Thursday, December 6, 2012

In Holland, We Celebrate St. Nicholas Day Today

 
Sinterklaas in LEGO!
 
 
Sinterklaas Visits Schools.
 
 
Sinterklaas, Zwarte Piet and me.
 
 
 
Sinterklaas Rides on Annie (?)
 
 
Sinterklaas is so different from Santa Claus
 
Sinterklaas and
Zwarte Piets (Black Peters)
 




Criticism of Dutch fictional holiday figure "Black Pete" grows amid immigration debate



AMSTERDAM - Foreigners visiting the Netherlands in winter are often surprised to see that the Dutch version of St. Nicholas' helpers have their faces painted black, wear Afro wigs and have thick red lips — in short, a racist caricature of a black person.
 
The overwhelming majority of Dutch are fiercely devoted to the holiday tradition of "Zwarte Piet" — whose name means "Black Pete" — and insist he's a harmless fictional figure who doesn't represent any race. But a growing number are questioning whether "Zwarte Piet" should be given a makeover or banished from the holiday scene, seeing him as a blight on the nation's image as a bulwark of tolerance.

"There is more opposition to Zwarte Piet than you might think," says Jessica Silversmith, director of the regional Anti-Discrimination Bureau for Amsterdam. She said that historically her office received only one or two complaints per year, but the number jumped to more than 100 last year, and will escalate much further this year.

"It's not only Antilleans or Surinamers who are complaining," she said, referring to people descended from the former Dutch colonies that once traded in slavery. "It's all kinds of Dutch people."
There are various versions of the history of St. Nicholas — "Sinterklaas" in Dutch — and of Zwarte Piet, who made his debut as an African servant in an 1850 book.

"Nobody is against the Sinterklaas celebration or is calling people who celebrate it racist," said Silversmith. "But it is time to consider whether this is offensive, whether there actually are racist ideas underlying Zwarte Piet."

The debate comes after a decade in which the Dutch have rolled back many aspects of their famed tolerance policies, and in which anti-immigrant sentiment has risen sharply. Zwarte Piet is frequently defended as part of Dutch cultural heritage, and those who don't like it are often bluntly invited to leave the country. Many Dutch say Pete's black face derives from the soot he picked up climbing down chimneys to deliver presents — although that hardly explains the frizzy hair and big lips.
A sea-change may have occurred during last year's festivities, when four men were arrested for wearing T-shirts bearing the slogan "Zwarte Piet is Racism" outside a store during an appearance of Sinterklaas — and charged with protesting without a permit.

Police threw one, Quinsy Gario, to the ground, and kneed him in the back repeatedly as they dragged him away, though he offered no resistance. A video of the incident was placed on YouTube, and the slogan began trending.

Although police were later found to have acted wrongly, many parents still felt that it was inappropriate to protest during the holiday or when children were present. Gario responds that Dutch people won't discuss the matter the rest of the year, so his protest was the only way to broach the subject.

This year the debate has clearly escalated.

For the first time, a white politician has openly challenged the tradition: "The Sinterklaas celebration once began without Zwarte Piet," Amsterdam councilwoman Andree van Es said in an interview with newspaper Het Parool this week. "It's time it continues without Zwarte Piet."

Two major chains of stores, Blokker and V&D, now use images of kids with ash-smudged cheeks in their sales catalogues, rather than Petes with black faces. And in a first this weekend, a documentary laying out arguments against Zwarte Piet aired on national television.

The county's most widely read news blog, "GeenStijl" launched a blistering campaign against Black Pete— surprising because GeenStijl prides itself on being tasteless and politically incorrect, and had mocked Gario after the 2011 incident.

"Zwarte Piet is nothing more than a repulsive parody of a slave, fine-tuned to indoctrinate schoolchildren into the finer points of racism," it wrote in its first posting in a series. "The sooner we get rid of Zwarte Piet, the sooner we won't look like idiots to the rest of the world."

While the author, who uses the pen name Johnny Quid, uses the satirical blog also to skewer Black Pete opponents, he has deeply antagonized the blog's mostly conservative-leaning reader base.
Despite the growing anti-Pete movement, the tradition finds a strong bedrock of support in mainstream Dutch society, meaning it's unlikely to disappear any time soon.

In 2008, a Museum in Eindhoven called off an anti-Pete exhibition after protests. The foreign artists received death threats. And when Victoria's Secret model Doutzen Kroes said on national television in 2009 that Zwarte Piet is the one thing that has ever made her feel ashamed of being Dutch, the studio audience laughed at her.

Jan Pronk, a leftist politician who once served as the U.N. envoy to Sudan, dismissed her viewpoint on the show. "These are very old traditions," he said, "I don't think it's so bad."

A Facebook page with the slogan "Zwarte Piet is Racism" has become a major platform for debate this year, though moderators have begun removing hate speech and personal threats.

One organization reinforcing the Zwarte Piet image is educational broadcaster NTR, which also airs "Sesame Street" in the Netherlands. It has developed a popular fake news program for kids, devoted to the doings of the wise white Sinterklaas and his many bumbling Petes, all with the traditional blackface look.

The program starts in early November and airs nightly until kids open their presents on Dec. 5. (Although the Dutch Sinterklaas is the source of the American Santa Claus, Christmas is a separate holiday in the Netherlands, where the present-opening tradition happens three weeks earlier.) The show draws more than a million viewers in a country of 16 million, and its spokeswoman, Helen Albada, said she was unaware of any complaints about its depiction of Zwarte Piet.

Several years ago, the broadcaster experimented with a story line in which the Petes were turned different colours after sailing through a magical rainbow. That drew thousands of complaints, in part because the backlash against immigration was cresting at the time: Fans said changing Pete was sacrificing Dutch cultural heritage to the forces of multiculturalism.

"We didn't intend that either," Albada said. "Kids don't see Pete as black, it's the adults that give it a racial meaning."

In a recent editorial, one columnist for the NRC Handelsblad newspaper questioned whether the country really is as tolerant as it likes to style itself. He deplored the fact that even as the U.S. has re-elected a black president, not a single member of the Netherlands' new Cabinet is of non-Dutch ancestry.

"That's because we, unlike other countries, have become completely colorblind," Bas Heijne wrote ironically. "We don't need a black minister, let alone a black prime minister: We have Zwarte Piet."
 
 

Friday, November 16, 2012

Happy Thanksgiving! (Topic Signing)








Erin Dunn Is In The Newspaper Today

http://www.oregonlive.com/portland/index.ssf/2012/11/portland_police_and_9-1-1_fail.html#incart_river#incart_m-rpt-2


Lack of Portland police, 9-1-1 policies for interpreters discriminates against people who are deaf, lawsuit alleges


 


 
A deaf Portland man who reported he was the victim of a domestic assault said police and 9-1-1 operators failed to respond with a sign language interpreter, hampering the police inquiry and putting him at risk.

Philip Wolfe, 39, is suing the city of Portland in federal court, alleging the city violated the Americans With Disabilities Act, which prohibits discrimination against people with disabilities in state and local government services.

Wolfe's allegations highlight a gaping hole in Portland Police Bureau policy: Twenty-two years after the ADA was enacted, the bureau lacks any protocol on how to respond to people who are hearing impaired.

Wolfe is seeking a court order requiring the city to adopt uniform policies for police and emergency dispatchers to ensure sign language interpreters are supplied when a deaf crime victim or witness makes a report, requests assistance or is interviewed by police.

"During Plaintiff's contact with the police, he was overwhelmed, disoriented and hurt," his attorney Daniel Snyder wrote in the suit. "Plaintiff was unable to understand the police officers clearly."

City Commissioner Amanda Fritz, who oversees the city's 9-1-1 dispatch center, declined to comment. Sgt. Pete Simpson, Police Bureau spokesman, said the bureau doesn't have a specific policy on how to respond to hearing-impaired people. He declined to comment on the lawsuit but released the police reports in the case.
Since 2006, the U.S. Department of Justice has urged police agencies across the country to adopt effective communication policies to ensure a "consistently high level of service is provided to all community members, including those who are deaf or hard of hearing."

Under the Justice Department's model policy, police agencies would have 24-hour access to a sign language interpreting service and would use aids, such as text telephones or written notes, to help people who are hearing-impaired.

Simpson said there are volunteer translators available through the Police Bureau's Crisis Response Team, "but currently there are no sign-language interpreters."

Officers try to have people write down or type a statement, he added.
Wolfe's lawsuit stems from an April 9 call to 9-1-1 about 9:20 a.m. after Wolfe fled his Northeast Portland apartment to escape his partner, who had grabbed him by both ankles and dragged him along the floor. Because Wolfe's cell phone was almost out of power, he sent a text message to a friend, who is also deaf, asking her to contact 9-1-1.

The friend, Erin Dunn, contacted emergency dispatch through a video relay operator to report the assault. Dunn told dispatch that Wolfe, deaf since birth, needed an American Sign Language interpreter.

According to the lawsuit, the 9-1-1 operator said officers would get an interpreter if necessary. When Dunn asked for the dispatcher's name, the dispatcher said he was ending the call.

When Portland police arrived, Wolfe asked for a sign interpreter. He tried to use a laptop computer to communicate with police, but he couldn't get it to work. Wolfe wasn't aware that his partner had removed the computer's hard drive, the suit says.

Wolfe showed police a red mark on his back, but he did not understand that he could have his partner arrested, the suit says.

According to police reports, the responding officers believed Wolfe just wanted to get back into his apartment and helped him do so.

Once inside, they talked to Wolfe's partner, who was not deaf. Both men agreed they felt safe and would work things out, the police report says.

So the officers left.


Later that night, Wolfe said, his partner kicked in his locked bedroom door and tried to choke him. As Wolfe ran out of the bedroom, his partner broke a lamp, threw glasses and threatened to kill him if he left, his suit says.

Again, Wolfe sent a text message to his friend Dunn, asking her to contact 9-1-1.

She did, asking the dispatcher at 10:49 p.m. to send police and noted that Wolfe was deaf and needed an interpreter.

Wolfe met officers -- some of whom had been on the earlier call -- on the street outside. He tried to explain that his roommate had attacked him, and he asked again for an interpreter.

Police said in their reports that Wolfe was able to communicate with officers in writing and with hand motions. Yet one officer called dispatch and asked for someone who knew American Sign Language.

When Officer Heidi Brockmann arrived, she apologized to Wolfe in American Sign Language for her beginner-level sign skills. "Due to her lack of skills," the suit says, "Officer Brockmann was unable to adequately assist Plaintiff."

According to a police report, Brockmann suggested that another officer remove his car's mobile computer so Wolfe could type a statement. By that time, Wolfe was back in his apartment trying to type one on his computer.

Police took photos of Wolfe's injuries and arrested his partner on assault and harassment charges. Brockmann helped another officer communicate with Wolfe to explain how he could obtain a restraining order, the police report says.

By the time the police report was written, Officer Joseph R. Cook said he had not received Wolfe's statement. According to police, Wolfe had trouble e-mailing it. The officer offered to pick up a printout, but Wolfe did not have a printer. The statement reached police by 12:11 a.m.

Charges against Wolfe's partner were dropped in late July, when the partner committed suicide.

Wolfe's suit seeks economic damages up to $5,000 and compensatory damages for inconvenience and mental anguish.

"Just as businesses are expected to try to accommodate customers with disabilities and employers provide reasonable accommodations to allow employees with disabilities to do their job, police departments are expected to adjust to citizens who are deaf," said John Dineen, a training and information specialist with the Northwest ADA Center at the University of Washington.

-- Maxine Bernstein


Maxine Bernstein, The Oregonian

Maxine Bernstein, The Oregonian

About Me:
Bernstein has been a staff writer with The Oregonian since 1998, and covers crime, Portland police and law enforcement.


Professor Carl's comment: 



The police incident with Philip Wolfe in Portland was unfortunate.  Are we really created equal?  What about women?  Are all women created equal?



What about ASL?  Are all languages created equal, too?  The English language is known to be imperfect in respect to its inability to describe ASL fully; even more imperfect is its ability to respect and revere ASL as the language and culture of the Deaf. 

We the Deaf have a different disability.  Most disabled people speak English, and we need a language interpreters.  Our society made us to guess our best by lipreading what is spoken to us. Or we do appear uncooperative or insubordinate.  In some cases, a police brutality is justified if we use our hands in ASL.  Their rationale:  It takes the hands to kill.

 

Wednesday, November 7, 2012

MIKE's TURN

 
 
MIKE
 
 
 
 
MOTORCYCLE
 
 

 
MIKE as HAMLET
 

 
MIKE as JESTER
in
Renaissance Faires
 


 

 

From President Barack Obama

 
From: Barack Obama <info@barackobama.com>
Date: November 6, 2012, 8:20:01 PM PST
To: Carl Schroeder <gisbatzed@yahoo.com>
Subject: How this happened
Reply-To: info@barackobama.com

Carl --

I'm about to go speak to the crowd here in Chicago, but I wanted to thank you first.

I want you to know that this wasn't fate, and it wasn't an accident. You made this happen.

You organized yourselves block by block. You took ownership of this campaign five and ten dollars at a time. And when it wasn't easy, you pressed forward.

I will spend the rest of my presidency honoring your support, and doing what I can to finish what we started.

But I want you to take real pride, as I do, in how we got the chance in the first place.

Today is the clearest proof yet that, against the odds, ordinary Americans can overcome powerful interests.

There's a lot more work to do.

But for right now: Thank you.

Barack
 
 


Barack and Michelle


 
The First Family
 

Forward America!
 

LEGO? Yes!
 

Friday, November 2, 2012

REACTIONS to SIGN BUILDING EXERCISES

Student # 1

I love SIGN BUILDING I have so much fun!!!!

Student # 1
 
I love doing the index cards but sucks when we come across ones we don't know.  Plus difficult when there's multiple ways to do one sign.  Makes me feel wrong.

Student # 2
 
I like to be able to work with our classmates because we help each other get the signs right.  When we do single signs like this though it is harder for me to remember than stories.

Student # 3
 
I like sign building.  I forget a lot of them, but I also retain a lot of them.  My group always have questions and then the answer is so obvious and I feel dumb, hah.

Student # 4
 
I'm getting better!!  I need flashcards of my own though :(

Student # 5

I LOVE that things care clicking!  I find myself signing as I talk all the time now.  Especially when I don't want to yell :) My friends look at me completely confused/intrigued.
 
Student # 6

I always enjoy sign building.  I'm remembering more and more signs!  Yayy!

Student # 7

I really like doing free-signing and practicing with and learning from classmates.

Student # 8

This is a very good tool for learning but it's also hard.  I think if we repeated the same deck of signs over and over until we remembered them that would be better instead of switching after only one time.  :)

Student # 9

I found I need to practive more.  It is a good tool to use.

Student # 10

Sign Building is my favorite, but I think I need to move...that girl wants to kill me! Ahh!

Student # 11

Love to learn more signs!

Student # 12

That was fun.  Amazing how many signs I remember. :D

Student # 13

I love Sign Building.  It gives me lots of new signs as well as helps show us progress we have made.  It's very fun to do as well! :)

Student # 14

I'm glad that I know everything in Sign Building.  It's getting easier and easier and easier.

Student # 15

Some of the signs were hard.  So much to remember, but I got really excited when I did know the right signs.

Student # 16

I knew most of the signs but a few I haven't learned yet and a few I've forgotten.

Student # 17

Always helpful to work with other students so we can help each other remember signs and work on actually communicating.

Student # 18

That is always fun but we need to add more cards because we are starting to run out of them.

Student # 19

Went through four decks of cards, I might say that's impressive.  We are definitely getting better each time.

Student # 20

Goog review.  Not my favorite but still helpful.

Wednesday, October 31, 2012

DEB's TURN






 DEB
 

 
BICYCLING
 
SCOOTER
 
THE LITTLE RED RIDING HOOD
 


THE ROAD TO GRANDMA'S HOUSE
 
 


FLOWERS FOR GRANDMA

 
 
 

 
A BIG WOLF
 
 
 
 
 
GRANDMA'S HOUSE
 

 
BIG EARS, BIG EYES, BIG NOST, BIG MOUTH
 
 

 
 
iPhone
 
 


UNCLE

 
 


LUMBERJACK
 
 
 
 


Tuesday, October 30, 2012

Happy Halloween! (Topic Signing)












What Are ASL Classifiers?

A new course in Structural American Sign Language (or ASL Grammar) to focus on classifiers will be needed to develop.  In this blog, the students will take a glance of what they need to learn as follows.
 
 
1. Size and Shape Specifiers

This section introduces students to the dynamic interplay between classifiers and the noun and verb signs. Learners will become aware of the core theoretical perspectives of applying classifiers to the noun and verb sign agreements through handshape assimilations.

For example, when you talk about Daddy Bear's bowl in Goldilocks and the Three Bears:
 
 
 
Another example, when you are carrying a heavy box:
 
 

 
 
2. Singularity and Plurality

In this section students will connect the use and construction of classifiers with the singular or plural noun signs and then assimilate them with the various noun and verb sign agreements.
 
For example, when you are talking about a group of men going somewhere:
 
 


3. Concrete and Abstract
 
This secion of this blog introduces students to the concept of space or location as the realm of mentally constructed entity and, to varying extents, modes of categorization. Cultural phenomena can be observed at any level of analysis.
 
For example, when you are talking about the Washington Monument:
 
 
 
 
Another example, when you are talking about a dream:
 
 



 
4. Determiners and Possessors
 
Determiners and possessors are about the objects which students talk about. This blog considers such key questions as: Whose is it? Where is it from? What belongs to whom? Where is it located?
 
 
For example, when you are talking about a river:
 
 
 
 


Another example, when you are talking about the Willamette River:
 
 
 


5. Indicators and Presumptions

Students will compare the pal positions for indicator and presumption classifiers. This blog asks what classifiers are used for objects not seen or known as well as what classifiers are for seen or known objects.
 
For example, you are talking about someone you and I know, you use this indicator:
 
Mr. Brown Can Moo-Moo
 
When we are talking about someone we are not familiar:
 
SOMEONE-TELL-ME
 


6. Affixes and Separations

This section begins with some signs requiring affixes (prefix, infix or suffix expressions) to modify their meanings. Noun signs rarely have affixes, and they generally require separate classifiers that allows affixes. 

For example, if you are talking about working hard:




For example, the term unhappy is separated by two signs: NOT + HAPPY. 





The term thoughtless is separated by THINK and WHAT along with an infix: LOWERED EYEBROWS.

 
 
 
Professor Carl's comment.  I can't promise that you will love grammatical analysis because you studied ASL.  But I think that you'll understand ASL grammar after putting together and taking apart phrases and sentences.  You learn ASL grammar by doing ASL.
 



Monday, October 29, 2012

Bob and Nancy

 
BROTHER & SISTER
 


 
NANCY ON A FARM IN THE COUNTRY
 
 
ANNIE
 


Friday, October 26, 2012

ASL Rubrics

What Are ASL Rubrics?

In ASL classes, a rubric is a scoring tool that explicitly represents the performance expectations for an assignment or piece of work. ASL rubrics divide the assigned work into five common language parts (phonology, semantics, grammar, discourse, and pragmatics) and provide clear descriptions of the characteristics of the work associated with each component, at varying levels of mastery, from 0 being none to 5 being native or near native. For example, rubrics for Free-Signing and Topic-Signing can be used as scoring or grading guides, to provide formative feedback to support and guide ongoing learning efforts, or both.  The first year students need to aim at scoring 1.5 by the end of the year while the second year students aim at 2.5.


 
0
1
2
3
4
ASL Phonology(the structure of signs)
 
 
 
 
 
 
 
All parts of signs are not clear and correct.
A lot of parts of signs are not clear and correct.
Some parts of signs are not clear and correct.
A few parts of signs are not clear and correct.
All parts of signs are clear and correct.
 
ASL Semantics(the meanings of signs and the networks of meanings among them)
 
 
 
 
The Movement-Hold Models and H-deletions are not evident.
The Movement-Hold Models and H-deletions need improvement.
The Movement-Hold Models and H-deletions are significantly acceptable.
The Movement-Holds Models and H-deletions are good.
The Movement-Hold Models and H-deletions are exceptional.
ASL Grammar(the way signs are strung together to convey ideas and thoughts; the spherical patterns of sentence construction)
Signer makes many errors in grammar that distract from the content.
Signer makes 8-12 errors in grammar that distract from the content.
Signer makes 5-8 errors in grammar that distract from the content.
Signer makes a few errors in grammar that distracts from the content.
Signer makes no errors.
ASL Discourse(the structures of stories, explanations, descriptions, and other signing constructions longer than sentences)
 
Details and information are totally unclear or not related to the topic.
Details and information are typically unclear or not related to the topic.
Details and information are relevant, but several key issues or portions of the storyline are unsupported.
Details and information are relevant, but several key issues or portions of the storyline seem coherent.
Relevant, telling, quality details give out the important information that goes beyond the obvious or predictable.
ASL Pragmatics(the variations in the use of ASL according to the context and purpose)
 
 
 
 
The main idea is not present in ASL context.  There is a seemingly random collection of signs.
The main idea is vague in ASL context.  There is a seemingly random collection of signs.
The main idea is somewhat clear in ASL context but there is a need for more supporting signs.
The main idea is clear in ASL context but the supporting signs is vague and general.
There is a clear, well-focused topic in ASL context. The main idea stands out and is supported by detailed signs.

    

Your score and grade are ___ /___.                                        ____________________________(Instructor)