The document provides guidance on describing bicycle incidents in American Sign Language (ASL). It outlines a structure for narrating bicycle incidents with 3 parts: 1) describing the activity on the bicycle, 2) describing what happened, and 3) showing reactions. It teaches classifiers for parts of bicycles, rider positions, barriers, and impacts. Examples demonstrate applying the structure and classifiers to clearly tell stories about bicycle mishaps and tricks.
The document provides guidance on describing bicycle incidents in American Sign Language (ASL). It outlines a three-part structure: 1) describing what the rider was doing, 2) what happened, and 3) how the rider reacted. Key classifiers are introduced to represent the bicycle, rider positions, barriers, and impacts. Examples demonstrate how to sign tricks, stunts, crashes, and reactions using appropriate classifiers and facial expressions. Practice opportunities are provided to help readers learn the skills for clearly narrating bicycle accident stories in ASL.
Nikki tells a story about a horse riding incident to practice describing accidents. She establishes the context by explaining she and a friend went horseback riding. Nikki describes what happened by establishing movement between the horse and rider. When the horse's speed suddenly changed, Nikki fell from the horse. She concludes by explaining the result of the incident. The document provides guidance on using classifiers and facial expressions to successfully tell stories about accidents involving horses or other situations. It emphasizes establishing context, movement, and timing reactions to describe what occurred.
The document provides guidance on describing bicycle incidents in American Sign Language. It outlines a structure for the narrative, including describing what the person was doing on the bicycle and what happened. It teaches essential classifiers for representing bicycles, riders, barriers, and movements. Examples are provided of different bicycle tricks and stunts. Facial expressions for impacts and reactions are also explained. The goal is to develop skills for clearly telling stories about bicycle incidents.
The document provides guidance on describing bicycle incidents in American Sign Language. It outlines a structure for narrating bicycle incidents, including describing what the person was doing on the bicycle and what happened. It teaches essential classifiers for representing bicycles, riders, barriers, and movements. It also covers facial expressions and transitions to help clearly convey reactions and the sequence of events in the story. Examples are provided to demonstrate applying these techniques when telling stories about bicycle tricks, stunts, accidents, and incidents involving barriers.
1c. Narrating Unforgettable Moments - Injuries: Tripping, Falling, and Other ...aslmountainheightsacademy
This document provides instruction on how to sign stories about injuries from tripping, falling, and other mishaps in American Sign Language (ASL). It discusses using role shifting, locative classifiers to establish barriers, semantic classifiers to describe falls and movement, and facial expressions. Specific signs and techniques are demonstrated for describing injuries both inside and outside the signing space. The goal is to teach storytelling skills like maintaining spatial agreement and sequencing to share these unforgettable personal stories engagingly in ASL.
This document provides instruction on using role shifting and classifiers to tell stories in American Sign Language (ASL). It begins by explaining the importance of storytelling for building relationships. The document then demonstrates how to use role shifting, facial expressions, and body language when narrating stories involving throwing or passing objects between people. It provides examples of signers conveying different outcomes of catching or dropping a ball. It also demonstrates using locative and instrument classifiers to describe the movement and handling of objects. Finally, it shows how to apply role shifting when telling a story involving passing liquids between people.
This document provides instruction on using role shifting and classifiers to tell stories in American Sign Language (ASL). It begins by introducing the importance of sharing stories to build relationships. The document then demonstrates how to use role shifting, facial expressions, and body language when narrating stories about throwing and catching objects or passing liquids between people. It includes videos that model different outcomes of throwing a ball and signing a story about getting sprayed with a water gun. The document emphasizes using locative and instrument classifiers to clearly convey an object's movement and how people interact with it. The goal is to help readers develop storytelling skills in ASL.
This individual development plan outlines Angela Miller's career goals, strengths, skills, education, and action plan items to grow in her current role as a Web Application Analyst at AT&T over 1-2 years. Her goal is to become well-rounded in testing aspects to move up to a senior management position. She will complete trainings, shadow colleagues, run test cases, and meet weekly with her supervisor for feedback. Angela also plans to enroll in a bachelor's degree program.
The document provides guidance on describing bicycle incidents in American Sign Language (ASL). It outlines a three-part structure: 1) describing what the rider was doing, 2) what happened, and 3) how the rider reacted. Key classifiers are introduced to represent the bicycle, rider positions, barriers, and impacts. Examples demonstrate how to sign tricks, stunts, crashes, and reactions using appropriate classifiers and facial expressions. Practice opportunities are provided to help readers learn the skills for clearly narrating bicycle accident stories in ASL.
Nikki tells a story about a horse riding incident to practice describing accidents. She establishes the context by explaining she and a friend went horseback riding. Nikki describes what happened by establishing movement between the horse and rider. When the horse's speed suddenly changed, Nikki fell from the horse. She concludes by explaining the result of the incident. The document provides guidance on using classifiers and facial expressions to successfully tell stories about accidents involving horses or other situations. It emphasizes establishing context, movement, and timing reactions to describe what occurred.
The document provides guidance on describing bicycle incidents in American Sign Language. It outlines a structure for the narrative, including describing what the person was doing on the bicycle and what happened. It teaches essential classifiers for representing bicycles, riders, barriers, and movements. Examples are provided of different bicycle tricks and stunts. Facial expressions for impacts and reactions are also explained. The goal is to develop skills for clearly telling stories about bicycle incidents.
The document provides guidance on describing bicycle incidents in American Sign Language. It outlines a structure for narrating bicycle incidents, including describing what the person was doing on the bicycle and what happened. It teaches essential classifiers for representing bicycles, riders, barriers, and movements. It also covers facial expressions and transitions to help clearly convey reactions and the sequence of events in the story. Examples are provided to demonstrate applying these techniques when telling stories about bicycle tricks, stunts, accidents, and incidents involving barriers.
1c. Narrating Unforgettable Moments - Injuries: Tripping, Falling, and Other ...aslmountainheightsacademy
This document provides instruction on how to sign stories about injuries from tripping, falling, and other mishaps in American Sign Language (ASL). It discusses using role shifting, locative classifiers to establish barriers, semantic classifiers to describe falls and movement, and facial expressions. Specific signs and techniques are demonstrated for describing injuries both inside and outside the signing space. The goal is to teach storytelling skills like maintaining spatial agreement and sequencing to share these unforgettable personal stories engagingly in ASL.
This document provides instruction on using role shifting and classifiers to tell stories in American Sign Language (ASL). It begins by explaining the importance of storytelling for building relationships. The document then demonstrates how to use role shifting, facial expressions, and body language when narrating stories involving throwing or passing objects between people. It provides examples of signers conveying different outcomes of catching or dropping a ball. It also demonstrates using locative and instrument classifiers to describe the movement and handling of objects. Finally, it shows how to apply role shifting when telling a story involving passing liquids between people.
This document provides instruction on using role shifting and classifiers to tell stories in American Sign Language (ASL). It begins by introducing the importance of sharing stories to build relationships. The document then demonstrates how to use role shifting, facial expressions, and body language when narrating stories about throwing and catching objects or passing liquids between people. It includes videos that model different outcomes of throwing a ball and signing a story about getting sprayed with a water gun. The document emphasizes using locative and instrument classifiers to clearly convey an object's movement and how people interact with it. The goal is to help readers develop storytelling skills in ASL.
This individual development plan outlines Angela Miller's career goals, strengths, skills, education, and action plan items to grow in her current role as a Web Application Analyst at AT&T over 1-2 years. Her goal is to become well-rounded in testing aspects to move up to a senior management position. She will complete trainings, shadow colleagues, run test cases, and meet weekly with her supervisor for feedback. Angela also plans to enroll in a bachelor's degree program.
The letter from Richard D'Cunha expresses satisfaction with the Integra software designed by PC Plus for freight forwarders. Aeronautic Freight Systems has found the software to be user friendly and its integration with accounts helps control outstanding debts and credits. D'Cunha requests moving ahead to offer clients track and trace abilities on their website. He also commends PC Plus for providing value for money and an online customer service that Aeronautic Freight Systems uses regularly.
Comissao cpi-comissao-cpihsbc-swiss leaks-heleno taveira torres-7reuniao-30-0...Daniel Reis Duarte Pousa
Este documento discute aperfeiçoamentos no ordenamento jurídico brasileiro para o controle e tributação de ativos no exterior não declarados. Ele destaca a importância desta CPI para examinar este problema relevante e como seus resultados podem melhorar os sistemas investigativos e de regularização tributária de tais ativos. O documento também analisa regimes de outros países e leis brasileiras relacionadas a evasão de divisas, sonegação fiscal e outras condutas envolvendo recursos não declarados no exterior.
This document advertises a home tuition program that provides math, English, and reading instruction for children ages 4-17. It is the largest home-based tuition program in the UK, offering a more affordable alternative to private tutors. The personalized programs are aligned to the UK's National Curriculum and have enrolled over 200,000 students since 1991.
Dublin is the capital city of Ireland. It is located on the east coast of the island along the River Liffey. Dublin has a population of over 1.3 million people and is a center for culture, education, and commerce in Ireland.
Raj Bharath is an instrumentation engineer with 6 years of experience in designing, engineering, installation, testing and commissioning of field instruments, control systems, DCS, PLCs and SCADA systems. He has worked on various projects in industries such as petrochemical, oil and gas, pharmaceutical, power and process. He is proficient in programming and troubleshooting PLCs from manufacturers like ABB, GE, Allen Bradley and Schneider. He holds a Bachelor's degree in Electronics and Instrumentation Engineering and has additional training in PLCs/SCADA.
Este documento trata sobre la planificación en el contexto de la gerencia industrial. Explica que la planificación involucra seleccionar entre cursos de acción futuros para lograr objetivos preseleccionados. Luego discute conceptos clave como las corrientes de planificación administrativa y normativa, y las fases del proceso de planificación según varios autores. Finalmente, cubre temas como la planificación estratégica y la relación entre planificar y tomar decisiones.
Hier können Sie einen Blick ins Buch "Menschen lieben. Eine missiologische Reflexion über Mensch und Gott" von Johannes Klement werfen.
Neben diesem Buch finden Sie zahlreiche Publikationen zu Religion und Theologie sowie weiteren Themen auf unserer Homepage:
http://buchzumberuf.de/buchshop/theologie-religion.html
El documento describe el lanzamiento de un nuevo canal de televisión online llamado Canal Mueble dirigido al sector del mueble. El canal publicará noticias, entrevistas, conferencias y contenido sobre fabricantes, distribuidores, tiendas y servicios relacionados con el mueble. Además, el canal transmitirá en directo desde ferias y exposiciones nacionales e internacionales de importancia para el sector.
Haiku Deck is a presentation tool that allows users to create Haiku style slideshows. The tool encourages users to get started making their own Haiku Deck presentations which can be shared on SlideShare. In just a few sentences, it pitches the idea of using Haiku Deck to easily create brief, visually focused presentations.
Este documento describe cómo construir un electroimán y define términos magnéticos clave. Explica cómo enrollar alambre alrededor de un clavo de hierro y conectar los extremos a una batería para crear un electroimán. También define flujo magnético, inducción magnética, fuerza magnetomotriz e intensidad de campo magnético.
EnergaVerdeRMS ofrece energía verde y sostenible. La compañía provee más información sobre sus servicios de energías renovables en su sitio web. EnergaVerdeRMS se enfoca en soluciones de energía limpia.
Hier können Sie einen Blick ins Buch "Irgendwas mit Mode" von Susanne Pavlovic werfen.
Erhältlich auf http://fachbuecher7-24.de/buch/irgendwas-mit-berufswahl.html
This document provides an overview of fire safety and fire extinguisher use. It discusses the different types of fires (Classes A, B, C, D) and corresponding extinguishers. Fire extinguishers are labeled using letter symbols and pictographs to easily identify the appropriate type. The P.A.S.S. method is outlined for operating an extinguisher: Pull the pin, Aim at the base of the fire, Squeeze the lever, and Sweep from side to side. Regular maintenance is important to ensure proper functioning, and the lesson emphasizes that extinguishers only operate for around 30 seconds, so knowing how to use one properly is critical for fire safety.
Transforming Your Reps From Pitch Men to Problem SolversQstreamInc
Last year Forrester Research indicated that by 2020, the trend toward self-service and digital buying channels will require a significant transformation in the skill sets of sales teams (Death of a (B2B) Salesman, April 2015). As buyers spend more time online before engaging with your sales force, reps will be required to play a dramatically different role. Sales leaders must work quickly to understand and develop new enablement strategies, help their reps transition to embrace these new selling approaches, and adopt tools and behaviors that ensure their reps stay relevant in this customer-dominated marketplace. Webcast with Qstream's Lisa Clark and Peter O'Neill, Vice President & Research Director, Forrester.
This document provides instructions for students to prepare a 5-minute presentation on a health condition in ASL. It discusses researching the topic, planning the presentation by answering questions about symptoms, processes, causes, treatments, and structuring the presentation in an introduction, body, and conclusion. The body section should cover the normal process, how the condition affects the process, causes, and available treatments. Tips are provided for delivering the presentation including standing facing the audience, maintaining eye contact, and avoiding gum chewing. Students will sign up for a health condition to present on.
7b. Discussing Health Conditions - Describing Symptoms, Causes, and Treatmentsaslmountainheightsacademy
This document discusses how to present information about health conditions. It provides guidance on structuring presentations into three parts: symptoms, causes, and treatments. For treatments, it suggests indicating whether a condition can be cured and then listing treatment options. An example of presenting information on migraines is provided, with the condition named and symptoms, causes, and treatments described in sequence. Transition phrases and signs are also defined to help clearly discuss health topics in ASL.
The letter from Richard D'Cunha expresses satisfaction with the Integra software designed by PC Plus for freight forwarders. Aeronautic Freight Systems has found the software to be user friendly and its integration with accounts helps control outstanding debts and credits. D'Cunha requests moving ahead to offer clients track and trace abilities on their website. He also commends PC Plus for providing value for money and an online customer service that Aeronautic Freight Systems uses regularly.
Comissao cpi-comissao-cpihsbc-swiss leaks-heleno taveira torres-7reuniao-30-0...Daniel Reis Duarte Pousa
Este documento discute aperfeiçoamentos no ordenamento jurídico brasileiro para o controle e tributação de ativos no exterior não declarados. Ele destaca a importância desta CPI para examinar este problema relevante e como seus resultados podem melhorar os sistemas investigativos e de regularização tributária de tais ativos. O documento também analisa regimes de outros países e leis brasileiras relacionadas a evasão de divisas, sonegação fiscal e outras condutas envolvendo recursos não declarados no exterior.
This document advertises a home tuition program that provides math, English, and reading instruction for children ages 4-17. It is the largest home-based tuition program in the UK, offering a more affordable alternative to private tutors. The personalized programs are aligned to the UK's National Curriculum and have enrolled over 200,000 students since 1991.
Dublin is the capital city of Ireland. It is located on the east coast of the island along the River Liffey. Dublin has a population of over 1.3 million people and is a center for culture, education, and commerce in Ireland.
Raj Bharath is an instrumentation engineer with 6 years of experience in designing, engineering, installation, testing and commissioning of field instruments, control systems, DCS, PLCs and SCADA systems. He has worked on various projects in industries such as petrochemical, oil and gas, pharmaceutical, power and process. He is proficient in programming and troubleshooting PLCs from manufacturers like ABB, GE, Allen Bradley and Schneider. He holds a Bachelor's degree in Electronics and Instrumentation Engineering and has additional training in PLCs/SCADA.
Este documento trata sobre la planificación en el contexto de la gerencia industrial. Explica que la planificación involucra seleccionar entre cursos de acción futuros para lograr objetivos preseleccionados. Luego discute conceptos clave como las corrientes de planificación administrativa y normativa, y las fases del proceso de planificación según varios autores. Finalmente, cubre temas como la planificación estratégica y la relación entre planificar y tomar decisiones.
Hier können Sie einen Blick ins Buch "Menschen lieben. Eine missiologische Reflexion über Mensch und Gott" von Johannes Klement werfen.
Neben diesem Buch finden Sie zahlreiche Publikationen zu Religion und Theologie sowie weiteren Themen auf unserer Homepage:
http://buchzumberuf.de/buchshop/theologie-religion.html
El documento describe el lanzamiento de un nuevo canal de televisión online llamado Canal Mueble dirigido al sector del mueble. El canal publicará noticias, entrevistas, conferencias y contenido sobre fabricantes, distribuidores, tiendas y servicios relacionados con el mueble. Además, el canal transmitirá en directo desde ferias y exposiciones nacionales e internacionales de importancia para el sector.
Haiku Deck is a presentation tool that allows users to create Haiku style slideshows. The tool encourages users to get started making their own Haiku Deck presentations which can be shared on SlideShare. In just a few sentences, it pitches the idea of using Haiku Deck to easily create brief, visually focused presentations.
Este documento describe cómo construir un electroimán y define términos magnéticos clave. Explica cómo enrollar alambre alrededor de un clavo de hierro y conectar los extremos a una batería para crear un electroimán. También define flujo magnético, inducción magnética, fuerza magnetomotriz e intensidad de campo magnético.
EnergaVerdeRMS ofrece energía verde y sostenible. La compañía provee más información sobre sus servicios de energías renovables en su sitio web. EnergaVerdeRMS se enfoca en soluciones de energía limpia.
Hier können Sie einen Blick ins Buch "Irgendwas mit Mode" von Susanne Pavlovic werfen.
Erhältlich auf http://fachbuecher7-24.de/buch/irgendwas-mit-berufswahl.html
This document provides an overview of fire safety and fire extinguisher use. It discusses the different types of fires (Classes A, B, C, D) and corresponding extinguishers. Fire extinguishers are labeled using letter symbols and pictographs to easily identify the appropriate type. The P.A.S.S. method is outlined for operating an extinguisher: Pull the pin, Aim at the base of the fire, Squeeze the lever, and Sweep from side to side. Regular maintenance is important to ensure proper functioning, and the lesson emphasizes that extinguishers only operate for around 30 seconds, so knowing how to use one properly is critical for fire safety.
Transforming Your Reps From Pitch Men to Problem SolversQstreamInc
Last year Forrester Research indicated that by 2020, the trend toward self-service and digital buying channels will require a significant transformation in the skill sets of sales teams (Death of a (B2B) Salesman, April 2015). As buyers spend more time online before engaging with your sales force, reps will be required to play a dramatically different role. Sales leaders must work quickly to understand and develop new enablement strategies, help their reps transition to embrace these new selling approaches, and adopt tools and behaviors that ensure their reps stay relevant in this customer-dominated marketplace. Webcast with Qstream's Lisa Clark and Peter O'Neill, Vice President & Research Director, Forrester.
This document provides instructions for students to prepare a 5-minute presentation on a health condition in ASL. It discusses researching the topic, planning the presentation by answering questions about symptoms, processes, causes, treatments, and structuring the presentation in an introduction, body, and conclusion. The body section should cover the normal process, how the condition affects the process, causes, and available treatments. Tips are provided for delivering the presentation including standing facing the audience, maintaining eye contact, and avoiding gum chewing. Students will sign up for a health condition to present on.
7b. Discussing Health Conditions - Describing Symptoms, Causes, and Treatmentsaslmountainheightsacademy
This document discusses how to present information about health conditions. It provides guidance on structuring presentations into three parts: symptoms, causes, and treatments. For treatments, it suggests indicating whether a condition can be cured and then listing treatment options. An example of presenting information on migraines is provided, with the condition named and symptoms, causes, and treatments described in sequence. Transition phrases and signs are also defined to help clearly discuss health topics in ASL.
This document provides instructions for developing a presentation that describes a normal bodily process in American Sign Language (ASL). It discusses five steps: 1) Introduce the topic with a rhetorical question, 2) Explain how the process begins, 3) Describe the process in detail using classifiers and role-shifting to show body parts and their functions, 4) Explain how the process ends, and 5) Close with a concluding comment. An example presentation on breathing by Marlon Kuntze is analyzed, highlighting how he follows these steps to clearly explain the respiratory process in ASL.
This document provides guidance on summarizing a major life decision. It outlines a narrative structure for telling about a decision, including explaining the situation and problems, how the decision was made, and feelings about the decision now. It also offers language tools for discussing the process, such as signs to indicate considering multiple options or a continuous aspect. Tips are provided for successful conversation, like checking for understanding and elaborating. The goal is to help students discuss major decisions they have made through practicing conversation skills.
This document discusses making major life decisions and introduces vocabulary related to discussing life changes. The goal is to help students expand their vocabulary and conversation skills to talk about major decisions they have made. It covers vocabulary for choosing a college, careers, relationships, and relocating. Examples of major decisions include choosing a college, getting married, divorced, changing jobs, or moving. The vocabulary lists terms for different types of changes, reasons for changes, and other descriptors.
This unit helps students expand their vocabulary and conversation skills to discuss major life decisions like choosing housing or vehicles. Students learn a narrative structure to describe such decisions, including explaining the situation, problems, information considered, the decision arrived at, and feelings about the decision. The unit covers vocabulary for discussing features, costs and problems related to housing and cars. Students will practice conversations by sharing their own housing and vehicle decision experiences.
This document provides vocabulary for discussing finances in American Sign Language. It introduces signs for concepts like donate, be broke, spend all, owe, bills, pay in large chunks, can't afford, and paid off. It also presents dialogues demonstrating the use of these signs in context covering topics like buying raffle tickets, purchasing a computer, and contributing money for a birthday gift. The goal is to equip the learner with signs for talking about monetary topics that commonly arise in daily life.
This document introduces signs related to discussing financial topics in American Sign Language. It begins with basic money vocabulary signs like BUY, SELL, MONEY. It then covers more terms like CREDIT-CARD, CHECK, CASH. Finally, it discusses banking terms such as SAVINGS, DEPOSIT, WITHDRAW, and INTEREST to talk about concepts like checking and savings accounts. The goal is to provide vocabulary to have conversations about finances and money management.
This document provides instruction on using role shifting and classifiers to tell stories in American Sign Language (ASL). It begins by introducing the importance of sharing stories to build relationships. The document then demonstrates how to use role shifting, facial expressions, and body language when narrating stories about throwing and catching objects or passing liquids between people. It includes videos that model different outcomes of throwing a ball and signing a story about getting sprayed with a water gun. The document emphasizes using locative and instrument classifiers to clearly convey an object's movement and how people interact with it. The goal is to help readers develop storytelling skills in ASL.
This document provides instruction on explaining rules for card games and group games in ASL. It discusses explaining the setup, play, and winning conditions of games. Specific grammar structures are introduced, such as classifiers, conditional sentences, and rhetorical questions. Examples are provided of explaining the card game "War" and group game "Lady, Tiger, or Camera". Key vocabulary for cards and group games is also listed. The goal is for learners to develop skills in clearly instructing others on rules while engaging their attention.
1. The document discusses explaining cultural rules and customs in American Sign Language.
2. It provides instructions for explaining rules and customs, including describing a situation, explaining the appropriate or inappropriate behavior, and contrasting with another culture.
3. Examples are given for explaining rules around public displays of affection, respect for elders, and interpreting burping in different cultures.
This document discusses explaining rules through American Sign Language (ASL). It covers explaining everyday rules through ASL in a calm manner by giving the situation and then explaining the rule. It also covers expressing rules in situations requiring immediate response, using more abrupt and authoritative signing accompanied by facial expressions showing urgency, frustration, or anger. Examples are given of rules being expressed in both everyday and immediate situations. The document aims to teach how to clearly communicate rules in different contexts through ASL signs, classifiers, and facial expressions.
This document discusses explaining rules through American Sign Language (ASL). It covers explaining everyday rules through ASL by providing the situation and then explaining the rule. The document also discusses how to explain rules in both an authoritative or diplomatic tone depending on the relationship and context. Additionally, it addresses situations requiring immediate responses, where the signs used to explain the rule should be brief, abrupt and accompanied by facial expressions showing urgency, frustration or anger. Examples are provided to demonstrate explaining rules in both everyday and immediate response situations.
This document provides information about explaining rules, with a focus on explaining driving rules. It discusses the basic sequence for explaining rules, which is to describe the situation using a conditional clause and then give the rule using vocabulary related to what is required, permitted, or forbidden. Specific driving rules that are covered include signs/symbols of the road, speed limits, right-of-way, and personal safety. Examples are given for explaining each type of rule using the proper grammar and vocabulary.
This document provides guidance on how to summarize stories about accidents involving cars or other vehicles. It discusses the key elements to include when describing different types of accidents, such as moving violations, car accidents, and accidents involving horses or bicycles. For moving violation stories, it recommends an introduction establishing location and people involved, a body describing what happened, and a conclusion offering perspective. For car accidents, it suggests describing the situation, what led to the collision, how the cars collided, and any resulting damages or injuries. The document emphasizes movement agreement between drivers and vehicles to clearly convey accident sequences. It also includes common road signs and terms to facilitate accident descriptions.
This document provides guidance on how to summarize stories about accidents involving cars or other vehicles. It discusses the key elements to include when telling stories about moving violations, car accidents, and other incidents. For stories about moving violations, it recommends an introduction establishing location and people involved, a body describing what happened, and a conclusion offering perspective. When telling about car accidents, it suggests describing the situation, what led to the collision, how the cars collided, and any resulting damages or injuries. The document also discusses techniques like movement agreement and use of classifiers to help clearly convey accident narratives.
The document discusses explaining cultural rules and customs in American Sign Language. It provides instructions on how to explain rules using classifiers, conditional sentences, and rhetorical questions. Examples are given of explaining appropriate and inappropriate behaviors in one culture, and then contrasting them with another culture's views on those behaviors. Specific cultural rules and customs are examined, such as practices around public displays of affection, showing respect to elders, and interpreting burping. The document also reviews how to use contrastive structures to compare typical work schedules and ways of saying goodbye between different cultures.
This document discusses sharing interesting facts through American Sign Language (ASL). It explains that facts can make for interesting conversation when they are surprising, unbelievable, educational, or fun. The document is designed to help develop skills in interpreting written information and conveying facts through ASL accurately. Examples of fact categories include whole-part, listing, comparisons, and illustrating a fact. For the final category, classifiers and role-shifting are used to clearly demonstrate the facts. Guidelines are provided for translating facts that illustrate a concept.
This document provides instruction on sharing interesting facts in American Sign Language (ASL). It discusses organizing facts into categories like listing, comparisons, and illustrating. For listing facts, it teaches translation guides for ranking items, naming the top five items, and identifying the top, most, or oldest item. The guides involve establishing a topic, asking a rhetorical question, and listing items on the weak hand before providing the key detail. The goal is to help interpreters analyze written information and accurately convey facts in ASL without being overly influenced by English.
This document provides guidance on comparing facts using American Sign Language (ASL) structure. It explains that comparisons involve establishing two topics in opposing signing spaces and using contrastive structure. When presenting a comparing fact, one should name the topics, ask a rhetorical question, supply the answer using comparative phrases, and give an interpretation. Examples are provided demonstrating how to sign comparisons according to this structure. The purpose is to help interpreters effectively convey comparing facts in ASL without being limited by English.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
2. Telling about accidents
We all have a story to tell about our misadventures, incidents
involving a horse or a bicycle, car accidents, or even a near
miss. These tales can engage and fascinate the listener; they can
amaze or they can enlighten and guide us in making wise
decisions the next time we encounter the same situations.
Telling stories like these is a way of sharing our personal
experiences with other people. The tricky part is learning how
to describe the basic action, time reactions, and show different
perspectives.
3. Telling about accidents
This is another narrative unit designed to help you develop
essential skills for telling a story successfully. You will learn to
use more complex combinations or classifiers to tell what
happened. For instance, talking about an incident with a horse
usually requires switching between different classifiers used to
represent the horse, the rider, and maybe a barrier. The same is
true for telling about an incident with a bicycle or a car. You
will also learn to time your reactions to coincide with the
impact of a fall or an accident.
4. Describing an incident with a bicycle
1. Tell what the person was doing on/with a
bicycle.
■ Bicycle trick
■ Bicycle stunt
■ Two people on a bicycle
2. Tell what happened
■ Describe the barrier/terrain
■ Tell how the bicycle hit the barrier/terrain
(impact)
■ Reestablish the rider to show how he/she fell
and landed (reactions)
5. 1. Tell What the Person
Was Doing on/with a Bicycle
a. Bicycle trick (change in the rider’s position)
• Establish person riding a bicycle
• If a trick involves part of the bike, such as the handlebars, seat, or crossbar,
describe using a DCL
• Describe the rider’s changed position
i. If the change involves the whole body, use SCL:V, e.g., laying
prone, sitting sideways on the crossbar, sitting on the fender,
kneeling on the seat.
ii. If the change involves holding on to the other parts of the
bicycle, use ICL, e.g., holding the crossbar, back of the seat, or
riding without hands.
iii. If the trick involves the feet or legs only, use (2h)BPCL:B “feet”
or (2h)BPCL:1 “legs,” e.g., resting feet on the handlebars,
swinging legs outward.
6. 1. Tell What the Person
Was Doing on/with a Bicycle
Examples:
Sitting sideways on the crossbar
• Use sign glossed as RIDE-BIKE
• describe crossbar using DCL
• use SCL:V to show the person moving
from the seat to the crossbar
Riding without hands
• Use sign glossed as RIDE-BIKE
• (no description of bike part)
• use (2h)ICL to show the person holding
and then letting go of the handlebars
Placing feet on handlebars
• Use sign glossed as RIDE-BIKE
• describe the handlebars using DCL
• fingerspell “feet” and then use
(2h)BPCL:B “feet” to show the feet
steering the handlebars
7. 1. Tell What the Person
Was Doing on/with a Bicycle
b. Bicycle stunt (maneuvering the bicycle)
• Describe terrain (if not flat) using DCL, e.g., a bumpy road, big dip,
curb, or obstacle
• Describe the bicyclist holding the handlebars using (2h)ICL. Establish
movement agreement between the rider and the bicycle, e.g., holding
the handlebars with head and hands bouncing while going over a
bumpy road, or head jerking back as you enact “pulling bicycle up”
for a wheelie.
• Describe the stunt by using SCL:2 and LCL:B on your weak hand to
represent the surface, e.g., flying through the air, landing with a
bounce, doing a wheelie.
8. 1. Tell What the Person
Was Doing on/with a Bicycle
Examples:
Doing a jump over a curb
• Describe curb using DCL
• use (2h)ICL “holding handlebars” and
jerk your head back as you enact “pulling
up” handlebars to make bicycle jump
• reestablish curb with LCL:B on your weak
hand and use SCL:3 to show how the
bicycle went over the curb
Doing a wheelie
• (Flat terrain, no description)
• use (2h)ICL “holding handlebars” and
jerk your head up as you enact “pulling
up” handlebars to bring the front wheel
up
• use LCL:B on your weak hand to
represent the ground while you use SCL:3
to show the bike traveling on the back
wheel
9. 1. Tell What the Person
Was Doing on/with a Bicycle
c. Two people on a bicycle (shows riders’ positions)
• Establish the position of the first person steering.
i. Sign RIDE-BIKE
• Establish the position of the “other” person.
i. Describe the bicycle part involved.
ii. Use SCL:V to show the person’s position.
iii. Use (2h)ICL or BPCL to further describe the person’s actions,
e.g., holding on to the first person, legs dangling in the air.
10. 1. Tell What the Person
Was Doing on/with a Bicycle
Example:
Riding a bicycle with a second person
sitting on the handlebars
• tell about the first person
steering by using sign RIDE-
BIKE
• establish handlebars by using
raised eyebrows and DCL to
describe using handlebars, then
use SCL:V “person” on
(wh)LCL:1 “handlebars” to
indicate a person sitting on the
handlebars
11. 2. Tell What Happened
a. Describe barrier/terrain
• Name the barrier (curb, steps, hole, etc.)
• Then use DCL to describe size and shape of
barriers
b. Tell how the bicycle hit the barrier/terrain (impact)
• Indicate that what is about to happen next is
unexpected (transition)
• Establish the barrier’s location using LCL and
then show how the bicycle (using SCL:3) hit
the barrier
• Time the “pow” expression, which is a mouth
snap and an eye blink, as the bicycle hits the
barrier.
c. Show how the person fell and landed
• Reestablish the person on the bike using
LCL:B for the bike and SCL:V for the person
• Show the person falling off the bike by using
SCL:V. The hand used to represent the
bicycle, LCL:B, is now used to represent the
ground to show where the person landed. Use
the “ahh” expression as the person falls
through the air and “pow” expression when
the person hits the ground.
12. “A Bicycle Incident” by
Stefanie
Video Notes:
Study how the reactions are
timed to make the action
sequence clear and vivid.
Follow-up by rehearsing the
incident until you can sign it
with ease.
Watch Stefanie describe her bicycle
incident. Then go back and analyze how
Stefanie addresses the narrative sequence
in her story.
13. Essential Classifiers
Classifiers Used to Represent a Bicycle:
■ SCL:3 - used to show a bicycle’s
movement and location. It is also used to
describe the bicycle’s spatial relationship
to a person, object, or another vehicle.
For example, to describe how a bike hits
a person, you would use a semantic
classifier to represent both the bike and
the person’s position and to describe
how the bike hit the person.
■ SCL:V “person”/ LCL:B “bicycle” - This
combination of classifiers is used when
describing a person, SCL:V, straddling a
bicycle, LCL:B. The only time a bicycle is
represented by the “B” handshape is
when you talk about the rider on the
bicycle.
■ (2h)LCL:1 “spinning” - used to describe
a spinning/turning movement. In this
case, it is substituted for SCL:3 to
describe a bicycle spinning on one
wheel.
14. Essential Classifiers
Classifier Showing How a
Rider Manipulates a
Bicycle:
■ (2h)ICL “holds
handlebars” - used to
show how the bicyclist
holds or handles
something, in this case
the handlebars.
15. Essential Classifiers
Classifiers Used to Describe
Parts of the Bicycle:
■ The following bicycle
parts are described from
the perspective of sitting
on bicycle:
handlebars
crossbar
bumper
wheel
16. Essential Classifiers
Classifiers Used to Describe
Changing Position of Rider:
• standing on the seat
• riding with no hands
• taking feet off the
pedals
• legs dangling out to
the side
18. Classifiers used to describe incidents
involving barriers
Descriptive classifiers (DCL) are primarily used to
describe the size and shape of barriers. A locative
classifier (LCL) is used to represent the barrier when
describing what happened.
Follow this structure to describe incidents involving
barriers:
1. Name the barrier
2. Describe the barrier
3. Describe the accident
20. Facial Expressions for Falls/Impact
■ “ahh”: indicates that an
object or a person is airborne.
■ “pow”: used for both objects
and people, whenever you
have impact. For example, the
rider on the bicycle hit a curb
(“pow”), flew through the air
(“ahh”), and then landed on
the ground (“pow).
21. Other Useful Signs
■ Transition Sign -
SOMETHING: This transition
sign indicates that what caused
the accident can’t be recalled or
known.
■ SHOULD - ME NOT -
WRONG: This phrase is used
when discussing hindsight.
Hindsight is another way to
transition into the story by
telling us what should have
happened before telling us what
did happen. Here is the phrase
to use when discussing
hindsight.
22. Examples in Action
Person using feet to steer the bicycle:
■ Gloss: ME RIDE-BIKE, DCL
“handlebars”, #FEET <rs:me
(2h)BPCL:B “2 feet planted on
handlebars,” (2h)ICL “hands let go of
handlebars,” (2h)BPCL:B “legs/feet
steering bicycle”>
Bicycling over a rocky terrain:
■ Gloss: DCL “rocky terrain” ME <rs:me
(2h)ICL “holding handlebars”> SCL:3
“bicycle traveling over the rocky
terrain.”
■ Facial Expressions: “mahmah +
bouncing head”
23. Now you try it!
■ Riding with no hands
■ Riding with legs out
■ Laying face down with
stomach on seat
■ Jumping curb
■ Skidding bike to a stop
■ Doing a back wheel wheelie
■ Twirling around on back
wheel or front wheel
■ One person riding on seat,
the other on handlebars
Follow along with me and try signing these examples involving
bicycle incidents.
24. Review
Throughout this presentation, you have learned the following:
■ Bicycle Incident Structure:
■ Tell what the person was doing on/with a bicycle.
a. Bicycle trick
b. Bicycle stunt
c. Two people on a bicycle
■ Tell what happened
a. Describe the barrier/terrain
b. Tell how the bicycle hit the barrier/terrain (impact)
c. Reestablish the rider to show how he/she fell and landed (reactions)
■ Essential Classifiers related to bicycle accidents
■ Barriers and related classifiers
■ Associated facial expressions and head movements