The Gestural Communication of Bonobos (Pan Paniscus): Implications for the Evolution of Language
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Teaching ‘YES’ and ‘NO’ to Confirm Or Reject
TalkLink Wahanga Tu Korero Assistive Technology Services Teaching ‘YES’ and ‘NO’ to Confirm or Reject Purpose of this guide: To provide an alternative way for people to indicate a confirmation or a rejection of a choice, when they are not physically able to point to their choice, AND when they are not able to use a universal head nod / head shake to indicate yes or no. Why teach ‘YES’ and ‘NO’? Yes’ and ‘no’ are an important part of communication. We use these to accept/reject things, confirm information, make choices, and more. Some people with complex communication needs are not physically able to point directly to objects or symbols to communicate what they want. These people would benefit from learning an alternative way to indicate. They can do this by learning to give a YES or NO response to confirm or reject options presented to them by their communication partners; this is extremely important when using Partner-Assisted Scanning to help someone communicate. Given time, consistency and many opportunities to practise, anyone can learn to give a YES/NO response. What is YES and NO? The meaning of YES/NO changes based on the type of question being asked. For example: Using YES/NO to Confirm or Reject requests o Q: Do you want a banana? o A: YES = ‘I want this’ (confirm) and NO = ‘I don’t want this’ (reject). Using YES/NO to obtain information o Q: Is this a banana? o A: YES = ‘that is a banana’ and NO = ‘that is not a banana’. Using YES/NO to confirm or reject is an earlier developing skill which requires lower demand on memory, vocabulary and comprehension, compared to using YES/NO to answer information seeking questions. -
Gestural Ekphrasis: Toward a Phenomenology of the Moving Body in Joyce and Woolf
University of Denver Digital Commons @ DU Electronic Theses and Dissertations Graduate Studies 1-1-2018 Gestural Ekphrasis: Toward a Phenomenology of the Moving Body in Joyce and Woolf Lauren Nicole Benke University of Denver Follow this and additional works at: https://digitalcommons.du.edu/etd Part of the Literature in English, British Isles Commons Recommended Citation Benke, Lauren Nicole, "Gestural Ekphrasis: Toward a Phenomenology of the Moving Body in Joyce and Woolf" (2018). Electronic Theses and Dissertations. 1401. https://digitalcommons.du.edu/etd/1401 This Dissertation is brought to you for free and open access by the Graduate Studies at Digital Commons @ DU. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ DU. For more information, please contact [email protected],[email protected]. Gestural Ekphrasis: Toward a Phenomenology of the Moving Body in Joyce and Woolf __________ A Dissertation Presented to the Faculty of Arts and Humanities University of Denver __________ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy __________ by Lauren N. Benke March 2018 Advisor: Eleanor McNees © Lauren N. Benke 2018 All Rights Reserved Author: Lauren N. Benke Title: Gestural Ekphrasis: Toward a Phenomenology of the Moving Body in Joyce and Woolf Advisor: Eleanor McNees Degree Date: March 2018 ABSTRACT This theoretical project seeks to introduce a new critical methodology for evaluating gesture—both represented in text and paratextual—in the works of Virginia Woolf—specifically The Voyage Out (1915), Orlando (1928), The Waves (1931), and Between the Acts (1941)—and James Joyce—particularly Ulysses (1922) and Finnegans Wake (1939). -
Teaching Standards- Based Creativity in the Arts
Teaching Standards-based Creativity in the Arts Issued by Office of Academic Standards South Carolina Department of Education Jim Rex State Superintendent of Education 2007 1 Table of Contents CONTRIBUTORS ................................................................................. 3 WHY CREATIVITY? ............................................................................. 5 CULTIVATING CREATIVITY IN ARTS EDUCATION: MYTHS, MISCONCEPTIONS, AND PRACTICAL PROCEDURES………………………..7 DANCE: .......................................................................................... 100 GRADES PREK-K ............................................................................... 101 GRADES 1-2 .................................................................................... 111 GRADES 3-5 .................................................................................... 122 GRADES 6-8 .................................................................................... 139 GRADES 9-12 .................................................................................. 162 GRADES 9-12 ADVANCED .................................................................... 186 DANCE CREATIVITY RESOURCE LIST ........................................................ 208 MUSIC ............................................................................................ 213 MUSIC: GENERAL ............................................................................. 214 GRADES PREK-K .............................................................................. -
This List of Gestures Represents Broad Categories of Emotion: Openness
This list of gestures represents broad categories of emotion: openness, defensiveness, expectancy, suspicion, readiness, cooperation, frustration, confidence, nervousness, boredom, and acceptance. By visualizing the movement of these gestures, you can raise your awareness of the many emotions the body expresses without words. Openness Aggressiveness Smiling Hand on hips Open hands Sitting on edge of chair Unbuttoning coats Moving in closer Defensiveness Cooperation Arms crossed on chest Sitting on edge of chair Locked ankles & clenched fists Hand on the face gestures Chair back as a shield Unbuttoned coat Crossing legs Head titled Expectancy Frustration Hand rubbing Short breaths Crossed fingers “Tsk!” Tightly clenched hands Evaluation Wringing hands Hand to cheek gestures Fist like gestures Head tilted Pointing index finger Stroking chins Palm to back of neck Gestures with glasses Kicking at ground or an imaginary object Pacing Confidence Suspicion & Secretiveness Steepling Sideways glance Hands joined at back Feet or body pointing towards the door Feet on desk Rubbing nose Elevating oneself Rubbing the eye “Cluck” sound Leaning back with hands supporting head Nervousness Clearing throat Boredom “Whew” sound Drumming on table Whistling Head in hand Fidget in chair Blank stare Tugging at ear Hands over mouth while speaking Acceptance Tugging at pants while sitting Hand to chest Jingling money in pocket Touching Moving in closer Dangerous Body Language Abroad by Matthew Link Posted Jul 26th 2010 01:00 PMUpdated Aug 10th 2010 01:17 PM at http://news.travel.aol.com/2010/07/26/dangerous-body-language-abroad/?ncid=AOLCOMMtravsharartl0001&sms_ss=digg You are in a foreign country, and don't speak the language. -
Effects of Current Nature Versus Nurture Based Treatments On
Rollins Undergraduate Research Journal Volume 2 Article 4 Issue 1 RURJ Spring 2010 4-1-2007 Effects of Current Nature Versus Nurture Based Treatments on Children and Adolescents Diagnosed With Conduct Disorder Rebecca Schneider Rollins College, [email protected] Follow this and additional works at: http://scholarship.rollins.edu/rurj Recommended Citation Schneider, Rebecca (2010) "Effects of Current Nature Versus Nurture Based Treatments on Children and Adolescents Diagnosed With Conduct Disorder," Rollins Undergraduate Research Journal: Vol. 2: Iss. 1, Article 4. Available at: http://scholarship.rollins.edu/rurj/vol2/iss1/4 This Article is brought to you for free and open access by Rollins Scholarship Online. It has been accepted for inclusion in Rollins Undergraduate Research Journal by an authorized administrator of Rollins Scholarship Online. For more information, please contact [email protected]. Schneider: Treatments for Conduct Disorder Treatments for Conduct Disorder 1 Running head: CURRENT TREATMENTS FOR CONDUCT DISORDER Effects of Current Nature Versus Nurture Based Treatments on Children and Adolescents Diagnosed With Conduct Disorder Rebecca A. Schneider Rollins College, Hamilton Holt School Published by Rollins Scholarship Online, 2010 1 Rollins Undergraduate Research Journal, Vol. 2 [2010], Iss. 1, Art. 4 Treatments for Conduct Disorder 2 Abstract A review of literature was conducted to evaluate effectiveness of nature versus nurture based therapies on children and adolescents diagnosed with conduct disorder. Physiological or nature based studies included research on the effects of 5-HT uptake in platelets, a 5-HT reuptake inhibitor called paroxetine, as well as the stimulants methylphenidate and clonidine. The 5-HT uptake study provided significant data correlating 5-HT uptake with reactive or retaliatory aggression. -
Child Development a Practical Introduction
Child Development a practical introduction 00-Crowley-Prelims.indd 3 12/18/2013 3:49:49 PM 1 Introduction to Child Development Why you should read this chapter This book focuses on the study of child development from birth to 8 years. From our own observations of children, we are all aware of the tremendous changes that take place during this period: in the space of a few years, not only do children grow in the physical sense, they also acquire skills in language and communication, the capacity to think and reason about the world, and skills in social interaction. The study of child development is not just fascinating in its own right; knowledge gained from studying development can also impact on many practical issues regarding the care, education and wellbeing of children. This book presents an overview of research and theory in various aspects of child development, but before we look at these, this chapter and Chapters 2 and 3 will aim to provide some basic context for the study of development as a whole. In this chapter we will look at some basic issues in child development and some of the broad theoretical approaches to understanding development. (Continued) 1 01_Crowley_Ch-01.indd 1 12/18/2013 3:49:53 PM 2 Child Development: A Practical Introduction (Continued) By the end of this chapter you should • be aware of the various domains of development that are of interest to researchers in this field • understand some basic issues in the study of development including the role of nature versus nurture, and whether development proceeds in a continuous or discontinuous manner • be aware of the different theoretical approaches to development including psychoanalytic, learning theory, cognitive-developmental, ethological and evo- lutionary psychology, and bioecological approaches • have a basic understanding of some specific theories from the various approaches. -
Nature (MAOA) and Nurture in a Criminal
UC Merced Undergraduate Research Journal Nature (MAOA) and Nurture in a Criminal By Julian Highsmith, Mark Mercado, Jose Hernandez, & Susana Madrigal Abstract In this literature review, we will be discussing the nature and nurture aspects that make up a criminal’s mind. Studies such as McDermott, et al. and Pickles, et al. have shown that low levels of monoamine oxidase a gene (MAOA) lead to higher rates of aggression. The study conducted by McDermott, et al. compared two groups—low MAOA (MAOA-L) and high MAOA (MAOA-H)—of male participants to each other, and the researchers concluded that the participants with MAOA-L showed more signs of aggression versus the participants with MAOA-H that showed low levels of aggression. Pickles, et al. (2013) conducted a study which studied two groups of infants that had different maternal sensitivity and MAOA levels. The researchers from this study concluded that MAOA and nature are two contributing factors to aggression. The serial killer Ted Bundy is an example of this idea. Having a loving family, but low levels of MAOA, Bundy showed high levels of aggression. The purpose of this literature review is to emphasize the theory that nature and nurture are prime factors to a serial killer’s mind. Key terms: MAOA, Nature, Nurture, Genetics, Gene Environment Interaction, Psychology Factorials, Criminology, Ted Bundy NATURE (MAOA) AND NURTURE IN A CRIMINAL Introduction Serial killers are important to this country, because most of the world’s serial killers are American citizens (Aamodt, 2014). Being aware of what previous killers have done is important in trying to define how a criminal thinks and how certain events or personalities are correlated to a criminal. -
Abstract Birds, Children, and Lonely Men in Cars and The
ABSTRACT BIRDS, CHILDREN, AND LONELY MEN IN CARS AND THE SOUND OF WRONG by Justin Edwards My thesis is a collection of short stories. Much of the work is thematically centered around loneliness, mostly within the domestic household, and the lengths that people go to get out from under it. The stories are meant to be comic yet dark. Both the humor and the tension comes from the way in which the characters overreact to the point where either their reality changes a bit to allow it for it, or they are simply fooling themselves. Overall, I am trying to find the best possible way to describe something without actually describing it. I am working towards the peripheral, because I feel that readers believe it is better than what is out in front. BIRDS, CHILDREN, AND LONELY MEN IN CARS AND THE SOUND OF WRONG A Thesis Submitted to the Faculty of Miami University in partial fulfillment of the requirements for the degree of Master of Arts Department of English by Justin Edwards Miami University Oxford, Ohio 2008 Advisor:__________________________ Margaret Luongo Reader: ___________________________ Brian Roley Reader:____________________________ Susan Kay Sloan Table of Contents Bailing ........................................................................1 Dating ........................................................................14 Rake Me Up Before You Go ....................................17 The Way to My Heart ................................................26 Leaving Together ................................................27 The End -
Arm-Hand-Finger Video Game Interaction
ARM-HAND-FINGER VIDEO GAME INTERACTION A Thesis by DREW ANTHONY LOGSDON Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE December 2011 Major Subject: Computer Science Arm-Hand-Finger Video Game Interaction Copyright 2011 Drew Anthony Logsdon ARM-HAND-FINGER VIDEO GAME INTERACTION A Thesis by DREW ANTHONY LOGSDON Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE Approved by: Chair of Committee, Tracy Hammond Committee Members, Thomas Ioerger Joshua Bienko Head of Department, Hank Walker December 2011 Major Subject: Computer Science iii ABSTRACT Arm-Hand-Finger Video Game Interaction. (December 2011) Drew Anthony Logsdon, B.S., Texas A&M University Chair of Advisory Committee: Dr. Tracy Hammond Despite the growing popularity and expansion of video game interaction techniques and research in the area of hand gesture recognition, the application of hand gesture video game interaction using arm, hand, and finger motion has not been extensively explored. Most current gesture-based approaches to video game interaction neglect the use of the fingers for interaction, but inclusion of the fingers will allow for more natural and unique interaction and merits further research. To implement arm, hand and finger-based interaction for the video game domain, several problems must be solved including gesture recognition, segmentation, hand visualization, and video game interaction that responds to arm, hand, and finger input. Solutions to each of these problems have been implemented. The potential of this interaction style is illustrated through the introduction of an arm, hand, and finger controlled video game system that responds to players' hand gestures. -
POLICY BRIEF Translating Early Childhood Research Evidence to Inform Policy and Practice Caring for Young Children: What Children Need
No 15 2009 POLICY BRIEF Translating early childhood research evidence to inform policy and practice Caring for Young Children: What Children Need Caring for young children, and getting the caring right, is becoming recognised as one of the most significant challenges facing parents, communities and societies. Young children who develop secure attachments through positive caregiving are more likely to experience lower levels of stress and other associated benefits. In turn, they are more able to contribute positively to society and care for future generations. This Policy Brief summarises what is known about what young children need from parents and caregivers, and explores the implications for policy and practice. Why is this issue import ant? The care children receive in their first years of life have lifelong problems with emotional regulation, has a lifelong impact and may even influence self concept, social skills and learning. This can future generations. Parenting styles impact lead to decreased academic achievement, early children’s development (Aunola & Nurmi, 2005); school drop-out, delinquency, drug and alcohol the Longitudinal Study of Australian Children has problems and mental health problems (Anda, et shown that even subtle variations in parenting al., 2006; Perry, 2000). styles can have significant effects on child outcomes (Australian Institute of Family Studies, What does the research tell us? 2006). ‘Nature versus nurture’ has been debated for “… the conflicting advice widely available decades, but it has not been until recently that in the public domain can be stressful for we have been able to explain how ‘nurture’ in the external world (families, communities and parents, particularly for sensitive topics society) combines with ‘nature’, or the internal such as sleep problems and discipline.” world (biological and neurological), to influence outcomes in children. -
1 a Study of Nature Versus Nurture, While Diagnosing
1 A STUDY OF NATURE VERSUS NURTURE, WHILE DIAGNOSING ANXIETY OR CONDUCT DISORDERS IN ADOLESCENTS By Austin Laura Schnur Advised by Dr. Johnston SOC 461, 462 Senior Project Social Science Department College of Liberal Arts CALIFORNIA POLYTECHNIC STATE UNIVERSITY Winter, 2017 Nature vs. Nurture While Diagnosing Anxiety or Conduct Disorders 2 Table of contents Research Proposal………………………………………………………….3 Annotated Bibliography…………………………………………………...5 Outline………………………………………………………………………11 Text……………………………………………………………………………. I. Introduction……………………………………………………...13 II. Definitions, Symptoms, and Examples………………………...15 III. Literature Reviews……………………………………………..23 IV. Discussion……………………………………………………….30 V. Personal Experience……………………………………………..33 VI. Conclusion………………………………………………………36 Works Cited…………………………………………………………………38 3 Research Proposal Nature vs. Nurture While Diagnosing Anxiety or Conduct Disorders in Adolescents Purpose or Goal of the Project The purpose of this senior project is to learn more about the influences, whether environmental or genetic, on mental disorders such as anxiety and conduct disorders. Goals include researching about environmental factors that come into play with diagnosing these mental disorders, as well as learning more about the genetic factors that take part. This research will also help me come to personal conclusions on whether nature, such as genetic and biological factors, or nurture, such as social and environmental interactions are more central when, adolescents develop anxiety or conduct behaviors. How this Project will be Accomplished The study on nature versus nurture while diagnosing mental disorders in adolescents will be accomplished through review of journal articles and research data. This research will include studying certain theories in relation to how adolescents develop anxiety or conduct behaviors, considering different standpoints and opinions from research articles, and understanding how both factors can take part in a diagnosis. -
Introduction to the Special Issue on Nature, Nurture, and the Development of Exceptional Competence
Introduction to the Special Issue on Nature, Nurture, and the Development of Exceptional Competence David Yun Dai & Laurence J. Coleman The nature and nurture of exceptional competence is a key foundationalissue for gifted education. This specialissue is intended to present the most current think- ing about the issue by a group of leadingpsychological researchersfrom diverse traditions. The introduction of the following 5 articles is organized around 3 themes: (a) nature versus nurture (additiveinfluence of each), (b) nature and nur- ture (reciprocationand interaction of the 2), and (c) nature in nurture (nature mediated by, or revealed through, nurture). It is argued that the progressionfrom the nature-nurturedebate to interactionistperspectives, to a further consideration of nature and nurture as working as 1 system, represents a more refined and deeper understandingof the role of nature and nurturein the development of exceptional competence. All individual growth reflects constant and dynamic inter- action between an organism, with its internal programs, and the environment, whose constituent properties are never wholly predictable .... [Tihese dynamic interactions continue throughout active life, giving shape and meaning to an individual's existence and ultimate accomplishments. -H. Gardner, 1997, p. 10 Introduction The field of gifted education in the United States is witnessing a time of uncertainties: economic downturns and financial shortfalls, political expediencies, concerns over equity and social injustice, transitions to new systems of identification and programming, and so forth. Most of all, the very theoretical foundations of the field, the raison d'6tre of gifted education, are under scrutiny and heated debate (e.g., Borland, 2003; Coleman, 1996). It seems timely that we David Yun Dai is Assistant Professor in the Department of Educational and Counseling Psychology at the State University of New York at Albany.