The Deaf and Hard of Hearing Awareness Program
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Learn to Play Booklet Is to Teach New Players How to Play Fury of Dracula
Using this Booklet The purpose of this Learn to Play booklet is to teach new players how to play Fury of Dracula. This booklet includes all the rules players need to begin playing, but omits many rules exceptions and specific card interactions. TM It is recommended that players read this booklet in its entirety before playing their first game. Dearest Quincey, This game also includes a Rules Reference, which describes Eight years ago the Devil himself came to London to dwell in detailed rules and special exceptions that are omitted from Carfax Abbey. Eight years ago my dear friend Lucy became one this booklet. During the game, consult the Rules Reference of the Un-Dead, and my own soul was cast into peril by the when questions arise. pernicious Count Dracula. Eight years ago Quincey Morris, your namesake, gave his life to see that evil destroyed. Would that his sacrifice had not been in vain. My dreams have been troubled, my sleep disturbed by visions of a castle in the Carpathian Mountains. I see a carriage with four Game Overview black horses and smell the salt of the sea, and the awful tang of URY OF DRACULA is a one-versus-many blood. I wrote to Professor Van Helsing at once when the dreams Fdeduction game inspired by Bram Stoker’s classic began, and he confirmed my fears: the Count is returned. novel Dracula. One player controls Dracula, and up to four players assume roles as hunters. During the game, Dracula As the dreams continued, I awoke one night to find myself attempts to elude the hunters as he spawns new vampires across standing in the hall with Mr. -
Caldecott Medal Winners
C A L D E C O T T 1951 The Egg Tree by Katherine Milhous 1943 The Little House by Virginia Lee Burton M EDAL 1942 Make Way for Ducklings by Robert INNERS 1950 Song of the Swallows by Leo Politi W McCloskey 1949 The Big Snow by Berta and Elmer Hader 1941 They Were Strong and Good by Robert Law- son The Caldecott Medal is awarded annually by the Association of Library Service to Children, a divi- 1948 White Snow, Bright Snow by Alvin Tres- 1940 Abraham Lincoln by Ingri Parin D’Aulaire sion of the American Library Association, to the illustrator of the most distinguished American pic- selt, ill by Roger Duvoisin 1939 Mei Li by Thomas Handforth ture book for children. The medal honors Randolph Caldecott, a famous English illustrator of children’s 1938 Animals of the Bible by Helen D. Fish, 1947 The Little Island by Golden MacDonald ill by Dorothy Lathrop 2011 A Sick Day for Amos McGee ill Erin Stead Ill by Leonard Weisgard 2010 The Lion and the Mouse by Jerry Pinkney 2009 The House in the Night by Susan Swanson 1946 Rooster Crows by Maud and Miska Peter- 2008 The Invention of Hugo Cabaret by Brian Sel- znik sham 2007 Flotsam by David Wiesner 2006 The Hello, Goodbye Window by Chris Raschka 2005 Kitten’s First Full Moon by Kevin Henkes 1945 Prayer for a Child by Rachel Field, 2004 The Man Who Walked between Two Towers by Mordicai Gerstein Ill by Elizabeth Orton Jones 2003 My Friend Rabbit by Eric Rohmann 2002 The Three Pigs by David Wiesner 2001 So You Want to Be President by Judith 1944 Many Moons by James Thruber, Ill by St.George 2000 Joseph Had A little Overcoat by Simms Tabak Louis Slobodkin 1999 Snowflake Bentley by Jacqueline Briggs Mar- tin 1998 Rapunzel by Paul O. -
The Bilingual & the Bicultural Person in the Hearing & in the Deaf World
The Bilingual & the Bicultural Person In the Hearing & in the Deaf World François Grosjean Sign Language Studies, Volume 77, Winter 1992, pp. 307-320 (Article) Published by Gallaudet University Press DOI: https://doi.org/10.1353/sls.1992.0020 For additional information about this article https://muse.jhu.edu/article/506985/summary Access provided by Universite de Neuchatel (14 Oct 2018 20:54 GMT) THE BILINGUAL &THE BICULTURAL PERSON IN THE HEARING & IN THE DEAF WORLD Frangois Grosjean Abstract If we define the bilingual as a person who uses two or more lan- guages (or dialects) in everyday life, then most Deaf people who sign and who use the majority language regularly (in its written form, for example) are bilingual. Deaf bilinguals share many simi- larities with hearing bilinguals (their diversity, the perception they have of their own bilingualism, their use of various language modes, etc.) but they are also characterized by a number of specificities (the lack of recognition of their bilingual status, the maintenance over time of their languages, the competence they have in certain language skills, their varying patterns of language knowledge and use, etc.). As concerns the bicultural, whom we can define as a person who lives in two or more cultures, who adapts to each and who blends aspects of each, there is little doubt that many Deaf are indeed bicultural. Some of the implica- tions for the bilingual and bicultural education of Deaf children that emerge from these considerations are discussed in the paper. The bilingual person. Despite the fact that more than half the world's population uses two or more languages in everyday life, many erroneous beliefs still surround the notion of bilingualism. -
The Books That Are Caldecott Honors Winners Will Be Marked with a Spine Label
2013 “THIS IS NOT MY HAT” EASY K 2014 “LOCOMOTIVE” J 385.097 FLOCA 2015 “ADVENTURES OF BEEKLE” EASY S 2016 “FINDING WINNIE: THE TRUE STORY OF THE WORL’DS MOST FAMOUS BEAR” The books that are Caldecott medal winners will be marked with a spine label. The books that are Caldecott Honors winners will be marked with a spine label. Kingsport Public Library 400 Broad Street Kingsport, TN 37660 www.kingsportlibrary.org (423) 229-9366 Updated 4/22/2015 The Caldecott Medal was named in honor of nineteenth-century English 1962 “ONCE A MOUSE” EASY B 1990 “LON PO PO: A RED-RIDING illustrator Randolph Caldecott. It is 1963 “THE SNOWY DAY” EASY K HOOD STORY FROM CHINA” awarded annually by the Association 1964 “WHERE THE WILD THINGS ARE” EASY S J 398.2 Young for Library Service to Children, a 1991 “BLACK AND WHITE” EASY M division of the American Library 1965 “MAY I BRING A FRIEND” EASY D Association, to the artist of the most 1966 “ALWAYS ROOM FOR ONE MORE” 1992 “TUESDAY” EASY W distinguished American picture book EASY L 1993 “MIRETTE ON THE HIGH WIRE” for children. 1967 “SAM, BANGS & MOONSHINE” EASY M 1938 “ANIMALS OF THE BIBLE” 1968 “DRUMMER HOFF” EASY E 1994 “GRANDFATHER’S JOURNEY” J 220.8 Lathrop 1969 “THE FOOL OF THE WORLD & THE EASY S 1939 “MEI LI” Easy H FLYING SHIP” 1995 “SMOKY NIGHT” 1940 “ARAHAM LINCOLN” JB Lincoln 1970 “SYLVESTER AND THE MAGIC PEBBLE” 1996 “OFFICER BUCKLE AND 1941 “THEY WERE STRONG AND EASY A GLORIA” EASY R GOOD” J 920 LAWSON 1971 “A STORY-A STORY: AN AFRICAN TALE” 1997 “GOLEM” EASY W 1942 “MAKE WAY FOR DUCKLINGS” J 398.2 Haley EASY M 1972 “ONE FINE DAY” EASY H 1998 “RAPUNZEL” EASY Z 1943 “THE LITTLE HOUSE” 1973 “THE FUNNY LITTLE WOMAN” EASY M 1999 “SNOWFLAKE BENTLEY” 1944 “MANY MOONS” EASY T 1974 “DUFFY AND THE DEVIL” J 551.5784 MARTIN 1945 “PRAYER FOR A CHILD” 1975 “ARROW TO THE SUN” 2000 “JOSEPH HAD A LITTLE J 242.62 Field OVERCOAT” EASY T 1976 “WHY MOSQUITOES BUZZ IN PEOPLE’S 1946 “THE ROOSTER CROWS” EASY P 2001 “SO YOU WANT TO BE PRESI- EARS” EASY A DENT” J 973.099 St. -
Alignment Mouth Demonstrations in Sign Languages Donna Jo Napoli
Mouth corners in sign languages Alignment mouth demonstrations in sign languages Donna Jo Napoli, Swarthmore College, [email protected] Corresponding Author Ronice Quadros, Universidade Federal de Santa Catarina, [email protected] Christian Rathmann, Humboldt-Universität zu Berlin, [email protected] 1 Mouth corners in sign languages Alignment mouth demonstrations in sign languages Abstract: Non-manual articulations in sign languages range from being semantically impoverished to semantically rich, and from being independent of manual articulations to coordinated with them. But, while this range has been well noted, certain non-manuals remain understudied. Of particular interest to us are non-manual articulations coordinated with manual articulations, which, when considered in conjunction with those manual articulations, are semantically rich. In which ways can such different articulators coordinate and what is the linguistic effect or purpose of such coordination? Of the non-manual articulators, the mouth is articulatorily the most versatile. We therefore examined mouth articulations in a single narrative told in the sign languages of America, Brazil, and Germany. We observed optional articulations of the corners of the lips that align with manual articulations spatially and temporally in classifier constructions. The lips, thus, enhance the message by giving redundant information, which should be particularly useful in narratives for children. Examination of a single children’s narrative told in these same three sign languages plus six other sign languages yielded examples of one type of these optional alignment articulations, confirming our expectations. Our findings are coherent with linguistic findings regarding phonological enhancement and overspecification. Keywords: sign languages, non-manual articulation, mouth articulation, hand-mouth coordination 2 Mouth corners in sign languages Alignment mouth demonstration articulations in sign languages 1. -
Quality of Life for Deafblind Individuals: Comparing the Effect of Living with and Without Support Service Providers Sheridan K
Western Oregon University Digital Commons@WOU Master's of Arts in Interpreting Studies (MAIS) Interpreting Studies Theses Winter 1-4-2018 Quality of life for deafblind individuals: Comparing the effect of living with and without support service providers Sheridan K. Lachney Western Oregon University Follow this and additional works at: https://digitalcommons.wou.edu/theses Part of the Other Languages, Societies, and Cultures Commons Recommended Citation Lachney, S. K. (2018). Quality of life for deafblind individuals: Comparing the effect of living with and without support service providers (master's thesis). Western Oregon University, Monmouth, Oregon. Retrieved from https://digitalcommons.wou.edu/theses/47 This Thesis is brought to you for free and open access by the Interpreting Studies at Digital Commons@WOU. It has been accepted for inclusion in Master's of Arts in Interpreting Studies (MAIS) Theses by an authorized administrator of Digital Commons@WOU. For more information, please contact [email protected], [email protected], [email protected]. Quality of Life For DeafBlind Individuals: Comparing the Effect of Living With and Without Support Service Providers By Sheridan Lachney A thesis submitted to Western Oregon University In partial fulfillment of the requirements for the degree of: Master of Arts in Interpreting Studies January 2018 Signatures redacted for privacy ACKNOWLEDGEMENTS I would like to thank the DeafBlind community for their willingness to share their thoughts and experiences in developing this research. Thank you to my fiancé, Tyler Whitworth, and my brother, Garrett Lachney, for helping with all of my technology needs. I would like to thank my teachers CM Hall, Amanda Smith, and Elisa Maroney for inspiring me to go further. -
A Poacher's Widow Sat Sighing on the Side of the White Chalk Bank, Where Under the Gloomy Fir-Woods One Spot in the Ley Throve Rank
A poacher's widow sat sighing On the side of the white chalk bank, Where under the gloomy fir-woods One spot in the ley throve rank. She thought of the dark plantation, And the hares, and her husband's blood, And the voice of her indignation Rose up to the throne of her God. 'I am long past wailing and whining- I have wept too much in my life: I've had twenty years of pining As an English labourer's wife. 'There's blood on your new foreign shrubs, squire, There's blood on your pointer's cold feet; There's blood on the game you sell, squire, And there's blood on the game you eat. ‘So I’ll take up my poor husband’s bow, Squire Fletch arrows of ashwood and yew I’ll ‘scape to the Brinkwood this evening And there will I join with the few ‘And I will not put down my labors I’ll take forest leaves for my bed Until this arrow pierces your cold heart, Squire And you in your coffin lie dead ‘So to kennels and liveried varlets Where you starved your own daughter of bread And worn out with liquor and harlots See your heirs at your feet lying dead Sample‘When you follow them into your coffin file And your soul rots asleep in the grave Then Squire, you will not be forgiven By the free men you took as your slaves -Excerpted and adapted from “The Bad Squire,” by Charles Kingsley Table of Contents Basic Premise 1 Key 4 What You Need 4 Getting Started 6 Player Characters 9 Custom Mechanics 11 Starting Situation 17 A Meeting in Sothsmere 20 Downtime 24 Planning the Foray 26 Resources 26 The Foray 34 Potential Obstacles 34 One Ending, Many Beginnings 36 Payoff 36 XP 36 Tiers and Goals 37 Ally Tiers 37 Tier Goals 38 FriendlySample Factions file39 Enemies, Vampiric and Mundane 42 Mundane Enemies 42 Vampiric Classes 43 Basic Premise The world is not as it should be. -
Advocacy Notes
Advocacy Notes Question from the field: We are a small school district and only offer an ASL interpreter for students with hearing loss, but more and more students are now using spoken language. Are there interpreting services or supports that we need to offer these students who do not use ASL? Depending on a student’s mode of communication, there are various options available for providing access in the educational setting. For the students who are receiving access to spoken language earlier and have better hearing technology, ASL is often not their primary language. There are language options and communication strategies available for families whose children have hearing 1 loss . Families may decide to use any of or a combination of the following: • Spoken Language - developing the use of spoken language in the primary language of the family and/or education system using the mouth and vocal cords • American Sign Language (ASL) - a complete language system that uses signs with the hands combined with facial expression and body posture. ASL includes visual attention, eye contact and fingerspelling. • Manually Coded English (MCE) - the use of signs that represent English words. Many of the signs are borrowed from ASL, but use the word order, grammar, and sentence structure of English. • Cued Speech - a system of hand signals to help the listener with hearing loss identify the differences in speech sounds that are difficult to discriminate through listening. • Conceptually Accurate Signed English (CASE)/Pidgin Sign English (PSE) - a mix of ASL signs used in English word order. • Simultaneous Communication - used in order to speak out loud while signing using CASE or PSE. -
Fingerspelling Detection in American Sign Language
Fingerspelling Detection in American Sign Language Bowen Shi1, Diane Brentari2, Greg Shakhnarovich1, Karen Livescu1 1Toyota Technological Institute at Chicago, USA 2University of Chicago, USA {bshi,greg,klivescu}@ttic.edu [email protected] Figure 1: Fingerspelling detection and recognition in video of American Sign Language. The goal of detection is to find in- tervals corresponding to fingerspelling (here indicated by open/close parentheses), and the goal of recognition is to transcribe each of those intervals into letter sequences. Our focus in this paper is on detection that enables accurate recognition. In this example (with downsampled frames), the fingerspelled words are PIRATES and PATRICK, shown along with their canonical handshapes aligned roughly with the most-canonical corresponding frames. Non-fingerspelled signs are labeled with their glosses. The English translation is “Moving furtively, pirates steal the boy Patrick.” Abstract lated and do not appear in their canonical forms [22, 25]. In this paper, we focus on fingerspelling (Figure 1), a Fingerspelling, in which words are signed letter by let- component of sign language in which words are signed ter, is an important component of American Sign Language. letter by letter, with a distinct handshape or trajectory Most previous work on automatic fingerspelling recogni- corresponding to each letter in the alphabet of a writ- tion has assumed that the boundaries of fingerspelling re- ten language (e.g., the English alphabet for ASL finger- gions in signing videos are known beforehand. In this pa- spelling). Fingerspelling is used for multiple purposes, in- per, we consider the task of fingerspelling detection in raw, cluding for words that do not have their own signs (such as untrimmed sign language videos. -
DQP TISLR 10 Fingerspelling Rates
Rates of fingerspelling in American Sign Language David Quinto-Pozos Department of Linguistics, University of Texas-Austin TISLR 10; Purdue University Methodology Introduction Main points Signers: 2 deaf native users of ASL (Kevin & James) Information in the text (examples of items that were fingerspelled): • Faster rates than previously reported Fingerspelling used often in American Sign Language (ASL) • Where Don lived (various states and cities such as Idaho, Indiana, and Means: 5-8 letters per second (125 – 200 ms/ltr) • Morford & MacFarlane (2003); corpus of 4,111 signs (27 signers) Task: deliver an ASL narrative (originally created in English) about Dallas) and worked (e.g. Gallaudet University, Model Secondary School • 8.7% of signs in casual signing the life of a Deaf leader in the US Deaf community (Don Petingill) for the Deaf, etc.) • 4.8% of signs in formal signing • Donʼs involvement in the Deaf community including advocacy work • Signers can differ in rates: Some signers are faster • 5.8% of signs in narrative signing Three audiences per signer: school children (ages 9-10) (e.g. for the Texas Commission for the Deaf) fingerspellers than other signers plus two audiences of adults • Anecdotes about Donʼs life (e.g., Donʼs joke-telling & humor) • Padden & Gansauls (2003) • 10% - 15% of signs in discourse • “Long” words are fingerspelled faster than “short” • > 50% of native signers fingerspelled 20% of time words • non-native signers: lower frequency of fingerspelling General Description of the Data: Reasons for “short” vs. “long” -
Dracula 2Nd Edition Kindle
DRACULA 2ND EDITION PDF, EPUB, EBOOK Bram Stoker | 9780199564095 | | | | | Dracula 2nd edition PDF Book Consistently clean red cloth boards, given the age of the book, with spine very marginally indeed darker. More information about this seller Contact this seller 8. He produced the illustrations for this edition on his press in Oxford. Bram Stoker Bram Stoker is considered one of the great writers of his time. First Edition, Second Impression. Available Demos. Scarcely any signs of bumping or rubbing, apart from left-hand spine edge and tail, which are showing some small areas of fraying. Mina Harker begins with a Bite Token, meaning that "bitten only" events are usable right from the start of the game. Without the name "Dracula" appearing in the title and [Dracula's] message [sent to the narrator], there would be very little to connect this traveler's tale with [the novel Dracula]. Second impression of this Four Corners illustrated edition from in new condition, no jacket as issued, the cover is true to the original 1st edition, please see pics, paypal accepted, any questions please get in touch. Containing the first edition text of Bram Stoker's gothic novel with critical essays, Dracula places the story in context among several perspectives, including contemporary cultural, psychoanalytic, gender, queer, and postcolonial in order to relate the novel to modern topics. A Very Fine copy in a Very Fine jacket, not price-clipped. Occasionally, we even let a few tiny droplets escape on the margins, just to emphasise the effect. Table of Contents. About this Item: Evertype, United States, If he takes an additional 12 points of damage while in Blood Death, he is destroyed, resulting in a Hunter's major victory. -
The Manual Alphabet
The Manual Alphabet Aa Bb Cc Thumb up, other fingers against Thumb lines up with index or All of the fingers are curved, palm palm middle finger. faces out Dd Ee Ff Thumb touches middle finger. Thumb under index and middle Thumb and index finger touch, Index up. finger others up and apart. Gg Hh Ii Palm faces you, index and Palm faces you, thumb, index Pinky finger up, thumb rest on thumb horizontal and middle finger horizontal index finger. Jj Kk Ll Pinky finger up (i), and the Index up, middle finger out, Index finger up and thumb out, “I”moves down, in, and curves thumb on inside knuckle of forming an imaginary “L” up. middle finger Mm Nn Oo Index, middle and ring finger Index and middle drape over All fingers curved with the tips of over thumb. Thumb on pinky thumb, and thumb on knuckle the index and thumb touching. knuckle of the ring finger. Pp Qq Rr Similar to “K”, but the palm Similar to G, but the palm Index in front of middle finger. faces down, with the middle faces down. Thumb rest on knuckle of ring finger pointing to the floor. finger Ss Tt Uu Fingers clinched in a “fist,” Thumb juts up, between index Index and middle finger up and with thumb on the knuckles of and middle finger. Index together, thumb on knuckle of index and middle finger curves over thumb. ring finger Vv Ww Xx Index and middle finger up Index, middle and ring fingers The fingers clinched in a fist, and apart, thumb on knuckle up and apart, thumb resting on index finger up and bent, like a of ring finger the pinky nail “hook,” and thumb on the knuckles of index and middle finger.