Maintaining Your Skills Over the Summer
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Peace Corps Listing for the Pclive Knowledge Sharing Platform (Digital Knowledge Hub) Showing the Resources Available at Pclive, 2017
Description of document: Peace Corps listing for the PCLive knowledge sharing platform (digital knowledge hub) showing the resources available at PCLive, 2017 Requested date: July 2017 Release date: 21-December-2017 Posted date: 07-January-2019 Source of document: Freedom of Information Act Request FOIA Officer U.S. Peace Corps 1111 20th Street, NW Washington D.C. 20526 The governmentattic.org web site (“the site”) is noncommercial and free to the public. The site and materials made available on the site, such as this file, are for reference only. The governmentattic.org web site and its principals have made every effort to make this information as complete and as accurate as possible, however, there may be mistakes and omissions, both typographical and in content. The governmentattic.org web site and its principals shall have neither liability nor responsibility to any person or entity with respect to any loss or damage caused, or alleged to have been caused, directly or indirectly, by the information provided on the governmentattic.org web site or in this file. The public records published on the site were obtained from government agencies using proper legal channels. Each document is identified as to the source. Any concerns about the contents of the site should be directed to the agency originating the document in question. GovernmentAttic.org is not responsible for the contents of documents published on the website. Since 1961. December 21, 2017 RE: FOIA Request No. 17-0143 This is in response to your Freedom of Information Act (FOIA) request. Specifically, "I request a copy of the table of contents, listing or index for the PCLive knowledge sharing platform ( digital knowledge hub), showing the 1200+ resources available at PCLive." Attached, you have a spreadsheet (1 sheet) listing PCLive resources. -
* Malawi, Tanzania, Zambia, Zimbabwe
DISABILITY & SOCIAL RESPONSES IN SOME SOUTHERN AFRICAN NATIONS: Angola, Botswana, Burundi, D.R. Congo (ex Zaire), Malawi, Mozambique, Namibia, Tanzania, Rwanda, Zambia, Zimbabwe. A bibliography, with introduction and some historical items. M. MILES (compiler / annotator), Birmingham, UK. [email protected] Copyright 2003 M.Miles / CIRRIE All materials may be reproduced for non-commercial purposes to advance educational or scientific research. * MALAWI, TANZANIA, ZAMBIA, ZIMBABWE AALL-JILEK LM (1965) Epilepsy in the Wapogoro tribe in Tanganyika. Acta Psychiatrica Scandinavica 41: 57-86. ACHOLA, Paul PW (1990) Implementing Educational Policies in Zambia. Discussion paper, Africa Tech. Dept. series 90. Washington DC: World Bank. ADAMOLEKUN B, MIELKE JK & BALL DE (1999) An evaluation of the impact of health and patient education on the care and compliance of patients with epilepsy in Zimbabwe. Epilepsia 40: 507-511. ADDISON, Joan (1986) A Historical Survey of Facilities for Handicapped People in Zimbabwe. Hrr: NASCOH. 36 pp. ADDISON J (1992) Education of the visually-handicapped in Zimbabwe: an overview. IJSE 7: 71-79. AGER, Alastair (1990) The importance of sustainability in the design of culturally appropriate programmes of early intervention. Intl Disab. Studies 12: 89-92. (Based in Malawi). AGER A & AGER W (1989) An investigation of the needs of mentally retarded individuals within Malawi: implications for the provision of community-based rehabilitation. Unpub. Chancellor Coll., Zomba. § AKAMANDISA F [1978] Psychological Research on Child Development in Zambia: an annotated bibliography. Lusaka: UNZA. 25 pp. ALLAIN TJ & WILSON AO (1997) Morbidity and disability in elderly Zimbabweans. Age and Ageing 26: 115-121. ALLISON, Olive (1976) Survey and analysis of patterns of stuttering among Zambian school children. -
ABSTRACT Hearing Humanities: a Holistic Approach to Audiology
ABSTRACT Hearing Humanities: A Holistic Approach to Audiology Education Callie M. Boren Director: Jason Whitt, Ph.D. This thesis explores the intersection of Deaf/disability identity and the practice of audiology, and has three aims: first, to establish broad background information about the common cultures, identities, and models that relate to disability; second, to connect this background information to the personal and social domains of the lives of people with hearing loss; and finally, to establish current problems and provide direction in training future audiologists in order to ensure clinicians provide care that is above and beyond minimum ethical standards. The first aim will be accomplished by outlining the history and development of Deaf culture and its key features, framing the parallel history and development of disability culture and identity, and comparing and contrasting Deaf culture and identity with disability culture and identity. The second aim of this work will be accomplished by revisiting the definition of disability models, introducing the models that might have bearing on the lives of people with disabilities, and applying these models to the social experience of a person with hearing loss. The final aim of this work will be accomplished by establishing a brief history of the field of audiology, examining the ethics that guide audiology practice, defining and describing audiological counseling, and introducing a new approach to training clinicians that incorporates the humanities. APPROVED BY DIRECTOR OF HONORS THESIS: ______________________________________________________ Dr. Jason Whitt, Honors Program APPROVED BY THE HONORS PROGRAM: ______________________________________________________ Dr. Andrew Wisely, Interim Director DATE: _____________________________ HEARING HUMANITIES: A HOLISTIC APPROACH TO AUDIOLOGY EDUCATION A Thesis Submitted to the Faculty of Baylor University In Partial Fulfillment of the Requirements for the Honors Program By Callie Michelle Boren Waco, Texas April 2021 TABLE OF CONTENTS Dedication. -
The Living Heritage of Traditional Names in Postcolonial Zambia
Osward Chanda PORTABLE INHERITANCE: THE LIVING HERITAGE OF TRADITIONAL NAMES IN POSTCOLONIAL ZAMBIA MA Thesis in Cultural Heritage Studies: Academic Research, Policy, Management. Central European University Budapest June 2020 CEU eTD Collection PORTABLE INHERITANCE: THE LIVING HERITAGE OF TRADITIONAL NAMES IN POSTCOLONIAL ZAMBIA by Osward Chanda (Zambia) Thesis submitted to the Department of Medieval Studies, Central European University, Budapest, in partial fulfillment of the requirements of the Master of Arts degree in Cultural Heritage Studies: Academic Research, Policy, Management. Accepted in conformance with the standards of the CEU. ____________________________________________ Chair, Examination Committee ____________________________________________ Thesis Supervisor ____________________________________________ Examiner CEU eTD Collection ____________________________________________ Examiner Budapest June 2020 PORTABLE INHERITANCE: THE LIVING HERITAGE OF TRADITIONAL NAMES IN POSTCOLONIAL ZAMBIA by Osward Chanda (Zambia) Thesis submitted to the Department of Medieval Studies, Central European University, Budapest, in partial fulfillment of the requirements of the Master of Arts degree in Cultural Heritage Studies: Academic Research, Policy, Management. Accepted in conformance with the standards of the CEU. ____________________________________________ External Reader CEU eTD Collection Budapest June 2020 PORTABLE INHERITANCE: THE LIVING HERITAGE OF TRADITIONAL NAMES IN POSTCOLONIAL ZAMBIA by Osward Chanda (Zambia) Thesis submitted -
Competition Materials
Competition Opens: October 7, 2019 Questions due: October 23, 2019 (12:00 pm ET) Closing Date: November 15, 2019 (12:00 pm ET) Begin with Books Prize Competition Document Contents Acronym List 3 Glossary 3 Prize Competition Summary 4 Background 5 Who is seeking solutions? 8 What is the Begin with Books Prize? 9 What are the Solution Requirements? 11 Resources 13 Application Process Overview 13 Submission Requirements 14 Judging Criteria 17 Annexes 19 2 Acronym List ACR GCD All Children Reading: A Grand Challenge for Development EGIDS Expanded Graded Intergenerational Disruption Scale (EGIDS) EPUB Electronic Publication File Format ET Eastern Time GBA Global Book Alliance GDL Global Digital Library HTML Hypertext Markup Language MICS Multiple Indicator Cluster Survey PDF Portable Document Format QA Quality Assurance SL Sign Language STEM Science, Technology, Engineering, Math (STEM) URL Uniform Resource Locator WCAG Web Content Accessibility Guidelines Glossary Cost-Effective The package of books that uses the Eligible Approaches to develop the most economical combination of books for each level (Pre-primary, Kindergarten, Grades 1 & 2) which meet the Solution Requirements. High-Quality Titles that meet the Solution Requirements. Library Materials Decodable and levelled reading resources for children’s independent reading and more complex texts that adults can read aloud for children. 3 Prize Competition Summary A child's path to opportunity begins with literacy, and literacy begins with books. Join this global competition to create books for children in languages they use and understand. Literacy leads to better health, broadens employment opportunities, and creates safer and more stable societies. However, more than 387 million children are not expected to read or do basic math by the end of primary school.1 For the more than 93 million children with disabilities globally, learning outcomes are even lower, as they are less likely to go to school and have access to accessible learning resources. -
The Language Skills of Singaporean Deaf Children Using Total Communication Mandy Phua Su Yin National University of Singapore 20
THE LANGUAGE SKILLS OF SINGAPOREAN DEAF CHILDREN USING TOTAL COMMUNICATION MANDY PHUA SU YIN NATIONAL UNIVERSITY OF SINGAPORE 2003 THE LANGUAGE SKILLS OF SINGAPOREAN DEAF CHILDREN USING TOTAL COMMUNICATION MANDY PHUA SU YIN (B.A.(Hons.), NUS) A THESIS SUBMITTED FOR THE DEGREE OF MASTER OF SOCIAL SCIENCE (PSYCHOLOGY) DEPARTMENT OF SOCIAL WORK AND PSYCHOLOGY NATIONAL UNIVERSITY OF SINGAPORE 2003 i Acknowledgements I would like to express my gratitude to: ❖ A/P Susan Rickard Liow, Department of Social Work and Psychology, National University of Singapore, for your advice and patient guidance. ❖ The Principal, Mrs Ang-Chang Kah Chai, staff and students of the Singapore School for the Deaf for participating in this study and for teaching me much about the Deaf community. ❖ A/P Low Wong Kein, Head, Department of Otolaryngology, Singapore General Hospital, and colleagues in the Listen and Talk Programme for always being quick to provide instrumental aid. ❖ Ms Wendy Tham and Mr Tracey Evans Chan for your helpful suggestions and comments on the thesis. ii Table of Contents Acknowledgements i Table of Contents ii List of Tables vi List of Figures vii Summary viii Chapter 1 Introduction 1 1.1. Deaf Education Worldwide 1 1.1.1. Definitions and Terminology 1 1.1.2. Language and Literacy 2 1.1.3. Approaches to Deaf Education and Programmes 3 1.1.3.1. Auditory-Verbal Approach 4 1.1.3.2. Bilingual-Bicultural Approach 4 1.1.3.3. Cued Speech 5 1.1.3.4. Oral Approach 5 1.1.3.5. Total Communication 5 1.2. -
Deaf History Notes Unit 1.Pdf
Deaf History Notes by Brian Cerney, Ph.D. 2 Deaf History Notes Table of Contents 5 Preface 6 UNIT ONE - The Origins of American Sign Language 8 Section 1: Communication & Language 8 Communication 9 The Four Components of Communication 11 Modes of Expressing and Perceiving Communication 13 Language Versus Communication 14 The Three Language Channels 14 Multiple Language Encoding Systems 15 Identifying Communication as Language – The Case for ASL 16 ASL is Not a Universal Language 18 Section 2: Deaf Education & Language Stability 18 Pedro Ponce DeLeón and Private Education for Deaf Children 19 Abbé de l'Epée and Public Education for Deaf Children 20 Abbé Sicard and Jean Massieu 21 Laurent Clerc and Thomas Hopkins Gallaudet 23 Martha's Vineyard 24 The Connecticut Asylum for the Education and Instruction of Deaf and Dumb Persons 27 Unit One Summary & Review Questions 30 Unit One Bibliography & Suggested Readings 32 UNIT TWO - Manualism & the Fight for Self-Empowerment 34 Section 1: Language, Culture & Oppression 34 Language and Culture 35 The Power of Labels 35 Internalized Oppression 37 Section 2: Manualism Versus Oralism 37 The New England Gallaudet Association 37 The American Annals of the Deaf 38 Edward Miner Gallaudet, the Columbia Institution for the Instruction of the Deaf and Dumb, and the National Deaf-Mute College 39 Alexander Graham Bell and the American Association to Promote the Teaching of Speech to the Deaf 40 The National Association of the Deaf 42 The International Convention of Instructors of the Deaf in Milan, Italy 44 -
American Sign Language
tm American Sign Language 1. What is American Sign Language? In the 19th century, American Sign Language (ASL) evolved from a combination of French Sign Language and homemade signs from Mar- tha’s Vineyard and New England homes with deaf children. In the 1960’s, researchers William C. Stokoe, Dorothy S. Caster- line and Carl Croneberg noticed that ASL has linguistic parameters (phonology, morphology, syntax) found in other languages. They recognized ASL as a bona fide language with its own rules of grammar, sentence and sign formation. Like Spanish, French, Chinese and other languages, ASL is a language in and of itself, separate from English. The only difference is that ASL is visual rather than auditory. ASL users convey critical information with their hands through the use of handshapes, locations, movements, palm orientations and non- manual grammatical signals (eyes, face, head, shoulders). Providing full visual access to communication and language, ASL can convey subtle, complex, and abstract thoughts. In short, ASL can communicate anything. The English language has individual letters. Likewise, ASL and other signed languages consist of handshapes. In English, the letters must be arranged in specific ways to convey meanings. It is also true for ASL: handshapes are arranged syntactically. Often the first language for many Deaf North Americans, it is now the fourth most commonly used language in the United States (Nakamura, 2002). It is best learned from other Deaf persons or through interac- Communication Considerations A-ZTM American Sign Language tion with other competent ASL users. Research shows a strong correlation between fluency of ASL and written English, meaning highly skilled ASL users are often competent in written English (Strong & Prinz, 2000). -
The Deaf Do Not Beg: Making the Case for Citizenship, 1880-1956
The Deaf Do Not Beg: Making the Case for Citizenship, 1880-1956 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Octavian Elijah Robinson Graduate Program in History The Ohio State University 2012 Dissertation Committee: Susan Hartmann, Advisor Paula Baker Susan Burch Judy Tzu-Chun Wu Copyright by Octavian Elijah Robinson 2012 Abstract This dissertation examines deaf people’s anxieties about their place in American society and the political economy from 1880 to 1956. My study highlights how deaf people sought to place themselves within mainstream society through their activism to protect and advance their status as citizen-workers. Their activism centered on campaigns against peddling. Those campaigns sought to protect the public image of deaf people as worker-citizens while protecting their language and cultural community. The rhetoric surrounding impostorism and peddling reveals ableist attitudes; anxieties about the oral method supplanting sign language based education for the deaf; fears and insecurities about deaf people’s place in the American economy; class consciousness; and efforts to achieve full social citizenship. Deaf people’s notion of equal citizenship was that of white male citizenship with full access to economic opportunities. Their idea of citizenship extended to the legal and social right to employment and economic self-sufficiency. This is a historical account of the deaf community’s campaign during the late nineteenth and first half of the twentieth century to promote deaf people within American society as equal citizens and to improve their access to economic opportunities. -
Communication Skills
DOCUMENT RESUME ED 329 092 EC 300 088 AUTHOR Stuckless, E. Ross, Ed.; And Others TITLE International Congress on Education of the Deaf. Proceedings I: Abstracts of Presentations (17th, Rochester, New York, July 29-August 3, 1990). INSTITUTION Rochester Inst. of Technology, NY. National Technical Inst. for the Deaf. SPONS AGENCY Department of Education, Washington, DC. PUB DATE Aug 90 NOTE 164p. AVAILABLE FROMRochester Institute of Technology, National Technical Institute for the Deaf, ICED Office, One Lomb Memorial Dr., P.O. Box 9887, Rochester, NY 14623-0887 ($10.00). PUB TYPE Collected Works - Conference Proceedings (021) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Adults; Audiology; *Communication Aids (for Disabd); Communication Skills; Continuing Education; *Deafness; Delivery Systems; Early Intervention; Educational Policy; *Educational Practices; Elementary Secondary Education; Employment; *Hearing Impairments; Higher Education; *Language Acquisition; Mainstreaming; Mental Health; Multiple Disabilities; Physical Health; Postsecondary Education; Preschool Education; School Administration; Social Development; Social Integration; Teaching Methods; Vocational Education ABSTRACT Abstracts from presentations given at the 1990 International Congress on Education of the Deaf are organized by 12 major topics: development of language skills; communication; instruction; cognition and learning; educational policies and services; organization and administration of schools and programs; students with special needs; psychosocial development -
The Development of Education for Deaf People
1 Chapter 2: The development of education for deaf people The development of education for deaf people Legacy of the Past The book Legacy of the Past (Some aspects of the history of blind educa- tion, deaf education, and deaf-blind education with emphasis on the time before 1900) contains three chapters: Chapter 1: The development of education for blind people Chapter 2: The development of education for deaf people Chapter 3: The development of education for deaf-blind people In all 399 pp. An internet edition of the whole book in one single document would be very unhandy. Therefore, I have divided the book into three documents (three inter- netbooks). In all, the three documents contain the whole book. Legacy of the Past. This Internetbook is Chapter 2: The development of education for deaf people. Foreword In his Introduction the author expresses very clearly that this book is not The history of blind education, deaf education and deaf-blind education but some aspects of their history of education with emphasis on the time before 1900. Nevertheless - having had the privilege of reading it - my opinion is that this volume must be one of the most extensive on the market today regarding this part of the history of special education. For several years now I have had the great pleasure of working with the author, and I am not surprised by the fact that he really has gone to the basic sources trying to find the right answers and perspectives. Who are they - and in what ways have societies during the centuries faced the problems? By going back to ancient sources like the Bible, the Holy Koran and to Nordic Myths the author gives the reader an exciting perspective; expressed, among other things, by a discussion of terms used through our history. -
Sign Bilingual Education Practice As a Strategy for Inclusion of Deaf Children in Zimbabwe
SIGN BILINGUAL EDUCATION PRACTICE AS A STRATEGY FOR INCLUSION OF DEAF CHILDREN IN ZIMBABWE By PATRICK SIBANDA Submitted in accordance with the requirements for the degree of DOCTOR OF PHILOSOPHY In the subject Inclusive Education at the UNIVERSITY OF SOUTH AFRICA Supervisor: PROF LDN TLALE November 2017 DECLARATION Name: Patrick Sibanda Student Number: 3202-576-9 Degree: Doctor of Philosophy of Education I declare that ‘SIGN BILINGUAL EDUCATION PRACTICE AS A STRATEGY FOR INCLUSION OF DEAF CHILDREN IN ZIMBABWE’ is my own original work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references. November 2017 SIGNATURE DATE (Mr. P. Sibanda) UNIVERSITY OF SOUTH AFRICA i DEDICATION To my mother Maria Sibanda, wife Grace Sibanda, my late brother Timothy Sibanda and all my sons and daughters. ii ACKNOWLEDGEMENTS My heartfelt thanks go to the following people who contributed immensely and variously towards my ability to accomplish this project: My supervisor, Professor Lloyd Daniel Nkoli Tlale, for his patience, outstanding scholarly advisement and warmly encouragement and dedication. The editor of this work, Doctor Isaac Mhute, for his linguistic and technical expertise. My nephew Gideon for his material and spiritual support. My immediate family for the social support and encouragement they rendered throughout my engagement with this project. My workmates, colleagues and friends in the fold of Printah, Thuli, Edmore, Nozi and Onias who kept urging me on even when my spirit was at its lowest ebb. Above all, the Almighty who gave me the life, the prayerful spirit, the urge, the power and the encouragement to venture into this thesis and to sustain up to its fruition.