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A Lexicostatistic Survey of the Signed Languages in Nepal
DigitalResources Electronic Survey Report 2012-021 ® A Lexicostatistic Survey of the Signed Languages in Nepal Hope M. Hurlbut A Lexicostatistic Survey of the Signed Languages in Nepal Hope M. Hurlbut SIL International ® 2012 SIL Electronic Survey Report 2012-021, June 2012 © 2012 Hope M. Hurlbut and SIL International ® All rights reserved 2 Contents 0. Introduction 1.0 The Deaf 1.1 The deaf of Nepal 1.2 Deaf associations 1.3 History of deaf education in Nepal 1.4 Outside influences on Nepali Sign Language 2.0 The Purpose of the Survey 3.0 Research Questions 4.0 Approach 5.0 The survey trip 5.1 Kathmandu 5.2 Surkhet 5.3 Jumla 5.4 Pokhara 5.5 Ghandruk 5.6 Dharan 5.7 Rajbiraj 6.0 Methodology 7.0 Analysis and results 7.1 Analysis of the wordlists 7.2 Interpretation criteria 7.2.1 Results of the survey 7.2.2 Village signed languages 8.0 Conclusion Appendix Sample of Nepali Sign Language Wordlist (Pages 1–6) References 3 Abstract This report concerns a 2006 lexicostatistical survey of the signed languages of Nepal. Wordlists and stories were collected in several towns of Nepal from Deaf school leavers who were considered to be representative of the Nepali Deaf. In each city or town there was a school for the Deaf either run by the government or run by one of the Deaf Associations. The wordlists were transcribed by hand using the SignWriting orthography. Two other places were visited where it was learned that there were possibly unique sign languages, in Jumla District, and also in Ghandruk (a village in Kaski District). -
A Survey About Deaf and Dumb Assisting Device
www.ijcrt.org © 2020 IJCRT | Volume 8, Issue 3 March 2020 | ISSN: 2320-2882 A SURVEY ABOUT DEAF AND DUMB ASSISTING DEVICE 1 DR.S.HEMALATHA, 2 R.JAYASUSMITHA,3 R.JEYALAKSHMI, 4 R.PRIYA SHALINI 1 PROFFESSOR/CSE, 2,3,4FINALYEAR/CSE 1CSE, 1PANIMALAR INSTITUTE OF TECHNOLOGY, CHENNAI, INDIA Abstract: In this paper we tend to represent sensible forearm band for deaf and dumb patient. concerning 9 billion individuals within the world are deaf and dumb. The communication between a deaf traditional visual individuals. This creates a awfully very little area for them with communication being a basic side of human life. The blind individuals will speak freely by suggests that of traditional language whereas the deaf-dumb have their own manual-visual language referred to as language. language may be a non-verbal sort of intercourse that is found amongst deaf communities in world. The languages don't have a typical origin and thence tough to interpret. The project aims to facilitate individuals by suggests that of a forearm band based mostly communication interpreter system. So in order to get a valid Signal to the person we are having a vibration sensor, switch, and sound sensor given as an input to the MCU (Micro controller Unit). We are interfacing a buzzer to the unit which will get an alert system to the third person. And the switch is act as calling bell alarm for the system. In order to feel the alert signal we proposed a vibration motor where they can able to get a alert occurrence at any situation. -
D.Ed. SPECIAL EDUCATION (DEAF
1 D.Ed. SPECIAL EDUCATION (DEAF & HARD OF HEARING) NORMS & GUIDELINES REHABILITATION COUNCIL OF INDIA (Statutory Body Under Ministry of Social Justice & Empowerment) B-22, Qutab Institutional Area New Delhi – 110 075 2009 www.rehabcouncil.nic.in 1 2 Syllabus for D. Ed. Special Education – (Deaf & Hard of Hearing) 2 years I. PREAMBLE Human Resource development is one of the major objectives of Rehabilitation Council of India. Diploma in Special Education is an important step towards generating teachers to promote and facilitate full and equal enjoyment of child rights and fundamental freedoms from pre-school to primary level. The said course envisages addressing the special needs of children who are Deaf & Hard of Hearing so as to achieve the national goal of Universalization of Elementary Education (UEE) and Education for All (SSA) It is also designed for contributing towards achievement of Millinium Development Goals (MDG) by way of preparing the teacher trainees to meet the challenges of all round development of the children. The course is geared towards developing knowledge, skills and desirable attitudes in teachers to facilitate the differently abled children to blossom to their fullest by providing a barrier free environment. II. NOMENCLATURE OF THE COURSE D. Ed. Special Education – Deaf & Hard of Hearing III. OVERALL AIM AND GENERAL OBJECTIVES OF THE COURSE Aims and Objectives are set with special reference to children Deaf & Hard of Hearing General Objective The Diploma Course in Special Education aims to develop professionals for special education within a broad framework of education in the current millennium. The course will enable pre-service teachers to acquire knowledge, develop competencies and practice skills to impart education to Deaf & Hard of Hearing children. -
Program and Abstracts
PROGRAM AND ABSTRACTS SYMPOSIUM ON UNIVERSITY RESEARCH AND CREATIVE EXPRESSION 15TH ANNUAL CONFERENCE CENTRAL WASHINGTON UNIVERSITY ELLENSBURG, WASHINGTON MAY 20, 2010 STUDENT UNION AND RECREATION CENTER SPONSORED BY: Office of the President Office of the Provost Office of Graduate Studies and Research Office of Undergraduate Studies The Central Washington University Foundation College of Arts and Humanities College of Business College of Education and Professional Studies College of the Sciences James E. Brooks Library Student Affairs and Enrollment Management Len Thayer Small Grants Programs The Wildcat Shop CWU Dining Services The Copy Cat Shop The Educational Technology Center A SPECIAL THANKS TO OUR COMMUNITY SPONSORS: Kelley and Wayne Quirk – Major Supporter Deborah and Roger Fouts – Program Supporter Kirk and Cheri Johnson – Program Supporter Anthony Sowards – Program Supporter Associated Earth Sciences – Morning Reception Sponsor GeoEngineers – Morning Poster Session Sponsor Valley Vision Associates – Program Supporter SOURCE is partially funded by student activities fees. 1 CONTENTS History and Goals of the Symposium ................................................................................4 Student Fashion Show ......................................................................................................4 Student Art Show ...............................................................................................................5 Big Brass Blowout .............................................................................................................5 -
Fingerspelling in American Sign Language
FINGERSPELLING IN AMERICAN SIGN LANGUAGE: A CASE STUDY OF STYLES AND REDUCTION by Deborah Stocks Wager A thesis submitted to the faculty of The University of Utah in partial fulfillment of the requirements for the degree of Master of Arts Department of Linguistics The University of Utah August 2012 Copyright © Deborah Stocks Wager 2012 All Rights Reserved The University of Utah Graduate School STATEMENT OF THESIS APPROVAL The thesis of Deborah Stocks Wager has been approved by the following supervisory committee members: Marianna Di Paolo , Chair 5/10/12 Date Approved Aaron Kaplan , Member 5/10/12 Date Approved Sherman Wilcox , Member 5/10/12 Date Approved and by Edward Rubin , Chair of the Department of Linguistics and by Charles A. Wight, Dean of The Graduate School. ABSTRACT Fingerspelling in American Sign Language (ASL) is a system in which 26 one- handed signs represent the letters of the English alphabet and are formed sequentially to spell out words borrowed from oral languages or letter sequences. Patrie and Johnson have proposed a distinction in fingerspelling styles between careful fingerspelling and rapid fingerspelling, which appear to correspond to clear speech and plain speech styles. The criteria for careful fingerspelling include indexing of fingerspelled words, completely spelled words, limited coarticulation, a slow signing rate, and even rhythm, while rapid fingerspelling involves lack of indexing, increased dropping of letters, coarticulation, a faster signing rate, and the first and last letter of the words being held longer. They further propose that careful fingerspelling is used for initial uses of all fingerspelled words in running signing, with rapid fingerspelling being used for second and further mentions of fingerspelled words. -
Chapter 2 Sign Language Types
Chapter 2 Sign language types This chapter defines four different sign language types, based on the infor- mation available in the respective sources. Before introducing the types of sign languages, I first report on the diachronic developments in the field of typological sign language research that gave rise to the distinction of the various sign language types. Sign language research started about five decades ago in the United States of America mainly due to the pioneering work of Stokoe (2005 [1960]), Klima and Bellugi (1979), and Poizner, Klima and Bellugi (1987) on American Sign Language (ASL). Gradually linguists in other countries, mainly in Europe, became interested in sign language research and started analyzing European sign languages e.g. British Sign Language (BSL), Swedish Sign Language (SSL), Sign Language of the Netherlands (NGT) and German Sign Language (DGS). Most of the in-depth linguistic descrip- tions have been based on Western sign languages. Therefore, it has long been assumed that some fundamental levels of linguistic structure, such as spatial morphology and syntax, operate identically in all sign languages. Recent studies, however, have discovered some important variations in spatial organization in some previously unknown sign languages (Washabaugh, 1986; Nyst, 2007; Marsaja, 2008; Padden, Meir, Aronoff, & Sandler, 2010). In the context of growing interest in non-Western sign languages towards the end of the 1990s and more recently, there have been efforts towards developing a typology of sign languages (Zeshan, 2004ab, 2008, 2011b; Schuit, Baker, & Pfau, 2011). Although it has been repeatedly emphasized in the literature that the sign language research still has too little data on sign languages other than those of national deaf communities, based in Western or Asian cultures (Zeshan, 2008). -
D.Ed. Special Education (Hearing Impairment)
D.Ed. Special Education (Hearing Impairment) Syllabus Norms, Regulations & Course Content REHABILITATION COUNCIL OF INDIA (Statutory Body Under Ministry of Social Justice & Empowerment) B-22, Qutab Institutional Area New Delhi – 110 016 2014 www.rehabcouncil.nic.in D.Ed.Spl.Ed(HI)-2014 / 22-05-2014 1 Rehabilitation Council of India D. Ed. Special Education – (Hearing Impairment) 1.0 Preamble Human Resource development is one of the major objectives of Rehabilitation Council of India. Diploma in Special Education is an important step towards generating teachers to promote and facilitate full and equal enjoyment of child rights and fundamental freedoms from pre-school to primary level. The said course envisages addressing the special needs of children who are Deaf & Hard of Hearing so as to achieve the national goal of Universalization of Elementary Education (UEE) and Education for All (SSA) It is also designed for contributing towards achievement of Millennium Development Goals (MDG) by way of preparing the teacher trainees to meet the challenges of all round development of the children. The course is geared towards developing knowledge, skills and desirable attitudes in teachers to facilitate the differently abled children to blossom to their fullest by providing a barrier free environment. 2.0 Nomenclature of the Course: D. Ed. Special Education – Hearing Impairment 3.0 Overall Aim and General Objectives of the Course Aims and Objectives are set with special reference to children hearing impairment General Objective The D.Ed. in Special Education course aims to develop professionals for special education within a broad framework of education in the current millennium. -
Banaras Hindu University
BANARAS HINDU UNIVERSITY ORDINANCES GOVERNING B.Ed. and B.Ed. (Special) Programme & Syllabus (Effective from Academic Session 2013-2014) Offered by FACULTY OF EDUCATION 1 FACULTY OF EDUCATION Ordinances governing B.Ed. and B.Ed. (Special Education) Degree Programme (Effective from 2013-14) Under the powers conferred by Section 4A of the Banaras Hindu University Act 1915, as amended and under the provision of Section 18 of this Act, the University hereby institutes the two semester programme of the B.Ed. and B.Ed. (Special Education) Degree and makes the following ordinances governing admission, courses of study, examination and other matters relating to B.Ed. and B.Ed. (Special Education) Degree under the Faculty of Education, Banaras Hindu University. B.Ed. and B.Ed. (Special Education) Programme I. Structure 1. B.Ed. and B.Ed. (Special Education) Degree shall be awarded to candidates on successful completion of a two semester programme of study. 2. Admission, studies, examinations, continuance from semester to semester, promotion and declaration of results for the B.Ed. and B.Ed. (Special Education) Degrees are given in the following ordinances. 3. B.Ed. and B.Ed. (Special Education) Programme will have courses of 44 credits each distributed in two semesters, as given below: i) B.Ed. I-Semester Course Category Credits No. of Courses Total Credits Core Theory Courses 3 2 6 Core Elective Theory Courses - 4 2 8 Pedagogy Core Practical Courses 8 1 8 Compulsory Courses 1 1 1 Audit Courses* 1 2 2 Total Credits in I-Semester 23+2 II-Semester Course Category Credits No. -
Sign Language 1
Sign Language 1 INSIGHTS INTO AUSLAN Handshapes used in Auslan (Adapted by Anne Horton from “Australian Sign Language: An introduction to sign language linguistics” by Johnston and Schembri) Our understanding of the intricacies of the handshapes used in signed languages is really just beginning. The human hand is able to make a vast array of possible shapes. Even so, sign language tends to use only a limited number of handshapes to create the total number of signs used in a given sign language. More systematic research is required before the exact number of handshapes needed to describe the signs of Auslan can be specified. This is largely because of the complexity of the productive nature of signs (for example, the “depicting” signs) and the influence of other signed languages and their handshapes. At present, there are sixty-two handshapes listed in the Signs of Australia dictionary of Auslan (Johnston, 1998). Of these sixty-two handshapes, thirty-seven are the core handshapes used and the other twenty-five are seen as non- significant variations of these (the exception to this is with productive signing where small differences can represent a different and precise meaning). Some handshapes in Auslan are used much more often than others. This is seen in the 1998 edition of the Auslan dictionary where four of the handshapes are used for over 50 percent of all the signs. These four most commonly used handshapes are “pointing”, “flat hand with fingers together”, “flat hand with fingers apart” and “fist”. The fifteen most frequent handshapes account for 80 percent of the signs in the 1998 Auslan dictionary. -
Wit and Humor in ASL Keila Tooley Eastern Illinois University This Research Is a Product of the Graduate Program in English at Eastern Illinois University
Eastern Illinois University The Keep Masters Theses Student Theses & Publications 1986 Wit and Humor in ASL Keila Tooley Eastern Illinois University This research is a product of the graduate program in English at Eastern Illinois University. Find out more about the program. Recommended Citation Tooley, Keila, "Wit and Humor in ASL" (1986). Masters Theses. 2678. https://thekeep.eiu.edu/theses/2678 This is brought to you for free and open access by the Student Theses & Publications at The Keep. It has been accepted for inclusion in Masters Theses by an authorized administrator of The Keep. For more information, please contact [email protected]. THESIS REPRODUCTION CERTIFICATE TO: Graduate Degree Candidates who have written formal theses. SUBJECT: Permission to reproduce theses. The University Library is receiving a number of requests from other institutions asking permission to reproduce dissertations for inclusion in their library holdings. Although no copyright laws are involved, we feel that professional courtesy demands that permission be obtained from the author before we allow theses to be copied. Please sign one of the following statements: Booth Library of Eastern Illinois University has my permission to lend my thesis to a reputable college or university for the purpose of copying it for inclusion in that institution's library or research holdings. Date Author I respectfully request Booth Library of Eastern Illinois University not allow my thesis be reproduced because �--�� Date m WIT AND HUMOR IN ASL (TITLE) BY Keila Tooley THESIS -
Laboratory Primate Newsletter
LABORATORY PRIMATE NEWSLETTER Vol. 44, No. 1 January 2005 JUDITH E. SCHRIER, EDITOR JAMES S. HARPER, GORDON J. HANKINSON AND LARRY HULSEBOS, ASSOCIATE EDITORS MORRIS L. POVAR, CONSULTING EDITOR ELVA MATHIESEN, ASSISTANT EDITOR ALLAN M. SCHRIER, FOUNDING EDITOR, 1962-1987 Published Quarterly by the Schrier Research Laboratory Psychology Department, Brown University Providence, Rhode Island ISSN 0023-6861 POLICY STATEMENT The Laboratory Primate Newsletter provides a central source of information about nonhuman primates and re- lated matters to scientists who use these animals in their research and those whose work supports such research. The Newsletter (1) provides information on care and breeding of nonhuman primates for laboratory research, (2) dis- seminates general information and news about the world of primate research (such as announcements of meetings, research projects, sources of information, nomenclature changes), (3) helps meet the special research needs of indi- vidual investigators by publishing requests for research material or for information related to specific research prob- lems, and (4) serves the cause of conservation of nonhuman primates by publishing information on that topic. As a rule, research articles or summaries accepted for the Newsletter have some practical implications or provide general information likely to be of interest to investigators in a variety of areas of primate research. However, special con- sideration will be given to articles containing data on primates not conveniently publishable elsewhere. General descriptions of current research projects on primates will also be welcome. The Newsletter appears quarterly and is intended primarily for persons doing research with nonhuman primates. Back issues may be purchased for $5.00 each. -
SUMMER 2021 / VOLUME 70 / NUMBER 2 Animal Welfare Institute Jill Carey Animals Atslaughter Operations
SUMMER 2021 / VOLUME 70 / NUMBER 2 But we can’t help animals without you! Thank you so much for your past donations, and we are grateful for any continued support you may be able to provide. However, I also hope you A MESSAGE FROM THE PRESIDENT will assist us by responding to our requests for action. Pages 4 and 5 describe much-needed legislation pending in Congress Dear Members and Other to help primates, sharks, companion animals, and a host of Friends of AWI: other species, and you can make a difference by reaching out to your members of Congress to request their support for It has been nearly a year and a half since our lives were these measures. In addition, farm animals can benefit if you changed in so many ways by the pandemic. Nonetheless, contact Agriculture Secretary Vilsack and urge him to finalize AWI’s advocacy has continued in earnest as animals across a rule that will mandate animal welfare requirements within the nation and around the globe remain in critical need of USDA’s organic standards (see page 10). And while we are protection and conservation. making progress to stop wildlife killing contests, we can only succeed by working in partnership with you, our grassroots In this issue of our magazine you’ll read about our work, advocates; on page 16, we offer some actions you can take. including the progress we are making to end brutal and senseless wildlife killing contests in the United States, the We appreciate your concern for animals and hope you will assistance we provided in response to the massive oil spill continue to help them via whatever means you can.