An investigation of how foreign language departments at American colleges and universities view American Sign Language

Corwin and Wilcox (1985) sent surveys to more than 100 American colleges and universities to determine the policies on the matter of accepting American Sign Language (ASL) as a foreign language. Their results indicated that 81% of those surveyed rejected ASL as a foreign/modern language equivalent. The most frequently stated opposition to ASL was that it lacked a culture. Some of the other objections to ASL were: ASL is not foreign; there is no written form and therefore no original body of literature; it is a derivative of English; and it is indigenous to the United States and hence not foreign. Based on the work of Corwin and Wilcox this study sent surveys to 222 American colleges and universities. Noting an expanding cognizance and social awareness of ASL and deafness (as seen in the increasing number of movies, plays, television programs, the Americans with Disabilities Act, and related news stories), this study sought to find out if ASL was now considered an acceptable foreign language equivalent. The hypothesis of this study was that change has occurred since the 1985 study: that a significant percent of post secondary schools accepting ASL as a foreign/modern language equivalent has increased. The 165 colleges and universities that responded to this author's survey confirmed there has been a significant shift towards the acceptance of ASL. Only 50% of the respondents objected to ASL as a foreign language equivalent, a significant decrease from the 1985 findings. Of those who objected to granting ASL foreign language credit, the reasons were similar to those of the Corwin and Wilcox study, except that the belief in an absence of a Deaf culture dropped from the top reason listed, to the fifth. That ASL is not foreign was listed as the most frequent objection in this study. One important change which may account for increased acceptance of ASL, is that 16 states (compared to 10 in 1985) now have policies stating that ASL is acceptable as a foreign language equivalent. Two-year colleges, in this study, were more likely to accept ASL than were four-year colleges and universities. Neither two- nor four-year colleges and universities are likely to include ASL in their foreign language departments, and most schools that have foreign language entrance requirements are unlikely to accept ASL. In colleges and universities where ASL was already offered in some department within the system, there was a significantly higher likelihood that foreign language credit was given for ASL. Respondents from states with laws governing the inclusion of ASL did not usually know their state had a policy. Most respondents, 84%, indicated their knowledge on the topic of ASL was fair to poor. ^

The effects of bilingual and monolingual reading videos on story recall with students who are deaf and hard of hearing

The purpose of this study is to investigate the effects of bilingual and monolingual videos on the reading comprehension of students with significant hearing impairments and/or deafness. Children with and without hearing losses need reading programs in which comprehension of meaning is the primary goal. This can occur only when print is represented in meaningful context, allowing children to create meaning from their own experience, background, and knowledge of language.^ Investigated in this study was whether students with significant hearing losses comprehended more information in a bilingual or monolingual instructional video format. There were three instructional videos produced: (a) the bilingual video which incorporated American Sign Language (ASL) with standard English captions, (b) a monolingual English video with standard English captions only, and (c) a monolingual ASL-only video. It was hypothesized that the effects of English captioning with ASL might serve as a bridge during instruction, increasing reading comprehension and written English for students. It was further hypothesized that this would allow students to integrate their own ASL knowledge to the printed text to construct meaning.^ Four separate analyses were conducted to see if the hypothesis was supported by the findings. However, all results indicated that there were no significant differences in students' written measures of reading comprehension recall across any of the three presentations of information (two monolingual and one bilingual condition). There were seven variables (word identification, word recall, sentence recall, story recall, written passage theme, written passage word count, and number of mature words) used to evaluate reading comprehension recall. No variable, either individually or grouped, demonstrated a significant difference between monolingual or bilingual instruction. ^

A curricular analysis of the servicing of students who are hearing impaired in Dade County, Florida

Deafness is an invisible handicap which makes education difficult due to its effect on language acquisition and development, speech acquisition, and ability to communicate with others. Teachers of students who are hearing impaired have been at odds for more than a century as to the best method of communication to use in teaching students who are hearing impaired, and in providing these students with communication systems that will enable them to be effective communicators. This dissertation utilized qualitative research methods to analyze whether the Dade County Public Schools Procedures for Providing Special Education for Exceptional Students-Hearing Impaired (DCPS), (1976-77; 1992-93) show evidence of an appropriate curriculum and instructional program that is responsive to the conditions facing exceptional education students identified as hearing impaired. Results indicate that many of the curriculum and instructional program requirements are not identified nor described when analyzed by Tyler's "Rationale" for Curriculum and Stufflebeam's Improvement-Oriented Evaluation Model, better known as Stufflebeam's CIPP Model. Recommendations to improve and enhance programs for students who are hearing impaired are offered based on this analysis. ^

Enhancement of wireless networks with heterogeneous antennas

In recent years, wireless communication infrastructures have been widely deployed for both personal and business applications. IEEE 802.11 series Wireless Local Area Network (WLAN) standards attract lots of attention due to their low cost and high data rate. Wireless ad hoc networks which use IEEE 802.11 standards are one of hot spots of recent network research. Designing appropriate Media Access Control (MAC) layer protocols is one of the key issues for wireless ad hoc networks. ^ Existing wireless applications typically use omni-directional antennas. When using an omni-directional antenna, the gain of the antenna in all directions is the same. Due to the nature of the Distributed Coordination Function (DCF) mechanism of IEEE 802.11 standards, only one of the one-hop neighbors can send data at one time. Nodes other than the sender and the receiver must be either in idle or listening state, otherwise collisions could occur. The downside of the omni-directionality of antennas is that the spatial reuse ratio is low and the capacity of the network is considerably limited. ^ It is therefore obvious that the directional antenna has been introduced to improve spatial reutilization. As we know, a directional antenna has the following benefits. It can improve transport capacity by decreasing interference of a directional main lobe. It can increase coverage range due to a higher SINR (Signal Interference to Noise Ratio), i.e., with the same power consumption, better connectivity can be achieved. And the usage of power can be reduced, i.e., for the same coverage, a transmitter can reduce its power consumption. ^ To utilizing the advantages of directional antennas, we propose a relay-enabled MAC protocol. Two relay nodes are chosen to forward data when the channel condition of direct link from the sender to the receiver is poor. The two relay nodes can transfer data at the same time and a pipelined data transmission can be achieved by using directional antennas. The throughput can be improved significant when introducing the relay-enabled MAC protocol. ^ Besides the strong points, directional antennas also have some explicit drawbacks, such as the hidden terminal and deafness problems and the requirements of retaining location information for each node. Therefore, an omni-directional antenna should be used in some situations. The combination use of omni-directional and directional antennas leads to the problem of configuring heterogeneous antennas, i e., given a network topology and a traffic pattern, we need to find a tradeoff between using omni-directional and using directional antennas to obtain a better network performance over this configuration. ^ Directly and mathematically establishing the relationship between the network performance and the antenna configurations is extremely difficult, if not intractable. Therefore, in this research, we proposed several clustering-based methods to obtain approximate solutions for heterogeneous antennas configuration problem, which can improve network performance significantly. ^ Our proposed methods consist of two steps. The first step (i.e., clustering links) is to cluster the links into different groups based on the matrix-based system model. After being clustered, the links in the same group have similar neighborhood nodes and will use the same type of antenna. The second step (i.e., labeling links) is to decide the type of antenna for each group. For heterogeneous antennas, some groups of links will use directional antenna and others will adopt omni-directional antenna. Experiments are conducted to compare the proposed methods with existing methods. Experimental results demonstrate that our clustering-based methods can improve the network performance significantly. ^

Inducible Overexpression of Endothelin-3 in a Transgenic Mouse Leads to Hyperpigmentation That Decreases Over Time

Endothelin-3 (Edn3) has been shown to be an essential environmental cue in melanocyte development. Edn3 and its receptor, EdnrB, are allelic to mouse mutations occurring at the lethal spotting and piebald loci, respectively; these mutations result in hypopigmentation phenotypes. Mutations in the genes for both Edn3 and EdnrB are implicated in human pigmentation disorders such as Waardenburg-Shah syndrome, which is characterized by pigmentation defects, deafness, and megacolon. In this study, a tetracycline-inducible transgenic mouse model that overexpresses Edn3 under the control of the Keratin 5 promoter was shown to produce a hyperpigmentation phenotype that decreases over time. The expression pattern of transgenic Edn3 and its effects on the melanocyte population were examined in transgenic embryos, postnatal skin, and the skin of adult mice that exhibit faded hyperpigmentation. These studies suggest that overexpression of Edn3 in this model is restricted primarily to the roof plate of the neural tube and surface ectoderm in the developing embryo and to keratinocytes in the epidermis of postnatal mice. A decline in transgenic expression and a reduction in the dermal melanocytes and free melanin that characterize the phenotype in juvenile mice were shown to correlate with the fading of the hyperpigmentation phenotype. Transgenic mice in which transgenic expression was repressed (resulting in the disappearance of the hyperpigmentation phenotype) also exhibited a decrease in the dermal melanocyte population. The Edn3-overexpressing mice used in this study might be helpful m understanding human skin conditions characterized by dermal melanocytosis.