7th Annual Statewide Professional Conference Madison, Wisc
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The document summarizes research on portrayals of deaf characters in adolescent literature. It discusses research questions about whether deaf characters are presented culturally or pathologically, whether readers prefer deaf or hearing authors, and how deaf and hearing readers perceive deaf characters. It then outlines the methodology, including a content analysis of 6 books and surveys of 27 reader participants. Key findings indicate that hearing authors presented deaf characters more culturally while deaf authors included more pathological aspects, and that readers slightly preferred books by hearing authors and perceptions correlated somewhat with cultural content analysis.
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5) Implications of rhetorical analyses for the ethical and political dimensions of ethnography.
Building your global library
Resources for globalizing your children's and adolescent literature to address issues of availability, authenticity, and access
How To Write About Essays
The document provides an overview of how to write about essays using two example essays: June Jordan's "Many Rivers to Cross" and Alice Walker's "In Search of Our Mothers' Gardens". It discusses examining essays through both their technical elements like voice, style, and structure, as well as their social context regarding issues like race, gender, and history. Key points covered include analyzing the central claims of the essays, how the authors use narrative and personal experience to support their arguments, and the different stylistic choices made by Jordan and Walker in conveying their messages.
Lesson plan what is freedom
The lesson plan aimed to help students understand what freedom means. Students would first write their own definitions of freedom, then listen to and discuss readings about Harriet Tubman and poems about freedom. They would analyze poetic elements like rhythm, rhyme and meaning. Students would also work in groups to search the library catalog on keywords like freedom and poetry. The goal was for students to think critically about freedom and gain experience using the library catalog.
1. In a well-developed paragraph of 6-8 sentences, write a paragra.docx
1. In a well-developed paragraph of 6-8 sentences, write a paragraph in which you answer one of the prompts below. Please incorporate a quotation from both the play and the language from the critical methodology text
2. SELECT A 2nd PROMPT TO RESPOND TO IN A WELL-DEVELOPED PARAGRAPH OR 6-8 SENTENCES.
Please see
TOPIC OPTIONS
below.
Please review the
overview of critical methodologies
(BELOW)
For more information on Critical Methodologies, please read the introduction to the Critical Methodologies
Overview of Critical Methodologies
Imagine 3 pairs of glasses, and each pair of glasses represents a different “lens” through which the wearer of the glasses can view the world. Same world...different view based on the color of the lens.
Critical methodologies (also known as critical approaches) function in the same way. In a nutshell, critical methodologies are different LENSES through which a reader can examine a particular text (short story, poem, play, novel, etc.). Alison Booth and Kelly J. Mays, the editors of our textbook, classify critical approaches into four major categories:
Critical approaches that emphasize the text,
Critical approaches that emphasize the source,
Critical approaches that emphasize the receiver, and
Critical approaches that highlight historical and ideological criticism.
Each major category houses a number of critical approaches.
Emphasis on the Text - This approach limits the consideration of outside elements- author background, social factors, etc.
New Criticism - does not take into consideration source (author) or reader (you)
Structuralism
Poststructuralism
Deconstruction
Narrative Theory
Emphasis on the Source - This approach takes into consideration the author and author’s intention in writing the work.
Biographical Criticism
Example: Lorraine Hansberry’s personally experience fighting restrictive covenants
Example: Toni Morrison’s own journey of racial self-discovery in the South
Psychoanalytic Criticism (Freudian, Jungian and Myth, and Lacanian)
Freudian - our human psyches share similar histories)
Jungian -
the concept of the universal conscious/collective unconscious
universal patterns and forms of human experiences known as “archetypes.”
examples: rebirth story, hero’s quest, doubling, etc.
Northrop Frye - archetypal criticism
Big question: Are there “shared, fundamental truths” that cross the boundaries of race, culture, nationality? Examples - Flood myth
Emphasis on the Receiver -The emphasis of this approach is the way in which the reader “receives,” interprets, and appreciates the text.
Reader-Response Criticism
Historical and Ideological Criticism - This approach takes into consideration the historical and cultural context(s) of a work.
Marxist Criticism
Feminist Criticism
Gender Studies and Queer Theory
African American and Ethnic Literary Studies
New Historicism
Cultural Studies
Postcolonial .
Jodi picouts proposal
The document summarizes a seminar presentation about the problems faced by Daniel Stone's family as portrayed in Jodi Picoult's novel The Tenth Circle. It identifies several key issues - Daniel Stone's daughter Trixie is raped and attempts suicide, his wife Laura has an affair, and Daniel kills the man who raped Trixie. The presentation aims to analyze these family problems from a psychological perspective. It outlines the author's biography and background on characters, family problems, and psychological approaches to help interpret the novel.
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DeFazio adolescent literature instructional framework
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Topic For Informative Essay. 10 Stunning Ideas For Informative Speech Topics ...
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1. In a well-developed paragraph of 6-8 sentences, write a paragra.docx
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Epitaphs assignment
The document discusses five categories of epitaphs found on graves: poignant, pious, patriotic, historic, and humorous. It instructs the reader to analyze three gravestone epitaphs based on these categories, and determine if their initial analysis changes after learning the background story of each epitaph. The reader is asked to upload their analysis to Blackboard.
Cemetery Motif
The document analyzes changing attitudes towards death as reflected in gravestone motifs over time. It identifies six historical motifs - Plain Style (1640-1710 reflecting resignation), Death's Head (1670-1770 reflecting fear and religious reverence), Cherub (1740-1820 reflecting confidence), Urn and Willow (1780-1850 reflecting mourning), Monuments (1840-1920 reflecting defiance and wealth), and Garden Style Markers (1900-present reflecting denial). Each motif is characterized by its time period, associated attitude, common visual characteristics, and historical or religious reasons for its popularity.
The revival of americas first urban parks
Cemeteries were the first urban parks in the US in the early 19th century as church graveyards filled up. Mount Auburn Cemetery in Massachusetts set a trend of "rural cemeteries" on city outskirts that provided green space. However, as attitudes toward death changed and dedicated city parks emerged, cemeteries fell out of favor. Now, facing space constraints and fewer burials as cremation rises, cemeteries like Green-Wood in Brooklyn are reopening their gates and embracing public uses like yoga, movies, and music to stay relevant in their communities.
GSTLI Project Proposal
The document discusses place in a first-year critical reading and writing course at Gallaudet University. It provides background on the course, including its student learning outcomes and demographics of the diverse and linguistically varied students. Research is presented on definitions of place and how classroom climate, community, and blogging can impact student learning and engagement. Evidence is given of how place is manifested in the course through dynamics of power and authority, students' roles and responsibilities, and using physical and online spaces for specific academic purposes. The goal is to understand how place shapes students' learning experiences.
Community Scale Results
The document summarizes results from the Rovai Classroom Community Scale given to students in a course in Spring 2012. Based on the survey results:
1) Most students felt that their peers in the course cared about each other and that they felt connected to others. However, about a third felt neutral about these feelings.
2) Students felt they received timely feedback and were encouraged to ask questions. However, some felt reluctant to speak openly or that their educational needs were not fully being met.
3) Overall, the results indicate moderate to high feelings of community and support among students, though some felt isolated or uncertain about their peers. Learning outcomes were also mixed, with most feeling they had opportunities to
Name Story Assignment
This document provides instructions for an assignment asking students to write and present a 3-5 minute story about the origins and meaning of their own name. It outlines the requirements that the presentation must include a visual aid, the submission of a written name story, and notes made while researching the name using family sources or artwork. A sample name story is given explaining some possible origins and meanings that could be explored such as cultural or family history influences on naming traditions.
GSTLI project
This document discusses creating space for contemplation and reflection in the classroom. It touches on developing cognitive and affective connections in students, focusing on love and knowledge. Community and authentic learning experiences are emphasized, including reading, composing and blogging. Reflecting allows students to learn about themselves and be comfortable with uncertainty.
2012 SIG Deaf and Hard of Hearing Readers flyer
The document announces a presentation at the IRA's annual convention about the Accessible Materials Project, which provides free American Sign Language educational materials to support language, literacy, and academic development for deaf and hard of hearing students. The presentation will demonstrate how teachers and families are using ASL accessible materials like books, stories, poems, and assessments to accelerate students' progress in meeting language and content standards. The Accessible Materials Project team from the Atlanta Area School for the Deaf will share examples of the materials and resources available on their Facebook and YouTube pages.
2012 IRA Symposium Visual Tools
The document announces a symposium that is part of the 57th Annual Convention of the IRA in Chicago from April 29 to May 2, 2012. The symposium will take place on April 30 from 3:00pm to 5:45pm at McCormick Place West room W 471B and will focus on engaging different learners and fostering inclusive literacy. It will present breakthrough practices that support struggling and deaf learners through visual tools and differentiated instruction.
IRA SIG Deaf HH newsletter 2008
This document provides information about presentations and events at the International Reading Association's annual convention in May 2008 related to reading and deaf/hard of hearing students. It includes:
- Details on three presentations to be given at the convention on topics related to literacy processes in deaf readers, strategies for teaching struggling readers including deaf students, and a children's book author discussing his work.
- An update on children's book author Myron Uhlberg, who will discuss his books and an upcoming memoir at the convention.
- Information on joining the Special Interest Group for Deaf and Hard of Hearing Readers to support related issues.
- Announcement of the 2009 convention date and a planned presentation on deaf characters in
IRA SIG Deaf HH newsletter 2009
This document provides information about the upcoming Special Interest Group meeting at the International Reading Association's annual convention in April 2010 in Chicago. The SIG meeting will feature a presentation by Dr. Barbara Strassman on research-based writing instruction practices for deaf and hard of hearing students. Her presentation will analyze experimental and quasi-experimental research on effective writing practices and compare the findings to research on typically hearing, learning disabled, and English language learning students. She will identify areas for future research and discuss implications for classroom instruction. The document also provides additional recommended reading materials and encourages membership in the SIG.
IRA SIG Deaf HH newsletter 2010
This newsletter provides information about upcoming presentations and events related to literacy for deaf and hard of hearing students. It summarizes two presentations that will occur at an upcoming convention for the Special Interest Group for Deaf and Hard of Hearing Readers. The first presentation will provide a meta-analysis of research on effective writing instruction practices for deaf students. The second will discuss an intervention to improve reading fluency and comprehension among deaf elementary students. The newsletter also shares information about SIG newsletters online, an online course, and a new book related to deaf literacy.
IRA SIG Deaf HH newsletter 2011
This document summarizes presentations and projects involving visual tools and accessible materials for deaf students. It discusses:
1) Presentations on using visual tools to improve literacy and comprehension for deaf students given by Roger Essley and teachers from St. Francis de Sales School for the Deaf. The tools have helped students across many grades and subjects.
2) The Accessible Materials Project which creates educational materials translated into American Sign Language to address the language gap experienced by deaf students. Their goal is to make core materials affordable and accessible online.
3) Two novels by SIG member Michael Milone that incorporate characters with disabilities and are based on historical facts about early humans. The books have been well received by both children and adults.
IRA SIG Deaf HH newsletter 2012
This document summarizes research on an emergent literacy intervention called "Adapted 'Little Books'" for deaf children. The intervention uses simplified storybooks and sign bilingualism to help deaf children develop early reading skills. Twenty-five deaf children between ages 4-10 participated in the intervention over 14 months. Assessments found that the intervention improved the children's early reading concepts. The intervention incorporated parent involvement to support literacy development at home. Visual tools like drawing and writing also aided the children's emerging reading abilities. Overall, the research suggests that adapted storybooks and sign bilingualism can effectively promote emergent literacy for deaf children.
Scott kuntzeira may12012translatingasatechniqueduringguidedreading
This document summarizes a study on the use of translation during guided reading instruction with deaf students. The study examined how first grade deaf students at a school for the deaf translated between American Sign Language (ASL) and written English at different linguistic levels, from individual words to full sentences, while participating in guided reading sessions. Teachers guided students through leveled texts and students were videotaped signing their translations. Researchers analyzed the videos and identified 5 levels of translation used by students, from fingerspelling words to using multiple signs for multiple words. Overall students used translation infrequently but increased use of higher level translations with more difficult texts. The study provides insights into how translation supports reading development for deaf students.
Goodbye Tchaikovsky
This novel tells the story of a 12-year-old violin prodigy named David Rothman who suddenly loses his hearing. He had been an overnight success performing Tchaikovsky's Violin Concerto in New York but then on his birthday suffers an irreparable hearing loss. The book shows how he must now adapt to a new deaf culture and American Sign Language in order to continue his education and pursue his future. It is based on the author's own experience suddenly losing most of his hearing in middle age. He hopes the book will provide hope and inspiration for deaf youth.
Pia Taavila
Pia Taavila, an English professor and author who is a CODA (Child of Deaf Adults), will give a poetry reading and discussion at the Martin Luther King Jr. Memorial Library. Her poetry is inspired by growing up using visual imagery in a Deaf world. American Sign Language and voice interpreters will be present to accommodate the reading.
Interdisciplinarycourses.2012 hawaii
Pajka, Sharon, and Jane Nickerson. "Engaging Students with Videos in Integrated Learning Classes." The HUIC Arts and Humanities Conference. January 8, 2012. Ed. Derek Leong. Honolulu Hawaii: Hawaii University International Conferences, 2012. Print.
NAMLE Presentation 2011 Pajka & Nickerson
This document discusses a course on vampires taught at Gallaudet University. The course examines vampires in literature, film, and pop culture from various historical and critical perspectives. Students engage with texts like Dracula and Nosferatu, analyze films like Deafula, and discuss representations of vampires in popular culture. Students also write scripts and create short films on vampire themes. The goal is for students to develop visual literacy and critical thinking skills through interactive study of vampires across media.
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Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
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Learning objectives:
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3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
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Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
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- 1. Deaf Characters in Adolescent Literature: the portrayals and perceptions Sharon Pajka-West, Ph.D.
- 12. Books used in my research Blatchford, C. Nick’s Secret . Deaver, J. A Maiden’s Grave . Ferris, J. Of Sound Mind . Matlin, M. Deaf Child Crossing . Riskind, M. Apple is my Sign . Scott, V. Finding Abby.
- 26. But I didn’t know then what I know now (author interviews & insider tips)
- 27. (author interviews & insider tips)
- 38. Check out my Blog! * Includes over 194 titles – 35 books from 2007-2009 *36 Author & Professionals Interviews *Websites & Articles *Free Newsletter http://pajka.blogspot.com/ For Resources highlighting children’s/adolescent books with deaf characters