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.
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.
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.
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.
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.
Flight Capital and Illicit Financial Flows
to and from Myanmar: 1960-2013
Dev Kar and Joseph Spanjers
http://www.gfintegrity.org/report/flight-capital-and-illicit-financial-flows-to-and-from-myanmar-1960-2013/
This September 2015 study from Global Financial Integrity found that nearly US$100 billion flowed illegally through Myanmar between 1960 and 2013— draining domestic resources, driving the underground economy, exacerbating inequality, and facilitating crime and corruption.
This report was funded by a grant from the Government of Finland.
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.
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.
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.
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.
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.
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.
Flight Capital and Illicit Financial Flows
to and from Myanmar: 1960-2013
Dev Kar and Joseph Spanjers
http://www.gfintegrity.org/report/flight-capital-and-illicit-financial-flows-to-and-from-myanmar-1960-2013/
This September 2015 study from Global Financial Integrity found that nearly US$100 billion flowed illegally through Myanmar between 1960 and 2013— draining domestic resources, driving the underground economy, exacerbating inequality, and facilitating crime and corruption.
This report was funded by a grant from the Government of Finland.
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.
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 instruction for ASL students on how to tell stories about unforgettable moments. It discusses the importance of storytelling in building relationships. It reviews different types of classifiers like locative, semantic, and body classifiers that can be used in role shifting to vividly describe stories. Examples are provided of using different classifiers to describe actions. The document instructs students to recall an embarrassing story from their own experience and prepare to tell it using role shifting, classifiers, and other narrative techniques over 3 to 5 minutes. Grading criteria focuses on maintaining role shift, spatial agreement, sequencing classifiers, and engaging the audience.
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 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 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.
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.
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 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 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 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 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 information about phobias. It defines a phobia as a persistent fear that causes one to go to great lengths to avoid the feared object or situation. The document notes that phobias can cause feelings of panic, terror, dread and an inability to function when exposed. It categorizes phobias into two types - specific phobias which are fears of objects/situations like animals, heights, or medical procedures; and agoraphobia which is a fear of leaving a safe space. Examples of specific phobias are provided like arachnophobia, cynophobia, and trypanophobia.
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 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 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.
Lie detecting involves analyzing various body language cues such as facial expressions, hand gestures, arm movements, leg movements, and verbal responses to determine if someone is being deceptive or untruthful.
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 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.
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.
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.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This document provides instruction for ASL students on how to tell stories about unforgettable moments. It discusses the importance of storytelling in building relationships. It reviews different types of classifiers like locative, semantic, and body classifiers that can be used in role shifting to vividly describe stories. Examples are provided of using different classifiers to describe actions. The document instructs students to recall an embarrassing story from their own experience and prepare to tell it using role shifting, classifiers, and other narrative techniques over 3 to 5 minutes. Grading criteria focuses on maintaining role shift, spatial agreement, sequencing classifiers, and engaging the audience.
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 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 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.
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.
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 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 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 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 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 information about phobias. It defines a phobia as a persistent fear that causes one to go to great lengths to avoid the feared object or situation. The document notes that phobias can cause feelings of panic, terror, dread and an inability to function when exposed. It categorizes phobias into two types - specific phobias which are fears of objects/situations like animals, heights, or medical procedures; and agoraphobia which is a fear of leaving a safe space. Examples of specific phobias are provided like arachnophobia, cynophobia, and trypanophobia.
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 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 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.
Lie detecting involves analyzing various body language cues such as facial expressions, hand gestures, arm movements, leg movements, and verbal responses to determine if someone is being deceptive or untruthful.
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 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.
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.
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.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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 uing 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