bluuebunny/crossref_metadata_2025 huggingface dataset:
Classification by the States of Deaf and Hard of Hearing Students: It's Not How Much You Hear, But Where You Live
Authors: Bienenstock Michael A. , Vernon McCay
Published: July 2012

The terminology currently used by the U.S. Department of Education and by the 50 states in gathering data on deaf and hard-of-hearing children and in determining eligibility for services varies widely. That variability results in meaningless, often erroneous and inconsistent statistics, which can lead to invalid research, wasted money, and poor program planning. The problem is documented and recommendations are made for achieving uniformity in defining and applying the terms deaf and hard of hearing .
Parental Training and Involvement in Sexuality Education for Students Who Are Deaf
Authors: Gabriel Kamieka O. S. , Getch Yvette Q.
Published: July 2012

The study examined whether schools for the deaf were providing services to assist parents in communicating with their children about sexuality (including sexual signs) and whether parents were involved in the sexuality education curriculum within their child's school. The Sexuality Curriculum Questionnaire for Educators of Students Who Are Deaf (Getch & Gabriel, 1998) was completed by 71 educators teaching sexuality curricula in schools for the deaf across the United States. Results indicated that parents were more likely to be involved in approval and development of their children's sexuality education than to receive assistance with sexuality education from the schools. Although the level of parental participation in curriculum development and approval is encouraging, the number of parents actually participating in curriculum development and approval remains low.
"A Good Future for Deaf Children": A Five-Year Sign Language Intervention Project
Authors: Takala Marjatta , Kuusela Jorma , Takala Esa-Pekka
Published: July 2012

Deaf preschoolers and hearing family members learned sign language in a 5-year intervention project. Once weekly, each child met with a teacher who was deaf. Parents, siblings, and other relatives met about once monthly to study sign language, and all families in the project signed together about twice yearly. The present study addressed four questions asked of parents about the project: (a) How did the children learn to sign? (b) Did both the parents and the children benefit from the project? (c) What was the position of sign language in the family? (d) Did the project have some impact on the family's social network? The families indicated satisfaction with the project; they learned to sign and their social networks expanded. Parents favored bilingual education: Sign language was the main language but learning Finnish was also important. Learning sign language was not easy, especially for the fathers. The families that were most actively involved in the lessons learned the most.
Measuring the Quality of Education: The Involvement of Bilingually Educated Deaf Children
Authors: Knoors Harry , Renting Bertien
Published: July 2012

The levels of involvement of six young deaf children were observed during three educational tasks. These levels were used as indicators of quality of education. The children were bilingually educated. The possible connection between language of instruction, type of task, teaching style, and level of involvement was studied. The children's observed overall level of involvement was high. Involvement was influenced by the type of educational task, but also by the teacher and by the language of instruction: Involvement was greater during activities led by the deaf teacher, using Sign Language of the Netherlands (SLN). Measurement of involvement of young deaf children turned out to be a good way to assess quality of education, not only for research purposes but in the context of general educational practice.
Solving Word Problems: More Than Reading Issues for Deaf Students
Authors: Kelly Ronald R. , Mousley Keith
Published: July 2012

Deaf and hearing college students were given 30 mathematics problems to solve. The initial 15 were presented as numeric/graphic problems, followed by 15 corresponding word problems, with both conditions sequenced for a progressive increase in problem complexity. Each word problem described the kind of shape and measurement information that was presented in its corresponding numeric/ graphic problem. The results showed that the deaf college students, regardless of reading level, were comparable in performance to the hearing college students when solving the numeric/graphic problems and the initial, least complex set of corresponding word problems. However, as the complexity of the descriptive information in the word problems increased along with the complexity of the problem situations, the performance scores of the deaf students decreased. No comparable decrease was observed in the hearing students' scores. While reading ability level was associated with the deaf students' lower scores when solving word problems, the analyses show that other factors also contributed.
The Deaf Mentor Experimental Project for Young Children Who Are Deaf and Their Families
Authors: Watkins Susan , Pittman Paula , Walden Beth
Published: July 2012

The Deaf Mentor Experimental Project investigated the efficacy of deaf mentor services to young deaf children and their families. These services focused on deaf adults (mentors), who made regular home visits to the children and their families; shared their language (American Sign Language), culture, and personal knowledge of deafness with the families; and served as role models for the children. The children also received regular home visits from a hearing parent adviser who helped the family promote the child's early listening, English, and literacy skills. The result was a bilingual-bicultural home environment for these children. The children who received deaf mentor services were compared to matched children who did not receive these services but who received parent adviser services. Children receiving this early bilingual-bicultural programming made greater language gains during treatment time, had considerably larger vocabularies, and scored higher on measures of communication, language, and English syntax than the matched children.
Teacher Educators in Deaf Education: Why They Entered Higher Education and Their Current Priorities and Accomplishments
Authors: Bodner-Johnson Barbara A. , Martin David S.
Published: July 2012

The study presents information on why teacher educators in deaf education move from school classrooms to universities. These educators' priorities as university faculty are examined in regard to teaching, scholarship, and service; their scholarly productivity and perceptions of workplace conditions in school and university environments are studied. Findings show that these schoolteachers moved to higher education for various reasons, but primarily to pursue research and a scholarly life, and to have a greater influence on deaf and hard of hearing children and deaf education. As faculty, they are most interested in and committed to teaching; they publish at a modest rate. These educators perceive workplace conditions that support autonomy, flexible schedules, collegiality, and decision-making opportunities as more evident in university environments than in school environments. The researchers discuss the need for teacher educators in deaf education to pursue scholarly interests and to consider working with colleagues at the university and in schools to design collaborative research. Universities' need to support these efforts is also discussed.
The Relationship Between Teacher Sign Skills and Student Evaluations of Teacher Capability
Authors: Long Gary , Stinson Michael , Kelly Ronald R. , Liu Yufang
Published: July 2012

This study examines the extent to which deaf students' perceptions of their teachers' effectiveness and ease of communication in the classroom are related to the teachers' sign skills. Thirty-three faculty, teaching a variety of courses at the National Technical Institute for the Deaf (NTID), were rated on "teaching effectiveness" and "communication ease" by their students over a 2-year period. Faculty sign proficiency was evaluated independently using the Sign Communication Proficiency Interview (SCPI). Results indicate a moderate relation between students' perceptions of communication ease and teaching effectiveness, and a weak relation of these two variables to the teachers' assessed level of sign skill. The data also show that the students could clearly differentiate three levels of teacher sign skill in the classroom. Results are discussed in relation to the component parts of effective communication from the perspective of students in the classroom.
The Development of Deaf and Hard of Hearing Children Identified Early Through the High-Risk Registry
Authors: Yoshinaga-Itano Christine , Apuzzo Mah-Rya L.
Published: July 2012

The high-risk registry was used as a screening device for identifying hearing loss for many decades in Colorado. It reportedly missed approximately 50% of all infants with congenital sensorineural hearing loss (Mehl & Thomson, 1998; Parving, 1993; Watkins, Baldwin, & McEnery, 1991). Little is known about the developmental characteristics of this population. This article describes children identified through the high-risk registry. These children have been divided into two groups according to their age of identification: (a) deaf and hard of hearing children identified before age 6 months, and (b) deaf and hard of hearing children identified between ages 7 and 18 months. The children identified before age 6 months and receiving intervention at an average of 2 to 3 months after identification of hearing loss had significantly higher levels of receptive and expressive language, personal-social development, expressive and receptive vocabulary, general development, situation comprehension, and vowel production. The high-risk registry used for newborn hearing screening has been replaced by universal newborn physiological hearing screening in the state of Colorado.
Changing the Lens: A Position Paper on the Value of Qualitative Research Methodology as a Mode of Inquiry in the Education of the Deaf
Authors: Evans Judith F.
Published: July 2012

A case study of a young deaf child's conversation development is used to explore the relationship between mode of inquiry and findings resulting from the use of qualitative research methodology. Data were collected through participant observation, videotaping, and interviews in the participants' natural settings. The breadth of findings from thematic analysis of descriptive data and discourse analysis of language samples led to the discovery of the child's language competencies in a field where research usually focuses on language deficits. Additionally, data revealed the contextual features that contributed to the child's conversation development. Scope of findings and implications for educators and researchers provide evidence of the value of qualitative methodology as a mode of inquiry in the field of education of the Deaf.
Why is Learning American Sign Language a Challenge?
Authors: Kemp Mike
Published: July 2012

In recent years there has been an explosion of interest in American Sign Language (ASL), the language used by Deaf Americans. As a result, an unprecedented number of schools and agencies now offer ASL classes. This welcome development signals growing awareness of and respect for the American Deaf community and ASL. Unfortunately, misconceptions persist about ASL. One major misconception is that it is an easily learned, picture-like language. This understanding is due partly to the fact that some of the first basic signs learned may be thought of as iconic (e.g., signs for eat, sleep , and drink ). This even leads some new ASL learners to believe they can become instructors after one or two classes. This mistake is not made among people learning a spoken language. ASL is a complete and complex language, with all the nuances and subtleties of a spoken language. Like all languages, it is not mastered easily beyond a basic level. Mastery requires extensive exposure and practice. Presently, there is no consensus on where ASL might fall on a learnability continuum for native English speakers. Nonetheless, this article posits that learning ASL should be approached with respect and with the knowledge that mastery only occurs over a substantial period of time.
Hiring Criteria, Duties, and Professional Growth Opportunities for Residential Staff at Schools for the Deaf: A Survey
Authors: Strassman Barbara K. , Hall Pamela M.
Published: July 2012

Seventy-three schools identifying themselves as having a residential program for deaf students were surveyed to determine demographic information about dormitory staff, qualifications required for employment in the residential program, opportunities for continuing education, and issues relating to the roles and responsibilities of dorm employees. The data showed that schools are committed to providing in-service education for the dorm workers but have minimal educational requirements for employment in their residential programs. The data were compared to the Conference of Educational Administrators of Schools and Programs for the Deaf (CEASD) Certification Requirements for Dormitory Counselors. Recommendations are made in regard to the updating of the CEASD certification requirements; the authors also recommend that schools make a stronger commitment to upholding those requirements.
Preliminary Results of the Annual Survey of Deaf and Hard of Hearing Children and Youth in Puerto Rico: The First Wave
Authors: Albertorio Juan Rafael , Holden-Pitt Lisa , Rawlings Brenda
Published: July 2012

Preliminary findings are provided from the data collected in Puerto Rico through the Annual Survey of Deaf and Hard of Hearing Children and Youth during the 1997-1998 school year. The study was conducted as a part of an initiative to increase participation in the Annual Survey among the deaf and hard of hearing school-age population in Puerto Rico. Demographic, instructional, etiological, audiological, and communication data on 336 deaf and hard of hearing school age children were collected and summarized. The findings suggest the existence of a heterogeneous deaf community rather than the traditionally conceived homogenous community. The discussion emphasizes the description of those attributes that suggest heterogeneity and the urgent need to continue to collect the kind of data gathered in the survey. The authors urge that Puerto Rican educators and researchers be stimulated to address the educational and health-related needs of Puerto Rico's deaf and hard of hearing school-age population.
A Rationale and Recommendations for Sexuality Education in Schools for Students Who Are Deaf
Authors: Getch Yvette Q. , Branca Dorry L. , Fitz-Gerald Della , Fitz-Gerald Max
Published: July 2012

The authors evaluate and advocate the need for comprehensive sexuality education that meets the unique needs of youth who are deaf or hard of hearing, while calling for the expansion of teacher preparation in this critical area. Effective comprehensive sexuality education is designed to prepare young people to become more comfortable with, and informed about, their sexuality. Teachers and parents are key adults in this process. However, the responsibility for preparing teachers to handle sexuality education lies with both the postsecondary teacher preparation program and the administrative team at the individual school; their willingness to provide comprehensive training, current resources, and continued support are crucial to the success of any comprehensive sexuality program. In the individual school, effective guidance of youth who are deaf or hard of hearing in making appropriate decisions about their sexuality is built upon a team that includes not only school staff, but also parents and deaf adults in the community.
Deaf Students' Recall of Spanish Vocabulary Under Three Testing Conditions
Authors: Ammons Donalda K. , Miller Margery S.
Published: July 2012

This investigation examined the effects of three training conditions on deaf students' recall of Spanish word meaning as measured by performance on a Spanish vocabulary test. The conditions were; a) repeated written productions, b) repeated fingerspelling, and c) repeated silent reading of selected Spanish words and their English equivalents. Subjects were 30 deaf undergraduate students enrolled in introductory Spanish courses at Gallaudet University in Washington, DC. Researchers assigned 10 subjects to each of the 3 training groups. A 30 item pretest was administered to verify that the vocabulary was not known to the subjects. A posttest containing 25 items from the pretest was administered twice to the subjects. For short-term memory there were no statistically significant differences across the 3 conditions. For long-term memory scores under the repeated written condition were significantly higher than scores under fingerspelling and silent reading conditions. The use of a study strategy incorporating writing may enhance the learning of Spanish vocabulary by deaf college students. The strategy could also be applied to other foreign languages and a range of academic subjects for deaf students.
Deaf Adults' Attitudes Toward Career Choices for Deaf and Hearing People in India
Authors: Parasnis Ila , Samar Vincent J. , Mandke Kalyani
Published: July 2012

This study investigated the expressed attitudes of deaf people in India toward career choices for deaf and hearing people. Deaf adults from Pune, India rated the suitability of 12 professions for deaf and hearing people and gave written comments on the suitability of any other professions they could list. The results, in general, were consistent with those of other studies in the United States, England, Italy, South Africa, and India with hearing teachers and parents of deaf children, which indicated that the hearing status of imagined deaf and hearing advisees selectively influenced attitudes toward the suitability of certain professions. Some differences in profession preferences also emerged indicating that the deaf respondents' criteria for career choice appeared to be primarily based on the use of hearing, speech, and visual skills required for a particular career. There was some suggestion that culturally specific factors played a role in shaping attitudes. These findings underscore the importance of understanding the attitudes of deaf people.
Hearing Impairment, Social Networks, and Coping: The Need for Families with Hearing-Impaired Children to Relate to Other Parents and to Hearing-Impaired Adults
Authors: Hintermair Manfred
Published: July 2012

For a report on the stress experiences of parents with hearing-impaired children in Germany, 317 parents completed a survey on how their families communicate and socialize, among other issues. The report focuses on how contacts with other parents and with hearing-impaired adults affect stress experiences, in the context of the child's hearing status and the means of communication. Parents who frequently meet with other parents show evidence of a warm, accepting, trusting relationship with their child. Parents who have many contacts with hearing-impaired adults show evidence of a strong sense of competence in regard to their child's upbringing. The findings confirm the implication found in most reports describing empirical studies. Social support is to be regarded as a cornerstone of psychosocial intervention and has to play as great a role as possible in institutional programs.
Cochlear Implants for Younger Children: A Preliminary Description of the Parental Decision Process and Outcomes
Authors: Kluwin Thomas N. , Stewart David A.
Published: July 2012

The authors conducted a preliminary telephone interview study of a random sample of 35 parents whose children had received cochlear implants through a large-scale implant program. Parents were asked about their child's preimplant and postimplant communications skills, how they learned about implants, and how they arrived at the decision to have their child receive an implant. Results of the interviews suggest, a least for this program, that two types of decision sequences are followed. One type of parent has initial and primary contact through a medical practitioner, uses that source of information exclusively, and is motivated by a desire for a "normal" communication situation. The second type of parent learns about implants from another parent, family member, or teacher. This individual will seek other sources of information and is most often motivated by the child's lack of communication skill. Generally, from parents' perspective, language and speech rather than improved social skills or social contact are the primary benefits of the implant.
Deaf and Hard of Hearing Americans' Instant Messaging and E-Mail Use: A National Survey
Authors: Bowe Frank G.
Published: July 2012

An online survey of 884 deaf and hard of hearing adults asked about their current and past use of communication technologies, notably TTY, telecommunications relay services, email, and instant messaging (IM). Results showed that respondents were using e-mail and IM far more than TTY and relay services. The study participants virtually all had e-mail and IM at home. In fact, about one quarter had a high-speed ("broadband") connection at home. While the vast majority also had and used e-mail at work, just 1 in 3 had IM at his or her place of employment. The findings have several implications. Most important for educators is that strong reading and writing skills are essential if adults who are deaf or hard of hearing are to take advantage of today's communications technologies. Another conclusion is that some workers who are deaf or hard of hearing appear to face discrimination in employment because office policies forbid the use of a highly effective reasonable accommodation, instant messaging.
The Beginning Teacher of the Deaf in the United States: A View From the Field
Authors: Rittenhouse Bob , Kenyon-Rittenhouse Patricia
Published: July 2012

This study explored the strengths and weaknesses of first year teachers of the deaf through 2 randomly-distributed national surveys and interviews with randomly-selected respondents. The data were gathered over a 2-year period. Interviews were carried out on location in day and residential schools for the deaf and at university sites. Results indicate that there is much clearly focused dissatisfaction, but also some real satisfaction in the deaf education community. From the college-bound deaf students and those presently attending college, to the teachers in schools for deaf students and in the universities that prepare them, there are consistent concerns, a real desire to work together, and a commitment to the deaf students. Deaf students, schools, and their alumni sense that they are all part of the whole but too often at odds with each other. Students want to be involved in school decision making and school supervisors agree that this should happen. Teachers want to work with university programs and program directors value the teachers' work. Alumni retrospectively see ways to improve high school education and their high school contemporaries articulated similar suggestions.
Deaf Teacher Candidates in Hearing Classrooms: A Unique Teacher Preparation Program
Authors: Martin David S. , Lytle Richard R.
Published: July 2012

An undergraduate teacher education program at Gallaudet University prepares deaf students in "regular" education. This includes a required full-time internship with hearing students (assisted by sign language interpreters). Graduates then continue in a master's degree program in deaf education, thus acquiring dual certification. Several studies indicate that these deaf candidates progress through the same developmental stages as hearing candidates and that they develop high expectations for deaf learners. Issues related to implementing such a program are discussed.
Deaf Finnish Adults' Views of Their Society: Knowledge, Satisfaction, Values and Attitudes
Authors: Takala Marjatta
Published: July 2012

Deaf Finnish adults were studied as a language minority to assess their knowledge of Finnish society. This study addresses their level of satisfaction with and participation in Finnish society. Information was obtained from 63 individuals. The complete sample included 32 men and 31 women. The age range was from 17 to 78, with a mean age of 41 years. Females tended to score higher than males on measures of knowledge with younger respondents scoring higher than older respondents. Men tended to show higher levels of overall satisfaction, with no age differences on this construct. Satisfaction was expressed with the Finnish Republic, services for the deaf, law and order and wages earned. Dissatisfaction was expressed with the cost of living, education and the lack of equality with the hearing.
Children's Literature for the Primary Inclusive Classroom: Increasing Understanding of Children with Hearing Impairments
Authors: Turner Nancy D. , Traxler Maryann
Published: July 2012

As a result of recent federal legislation and positive research findings of educators, children with disabilities, including hearing impairment, are being included in general education classrooms. This development has many implications at the state, district, and classroom levels. While helping the child with disabilities assimilate into the general education classroom may appear to be the teacher's primary challenge, increasing awareness and understanding among those students without disabilities is a growing concern of educators. The use of children's literature featuring children with disabilities is one way to promote this understanding. This article includes an annotated bibliography of children's literature featuring children with hearing impairment, along with related classroom activities to enhance experiences with the books.
Survey of Literacy Environments and Practices in Residences at Schools for the Deaf
Authors: Gillespie Catherine Wilson , Twardosz Sandra
Published: July 2012

The purpose of this study was to add to the sparse knowledge about literacy environments and practices in children's residences at schools for the deaf by conducting a nationwide survey. Twenty-six residential schools for the deaf throughout the country responded by mail. Results revealed that all of the responding schools made reading and writing materials available to children in their residences. Counselors read to children individually and supervised homework, and children wrote letters and read independently. However in half of the residences, materials were not regularly rotated and in most residences time was not set aside for group storybook reading. Implications for practice include focusing on providing interesting and stimulating literacy materials for children, rotating materials regularly, and planning group literacy-related events such as storybook reading or storytelling.
Turkish Families With Deaf and Hard of Hearing Children: A Systems Approach in Assessing Family Functioning
Authors: Fisiloglu Ayse Gul , Fisiloglu Hurol
Published: July 2012

The aim of this descriptive study was to determine areas in which families of deaf and hard of hearing children need support for and enhancement of their children's habilitation process. For this purpose the Family Assessment Device (FAD) was given to 40 families with deaf and hard of hearing children and 20 families with hearing children. Results indicated no significant differences between families with deaf and hard of hearing children and families with hearing children on communication, roles, affective responses, affective involvement, behavior control and general functioning but problem solving. These results are discussed in the context of prior research on deaf and hard of hearing children.
Support and Practice of CEASD Program Standards in One Midwestern State
Authors: Maile Robert A. , Luetke-Stahlman Barbara
Published: July 2012

A questionnaire was written by the first author and used to gather information from school districts and cooperatives in Kansas providing programming for deaf students. Respondents indicated which CEASD standards they believed should be practiced and which CEASD standards they perceived were practiced by their school program. Information was also obtained regarding perceived barriers to the implementation of desirable program standards. Results indicated that the CEASD standards were generally supported, but not generally implemented in most programs in the state. Standards receiving the most support and the least support are delineated in the paper, as are those standards for which there was the greatest disparity between level of support and perceived level of practice. These results are discussed along with implications for addressing needs in deaf education in the country in general. Recommendations for future research are also presented
Minority and Minority-Deaf Professional: How Many and Where Are They?
Authors: Andrews Jean F. , Jordan Donald L.
Published: July 2012

A survey of 6,043 professionals in 349 deaf education programs showed that 10.4% are from nonwhite or minority ethnic/cultural backgrounds. Of these minority professionals, 11.7% are deaf. Only 8 minority deaf administrators were found. Chi-square analyses showed that ethnic/cultural background and hearing loss were strongly associated with the type of program where the professionals were employed. More than half of the minority professionals worked in public schools. The District of Columbia, New York, and Maryland lead the country in the number of deaf professionals employed. More than half of all black deaf professionals work in either D.C. or New York. Texas leads the country in numbers of Hispanic professionals employed, and New Mexico has more Hispanic professionals than does California, New York, or Florida.
Defining and Observing Social Signals in Deaf and Hearing Infants
Authors: Smith-Gray Sybil , Sanford Koester Lynne
Published: July 2012

Infant gaze, gestures, and affective expression have become generally accepted as indicators of the infant's efforts to initiate or resume interaction with a partner, particularly during moments when the mother may be temporarily unresponsive as shown experimentally in the maternal "Still-Face" situation. Previous studies comparing deaf and hearing infants using this paradigm have revealed diminished signalling by deaf infants with hearing mothers, when signals were defined by the typical indices mentioned above. This study compares results from both a microanalytic coding system (used with 59 dyads) and a more global examination of efforts by 20 deaf and 20 hearing infants to re-engage their deaf or hearing mothers. Emphasis is on the kinds of infant signals that often remain undocumented due to methodological constraints, but that may be recognized by the mother and elicit a delayed response from her when she is able to resume her normal interactive patterns. Results indicate that when these additional "signal" behaviors are considered (such as repetitive hand, arm, or foot movements, or behaviors previously prohibited by the mother), there are few overall differences in eliciting efforts by deaf and hearing infants.
Getting There: Update on Recommendations by the Commission on Education of the Deaf
Authors: Bowe Frank G.
Published: July 2012

Major progress on the recommendations of the Commission on Education of the Deaf was made by the Education of the Deaf Act Amendments of 1992 (PL 102-421); the Rehabilitation Act Amendments of 1992 (PL 102-569); and a U.S. Department of Education "Notice of Policy Guidance" clarifying its views on the commission's recommendations about elementary and secondary education. The changes, taken together, brought implementation of commission recommendations almost to closure. They also represented significant steps forward on behalf of deaf children, youth, and adults, setting the stage for further progress.
Validity of the WISC-III for Deaf and Hard of Hearing Persons
Authors: Slate John R. , Fawcett Julianna
Published: July 2012

The relationships of the WISC-III Performance scale with the WISC-R Performance scale and with the WRAT-R subscales were investigated for a sample of 47 students who are deaf and hard of hearing. Over a three year time period, the relationship between the WISC-III and WISC-R Performance IQs was high, r (43) = +.93. As anticipated, the WISC-III Performance IQ was significantly lower, 3.8 points, than the WISC-R Performance IQ. A Varimax rotation revealed the presence of two factors, Perceptual Organization and Processing Speed, which accounted for 76.5% of the variance in the WISC-III Performance IQ. Of the six WISC-III Performance subtests, only Coding did not contribute to the Performance IQ. Students who communicated via Total Communication ( M = 92.5) exhibited higher Performance IQ means than did students who communicated orally ( M = 82.6). The WISC-III Performance IQ was moderately related to the WRAT-R subscales, having the strongest association with the Arithmetic subscale. Implications of these findings for practitioners are discussed.
The Deaf Child and Solving Problems of Arithmetic: The Importance of Comprehensive Reading
Authors: Serrano Pau Carrasumada
Published: July 2012

The present investigation is informed by two major considerations. First, the need for teachers to know more about the difficulties experienced by the deaf child when presented with written mathematical problems. Second, the idea of the relationship between linguistic competence in deaf subjects and their difficulties in the comprehension of verbal messages. In particular, the present article analizes the influence of reading comprehension level on the solution of verbally expressed problems of arithmetic. The results indicate that reading comprehension level is clearly related to the problem-solving level of deaf subjects. In general, if the deaf are unable to understand the verbally presented problem, they will not be able to solve it correctly.
Herstories: A Preliminary Look at Deaf Women in Higher Education
Authors: Wilkins Dorothy M. , Christie Karen
Published: July 2012

This study describes the postsecondary educational experiences and perceptions of deaf women college students. Deaf women were interviewed using semistructured questions adapted from Gilligan, Lyons, and Hanmer (1990). Findings indicated that these deaf women perceived their college environment as generally positive, though they also perceived instances of unequal treatment.
Development of Deaf Bicultural Identity
Authors: Holcomb Thomas K.
Published: July 2012

Based on Epstein's model of self-theory, the importance of providing deaf children with opportunities to develop a solid deaf identity at an early age is discussed. Seven categories of possible identities for deaf people are outlined and the stages of developing a bicultural awareness presented. Case studies detailing these stages are discussed.
Chinese Chuanqi Opera in English: Directing The West Wing with Modern Music
Authors: Shen Grant
Published: July 2012

Part of a lab theatre experiment, this chuanqi opera production was an attempt to revive audience experience of the golden age of Chinese xiqu through text parallelism and music parallelism. Text parallelism requires the matching translation of the lingual features of a chuanqi text into its English double; such features include colloquial lexis, dense rhyming, language parallelism, and a measure of compensation in the adoptive language for the lost tonal patterns of the original. Music parallelism mimics the Ming China practice of employing music contemporary to the audience and composing the libretto to existing popular melodies .
Han-Tang Zhongguo Gudianwu and the Problem of Chineseness in Contemporary Chinese Dance: Sixty Years of Creation and Controversy
Authors: Wilcox Emily
Published: July 2012

In 1979, after twenty-one years of political reeducation, Chinese classical dance professor Sun Ying (孙颖, 1929-2009) returned to the Beijing Dance Academy to instigate reform in the field of Zhongguo gudianwu , the official national dance form of the People's Republic of China. In creating the Han-Tang style of Zhongguo gudianwu , Sun challenged accepted notions of Chineseness within the field, especially the idea that Chinese indigenous theater, or xiqu , should serve as the primary foundation for a distinctively Chinese national body aesthetic. While Sun's alternative vision of Chineseness produced extensive controversy, this controversy is not antithetical to the historical aims and assumptions of Zhongguo gudianwu . Since the founding of the field in the early 1950s, practitioners of Zhongguo gudianwu have treated Chineseness as a subject for creative invention, interpretation, and debate; therefore, Sun's work is not a post-Mao phenomenon but rather an extension of the art and politics of the Mao period.
Ἐνθουσιασμός and Moral Monsters in Eudemian Ethics VIII.2
Authors: Ponesse Julie E.
Published: July 2012

This paper explores a much overlooked passage buried at the end of the Eudemian Ethics in which Aristotle attributes the success of those he calls 'fortunate'—the eutuchēs —to nature, a conclusion he would seem not to be entitled to draw. Against the standard view, I argue that we can understand how Aristotle could have quite seriously (and consistently) drawn this conclusion if we distinguish between the proximate cause of the fortunate man's eutuchia , which is his nature (in particular, his own irrational soul impulses), and its ultimate cause, which is tuchē (because his soul, which contains those impulses, is generated by accident).
Spinoza on Inherence, Causation, and Conception
Authors: Melamed Yitzhak Y.
Published: July 2012

In this paper I suggest a new interpretation of the relations of inherence, causation and conception in Spinoza. I discuss the views of Don Garrett on this issue and argue against Della Rocca's recent suggestion that a strict endorsement of the PSR leads necessarily to the identification of the relations of inherence, causation and conception. I argue that (1) Spinoza never endorsed this identity, and (2) that Della Rocca's suggestion could not be considered as a legitimate reconstruction or friendly amendment to Spinoza's system because it creates several severe and irresolvable problems in the system. In the first part of the paper, I present the considerations and arguments that motivated Don Garrett's and Della Rocca's interpretations. In the second part, I present and examine several problems that result from Della Rocca's reading. In the third and final part, I (1) present my own view on the relation among inherence, causation, and conception; (2) offer a new interpretation of the conceived through relation in Spinoza; and finally, (3) defend and justify the presence of (non-arbitrary) bifurcations at the very center of Spinoza's system.
Legitimating Empire, Legitimating Nation: The Scientific Study of Opium Addiction in Japanese Manchuria
Authors: Kingsberg Miriam
Published: July 2012

Through a case study of scientific research on opium addiction in early twentieth-century Manchuria, the epicenter of the global narcotic economy, I trace the changing ways in which colonial medicine was used to legitimate Japanese imperialism. From a justification of empire, research on addiction was transformed into a source of validation for the Manchukuo nation-state. Distinctive practices, including the establishment of local, world-class laboratories and the training of subjects as scientists, highlight the relative importance of colonial medicine to Japanese imperialism, compared to the West.
Oil, Politics, and Ghana’s Democracy
Authors: Gyimah-Boadi E. , Prempeh H. Kwasi
Published: July 2012

Africa’s natural resource-rich countries tend to combine mismanagement of their “windfall” with poor record of democratic governance. However, for Ghana, which has recently become an oil producer, the prospect of escaping the “resource curse” is decent – largely on account of its current status as an electoral democracy. While the prevailing democratic political environment has contributed positively to the crafting of policy governing the new oil sector, and legislation and nascent institutions partially justify such optimism, severe deficiencies in contemporary Ghanaian politics, together with the new resource’s aggravation of the country’s patronage-fuelled democracy and acrimonious political competition, give cause for caution.
"Not a limitless possession": Health Advice and Readers' Agency in The Girl's Own Paper , 1880-1890
Authors: Patton Cynthia Ellen
Published: July 2012

During the first ten years of its publication, the "Answers to Correspondents" column of The Girl's Own Paper frequently included advice and information about medical subjects. Despite prevailing cultural attitudes and medical opinions that constructed women as existing in a helplessly and permanently compromised state of health, the Girl's Own Paper 's correspondence columns generally offered a more optimistic sense of the possibility of good health and of readers' ability to take control of their own health. The tensions between these two constructions of women's health are never fully resolved, however, as the Girl's Own Paper 's advice to its readers wavers between conventional and progressive viewpoints.
Politics, literature, education: The literary archive in citizenship – the case of Poets, Essayists, Novelists (PEN)
Authors: Gearon Liam
Published: July 2012

Drawing on British Academy and Leverhulme Trust-funded research at the Harry Ransom Center University of Texas at Austin, the article provides a methodological justification for the literary archive in citizenship. The case is made through a study of unpublished and presently unclassified
documents relating to the early history of Poets, Essayists and Novelists (PEN), 1917–1947. Today a voice for freedom of expression worldwide, in its first decades PEN struggled with its apolitical identity, moved to solidarity with writers suffering political repression and compelled
to exclude from its ranks authors actively supporting fascism and Nazism. Outlining three stages in its history, I trace the emergence of PEN as an organization in part resolving this difficulty by a broadly to be interpreted programme of political 'education' rather than narrowly defined
political 'action': Apolitical PEN: 1917–1932; PEN Politicized: 1933–1945; and PEN and Political Education: The Post-1945 Programme. I thereby demonstrate a historical conflation of the literary, the political and the educational within a writers organization of worldwide present-day
significance, a nuanced reading assisted by access to original archival sources. Beyond PEN, I make the case for the literary archive to empirically inform discussion of the theoretically rich relationship between politics, literature and education.
Marshall Arts: An Inventory of Common Criticisms of McLuhan’s Media Studies
Authors: Chandler Curry
Published: July 2012

There has been a resurgence of interest in Marshall McLuhan in the past two decades, and 2011 saw numerous tributes and retrospectives honoring the centenary of his birth. This article considers McLuhan's standing among contemporary scholars by analyzing three of the most common criticisms
of his work: technological determinism, technological utopianism, and nonscientific methodology. The author concludes that many commentators have neglected to note that McLuhan deliberately adopted an artistic rather than scientific approach in his probes of media effects, and that his work
remains relevant to scholars and students of mass communication.
Performative archiving as public making
Authors: Kouros Panos
Published: July 2012

Archival art has been discussed so far in spatial terms, as archival installation, emphasizing stability of content and narrativity. Performative archiving is introduced here as intervention practice producing empowered public spheres in the context of a generalized network archival
culture. These archiving practices do not produce content, but dispositives that enable the recension of archival data in distributed processes, not unlike oral forms and rituals of transmission of knowledge. Synchronicity of performance, in distant or person-to-person encounters, creates
the possibility of contesting co-utterances. Such works experiment on new forms of participation and collective writing, determining the roles and responsibility of subjects during the development of archival time, regulating different levels of interaction among persons, social groups, institutions,
practices, thematic areas, media, physical and virtual spaces. They are centrifugal processes that resist the thematization of the archive and its confinement within the discourse of art. Their intervention aims at a different mode of instituting in the world of art, which problematizes the
local conditions of social spaces and cultural institutions. They shift our interest away from archival accumulation and preservation, away from the ‘ideology of the trace’, and towards the moment of speech and act that bears the ‘capacity to aspire’. While they are
triggered by an intention to actively institute, to organize tactics of action, they insist on the political performance of ‘act and speech’ at the moment when they occur.
From the musas to the giant squid
Authors: Caraceni Simona
Published: July 2012

The history of ‘virtual’ museums is linked in the museological model of fruition to the history of the traditional museum, from the musas to the Louvre, from the wunderkammer to the intangible heritage museums, passing by Science Centers and Museums of Modern Art, from websites
to augmented reality, from audioguides to video games, passing by QR Code. This history is traced by the visitor experience, from a free observation/browsing, to the guided observation, studying the types of interaction that the visitor engages in, to the object ‘information’ that
he or she acquires or handles in the visit, and also considering the essence of the museum as a ‘sacred place’. Do the most advanced models of virtual museums offer the same innovation in the fruition of the information?
Persian myth and the Sufi mystic
Authors: Zazmanzadeh Nasim
Published: July 2012

This article discusses the role of myth in Persian literature and poetry, and how it has affected Sufism and the evolution of its mysticism. Sufism developed in the seventh (3 AH) century solely within the confines of Islamic orthodoxy. The Sufi path began as a protest movement against
Islam and the Caliphs, and progressively enriched its many dimensions until the tenth century, when the majority of artists, calligraphers and poets were Sufi. The article will investigate Sufism as an activism movement related to politics, religion and social circumstances, and its collaboration
with new media in finding a new, contemporary method of protest in today’s Iran.
Meta-Environment
Authors: Jacques Claudia
Published: July 2012

The way information is perceived and defined today is no longer an accurate portrayal of the interactions occurring among user–information–interface. We are so accustomed to the traditional models of human–machine interactions that we often overlook the fact that first-
and second-order cybernetics definitions are now antiquated and one-dimensional when used to describe user–information–interface interactions. Within this new era of user–information–interface relationship, the introduction of the concept of Meta-Environment reflects
a more accurate representation of the processes of information gathering and sharing and their interactions. Meta-Environments break the mold of traditional thinking and refocus attention not on the user, information or interface alone, but on the relationships and processes as a whole. It
expands cybernetics to its fourth order while focusing on the relationship among user-information-interface as a Complex Adaptive System.