Do they get the picture?: Visual literacy and low-literacy adult ESL learners

Teachers of low-literate adult English language learners often use visual materials to teach content, but little research has been conducted on how these visuals are interpreted. This research explores the relationship between first language (L1) literacy and visual literacy, specifically the ability of adult ESL learners to identify the functions of graphic devices used in educational materials. The literature review examines how literacy and visual literacy are defined and discusses visual communication using the framework of semiotics. Through think-aloud interview sessions, Somali participants of varying L1 literacy levels interpreted illustrations from ESL materials. Results show lower than expected ability to interpret images and little difference in visual literacy between L1 literate and L1 non-literate participants. The author suggests that visual literacy is more dependent on experiential factors than on L1 education. Other findings include participants\u27 tendency to bring real-world contexts to visuals and to interpret symbolic images as non-symbolic

Proceedings of the 7th international conference on disability, virtual reality and associated technologies, with ArtAbilitation (ICDVRAT 2008)

The proceedings of the conferenc

Biometrics

Biometrics uses methods for unique recognition of humans based upon one or more intrinsic physical or behavioral traits. In computer science, particularly, biometrics is used as a form of identity access management and access control. It is also used to identify individuals in groups that are under surveillance. The book consists of 13 chapters, each focusing on a certain aspect of the problem. The book chapters are divided into three sections: physical biometrics, behavioral biometrics and medical biometrics. The key objective of the book is to provide comprehensive reference and text on human authentication and people identity verification from both physiological, behavioural and other points of view. It aims to publish new insights into current innovations in computer systems and technology for biometrics development and its applications. The book was reviewed by the editor Dr. Jucheng Yang, and many of the guest editors, such as Dr. Girija Chetty, Dr. Norman Poh, Dr. Loris Nanni, Dr. Jianjiang Feng, Dr. Dongsun Park, Dr. Sook Yoon and so on, who also made a significant contribution to the book

Gesture and Speech in Interaction - 4th edition (GESPIN 4)

International audienceThe fourth edition of Gesture and Speech in Interaction (GESPIN) was held in Nantes, France. With more than 40 papers, these proceedings show just what a flourishing field of enquiry gesture studies continues to be. The keynote speeches of the conference addressed three different aspects of multimodal interaction:gesture and grammar, gesture acquisition, and gesture and social interaction. In a talk entitled Qualitiesof event construal in speech and gesture: Aspect and tense, Alan Cienki presented an ongoing researchproject on narratives in French, German and Russian, a project that focuses especially on the verbal andgestural expression of grammatical tense and aspect in narratives in the three languages. Jean-MarcColletta's talk, entitled Gesture and Language Development: towards a unified theoretical framework,described the joint acquisition and development of speech and early conventional and representationalgestures. In Grammar, deixis, and multimodality between code-manifestation and code-integration or whyKendon's Continuum should be transformed into a gestural circle, Ellen Fricke proposed a revisitedgrammar of noun phrases that integrates gestures as part of the semiotic and typological codes of individuallanguages. From a pragmatic and cognitive perspective, Judith Holler explored the use ofgaze and hand gestures as means of organizing turns at talk as well as establishing common ground in apresentation entitled On the pragmatics of multi-modal face-to-face communication: Gesture, speech andgaze in the coordination of mental states and social interaction.Among the talks and posters presented at the conference, the vast majority of topics related, quitenaturally, to gesture and speech in interaction - understood both in terms of mapping of units in differentsemiotic modes and of the use of gesture and speech in social interaction. Several presentations explored the effects of impairments(such as diseases or the natural ageing process) on gesture and speech. The communicative relevance ofgesture and speech and audience-design in natural interactions, as well as in more controlled settings liketelevision debates and reports, was another topic addressed during the conference. Some participantsalso presented research on first and second language learning, while others discussed the relationshipbetween gesture and intonation. While most participants presented research on gesture and speech froman observer's perspective, be it in semiotics or pragmatics, some nevertheless focused on another importantaspect: the cognitive processes involved in language production and perception. Last but not least,participants also presented talks and posters on the computational analysis of gestures, whether involvingexternal devices (e.g. mocap, kinect) or concerning the use of specially-designed computer software forthe post-treatment of gestural data. Importantly, new links were made between semiotics and mocap data

Pilot study for subgroup classification for autism spectrum disorder based on dysmorphology and physical measurements in Chinese children

Poster Sessions: 157 - Comorbid Medical Conditions: abstract 157.058 58BACKGROUND: Autism Spectrum Disorder (ASD) is a complex neurodevelopmental disorder affecting individuals along a continuum of severity in communication, social interaction and behaviour. The impact of ASD significantly varies amongst individuals, and the cause of ASD can originate broadly between genetic and environmental factors. Objectives: Previous ASD researches indicate that early identification combined with a targeted treatment plan involving behavioural interventions and multidisciplinary therapies can provide substantial improvement for ASD patients. Currently there is no cure for ASD, and the clinical variability and uncertainty of the disorder still remains. Hence, the search to unravel heterogeneity within ASD by subgroup classification may provide clinicians with a better understanding of ASD and to work towards a more definitive course of action. METHODS: In this study, a norm of physical measurements including height, weight, head circumference, ear length, outer and inner canthi, interpupillary distance, philtrum, hand and foot length was collected from 658 Typical Developing (TD) Chinese children aged 1 to 7 years (mean age of 4.19 years). The norm collected was compared against 80 ASD Chinese children aged 1 to 12 years (mean age of 4.36 years). We then further attempted to find subgroups within ASD based on identifying physical abnormalities; individuals were classified as (non) dysmorphic with the Autism Dysmorphology Measure (ADM) from physical examinations of 12 body regions. RESULTS: Our results show that there were significant differences between ASD and TD children for measurements in: head circumference (p=0.009), outer (p=0.021) and inner (p=0.021) canthus, philtrum length (p=0.003), right (p=0.023) and left (p=0.20) foot length. Within the 80 ASD patients, 37(46%) were classified as dysmorphic (p=0.00). CONCLUSIONS: This study attempts to identify subgroups within ASD based on physical measurements and dysmorphology examinations. The information from this study seeks to benefit ASD community by identifying possible subtypes of ASD in Chinese population; in seek for a more definitive diagnosis, referral and treatment plan.published_or_final_versio

The Use of the Alexander Technique as a Practice Tool for Horn Performance

The purpose of this study is to present how the Alexander Technique can be used as a practice aid for horn players. In this document, I have proposed that the Alexander Technique can be a tool students use to achieve efficient and effective practice sessions. Students who have a clear understanding of the Alexander Technique would be aware of their body and mind, such as physical tension and mental thought processes, while performing. The intention of this dissertation is to use standard repertoire as a means of learning how the Alexander Technique can assist a student practicing these works. I have reached out to college-level horn teachers and orchestral members who teach privately in the United States. Through a provided questionnaire and optional phone interview, the responses discussing both physical and mental habits were recorded. After reviewing the responses, I selected the habits mentioned most by horn teachers that could benefit from the Alexander Technique. I then reached out to Alexander Technique teachers to discuss the responses received from horn teachers. I discussed which concepts the teacher might use in a lesson with a student who is dealing with the identified habits. I also discussed with the Alexander Technique teachers their experiences working with horn players or instrumentalists. The selected works are Wolfgang Amadeus Mozart, Horn Concerto No. 4 in E- flat, K. 495: first movement Allegro maestoso, Dmitri Shostakovich Symphony No. 5 in D Minor, op. 47: first movement Moderato-allegro non troppo low horn tutti (Rehearsal 17- Rehearsal 21), Johannes Brahms Horn Trio in E-flat, op. 40: third movement Adagio mesto. I received 21 responses from horn teachers and 10 responses from Alexander Technique teachers. Alexander Technique does not answer all problems in playing the horn. No one technique does. However, it is my assertion that many performers can benefit from using the Alexander Technique as a practice tool in standard pieces. This research is intended to offer an open, clear understanding of how the Alexander Technique can improve the quality of a musician’s practice, refine their overall playing technique, and directly impact one’s long-term viability as a performer

The end of stigma? Understanding the dynamics of legitimisation in the context of TV series consumption

This research contributes to prior work on stigmatisation by looking at stigmatisation and legitimisation as social processes in the context of TV series consumption. Using in-depth interviews, we show that the dynamics of legitimisation are complex and accompanied by the reproduction of existing stigmas and creation of new stigmas