`); + }; + + const handleGenerateEmbeddings = async (assistantId) => { + setLoadingEmbeddings(assistantId); + try { + await axios.post(`${API_BASE_URL}/api/assistants/${assistantId}/embeddings`, {}, { headers: authHeader }); + alert('Embeddings generation triggered successfully'); + fetchAssistants(); + } catch (error) { + console.error('Error generating embeddings:', error); + alert('Error generating embeddings'); + } finally { + setLoadingEmbeddings(null); + } + }; + + const handleAssignFiles = async (assistantId) => { + if (selectedFiles.length === 0) return alert('Please select files to assign'); + try { + await axios.post(`${API_BASE_URL}/api/assistants/${assistantId}/files`, { fileIds: selectedFiles }, { headers: authHeader }); + setSelectedFiles([]); + fetchAssignedFiles(assistantId); + } catch (error) { + console.error('Error assigning files:', error); + } + }; + + const handleUnassignFile = async (assistantId, fileId) => { + try { + await axios.delete(`${API_BASE_URL}/api/assistants/${assistantId}/files/${fileId}`, { headers: authHeader }); + fetchAssignedFiles(assistantId); + } catch (error) { + console.error('Error unassigning file:', error); + } + }; + + const handleUnassignMultipleAssistantFiles = async () => { + if (selectedAssistantFiles.length === 0) return; + if (!window.confirm('Are you sure you want to remove the selected files?')) return; + try { + for (const fileId of selectedAssistantFiles) { + await axios.delete(`${API_BASE_URL}/api/assistants/${selectedAssistant}/files/${fileId}`, { headers: authHeader }); + } + setSelectedAssistantFiles([]); + fetchAssignedFiles(selectedAssistant); + } catch (error) { + console.error('Error unassigning multiple files:', error); + } + }; + + const handleFileUpload = async () => { + if (!uploadFiles || uploadFiles.length === 0) return alert('Please select at least one file to upload'); + const formData = new FormData(); + for (let file of uploadFiles) { + formData.append('files', file); + } + try { + await axios.post(`${API_BASE_URL}/api/files/upload`, formData, { headers: authHeader }); + setUploadFiles([]); + fetchFiles(); + } catch (error) { + console.error('Error uploading files:', error); + } + }; + + const handleDeleteFile = async (fileId) => { + if (!window.confirm('Are you sure you want to delete this file?')) return; + try { + await axios.delete(`${API_BASE_URL}/api/files/${fileId}`, { headers: authHeader }); + fetchFiles(); + if (selectedAssistant) fetchAssignedFiles(selectedAssistant); + } catch (error) { + console.error('Error deleting file:', error); + } + }; + + const handleFileSelect = (fileId) => { + setSelectedFiles((prev) => + prev.includes(fileId) ? prev.filter(id => id !== fileId) : [...prev, fileId] + ); + }; + + const handleAssistantFileSelect = (fileId) => { + setSelectedAssistantFiles((prev) => + prev.includes(fileId) ? prev.filter(id => id !== fileId) : [...prev, fileId] + ); + }; + + const handleSelectAllFiles = (e) => { + if (e.target.checked) { + setSelectedFiles(files.map(file => file.id)); + } else { + setSelectedFiles([]); + } + }; + + const handleSelectAllAssistantFiles = (e) => { + if (e.target.checked) { + setSelectedAssistantFiles(assignedFiles.map(file => file.id)); + } else { + setSelectedAssistantFiles([]); + } + }; + + const handlePreviewFile = async (filePath) => { + try { + const filename = filePath.split('/').pop(); + const res = await axios.get(`${API_BASE_URL}/api/files/preview/${filename}`, { + responseType: 'blob', + headers: { Authorization: `Bearer ${localStorage.getItem('token')}` }, + }); + const reader = new FileReader(); + reader.onload = () => setFileContent(reader.result); + reader.readAsText(res.data); + } catch (error) { + console.error('Error fetching file content:', error); + setFileContent('Unable to preview file.'); + } + }; + + return ( +
+ {/* Top Section: Welcome Message */} +
+
+

{currentUser ? `Welcome, ${currentUser.first_name}!` : 'Welcome!'}

+
+
+ {/* Three-Column Layout */} +
+ {/* Left Column: AI Assistants */} +
+

Your AI Assistants

+
    + {assistants.map((assistant) => ( +
  • + fetchAssignedFiles(assistant.id)}> + {assistant.assistant_name} + +
    + executeAssistant(assistant.id)} /> + handleGenerateEmbeddings(assistant.id)} + /> + handleDeleteAssistant(assistant.id)} /> +
    +
    • + ))} +
+
+ setNewAssistantName(e.target.value)} + placeholder="New Assistant Name" + className="form-control" + /> + +
+
+ {/* Middle Column: Assistant Files */} +
+

Assistant Files

+ {selectedAssistant ? ( + <> + {assignedFiles.length > 0 ? ( + <> +
+ 0 && selectedAssistantFiles.length === assignedFiles.length} + /> + Select All/None +
+
    + {assignedFiles.map((file) => ( +
  • +
    + handleAssistantFileSelect(file.id)} + /> + handlePreviewFile(file.file_path)}> + {file.file_name} + +
    + handleUnassignFile(selectedAssistant, file.id)} /> +
    • + ))} +
+ {selectedAssistantFiles.length > 0 && ( + + )} + + ) : ( +

No files assigned yet.

+ )} + + + ) : ( +

Please select an assistant to view its files.

+ )} +
+ {/* Right Column: Library */} +
+

Library of your files

+
+ { + console.log('Files selected:', e.target.files); + setUploadFiles(e.target.files); + }} + /> + +
+
+ 0 && selectedFiles.length === files.length} + /> + File Name +
+
    + {files.map((file) => ( +
  • +
    + handleFileSelect(file.id)} + className="me-2" + /> + handlePreviewFile(file.file_path)}> + {file.file_name} + +
    + handleDeleteFile(file.id)} /> +
    • + ))} +
+ +
+
+
+ ); +}; + +export default DashboardPage; + diff --git a/intelaide-frontend/vite.config.js b/intelaide-frontend/vite.config.js new file mode 100644 index 0000000..9691cf9 --- /dev/null +++ b/intelaide-frontend/vite.config.js @@ -0,0 +1,14 @@ +// intelaide-frontend/vite.config.js +import { defineConfig } from 'vite' +import react from '@vitejs/plugin-react' + +export default defineConfig({ + base: process.env.NODE_ENV === 'production' ? '/' : '/dev/', + plugins: [react()], + server: { + port: 3000, + host: '127.0.0.1', + allowedHosts: ['127.0.0.1', 'www.intelaide.ai'], + }, +}) +