La rana a fuego lento
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El documento presenta una alegoría sobre una rana que se cocina lentamente en una cacerola de agua calentándose gradualmente sin darse cuenta. Esto simboliza cómo los cambios lentos en la sociedad a menudo pasan desapercibidos y no provocan una reacción, llevándonos a un estado de semi-cocción sin darnos cuenta. El autor sugiere que debemos estar atentos a los cambios graduales en nuestra sociedad para evitar consecuencias negativas.
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La rana a fuego lento
Este documento presenta una alegoría sobre una rana que se cocina lentamente sin darse cuenta. La temperatura del agua en la que nada la rana aumenta gradualmente, lo que le impide darse cuenta del peligro y saltar a tiempo. De la misma manera, los cambios lentos en la sociedad a menudo pasan desapercibidos y no provocan una reacción porque ocurren de forma paulatina en lugar de de forma abrupta. El documento sugiere que debemos estar atentos a los cambios graduales para evitar consecuencias negativas.
La rana a fuego lento
Este documento presenta una alegoría sobre una rana que se cocina lentamente sin darse cuenta a medida que aumenta la temperatura del agua. La historia simboliza cómo los pequeños cambios graduales a los que nos habituamos pueden conducir a consecuencias perjudiciales sin que nos demos cuenta. Al final, se sugiere que nuestra sociedad puede estar experimentando un lento declive similar debido a nuestra falta de conciencia sobre los cambios graduales.
La rana a fuego lento
Este documento presenta una alegoría sobre una rana que se cocina lentamente sin darse cuenta a medida que el agua se calienta gradualmente. La historia se usa como una metáfora para advertir sobre los peligros de adaptarse pasivamente a los cambios negativos en la sociedad y el medio ambiente sin darse cuenta o tomar medidas para detenerlos.
La rana a fuego lento
Este documento presenta una alegoría sobre una rana que se cocina lentamente sin darse cuenta. La temperatura del agua en la que nada la rana aumenta gradualmente, lo que le impide darse cuenta del peligro y saltar a tiempo. De la misma manera, los cambios lentos en la sociedad a menudo pasan desapercibidos y no provocan una reacción porque ocurren de forma paulatina en lugar de de forma abrupta. El documento sugiere que debemos estar atentos a los cambios graduales para evitar consecuencias negativas.
Deaf And Hard Of Hearing
The document summarizes key information about deafness and hard of hearing, including:
1) It defines deafness and hard of hearing, and provides statistics on prevalence nationally and locally.
2) It discusses the history and development of education for the deaf, including the first schools established in Europe and America.
3) It outlines the major causes of hearing loss in children and lists common assistive technologies and support organizations.
4) It emphasizes the importance of early testing and intervention to support language development and cognitive abilities in children with hearing loss.
Music and Early Childhood Education for Deaf and Hard of Hearing Students
This document discusses using music in early childhood education for deaf and hard of hearing students. It begins by outlining the current state of early hearing detection and intervention services in the US, noting successes but also room for growth. The document then reviews research showing benefits of music for typical early childhood development and proposes introducing music could provide similar benefits for deaf/hard of hearing students. Approaches discussed include vibrotactile and visual stimuli. While there may be stigmas and funding challenges, the document proposes a grant to implement and study musical activities in early childhood programs for this population.
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Hearing loss is the most common sensory impairment in the United States, affecting about 1 in 1,000 people at birth and 2-3 in 1,000 newborns. Prelingual deafness refers to deafness that occurs before acquiring a first language, including at birth through age 3. There is a distinction between lowercase "deaf" referring to the audiological condition of not hearing, and uppercase "Deaf" referring to a cultural group who share American Sign Language and a collective identity. While sign languages were once viewed as inferior to spoken languages, they are now recognized as full natural languages used by linguistic communities of deaf signers.
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This document discusses ways to foster healthy self-esteem in deaf and hard of hearing children. It identifies several "senses" important for self-esteem, including connectiveness, uniqueness, power, and models. For each sense, it provides general suggestions and additional ideas specific for deaf/hard of hearing children, such as establishing communication guidelines, viewing the child as a whole person not defined by their hearing loss, and providing positive deaf/hard of hearing role models. The overall message is that with targeted support, deaf and hard of hearing children can develop strong self-esteem.
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La rana a fuego lento
Este documento presenta una alegoría sobre una rana que se cocina lentamente sin darse cuenta. La temperatura del agua en la que nada la rana aumenta gradualmente, lo que le impide darse cuenta del peligro y saltar a tiempo. De la misma manera, los cambios lentos en la sociedad a menudo pasan desapercibidos y no provocan una reacción porque ocurren de forma paulatina en lugar de de forma abrupta. El documento sugiere que debemos estar atentos a los cambios graduales para evitar consecuencias negativas.
La rana a fuego lento
Este documento presenta una alegoría sobre una rana que se cocina lentamente sin darse cuenta a medida que aumenta la temperatura del agua. La historia simboliza cómo los pequeños cambios graduales a los que nos habituamos pueden conducir a consecuencias perjudiciales sin que nos demos cuenta. Al final, se sugiere que nuestra sociedad puede estar experimentando un lento declive similar debido a nuestra falta de conciencia sobre los cambios graduales.
La rana a fuego lento
Este documento presenta una alegoría sobre una rana que se cocina lentamente sin darse cuenta a medida que el agua se calienta gradualmente. La historia se usa como una metáfora para advertir sobre los peligros de adaptarse pasivamente a los cambios negativos en la sociedad y el medio ambiente sin darse cuenta o tomar medidas para detenerlos.
La rana a fuego lento
Este documento presenta una alegoría sobre una rana que se cocina lentamente sin darse cuenta. La temperatura del agua en la que nada la rana aumenta gradualmente, lo que le impide darse cuenta del peligro y saltar a tiempo. De la misma manera, los cambios lentos en la sociedad a menudo pasan desapercibidos y no provocan una reacción porque ocurren de forma paulatina en lugar de de forma abrupta. El documento sugiere que debemos estar atentos a los cambios graduales para evitar consecuencias negativas.
Deaf And Hard Of Hearing
The document summarizes key information about deafness and hard of hearing, including:
1) It defines deafness and hard of hearing, and provides statistics on prevalence nationally and locally.
2) It discusses the history and development of education for the deaf, including the first schools established in Europe and America.
3) It outlines the major causes of hearing loss in children and lists common assistive technologies and support organizations.
4) It emphasizes the importance of early testing and intervention to support language development and cognitive abilities in children with hearing loss.
Music and Early Childhood Education for Deaf and Hard of Hearing Students
This document discusses using music in early childhood education for deaf and hard of hearing students. It begins by outlining the current state of early hearing detection and intervention services in the US, noting successes but also room for growth. The document then reviews research showing benefits of music for typical early childhood development and proposes introducing music could provide similar benefits for deaf/hard of hearing students. Approaches discussed include vibrotactile and visual stimuli. While there may be stigmas and funding challenges, the document proposes a grant to implement and study musical activities in early childhood programs for this population.
Megan hummelldeafpresentation
Hearing loss is the most common sensory impairment in the United States, affecting about 1 in 1,000 people at birth and 2-3 in 1,000 newborns. Prelingual deafness refers to deafness that occurs before acquiring a first language, including at birth through age 3. There is a distinction between lowercase "deaf" referring to the audiological condition of not hearing, and uppercase "Deaf" referring to a cultural group who share American Sign Language and a collective identity. While sign languages were once viewed as inferior to spoken languages, they are now recognized as full natural languages used by linguistic communities of deaf signers.
Fostering Healthy Self Esteem in Deaf and Hard of Hearing Children
This document discusses ways to foster healthy self-esteem in deaf and hard of hearing children. It identifies several "senses" important for self-esteem, including connectiveness, uniqueness, power, and models. For each sense, it provides general suggestions and additional ideas specific for deaf/hard of hearing children, such as establishing communication guidelines, viewing the child as a whole person not defined by their hearing loss, and providing positive deaf/hard of hearing role models. The overall message is that with targeted support, deaf and hard of hearing children can develop strong self-esteem.
L5 deaf & hard of hearing
This document provides an overview of deaf and hard of hearing topics. It discusses the process of hearing and how sound is turned into meaning. It then profiles Dorothy Brett, a partially deaf British artist. Next, it reviews the historical context of deaf education dating back to the 1500s. It also covers the debate around oral vs. manual communication teaching methods. The document outlines challenges for those with hearing loss and discusses Gallaudet University. It defines key terms related to hearing and analyzes causes, prevalence, and prevention of hearing loss. Assistive technologies for the deaf like hearing aids, cochlear implants, FM systems, and audio loops are also reviewed.
Myths regarding Deaf / hard of hearing students and their exams
This short slideshow debunks the most common myths regarding students with a hearing loss and their matriculation examinations ("Bagrut").
Hearing and Vision Loss
The document discusses sensory impairments related to hearing and vision loss. It defines different types of hearing loss including deafness, hard of hearing, prelingual and postlingual hearing loss. It also defines blindness and low vision. Causes of sensory impairments include genetic and acquired factors. Educational supports for students with sensory impairments focus on instructional strategies, communication media, mobility training and developing daily living skills.
Deaf Awareness Week 2013
Fashion fiends, Deaf Awareness Week is literally the week you get to wear your Deaf pride. Breast cancer awareness comes with pink ribbons, and "LIVE STRONG" armbands showcase our dedication to health and fitness. This year, Deaf culture awareness comes with a #deaffriendly tee.
deafREVIEW (www.deafreview.com) founder and CEO Melissa "echo" Greenlee discovered while wearing a tee one day while running errands, that #deaffriendly tees work on a subconscious as well as conscious level: People glanced at the hashtag, and visibly self-adjusted their behavior. You could see the gears whirring in their heads, as she described her sartorial experiment, "What does deaf-friendly mean? Am I deaf-friendly? Am I speaking at an appropriate pace? Should I attempt my crude knowledge of the ASL alphabet I learned in school?"
Opening up our Shopify store (www.deafreview.myshopify.com) to get these tee’s in the hands of deaf consumers and allies was the first step. The second, and equally exciting, was commissioning award-winning photographer Meryl Schenker to create a series of images. For two afternoons, Schenker, a former Seattle Post-Intelligencer staff photographer, was hard at work in her SODO studio capturing the essence of 12 local Seattle deaf, hard of hearing, or allied models.
The photo shoots were inspired in part by LGBT campaigns such as NOH8, the brainchild of co-founder and celebrity photographer Adam Bouska. While searching for models to wear our tees, we found 12 members of the local Seattle Deaf community who, through their lifestyles and attitudes, are ambassadors of deaf-friendliness.
Most hashtags have the half-life of a few days, or weeks, at most. And Deaf Awareness Week lasts exactly that: A week. But #deaffriendly isn't just a hashtag -- it's our lifestyle. And Schenker's images will last more than a lifetime ... here for future generations to remember.
Head-Mounted Display Visualizations to Support Sound Awareness for the Deaf a...
These are the slides for my talk at CHI 2015 in Seoul, Korea April 18-23. I performed this work while working as a research assistant in the Human-Computer Interaction Laboratory (HCIL) at the University of Maryland, College Park under the supervision of Profs. Leah Findlater and Jon Froehlich. Here is the link to the powerpoint slides: http://dhruvjain.info/me/media/GlassEar/GlassEar_CHI2015Talk_v6.7_UPLOADED.pptx and the YouTube video: https://www.youtube.com/watch?v=2jwWHcQv0s8.
ABSTRACT: Persons with hearing loss use visual signals such as gestures and lip movement to interpret speech. While hearing aids and cochlear implants can improve sound recognition, they generally do not help the wearer localize sound necessary to leverage these visual cues. In this paper, we design and evaluate visualizations for spatially locating sound on a head-mounted display (HMD). To investigate this design space, we developed eight high-level visual sound feedback dimensions. For each dimension, we created 3-12 example visualizations and evaluated these as a design probe with 24 deaf and hard of hearing participants (Study 1). We then implemented a real-time proof-of-concept HMD prototype and solicited feedback from 4 new participants (Study 2). Study 1 findings reaffirm past work on challenges faced by persons with hearing loss in group conversations, provide support for the general idea of sound awareness visualizations on HMDs, and reveal preferences for specific design options. Although preliminary, Study 2 further contextualizes the design probe and uncovers directions for future work.
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The document describes the five senses - sight, hearing, smell, taste, and touch. For each sense, it provides an example of what can be seen, heard, smelled, tasted, or touched with that particular sense. The five senses help the reader learn about the world every day.
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This document discusses considerations for students with speech/language delays or communication disabilities as well as those who are deaf or have hearing loss. For speech/language delays, early intervention is important for equal language development compared to peers. Teachers should reduce distractions, use visual aids and written directions, and allow flexible grouping. For deaf/hearing loss students, teachers must be trained in communication strategies and an interpreter or assistive technology may be needed. Noise should be reduced and visual communication modes incorporated for deaf students to learn best.
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The document discusses bridging the communication gap between Deaf and hearing employees. It provides information on Deaf culture and communication, including that 10% of Deaf people have Deaf parents, the best way to get a Deaf person's attention is to tap their shoulder, and words alone are only 7% effective for communication. Service animals help alert Deaf owners to important sounds. The document advocates for equal opportunities and understanding for Deaf employees.
How to relate with deaf children
The document discusses improving relationships between hearing parents and deaf children. It aims to examine issues in their relationships, understand the impact of deafness, and propose ways to improve. Specifically, it focuses on the dynamics of relationships which differ between deaf parents-deaf children and hearing parents-deaf children. Hearing parents may struggle to accept their deaf child's identity and communication needs. The seminar provides information to increase parents' understanding of deaf culture and experience to build stronger bonds.
Care for deaf children
I. Nikhil Thapa, an 8-year-old deaf boy from Darjeeling, died due to an electric shock. His parents should have taught him what is dangerous to touch and what is safe to avoid. Proper safety education could have saved his life.
Basic Needs Of The Deaf
The document discusses the basic needs of deaf people. It identifies 10 main needs: 1) to be understood through clear communication, 2) to be treated as individuals with rights and dignity, 3) to be held to the same performance standards as hearing people and given opportunities to develop their skills, 4) to be served by true professionals in all areas, 5) to be given adequate time for communication, 6) to be considered equals and integrated into society, 7) to achieve social maturity through interaction, 8) to have opportunities according to their abilities, 9) to be accepted as partners in programs and projects, and 10) to receive equal services and opportunities. The document emphasizes clear communication, respect, high expectations, professional support
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This is a presentation done on September 11, 2009 at the CAP College,(Makati) for the Deaf where more than 60 parents of college-age Deaf students attended
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This document discusses language development in deaf children. It notes that language develops through acquisition and learning, and that all languages are equal in facilitating development when accessible to a child. For typical development, a child needs an accessible language from ages 0-5, when 80% of total knowledge is learned and language develops in the brain. Deaf children of deaf parents and hearing children of deaf parents develop language normally when the language is accessible through full family integration and clear communication. However, deaf children of hearing parents often face communication problems as their need for language grows faster than their skills. Access to an accessible language is critical for cognitive development.
2010 12 26 Deaf Awareness seminar
This document discusses key topics related to deaf culture and communication with deaf individuals. It addresses misconceptions about deafness and contrasts hearing vs deaf culture. The document provides guidance on appropriate terminology when referring to deaf individuals and discusses the socio-cultural perspective of deafness rather than viewing it as a pathological condition. Recommendations are given for accommodating deaf individuals, such as using an interpreter, maintaining eye contact, and providing written communication options.
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The document discusses the importance of including adolescent literature with deaf characters in school curriculums. It provides an overview of the presenter's research study on portrayals of deaf characters by deaf and hearing authors. The research examined how deaf and hearing readers perceive deaf characters in adolescent literature through a mixed-methods content analysis and reader response surveys. The findings showed that readers slightly preferred books by hearing authors and perceived characters more positively when they were portrayed from a cultural perspective of deafness rather than a pathological perspective.
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1) The document discusses various methods used to teach English to deaf and dumb students, including oral/aural communication, manual communication, and total communication approaches.
2) It outlines techniques within each approach, such as lip reading and speech therapy for oral communication, and sign language, finger spelling, and cued speech for manual communication.
3) The document recommends total communication as the best method, which combines oral/aural, manual communication, and technologies like hearing aids and cochlear implants based on each student's needs.
La rana a fuego lento 1
El documento presenta una alegoría sobre una rana que se cocina lentamente sin darse cuenta al calentarse el agua de forma gradual. Esto representa cómo los cambios lentos en la sociedad a menudo pasan desapercibidos y no provocan una reacción, llevándonos a un estado de semi-cocción sin darnos cuenta. El autor sugiere que debemos estar atentos a los cambios lentos para evitar consecuencias negativas.
La rana a fuego lento
Este documento presenta una alegoría sobre una rana que se cocina lentamente sin darse cuenta a medida que el agua se calienta gradualmente. La historia se usa como una metáfora para advertir sobre los peligros de los cambios graduales en la sociedad a los que nos habituamos sin darnos cuenta y que pueden tener consecuencias negativas.
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L5 deaf & hard of hearing
This document provides an overview of deaf and hard of hearing topics. It discusses the process of hearing and how sound is turned into meaning. It then profiles Dorothy Brett, a partially deaf British artist. Next, it reviews the historical context of deaf education dating back to the 1500s. It also covers the debate around oral vs. manual communication teaching methods. The document outlines challenges for those with hearing loss and discusses Gallaudet University. It defines key terms related to hearing and analyzes causes, prevalence, and prevention of hearing loss. Assistive technologies for the deaf like hearing aids, cochlear implants, FM systems, and audio loops are also reviewed.
Myths regarding Deaf / hard of hearing students and their exams
This short slideshow debunks the most common myths regarding students with a hearing loss and their matriculation examinations ("Bagrut").
Hearing and Vision Loss
The document discusses sensory impairments related to hearing and vision loss. It defines different types of hearing loss including deafness, hard of hearing, prelingual and postlingual hearing loss. It also defines blindness and low vision. Causes of sensory impairments include genetic and acquired factors. Educational supports for students with sensory impairments focus on instructional strategies, communication media, mobility training and developing daily living skills.
Deaf Awareness Week 2013
Fashion fiends, Deaf Awareness Week is literally the week you get to wear your Deaf pride. Breast cancer awareness comes with pink ribbons, and "LIVE STRONG" armbands showcase our dedication to health and fitness. This year, Deaf culture awareness comes with a #deaffriendly tee.
deafREVIEW (www.deafreview.com) founder and CEO Melissa "echo" Greenlee discovered while wearing a tee one day while running errands, that #deaffriendly tees work on a subconscious as well as conscious level: People glanced at the hashtag, and visibly self-adjusted their behavior. You could see the gears whirring in their heads, as she described her sartorial experiment, "What does deaf-friendly mean? Am I deaf-friendly? Am I speaking at an appropriate pace? Should I attempt my crude knowledge of the ASL alphabet I learned in school?"
Opening up our Shopify store (www.deafreview.myshopify.com) to get these tee’s in the hands of deaf consumers and allies was the first step. The second, and equally exciting, was commissioning award-winning photographer Meryl Schenker to create a series of images. For two afternoons, Schenker, a former Seattle Post-Intelligencer staff photographer, was hard at work in her SODO studio capturing the essence of 12 local Seattle deaf, hard of hearing, or allied models.
The photo shoots were inspired in part by LGBT campaigns such as NOH8, the brainchild of co-founder and celebrity photographer Adam Bouska. While searching for models to wear our tees, we found 12 members of the local Seattle Deaf community who, through their lifestyles and attitudes, are ambassadors of deaf-friendliness.
Most hashtags have the half-life of a few days, or weeks, at most. And Deaf Awareness Week lasts exactly that: A week. But #deaffriendly isn't just a hashtag -- it's our lifestyle. And Schenker's images will last more than a lifetime ... here for future generations to remember.
Head-Mounted Display Visualizations to Support Sound Awareness for the Deaf a...
These are the slides for my talk at CHI 2015 in Seoul, Korea April 18-23. I performed this work while working as a research assistant in the Human-Computer Interaction Laboratory (HCIL) at the University of Maryland, College Park under the supervision of Profs. Leah Findlater and Jon Froehlich. Here is the link to the powerpoint slides: http://dhruvjain.info/me/media/GlassEar/GlassEar_CHI2015Talk_v6.7_UPLOADED.pptx and the YouTube video: https://www.youtube.com/watch?v=2jwWHcQv0s8.
ABSTRACT: Persons with hearing loss use visual signals such as gestures and lip movement to interpret speech. While hearing aids and cochlear implants can improve sound recognition, they generally do not help the wearer localize sound necessary to leverage these visual cues. In this paper, we design and evaluate visualizations for spatially locating sound on a head-mounted display (HMD). To investigate this design space, we developed eight high-level visual sound feedback dimensions. For each dimension, we created 3-12 example visualizations and evaluated these as a design probe with 24 deaf and hard of hearing participants (Study 1). We then implemented a real-time proof-of-concept HMD prototype and solicited feedback from 4 new participants (Study 2). Study 1 findings reaffirm past work on challenges faced by persons with hearing loss in group conversations, provide support for the general idea of sound awareness visualizations on HMDs, and reveal preferences for specific design options. Although preliminary, Study 2 further contextualizes the design probe and uncovers directions for future work.
Presentatio ninresearch
This research aims to identify strategies for teaching mute-deaf children. It will examine the demographic profile of special education teachers, factors affecting the learning of mute-deaf children, and obstacles in teaching them. The study uses a descriptive method and will interview two special education teachers at a school for children with intellectual disabilities in Sariaya, Quezon, Philippines. It utilizes a self-made questionnaire to gather data on the teachers' demographics, perspectives on factors influencing learning, and challenges overcome in instruction.
My five senses
The document describes the five senses - sight, hearing, smell, taste, and touch. For each sense, it provides an example of what can be seen, heard, smelled, tasted, or touched with that particular sense. The five senses help the reader learn about the world every day.
JMiller Topic Presentation
This document discusses considerations for students with speech/language delays or communication disabilities as well as those who are deaf or have hearing loss. For speech/language delays, early intervention is important for equal language development compared to peers. Teachers should reduce distractions, use visual aids and written directions, and allow flexible grouping. For deaf/hearing loss students, teachers must be trained in communication strategies and an interpreter or assistive technology may be needed. Noise should be reduced and visual communication modes incorporated for deaf students to learn best.
Deaf Awareness And Culture Wdw March 2010
The document discusses bridging the communication gap between Deaf and hearing employees. It provides information on Deaf culture and communication, including that 10% of Deaf people have Deaf parents, the best way to get a Deaf person's attention is to tap their shoulder, and words alone are only 7% effective for communication. Service animals help alert Deaf owners to important sounds. The document advocates for equal opportunities and understanding for Deaf employees.
How to relate with deaf children
The document discusses improving relationships between hearing parents and deaf children. It aims to examine issues in their relationships, understand the impact of deafness, and propose ways to improve. Specifically, it focuses on the dynamics of relationships which differ between deaf parents-deaf children and hearing parents-deaf children. Hearing parents may struggle to accept their deaf child's identity and communication needs. The seminar provides information to increase parents' understanding of deaf culture and experience to build stronger bonds.
Care for deaf children
I. Nikhil Thapa, an 8-year-old deaf boy from Darjeeling, died due to an electric shock. His parents should have taught him what is dangerous to touch and what is safe to avoid. Proper safety education could have saved his life.
Basic Needs Of The Deaf
The document discusses the basic needs of deaf people. It identifies 10 main needs: 1) to be understood through clear communication, 2) to be treated as individuals with rights and dignity, 3) to be held to the same performance standards as hearing people and given opportunities to develop their skills, 4) to be served by true professionals in all areas, 5) to be given adequate time for communication, 6) to be considered equals and integrated into society, 7) to achieve social maturity through interaction, 8) to have opportunities according to their abilities, 9) to be accepted as partners in programs and projects, and 10) to receive equal services and opportunities. The document emphasizes clear communication, respect, high expectations, professional support
Hearing Parents Deaf Children Relationship
This is a presentation done on September 11, 2009 at the CAP College,(Makati) for the Deaf where more than 60 parents of college-age Deaf students attended
Language Development In Deaf Children
This document discusses language development in deaf children. It notes that language develops through acquisition and learning, and that all languages are equal in facilitating development when accessible to a child. For typical development, a child needs an accessible language from ages 0-5, when 80% of total knowledge is learned and language develops in the brain. Deaf children of deaf parents and hearing children of deaf parents develop language normally when the language is accessible through full family integration and clear communication. However, deaf children of hearing parents often face communication problems as their need for language grows faster than their skills. Access to an accessible language is critical for cognitive development.
2010 12 26 Deaf Awareness seminar
This document discusses key topics related to deaf culture and communication with deaf individuals. It addresses misconceptions about deafness and contrasts hearing vs deaf culture. The document provides guidance on appropriate terminology when referring to deaf individuals and discusses the socio-cultural perspective of deafness rather than viewing it as a pathological condition. Recommendations are given for accommodating deaf individuals, such as using an interpreter, maintaining eye contact, and providing written communication options.
The Importance of Including Adolescent Literature with Deaf Characters in the...
The document discusses the importance of including adolescent literature with deaf characters in school curriculums. It provides an overview of the presenter's research study on portrayals of deaf characters by deaf and hearing authors. The research examined how deaf and hearing readers perceive deaf characters in adolescent literature through a mixed-methods content analysis and reader response surveys. The findings showed that readers slightly preferred books by hearing authors and perceived characters more positively when they were portrayed from a cultural perspective of deafness rather than a pathological perspective.
Low incidence disabilities
The document discusses low-incidence disabilities which affect less than 1% of students. It defines various low-incidence disabilities like deafness, blindness, deaf-blindness, traumatic brain injury, orthopedic impairments, and health impairments. For each disability, it describes characteristics, service delivery options, and teaching strategies. Common to all low-incidence disabilities is that they are difficult to serve due to lack of school knowledge and resources to support the students.
Urdu Pregnant manual
This document is a 24-page report from MKFC Stockholm College that provides copyright information on the front page and is sequentially numbered from pages 2 through 24, but contains no other substantive text or content on any page.
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1) The document discusses various methods used to teach English to deaf and dumb students, including oral/aural communication, manual communication, and total communication approaches.
2) It outlines techniques within each approach, such as lip reading and speech therapy for oral communication, and sign language, finger spelling, and cued speech for manual communication.
3) The document recommends total communication as the best method, which combines oral/aural, manual communication, and technologies like hearing aids and cochlear implants based on each student's needs.
Destacado (20)
Myths regarding Deaf / hard of hearing students and their exams
Myths regarding Deaf / hard of hearing students and their exams
Head-Mounted Display Visualizations to Support Sound Awareness for the Deaf a...
Head-Mounted Display Visualizations to Support Sound Awareness for the Deaf a...
The Importance of Including Adolescent Literature with Deaf Characters in the...
The Importance of Including Adolescent Literature with Deaf Characters in the...
Similar a La rana a fuego lento
La rana a fuego lento 1
El documento presenta una alegoría sobre una rana que se cocina lentamente sin darse cuenta al calentarse el agua de forma gradual. Esto representa cómo los cambios lentos en la sociedad a menudo pasan desapercibidos y no provocan una reacción, llevándonos a un estado de semi-cocción sin darnos cuenta. El autor sugiere que debemos estar atentos a los cambios lentos para evitar consecuencias negativas.
La rana a fuego lento
Este documento presenta una alegoría sobre una rana que se cocina lentamente sin darse cuenta a medida que el agua se calienta gradualmente. La historia se usa como una metáfora para advertir sobre los peligros de los cambios graduales en la sociedad a los que nos habituamos sin darnos cuenta y que pueden tener consecuencias negativas.
La rana a fuego lento
Este documento presenta una alegoría sobre una rana que se cocina lentamente sin darse cuenta a medida que el agua se calienta gradualmente. La historia se usa como una metáfora para advertir sobre los peligros de los cambios sutiles y graduales a los que nos habituamos sin darnos cuenta, como el deterioro de la sociedad y el medio ambiente.
La rana a fuego lento
Este documento presenta una alegoría sobre una rana que se cocina lentamente sin darse cuenta a medida que el agua se calienta gradualmente. La historia se usa como una metáfora para advertir sobre los peligros de los cambios sutiles y graduales a los que nos habituamos sin darnos cuenta, como el deterioro de la sociedad y el medio ambiente.
La rana a fuego lento
Este documento presenta una alegoría sobre una rana que se cocina lentamente sin darse cuenta a medida que el agua se calienta gradualmente. La historia se usa como una metáfora para advertir sobre los peligros de los cambios sutiles y graduales a los que nos habituamos sin darnos cuenta, como el deterioro de la sociedad y el medio ambiente.
La rana a fuego lento 1
Este documento presenta una alegoría sobre una rana que se cocina lentamente sin darse cuenta. La temperatura del agua en la que nada la rana aumenta gradualmente, lo que le impide darse cuenta del peligro y saltar a tiempo. De la misma manera, los cambios lentos en la sociedad a menudo pasan desapercibidos y no provocan una reacción porque ocurren de forma paulatina en lugar de de forma abrupta. El documento sugiere que debemos estar atentos a los cambios graduales para evitar consecuencias negativas.
rana a fuego lento(clase)
Este documento presenta una alegoría sobre una rana que se cocina lentamente sin darse cuenta. La temperatura del agua en la que nada la rana aumenta gradualmente, lo que le impide darse cuenta del peligro y saltar a tiempo. De la misma manera, los cambios lentos en la sociedad a menudo pasan desapercibidos y no provocan una reacción porque ocurren de forma paulatina en lugar de de forma abrupta. El documento sugiere que debemos estar atentos a los cambios graduales en nuestra sociedad para evitar consecuencias
La rana a fuego lento
Este documento presenta una alegoría sobre una rana que se cocina lentamente sin darse cuenta a medida que el agua se calienta gradualmente. La historia se usa como una metáfora para advertir sobre los peligros de los cambios sutiles y graduales a los que nos habituamos sin darnos cuenta y que pueden tener consecuencias negativas.
La rana a fuego lento
Este documento presenta una alegoría sobre una rana que se cocina lentamente sin darse cuenta a medida que el agua se calienta gradualmente. La historia se usa para ilustrar cómo los cambios lentos pero constantes a menudo pasan desapercibidos para las personas, al igual que la rana no se da cuenta de que está siendo cocinada. El documento sugiere que las sociedades también pueden sufrir un deterioro gradual si no se presta atención a los pequeños cambios a lo largo del tiempo.
La rana a fuego lento
Este documento presenta una alegoría sobre una rana que se cocina lentamente sin darse cuenta a medida que aumenta la temperatura del agua. La historia simboliza cómo los pequeños cambios graduales a los que nos habituamos pueden conducir a consecuencias perjudiciales sin que nos demos cuenta. Al final, se sugiere que nuestra sociedad puede estar experimentando un lento declive similar debido a nuestra falta de conciencia sobre los cambios graduales.
La rana a fuego lento
Este documento presenta una alegoría sobre una rana que se cocina lentamente sin darse cuenta a medida que aumenta la temperatura del agua. La historia simboliza cómo los pequeños cambios graduales a los que nos habituamos pueden conducir a consecuencias perjudiciales sin que nos demos cuenta. Al final, insta al lector a reflexionar sobre los cambios graduales que han afectado negativamente a nuestra sociedad y bienestar.
La rana a fuego lento
Este documento presenta una alegoría sobre una rana que se cocina lentamente sin darse cuenta a medida que aumenta la temperatura del agua. La historia simboliza cómo los pequeños cambios graduales a los que nos habituamos pueden conducir a consecuencias perjudiciales sin que nos demos cuenta. Al final, insta al lector a reflexionar sobre los cambios graduales que han afectado negativamente a nuestra sociedad y bienestar.
La rana a fuego lento
Este documento presenta una alegoría sobre una rana que se cocina lentamente sin darse cuenta a medida que aumenta la temperatura del agua. La historia se usa para ilustrar cómo los cambios graduales en la sociedad a menudo pasan desapercibidos pero pueden tener consecuencias graves si no se abordan. El autor sugiere que debemos estar atentos a los cambios lentos en nuestra sociedad para evitar consecuencias negativas.
La rana a fuego lento
Este documento presenta una alegoría sobre una rana que se cocina lentamente sin darse cuenta a medida que aumenta la temperatura del agua. La historia simboliza cómo los pequeños cambios graduales a los que nos habituamos pueden conducir a consecuencias perjudiciales sin que nos demos cuenta. Al final, insta al lector a reflexionar sobre los cambios graduales que han afectado negativamente a nuestra sociedad y bienestar.
La rana a fuego lento
Este documento presenta una alegoría sobre una rana que se cocina lentamente sin darse cuenta a medida que aumenta la temperatura del agua. La historia simboliza cómo los pequeños cambios graduales a los que nos habituamos pueden conducir a consecuencias perjudiciales sin que nos demos cuenta. Al final, insta al lector a reflexionar sobre los cambios lentos y preocupantes que han afectado negativamente a nuestra sociedad y medio ambiente.
La rana a fuego lento
Este documento presenta una alegoría sobre una rana que se cocina lentamente sin darse cuenta a medida que aumenta la temperatura del agua. La historia simboliza cómo los pequeños cambios graduales a los que nos habituamos pueden conducir a consecuencias perjudiciales sin que nos demos cuenta. Al final, se sugiere que nuestra sociedad puede estar experimentando un lento declive similar debido a nuestra falta de conciencia sobre los cambios graduales.
La rana a fuego lento
Este documento presenta una alegoría sobre una rana que se cocina lentamente sin darse cuenta a medida que aumenta la temperatura del agua. La historia simboliza cómo los pequeños cambios graduales a los que nos habituamos pueden conducir a consecuencias negativas sin que nos demos cuenta. Al final, la rana termina muriendo cocinada sin haber intentado escapar del agua caliente.
La rana a fuego lento
Este documento presenta una alegoría sobre una rana que se cocina lentamente sin darse cuenta a medida que aumenta la temperatura del agua. La historia simboliza cómo los pequeños cambios graduales a los que nos habituamos pueden conducir a consecuencias perjudiciales sin que nos demos cuenta. Al final, sugiere que nuestra sociedad puede estar sufriendo una deriva lenta de la misma manera.
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La rana a fuego lento
- 1. Historia de una ranitaHistoria de una ranita para leer, meditar y reenviar, pues, cruelmente, es cierto y verdadero… Autor/a: Philou || Procedencia: Begoña || Remake: Tasmania TRANSICIÓN AUTOMÁTICA O MANUAL.
- 2. Desde la alegoría de “La Caverna” de Platón a “Matrix”, pasando por las fábulas de La Fontaine, el lenguaje simbólico es un medio privilegiado para inducir a la reflexión y transmitir las ideas. Olivier Clerc, escritor y filósofo, en este breve cuento suyo, a través de la metáfora, pone en evidencia las funestas consecuencias de la no conciencia del lento cambiar, que infecta nuestra salud, nuestras relaciones, la evolución social y el ambiente. Un condensado de vida y de sabiduría que cada uno podrá plantar en su propio jardín para gozar sus frutos.
- 3. La ranita que no sabía que estaba cocinandose …
- 4. Imagínate una cacerola llena de agua fría en la cual nada tranquilamente una pequeña ranita.
- 5. Un pequeño fuego se enciende bajo la cacerola, y el agua se calienta lentamente.
- 6. El agua despacio, despacio se va poniendo tibia, y la ranita encuentra esto más bien agradable, y continúa nadando.
- 7. La temperatura del agua sigue subiendo...
- 8. Ahora el agua está caliente, más de lo que la ranita pueda gozar, se siente un poco cansada pero no obstante eso no se asusta.
- 9. Ahora el agua está verdaderamente caliente y la ranita comienza a encontrar esto desagradable, pero esta muy debilitada, entonces soporta y no hace nada.
- 10. La temperatura continúa subiendo, hasta cuando la ranita termina simplemente... cocinándose y muriendo.
- 11. Si la misma ranita hubiera estado metida directamente en el agua a 50 grados, con un golpe de sus patas inmediatamente habría saltado fuera de la cacerola.
- 12. Esto demuestra que, cuando un cambio viene de un modo suficientemente lento escapa a la conciencia, y no provoca en la mayor parte de los casos ninguna reacción, ninguna oposición, ninguna revuelta…
- 13. Si miramos lo que sucede en nuestra sociedad desde hace algunas décadas, podemos ver que estamos sufriendo una lenta deriva a la cual nos estamos habituando.
- 14. ESTAMOSESTAMOS MEDIOMEDIO COCINADOS,COCINADOS, ¿ O NO ? Gracias por difundirlo lo más posible… Pero, por favor, usa CCO o BCC. No hagas de este PowerPoint un recogedor de direcciones electrónicas para alimentar SPAM.