Jaime M Fatas

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Courses

Scholarly Contributions

Books

• Fatas, J. M. (2023). Translation of Symptom Management & Survivorship Handbook/Manual para el manejo de los síntomas y la supervivencia. USA: The University of Arizona College of Nursing.
• Fatas, J. M. (2020). Lead Guitar Method. Book I. 5th ed.. Tucson, Arizona: University of Arizona Arts in Schools. K-12 outreach programs.
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  A guitar Method for Children
• Fatas, J. M. (2020). Song of the Wild. University of Arizona Arts in Schools. K-12 outreach programs.: Acoustic Music GmbH & Co. Osnabrück, Germany..
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  A guitar manual for children
• Fatas, J. M. (2018). Spanish (Castilian) Level 2. USA: Simon and Schuster.
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  Spanish (Castilian) Level 2. Recorded book. 45 page booklet and 10 CDs
• Fatas, J. M. (2016). Elementary Medical Spanish 1. Instructor’s manual for pre-health medical students. Office for Diversity and Inclusion: University of Arizona.
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  Instructor's manual for Elementary Medical Spanish I (491 pages, EMS I, the first of a series of two manuals) for medical students and healthcare personnel. Spanish instructions that promotes independent, long-lasting, and sustained learning.
• Fatás-Cabeza, J. M. (2016). INFORME Ayotzinapa. Investigación y primeras conclusiones de las desapariciones y homicidios de los normalistas de Ayotzinapa. [Ayotzinapa Report: Investigation and initial conclusions regarding the disappearances and homicides of the student teachers from Ayotzinapa].. Grupo Interdisciplinario de Expertos Independientes. Comisión Interamericana de Derechos Humanos.: Grupo Interdisciplinario de Expertos Independientes. Comisión Interamericana de Derechos Humanos..
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  Ayotzinapa Report: Investigation and initial conclusions regarding the disappearances and homicides of the student teachers from Ayotzinapa. 557 pages. Grupo Interdisciplinario de Expertos Independientes. Comisión Interamericana de Derechos Humanos.

Journals/Publications

• Fatas, J. M. (2021). Translation of 21 Pro se (self-representation) guides for immigration detainees. To be distributed in immigration courts and detention centers throughout the nation, Over 400 (to be determined).
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  Translation from English into Spanish of 21 Pro se (self-representation) monographs for immigration detainees in federal centers. Developed by the Florence Immigration and Refugees Rights Project (AZ) and the Vera Institute of Justice (NY), to be distributed in immigration courts and detention centers throughout the nation. Titles 1 - How to Get a Bond 2 - I’m Afraid to Go Back: A Guide to Asylum, Withholding of Removal, and the Convention Against Torture 3 - Would Your Deportation Cause Your Family Extraordinary Hardship? A Guide to 10-Year Cancellation of Removal 4 - How to Get a Voluntary Departure 5 - How to Apply for Special Immigrant Juvenile Status (SIJS): A Guide for Young People Dealing with Removal—or Deportation—Proceedings 6 - How to Apply for Asylum, Withholding of Removal, and Protection Under the Convention Against Torture: A Guide for Unaccompanied Minors 7 - How To Win Your Case for Lawful Permanent Resident (LPR) Cancellation of Removal 8 - How to Become a Permanent Resident: Applying for Adjustment of Status 9 - How to Win Humanitarian Parole 10 - A Path to Asylum: A Guide to Credible and Reasonable Fear Proceedings 11 - My CFI or RFI Was Denied! How to Ask for Review of Your Credible or Reasonable Fear Proceedings 12 - A Guide to Getting a Bond Hearing if You Have Been Detained for a Long Time 13 - A Guide to Getting Medical Care While You Are in ICE Custody 14 - How to Deny Charges of Deportability 15 - How to Have Your Case Opened Again 16 - How to File a Petition for Review Before the Ninth Circuit 17 - A Non-Lawyer's Guide to Padilla v. Kentucky 18 - How to File a Petition for Habeas Corpus 19 - Are You a U.S. Citizen? 20 - A Guide for LGBTQ and HIV Asylum and Withholding of Removal Claims 21 - A Guide for Immigrants in the Arizona Criminal Justice System
• Fatas, J. M. (2023). YO HE ESTADO EN MAUTHAUSEN - Edición crítica, by Sara Brenneis. University of Cádiz, 120.
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  Critical edition of Carlos Rodríguez del Risco biographical account of his internment in a nazi concentration camp after his return to Franco's Spain. 
• Fatas, J. M. (2020). The Art of Food. UA Museum of Art and Archive of Visual Arts, 125.
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  Exhibition catalog. Translation into Spanish
• Fatas, J. M. (2020). Sexual Assault Nurse Examiner (SANE) Education Guidelines (2018) [Pautas de educación para la enfermera examinadora en casos de agresión sexual (EECAS)] TRANSLATION. International Association of Forensic Nurses, 170.
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  The Guidelines and ancillary materials set forth the course's theoretical framework, methodology, content and performance assessment to prepare advanced practice nurses who act in the specialized role of a sexual assault nurse examiner for the provision of a competent medical forensic examination. The patient-centered approach ensures that all adult/adolescent and pediatric/adolescent. patients reporting sexual violence and victimization receive a competent medical forensic examination, taking into consideration physiological, psychological, developmental, cultural, racial, ethnic, gender identity, sexual, and socioeconomic diversity. The course is a prerequisite for applying to sit for the certification examination.
• Fatas, J. M. (2019). Developing Theoretical and Practical Competence in Translation¹ and Interpreting Revision/ Desarrollo de la pericia teórica y práctica para la revisión de traducciones¹ e interpretaciones. Views. . Registry of Interpreters for the Deaf, Inc, Spring 19.
• Fatas, J. M. (2019). Medical Spanish Standardization in U.S. Medical Schools: Consensus Statement from a Multidisciplinary Expert Panel. Academic Medicine, Vol 95, 22-31.
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  Medical Spanish education is in growing demand from medical students, providers, and health systems who have noticed that the trending United States (U.S.) population demographics have resulted in large volumes of Spanish-speaking patients seeking medical care. Patient-physician language discordance has been demonstrated to interfere with many components of quality medical care provision and physician productivity, yet U.S. physician second language acquisition and proficiency have not been standardized or incentivized. Ensuring a linguistically competent physician workforce involves complex components such as an educational structure, linguistic assessment, and quality assurance processes. There is a paucity of information available on how medical Spanish courses are developed and executed, and there are no standard recommendations for how to structure the curricula, evaluate programs, or assess student performance. In addition, while other industries address bilingual certification of staff, there is no current standardized process available for certifying physicians’ proficiencies in medical usage of non-English languages. In this context, the National Hispanic Health Foundation and the University of Illinois at Chicago College of Medicine convened a multidisciplinary expert panel in Fort Washington, Maryland, in March, 2018 to address the following objectives: to define standards for the teaching and application of Spanish skills in patient-physician communication; to establish a curricular and competency guideline for medical schools; to propose best practices for medical Spanish skill evaluation and certification; and to identify next steps needed for implementation of the proposed national standards.
• Fatas, J. M. (2018). Improving Cross-Cultural and Linguistic Services in Healthcare Settings/Mejora de los servicios interculturales y lingüísticos en ámbitos de atención médica.. Views. Registry of Interpreters for the Deaf, Inc..
• Fatas, J. M. (2019). A Case Study in Translation as Serving Learning: Shaping the Professional Profile of Spanish Heritage Language Learners and Understanding Their Sense of Multiculturalism. Revista de lenguas para fines específicos, Pre-publication article review.
• Fatas, J. M. (2017). Collaborative Oncology Project to Enhance Depression Care. Working with Your Health Care Team. Patient Education Booklet. Department of Psychiatry. University of Arizona..
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  Translation into Spanish. 19 pages
• Fatas, J. M. (2017). Resources for Inter-professional Providers. Fact Sheets. Arizona Center on Aging. College of Medicine. University of Arizona..
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  Translation into Spanish. Online monographs.
• Fatas, J. M. (2016). Does Spanish instruction for emergency medicine resident physicians improve patient satisfaction in the emergency department and adherence to medical recommendations. Advances in medical education and practice vol. 7 467-73. (2016).
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  Translation into Spanish. Online monographs.
• Fatas, J. M. (2016). Medical Spanish Immersion Curriculum to improve communication in the emergency department, to increase patient adherence on follow-up appointments and prescriptions, and to improve patient satisfaction.. Advances in Medical Education and Practice, 7, 467–473.
• Stoneking, L. R., Waterbrook, A. L., Garst Orozco, J., Johnston, D., Bellafiore, A., Davies, C., Nuno, T., Fatas, J. M., Beita, O., Ng, V., Grall, K., & Adamas-Rappaport, W. (2016). Does Spanish instruction for emergency medicine resident physicians improve patient satisfaction in the emergency department and adherence to medical recommendations?. Advances in Medical Education and Practice, 7, 467-473.
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  Approximately 1 hours spent on project for 2015Approximately 6 hours spent on project for 2016
• Fatas, J. M. (2015). Silencing Mexico: A Study of Influences on Journalists in the Northern States. [Silenciar México: estudio de las influencias ejercidas sobre los periodistas en los estados del norte]. The International Journal of Press/Politics, 19, 108–131.
• Fatas, J. M. (2014). Out of the shadows: Shedding light on the working conditions of immigrant women workers in Tucson / Fuera de las sombras: las condiciones laborales de las mujeres trabajadoras inmigrantes en Tucson, a plena luz.. Report by the Bacon Immigration Law & Policy Program.
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  A Report by the Bacon Immigration Law & Policy Program. James E. Rogers College of Law, University of Arizona
• Fatas, J. M. (2014). Self-representation guides for immigration law: A series. The Florence Project.
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  Translation into Spanish of the following self-representation guides for immigration law. The Florence Project / American College of Trial Lawyers. • Credible Fear & Reasonable Fear Guide• Habeas Corpus Guide• Medical Tool Kit Guide• Motions to Reopen Guide • Ninth Circuit Appeals Guide • Padilla v. Kentucky Guide Spanish • Pleadings & Establishing Eligibility for Relief Guide • Post Final Order Bond Guide • Prosecutorial Discretion Guide • Voluntary Departure Guide
• Fatas, J. M. (2014). Welcome to Tucson! / ¡Bienvenidos a Tucson!. City of Tucson Immigrant Website.
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  City of Tucson Immigrant Website

Presentations

• Fatas, J. M. (2023, September).

  Coping with Technological Developments in Translation and Interpreting

  . Arizona Translators and Interpreters Annual Conference. Tucson: Arizona Translators and Interpreters.
• Fatas, J. M. (2022, September). How to Access Language Access: Whats, Whys, and Hows. . Annual Conference. Phoenix, Arizona, USA: Arizona Translators and Interpreters.
• Fatas, J. M. (2022, Spring). Exercising leadership in language access in health care: how NCIHC will stay up to date with information relevant to our mission. Annual Membership Meeting. USA: National Council on Interpreting in Health Care.
• Fatas, J. M. (2022, Spring). Professionalization of Interpreters Across Disciplines in the Digital Age. Virginia Conference for Oral Interpreters. USA: Department of Behavioral Health and Developmental Services. Virginia Refugee Healing Partnership.
• Fatas, J. M. (2022, Spring). Professionalization of Interpreters and the Networks That Sustain Them. Community Conversations series. USA: Certification Commission for Healthcare Interpreters.
• Fatas, J. M. (2021, 11). Empowering U.S. Spanish Heritage Language Speakers through Translation and Interpretation. Conference "Engaging Translation: Questions of Language and Power in Arizona and Beyond”. Phoenix, AZ: Arizona Endowment for the Humanities and the School of International Letters and Cultures, Arizona State University.
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  Heritage speakers develop communicative competence since childhood which can be fostered by studying and practicing translation and interpretation. Our experience and research show that the development of these skills leads to an increase in self-confidence of both L1 and the heritage language.
• Fatas, J. M. (2021, 11). “Language Access Laws in Health Care: Where are We Now?”. "Engaging Translation: Questions of Language and Power in Arizona and Beyond”. Phoenix, AZ: School of International Letters and Cultures, Arizona State University.
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  Presenter and moderator for “Language Access Laws in Health Care: Where are We Now?” presented by Mara Youdelman, Esq. National Health Law Program. Washington, DC. 11-13-21
• Fatas, J. M. (2021, 9). An Introduction to Functionalist Approaches to Translation. Annual Conference. online: Arizona Translators and Interpreters.
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  An Introduction to Functionalist Approaches to TranslationIn the first part of this lecture-workshop I will discuss functionalist approaches to translation (translation as an intercultural communication act that prioritizes the expectations of the target audience while maintaining loyalty to the source) and their relevance for the work of translators (and interpreters) working in public service settings (with special emphasis on healthcare and legal services). In the second half (language specific, Eng/Spa) I will analyze and discuss examples from my own work to illustrate those concepts and strategies.By the end of this presentation, participants will be able to:• Understand the basic principles of functionalism.• Apply functional approaches to public service translation and interpreting services.• Identify transference issues and viable solutions in English Spanish translation.
• Fatas, J. M. (2020, 3). Crossover Interpreters Working with Attorneys, Providers and Detained Immigrants in Removal Proceedings. Parts 1 and 2 (150 minutes).. Hindsight in 2020: CHIA’s Vision for Language Access. 20th Annual Educational Conference. online: California Healthcare Interpreters Association..
• Fatas, J. M. (2020, 3). Interpreting for Fragile Patients in Mental Health Encounters. Training Tips for Healthcare Interpreters.. Webinar. online: National Council on Interpreting Interpreting in Healthcare (NCIHC), Standards and Training Committee.
• Fatas, J. M. (2020, 7). Adapt, Amend, Adjust: A Panel Discussion on How Interpreter Trainers Adapted their Programs in Response to COVID-19 Restrictions.. Webinar. online: National Council for Interpreting in Healthcare (NCIHC), Standards and Training Committee.
• Fatas, J. M. (2020, 9). Translation from English into Spanish of the Sexual Assault Nurse Examiner (SANE) Education Guidelines.. Webinar. online: Arizona Translators and Interpreters Annual Conference.
• Fatas, J. M. (2019, ?). Certification as a Building Block of the Health Care Profession. 10th Anniversary Summit. Plenary Panel. Panelist.. Minneapolis, MN: Certification Commission for Healthcare Interpreters (CCHI).
• Fatas, J. M. (2019, ?). Medical Spanish Standardization in U.S. Medical Schools and Its Potential Impact in the Healthcare Interpreting Profession. Annual Conference.. Phoenix, AZ: Arizona Translators and Interpreters Association..
• Fatas, J. M. (2019, ?). Rethinking academic programs and professional linguistic services for Hispanic/Latinx populations in times of extreme need.. 1st International Conference of the Spanish Association for Dialogue with the Hispanic Cultures of North America (HCNA). Alicante, Spain.: Universidad Miguel Hernández de Elche..
• Fatas, J. M. (2019, ?). Training Tips for Healthcare Interpreters: Working with Detained Immigrants in Removal Proceedings.. 90-minute webinar for the Trainer of Trainers Group. Internet: National Council for Interpreting in Health Care (NCIHC).
• Fatas, J. M. (2019, ?). Working with Interpreters in Children’s Cases.. 90-minute webinar for immigration attorneys and paralegals offered by the Catholic Legal Immigration Network, CA and the VERA Institute for Justice, NY. Internet: Catholic Legal Immigration Network, CA and the VERA Institute for Justice, NY.
• Fatas, J. M. (2019, Fall). Global Challenges and Careers in Interpretation and Translation.. Global Readiness Through Language and Culture project. Lubbock, Texas.: Texas Tech University..
• Fatas, J. M. (2019, Fall). Multidisciplinary Expert Panel Proposal for Medical Spanish Standardization in U.S. Medical Schools and Its Potential Impact in the Healthcare Interpreting Profession. Annual Conference. Houston, Texas: Texas Association of Healthcare Interpreters (TAHIT).
• Fatas, J. M. (2019, Summer). Confinement, crossing, blurred identities and transcultural alternatives from the human, social, and legal sciences. Panelist. 1st International Conference of the Spanish Association for Dialogue with the Hispanic Cultures of North America (HCNA). Alicante, Spain. 2019: Universidad Miguel Hernández de Elche.
• Fatas, J. M. (2018, April). Empowering U.S. Spanish Heritage Language Speakers through Translation and Interpretation (T&I). 5th National Symposium on Spanish as a Heritage Language. University of Iowa. Iowa City: University of Iowa.
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  Abstract:Given that the majority of Spanish heritage speakers in the U.S. grow up in a bilingual environment where Spanish is the minority language, it is common for these individuals to feel that they do not have a complete mastery of their native language. In many instances, this group often experiences linguistic insecurity due to—among other factors— social pressures that they encounter when, for instance, others criticize the way they speak. However, communicative competence—which includes linguistic and sociocultural skills that heritage speakers develop from childhood—is an excellent starting point that can be leveraged by studying and practicing translation and interpretation. This research aims to demonstrate that the development of the skills required to successfully translate and interpret leads to an increase in self-confidence in the heritage language as well as an improvement in the command of the second language. This study includes an analysis of the profile of heritage speakers to determine strategies and approaches to better adapt translation and interpretation studies to this population. This study includes interviews of heritage speakers who are currently enrolled in or have graduated from the University of Arizona’s Translation and Interpretation Program, as well as conversations with professors in this program, in order to assess the impact that translation and interpretation has had on these students. There is little data regarding the correlation between this population and the fields of translation and interpretation. As a result, this study can contribute to future research conducted in this specific area.
• Fatas, J. M. (2018, November). The TRanslation and Interpretation Program at the UA. Informative and Recruitment Session. Tucson, AZ: Pima Community College.
• Fatas, J. M. (2018, October). Putting Consecutive in Order_ Reassessing Priorities and Skills in the Teaching of Consecutive Interpreting---90 min webinar. Trainer of Trainers Webinar Series. Internet: National Council for Interpreting in Health Care.
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  In multilingual healthcare encounters, the best conditions for meaningful participation and communication exist when the participants jointly manage the encounter. This entails co-constructing and tightly coordinating the dialogue while pacing the flow, and taking into consideration the setting, cultural, and contextual factors, as well as the needs, roles, and limitations of the participants. To achieve this goal, interpreters frequently have to intervene to explain or clarify. This can include informing the participants about impediments to meaningful communication (lengthy or overly technical utterances, verifying intended meaning, etc.) Ideally, interpreters should inform participants about their own limitations in order to manage the flow with confidence.In general, in the teaching of consecutive interpretation (CI) the emphasis has been on encouraging interpreters to develop technical skills to gain the ability to retain long utterances without having to interrupt the participants. However, prioritizing technical mastery fails to address the higher need to focus on the existing conditions, goals, and disparities often found in an encounter. Failure to do so can lead to an oversight of the actual communication needs of all participants, primarily those without formal education or shared cultural background. In this webinar I will concentrate in the reassessment of priorities in the teaching of CI from this perspective.
• Fatas, J. M. (2018, September). Empowering U.S. Spanish Heritage Language Speakers through Translation and Interpretation.. Arizona Language Association Fall Conference. Phoenix, AZ: Arizona Language Association.
• Fatas, J. M. (2018, September). Strategic Planning for Translating Lengthy and Complex Texts (90 min. Presentation/Workshop). The Arizona Translators & Interpreters (ATI) Annual Conference. Great Challenges, Greater Opportunities in Language Services..
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  In this presentation-workshop I will discuss general approaches to translating lengthy and complex texts using as examples some that I have translated, edited, or coordinated recently. These include a Spanish language version of a 131 page-long Medication Management & Symptom Management Toolkit for cancer patients, and related 53 page-long Survivorship and Surveillance Guidelines; an English-language version of the Ayotzinapa Report, a 560 page-long investigative report written in Spanish about the disappearance and murders of 43 student teachers from a rural area in Mexico, commissioned by the Inter-American Commission on Human Rights and the Mexican Government, and possibly others if time allows. All examples will be from English < > Spanish translations.I will discuss planning and strategy, including background, ethical considerations, technical aspects, assessment, and budgeting, as well as text-specific issues such as terminology, glossary preparation, style, consistency among multiple translators, and text processing using computer assisted translation (CAT) and other tools. There will be plenty of time to address participant’s ongoing or past projects so, please, bring any issues you would like to share and discuss.The three outcomes• Planning translation of lengthy and complex texts • Assessing ethical issues and adopting an ethical approach• Reviewing text processing strategies including terminology, glossary preparation, style, consistency, desktop publishing and the use of technological tools such as automatic translators, voice recognition and computer assisted translation (CAT)
• Fatas, J. M. (2018, september). Preparing for a professional career: The CCHI national certification exam. Spanish Medical Interpreter Program - Interpreter Conference. Phoenix, AZ: Estrella Mountain Community College.
• Fatas, J. M. (2017, June). International Freelance Translators for Social Justice: Producing a Translation of the Ayotzinapa Report in Record Time with Limited Means.. Annual Conference. University of Massachusetts. Boston, MA: New England Translators Association.
• Fatas, J. M. (2017, June). Participant, by invitation. Debate-Forum on Medical Spanish. Boston, MA: Instituto Cervantes/Harvard University.
• Fatas, J. M. (2017, November). How Language Affects Our Experience of the Law. Special Presentations, James E. Rogers College of Law. University of Arizona: Global Programs, the Family & Juvenile Law Association, the Immigrant Law Student Organization, the Latin American Law Students Association (LALSA), the Native American Law Students Association (NALSA) & Pride Law.
• Fatas, J. M. (2017, june). Assessing components and best practices for education curricula and professional toolkits.. Crossroads: The Future of Language Access in Health Care. Portland, Maine: National Council on Interpreting in Healthcare (NCIHC).
• Fatas, J. M. (2017, october). Need and Value of Certification for an Emerging Profession. 25th Anniversary Conference.. Avondale, AZ: Estrella Mountain Community College..
• Fatas, J. M. (2017, september). My Boss Wants to Replace Me with a Video Cart and Google Translate: Standing Out and Standing Up as a Cross-cultural Communicator in the Age of Technolog. Arizona Translators & Interpreters (ATI) Annual Conference. Phoenix, AZ: Arizona Translators & Interpreters (ATI).
• Fatas, J. M. (2016, September). Critical thinking: The deep end in translation. Arizona Translators and Interpreters Annual Conference. Tempe, AZ: Arizona Translators and Interpreters.
• Fatas, J. M. (2015, September). A quick review of translation methodology: concepts, strategies, and techniques used by expert translators to produce professional translations. Arizona Translators and Interpreters Annual Conference. Tucson, AZ: Arizona Translators and Interpreters.
• Fatas, J. M. (2014, April). Practically Speaking: Interpreting Translation Studies. What is Translation Studies? Negotiating A Disciplinary Cartography.. Harrisburg, Pennsylvania: Northeast Modern Language Association. 2014 Convention..
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  1- In Translation Studies the focus traditionally hes been on written translation as well as on theoretical and literary aspects, at the expense of oral translation/interpreting, practical and professional issues. Yet the vast majority of interlingual, cross-cultural exchanges happen orally and gesturally (and many groups and individuals rely exclusively on those and the oral tradition.) Interpreters and translators possess a whole set of knowledge, skill and ability domains that are unique and irreplaceable. Practitioners are poorly represented in academic programs and when so in conditions of inequality when compared to academic peers.
• Fatas, J. M. (2014, March). Advanced Techniques for Interpreters. Tucson Speaks. Pima Community College’s 2nd Annual Bilingual Career Fair. Tucson, AZ: Pima Community College.
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  Advanced techniques for the improvement of consecutive and simultaneous interpreting for professional interpreters
• Fatas, J. M. (2014, October). Translation and Interpretation Methodologies & Technology for the Classroom. 3rd Spanish Language and Culture Workshop for High School Teachers. Tucson, AZ: Spanish and Portuguese Department, University of Arizona.
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  Overview and demonstration of Translation and Interpretation Methodologies & Technology for the High School Classroom
• Fatas, J. M. (2015, june). It’s Up to Interpretation: Constitutional Challenges in Criminal Cases Based on Linguistic (In)Competency.. 15th Annual Arizona Public Defender Association Statewide Conference. Phoenix, AZ: Arizona Public Defender Association Statewide Conference.

Poster Presentations

• Fatas, J. M. (2020, 3). Potential Impact in the Healthcare Interpreting Profession of a Multidisciplinary Expert Panel Proposal for Medical Spanish Standardization in U.S. Medical Schools. Hindsight in 2020: CHIA’s Vision for Language Access. 20th Annual Educational Conference. online: California Healthcare Interpreters Association..

Reviews

• Fatas, J. M. (2023. "Hispanic And Bilingual Longitudinal Ambulatory Medical Studies (HABLAMoS): A Medical Spanish Program Focused on Social Justice and Health Equity"(p. 12). Teaching and Learning in Medicine.
• Fatas, J. M. (2023. Non disclosed(p. 12). Routledge’s Language Learning.
• Fatas, J. M. (2020. Translation and Interpreting in Institutional Settings(pp 3 chapters, 35 pages). Oxford, UK.
• Fatas, J. M. (2019. Introduction to Communication Sciences and Disorders: The Scientific Basis of Clinical Practice(pp Pre-publishing book review). San Diego, CA.
• Fatas, J. M. (2018. “A case study in translation as serving learning: Shaping the professional profile of Spanish heritage language learners and understanding their sense of multiculturalism”(p. 16).
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  Review of article entitled “A case study in translation as serving learning: Shaping the professional profile of Spanish heritage language learners and understanding their sense of multiculturalism” for Revista de lenguas para fines específicos is a peer-reviewed journal published annually since 1993 under the auspices of the Departmento de Filología Moderna of is an open journal published by the Servicio de Publicaciones, Universidad de Las Palmas de Gran Canaria, Spain

Creative Productions

• Fatas, J. M. (2014. Flamenco sin límites for solo alto saxophone. Radnofsky/Couper editions. Boston, MA. 2014.
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  Musical composition for solo alto saxophone

Case Studies

• Fatas, J. M. (2019. Expert assessment and opinion on the accuracy of transcription, translation, and interpreting in a capital sentence case.(pp ?).
• Fatas, J. M. (2021. Expert Linguist Assessment(pp 40 pages and oral exposition-2.5 hours).
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  Expert linguist assessment for an appeal of a criminal case of capital murder. State of Texas. Examination and expert assessment of: • Court Transcripts • Videos, Transcriptions and Translations admitted at trial• Additional Videos, Transcriptions, Translations and Affidavits
• Fatas, J. M. (2021. Expert Linguist Assessment(pp Oral exposition-2 hours).
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  Expert linguist services for a criminal case involving an arrest for operating under the influence, including examination and assessment of: • Police arrest video, DPS Field Force Operations Manual. • Drafting preliminary report/answer to attorney’s questions. • Assessment of the Spanish course provided by the Arizona Department of Public Safety (Troopers)• Assessment of the Field Force Operations Manual of the Arizona Department of Public Safety (Troopers)
• Fatas, J. M. (2021. Expert Linguist Assessment(pp oral exposition-1.5 hours).
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  Expert linguist assessment for a criminal case of statutory rape. Maricopa County Superior Court. Work performed:Revision of transcripts, audio and video recording for linguistic assessmentAssessment/Preliminary oral report
• Fatas, J. M. (2020. Expert Assessment of Linguistic Proficiency(p. 49).
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  Expert Assessment of Linguistic Proficiency in a criminal case
• Fatas, J. M. (2019. Expert assessment and opinion on Spanish language proficiency for a primarily Mam-speaker in a criminal and immigration case(pp ?).
• Fatas, J. M. (2019. Expert opinion on the accuracy of translation from Spanish into English on an asylum matter.(pp ?).
• Fatas, J. M. (2019. Expert report and court testimony on the accuracy of transcription, translation, and interpreting in a criminal case.(pp ?).
• Fatas, J. M. (2017. Consent to participate in research . Improved Technique for Specialized Brachytherapy Treatments for Patients with Cervical Cancer(p. 6).
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  Consent to participate in research
• Fatas, J. M. (2017. Consent to participate in research .Database of Individuals at High Risk for Breast, Ovarian, or other Hereditary Cancers [BIO #A06-028 (06-0477-04)](p. 10).
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  Consent to participate in research
• Fatas, J. M. (2016. Consent to participate in research for Continued recruitment of high-risk and low-risk control subjects to assess biomarkers of ovarian cancer risk [Continuación del reclutamiento de sujetos de control de alto riesgo y bajo riesgo para evaluar biomarcadores del riesgo de cáncer de ovarios](p. 12).
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  Consent to participate in research for Continued recruitment of high-risk and low-risk control subjects to assess biomarkers of ovarian cancer risk [Continuación del reclutamiento de sujetos de control de alto riesgo y bajo riesgo para evaluar biomarcadores del riesgo de cáncer de ovarios].
• Fatas, J. M. (2016. Expert witness assessment (linguistic proficiency in Spanish)(p. 45).
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  Review source materials relating to two interrogations along with the transcripts of the respective interrogations. Specifically, I was asked to assess:a) Detective's oral proficiency in the Spanish language in the 2 video recorded interviews provided, as well as b) Paralinguistic and cultural factors that may have had an effect on comprehension by the defendant
• Fatas, J. M. (2016. Expert witness report. Evaluation of defendant's English proficiency(p. 11).
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  Assessment of defendant's comprehension and oral proficiency in English with specific reference to the following:A. What is the defendant's level of comprehension and oral proficiency in the English language?B. Did the defendant have the ability to fully understand and participate in the interrogatory conducted in the English language with the detective and the deputy?C. Did the defendant have the ability to fully understand the Miranda warning, as given to him in the English language?D. Is there any additional information you deem relevant for your expert opinion?
• Fatas, J. M. (2016. Expert witness report. Evaluation os defendant's English proficiency(p. 11).
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  Evaluation os defendant's English proficiency with specific reference to the following: Ability to converse and interact in the English language and fully understand statements made in the English language. Ability to fully interact and understand statements made in the English language over the phone.
• Fatas, J. M. (2016. Expert witness report. Preliminary assessment of interpreter accuracy in witness testimony as contained in video recordings(p. 10).
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  preliminary report and conclusions where I offer my opinion with regards to "whether or not the translation by the court interpreter is accurate and complete" and whether there are omissions, additions or distortions that could provide the legal basis for a challenge.
• Fatás-Cabeza, J. M. (2016. Compound authorization and consent for A phase II evaluation of Afatinib, an irreversible human epidermal growth factor receptor 2 (Her2/neu) tyrosine kinase inhibitor, in patients with persistent or recurrent HER2-positive uterine serous carcinoma [Autorización y consentimiento integrados para Evaluación de fase II de Afatinib, un inhibidor irreversible del receptor 2 del factor de crecimiento epidérmico humano (Her2/neu), tyrosine kinase tirosina quinasa, en pacientes con carcinoma seroso uterino HER2-positivo persistente o recurrente](p. 27).
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  A phase II evaluation of Afatinib, an irreversible human epidermal growth factor receptor 2 (Her2/neu) tyrosine kinase inhibitor, in patients with persistent or recurrent HER2-positive uterine serous carcinoma [Autorización y consentimiento integrados para Evaluación de fase II de Afatinib, un inhibidor irreversible del receptor 2 del factor de crecimiento epidérmico humano (Her2/neu), tyrosine kinase tirosina quinasa, en pacientes con carcinoma seroso uterino HER2-positivo persistente o recurrente]
• Fatas, J. M. (2011. Biosig II PECARN RNA Biosignatures: A Paradigm Change for the Management of Young Febrile Infants. [Biofirmas ARN: Cambio de paradigma para el manejo de bebés con fiebre](p. 6).

Other Teaching Materials

• Fatás-Cabeza, J. M. (2016. HIPAA 101: Training course for all workforce members of University of Arizona Health Care Components.. University of Arizona.
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  Training course for all workforce members of University of Arizona Health Care Components.
• Fatas, J. M. (2015. Emotionally Focused Therapy for Couples. Trainers Manual. [Terapia focalizada en las emociones. Manual de capacitación]. International Centre for Excellence in Emotionally Focused Therapy. Ottawa, Canada.
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  Spanish translation of trainers manual for psychologists specialized in emotionally focused therapy for couples.

Others

• Fatas, J. M. (2022, March).
  Virtually Present: Preparing Healthcare Interpreters to Thrive in Remote Modalities. Stanford University Healthcare. National Council on Interpreting in Health Care.
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  Presenter and Moderator for Virtually Present: Preparing Healthcare Interpreters to Thrive in Remote Modalities, by Elizabeth Guinle-Salter.
• Fatas, J. M. (2021, 11). Engaging Translation: Questions of Language and Power in Arizona and Beyond. two-day conference sponsored by Arizona Humanities and the School of International Letters and Cultures, Arizona State University. November 12-13, 2021. https://silc.asu.edu/engaging-translation
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  Explores how questions of power and status emerge in translation and interpretation, as experienced in everyday life situations (in educational, legal and medical contexts, among others) and the analysis of texts. Participants were academics and professionals, such as translators, interpreters, trainers and managers from ASU, the Phoenix area, Arizona and national and international institutions. Together examine issues related to education, cultural resource management, public health, health care, social work, city and state government, law and planning. Brings together stakeholders representing the state government, legal system, immigrants, education and indigenous populations, as well as a representative of the media to discuss the impact of Arizona’s increasing multilingualism on various areas of our society and questions related to translation.
• Fatas, J. M. (2020, 10). A Community Reflects. Virtual exhibition. 85 art works. UA Museum of Art and Archive of Visual Arts. https://picturing2020.artmuseum.arizona.edu
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  Virtual exhibition. 85 art works. Translation into Spanish
• Fatas, J. M. (2020, 10). Assessment of carboplatin clearance predictors: a PK study on NCI-sponsored clinical trials or standard of care treatments using carboplatin. Consent to Participate in Research [Evaluación de los predictores de la eliminación de carboplatino: un estudio de FC en ensayos clínicos patrocinados por NCI o tratamientos de estándar de cuidado que usan carboplatino. Consentimiento para participar en la investigación]. University of Arizona. Department of Oncology. Grant from the National Cancer Institute (NCI), part of the National Institutes of Health (NIH) in the United States Department of Health and Human Services.
• Fatas, J. M. (2020, 10). Transfusion Associated Pathophysiology in Multiple Organ Dysfunction Syndrome (TRAP-MODS) Consent to Participate in Research [Patofisiología asociada a la transfusión en el Síndrome de Disfunción de Órganos Múltiples (TRAP-MODS). Consentimiento para participar en un estudio de investigación].. University of Arizona. Department of Pediatrics..
• Fatas, J. M. (2020, 5). A pilot study comparing standard versus ultrasound guided cannulation of arteriovenous fistula – patient-reported and access centered outcome. Consent to Participate in Research. [Estudio piloto para comparar la canulación estándar con la canulación guiada por ultrasonido de la fístula arteriovenosa - resultado informado por el paciente y centrado en el acceso Consentimiento para participar en la investigación]. Grant from National Institutes of Health (NIH).
• Fatas, J. M. (2019, ?). Amanecer de una dinastía: la vida y los tiempos del Infante Manuel de Castilla (1234-1283). Instituto de Estudios Albacetenses Don Juan Manuel.
• Fatas, J. M. (2019, January 2020). Legal Orientation for People Who Arrived Recently to the United States/Una orientación legal para las personas que han llegado recientemente a los Estados Unidos. The Florence Immigrant and Refugee Rights Project.
• Fatas, J. M. (2019, January). Legal Orientation for People Waiting at the Port of Entry/Una orientación legal para personas que están esperando en el puerto de entrada.. The Florence Immigrant and Refugee Rights Project.
• Fatas, J. M. (2018, ?). A RANDOMIZED PHASE II EVALATION OF CARBOPLATIN/PACLITAXEL WITH AND WITHOUT TRASTUZUMAB (HERCEPTIN®) IN HER2/neu+ PATIENTS WITH ADVANCED/RECURRENT UTERINE SEROUS PAPILLARY CARCINOMA. UA Cancer Center.
• Fatas, J. M. (2018, ?). Barriers of Limb Salvage in Patients with Diabetic Foot Ulceration. Consent to Participate in Research.. UA College of Medicine.
• Fatas, J. M. (2018, ?). Database of Individuals at High Risk for Breast, Ovarian, or other Hereditary Cancers. Consent to Participate in Research.. UA Cancer Center.
• Fatas, J. M. (2018, ?). Improved Technique for Specialized Brachytherapy Treatments for Patients with Cervical Cancer. Consent to Participate in Research. UA Cancer Center.
• Fatas, J. M. (2018, ?). Research for Emergency Department Screen for Teens at Risk for Suicide (ED-STARS). Consent to Participate in Research.. UA Pediatrics Department.
• Fatas, J. M. (2018, ?). Research of Cytological changes and molecular mechanism underlying the role of fallopian tube epithelium in the development of gynecologic malignancy. Consent to Participate in Research.. UA Cancer Center.
• Fatas, J. M. (2018, April). Consent to Participate in Research. UA Cancer Center.
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  Translation into Spanish of Consent to Participate in Research for Improved Technique for Specialized Brachytherapy Treatments for Patients with Cervical Cancer. Principal Investigator: Shona Dougherty, MD, PhD. Uof A Cancer Center. 6 pages
• Fatas, J. M. (2018, August). Consent to Participate in Research. UA Cancer Center.
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  Translation into Spanish of Consent to Participate in Research of Cytological changes and molecular mechanism underlying the role of fallopian tube epithelium in the development of gynecologic malignancy. Principal Investigator: Setsuko K. Chambers, MD. UA Cancer Center. 13 pages
• Fatas, J. M. (2018, June). Consent to Participate in Research. UA Cancer Center.
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  Translation into Spanish of Consent to Participate in Research of Barriers of Limb Salvage in Patients with Diabetic Foot Ulceration. Principal Investigator: Dr. Tze-Woei Tan and Michael Diri. UA College of Medicine, Cardiovascular Surgery. 12 pages
• Fatas, J. M. (2018, June). Consent to Participate in Research. UA Pediatrics Department.
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  Translation into Spanish of Consent to Participate in Research for Emergency Department Screen for Teens at Risk for Suicide (ED-STARS). Principal Investigator: Dale Woolridge, MD, PhD. Sponsor: University of Michigan. Source of Support: National Institute of Mental Health (NIMH). Multicenter: Pediatric Emergency Care Applied Research Network. 8 pages
• Fatas, J. M. (2018, March). Patient Booklet and Treatment Plan. UA Cancer Center.
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  Patient Booklet and Treatment Plan. Collaborative Oncology Project to Enhance Depression Care. 40 pages
• Fatas, J. M. (2018, November). Consent to Participate in Research. UA Cancer Center.
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  Translation into Spanish of A RANDOMIZED PHASE II EVALATION OF CARBOPLATIN/PACLITAXEL WITH AND WITHOUT TRASTUZUMAB (HERCEPTIN®) IN HER2/neu+ PATIENTS WITH ADVANCED/RECURRENT UTERINE SEROUS PAPILLARY CARCINOMA. Principal Investigator: Setsuko K. Chambers, MD. UA Cancer Center. 16 pages
• Fatas, J. M. (2018, October). Consent to Participate in Research. UA Cancer Center.
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  Translation into Spanish of Consent to Participate in Research of Database of Individuals at High Risk for Breast, Ovarian, or other Hereditary Cancers. Principal Investigator: Setsuko K. Chambers, MD. UA Cancer Center. 7 pages
• Fatas, J. M. (2019, ?). Improved Technique for Specialized Brachytherapy Treatments for Patients with Cervical Cancer. Consent to Participate in Research.. UA Cancer Center.
• Fatas, J. M. (2017, ?). Collaborative Oncology Project to Enhance Depression Care. Working with Your Health CareTeam. / Proyecto Oncológico Colaborativo para Mejorar el Cuidado de la Depresión. UA Department of Psychiatry.
• Fatas, J. M. (2017, ?). Medication Management & Symptom Management Toolkit [Recursos para la gestión de la medicación y los síntomas]. UA College of Nursing.
• Fatas, J. M. (2017, ?). Optimal You [En estado óptimo]. University of Arizona’s Center for Integrative Medicine.
• Fatas, J. M. (2017, ?). Patient Education Handouts. Health Resources and Services Administration. National Center for Integrative Primary Health Care.
• Fatas, J. M. (2017, ?). Resources for Inter-professional Providers. Fact Sheets. Arizona Center on Aging. College of Medicine. University of Arizona.. http://aging.arizona.edu/education_training/programs/elder_care-old
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  Translation into Spanish. Online monographs.
• Fatas, J. M. (2017, August). integrative medicine self-care tool mobile application. Integrative Medicine Center. UA. https://integrativemedicine.arizona.edu/wellbeing/assess.html.
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  Translation into Spanish. 16000 words
• Fatas, J. M. (2017, July). Audio Box Scripts. Reid Zoo. Tucson, Arizona.
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  Translation into Spanish. 2703 words
• Fatas, J. M. (2016, ?). A phase II evaluation of Afatinib, an irreversible human epidermal growth factor receptor 2 (Her2/neu) tyrosine kinase inhibitor, in patients with persistent or recurrent HER2-positive uterine serous carcinoma [Autorización y consentimiento integrados para Evaluación de fase II de Afatinib, un inhibidor irreversible del receptor 2 del factor de crecimiento epidérmico humano (Her2/neu), tyrosine kinase tirosina quinasa, en pacientes con carcinoma seroso uterino HER2-positivo persistente o recurrente]. University of Arizona Cancer Center.
• Fatas, J. M. (2016, ?). HIPAA 101: Training course for all workforce members of University of Arizona Health Care Components.. University of Arizona HIPAA Privacy Program.
• Fatas, J. M. (2016, May). Website content and survey for A Pilot Randomized Clinical Trial of Early Coronary Angiography Versus No Early Coronary Angiography for Post-Cardiac Arrest Patients Without ECG ST Segment Elevation, [Un estudio clínico piloto y aleatorio sobre la angiografía coronaria temprana comparada con la ausencia de angiografía coronaria temprana en pacientes que han sufrido un paro cardiaco sin segmento ST elevado en el ECG].. University of Arizona Sarver Heart Center.
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  Spanish translation of Website content and survey for "A Pilot Randomized Clinical Trial of Early Coronary Angiography Versus No Early Coronary Angiography for Post-Cardiac Arrest Patients Without ECG ST Segment Elevation" [Un estudio clínico piloto y aleatorio sobre la angiografía coronaria temprana comparada con la ausencia de angiografía coronaria temprana en pacientes que han sufrido un paro cardiaco sin segmento ST elevado en el ECG].
• Fatas, J. M. (2016, September). Proposal to the Carlos Slim Foundation in support of the Raúl H. Castro and Patricia M. Castro Border Studies and Outreach Center located in Nogales, Arizona. [Una propuesta a la fundación Carlos Slim para que apoye el Centro de Divulgación y de Estudios Fronterizos Raúl H. y Patricia M. Castro, situado en Nogales, Arizona]. University of Arizona Foundation.
• Fatas, J. M. (2015, ?). Quality and Equity in Osteoarthritis: Understanding Treatment Use- Informed consent to participate in research; research materials. [Calidad e igualdad en la osteoartritis: Comprender el tratamiento-Consentimiento informado para participar en la investigación; materiales de investigación].. UA College of Medicine.
• Fatas, J. M. (2015, March). A Pilot Randomized Clinical Trial of Early Coronary Angiography Versus No Early Coronary Angiography for Post-Cardiac Arrest Patients Without ECG ST Segment Elevation-Informed consent to participate in research and website materials. [Ensayo clínico piloto aleatorizado de angiografía coronaria temprana versus no angiografía coronaria temprana para pacientes post-paro cardíaco sin elevación del segmento ST del ECG-Consentimiento informado para participar en la investigación, y materiales para la página Web.
• Fatas, J. M. (2015, September). Platetet-Oriented Inhibiton in New TIA an Minor Ischemic Trial (POINT) [Inhibición plaquetaria en estudios sobre nuevos ataques cerebrales isquémicos transitorios (AIT) y ataques cerebrales isquémicos leves (POINT)]. Department of Emergency Medicine. Arizona Emergency Medicine Research Center.