Sean Zdenek
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780226312644
- eISBN:
- 9780226312811
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226312811.001.0001
- Subject:
- Society and Culture, Media Studies
Situated at the intersection of a number of competing discourses and perspectives, closed captioning offers a key location for exploring the rhetoric of disability in the age of digital media. ...
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Situated at the intersection of a number of competing discourses and perspectives, closed captioning offers a key location for exploring the rhetoric of disability in the age of digital media. Reading Sounds offers the first extended study of closed captioning from a humanistic perspective. Instead of treating closed captioning as a legal requirement, a technical problem, or a matter of simple transcription, this book considers how captioning can be a potent source of meaning in rhetorical analysis. Reading Sounds positions closed captioning as a significant variable in multimodal analysis, questions narrow definitions that reduce captioning to the mere “display” of text on the screen, broadens current treatments of quality captioning, and explores captioning as a complex rhetorical and interpretative practice. This book argues that captioners not only select which sounds are significant, and hence which sounds are worthy of being captioned, but also rhetorically invent words for sounds. Drawing on a number of examples from a range of popular movies and television shows, Reading Sounds develops a rhetorical sensitivity to the interactions among sounds, captions, contexts, constraints, writers, and readers.Less
Situated at the intersection of a number of competing discourses and perspectives, closed captioning offers a key location for exploring the rhetoric of disability in the age of digital media. Reading Sounds offers the first extended study of closed captioning from a humanistic perspective. Instead of treating closed captioning as a legal requirement, a technical problem, or a matter of simple transcription, this book considers how captioning can be a potent source of meaning in rhetorical analysis. Reading Sounds positions closed captioning as a significant variable in multimodal analysis, questions narrow definitions that reduce captioning to the mere “display” of text on the screen, broadens current treatments of quality captioning, and explores captioning as a complex rhetorical and interpretative practice. This book argues that captioners not only select which sounds are significant, and hence which sounds are worthy of being captioned, but also rhetorically invent words for sounds. Drawing on a number of examples from a range of popular movies and television shows, Reading Sounds develops a rhetorical sensitivity to the interactions among sounds, captions, contexts, constraints, writers, and readers.
Sean Zdenek
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780226312644
- eISBN:
- 9780226312811
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226312811.003.0001
- Subject:
- Society and Culture, Media Studies
This chapter introduces the book’s argument in terms of seven transformations of meaning that closed captioning enables: captions contextualize, clarify, formalize, equalize, linearize, time-shift, ...
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This chapter introduces the book’s argument in terms of seven transformations of meaning that closed captioning enables: captions contextualize, clarify, formalize, equalize, linearize, time-shift, and distill. In the context of accessible media, these seven interlocking transformations provide a way of accounting for the differences between sound and writing, listening and reading. The chapter also offers a critique of ableism in scholarship on multimodal composition and digital rhetorics, a brief history of closed captioning, and an overview of rhetorical analysis as the book’s primary method of analysis.Less
This chapter introduces the book’s argument in terms of seven transformations of meaning that closed captioning enables: captions contextualize, clarify, formalize, equalize, linearize, time-shift, and distill. In the context of accessible media, these seven interlocking transformations provide a way of accounting for the differences between sound and writing, listening and reading. The chapter also offers a critique of ableism in scholarship on multimodal composition and digital rhetorics, a brief history of closed captioning, and an overview of rhetorical analysis as the book’s primary method of analysis.
Andrew D. Miller
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9781781381908
- eISBN:
- 9781781382356
- Item type:
- chapter
- Publisher:
- Liverpool University Press
- DOI:
- 10.5949/liverpool/9781781381908.003.0007
- Subject:
- Literature, Poetry
Using Michel Foucault’s essay on calligrams, the chapter examines poems that are reproduced with the photographs that they describe and how this constellation alters the sort of ekphrasis one ...
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Using Michel Foucault’s essay on calligrams, the chapter examines poems that are reproduced with the photographs that they describe and how this constellation alters the sort of ekphrasis one encounters by creating a textimage bond.The poets discussed are Richard Howard and John Logan.Less
Using Michel Foucault’s essay on calligrams, the chapter examines poems that are reproduced with the photographs that they describe and how this constellation alters the sort of ekphrasis one encounters by creating a textimage bond.The poets discussed are Richard Howard and John Logan.
Andrew D. Miller
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9781781381908
- eISBN:
- 9781781382356
- Item type:
- chapter
- Publisher:
- Liverpool University Press
- DOI:
- 10.5949/liverpool/9781781381908.003.0008
- Subject:
- Literature, Poetry
The chapter examine Larry Levis’s poem “Sensationalism” in detail, charting how that poem seeks to unravel the calligramic bonds that were discussed in chapter 6. In this way, the poem calls into the ...
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The chapter examine Larry Levis’s poem “Sensationalism” in detail, charting how that poem seeks to unravel the calligramic bonds that were discussed in chapter 6. In this way, the poem calls into the question the ethical realities of captioning photographs.Less
The chapter examine Larry Levis’s poem “Sensationalism” in detail, charting how that poem seeks to unravel the calligramic bonds that were discussed in chapter 6. In this way, the poem calls into the question the ethical realities of captioning photographs.
Stephen M. Kosslyn
- Published in print:
- 2006
- Published Online:
- March 2012
- ISBN:
- 9780195311846
- eISBN:
- 9780199847075
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195311846.003.0007
- Subject:
- Psychology, Cognitive Psychology
After selecting the best graph format to use, and properly labeling and titling it, the next step would be putting emphasis on the content elements to make it more distinctive. Hatching, shading, or ...
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After selecting the best graph format to use, and properly labeling and titling it, the next step would be putting emphasis on the content elements to make it more distinctive. Hatching, shading, or coloring could be employed to make it more discernable. Color adds interest to graphs visually, as well as helping them to communicate more effectively. Color has three aspects: hue, saturation, and intensity. Recommendations are given on how to color the graphs appropriately. Three-dimensional effects can also help to give graphs a certain depth. This could be done by using a linear perspective, texture gradient, or occlusion. Inner grid lines could also be used in addition to the general framework. Moreover, background elements could be added to make the graph more attractive and interesting. Captions are also important but not generally necessary. Other inclusions are also provided.Less
After selecting the best graph format to use, and properly labeling and titling it, the next step would be putting emphasis on the content elements to make it more distinctive. Hatching, shading, or coloring could be employed to make it more discernable. Color adds interest to graphs visually, as well as helping them to communicate more effectively. Color has three aspects: hue, saturation, and intensity. Recommendations are given on how to color the graphs appropriately. Three-dimensional effects can also help to give graphs a certain depth. This could be done by using a linear perspective, texture gradient, or occlusion. Inner grid lines could also be used in addition to the general framework. Moreover, background elements could be added to make the graph more attractive and interesting. Captions are also important but not generally necessary. Other inclusions are also provided.
Marc Marschark, Harry G. Lang, and John A. Albertini
- Published in print:
- 2006
- Published Online:
- November 2020
- ISBN:
- 9780195310702
- eISBN:
- 9780197562468
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780195310702.003.0006
- Subject:
- Education, Teaching of Specific Groups and Special Educational Needs
The adage “those who do not learn from history are doomed to repeat it” is a powerful one for parents and teachers of deaf students. Myths that have grown ...
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The adage “those who do not learn from history are doomed to repeat it” is a powerful one for parents and teachers of deaf students. Myths that have grown from ignorance have dogged us in this field as far back as we can see, and faulty assumptions and overgeneralizations have been sustained through time. A study of history also reveals what at first might seem like a series of random events, but which actually manifest patterns that have influenced today’s educational policy (see Fischer & Lane, 1993; Van Cleve, 1993). These patterns are related to several themes critical to the emphases of this book. One such theme is the importance of parental involvement in the education of deaf children. History provides us with factual accounts and anecdotes that enrich our understanding of the advocacy roles parents have played, especially with regard to the establishment of school programs. As we shall see, research clearly supports the role of parental involvement in both formal and informal education, as evidenced in studies demonstrating the long-term influence of mother-child relationships and early communication and the need for providing deaf children with a variety of experiences during the early years. Another theme that emerges from a historical perspective relates to how deaf people have taken an increasingly greater role in influencing their own education. Histories have been published that describe how deafness was perceived in ancient times, how various societies changed with regard to their attitudes toward deaf people, and that highlight the turning points in the education and acceptance of people who are deaf. In most published histories of deaf education, we see the long-standing conflicts through the centuries pertaining to sign language and spoken communication philosophies and the contributions of the individuals who founded school programs or attempted to teach deaf children. Often, however, writers have neglected to examine how deaf people themselves have overcome barriers in many periods of history and under a wide variety of conditions to make important contributions in education and other fields. A history of the education of deaf individuals thus should be more than just a study of changes in educational practices.
Less
The adage “those who do not learn from history are doomed to repeat it” is a powerful one for parents and teachers of deaf students. Myths that have grown from ignorance have dogged us in this field as far back as we can see, and faulty assumptions and overgeneralizations have been sustained through time. A study of history also reveals what at first might seem like a series of random events, but which actually manifest patterns that have influenced today’s educational policy (see Fischer & Lane, 1993; Van Cleve, 1993). These patterns are related to several themes critical to the emphases of this book. One such theme is the importance of parental involvement in the education of deaf children. History provides us with factual accounts and anecdotes that enrich our understanding of the advocacy roles parents have played, especially with regard to the establishment of school programs. As we shall see, research clearly supports the role of parental involvement in both formal and informal education, as evidenced in studies demonstrating the long-term influence of mother-child relationships and early communication and the need for providing deaf children with a variety of experiences during the early years. Another theme that emerges from a historical perspective relates to how deaf people have taken an increasingly greater role in influencing their own education. Histories have been published that describe how deafness was perceived in ancient times, how various societies changed with regard to their attitudes toward deaf people, and that highlight the turning points in the education and acceptance of people who are deaf. In most published histories of deaf education, we see the long-standing conflicts through the centuries pertaining to sign language and spoken communication philosophies and the contributions of the individuals who founded school programs or attempted to teach deaf children. Often, however, writers have neglected to examine how deaf people themselves have overcome barriers in many periods of history and under a wide variety of conditions to make important contributions in education and other fields. A history of the education of deaf individuals thus should be more than just a study of changes in educational practices.
Marc Marschark, Harry G. Lang, and John A. Albertini
- Published in print:
- 2006
- Published Online:
- November 2020
- ISBN:
- 9780195310702
- eISBN:
- 9780197562468
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780195310702.003.0016
- Subject:
- Education, Teaching of Specific Groups and Special Educational Needs
In the preceding chapters, we have seen that a remarkable amount of progress has been made over the past 30 years toward understanding the impact of ...
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In the preceding chapters, we have seen that a remarkable amount of progress has been made over the past 30 years toward understanding the impact of deafness on learning and development. Bringing together educational and research findings from diverse disciplines, we have endeavored to explain the current state of the art with regard to raising and educating deaf children, as well as some historical bases for contemporary approaches to deaf education. In describing research relating to educational foundations and teaching-learning processes, we have seen that providing parents with balanced and accurate information, continued research efforts, and professional development for teachers are vital parts of the educational futures of deaf students. At the end of each chapter, we have summarized significant findings and developments. Rather than attempting to provide an additional summary here, we reiterate some of the general themes of this book and the major implications for parents, teachers, and others involved in educating deaf students. Probably the most general and salient theme of this book is that the deaf learner should not be viewed as a hearing learner who cannot hear. It is often tempting, for reasons of either perceived equity or for expedience in the classroom, to assume that deaf and hearing children are the same. As we have seen, deaf and hearing children have different backgrounds, experiences, communication histories, and knowledge. To optimize the educational opportunities of deaf learners, we need to develop instructional materials, teaching strategies, and learning environments that take advantage of their strengths while compensating for their special needs. This means that treating deaf children the same as hearing children may be doing them a great disservice. At a minimum, we should resist superficial modifications to educational settings so that deaf children can share classrooms with hearing children when the fundamental needs of all involved have not been considered. A recurring finding across language, social, and academic domains is that early intervention for deaf children and their families is critical. Such programs do more than just support the development of communication and language—they provide deaf children with similar peers, role models, and contexts that promote early development.
Less
In the preceding chapters, we have seen that a remarkable amount of progress has been made over the past 30 years toward understanding the impact of deafness on learning and development. Bringing together educational and research findings from diverse disciplines, we have endeavored to explain the current state of the art with regard to raising and educating deaf children, as well as some historical bases for contemporary approaches to deaf education. In describing research relating to educational foundations and teaching-learning processes, we have seen that providing parents with balanced and accurate information, continued research efforts, and professional development for teachers are vital parts of the educational futures of deaf students. At the end of each chapter, we have summarized significant findings and developments. Rather than attempting to provide an additional summary here, we reiterate some of the general themes of this book and the major implications for parents, teachers, and others involved in educating deaf students. Probably the most general and salient theme of this book is that the deaf learner should not be viewed as a hearing learner who cannot hear. It is often tempting, for reasons of either perceived equity or for expedience in the classroom, to assume that deaf and hearing children are the same. As we have seen, deaf and hearing children have different backgrounds, experiences, communication histories, and knowledge. To optimize the educational opportunities of deaf learners, we need to develop instructional materials, teaching strategies, and learning environments that take advantage of their strengths while compensating for their special needs. This means that treating deaf children the same as hearing children may be doing them a great disservice. At a minimum, we should resist superficial modifications to educational settings so that deaf children can share classrooms with hearing children when the fundamental needs of all involved have not been considered. A recurring finding across language, social, and academic domains is that early intervention for deaf children and their families is critical. Such programs do more than just support the development of communication and language—they provide deaf children with similar peers, role models, and contexts that promote early development.
Claire Maree
- Published in print:
- 2020
- Published Online:
- August 2020
- ISBN:
- 9780190869618
- eISBN:
- 9780190869649
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190869618.003.0004
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
Chapter 3 explores shifting processes of enregisterment through analysis of onē-kyara-kotoba (queen-personality-talk) as written into impact-captions in lifestyle television during the ...
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Chapter 3 explores shifting processes of enregisterment through analysis of onē-kyara-kotoba (queen-personality-talk) as written into impact-captions in lifestyle television during the queen-personality boom (middle of the first decade of the 2000s). In makeover media of this period, queen-personalities were proof that readers and viewers alike could remake themselves into a newer and better “me” by applying hard work and dedication to fashion, cosmetics, culinary skills, and interpersonal relationships. Manipulation of language resources and metapragmatic stereotypes of femininity and masculinity are fundamental to processes through which the desire to transform is created. Taking the lifestyle variety television show onēMANS (NTV) as the main focus, the chapter analyzes how the look and the sound of the queerqueen is recontextualized into a heteronormative framework through manipulation of font, animation, color, and orthographic stylization in impact-captions. Editorial interventions inscribe the sonic qualities of queen-personality talk in ways that simultaneously celebrate their transformational power and threaten to expose their (in)authenticity.Less
Chapter 3 explores shifting processes of enregisterment through analysis of onē-kyara-kotoba (queen-personality-talk) as written into impact-captions in lifestyle television during the queen-personality boom (middle of the first decade of the 2000s). In makeover media of this period, queen-personalities were proof that readers and viewers alike could remake themselves into a newer and better “me” by applying hard work and dedication to fashion, cosmetics, culinary skills, and interpersonal relationships. Manipulation of language resources and metapragmatic stereotypes of femininity and masculinity are fundamental to processes through which the desire to transform is created. Taking the lifestyle variety television show onēMANS (NTV) as the main focus, the chapter analyzes how the look and the sound of the queerqueen is recontextualized into a heteronormative framework through manipulation of font, animation, color, and orthographic stylization in impact-captions. Editorial interventions inscribe the sonic qualities of queen-personality talk in ways that simultaneously celebrate their transformational power and threaten to expose their (in)authenticity.
Patricia J. Williams
- Published in print:
- 2014
- Published Online:
- September 2014
- ISBN:
- 9780823257041
- eISBN:
- 9780823261468
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823257041.003.0006
- Subject:
- Literature, Criticism/Theory
This chapter invites readers to consider their captioning of the world. The author describes a class she teaches, Law, Media, and Public Policy, where she asks students to caption a series of images. ...
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This chapter invites readers to consider their captioning of the world. The author describes a class she teaches, Law, Media, and Public Policy, where she asks students to caption a series of images. She shows how captions redirect attention and channel sympathies quite effectively. She also addresses the question of how the humanities became a product rather than a relation. She raises concern about how things live in language and how we objectify in a way that is eventually translated in and into law.Less
This chapter invites readers to consider their captioning of the world. The author describes a class she teaches, Law, Media, and Public Policy, where she asks students to caption a series of images. She shows how captions redirect attention and channel sympathies quite effectively. She also addresses the question of how the humanities became a product rather than a relation. She raises concern about how things live in language and how we objectify in a way that is eventually translated in and into law.
Andrew Stafford
- Published in print:
- 2010
- Published Online:
- June 2013
- ISBN:
- 9781846310522
- eISBN:
- 9781846316128
- Item type:
- book
- Publisher:
- Liverpool University Press
- DOI:
- 10.5949/UPO9781846316128
- Subject:
- Literature, European Literature
Taking nine case studies from the French-speaking world, this book attempts to define the interaction between non-fictional written text (captions, essays, fragments, poems) and photographic image. ...
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Taking nine case studies from the French-speaking world, this book attempts to define the interaction between non-fictional written text (captions, essays, fragments, poems) and photographic image. Considering three categories of intermediality between text and photography, it concludes that the dimensions of their interaction are complex.Less
Taking nine case studies from the French-speaking world, this book attempts to define the interaction between non-fictional written text (captions, essays, fragments, poems) and photographic image. Considering three categories of intermediality between text and photography, it concludes that the dimensions of their interaction are complex.
Jonathan S. Marion
- Published in print:
- 2011
- Published Online:
- March 2016
- ISBN:
- 9780814722664
- eISBN:
- 9780814722855
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814722664.003.0001
- Subject:
- Sociology, Gender and Sexuality
In this introduction, the author discusses the three interrelated processes of crafting, selecting, and captioning the images included in this book. He explains how, in crafting images that tell the ...
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In this introduction, the author discusses the three interrelated processes of crafting, selecting, and captioning the images included in this book. He explains how, in crafting images that tell the ballroom story, he relies on the emotion that is being performed by focusing on competitors' eyes and expressions. As part of the selection process for an image, he says he considers whether the image adds to what is being discussed and whether it is acceptable to those whom it depicts. In preparing the captions, he paid attention to what references were already in place (in the text), what context was lacking, and what elements in the image might need highlighting for those not “in the know” regarding the culture and community of ballroom dancing.Less
In this introduction, the author discusses the three interrelated processes of crafting, selecting, and captioning the images included in this book. He explains how, in crafting images that tell the ballroom story, he relies on the emotion that is being performed by focusing on competitors' eyes and expressions. As part of the selection process for an image, he says he considers whether the image adds to what is being discussed and whether it is acceptable to those whom it depicts. In preparing the captions, he paid attention to what references were already in place (in the text), what context was lacking, and what elements in the image might need highlighting for those not “in the know” regarding the culture and community of ballroom dancing.
- Published in print:
- 2010
- Published Online:
- June 2013
- ISBN:
- 9781846310522
- eISBN:
- 9781846316128
- Item type:
- chapter
- Publisher:
- Liverpool University Press
- DOI:
- 10.5949/liverpool/9781846310522.003.0010
- Subject:
- Literature, European Literature
In 1995, the French media suddenly began to look less reliable, objective or fair in reporting social (and increasingly political) crisis. These thoughts probably inspired the radical poet and ...
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In 1995, the French media suddenly began to look less reliable, objective or fair in reporting social (and increasingly political) crisis. These thoughts probably inspired the radical poet and novelist Bernard Noël to choose the photographs and supply written descriptions, along with a prefatory essay, for the volume in the Photopoche Histoire series on the Paris Commune. This chapter examines Noël's use of captions and sequences of photographic images to inflect the photography and, hence, the overall image of the Paris Commune. It considers how his photo-essayism becomes a highly partisan response to the story that bourgeois women, smarting amid the ruins of Paris following the Commune's defeat, allegedly poked out the eyes of the surviving insurgents with hatpins.Less
In 1995, the French media suddenly began to look less reliable, objective or fair in reporting social (and increasingly political) crisis. These thoughts probably inspired the radical poet and novelist Bernard Noël to choose the photographs and supply written descriptions, along with a prefatory essay, for the volume in the Photopoche Histoire series on the Paris Commune. This chapter examines Noël's use of captions and sequences of photographic images to inflect the photography and, hence, the overall image of the Paris Commune. It considers how his photo-essayism becomes a highly partisan response to the story that bourgeois women, smarting amid the ruins of Paris following the Commune's defeat, allegedly poked out the eyes of the surviving insurgents with hatpins.
Sunny Bains
- Published in print:
- 2019
- Published Online:
- March 2019
- ISBN:
- 9780198822820
- eISBN:
- 9780191861284
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780198822820.003.0005
- Subject:
- Business and Management, Innovation, Knowledge Management
“Audience and Explanation,” which is the first of three chapters on communicating technical work, starts by focusing on the audience and how understanding their backgrounds and interests is critical ...
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“Audience and Explanation,” which is the first of three chapters on communicating technical work, starts by focusing on the audience and how understanding their backgrounds and interests is critical to being able to report in a way that is meaningful to them. It consider their motivation for reading, what kinds of explanations will make sense to them, what kind of visualizations will be helpful, and the language that they will (or won’t) be able to follow. A section on jargon explains when to use a word without explanation, when to define, and when to avoid using a technical word altogether. There is also a discussion on the use of various kinds of figures (e.g. charts, photographs, and diagrams), how they are best used, captions, and how to avoid problems with copyright and plagiarism.Less
“Audience and Explanation,” which is the first of three chapters on communicating technical work, starts by focusing on the audience and how understanding their backgrounds and interests is critical to being able to report in a way that is meaningful to them. It consider their motivation for reading, what kinds of explanations will make sense to them, what kind of visualizations will be helpful, and the language that they will (or won’t) be able to follow. A section on jargon explains when to use a word without explanation, when to define, and when to avoid using a technical word altogether. There is also a discussion on the use of various kinds of figures (e.g. charts, photographs, and diagrams), how they are best used, captions, and how to avoid problems with copyright and plagiarism.
John Ma
- Published in print:
- 2013
- Published Online:
- March 2015
- ISBN:
- 9780199668915
- eISBN:
- 9780191804755
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:osobl/9780199668915.003.0003
- Subject:
- History, Ancient History / Archaeology
This chapter examines the captioning of honorific statues in the Hellenistic period, with emphasis on their metaphorical ‘grammar’ in terms of the accusative case. In particular, it analyses the ...
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This chapter examines the captioning of honorific statues in the Hellenistic period, with emphasis on their metaphorical ‘grammar’ in terms of the accusative case. In particular, it analyses the politics underlying inscriptions on the bases of honorific monuments. It argues that captioning prevents the honorific statue from being an artefact of elitist eminence, and that the statue is about a transaction, where the community doing the honouring is primary. It also claims that the ‘subject’ of the honorific monument is the relationship, rather than the person represented. Finally, the chapter explains how the honorific monument affirms civic ideology and its power by re-establishing the symbolical balance involved in the euergetical exchange and displaying the primacy of the community.Less
This chapter examines the captioning of honorific statues in the Hellenistic period, with emphasis on their metaphorical ‘grammar’ in terms of the accusative case. In particular, it analyses the politics underlying inscriptions on the bases of honorific monuments. It argues that captioning prevents the honorific statue from being an artefact of elitist eminence, and that the statue is about a transaction, where the community doing the honouring is primary. It also claims that the ‘subject’ of the honorific monument is the relationship, rather than the person represented. Finally, the chapter explains how the honorific monument affirms civic ideology and its power by re-establishing the symbolical balance involved in the euergetical exchange and displaying the primacy of the community.
Michael Stinson
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9780190880545
- eISBN:
- 9780190915148
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190880545.003.0024
- Subject:
- Psychology, Developmental Psychology
Technology is playing an increasing role in the education of deaf and hard-of-hearing (DHH) students. This chapter discusses two uses of technology to provide communication access for DHH students ...
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Technology is playing an increasing role in the education of deaf and hard-of-hearing (DHH) students. This chapter discusses two uses of technology to provide communication access for DHH students (real-time captioning in classrooms and messaging and related technologies to facilitate communication in small groups) and two ways that technology is used for instruction of these students (multimedia materials for development of literacy and online tutoring). Several studies on real-time captioning and multimedia materials indicate that these approaches are beneficial in the education of DHH students. The limited work to date on messaging to support communication in groups with DHH and hearing students and online tutoring indicates that they are potentially important because they address unmet needs of DHH students. It is important to conduct additional studies to determine the effectiveness of these latter two approaches because current findings are preliminary.Less
Technology is playing an increasing role in the education of deaf and hard-of-hearing (DHH) students. This chapter discusses two uses of technology to provide communication access for DHH students (real-time captioning in classrooms and messaging and related technologies to facilitate communication in small groups) and two ways that technology is used for instruction of these students (multimedia materials for development of literacy and online tutoring). Several studies on real-time captioning and multimedia materials indicate that these approaches are beneficial in the education of DHH students. The limited work to date on messaging to support communication in groups with DHH and hearing students and online tutoring indicates that they are potentially important because they address unmet needs of DHH students. It is important to conduct additional studies to determine the effectiveness of these latter two approaches because current findings are preliminary.
Stephanie W. Cawthon and Jessica I. Mitchell
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9780190880545
- eISBN:
- 9780190915148
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190880545.003.0025
- Subject:
- Psychology, Developmental Psychology
Recent advances in online education platforms have the potential to increase access and equity for deaf students. This chapter examines what we know about accessibility in online learning for deaf ...
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Recent advances in online education platforms have the potential to increase access and equity for deaf students. This chapter examines what we know about accessibility in online learning for deaf individuals. Online learning is broad in its reach, including instruction that parallels or is in addition to traditional face-to-face instruction. Discussions about the future of online learning are situated in a larger context of the importance of direct communication for deaf learners, the use of video platforms for dialog, and the role and function of media as a flexible, empowering, and constructed space for learning in multiple language modalities. Yet the capacity of online education to deliver on its potential requires careful attention to the way the education environment is designed. This chapter provides historical and conceptual context for accessibility; summarizes research on critical issues, including captioning, synchronous and asynchronous communication, and accommodations; and offers recommendations for further investigation.Less
Recent advances in online education platforms have the potential to increase access and equity for deaf students. This chapter examines what we know about accessibility in online learning for deaf individuals. Online learning is broad in its reach, including instruction that parallels or is in addition to traditional face-to-face instruction. Discussions about the future of online learning are situated in a larger context of the importance of direct communication for deaf learners, the use of video platforms for dialog, and the role and function of media as a flexible, empowering, and constructed space for learning in multiple language modalities. Yet the capacity of online education to deliver on its potential requires careful attention to the way the education environment is designed. This chapter provides historical and conceptual context for accessibility; summarizes research on critical issues, including captioning, synchronous and asynchronous communication, and accommodations; and offers recommendations for further investigation.
Jill Duncan, Ellen A. Rhoades, and Elizabeth M. Fitzpatrick
- Published in print:
- 2014
- Published Online:
- April 2014
- ISBN:
- 9780195381405
- eISBN:
- 9780190204020
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195381405.003.0012
- Subject:
- Psychology, Developmental Psychology
This chapter explains how the use of computer-mediated communication has dramatically altered written and spoken language, entertainment and socialization as well as general learning and formal ...
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This chapter explains how the use of computer-mediated communication has dramatically altered written and spoken language, entertainment and socialization as well as general learning and formal education for students. This chapter explores types of computer-mediated communication and discusses potential consequences of digital communication. The chapter closes with strategies that practitioners can use to include computer-mediated communication within the auditory (re)habilitation context.Less
This chapter explains how the use of computer-mediated communication has dramatically altered written and spoken language, entertainment and socialization as well as general learning and formal education for students. This chapter explores types of computer-mediated communication and discusses potential consequences of digital communication. The chapter closes with strategies that practitioners can use to include computer-mediated communication within the auditory (re)habilitation context.