Car advert analysis

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The advertisement is for a car the Peugeot 06 and is aimed largely at young men. It was broadcast in the break of the Graham Norton show, which a lot of young people watch. It contains a young man in a large white room with medical equipment such as a heart monitor in it, the camera angle shows the whole room making it obvious that he is in a hospital or somewhere similar. Then enters the room a young female doctor and despite the way she is dressed; in a white scientist coat; has her hair rather boringly adjusted and is wearing glasses, she is obviously extremely attractive. She is his doctor and after asking him to remove his shirt she connects him to the heart monitor. You can clearly hear his heart rate and it begins to dramatically increase rapidly. The doctor begins to act in a suggestive manner and she comes up to the man, all the time his heart rate is still increasing. He stands up as she gets close to her and as she goes in closer he looks past her out of the window at a Peugeot 06 that has been making his heart beat faster all of the time. It suddenly cuts to shots of the car going at great speed around windy road and in red over the top is written Stop Liking, Start Loving, Blurs Song is being played over this and then as the advertisement ends it skips back to the man and the woman and shows her roughly pulling the wires from the heart monitor off of him. The woman plays the role of a doctor because a stereotypical doctor is not a young and attractive woman. This shocks the audience and makes them become involved in the advertisement because they want to know what is going to happen next. There is only one and very simple aim of this advertisement and that is to sell the car they are advertising. They are aiming the advert at young men in particular. This is obvious because they have used such a lady that is attractive to young men. If a man sees a beautiful woman on the television he is much more likely to keep watching. The music on the advert is Song which is a song associated with young men which again will make them like the advert. The advert could also in some ways perhaps be aimed at young women too because the man used in the advertisement is also quite attractive and because he is more attracted to the car than to this beautiful woman, the women might want to buy the car to make them more attractive to men. If this advertisement were to compared to those for other types of cars it is more obviously aimed at a younger audience. For example other car advertisements stress safety aspects of a car something more appealing to adults that have children. Others emphasise the amount of space there is in the car which is more likely to be aimed at a woman who is a housewife and needs to go out shopping. The Peugeot advertisement doesnt concentrate on any of these points because they are not appealing to the right audience and creating the correct image they want their car to have. The timing of the advert also shows how it is aimed at young people because it was broadcast during a programme that is also aimed at mostly watched by only young people. Also the time that it was shown eleven thirty - eleven forty-five in the evening is a time when young people are coming home from the pub and a time when perhaps older people have gone to bed. They creators of the advert have used a number of devices to make the advertisement appealing to the viewer and to stick in their minds as opposed to being just another car advertisement. They have used the man from essaybank.co.uk in the women in reverse roles with the woman being superior to the man, although it is extremely sexist to think in this way the creators have relied on people doing so. They have not made it obvious until the end of the advertisement what the product is that they are trying to sell. This creates suspense and will get the audience involved, it will stop people from changing the channel because they will be intrigued by what it is about and when they do find out it shocks them and makes the advertisement stick in their minds. The clever ending of the advertisement also shocks the viewer because the last thing they expect is for the man to look past this gorgeous lady and to look at a car. This will also help the advertisement to stick in their mind too because it is funny as well as shocking. The use of non diegetic sound like the calm and quiet music played in the background when the man and doctor are being filmed in the medical room create a tranquil mood and then when Song is suddenly played it creates more impact and therefore has more of an effect on the audience. The diegetic sound of the heart monitor is crucial to the scene also because without it the advert would hardly make any sense and be nowhere near as effective. The camera angles used furthermore help to create the roles of the man and the woman and to give views from both of theirs perspective. The POV (point of view) angle is used to watch the suggestive movements of the doctor and a pie angle is used to establish that the woman was in control of the man. The facial expressions and body language of the woman were essential in setting the scene because she wouldnt of seemed so attractive otherwise. The way that the woman is dressed and how her hair and make up are done is also vital to define the role she plays. If she was presented as a supermodel in a doctors uniform it would not have been the same but because she looked professional it was more realistic. The scenes in the medical room were very slow and contained nothing fast or any action. Once the man has seen the car and it has cut to shots of the car being driven around at a great speed with the music playing loudly, the way it is being shot changes. It is very fast and full of action, it flashes the image of the car on the winding road and then has the phrase Stop Liking, Start Lovingö put over the top in red. This contrast of dullness followed by action means that when a Peugeot 06 comes into your life, it too will be filled with action. This is another appealing aspect of the car to any young man. I find this advert appeals greatly to its target audience and is therefore very effective.

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'Viewing the Western predicament from a non-western viewpoint' Achebe, discuss?

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'Viewing the Western predicament from a non-western viewpoint' Achebe, discuss?

This essay will argue that the phrase 'viewing the Western predicament from the non-western viewpoint' has become central to Post-Colonial critique. In addition, it will outline the significance of the phrase within Achebe's Things fall Apart (158), showing that in avoiding the Eurocentric writers such as Ahebe must still evaluate the importance of Colonialism in their Post-Colonial countries.

Albert Chinualumogu Achebe is a Nigerian who writes about the Nigerian experience. However, he was educated in London University and has spent his time in exile from the military Nigerian government teaching throughout America. He has consequently been able to see both the West and Nigeria after Empire. Moreover, Achebe has been positioned so that he is able to research some of the deep impacts of colonialism on both the periphery and the centre. In his own word he describes this experience as being 'at the crossroads between two cultures.'

Part 1 of Morning Yet on Creation Day (175), a collection of Achebe's critical essays, opens with 'Colonist Criticism' that challenges eurocentric notions of plot and formulates the premise for 'viewing the western predicament from the non-western viewpoint'. By this phrase Achebe means that rather than supply the Westerner's opinion of themselves and their society, which is both irrelevant and false from the Post-Colonial standpoint, African writers should structure their values, characters and plots so that they have relevance to their own cultures and socio-political issues therein.

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As the title Morning Yet on Creation Day suggests Post-Colonial writing is a new genre, that has only just come into its' own since the end of Empire about fifty years ago. In consequence, the idea of understanding and questioning the west from the outside is quintessential, allowing Post-Colonial countries to examine their prolonged need of the centre. (The centre can be loosely defined as the colonising countries.). This is the very foundation of Achebe's novel Ant Hills of the Savannah (187). Yet the approach also appears in Things fall Apart (158).

The title Things fall Apart derives from the Irish poet Yeats' The Second Coming (11). In this poem the next line is 'the centre cannot hold'. Again, Achebe uses this to refer back to the central question of defining a Post-Colonial identity without the Colonists. He is arguing that the systems of the colonists currently in place cannot hold.

In The Second Coming Yeats was reflecting on the sense of chaos induced by the First World War. The poem is both pessimistic and ironic describing the second coming of Christ with angst and uncertainty about the modernist period. As with Things fall Apart it is Christianity that truly acts as a force for evil. Through this use of intertextualisation, Achebe is able to juxtapose the First World War with the Colonialisation of Africa. This a good, strong comparison because, as Yeats' depicts in The Second Coming the sheer force of the First World War, 'a war like no other,' severely damaged the fabric of European culture. Likewise, as G.D Killam affirms 'The conflict of [Things fall Apart] , vested in Okonkwo, derives from a series of crushing blows that are levelled at traditional values by an alien and more powerful culture, causing, in the end, the traditional society to fall apart. '

The beginnings of appropriation is scrutinised in Things Fall Apart. The missionaries have brought British colonial government with them. Missionaries were often viewed as agents of imperialism and were therefore representative of the West. Here colonial dominance is portrayed by the institutionalism of courts, Christian churches and even shops. The trading store illustrates this. Due to its trade for the first time palm-oil and kernel become financial assets and Umofia develops into a centre of wealth. However, the new form of religion and decision-making are both male-dominates and pragmatic, upsetting the balance of Ibo culture by marginalizing the role of the matriarchs.

Anthropologically, as Achebe maintains, Ibo society was stabilised through balancing masculine and feminine values. This exemplified in the divorce proceedings where one sees the legal system of Umofia as feminine, notwithstanding the trail's revelation around a male dominated marriage. As David Caroll affirms

'Despite the ancient formulae, the ritual exchanges, the apparently inflexible ceremony, this is a very fluid system of negotiation. No attempt is made to extract a true version of events. '

The Ibo lifestyle is upheld through inquiring, changing and acclimatising. Consequently, the colonist's concrete pragmatism is one of the strongest catalyst to the society's collapse. This is shown in Chapters 1 and through the discrepancies between Akunna, Brown and Smith. Akunna is the gentlest and the most receptive to the differences between their cultures, Brown only accepts the elements of Akunna's style that symbiotically aid his own aims, while Smith is entirely pragmatic and incapable of debating. It is in this need to debate and dominate shown by both Brown and later Smith, that one sees the first signs of the Ibo culture crumbling. To reiterate, this is mainly because pragmatism, (a masculine quality in Ibo society) replaces spirituality (a female element of Ibo society).

Akunna, Brown and Smith are representative of the process of colonisation, which begins softly but becomes progressively harsher, moving from say, the 'colonising of the mind' to the forceful arrests of the 'natives'. During the arrest, the phrase 'we will not harm you' becomes emblematic of the absolute Colonial dominance as it implies a need for total compliance, (in other words, if one obeys, they will not be hurt). By showing the persecution of these people, Achebe is able to relate his attitude that Colonialism was overwhelmingly a destructive force. As Achebe explains 'The success of [Ibo] culture was the balance between the two, the material and the spiritual...Today we have kept the materialism and thrown away the spirituality that should keep it in check. ' Through these lines, Achebe implies that he views the role of both women and the ritualistic within contemporary Western/ Westernised societies as limited.

The shift at the end of the novel from inside to outside the main plot is where one really feels the absolute Colonial dominance, as even Things Fall Apart assumes a different man with a new voice, starting with the title of another book. By ending in this way the nineteen-fifties reader would not only realise, as Carroll affirms, that they had read the book from an unusual perspective, (that of the 'negro'), but also receive the impression that the novel had been colonised and undermined, Okonkwo is only worth a long paragraph, the District Commissioner has already chosen the title of his novel, 'The Pacification of the Lower Tribes of the Lower Niger.'

Okonkwo, the main protagonist of Things Fall Apart, is unable to adjust to the practices of colonialism. His insights are revealing not only of the antipathy he is feeling towards the colonisers, but also of how the Ibo people he represents are reacting. G.D Killan affirms 'Okonkwo was one of the greatest men of his times, the embodiment of Ibo values, the man who better than most symbolised his race. ' The fact that Okonkwo murders a missionary and then commits suicide may derive from his gradual inability to accustom himself to the Westernisation; yet, it also represents the extreme repulsion and then death of Ibo culture caused by Colonialisation. Indeed, at the end of the novel the narrators tone implies that suicide was not uncommon amongst the colonised African tribes.

In the many years in which he had toiled in bringing civilisation to Africa he had learnt a number of things. One of them was that a distract commissioner must never attend to such undignified details as cutting down a hanged man from a tree.

In many ways this is a deeply moralistic and prescriptive novel, using symbolism to tell the reader how to react. This becomes more apparent when one compares Okonkwo with Achebe's quote that

Without prescribing to the view that Africa gained nothing from her long encounter with Europe…she suffered many terrible and lasting misfortunes. In terms of human dignity and human relations, the encounter was almost a complete disaster for the black races.

In this respect Okonkwo's suicide, which is considered both dishonourable and a sin against the mother earth tradition to which he holds so reverently, appears almost symptomatic of the loss of a clear black identity in which to take pride. Moreover, he becomes symbolic of the displaced individual within the new society.

The novel relies on misunderstandings as Okonkwo demonstrates by his inability to adapt to Western culture, especially the religion. This is ironic, as to begin with Okonkwo perceives that although the missionaries are 'other' they are harmless and as he sees them, insane. In this description Achebe is subverting the paternalistic attitudes of Colonists who saw Africans as less evolved, and therefore mad, to show Africans perceiving Colonists and Christianity as absurd. Such behaviour remains throughout Things Fall Apart. Indeed, his friend Obierika relates oral narratives that show that Colonists are treated with extreme otherness. The Ibo begin by treating the English language as just a noise and Obierika even discloses that 'they say, they have no toes'. All of this mirrors how white missionaries perceived Africans as 'not quite human' and incapable of language. Moreover, White men have already featured in many of their narratives and are thought to be Albino, devilish and diseased. This is shown when the white man are compared to a local Leper, Amadi, as 'the polite name for leprosy, is 'the white skin.' Likewise, Eurocentric notions held that black races were fiendish, 'forces of darkness'.

The missionaries were also aware of their otherness and often used locals, such as Akunna, to express their opinions; yet, as the novel shows these were often disenfranchised individuals, of low caste in the clan, consequently they were insignificant, if not a hindrance, in creating followers. One, convert was Nwoye. Unable to accept the death of Ikemefuna, who had adopted a fraternal relationship with him, he too, was disenchanted with Ibo culture. The narrator explains

The hymn about brothers who sat in darkness and in fear seemed to answer a vague question that haunted his soul- the question of the twins crying in the bush and the question of Ikemefuna who was killed. (p10)

Throughout the novel Achebe aims for the readers acknowledgement that Ibo culture had a validity of its own. This also culminates in the stories about white mans arrival related by Obierika. The worst of these stories is that of the massacre at Abame. Here, the reader is forced into the realisation that in many ways the Ibo were more civilised then the Colonists. While, the people of Abame had acted too rashly in their killing of the white man, they had much insight into the significance of Colonialism's arrival, and their actions therefore hold some justification. Even, the sacriface of Ikemefuna was supposedly utilitarian. Conversely, the scale of the massacre at Abame seems unfair, irrational and ultimately, uncivilised.

In conclusion, as Achebe maintains, in the past Ibo society was stabilised through balancing masculine and feminine values. Now, that Nigeria is dominated by the West, Nigerians must evaluate and criticise the West, to determine its importance. Achebe has begun this process in many of his novels including Things fall Apart, Morning Yet on Creation Day, and Ant Hills of the Savannah

Bibliography

Ashcroft, Bill, Griffiths, Gareth and Tiffin, Helen, The Post-Colonial Studies Reader (London Routledge, 15)

Caroll D, Chinua Achebe Novelist, Poet, Critic (Basingstoke, MacMillan, 10)

Iyasere, S, Understanding Things Fall Apart Selected Essays and Criticism. (New York Whitson Publishing, 18).

Killam, G. D. The Writings of Chinua Achebe. (London Heinemann Educational, 177).

Okoye, E. The Traditional Religion and its Encounter with Christianity in Achebes Novels. (New York P. Lang, 187)

Bibliography

Ashcroft, Bill, Griffiths, Gareth and Tiffin, Helen, The Post-Colonial Studies Reader (London Routledge, 15)

Caroll D, Chinua Achebe Novelist, Poet, Critic (Basingstoke, MacMillan, 10)

Iyasere, S, Understanding Things Fall Apart Selected Essays and Criticism. (New York Whitson Publishing, 18).

Killam, G. D. The Writings of Chinua Achebe. (London Heinemann Educational, 177).

Okoye, E. The Traditional Religion and its Encounter with Christianity in Achebes Novels. (New York P. Lang, 187)

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"The Road Not Taken" by Robert Frost,Poetry Explication

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The poem "The Road Not Taken" by Robert Frost addresses the idea of decision-making and choosing what direction life will take you. The poem is about the speaker arriving at a fork in the road, where both paths are carpeted with leaves. The persona, who is believed to be Frost himself, chooses to take the road less traveled by. He tells himself that he will take the other road another day, although he knows it is unlikely that he will have the opportunity to do so. The poem concludes with the speaker satisfied by his choice in taking the road less traveled by.

The poem consists of four stanzas, each containing five lines. The rhyme rigid scheme is ABAAB. Then, in the last line the rhyme is broken with the word "difference" making the ending stand out from the rest of the poem. Each line contains four stressed syllables. Frost uses a metaphor comparing the road to life, and the fork to making decisions.

The first stanza conveys a mood of change and introduces the idea of a life altering decision, which is the basis for the poem. First Frost sets the scene with his opening words, "Two roads diverged…" (line 1). The speaker is standing at a junction in the road pondering two choices. The roads in the poem are merged where the speaker is standing but lead in two different directions signifying two different paths in life. Frost begins with the metaphorical meaning as early as the first line with his reference to "…yellow wood" (line 1). This suggests that the setting is in the forest during Fall, which is the season of change. The second line, "…sorry I could not have traveled both" (line ) expresses the curiosity to explore several possibilities in life. It also forms a sense of regret at not knowing what could lie ahead on the un-chosen path and the speaker's limitation to one lifetime. When Frost says, "And be one traveler…" (line ) it is obvious that speaker can not travel down both paths. He realizes that he needs to make a choice and pick one path over the other. The speaker's procrastination and the difficulty in predicting the outcome of the decision he needs to make is shown when he, "…stood And looked down one as far as I could" (line-4). Both roads lead to the unknown, "To where it bent in the undergrowth" (line 5), as do many choices in life. This is a metaphor to our inability to predict the future, and the fact that regardless what road is chosen it will not be free of obstacles.

In the second stanza the persona continues to examine both paths and ponder which road to take. In line six Frost uses the phrase, "…just as fair" (line 6), to imply that his decision needs careful consideration because once it is made, there is no turning back. Once again, Frost points to uncertainty in the future by using the word "…perhaps…" in line seven. The speaker is judging the road from where he is standing. Frost then goes on to describe the path as "…grassy and wanted wear" (line 8). From this line, the reader gets the impression that the persona took the road less traveled by to break away from the influence and control of society. But by making the metaphor a road Frost makes it clear that few have chosen to take the harder route through life because it is less trodden upon. Although the roads have little difference in appearance since they are "worn … about the same" (line 10), they both lead to undeterminable futures. By the end of the second stanza, the speaker still has not made a choice about which path to take.

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The third stanza makes it clear that every time a choice presents itself there is a new journey or path to be traveled. This is shown in lines eleven and twelve when Frost says, "And both that morning equally lay In leaves no step had trodden black" (line 11-1). Then, with the use of, "Oh, I kept the first for another day!" (line 1), the speaker repeats his hesitation and regret for not being able to travel down both paths from line two. The speaker acknowledges that his decision in this passing moment will have to be permanent by saying, "…way leads on to way, I doubted if I ever should come back" (line 14-15). Once a decision is made, the speaker won't get the chance to retrace his steps and travel down the road not taken. He is basically saying that what road or choice is picked now will affect his life just as much as what can not be undone.

At the end of the poem, the speaker finally makes his decision and embraces it. In the last stanza, Frost confuses the reader with a "…sigh…" (line 16) that is open to interpretation. One can wonder if the sigh is out of relief, regret, frustration, or contentment. He creates a sense of nostalgia in line 17 when he says that he will be telling the story for years to come. This signifies that the speaker will no longer regret the choice that he made. Frost realizes that the chosen road can make a difference in who you are and the way you live. He makes this clear in his famous line, "Two roads diverged in a wood, and I took the one less traveled by, And that has made all the difference" (line18-0).

In the end Frost made his decision to take the road less traveled by based on his personal beliefs and consideration, without the influence of society. "The Road Not Taken" can be interpreted through the use of metaphors of regret that one's ability to explore different life possibilities is limited. Everyone has had to make difficult decisions of which the outcome can not be foreseen. In the end we look back upon the choices that we've made, and like Frost, we realize our choices have made all the difference in our lives.

Word count 1017

Works Cited

Frost, Robert. "The Road Not Taken." Literature An Introduction to Fiction, Poetry, and Drama, Second Compact Edition. Ed. X. J. Kennedy and Dana Gioia, New York Addision Wesley Longman, 000. 6-

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Commentry on the Article from Times Magazine (26 Jan 03), "Fly Above the Storm"

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Yet again, this is another area in which Singapore has performed very well ¨C and is continue to strive despite all the competitions that are going around us all over the world. In my personal opinion, I feel that we, Singaporeans, should look up with glory and pride, for SIA is one of the best airlines in the world! Indeed, SIA has been said by many in to be of high standards.For myself, I have never been on an SIA flight before, and I long to go on board an SIA flight. Imagine ¨C if airlines like British Airways provide a good enough service, for SIA to be out of the ordinary, it really makes one who has never gone on Singapore Airlines before wonder how posh the services and facilities are on board an SIA flight.Meanwhile, of course I would agree with the decision that SIA has made ¨C to spend $ million over this year on alcohol. This would give passenger the joy of drinking on board. For I have drunk on board before, I can say confidently that it feels really good to be served with alcohol on a plane!Of course, there are also many other areas that Singapore Airlines has to look at, or perhaps SIA has already looked into those areas. This is to ensure that Singapore Air will remain as competitive, and will not lose out in any area. For example, the air stewardess on board Singapore Airlines flight must not be pregnant, but they have to have the values of grace, youth and beauty. In the aspect, Singapore Airline has won over other airlines because air stewardess on airlines like American Airlines or even British Airways may be 40 or even 50 years old!As Singapore Airlines has been profiting for the past decade or more, let us look forward to SIA being the best airline again, bringing the Singapore economy up, and of course, we will see that Changi Airport be ranked a world class hub again this year.Aren¡¯t these reasons good enough why Singaporeans should be proud of our very own airline?

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Networking

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Home networking would be exceedingly beneficial to a person who has multiple computers and likes being organized and secure with their information. Designed for communication, networks allow data transfer between two or more computers. Installing a network in a home would be a vital move because it will allow a user to transfer information via the network instead of being physically transferred, in turn allocating more useful time for other important factors in the day's assigned tasks. Knowing which network to install is essentially the most important factor when making the transition to a communication based network. Several different types of networks exist in technology but the one focused on for home use would be a Local Area Network. There are several useful effects for having a home network, but major results would be mass storage, organization, Internet connectivity, and security.

First, by having an in-home computer network, and a file server, you can have a central location for storing all information. So, if someone needed more than one computer to access certain information, such as fonts, financial files, games, etc., it can be accessed through the network. This also eliminates the need for copying files to floppy diskettes, hand-carrying them to the other computers, and copying the files one-floppy-at-a-time to each, individual computer. This would be a very slow process, compared to the fast speeds of a network. Additionally, if one computer on a network crashes, someone may move to another computer and continue their work. So, if someone uses their network and file server effectively, it will have a high degree of reliability, security, and efficiency.

Second, an in-home computer network can allow a person to have only one Internet connection while giving Internet access to all computers on the network. This is very important if only one phone line is installed. It would be a costly alternative to have additional phone lines installed for each computer needing Internet access. By using a file server on a network as a PROXY server, it can just use one phone line to connect to the Internet. All that would need to be done would be to install a small PROXY program that says, "I am the Internet connection for this network." Every computer would aim their Internet browsers at the host connection. By doing this, it fools the other computers on the network into thinking that the file server is the Internet. In addition to being connected via one phone line, and one computer, your file server can have what is called a "Firewall." This eliminates outside intruders from invading a network. This would only have to be installed on the server, not all of the computers, thus saving money. So, someone can see how beneficial it would be to have only one connection to the Internet versus two or more.

Finally, if a file server is using Microsoft Windows NT Server, it would have a high degree of file security. Windows NT being a government-approved high-security operating system, will protect files, or die trying! Someone can keep their kids out of important financial records, while giving your spouse "read-only" rights. This keeps someone's kids from destroying them, and allows your spouse to read, but not change the records. Windows NT, also a true -bit operating system, handles memory different than any other Windows operating systems. This makes it much more stable, in turn giving it more reliability with fewer crashes. With the NTFS (NT file system), the file structure is also being different than Windows' FAT or FAT, makes it more secure and impenetrable. Similar to the above-mentioned firewall, only one virus software package would be needed to protect the network. This being installed only on the file server, will scan, protect, and disinfect the entire network from one location. Thus making data safe and allowing the owner to have peace of mind with their Windows NT Server.

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These are only a few of the reasons why having a computer network will benefit a home. Facts state that it has helped many families to utilize their computers more effectively by keeping their files safe and saving them money on Internet connections. I am quite confident that it will do the same for most everyone.

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Teaching Deaf Students to Read

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Strategies for Teaching Deaf Students to Read

Strategies for teaching Deaf Students to Read

Introduction

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"Deaf children read, on the average, at the fourth grade level when they graduate from high school." (Why shared reading?, 000, p. 1) This statistic is both troubling and predictable. It is troubling, because Deaf persons have an intellectual ability range similar to their hearing peers. It is predictable because according to Gail Brand, American Sign Language instructor at Northwest Indian College, Deaf culture doesn't understand "Hearing" nuances of English language that include idioms and metaphors. "Signers" of ASL communicate with a great deal of clarifying contextual clues.

Problems with language usage and comprehension of abstract topics can occur when teaching Deaf students to read. (Smith, Polloway, Patton, & Dowdy, 18) Marie Clay identified four cues that strategic Hearing readers use meaning, visual, letter sounds and language structure. When adults read to children regularly in the preschool years, they develop concepts about print such as directionality and punctuation (an aspect of language structure) by listening to an adult reading fluently. (Clay, 1) They learn comprehension strategies and vocabulary when an adult discusses the story with the child. (Armbruster, Ph.D, Lehr, & Osborn, M.Ed., 001) This discussion of strategies recommends three to help overcome reading difficulties. They are using specific techniques when reading to Deaf students, developing phonological awareness in profoundly deaf children and using miscue analysis to assess and plan for instruction for Deaf readers.

For the purposes of this discussion, I spelled Deaf with an upper case D that refers to the Deaf as a culture instead of a disability. I spelled Hearing with an upper case H to refer to Hearing culture.

Deaf Adults Reading to Deaf Children

"Comparative studies of deaf children with hearing parents and deaf children with deaf parents show deaf children with deaf parents are superior in academic achievement, reading and writing and social development." (Schleper, 16, p. 1) At Gallaudet University, in the Laurent Clerc National Deaf Education Center, fifteen principles were developed using the expertise of Deaf adults. Deaf readers

(a) translate stories using American Sign Language; (b) keep both languages visible (ASL and English); (c) are not constrained by text; (d) re-read stories on a storytelling to story reading continuum; (e) follow a child's lead; (f) make what is implied explicit adjust sign placement to fit the story; (g) adjust signing style to fit the story; (h) connect concepts in the story to the real world; (i) use attention maintenance strategies; (j) use eye gaze to elicit participation; (k) engage in role play to extend concepts; (l) use ASL variations to sign repetitive English phases; (m) provide a positive and reinforcing environment; (n) expect the child to become literate. (Schleper, 16, p. 1)

These principles can make a difference in academic achievement if used by Hearing parents and teachers when reading to Deaf children.

The Shared Reading Project at Laurent Clerc National Deaf Education Center makes these assumptions

• Deaf adults have experience sharing books with Deaf children.

• Book sharing with ASL builds a bridge to reading English.

• Finger spelling is important in learning how to read.

• Book sharing is an important parenting skill.

• Work with families where they are.

• Respect the language and culture of the family.

• Parents who learn about Deaf culture will have more positive interactions with their children.

• Showing people how to do it is better than telling them how to do it.

• Reach as many families as possible.

• Evaluation informs ongoing Shared Reading development.

(Why shared reading?" 000, p. )

At Home the project trains teachers and parents how to apply the principles. Fun, predictable children's books, read by culturally diverse Deaf readers are video taped. Deaf tutors visit homes once a week with a tape and demonstrate how to sign the stories. The family uses tapes and books along with a guide of activities for parents to practice the story throughout the week. (Schleper, 17) At School the fifteen principals enhance the framework for teaching reading in the regular education classroom and make it appropriate and effective for deaf students. A lesson plan for Shared Reading for Deaf students showed that concepts about print (directionality and punctuation) as well as highlighting new or difficult vocabulary are taught using ASL and finger spelling to connect print to concept. The teacher uses ASL in role-playing and discussion of the story to help make what is implied explicit. Many regular education teachers will recognize activities such as Author's Chair and K-W-L charts in this Shared Reading lesson plan developed for Deaf students. (Love, 18)

English as a Second Language strategies can provide extra meaning and context clues for Deaf students also. According to Gail Brand, Northwest Indian College American Sign Language instructor, hands on activities that utilize pictures and objects to increase comprehension of new vocabulary are common to ESL lessons. An effective ESL lesson makes a contextual and visual map or pattern for ESL students to use. Based on the assumption that Deaf students will often be strong visual and contextual learners it is clear that ESL strategies will be common in effective reading instruction for Deaf students.

Students in the regular education classroom could benefit from these modifications for Deaf students. Teaching finger spelling and ASL to all students in the classroom has several advantages. Using movement when teaching helps the brain remember the sounds and words being spoken. ASL is the fourth most used language in the United States. Regular education students that leave school with a skill such as "speaking" a second language will experience a higher quality of life. Deaf students will experience social and emotional benefits and feel included and more alike their peers than different. (Smith, el al., 18)

Phonological Awareness

Phonological awareness is the ability to isolate individual sounds (phonemes) in spoken words. (Cunningham & Allington, 1) Children with phonological awareness understand how to use visual (alphabetic) cues along with meaning and structure cues. It allows an emergent reader to connect sounds to letters, decode words and ultimately derive meaning from print. The visual processing is as important for Deaf children as it is for Hearing children. David Dolman, Ph.D., the coordinator of the deaf education program at Barton College, in Wilson, North Carolina compiled a list of activities to teach phonemic awareness to Deaf children. Most of the phonological awareness activities listed, such as counting syllables, exploring alphabet books and making letter books, take place in a regular education Kindergarten that uses the components of a balanced literacy approach. Two of the activities geared specifically towards Deaf students are

"The IBM Speech Viewer, a tool that transforms spoken words and sounds into graphics provides a wide variety of phonological awareness activities presented in an engaging, interactive way. These include counting syllables in words, identifying beginning and ending sounds, blending sounds, demonstrating alliteration and syllable deletion and rhyming." and

"With a tactile-kinesthetic phonics strategy, deaf readers use their tactile-kinesthetic knowledge of how the letters of the alphabet are pronounced to sound out unfamiliar words. While word recognition for hearing readers depends on auditory feedback, deaf readers match the tactile sensations produced in the vocal tract by pronouncing the unfamiliar work with meaning previously attached to that vocalization. Comprehensive speech training is prerequisite of the successful use of this strategy." (Dolman Ph.D., 000, p. )

A study in the United Kingdom found that some Deaf children could develop phonological awareness through experiences with language. "Young deaf children had to pick a nonsense word that 'sounded' like the name of a picture. For example, under a picture of a door was a list of nonsense words from which the correct homophone had to be picked. The children's accuracy rate was 64 percent, which was far above the 5 percent chance level." (Stern, 001, p. ) With a significant amount of experience with literacy, phonological structures will develop for both sign and oral languages.

Miscue Analysis

Miscue analysis and Running Records, familiar to regular educators, are strategies used to determine which cueing systems a student is using to read text. The student reads the text and the teacher records and codes any errors they make. Coded errors include substitutions, repetition, omission and insertion. When the codes are analyzed the cueing systems are revealed. With this information the teacher can design further instruction to expand on these strategies and strengthen others the student doesn't use too well.

This strategy has been modified for Deaf readers to accommodate a number of additional reading behaviors Deaf readers have. Other types of errors are analyzed such as the use of finger spelling, sign choice and word segmentation. The student is videotaped as the teacher writes in code exactly what the reader signed and said in response to the text. The teacher views the tape later to record any additional behaviors, analyzes the miscues and plans for further instruction.

"In doing this, we have been struck by the wealth of cueing systems available to our students form both spoken and signed language. We understand better the ways deaf readers are different from their reading peers, and equally important, their profound similarities." (Gennaoui & Chaleff, 000, p. 5)

Personal Connection

My mother was a vocational rehabilitation counselor for the hearing impaired while I was growing up. Consequently, at an early age, people who were deaf or hearing impaired were a part of my life and though my mother never learned sign language she was able to work with persons who were deaf or hearing impaired and help them with job training and job searching. Her work helped me understand I can teach these special students in my regular education classroom.

Because of my personal experience, I have become familiar with some characteristics of deaf and hearing-impaired students such as poor speech production and voice quality. Some strategies, such as peer support and accommodated seating arrangements are part of my regular education classroom management but I have never had the pleasure of teaching a Deaf child. Presently, I am on the way to fulfilling a childhood dream to learn American Sign Language by taking my first course this semester.

As a reading specialist, I have grown more curious about phonological awareness and profoundly deaf students. When finding solutions to reading problems for Deaf students, all aspects of language acquisition need to be evaluated as well as the role that Deaf culture may play. The strategies described here and many others I found when doing research, made me realize how lucky everyone involved would be if my regular education school or, in my case, a reading program, included Deaf students.

References

Armbruster, Ph.D, B. B., Lehr, F., & Osborn, M.Ed., J. (001). Put reading first The research building blocks for teaching children to read. Jessup, MD National Institute for Literacy at ED Pubs.

Clay, M. M. (1). Reading recovery A guidebook for teachers in training (1st ed.). Portsmouth, NH Heinemann.

Cunningham, P. M., & Allington, R. L. (1). Classrooms that work They can all read and write (nd ed.). New York Longman.

Love, P. (18). Shared reading first steps for Kindergarten and first grade. In Reading comprehension strategies. Retrieved 4, 00, from http//www.deafed.net/PublishedDocs/b04.htm

Schleper, D. R. (16). Principles for reading to deaf children. In Gallaudet University Laurent Clerc National Deaf Education Center. Retrieved , , from http//clerccenter.gallaudet.edu/Literacy/srp/15princ.html

Schleper, D. R. (17). The shared reading project. In Gallaudet University Laurent Clerc National Deaf Education Center. Retrieved , , from http//clerccenter.gallaudet.edu/Literacy/srp/srpbrochure.html

Smith, T. E., Polloway, E. A., Patton, J. R., & Dowdy, C. A. (18). Teaching students with special needs in inclusive settings (nd ed.). Needham Heights, MA Allyn & Bacon.

Why shared reading?. (000). In Gallaudet University Laurent Clerc National Deaf Education Center. Retrieved April , 00, from http//clerccenter.gallaudet.edu/Literacy/srp/whysharedreading.html

Dolman Ph.D., D. (000, Fall). To construct meaning from print. Odyssey, (1), 4. Retrieved March , 00, from http//clerccenter.gallaudet.edu/Odyssey/Fall000/index.html

Stern, A. (001, June). Deafness and reading. Literacy Today Retrieved March , 00, from http//www.literacytrust.org.uk/pubs/stern.htm

Gennaoui, M., & Chaleff, C. (000, Fall). Miscue analysis for deaf readers. Odyssey, (1), 1-6. Retrieved March , 00, from http//clerccenter.gallaudet.edu/Odyssey/Fall000/index.html

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Fear paper

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I remember one sunny day when I was in 6th grade. It was the day my dad told me I was getting a dirt bike. So we went to Honda factory on 8 and I picked one out it was a Honda Xr 100 R. My dirt bike is white. The seat on the dirt bike is red with white writing saying Xr 100. It has stickers on the white gas tank that says XR in white, red, and black. We put it in the back of his truck, and we bought it home that day.

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We took it out and then he taught me how to ride it. How to use the cultch and when o shift by the engines noise. I got really good at that so then I asked him if I could bring it over to my next door neighbor's house. So we cold rid together since he has a dirt bike. His dirt bike is a Yamaha 80. It was silver with a black seat. My dad said yes. So I took my dirt bike over to Steve's house and he has a big back yard it is an acre from the front yard all the way until the fence in the back yard the same size as mine but mine has a lot of trees his back yard does not have many trees at all. I started out riding mine. I was doing really good riding smooth feeding the clutch right. Then I went on Steve's bike which is smaller then mine. He rode mine I rode his. I was doing well on his. Then we where flying around in his backyard and all oh the sudden I went to hit the brakes ad they did not work I kept on hitting and slamming my foot on to the brake lever on the right side right by the foot pegs. I did not stop and bam! I hit the fence head first, I was really scared right before I hit the fence because I thought I was going to get really hurt. I was aright until I was going to get up my arm just glazed the tire. The throttle was jammed into the ground and it was turned backwards which made the tire move. I got up with my arm badly burned. So I run to my house trying to get gauze on it, ice, and all that medical stuff. I tried to hide it from my dad so he did not get mad. Then I could not take the pain anymore so I got my dad, and he cleaned it out really good and wrapped it up for me. My dad did not want to tell me mom about it. Since my mom did not want me to get my dirt bike in the first place. She was just worried and she was wondering if I was ok.

I was fine and to this day I still ride it ad I have only crashed two other times after that the other two crashes where not bad at all. I was scared from that crash because I could have died from hitting the fence head first.

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