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"A Journey into the Deaf-World", 2002.
A review of the book "A Journey into the Deaf-World" by Harlan Lane, Robert Hoffmeister and Ben Bahan about Deaf-World culture.
1,725 words (approx. 6.9 pages), 1 source, MLA, $ 55.95
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Abstract
The paper examines the book "A Journey into the Deaf-World" by Harlan Lane, Robert Hoffmeister and Ben Bahan. It discusses how the book covers many technical issues in detail, but the underpinning for all of it is that the Deaf-World is its own unique culture with its own unique language and is every bit as much of a subculture as it is to be African-American or some branch of Hispanic. It looks at how the beliefs of people in the Deaf-World about their culture and language are challenged by people charged with helping them: educators, psychologists, audiologists, social workers and others all tend to think of hearing loss as a disability. It provides a detailed history of sign language and the use of ASL (American Sign Language).
From the Paper
"Many people in the Deaf-World object to this view. They know the richness of their language and understand its cultural significance, which the authors broke out into several sections. They note that ASL is a symbol of identity for people in the Deaf-World. In addition, it is the only language they can use to communicate with each other. It binds them together. One fear the Deaf-World has is that forced oral communication will undermine their culture, because it will force deaf people with no sign language skills to talk only with non-deaf people."
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Seeing Voices: A Journey into the World of the Deaf by Oliver Sacks, 2001.
Discusses 1989 book that focuses on the development of sign language. Differences between the pre and post-lingually deaf. Development of linguistic competence.
1,125 words (approx. 4.5 pages), 1 source, $ 39.95
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From the Paper
"In his book, Seeking Voices: A trip to the world of the deaf, Oliver Sacks spends most of his time dealing with the development and of sign language for the deaf, and the fact that before the development of modern sign language, many deaf people were considered retarded because they were unable to communicate. Even with early versions of sign language, the deaf were limited in developing language skills because so much of language depends on "hearing" the spoken word - intonations, inflections, the emotions it contains, etc. These are difficult to convey in sign language. By its very nature, sign language is a kind of shorthand form of communication.
Many schools for the deaf teach their students to vocalize as well as use sign language because, while the deaf can converse fluently among themselves in sign language, most people in ..."
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Marlow's Journey: A Journey of the Heart, 2005.
The journey motif in Joseph Conrad's "Heart of Darkness".
1,200 words (approx. 4.8 pages), 1 source, $ 41.95
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Abstract
This paper shows that the theme of a journey in the novel, "Heart of Darkness," by Joseph Conrad, implies not only the physical journey, but a symbolic one as well. During his journey down the Congo River, the character, Marlow, undergoes a physical journey that is filled with spiritual, cultural, moral, and political symbols.
From the Paper
"Even though the Europeans look on with disdain, deep down inside, they feel connected and drawn to the dancing and the singing. Hidden inside there is a response to the call of the forest, and somewhere there is a meaning to it all. Even though they are two different peoples, Marlow's confession shows that they are one in spirit, and that if one would just heed the call of the land, it would not be as foreign, or half as frightening. There would be meaning and understanding, and then the Europeans too, could join in the celebration."
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The Journey Motif in "Heart of Darkness", 2005.
An exploration of the function of the journey motif in Joseph Conrad's novel "Heart of Darkness".
1,087 words (approx. 4.3 pages), 2 sources, MLA, $ 37.95
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Abstract
Since the birth of literature, the journey motif has been a point of interest for readers and writers alike. This paper examines how the journey motif in Conrad's "Heart of Darkness" reveals a life time of understanding as well as a reflection of the great journeys of historical literature. It also explores how one can also gain a deeper understanding of this motif through the failing journey of Kurtz by understanding the metaphors lurking behind Marlow's physical journey.
From the Paper
"The physical journey that Marlow partakes in reflects many aspects of the psychological journey that he endures. In some respects, Marlow begins his journey as a child, looking at an incomplete map. These blank spots represent the new and mysterious corners of the world as well as the blank spots present in Marlow's sense of self and identity. Only when he uncovers the darkness in Africa for himself is he "mapped out" in a sense. This is further reinforced by his tainted "yellow complexion" (Conrad,892). His physical discoloration reflects his trials in the Congo as well as his new found tainted view of the world."
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Two Ethnographic Journeys, 2002.
This paper compares two ethnographic journeys: Patricia Preciado Martin's ?Songs My Mother Sang to Me: An Oral History of Mexican American Women? and Grenville and Neil Goodwin's ?The Apache Diaries: A Father-Son Journey?.
650 words (approx. 2.6 pages), 2 sources, $ 26.95
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Abstract
This paper compares two books, one about Mexican American women and the other about Apache men, in their treatments of race, gender, landscape, family and ethnography.
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Deafness and The Counseling Relationship, 2001.
An examination the language and cultural aspect of deafness.
1,506 words (approx. 6.0 pages), 13 sources, MLA, $ 49.95
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Abstract
This paper provides an insight into the condition of deafness. It discusses how the deaf population is severely under-served, especially those that suffer some form of mental illness and require attention from the counseling profession. It also examines the issues that arise when formulating a counseling relationship between a deaf client and a counselor in view of the language and cultural differences.
From the Paper
"Specialization in counseling the deaf person is a recent development. Many issues arise when formulating a counseling relationship between a deaf client and a counselor. These issues include communication mode, cultural differences and language deficits. Communication difficulties pose the biggest barrier to counseling. Most psychologists agree that they should conduct sessions in the mode of communication that the client who is hearing impaired prefers (Happ & Altmaier, 1982)."
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Deaf Students, 2006.
This paper discusses the historical and socio-cultural effects of the Individuals with Disabilities Act (IDEA) and the subsequent least restrictive environment (LRE) provision on deaf students.
2,965 words (approx. 11.9 pages), 6 sources, APA, $ 87.95
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Abstract
This paper first explains the historical and legal background of the Individuals with Disabilities Act (IDEA) and the least restrictive environment (LRE) provision, as they apply to the general population. The author stresses the problems created when, by mandate, deaf students are put into mainstream classes, which most often results in more socio-cultural damage than good to the deaf community because it separates the deaf individuals from each other through language. The paper states that, if IDEA is properly implemented, deaf students and all special needs students could afford the opportunity to be placed in special education situations based on the fact that the conventional classroom cannot adequately meet their needs. The paper includes examples of court cases and personal experiences of students.
Table of Contents
Introduction
Historical Framework of Least Restrictive Environment (LRE)
Early Court Interpretations of the LRE Mandate
Recent Court Interpretations of the LRE Mandate
Socio-cultural Framework of LRE
Are Deaf Students Suffering in Silence?
Conclusion
From the Paper
"Cost arguments against specialized education for deaf students in favor of LRE also fail to make a valid point. Ostensibly, proponents of LRE claim that the provision of special education is cost prohibitive in an era of restrictive school budgets and an aging population that generates lower tax revenues which are needed to finance public education. However, when the cost of special education is weighed against the cost of institutionalizing, imprisoning, hospitalizing or keeping a special needs individual on the rolls of the welfare system because they cannot support themselves after high school, the investment in special education is a far better value from a multitude of points of view."
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Inclusion for the Deaf, 2007.
The paper analyzes the efficacy of the least restrictive environment (LRE) mandate for the deaf.
2,531 words (approx. 10.1 pages), 7 sources, MLA, $ 76.95
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Abstract
This study examines the inclusion programs adopted by LRE mandates for students who are deaf to be integrated within the traditional classroom. The researcher adopts a qualitative approach to the research using narrative analysis to provide observations regarding deaf students' achievement in direct communication vs. interpreted learning environments. The study results suggest that deaf students perform better in direct communication environments. Information gathered from the literature review, however, suggests that LRE limits deaf students' opportunities for direct communication learning. The paper concludes that as a result, the researcher assumes that in many instances LRE may prove more damaging than beneficial to the deaf community.
Outline:
Abstract
Problem Statement
Research Methodology
Conclusions
From the Paper
"In recent years there has been significant support among government agents for total inclusion programs within educational institutions throughout the nation. Along with this push has been much controversy and indecision regarding the efficacy of such programs, particularly among parents, educators and administrators working with special needs populations. The purpose of this research study is an analysis of the Least Restrictive Environment (LRE) Mandate for the deaf, which suggests that children with disabilities be provided regular classroom interaction to the greatest extent possible. Inclusion programs adopted by LRE mandates may include use of various services including interpreters, teacher aids and consultants for students who are deaf within the traditional classroom."
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Deafness in Martha's Vineyard, 2002.
Examines the notion of being deaf in this region of America.
1,150 words (approx. 4.6 pages), 2 sources, $ 44.95
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Abstract
An analysis of heredity deafness in Martha's Vineyard and what this means to the deaf that must live there. By understanding the deaf in this aspect, and as portrayed through the book "Everyone Here Spoke Sign Language" By Nora Ellen Groce, we can see how the deaf live in this region.
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Deafness vs. Blindness, 2007.
This paper discusses the two physical impairments of deafness and blindness.
1,992 words (approx. 8.0 pages), 4 sources, MLA, $ 63.95
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Abstract
In this article the writer reviews and contrasts two physical impairments, blindness and deafness, using scholarly research on the subject of blindness and visual impairment as well as Nora Ellen Groce's "Everyone Here Spoke Sign Language: Hereditary Deafness on Martha's Vineyard". The writer maintains that most people believe that to see is to perceive acutely and hence to understand, while to hear without seeing leaves one left to conjure up pictures in the mind's eye as to what likely is there making the sound. Further, the writer points out, not only are people uninformed about eyesight during aging, but they tend to be ignorant of local resources available to them. The writer maintains that according to a study, the most effective tools for informing people about eyesight issues are newspapers for adults and the Internet for younger people.
Outline:
Introduction
Blindness, Low Vision, and the Search for a Model
Deafness on Martha's Vineyard
Deafness in Two Swedish Counties
Blindness - "Promoting a Message on Vision Loss..."
Works Cited
From the Paper
"To be deaf, or blind; if a hundred people were given that choice, hypothetically, how many would choose deafness over being sightless? Ninety? Ninety-five? All one hundred? It would likely be most, if not all, one hundred, because vision offers so much to the brain, the senses, and the heart."
"That is not to discount the impact of serious hearing loss, but clearly, most people believe that to see is to perceive acutely and hence to understand, while to hear without seeing leaves one left to conjure up pictures in the mind's eye as to what likely is there making the sound. Approaching a train crossing in reckless fashion without the aid of auditory support is potentially suicidal, of course; but approaching a train crossing with no auditory abilities and yet using keen eyesight for oncoming train traffic is making the best of an impaired situation - and also it is just the use of good sound human judgment."
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Deafness in Martha's Vineyard, 2002.
Examines the notion of being deaf in this region of America.
1,150 words (approx. 4.6 pages), 1 source, $ 44.95
»
Click here to show/hide summary
Abstract
An analysis of heredity deafness in Martha's Vineyard, and what this means to the deaf that must live there. By understanding the deaf in this aspect, and as portrayed through the book "Everyone Here Spoke Sign Language" By Nora Ellen Groce, we can see how the deaf live in this region.
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Deaf Children in the Classroom, 2000.
This paper outlines the effects of mainstreaming deaf children. It considers the effects on child, parent, teacher and classroom.
4,200 words (approx. 16.8 pages), 8 sources, APA, $ 112.95
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Abstract
This paper addresses the impact of mainstreaming deaf children. It sights links between family and child as well as links between child and school. It focuses on specific forms of education for deaf children and the needs each style of learning will address. It favors the inclusion of deaf children while maintaining the uniqueness of the child's deaf community.
From the Paper
"Having a child who is deaf is a unique responsibility. Although deafness is generally seen as a disability, the Deaf community is a thriving culture bound by its own language (ASL), ?a rich history of art, humour, literature and customs?. Parents who discover they have a child who is deaf are faced with a series of life altering decisions unlike any they would make for a hearing child. (For the purpose of this paper, the Parents referred to will specifically, but not exclusively, be hearing parents). Having a child who is deaf in the family causes all previous dynamics to change totally. Parents are faced with choosing how to equip their child to communicate and interact in the family, school, and society. Once communication methods are chosen the parents must decide on the education methods best suited to their unique child. Being aware of the choices and decisions these parents face will make educators more involved and able to give educated suggestions. Understanding the family dynamics, choices and decisions involved in parenting a deaf child is the best way to understand the unique ?deaf-abilities? these children bring to the classroom."
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Helping Deaf Students, 2007.
This paper explores the interpreter's role in deaf and hearing education.
1,028 words (approx. 4.1 pages), 4 sources, MLA, $ 36.95
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Abstract
The paper discusses how deaf students face particular challenges in the classroom, challenges often met and addressed by interpreters. The paper examines the misconceptions that exist with respect to the interpreter's role. The paper explains that the primary role of the interpreter is as translator, providing objective and factual information to deaf students in a manner that doesn't interfere with the student's ability to participate actively in the classroom. The paper concludes that it is vital that teachers, hearing and deaf students understand the role of the interpreter to maximize deaf students' opportunities for shared communication and success in the mainstream classroom.
From the Paper
"Many assume the interpreter's role in the classroom is limited to providing interpretive services to deaf students. Realistically speaking however the interpreter's role in the classroom is much more complex and involved. Frasu (2003), an interpreter, notes that it is vital to educate hearing consumers regarding the interpreter's role in the classroom, but that this is also one of the more difficult aspects of an interpreter's position. Further as an interpreter the author notes that no matter one's skill level it is often difficult to interpret information for those that aren't knowledgeable of the role and significance of interpreting services (Frasu, 2003)."
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Journeys of War, 2002.
A comparison of the journey taken by the heroes in the Vietnam novels, "A Rumor of War" by Philip Caputo and "In Country" by Bobbie Ann Mason.
2,343 words (approx. 9.4 pages), 2 sources, MLA, $ 72.95
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Abstract
The two novels, "A Rumor of War" by Philip Caputo and "In Country" by Bobbie Ann Mason, both concern the Vietnam War and its devastating effects on individual lives. The paper describes how, in these novels, the main characters, Caputo ("A Rumor of War") and Sam ("In Country") both undergo a journey towards greater understanding of the war and their lives. The journey of a hero in is described in three basic steps. The first is the ?departure?, followed by the ?initiation? and ending with the ?return?. When returning, the ?hero? is furnished with greater insight about the adventure and about life as a whole. The two characters, Caputo and Sam, are discussed in this paper in these terms. The author of the paper then gives a personal view of what these journeys can teach us.
From the Paper
"After reflecting in this manner for ten years, Caputo?s return comes to a conclusion with his published work, A Rumor of War (1977). He has had a chance to think about his experiences, what they mean and how they affect his life in the present. He has come to a deeper understanding of what a hero is. Thus he provides for the world an in-depth and detailed view of what it was to fight in the Vietnam war. In this way he has served not only his contemporaries, but also future generations who are curious about the war. He has used his knowledge and his journey to create something of value upon his return."
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Monkey and "The Journey to the West", 2002.
A discussion of the character and the spirit of Monkey in the Chinese story, "The Journey to the West".
1,025 words (approx. 4.1 pages), 12 sources, MLA, $ 36.95
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Abstract
This paper looks at how the story of Monkey, or Sun Wukung, and his journey west has fascinated and delighted readers for hundreds of years. "The Journey to the West" was compiled and polished by Wu Cheng'en in the 16th century, but the legend existed long before that and is based on the true story of Xuan Zang (602-664), a Buddhist monk and his journey to India in search of sutras. In particular, it focuses on the character of Monkey, who is born from a rock, and eventually makes trouble for the Gods. It analyzes how the character and spirit of Monkey is extremely free and unrestrained, playful, and impetuous, and how the story of Monkey parallels the growth of man and the growth of a religion at the same time.
From the Paper
"Monkey is a simple creature really (Hanabakate, 2003). The fact that he is seemingly unaffected by the little annoyances that the world offers up seems, however, too good to be true (Hanabakate, 2003). Later he goes on to say that he has no last name (Hanabakate, 2003). Lai (1994) points out: ?Monkey?s first answer makes him seem a nitwit: that monkey of a description of himself is his being himself. But when he further clarifies the situation with his second answer, he truly shows his "naturalness." He is, to use an American expression that the Taoists would applaud, "a natural." This child of nature is as nameless as nature itself?."
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