Development of deaf identity: an ethnographic study

This ethnographic study explores the identity development of 9 deaf participants through the narratives of their educational experiences in either mainstream or special schools for the Deaf. This exploration goes beyond a binary conceptualization of deaf identity that allows for only the medical and social models and proposes a bicultural "dialogue model." This postmodern theoretical framework is used to examine the diversity of identities of deaf learners. The inclusion of the researcher's own fluid cross-cultural identity as a bicultural "DeaF" participant in this study provides an auto-ethnographic gateway into exploring the lives of other deaf, Deaf, or bicultural DeaF persons. The findings suggest that deaf identity is not a static concept but a complex ongoing quest for belonging, a quest that is bound up with the acceptance of being deaf while "finding one's voice" in a hearing-dominant society. Through the use of dialogue and narrative tools, the study challenges educators, parents, and researchers to broaden their understanding of how deaf identity, and the dignity associated with being a deaf person is constructed.     

The Influence of Female Lead Characters in Political TV Shows: Links to Political Engagement

This study examined political television dramas with lead female characters, proposing a model that links viewing of these shows with political engagement. A survey revealed that regular viewers of Madam Secretary, The Good Wife, or Scandal reported feeling transported by these programs’ narratives and parasocial relationships with the main characters (i.e., women in positions of political leadership). These responses were also related to increases in political interest and self-efficacy, with interest predicting real-world political participation. The findings illustrate that these political dramas have prosocial implications, including the non-stereotypical representation of women as well as increased political engagement among viewers.     

TRACE: TRANS REGIONAL ACADEMIC MOBILITY AND CREDENTIAL EVALUATION

International academic mobility, sanctiòned by an increasing number of international, regional, and bilateral agreements, has been gaining in importance over the last thirty years. This increase in mobility has accentuated the need for more and better information about institutions, systems, and diplomas of higher education; however, the mass of information required has, at the same time, become increasingly difficult to handle. With this problem in mind, a group of international higher education experts came together in June 1987 to investigate the possibilities of cooperating and of sharing information through the establishment of compatible regional data banks to be linked together in a network. Thus TRACE ‐‐ Trans Regional Academic Mobility and Credit Evaluation — was born. So far, the experts have held four meetings aimed at shaping and at giving substance to their project. Even though the initiative was taken by experts from Europe and North America, the intention is to create a truly interregional system of co‐operation in the sharing of data. To stress this interregional aspect, the suggestion was made that the International Association of Universities (IAU) in Paris should act as a clearing house for the network. The experience of IAU in the collection and the dissemination of information on higher education throughout the world goes back to 1950. Its International Universities Bureau (IUB), which is currently undergoing computerization, is planning to create three databases: an institutional database, a bibliographical database, and a database devoted to, research on higher education.     

El corpus oral en la observación del lenguaje infantil

Tradicionalmente, los educadores del lenguaje oral recogen la riqueza de la situación de habla, pero no ejercitan el análisis científico. Los investigadores, por el contrario, ejercitan ese análisis, pero lo llevan a cabo con frecuencia sobre aspectos fragmentarios o incompletos del habla real. En este artículo se reflexiona sobre los métodos de registro completo del lenguaje oral del niño y su necesidad para la investigación. No resulta forzada sin embargo la extensión de estos métodos a la propia práctica educativa gracias a la abundancia de ejemplos que brinda este artículo.     

THE LINDA CRANE MEMORIAL LECTURE: Striving for Excellence: Thursday February 18, 2010: APTA's CSM San Diego,CA

Historically, invited lecturers have often challenged us to define excel lence in physical therapy practice, or in our academic programs. While some have addressed different char acteristics of excellence, our profession has not really come together to address 2 very important questions: what does “quality” mean in physical therapist education? And how do we measure it? Using 3 elements of Friendship, Leadership, and Mentoring, and Defining Excellence and juxtaposing these with Linda Crane and her life, a vision of excellence in physical therapy educational programs was explored in this invited lecture. The text of that lecture ensues.Open in a separate windowGood afternoon everyone. I would first like to thank Dr. Frese, and the Awards Committee of the Cardiovascular and Pulmonary Section for selecting me for this great honor. I would also like to thank Drs. Meryl Cohen and Carol Davis (both previous Linda Crane Lecturers) for nominating me, making me the third person from the University of Miami, on the 10th anniversary of this Lecture.I would also like to assure the cardiopulmonary physical therapists in the audience that while I teach neuroanatomy, I am really an acute care person at heart. I learned a lot from two very notable cardiopulmonary people—(1) The first person was while at Columbia Presbyterian Medical Center in New York City as a new graduate in 1970. We could work overtime on weekends doing chest physical therapy, but we all had to be trained first by the superb pulmonary physical therapist, Micah Rie; and (2) later at Hartford Hospital (in CT) in 1977, where I first met Linda Crane. Thus, I feel I have probably learned from two of the very best.I also have something to share with this audience. We are all familiar with the bumper stickers that say “I Love NY,” or something similar, with the red heart in the middle. The University of Miami is often called simply “the U.” Well, one of my students came to class with this t-shirt (see Figure ​Figure1).1). Linda would have loved it!Open in a separate windowFigure 1“I Heart U(M).”When trying to decide what to speak about today, I tossed around many ideas. But I realized that I knew Linda most as a teacher. I found this poem that really captured so much of Linda as a teacher:

Teaching is a Lifelong Journey – Donna Bulgur¹To teach is to touch the lives of manyand to help us learn life''s lessons.But to teach well is to make a differencein all the lives you touch.

To teach is to be a parent, nurse, friend, and confidant;

to be a supporter, a leader, and a motivator.But to teach well is to be all of these things,yet not lose sight of who you are.You share a part of yourselfwith all whose livesyou have touched.

To teach is to be tender,loving, strong, and giving,to all who rely upon you;to encourage and praise.But to teach wellis to believe in whatand whom you teach.

A teacher comes to masterthese many jobs throughout the years.But those who teach wellrecognize that therewill always be moreto learn in life''s journey,and they never hesitateto strive to learn it.

“Friend, Supporter, Leader, Motivator; Believe in what and whom you teach; Always more to learn.” Linda was all of these things. She was one of those inspiring teachers who always strived for excellence. I was Linda''s Chair for 11 years. We''ve all heard of Linda''s good qualities, especially in this forum. Somehow, however, this quote seemed perfect:

“Most great men and women are not perfectly rounded in their personalities, but are instead people whose one driving enthusiasm is so great it makes their faults seem insignificant.” (Charles A. Cerami)

As her Chair, I can tell you that Linda had a few faults. She was stubborn, impatient, demanding, and a perfectionist; but she was also dedicated, extremely loyal, caring, and fun-loving. She was a good friend. She was my friend. I felt that if Linda were here today, there are a few things she would expect me to say. I am going to focus on excellence; specifically, leadership and excellence in physical therapy education.I have chosen 3 main themes: (1) educators love to use stories, so I have a little story about friendship and my history with Linda to share with you; (2) the importance of leadership (and mentoring) in our profession; and (3) excellence in physical therapist professional programs –where we are now, and where we need to be. For me, all 3 are intertwined and inseparable, as you will soon see.In short, my goal is to enlighten and entertain, as well as to challenge you.     

Towards integrated practices in early detection of and intervention for deaf and hard of hearing children

It is well documented that undetected hearing loss can have a profound effect on a child's holistic development, including communicative, language and cognitive development. It is crucial therefore that deaf and hard of hearing infants are detected as early as possible so that appropriate intervention services and support can be initiated. To assist parents in enabling their child's optimal growth and development, HI HOPES-the first South African home-based early intervention project-was launched in August 2006, offering families weekly home-based support that is both child-centred and family-directed. A critical overview of the pilot implementation of HI HOPES is presented, from inception to implementation, focusing on its innovative services and practices, and issues that influence the intervention process including a reflection on the challenges and areas for development.     

The stepping stones of learning and evaluation

Based on the teachers’ lectures and evaluations we elaborate on a model of the aspects of learning. Inside the framework of this model three ways for solving a given problem relating to the previous teaching are presented.

We describe and analyse a method which is useful in selecting an evaluation task adapted to intended objectives, helps in the interpretation of the students’ performances and acts as a guide to the possible inferences about what the students acquire.     

Cognitive skills used to solve mathematical word problems and numerical operations: a study of 6- to 7-year-old children

This study investigates the relationship between skills that underpin mathematical word problems and those that underpin numerical operations, such as addition, subtraction, division and multiplication. Sixty children aged 6–7 years were tested on measures of mathematical ability, reading accuracy, reading comprehension, verbal intelligence and phonological awareness, using a mix of standardised and experimenter-designed tests. The experimental hypothesis was that mathematical word problems will call upon cognitive skills that are different and additional to those required by numerical operations, in particular verbal ability and reading comprehension, while phonological awareness and reading accuracy will be associated with both types of mathematical problems. The hypothesis is partly affirmed and partly rejected. Reading comprehension was found to predict performance on mathematical word problems and not numerical operations, and phonological awareness was found to predict performance on both types of mathematics. However, the predictive value of verbal ability and reading accuracy was found to be non-significant.