Thank you Jeff!
I have thought a lot about what to blog about. Since I am going into more of a business related major, I figured knowing some things about how deaf people get jobs and aid would be helpful. It seems to be that there are very few options for deaf people. They face discrimination and finding jobs is nearly impossible in the hearing world. Seems that deaf people can only get jobs at say Gallaudet or some other deaf community related events. I did some research and one way deaf people get aid is through the Social Security Disability Insurance (SSDI).
Is this aid discriminatory itself?
It requires deaf people to have been employed for a certain length of time and a certain level of hearing loss to qualify, but deaf people have a hard enough time getting a job let alone holding one.
My question then is,
How can we help deaf people get jobs?
What ways can we make deaf people “accepted” into the workforce?
How do deaf people afford to live with unlikely chances of jobs and aids being so precise as they are, also along with many other expenses?
I would like to see what people come up with, either through their research or just ideas they can think of
Looking for a Job
Searching for a job when you are deaf or hard of hearing is one of the most frustrating experiences many deaf people have. It is important to know your legal rights when looking for a job. It is also equally important to utilize any and all resources available, especially interpreters. Many deaf and hard of hearing people have shared their personal stories of discrimination encountered in the job search. Plus, for deaf people who wish to work only in the deaf community, there are specialized job sites.
What is Social Security Disability Insurance (SSDI)?
SSDI (also known as Social Security Disability) is a monthly check that goes to people with disabilities who have worked long enough to qualify for it. Disabled people who lose their jobs often turn to SSDI until they can find new employment.
Can Deaf People get SSDI?
A deaf person can get SSDI as long as the deafness meets the Social Security requirement that the medical condition last at least a year. In addition, the deaf person must meet two Social Security tests: the Recent Work test and the Duration of Work Test. The criteria for both tests vary depending on a person's age.
For example, for a late deafened person in their 30s, the Recent Work test is passed if the person became deaf in the quarter they turned 31 or later, and also if they had worked at least five years out of a 10-year period that ended with when the person became deaf. For someone who was born deaf, to pass the Duration of Work Test they only need to have worked 1.5 years.
In addition, the deaf person's deafness must be considered "severe." Deafness appears on a list of impairments that automatically qualifies a person as disabled. Social Security has a "Blue Book," Disability Evaluation Under Social Security, that has a section, 2.00 Special Senses and Speech - Adult. Sub-section 2.08 on Hearing Impairments states:
2.08 Hearing Impairments (hearing not restorable by a hearing aid) manifested by:
A. Average hearing threshold sensitivity for air conduction of 90 decibels or greater, and for bone conduction to corresponding maximal levels, in the better ear, determined by the simple average of hearing threshold levels at 500, 1000, and 2000hz. (see 2.00B1); or
B. Speech discrimination scores of 40% or less in the better ear.
How Long Can a Deaf Person Get SSDI?
Unlike unemployment benefits, SSDI does not have a time limit and continues as long as the person meets the disability criteria. The deaf person's eligibility may be reviewed periodically to see if the deaf person still qualifies as disabled. SSDI can also stop if a person earns too much (you can work while receiving SSDI, as long as it is below a limit).
Wednesday, March 30, 2011
Wednesday, March 23, 2011
Amanda's Post
Thank you Amanda!
This is a pretty lengthy article but I found it quite interesting. It talks about how ASL is the cause of illiteracy among deaf students. I want the questions for this article to be:
Why do you think ASL is to blame?
What do you think could be done to raise literacy rates, or what do you suppose the real cause of illiteracy is?
After the class has answered these questions I would post what the writer of this article think ASL is to blame.
ARTICLE
This has happened so many times I’ve lost count. A discussion ensues about poor English skills in the deaf community and someone blames ASL. Excessive use of ASL, this person will warn you, causes many a deaf person to lose his grasp of English. What’s going on here?
Normally, this would be a topic for the appropriate experts in linguistics to discuss. But I can no longer sit on my hands and watch other people make a scapegoat out of ASL. Therefore I would like to share with you my own deaf perspective on this controversial subject.
Granted, illiteracy in the deaf community is nothing new. It’s been a concern for many, many years. I am not surprised at all when people lament the failure of the education system to bring deaf children’s reading and writing levels up to par. Yes, we have failed many deaf children. Yes, we must continue striving for newer and better ways to educate them. But no, we do not need to point our fingers at ASL as the source of the problem.
First of all, let’s take a moment to remind ourselves about deaf history. Illiteracy, as previously mentioned, is a problem that’s been around for a long time. A very long time. Yet if we stop and think about it, ASL has not been around for a long time, at least not in classrooms all over the United States.
The fact is, for most of the 20th century, sign language was not used in the classroom. Oralism was prevalent, and sign language was forbidden. Spoken and written English were the primary means of communication. And, as it still is today, illiteracy was a huge problem. And since ASL was not used in the classroom for most of the century, we cannot blame it for the low reading levels all over the country.
On the contrary, after the philosophy of Total Communication was officially adopted in 1976, opportunities for the deaf skyrocketed. Deaf students have had significantly more access to information in the classroom since then and opportunities for advancement (both academically and professionally) have increased dramatically.
Common sense, really. You can’t learn anything if you don’t understand your teachers. And it is usually sign language that allows most deaf students to understand what’s going on. Look around you and you’ll see more deaf administrators, executives, lawyers, businessmen and entrepreneurs than ever before. Not to sugarcoat anything, mind you. Illiteracy is still a major concern. But if you look carefully at the pattern, ASL has helped more than it has hindered.
In addition to all of this, it is still hard to imagine ASL as the cause of illiteracy because its use in the classroom today is still not as widespread as we might think. For as much as we celebrate ASL, it is actually used by a relatively small number of teachers.
In the November 1997 issue of DeafNation, Trudy Suggs wrote a powerful and sobering article about the number of deaf staff working in deaf schools. The numbers were shockingly low. Only three schools reported that over 40 percent of their staff was deaf. Most responded with numbers between 12 and 35 percent. Many schools refused to respond to the survey at all. The scary thing is Suggs was being generous. She included all deaf staff in her numbers, including aides, maintenance crews, office assistants, dorm staff, coaches, and so on. Had the survey focused exclusively on teachers and administrators, the results would have been far more disconcerting.
No offense at all is intended to the many hearing teachers of deaf students, who are putting forth an incredible amount of effort and dedication into their jobs. But it’s apparent that the number of bona fide, Native ASL-signing staff in deaf schools is very low (during a lecture at the 1998 NAD conference, one educator stated that approximately 12 percent of teachers for the deaf are deaf themselves). Therefore, it makes no sense to blame ASL for whatever literacy problems still exist.
Nonetheless, ASL is still used as a scapegoat for illiteracy. From time to time I’ve seen ASL cited as a possible reason for a child’s lack of English skills. For example, a testimonial by Otto Menzel, Ph.D., was presented to the United States Senate Subcommittee on Public Health and Safety on February 12th, 1998. Truth be told, he gave a very powerful, accurate report on the state of deaf education. I agreed with him in most aspects until he went off on a tangent that appears to pin the blame on excessive use of ASL for today’s disappointing reading levels.
How does ASL wind up taking the blame, anyway?
WRITER RESPONSE
Let’s say a deaf child is born into a hearing family. Such is the nature of this child’s hearing loss is that ASL would be the most beneficial means of communication. Unfortunately, his hearing loss is not identified until he’s almost two years old. By then, a significant language delay is all but guaranteed (note: since the time this article was originally published in my book Anything But Silent,there have been great strides in testing for hearing loss at birth).If, at that stage the parents decide to learn ASL, they still have a formidable barrier to overcome. Not only has their child missed out on two years’ worth of language acquisition, but it takes a considerable time (and average of five to seven years, according to information from a Deaf Ed class) for the parents to become fluent in ASL. Considering that the optimal window for picking up language is the first five years of life, we have a real uphill battle in the making (research has indicated that if a child hasn’t had significant access to language by age five, this child will most likely struggle with language and literacy for the rest of his life).In most cases, however, hearing parents ultimately prefer or are strongly encouraged to choose the mainstream, oral/audist options. Not to criticize those options, as the kids who can thrive in such an environment certainly do. But as for the ones who can’t, they have lost even more valuable time to acquire language.Now suppose our hypothetical deaf child has had no language at home and has bounced around from one mainstream program to the other with no success. Eventually, he winds up in a residential school where ASL is encouraged. Suddenly, with exponentially increased access, he begins to absorb information. He picks up ASL from his peers and from his teachers. His communication and social skills become vastly improved.Unfortunately, he is still way behind as far as reading and writing skills are concerned. And then comes the erroneous correlation from professionals everywhere: This kid is using ASL, but he can’t read or write; therefore, it must have been the use of ASL that caused his poor reading and writing skills.And then, whenever a new, innovative teaching strategy involving ASL is proposed, many people in high places hem and haw and are quick to criticize it. The Bi-Bi philosophy, for example, has been scoffed at by many. It has only been around for a relatively short time and is already being blamed for problems that have existed for over a century. It seems to me, quite frankly, that many people are misinformed and perhaps even intimidated by ASL.Come on. Illiteracy is a serious problem that must be addressed everywhere, not just in the deaf community. If ASL is the cause of poor reading and writing skills, then what about the incredibly high number of hearing kids and adults who can’t read? It’s amazing how many people can speak English fluently yet still can’t read or write.On the other hand, I know many hearing people who are fluent in more than one language; their fluency in a second language does not cause their English to suffer. I feel a need to point this out because I have seen people implying that time spent communicating in ASL takes away from one’s ability to use English. Doesn’t happen. I cite myself, my wife, several relatives and friends as examples. We code-switch all the time and it doesn’t hurt. If anything, I believe it strengthens our minds.Okay, I’ve rambled enough. While it’s been great defending the merits of ASL, we still have a serious problem with illiteracy, and it’s a problem that needs to be addressed everywhere. Perhaps we can tackle this in a future article.In the meantime… ASL, the verdict is in: not guilty.
This is a pretty lengthy article but I found it quite interesting. It talks about how ASL is the cause of illiteracy among deaf students. I want the questions for this article to be:
Why do you think ASL is to blame?
What do you think could be done to raise literacy rates, or what do you suppose the real cause of illiteracy is?
After the class has answered these questions I would post what the writer of this article think ASL is to blame.
ARTICLE
This has happened so many times I’ve lost count. A discussion ensues about poor English skills in the deaf community and someone blames ASL. Excessive use of ASL, this person will warn you, causes many a deaf person to lose his grasp of English. What’s going on here?
Normally, this would be a topic for the appropriate experts in linguistics to discuss. But I can no longer sit on my hands and watch other people make a scapegoat out of ASL. Therefore I would like to share with you my own deaf perspective on this controversial subject.
Granted, illiteracy in the deaf community is nothing new. It’s been a concern for many, many years. I am not surprised at all when people lament the failure of the education system to bring deaf children’s reading and writing levels up to par. Yes, we have failed many deaf children. Yes, we must continue striving for newer and better ways to educate them. But no, we do not need to point our fingers at ASL as the source of the problem.
First of all, let’s take a moment to remind ourselves about deaf history. Illiteracy, as previously mentioned, is a problem that’s been around for a long time. A very long time. Yet if we stop and think about it, ASL has not been around for a long time, at least not in classrooms all over the United States.
The fact is, for most of the 20th century, sign language was not used in the classroom. Oralism was prevalent, and sign language was forbidden. Spoken and written English were the primary means of communication. And, as it still is today, illiteracy was a huge problem. And since ASL was not used in the classroom for most of the century, we cannot blame it for the low reading levels all over the country.
On the contrary, after the philosophy of Total Communication was officially adopted in 1976, opportunities for the deaf skyrocketed. Deaf students have had significantly more access to information in the classroom since then and opportunities for advancement (both academically and professionally) have increased dramatically.
Common sense, really. You can’t learn anything if you don’t understand your teachers. And it is usually sign language that allows most deaf students to understand what’s going on. Look around you and you’ll see more deaf administrators, executives, lawyers, businessmen and entrepreneurs than ever before. Not to sugarcoat anything, mind you. Illiteracy is still a major concern. But if you look carefully at the pattern, ASL has helped more than it has hindered.
In addition to all of this, it is still hard to imagine ASL as the cause of illiteracy because its use in the classroom today is still not as widespread as we might think. For as much as we celebrate ASL, it is actually used by a relatively small number of teachers.
In the November 1997 issue of DeafNation, Trudy Suggs wrote a powerful and sobering article about the number of deaf staff working in deaf schools. The numbers were shockingly low. Only three schools reported that over 40 percent of their staff was deaf. Most responded with numbers between 12 and 35 percent. Many schools refused to respond to the survey at all. The scary thing is Suggs was being generous. She included all deaf staff in her numbers, including aides, maintenance crews, office assistants, dorm staff, coaches, and so on. Had the survey focused exclusively on teachers and administrators, the results would have been far more disconcerting.
No offense at all is intended to the many hearing teachers of deaf students, who are putting forth an incredible amount of effort and dedication into their jobs. But it’s apparent that the number of bona fide, Native ASL-signing staff in deaf schools is very low (during a lecture at the 1998 NAD conference, one educator stated that approximately 12 percent of teachers for the deaf are deaf themselves). Therefore, it makes no sense to blame ASL for whatever literacy problems still exist.
Nonetheless, ASL is still used as a scapegoat for illiteracy. From time to time I’ve seen ASL cited as a possible reason for a child’s lack of English skills. For example, a testimonial by Otto Menzel, Ph.D., was presented to the United States Senate Subcommittee on Public Health and Safety on February 12th, 1998. Truth be told, he gave a very powerful, accurate report on the state of deaf education. I agreed with him in most aspects until he went off on a tangent that appears to pin the blame on excessive use of ASL for today’s disappointing reading levels.
How does ASL wind up taking the blame, anyway?
WRITER RESPONSE
Let’s say a deaf child is born into a hearing family. Such is the nature of this child’s hearing loss is that ASL would be the most beneficial means of communication. Unfortunately, his hearing loss is not identified until he’s almost two years old. By then, a significant language delay is all but guaranteed (note: since the time this article was originally published in my book Anything But Silent,there have been great strides in testing for hearing loss at birth).If, at that stage the parents decide to learn ASL, they still have a formidable barrier to overcome. Not only has their child missed out on two years’ worth of language acquisition, but it takes a considerable time (and average of five to seven years, according to information from a Deaf Ed class) for the parents to become fluent in ASL. Considering that the optimal window for picking up language is the first five years of life, we have a real uphill battle in the making (research has indicated that if a child hasn’t had significant access to language by age five, this child will most likely struggle with language and literacy for the rest of his life).In most cases, however, hearing parents ultimately prefer or are strongly encouraged to choose the mainstream, oral/audist options. Not to criticize those options, as the kids who can thrive in such an environment certainly do. But as for the ones who can’t, they have lost even more valuable time to acquire language.Now suppose our hypothetical deaf child has had no language at home and has bounced around from one mainstream program to the other with no success. Eventually, he winds up in a residential school where ASL is encouraged. Suddenly, with exponentially increased access, he begins to absorb information. He picks up ASL from his peers and from his teachers. His communication and social skills become vastly improved.Unfortunately, he is still way behind as far as reading and writing skills are concerned. And then comes the erroneous correlation from professionals everywhere: This kid is using ASL, but he can’t read or write; therefore, it must have been the use of ASL that caused his poor reading and writing skills.And then, whenever a new, innovative teaching strategy involving ASL is proposed, many people in high places hem and haw and are quick to criticize it. The Bi-Bi philosophy, for example, has been scoffed at by many. It has only been around for a relatively short time and is already being blamed for problems that have existed for over a century. It seems to me, quite frankly, that many people are misinformed and perhaps even intimidated by ASL.Come on. Illiteracy is a serious problem that must be addressed everywhere, not just in the deaf community. If ASL is the cause of poor reading and writing skills, then what about the incredibly high number of hearing kids and adults who can’t read? It’s amazing how many people can speak English fluently yet still can’t read or write.On the other hand, I know many hearing people who are fluent in more than one language; their fluency in a second language does not cause their English to suffer. I feel a need to point this out because I have seen people implying that time spent communicating in ASL takes away from one’s ability to use English. Doesn’t happen. I cite myself, my wife, several relatives and friends as examples. We code-switch all the time and it doesn’t hurt. If anything, I believe it strengthens our minds.Okay, I’ve rambled enough. While it’s been great defending the merits of ASL, we still have a serious problem with illiteracy, and it’s a problem that needs to be addressed everywhere. Perhaps we can tackle this in a future article.In the meantime… ASL, the verdict is in: not guilty.
Friday, February 25, 2011
MIDTERM: Game Directions and Requirements
Instructions and Ideas.
1
Make up a theme for the game. It could based on adventure, business, family life or something else. The object could be to reach a goal before the other players, or to eliminate them in some fashion.
2
Create the rules of the game. Write them down for your players to study.
3
Design the board on paper first. Decide how many spaces will appear on the board and what will happen on each space. Make sure you have an evenly divided number of good and bad things that happen on the board.
4
Make the actual board itself. You can use many dfferent types of materials, from cardboard and paper to finished wood and cloth.
5
Add the playing pieces. Small toys, figurines and pieces from other games can work. Make sure the pieces are noticeably different from one another.
6
Add the remaining objects and pieces. This includes dice, tokens, cards, play money and any other prizes included in the game.
7
Find a group of friends or family members to test out your new board game. Above all, make sure they have fun playing it.
Read more: How to Make a Board Game | eHow.com http://www.ehow.com/how_2046016_make-board-game.html#ixzz1Ezmn48ny
!!!REQUIREMENTS!!!
I am going to be very strict with this project and I want to see time and effort was spent developing the game. I have recently seen students slacking in class (poor attendance, talking, not doing assignments on time or at all, not focusing during class lessons and this needs to change. I want you to step up and create a project that demonstrates your knowledge of ASL at an INTERMEDIATE LEVEL. I have worked hard to accomendate to all of you but you must understand that does not mean that less effort is put into our class meetings, assignments, midterms and exams. With that said, this project NEEDS to be done properly, executed correctly, requires game players to be at Intermediate Level II.
There are many ways to demonstrate your understanding of ASL at the Intermediate level (grammatical, vocaulary and cultural components need to be demonstrated). By crafting a game based on the topic studied, you can both show that your comprehention and receptive understanding of the material to create a fun game that you, your classmates and instructor can enjoy.
Difficulty: Moderate Level
Instructions.Things You'll Need:
Board game
Paper
Scissors
Glue
Tape
Coloring supplies
Computer
Images of ASL vocabulary should also be present (this could be on the playing cards, game board, box, or even create ABC's handshape play pieces with clay)
DVD for signed directions ( I will accept a flash drive as well) In the past I have allowed you to put your work on Youtube but for this assignment your DVD needs to be in your game box.
1
Purchase an inexpensive game board.
2
Craft your game after the game you purchased. Use the same set of rules to govern play. Simply make modifications to the board and cards to incorporate the subject matter.
3
You may use an existing game but it needs to be adatped completely to your game topic. You may cover board spaces with paper to rename them. For Example: If you are using a Monopoly board, you could recover the different property squares and label them with terms applicable to the subject for which you are completing the project. Park Place could become "Deaf Life" to incorporate a Cultural theme.
4
Glue or tape the paper over the original board squares. Use standard craft glue or clear tape to accomplish this goal.
5
You may want to create new cards to go with your game to incorporate your theme. Use your computer to model new cards after the original set. Keep the same general idea of each card; just change the terminology to match the subject for which you are completing the project. If, for example, you are creating a project about the Civil War, one of your cards could read, "Spotted a Confederate soldier. Must hide out. Miss one turn."
6
Use the game pieces provided with the game. To save time and effort, simply repurpose the pawns that came with your original game and use them as tokens for your new games or find them from other games to fit your theme.
7
Reword the instructions to incorporate your new theme. While the game play will follow the same principles as outlined in the original instructions, you can increase the degree to which the game reflects the desired topic--and create a more elaborate project--by changing words in the original directions periodically to add in the desired theme.
8
Cover the original game box in paper and design a new box lid. Redesign the cover to reflect the new theme that you have incorporated into your game.
9
Your game must have directions. These directions needs to look like an actual game. Find directions and follow them carefully (how many players, age, what the game includes, how to play it step by step, a brief description about why you should play it!)
10
PROFESSIONAL: I want this to look and feel like a real game. I must be playable, enjoyable, creative, and challenge us to use our Intermediate ASL sign skills appropriately.
Read more: Easiest Way to Make a Game for a School Project | eHow.com http://www.ehow.com/how_6039016_easiest-make-game-school-project.html#ixzz1EzpADC
Wednesday, February 16, 2011
ASL Idioms
ASL Idioms and Common Expressions:
1. DO-DO-DO Can mean "what are you doing?" or you are in an awkward situation and wondering how to get out of it.
2. TOUCH+FINISH "Have you been to ...?" or "I have already been to..."
3. VOMIT! "I really hate that" or "I can't stand that" or "That is repulsive"
4. FUNNY^NONE "That's not funny" or "This is nothing to laugh at
5. FEEL+DEFLATED Used to indicate a feeling "flat" or "very small" when you have made a blunder or something you
thought was correct turns out to be wrong.
6. OUT-OF-SIGHT This idiom usually is used for something that is fantastic or for an individual who is superior.
7. O-I-C "Oh, I see"
8. THINK+DISAPPEAR The thought slipped my mind
9. ON-THE-FENCE Similar to the English idiom.
10. SQUARE-MIND Blockhead, nitwit.
11. MIND^FROZEN Shocked, can't think
12. FALL-IN-LOVE Fall head or heels in love with
13. TRAIN-GONE Missed out on
14. BLOW-ONE' TOP Similar to the English idiom
15. WHAT'S-UP "What's up?" "What's happening" "How are you?" Use this sign when you are with friends not new people.
16. FINE!-wiggle Used as a reaction to some humorous human error or joke or as a response to a clever or witty remark.
17. MIND+LIMIT I can't think or take-in anymore just now, or my brain is tired and full
18. I-I-I Egotistic, think only of yourself.
20. STINK Perform badly
21. SWALLOW-PRIDE I felt like a fool, gulp! Oops!
22. TURTLE-NECK Humiliated, embarrassed
23. POINT-BREAK-THROUGH Get your point across, get it into your thick skull
24. BULLDOZE, REJECT Discriminate, outcast, lay-off
25. IN/OUT EARS/EYES Not paying attention, daydreaming, no comprehension
26. YAK-AROUND People are talking about it all over, It was all over town.
27. ONE-UP-ON Gotcha! Take that!
28. BLOW-UP-IN-FACE Back fire
29. GOBBLE-UP Consume time, gas, money
30. GRAB-EYES Fascinating, interesting
31. QUESTION-ON-BRAIN Puzzled, confused
32. BIG-HEAD Egotistical, swell-headed
33. FINE! Repulsive, Unthinkable
34. COW-IT (1) & (2) (1) I'm not crazy about that; (2) very slow, taking forever
35. LEGS-IN-AIR Suddenly stricken ill, or hurt, laid-up
36. BURNING-INSIDE Feeling upset or angry; stewing
37. PAST-HEAD I don't get it; over my head
38. MIND-BLANK Completely forgot about that, can't think of it now
39. NOTHING No problem, means nothing to me
40. HUNGRY++ Passionate, Strong desire
1. DO-DO-DO Can mean "what are you doing?" or you are in an awkward situation and wondering how to get out of it.
2. TOUCH+FINISH "Have you been to ...?" or "I have already been to..."
3. VOMIT! "I really hate that" or "I can't stand that" or "That is repulsive"
4. FUNNY^NONE "That's not funny" or "This is nothing to laugh at
5. FEEL+DEFLATED Used to indicate a feeling "flat" or "very small" when you have made a blunder or something you
thought was correct turns out to be wrong.
6. OUT-OF-SIGHT This idiom usually is used for something that is fantastic or for an individual who is superior.
7. O-I-C "Oh, I see"
8. THINK+DISAPPEAR The thought slipped my mind
9. ON-THE-FENCE Similar to the English idiom.
10. SQUARE-MIND Blockhead, nitwit.
11. MIND^FROZEN Shocked, can't think
12. FALL-IN-LOVE Fall head or heels in love with
13. TRAIN-GONE Missed out on
14. BLOW-ONE' TOP Similar to the English idiom
15. WHAT'S-UP "What's up?" "What's happening" "How are you?" Use this sign when you are with friends not new people.
16. FINE!-wiggle Used as a reaction to some humorous human error or joke or as a response to a clever or witty remark.
17. MIND+LIMIT I can't think or take-in anymore just now, or my brain is tired and full
18. I-I-I Egotistic, think only of yourself.
20. STINK Perform badly
21. SWALLOW-PRIDE I felt like a fool, gulp! Oops!
22. TURTLE-NECK Humiliated, embarrassed
23. POINT-BREAK-THROUGH Get your point across, get it into your thick skull
24. BULLDOZE, REJECT Discriminate, outcast, lay-off
25. IN/OUT EARS/EYES Not paying attention, daydreaming, no comprehension
26. YAK-AROUND People are talking about it all over, It was all over town.
27. ONE-UP-ON Gotcha! Take that!
28. BLOW-UP-IN-FACE Back fire
29. GOBBLE-UP Consume time, gas, money
30. GRAB-EYES Fascinating, interesting
31. QUESTION-ON-BRAIN Puzzled, confused
32. BIG-HEAD Egotistical, swell-headed
33. FINE! Repulsive, Unthinkable
34. COW-IT (1) & (2) (1) I'm not crazy about that; (2) very slow, taking forever
35. LEGS-IN-AIR Suddenly stricken ill, or hurt, laid-up
36. BURNING-INSIDE Feeling upset or angry; stewing
37. PAST-HEAD I don't get it; over my head
38. MIND-BLANK Completely forgot about that, can't think of it now
39. NOTHING No problem, means nothing to me
40. HUNGRY++ Passionate, Strong desire
Monday, February 14, 2011
Jared's Post
I have to say, I am really enjoying what your postings. It is exciting to see your level of respect, acceptance, understanding, empathy, and acknowledgement as grown. Amazing work, keep it up!
I would like to thank all of you that have posted so far. Your postings have been thought provoking, interesting, and insightful!
This week we here from Jared. Thank you Jared! He has brought a fascinating video for us to watch and has some questions that are worth pondering over. I can't wait to see what you discuss.
http://www.youtube.com/watch?v=s-39ZcvLaes
(Please watch from the beginning to 3:45, the rest is unrelated)
The following video is a profile of Gary Malkowski, the first Deaf politician to be elected to Canadian Parliament.
Now, I know you're thinking, who cares about Canada anyway? You're better than this Jared, find something about a Deaf American politician so we can relate more easily to the subject.
Well, I tried. There has never been a Deaf person elected to a position of State Senator, State Rep., U.S. Senator, U.S. Congress, or the Cabinet that I could find. Ever.
What does the lack of direct representation for the Deaf in our government say about the state of our country concerning Deaf rights and the Deaf community? How does a politician like Gary Malkowski effect the movement towards Deaf equality? Also, why do you think Canada is apparently more apt to elect a Deaf person and this country is not? Does Canada finally have something that we don't? (Cause that's just not cool.)
Wednesday, February 9, 2011
Emily's Post
I would like to comment before you begin Emily's blog posting.
I am enjoying reading your blogs very much. I have not heard of the Deaf Idol. Amazing! It was the first of its kind and it will now continue. I cannot wait to see what becomes of it!
This week we hear from Emily. Thanks Emily!
Glee Imagine: http://www.youtube.com/watch?v=N67EBCHDYAU
Family Stone: http://www.youtube.com/watch?v=gsC2-cHkYCQ&feature=related
CSI: http://www.youtube.com/watch?v=8HvmRnVu1XE
Sweet Nothing in my Ear: http://www.youtube.com/watch?v=ycjbJmYLWFk
Jericho: http://www.youtube.com/watch?v=jTFLvuqA2xA&feature=related
Do you feel like TV shows/movies portray deaf culture in awkward ways? For example do they use ASL for showboating or do you think they use it to try and inform people about ASL/deaf culture? What are your opinions about the clips and what do you think? What was done well in these clips? What was not done very well? Do you notice any difference in signs? (Like do they use a different sign for something then what we are use to?) What else do you think? Do you know of any other examples?
Emily :)
Jared you are up next week!
I am enjoying reading your blogs very much. I have not heard of the Deaf Idol. Amazing! It was the first of its kind and it will now continue. I cannot wait to see what becomes of it!
This week we hear from Emily. Thanks Emily!
Glee Imagine: http://www.youtube.com/watch?v=N67EBCHDYAU
Family Stone: http://www.youtube.com/watch?v=gsC2-cHkYCQ&feature=related
CSI: http://www.youtube.com/watch?v=8HvmRnVu1XE
Sweet Nothing in my Ear: http://www.youtube.com/watch?v=ycjbJmYLWFk
Jericho: http://www.youtube.com/watch?v=jTFLvuqA2xA&feature=related
Do you feel like TV shows/movies portray deaf culture in awkward ways? For example do they use ASL for showboating or do you think they use it to try and inform people about ASL/deaf culture? What are your opinions about the clips and what do you think? What was done well in these clips? What was not done very well? Do you notice any difference in signs? (Like do they use a different sign for something then what we are use to?) What else do you think? Do you know of any other examples?
Emily :)
Jared you are up next week!
Friday, February 4, 2011
Josie's Post
This week Josie has selected our topic. Thanks Josie!
This is so cool! I think this is a great event for the Deaf community, but like everything else, I have never heard of it... Its a good way to get the whole community together in a fun entertaining way. Watch the video, what do you think about the event? What do you think about their translations? What is it comparable to in the hearing culture. And of course who is your favorite? :)
http://www.youtube.com/watch?v=rDjOXQgrqx8&feature=player_embedded
Josie Gust
Please be sure to create insightful and meaningful discussions with each other!
Have a great week and thank you Josie for completing this in the time frame you had. It is appreciated!
Emily you are up next week!
This is so cool! I think this is a great event for the Deaf community, but like everything else, I have never heard of it... Its a good way to get the whole community together in a fun entertaining way. Watch the video, what do you think about the event? What do you think about their translations? What is it comparable to in the hearing culture. And of course who is your favorite? :)
http://www.youtube.com/watch?v=rDjOXQgrqx8&feature=player_embedded
Josie Gust
Please be sure to create insightful and meaningful discussions with each other!
Have a great week and thank you Josie for completing this in the time frame you had. It is appreciated!
Emily you are up next week!
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