The document discusses the portrayal of deaf characters in comics, specifically focusing on Echo, a biracial Latina Native American character in Marvel Comics. It summarizes that prior research found unrealistic depictions of deaf characters and a lack of diversity. An analysis of Echo found she embraces her multiple cultures and languages, and communicates through art, sign language and lip reading. While initially isolated, she is a strong, independent woman. The creator conducted research to make Echo culturally accurate. Overall, the character provides a realistic account that can foster dialogue about deaf and hearing individuals.
This document discusses theories of multiracial identity development. It defines key terms like race, ethnicity, monoracial, and multiracial. It then summarizes two models of multiracial identity development: Poston's model and Kich's model. Poston's model outlines five stages: personal identity, choice of group categorization, enmeshment/denial, appreciation, and integration. Kich's model outlines three stages: awareness of differentness and dissonance, struggle for acceptance, and self-acceptance and assertion of an interracial identity. The document provides an overview of concepts and theories regarding the development of multiracial identities.
This study examined relationships between racial/ethnic discrimination, racial identity, and daily mood and social interactions. 42 Black and White adults completed measures of lifetime discrimination, racial stigmatization, implicit and explicit racial identity, and daily diaries assessing mood and social interactions. Results found that higher lifetime discrimination was associated with stronger implicit racial centrality. Stronger implicit racial centrality was in turn linked to greater experiences of racial stigmatization and social exclusion reported in daily diaries. This suggests that an unconscious sense of identity defined by race may exacerbate negative impacts of discrimination on well-being.
How do we learn about our various racial identities like African American, Asian, Latinx/Hispanic, Native American, White, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
This document discusses concepts related to multicultural advising. It includes exercises that would help advisors understand diversity and cultural differences in advising. It also provides models of racial/cultural identity development and questions for advisors to reflect on their own cultural competence when working with students from diverse backgrounds. Key factors that can impact the success of minority students are identified as well as the importance of advising in retention.
The document discusses the various views and functions of school counselors from the perspectives of different groups. Students and teachers generally see counselors' primary role as helping with educational and vocational planning. Administrators also expect counselors to assist with school-related problems and activities like curriculum planning. Counselors view their main function as counseling but also take on other supportive roles. An ideal calendar of counselor activities is provided showing recurring duties and sample monthly activities throughout the school year.
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.
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 parksSharon Pajka
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.
This document discusses theories of multiracial identity development. It defines key terms like race, ethnicity, monoracial, and multiracial. It then summarizes two models of multiracial identity development: Poston's model and Kich's model. Poston's model outlines five stages: personal identity, choice of group categorization, enmeshment/denial, appreciation, and integration. Kich's model outlines three stages: awareness of differentness and dissonance, struggle for acceptance, and self-acceptance and assertion of an interracial identity. The document provides an overview of concepts and theories regarding the development of multiracial identities.
This study examined relationships between racial/ethnic discrimination, racial identity, and daily mood and social interactions. 42 Black and White adults completed measures of lifetime discrimination, racial stigmatization, implicit and explicit racial identity, and daily diaries assessing mood and social interactions. Results found that higher lifetime discrimination was associated with stronger implicit racial centrality. Stronger implicit racial centrality was in turn linked to greater experiences of racial stigmatization and social exclusion reported in daily diaries. This suggests that an unconscious sense of identity defined by race may exacerbate negative impacts of discrimination on well-being.
How do we learn about our various racial identities like African American, Asian, Latinx/Hispanic, Native American, White, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
This document discusses concepts related to multicultural advising. It includes exercises that would help advisors understand diversity and cultural differences in advising. It also provides models of racial/cultural identity development and questions for advisors to reflect on their own cultural competence when working with students from diverse backgrounds. Key factors that can impact the success of minority students are identified as well as the importance of advising in retention.
The document discusses the various views and functions of school counselors from the perspectives of different groups. Students and teachers generally see counselors' primary role as helping with educational and vocational planning. Administrators also expect counselors to assist with school-related problems and activities like curriculum planning. Counselors view their main function as counseling but also take on other supportive roles. An ideal calendar of counselor activities is provided showing recurring duties and sample monthly activities throughout the school year.
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.
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 parksSharon Pajka
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.
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.
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
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.
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 flyerSharon Pajka
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.
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.
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
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.
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.
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.
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 may12012translatingasatechniqueduringguidedreadingSharon Pajka
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.
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, 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.
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.
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.
Blogging an effective tool for academic writingSharon Pajka
This document summarizes research on the use of blogging as an instructional tool in academic writing courses for deaf students. The research found that blogging encouraged student engagement with course readings and writing assignments. Students who blogged were more likely to complete all assigned readings and writings than students in traditional writing courses. Analysis of student writing samples found that blogging students showed slight improvements in areas like organization of ideas and audience awareness. The researchers concluded that blogging promotes literacy, authentic reading and writing, and student engagement in learning.
This document discusses different perspectives for analyzing deaf characters in adolescent literature: the pathological perspective and the cultural perspective. The pathological perspective views deafness as a disability or deviation from normal, focusing on the condition rather than the person, and often including stereotypes. The cultural perspective emphasizes deafness as part of a linguistic and cultural minority, showing deaf characters as active participants in the deaf community and culture, with American Sign Language portrayed as a legitimate language rather than "broken English". The document provides tools for analyzing books, including checklists of traits associated with each perspective and guidance for examining characters, plots, settings and other elements through the two lenses.
This document provides guidance on how to do book reviews and book talks for adolescent literature that includes deaf or hard of hearing characters. It recommends choosing books with broad appeal, considering how diverse characters are portrayed, and understanding the difference between reviews and talks. Research findings show hearing authors presented deafness in a more cultural way while deaf authors included more pathological perspectives. The document also provides tips on book selection and presentation for book talks.
Everything You Need to Know About IPTV Ireland.pdfXtreame HDTV
The way we consume television has evolved dramatically over the past decade. Internet Protocol Television (IPTV) has emerged as a popular alternative to traditional cable and satellite TV, offering a wide range of channels and on-demand content via the internet. In Ireland, IPTV is rapidly gaining traction, with Xtreame HDTV being one of the prominent providers in the market. This comprehensive guide will delve into everything you need to know about IPTV Ireland, focusing on Xtreame HDTV, its features, benefits, and how it is revolutionizing TV viewing for Irish audiences.
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.
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
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.
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 flyerSharon Pajka
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.
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.
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
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.
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.
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.
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 may12012translatingasatechniqueduringguidedreadingSharon Pajka
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.
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, 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.
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.
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.
Blogging an effective tool for academic writingSharon Pajka
This document summarizes research on the use of blogging as an instructional tool in academic writing courses for deaf students. The research found that blogging encouraged student engagement with course readings and writing assignments. Students who blogged were more likely to complete all assigned readings and writings than students in traditional writing courses. Analysis of student writing samples found that blogging students showed slight improvements in areas like organization of ideas and audience awareness. The researchers concluded that blogging promotes literacy, authentic reading and writing, and student engagement in learning.
This document discusses different perspectives for analyzing deaf characters in adolescent literature: the pathological perspective and the cultural perspective. The pathological perspective views deafness as a disability or deviation from normal, focusing on the condition rather than the person, and often including stereotypes. The cultural perspective emphasizes deafness as part of a linguistic and cultural minority, showing deaf characters as active participants in the deaf community and culture, with American Sign Language portrayed as a legitimate language rather than "broken English". The document provides tools for analyzing books, including checklists of traits associated with each perspective and guidance for examining characters, plots, settings and other elements through the two lenses.
This document provides guidance on how to do book reviews and book talks for adolescent literature that includes deaf or hard of hearing characters. It recommends choosing books with broad appeal, considering how diverse characters are portrayed, and understanding the difference between reviews and talks. Research findings show hearing authors presented deafness in a more cultural way while deaf authors included more pathological perspectives. The document also provides tips on book selection and presentation for book talks.
Everything You Need to Know About IPTV Ireland.pdfXtreame HDTV
The way we consume television has evolved dramatically over the past decade. Internet Protocol Television (IPTV) has emerged as a popular alternative to traditional cable and satellite TV, offering a wide range of channels and on-demand content via the internet. In Ireland, IPTV is rapidly gaining traction, with Xtreame HDTV being one of the prominent providers in the market. This comprehensive guide will delve into everything you need to know about IPTV Ireland, focusing on Xtreame HDTV, its features, benefits, and how it is revolutionizing TV viewing for Irish audiences.
At Digidev, we are working to be the leader in interactive streaming platforms of choice by smart device users worldwide.
Our goal is to become the ultimate distribution service of entertainment content. The Digidev application will offer the next generation television highway for users to discover and engage in a variety of content. While also providing a fresh and
innovative approach towards advertainment with vast revenue opportunities. Designed and developed by Joe Q. Bretz
Barbie Movie Review - The Astras.pdffffftheastras43
Barbie Movie Review has gotten brilliant surveys for its fun and creative story. Coordinated by Greta Gerwig, it stars Margot Robbie as Barbie and Ryan Gosling as Insight. Critics adore its perky humor, dynamic visuals, and intelligent take on the notorious doll's world. It's lauded for being engaging for both kids and grown-ups. The Astras profoundly prescribes observing the Barbie Review for a delightful and colorful cinematic involvement.https://theastras.com/hca-member-gradebooks/hca-gradebook-barbie/
Orpah Winfrey Dwayne Johnson: Titans of Influence and Inspirationgreendigital
Introduction
In the realm of entertainment, few names resonate as Orpah Winfrey Dwayne Johnson. Both figures have carved unique paths in the industry. achieving unparalleled success and becoming iconic symbols of perseverance, resilience, and inspiration. This article delves into the lives, careers. and enduring legacies of Orpah Winfrey Dwayne Johnson. exploring how their journeys intersect and what we can learn from their remarkable stories.
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Early Life and Backgrounds
Orpah Winfrey: From Humble Beginnings to Media Mogul
Orpah Winfrey, often known as Oprah due to a misspelling on her birth certificate. was born on January 29, 1954, in Kosciusko, Mississippi. Raised in poverty by her grandmother, Winfrey's early life was marked by hardship and adversity. Despite these challenges. she demonstrated a keen intellect and an early talent for public speaking.
Winfrey's journey to success began with a scholarship to Tennessee State University. where she studied communication. Her first job in media was as a co-anchor for the local evening news in Nashville. This role paved the way for her eventual transition to talk show hosting. where she found her true calling.
Dwayne Johnson: From Wrestling Royalty to Hollywood Superstar
Dwayne Johnson, also known by his ring name "The Rock," was born on May 2, 1972, in Hayward, California. He comes from a family of professional wrestlers, with both his father, Rocky Johnson. and his grandfather, Peter Maivia, being notable figures in the wrestling world. Johnson's early life was spent moving between New Zealand and the United States. experiencing a variety of cultural influences.
Before entering the world of professional wrestling. Johnson had aspirations of becoming a professional football player. He played college football at the University of Miami. where he was part of a national championship team. But, injuries curtailed his football career, leading him to follow in his family's footsteps and enter the wrestling ring.
Career Milestones
Orpah Winfrey: The Queen of All Media
Winfrey's career breakthrough came in 1986 when she launched "The Oprah Winfrey Show." The show became a cultural phenomenon. drawing millions of viewers daily and earning many awards. Winfrey's empathetic and candid interviewing style resonated with audiences. helping her tackle diverse and often challenging topics.
Beyond her talk show, Winfrey expanded her empire to include the creation of Harpo Productions. a multimedia production company. She also launched "O, The Oprah Magazine" and OWN: Oprah Winfrey Network, further solidifying her status as a media mogul.
Dwayne Johnson: From The Ring to The Big Screen
Dwayne Johnson's wrestling career took off in the late 1990s. when he became one of the most charismatic and popular figures in WWE. His larger-than-life persona and catchphrases endeared him to fans. making him a household name. But, Johnson had ambitions beyond the wrestling ring.
In the early 20
Modern Radio Frequency Access Control Systems: The Key to Efficiency and SafetyAITIX LLC
Today's fast-paced environment worries companies of all sizes about efficiency and security. Businesses are constantly looking for new and better solutions to solve their problems, whether it's data security or facility access. RFID for access control technologies have revolutionized this.
The Unbelievable Tale of Dwayne Johnson Kidnapping: A Riveting Sagagreendigital
Introduction
The notion of Dwayne Johnson kidnapping seems straight out of a Hollywood thriller. Dwayne "The Rock" Johnson, known for his larger-than-life persona, immense popularity. and action-packed filmography, is the last person anyone would envision being a victim of kidnapping. Yet, the bizarre and riveting tale of such an incident, filled with twists and turns. has captured the imagination of many. In this article, we delve into the intricate details of this astonishing event. exploring every aspect, from the dramatic rescue operation to the aftermath and the lessons learned.
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The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood.
Johnson's filmography includes blockbuster hits such as "The Fast and the Furious" series, "Jumanji," "Moana," and "San Andreas." His charismatic personality, impressive physique. and action-star status have made him a beloved figure worldwide. Thus, the news of his kidnapping would send shockwaves across the globe.
Setting the Scene: The Day of the Kidnapping
The incident of Dwayne Johnson's kidnapping began on an ordinary day. Johnson was filming his latest high-octane action film set to break box office records. The location was a remote yet scenic area. chosen for its rugged terrain and breathtaking vistas. perfect for the film's climactic scenes.
But, beneath the veneer of normalcy, a sinister plot was unfolding. Unbeknownst to Johnson and his team, a group of criminals had planned his abduction. hoping to leverage his celebrity status for a hefty ransom. The stage was set for an event that would soon dominate worldwide headlines and social media feeds.
The Abduction: Unfolding the Dwayne Johnson Kidnapping
The Moment of Capture
On the day of the kidnapping, everything seemed to be proceeding as usual on set. Johnson and his co-stars and crew were engrossed in shooting a particularly demanding scene. As the day wore on, the production team took a short break. providing the kidnappers with the perfect opportunity to strike.
The abduction was executed with military precision. A group of masked men, armed and organized, infiltrated the set. They created chaos, taking advantage of the confusion to isolate Johnson. Johnson was outnumbered and caught off guard despite his formidable strength and fighting skills. The kidnappers overpowered him, bundled him into a waiting vehicle. and sped away, leaving everyone on set in a state of shock and disbelief.
The Immediate Aftermath
The immediate aftermath of the Dwayne Johnson kidnappin
From Teacher to OnlyFans: Brianna Coppage's Story at 28get joys
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Top IPTV UK Providers of A Comprehensive Review.pdfXtreame HDTV
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Understanding Diversity in Comics: A Look at Marvel Comics' Echo- Multilingual, Biracial and Deaf
1. Understanding Diversity in Comics: A look at Marvel Comics' Echo: Deaf, Female and Biracial
Sharon Pajka-West, Ph.D.
Gallaudet University
http://www.pajka.blogspot.com/ sharon.pajka-west@gallaudet.edu
Conclusion
•Realistic
Abstract Methodology •David Mack‟s character Maya Lopez, also
It was crucial that my students find books that
known as Echo and Ronin, debuted in
•The benefits of comics with diverse •Included prior research on the portrayals and interested them and begin a close relationship
Daredevil as a love interest for Matt Murdock.
characters are extensive for reluctant perceptions of deaf characters in adolescent with reading. The format of comics is visually
This character now appears in the arc of the
readers who seldom find characters like literature as a catalyst appealing and certainly has the potential to grab
most recent issues of The New Avengers.
•Collected titles of nearly a dozen comics &
themselves. the attentions of deaf individuals, who are often
•Students held impromptu gatherings about graphic novels considered quot;visualquot; people.
•Analyzed books applying the Adolescent Book
the comics they were reading in their spare
time. As an acknowledged useful teaching Content Analysis (ABCA) Check-off form (modeled Despite the unrealistic portrayals of deaf
after Schwartz‟s (1980) „Criteria for Analyzing
tool and clearly of interest to my students, I characters throughout graphic novels and comics,
Books about Deafness‟) to differentiate between
investigated using comics and graphic a more realistic deaf character has emerged within
novels in my classroom. the pathological and the cultural perspective of the last decade. Through issues such as diversity,
deaf characters communication, isolation, technology and identity,
• Interviewed Marvel Comics
Research Questions: comic book readers learn a great deal about Maya
•Are deaf characters being presented as artist/creator David Mack (right) Lopez, her place in the Deaf World, and how the
•Reviewed and discussed data
culturally or pathologically deaf; and, character‟s experiences can foster an open
•Are there any portrayals of diverse comic with students using the ABCA dialogue for students regarding the similarities and
book characters? Check-off form differences between Deaf and Hearing individuals.
Echo featured in Marvel Comics‟ Daredevil.
I used the ABCA Check-off form to analyze the
Mack includes ASL handshapes in the background
characters, interviewed the creator of the Marvel
Diversity
Findings
Background Comics character and concluded that although
•biracial Latina Native American Indian who
Maya‟s character is not perfect, nor is she
•Limited to characters who had lost their hearing, not embraces her multiple languages and
•Since the 1930s, comic books have been
idealistic, in many ways her story is a realistic
those who had been born or become deaf in infancy heritages
popular reading for young people (Morrison,
account of a deaf child growing up isolated from
•Characters were mostly white.
Bruan, & Chilcoat, 2002).
other deaf people and then later finding her Deaf
•Unrealistic portrayals Communication
•Several researchers have investigated the
identity and self-confidence to be herself. Creator
•For example, one deaf character, Manuel Gomez, •equipped with several ways to communicate
effectives of using comic books to engage
and artist, David Mack conducted extensive
communicates with special glasses in Avatar Book including art and performance, Indian Sign
students in language arts classroom and
research regarding both American Sign Language
1: A Look into the Abyss by Juan Miguel Aguilera Language, American Sign Language, and lip-
emphasize the positive effects of including
and Indian Sign Language in order to make the
SAF Comics (2003). reading.
comic books, graphic novels, and cartoons in
character well-rounded and as culturally accurate
the classroom.
as possible.
•Limited Role of the Deaf Character Isolation
•Goldstein‟s (1986) study on vocabulary
•Elizabeth Laird and Pauline •feels resentment towards being abandoned by
instruction resulted in student improvement
Literature has often stigmatized minority culture
Hazelwood‟s graphic novel, The loved ones; yet her feelings of isolation
on standardized test scores when students
individuals based upon race, ethnicity, disability,
Listener (1997) includes a minor certainly do not limit her. She appears to be a
studied vocabulary from comics & cartoons.
gender and/or sexual orientation. While readers
deaf character. The story is strong, independent woman who functions
•Wright and Sherman (1999) postulated that
might recognize the negative depictions and
about a boy who enlists the within the larger culture
teachers should include comic books and
dismiss them as harmless stereotypes, these
help of his deaf neighbor when
cartoons in the language arts classroom
portrayals can potentially become a part of the
his grandmother is hurt. Technology
because they are cost effective, have low-
collective subconscious of members of society.
•writer lacked knowledge about the available
readability levels, and most importantly, are
•Deafness as a form of punishment. technology that deaf individuals use
of great interest to students.
Since this character, Echo, has been picked up by
•The Amazing Allegro, a famous
The New Avengers, it will be interesting for
Russian musician became permanently deafened
Participants Identity
students to follow her story arc in upcoming
by one of Green Arrow's sonic arrows in the •Deaf, Native American Indian
Deaf students who: issues.
original Justice League series. The act of losing
•viewed themselves as members of a his hearing puts him over the edge and he turns
References
linguistic cultural minority, not members of a evil. •Juan Miguel Aguilera, Avatar Book 1: A Look into the Abyss, SAF Comics (2003).
disability; group/various minority populations •Batman Beyond: Hear No Evil (2002) Random House Books for Young Readers (May 28, 2002)
Echo in Marvel •DC Comics, (1979). Justice League of America #163.
•used American Sign Language and
•Elizabeth Laird and Pauline Hazelwood (illustrator), The Listener (1997) Graffix.
Comics‟ Daredevil.
•Shriek, the villain who uses his •Marvel Comics Daredevil (1999-2003) (v2) #9-15 and #51-55.
********************************************************************************
•Berke, J. (2005). “Deaf Culture- Deafness in Comics”. About.com Retrieved on February 25, 2007 from
participated as members within the Deaf Echo concentrates on http://deafness.about.com/cs/culturefeatures2/a/deafcomics_2.htm.
deafness as a shield in Batman •Goldstein, B. S. (1986). Looking at cartoons and comics in a new way. Journal of Reading, 29(7), 657-661.
•Morrison, T. G., Bryan, G., & Chilcoat, G. W. (2002). Using student-generated comic books in the classroom. Journal of Adolescent & Adult Literacy,
vibrations instead of
Community 45(8), 758-767.
Beyond: Hear No Evil exploits •Pajka-West, S. (2007). The portrayals and perceptions of deaf characters in adolescent literature. (Ph.D. dissertation, University of Virginia, 2007).
•were accepted into the university but had not sound. ProQuest Digital Dissertations UMI No. AAT 3238142.
•Schwartz, A.V. (1980). Books mirror society: a study of children‟s materials. Interracial Books for Children Bulletin, 11(1,2), 19-24.
sound as his weapon •Svendsen, V. (2006). “Deafness in Comics”. Vidarland. Retrieved on July 23, 2007 from http://www.vidarland.com/?q=/en/node/48
•Wright, G., & Sherman, R. (1999). Let's create a comic strip. Reading Improvement, 36(2), 66-72.
qualified for credit-bearing English courses