IEP

(redirected from Interpreter Education Program)
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AcronymDefinition
IEPInternational Environmental Policy (various schools)
IEPInstitute for Environmental Policy (various locations)
IEPIntensive English Program
IEPIndividual Education Plan (various locations)
IEPInstitut d'Etudes Politiques (French)
IEPInternet Encyclopedia of Philosophy (est. 1995)
IEPIndividualized Educational Program (various schools)
IEPInstitut für Europäische Politik
IEPInstitute of Experimental Physics (various schools)
IEPInstitute for European Policy (think-tank)
IEPInternational Education Programs (Jacksonville University, Jacksonville, FL)
IEPIrish Pound (old currency code; replaced by EUR)
IEPInstitutional Effectiveness and Planning (various organizations)
IEPInstitutional Evaluation Programme (European University Association)
IEPIsoelectric Point
IEPInstituto de Ecología Politica (Portuguese: Institute of Political Ecology; Chile)
IEPInitial Enrollment Period (Medicare; US DHHS)
IEPImmunoelectrophoresis
IEPInteragency Ecological Program
IEPInternational Exchange Program
IEPInternational Energy Programme (various locations)
IEPIndependent Energy Producers
IEPInternational Expert Panel
IEPIntermodal Equipment Provider
IEPIntelligent Event Processor (software)
IEPInternational Electrotechnical Commission
IEPIntegrated Environmental Planning (various organizations)
IEPInvestor Education Program (various locations)
IEPInstituto das Estradas de Portugal
IEPIntercity Express Program (British Department for Transport; UK)
IEPImmune Enhancement Project (San Francisco, CA)
IEPIn English, Please
IEPInvasive Exotic Plant (various organizations)
IEPInterpreter Education Program
IEPInstituto Electrotécnico Português
IEPInternational Education Policy
IEPInternational Engineering Project
IEPIntervalo entre Partos (Portuguese: Interval between Parties)
IEPIndustrial Electronic Products (Switzerland)
IEPInstitute of Engineers Pakistan (est. 1948)
IEPInterferometric Endpoint
IEPIngestion Exposure Pathway
IEPIntergovernmental Enterprise Panel
IEPInternationally Educated Professional (Canada)
IEPInitial Election Period (US Medicare)
IEPIndividual(ized) Education Plan (aka Individual(ized) Education/al Program)
IEPInverse Eigenvalue Problem
IEPIndependent Evaluation Plan
IEPINPUT Executive Program (contracting membership program)
IEPIntegrated Engineering Process
IEPIndependent Expert Panel
IEPInternet Enabled Phone
IEPIntegrated Engineering Program
IEPInitial Entry Party (first military HAZMAT reconnaissance in hot zone)
IEPInstallation Engineering Plan
IEPInternet Event Provider
IEPInterior Equivalent Problem
IEPInspection Éducation Primaire (French)
IEPInformation Exchange Program/Project
IEPImmune Enhancing Peptide
IEPInnovative Employee Programs
IEPInternational Emotes Project (Internet emoticon project)
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References in periodicals archive ?
The information regarding interpreter personality could also be used to support students throughout their interpreter education program, manage and support interpreter employees; and meet on-going training needs of interpreters.
The average age of the respondents was 42 years old, and 63% had completed a formal interpreter education program.
The largest age grouping was slightly higher than the Australians at 40-44 years (with 41.3 years the average age), and an equivalent percentage of 62% (755/1224) of US respondents had completed a formal interpreter education program.
Addressing these interdependencies between at least three languages and varieties in an interpreter education program can explain and clarify the differences for the learners thereby resolving the issue of ambiguity.
As noted above, the goal of the longitudinal study was to begin to identify appropriate tests that could screen applicants for sign language interpreter education programs. Any screening battery needs to have clear differentiation between weaker and stronger participants while being easy to administer and not too time consuming.
There is sometimes a disconnect between the theoretical foundation provided in interpreter education programs and the actual demands of the jobs their graduates will perform, in that issues such as client relations and business practices are often ignored.
the interpreter training school at the University of Mainz at Germersheim), observed: "Although leading interpreter education programs are situated in an academic environment, interpreter training has never truly left the realm of apprenticeship." (Sawyer, 2004, p.76)