The present paper aims to examine the correlation between the presence of formal cohesive markers in the surface structure of the text and the length of the ear-voice span in simultaneous interpreting outputs. The types of cohesive devices analysed in the study are various types of conjunction: additive conjunction, adversative conjunction, causal conjunction, temporal conjunction, continuatives and emphatic conjunction. The model of classification of cohesive ties adopted in this study is that of Halliday and Hasan ( 1976), used previously by Shlesinger ( 1995) in her study of cohesion in simultaneous interpreting. The analysis of conjunctive cohesive ties rendition was performed using the criteria of Interpreting Constraints partly set in the framework of Information-processing Theory and relying heavily on Gile's Effort Models.

Considering the diversity of higher education institutions in the United States, any examination of operations of American research universities needs to be focused on the specific university and the specific scientific discipline pursued within its framework. Based on the author’s personal experiences, gained during thirty-five years of employment as a faculty member in the Department of Electrical Engineering at Penn State University, University Park, which is thought to be an adequate representation of a quintessential research university in the United States, this paper considers select aspects of procedures involved in faculty hiring and then performance evaluation, obtaining tenure, as well as promotion to higher academic ranks. The goal of this paper is to present factual information exemplifying select procedures adopted by a major research university in the United States. The paper is not meant to express the author's opinion concerning reported procedures nor to compare them with procedures established at the research universities in other countries.