Hand-To-Hand Combat, Or Mouth-To-Mouth Resuscitation?
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Sign Language Typology Series
SIGN LANGUAGE TYPOLOGY SERIES The Sign Language Typology Series is dedicated to the comparative study of sign languages around the world. Individual or collective works that systematically explore typological variation across sign languages are the focus of this series, with particular emphasis on undocumented, underdescribed and endangered sign languages. The scope of the series primarily includes cross-linguistic studies of grammatical domains across a larger or smaller sample of sign languages, but also encompasses the study of individual sign languages from a typological perspective and comparison between signed and spoken languages in terms of language modality, as well as theoretical and methodological contributions to sign language typology. Interrogative and Negative Constructions in Sign Languages Edited by Ulrike Zeshan Sign Language Typology Series No. 1 / Interrogative and negative constructions in sign languages / Ulrike Zeshan (ed.) / Nijmegen: Ishara Press 2006. ISBN-10: 90-8656-001-6 ISBN-13: 978-90-8656-001-1 © Ishara Press Stichting DEF Wundtlaan 1 6525XD Nijmegen The Netherlands Fax: +31-24-3521213 email: [email protected] http://ishara.def-intl.org Cover design: Sibaji Panda Printed in the Netherlands First published 2006 Catalogue copy of this book available at Depot van Nederlandse Publicaties, Koninklijke Bibliotheek, Den Haag (www.kb.nl/depot) To the deaf pioneers in developing countries who have inspired all my work Contents Preface........................................................................................................10 -
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). -
Resource Manual EL Education Language Arts Curriculum
Language Arts Grades K-2: Reading Foundations Skills Block Resource Manual EL Education Language Arts Curriculum K-2 Reading Foundations Skills Block: Resource Manual EL Education Language Arts Curriculum is published by: EL Education 247 W. 35th Street, 8th Floor New York, NY 10001 www.ELeducation.org ISBN 978-1683622710 FIRST EDITION © 2016 EL Education Inc. Except where otherwise noted, EL Education’s Language Arts Curriculum is published under a Creative Commons Attribution 4.0 International (CC BY 4.0) License. To view a copy of this license, visit https://creativecommons.org/ licenses/by/4.0/. Licensed third party content noted as such in this curriculum is the property of the respective copyright owner and not subject to the CC BY 4.0 License. Responsibility for securing any necessary permissions as to such third party content rests with parties desiring to use such content. For example, certain third party content may not be reproduced or distributed (outside the scope of fair use) without additional permissions from the content owner and it is the responsibility of the person seeking to reproduce or distribute this curriculum to either secure those permissions or remove the applicable content before reproduction or distribution. Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. Common Core State Standards are subject to the public license located at http://www.corestandards.org/public-license/. Cover art from “First Come the Eggs,” a project by third grade students at Genesee Community Charter School. Used courtesy of Genesee Community Charter School, Rochester, NY. -
The 5 Parameters of ASL Before You Begin Sign Language Partner Activities, You Need to Learn the 5 Parameters of ASL
The 5 Parameters of ASL Before you begin Sign Language Partner activities, you need to learn the 5 Parameters of ASL. You will use these parameters to describe new vocabulary words you will learn with your partner while completing Language Partner activities. Read and learn about the 5 Parameters below. DEFINITION In American Sign Language (ASL), we use the 5 Parameters of ASL to describe how a sign behaves within the signer’s space. The parameters are handshape, palm orientation, movement, location, and expression/non-manual signals. All five parameters must be performed correctly to sign the word accurately. Go to https://www.youtube.com/watch?v=FrkGrIiAoNE for a signed definition of the 5 Parameters of ASL. Don’t forget to turn the captions on if you are a beginning ASL student. Note: The signer’s space spans the width of your elbows when your hands are on your hips to the length four inches above your head to four inches below your belly button. Imagine a rectangle drawn around the top half of your body. TYPES OF HANDSHAPES Handshapes consist of the manual alphabet and other variations of handshapes. Refer to the picture below. TYPES OF ORIENTATIONS Orientation refers to which direction your palm is facing for a particular sign. The different directions are listed below. 1. Palm facing out 2. Palm facing in 3. Palm is horizontal 4. Palm faces left/right 5. Palm toward palm 6. Palm up/down TYPES OF MOVEMENT A sign can display different kinds of movement that are named below. 1. In a circle 2. -
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. -
Response Generalization in Individual Participants Receiving Constraint-Induced Aphasia Therapy
THE EFFECT OF CONSTRAINT-INDUCED APHASIA THERAPY ON NAMING AND DISCOURSE IN INDIVIDUALS WITH APHASIA by JESSICA DAWN RICHARDSON (Under the Direction of Anne Bothe and Rebecca Shisler Marshall) ABSTRACT Participation in aphasia therapy generally results in positive outcomes. Constraint-induced aphasia therapy (CIAT) researchers in particular make bold claims about the efficacy of the approach, but pervasive methodological problems throughout the literature detract from the impact of those claims. The study reported in this dissertation was designed to determine the effect of CIAT on standardized measures of language ability, functional communication, and quality of life. In addition, continuous assessment of dependent variables occurred to ensure that improvements in naming and discourse behaviors could be attributed to CIAT and not to other extraneous factors. Six adults with aphasia participated in this modified single-subject, multiple- baseline across individuals design consisting of a baseline, treatment, and maintenance phase. Results provide the new information that the CIAT protocol utilized in this study resulted in a reduction in activity and participation limitations. Furthermore, this study demonstrated the effect of CIAT on naming of trained items and on untrained discourse tasks though the stability criteria used in this study did not prevent the occurrence of accelerating trends in baseline data and therefore reduces the impact of these claims. Results also supply needed information about treatment elements and preliminary -
Building Rapport in American Sign Language.Pdf
BUILDING RAPPORT IN… American Sign Language SMALL TALK/ ADMINISTRATION Hello Wave hello Nice to meet you NICE (place left hand with palm facing up and slide right hand across it) MEET (make two 1 handshapes and then touch them together so that thumbs are touching, like two people meeting) YOU (point out in front of you with index finger as if you were pointing to someone) My name is… MY (gesture to yourself by bringing an open palm to your chest). NAME (make H handshape with both hands; place left hand on top of right to form an X). Then, fingerspell your name. I am a genetic counselor I (point to your chest with your index finger) GENETIC (see below) COUNSEL (place your left hand in front of you with your palm facing down. Slide your right hand across your left hand from your thumb to your pinky starting with your fingers clenched together and opening up your fingers as your right hand slides across the left). Then, indicate “one who does” by placing your hands our in front of your chest facing each other and bringing your hands down in a swift motion. I know a little Sign I (point to your chest with your index finger). KNOW (tap bent handshape to temple). LITTLE Language (gesture a little bit by moving index finger and thumb together in a pinching motion). SIGN (make index finger handshapes and move them in alternating circles). LANGUAGE (touch L handshapes together at the thumbs and twist them as you pull hands away from each other). -
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” -
Sample File Creator & Lead Developer Military Advisor Yaeger, Cole Busse, Garth Elliott, Andrew J
Sample file www.diasexmachina.com Sample file Creator & Lead Developer Military Advisor Yaeger, Cole Busse, Garth Elliott, Andrew J. Hayford, Chris Tavares Dias Geoffrey Lamb Michael Dake, Jonathon Dyer, James Rivera, Seth Hartley, David Harrison, James Sizemore, Baradaelin, Lead Writers Playtesters Robert Biskin, Patrick Malone, L Kevin Watson, Vahn Kergonan, John T Coleman, Jeremy Wildie, Mathew Chris Dias, Christopher Stilson, Conan Veitch Devon Apple, Jack Gulick, Brian Jones, David Breitenbach, Jose Luis Porfirio, James Gavin, John Jones, Cassandra de Kanter, Jason de Kanter, Rogers, Kean P Stuart, Antonio Martorell Ferriol, Bill Fate Edition Developer Megan Halko, Tyler Halko, Robert Hanz, Tyler "Gryffn88" Stilson, Peter Gates, Kristopher Stein, Christopher Peregrin Stilson Powell, Christopher Ruthenbeck, Sarah Stilson Selenio, Oliver von Spreckelsen, Max Kaehn, Richard J Legg Jr, Peter Dean, Philip Walpole, Sebastian Dietz, Cover Design & Layout Kickstarter Backers Mark A. Siefert, Francois "Stereofm" M., Teppo Pen- nanen, Conan James, Josh Louie, Hamish Thomson, Joshua Raynack Bob Whitely, Courtney Raines, Elisabeth Espiritu, Brian Mead, Derek "Pineapple Steak" Swoyer, Stephen Michael "gleepism" McCormack, Jordan Lazzari, Sar- Abel, Daryl Pruett, Sterling Brucks, Chris Snyder, calistic, Jason LaDue, Matt Dowd, James VanderZan- Cover Illustration Clayton Guerry, Melody Haren Anderson, Louis- den, Ryder DeBruyn, Cassandra de Kanter, Ken Pawlik, Nick Greenwood Philippe Desroches, Tad Rudnicki, Lee McAndrew, Noah Hall, Charles Simpson, Andrew Krause, Evan Chase Davis, David Rosenberg, Lucas Maruk, Toast "Theta" Proctor Jacob P, Steven K. Watkins, Matthew Peters, Robert H. Mitchell Jr., Nathan Beal, Graham Cartography Stanton, Jhereth Jax, Caoimhe Ora Snow, Timothy Lewry, Maura Cowie, Nicholas Stroffolino, Kris Knives, Jeremy Simmons Baker, Steven Kimberley, Shawn Surber, Spazninmov, Peter Engebos, Koen Casier, Trevor Reid, Kary "Realm Peter Perkins, Tavern Keeper, Robert Rittenhouse, C. -
IDEALS @ Illinois
ILLINOIS UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN PRODUCTION NOTE University of Illinois at Urbana-Champaign Library Large-scale Digitization Project, 2007. LIBRARY TRENDS SUMMER 1992 41(1)1-176 Libraries Serving an Underserved Population: Deaf and Hearing-Impaired Patrons Melanie J. Norton Gail L. Kovalik Issue Editors University of Illinois Graduate School of Library and Information Science This Page Intentionally Left Blank Libraries Serving an Underserved Population: Deaf and Hearing-Impaired Patrons CONTENTS Introduction Melanie J. Norton Gail L. Kovalik We Have Come a Long Way Alice Lougee Hagemeyer Overcoming Communication Barriers: Communicating with Deaf People Warren R. Goldmann James R. Mallory 21 Deafness-Related Materials: Collection Development and Information Retrieval Carolyn Jones 31 The Rustle of a Star: An Annotated Bibliography of Deaf Characters in Fiction Jonathan Miller 42 Sharing Traditional and Contemporary Literature with Deaf Children Carolyn Schuler Susan Meck 61 Standards for Library Media Centers in Schools for the Deaf: An Updated Perspective Jeanina Mecca Odien “Silent” Films Revisited: Captioned Films for the Deaf Gail L. Kovalik 100 Effective Bibliographic Instruction for Deaf and Hearing-Impaired College Students Melanie J. Norton 118 To Lighten Doubt and Drive Away Despair- Historic Sources and Current Resources at the New York State Library Audrey June Smith Paul Mercer 151 Guidelines for Libraries Serving Persons with a Hearing Impairment New York Library Association 164 Contributors 173 Introduction MELANIEJ. NORTONAND GAILL. KOVALIK WITH THE PASSAGE OF THE Americans with Disabilities Act (ADA), all businesses, including libraries, must be prepared to meet the needs of all disabled people. Compliance with ADA mandates the removal of architectural barriers, resulting in physically accessible and safe buildings. -
Sign Languages in Contact
INTRO_Sign_Pozos_Gaul_193027 7/30/07 11:19 AM Page 1 Editor’s Introduction: Outlining Considerations for the Study of Signed Language Contact David Quinto-Pozos To my knowledge, this volume represents the first book-length collec- tion of various accounts of contact between sign languages, and this brings with it excitement as well as the realization of challenges that lie ahead.1 As many researchers who are interested in language contact might suggest, it is exciting because these chapters contribute to our un- derstanding of the structural and social aspects of contact and how such contact affects language in the visual-gestural modality. They provide us with information about Deaf communities throughout the world, as well as language data that speak to the ways in which contact is manifested in those communities. This global perspective allows us to examine con- tact situations in search of commonalties and recurring patterns. It also enables us to see how some outcomes of contact between sign languages might or might not fit the general patterns of contact that have been demonstrated for spoken languages. Perhaps as a way to balance the ex- citement about this topic, the sobering truth is that we know so little about contact between sign languages. As a result, we are faced with the task of documenting examples of such contact and the challenge of ex- amining the effects of visual meaning creation on linguistic structures that occur in these contact situations. By focusing on this area of inquiry, we stand to gain much knowledge about how language works. The study of language contact among signed languages forces us to carefully consider how the visual-gestural modality of human com- munication influences language birth, development, change, and de- cay or loss from disuse.