Discourses Of Prejudice In The professions: The Case Of Sign Languages

There is no evidence that learning a natural human language is cognitively harmful to children. To the contrary, multilingualism has been argued to be beneficial to all. Nevertheless, many professionals advise the parents of deaf children that their children should not learn a sign language during their early years, despite strong evidence across many research disciplines that sign languages are natural human languages. Their recommendations are based on a combination of misperceptions about (1) the difficulty of learning a sign language, (2) the effects of bilingualism, and particularly bimodalism, (3) the bona fide status of languages that lack a written form, (4) the effects of a sign language on acquiring literacy, (5) the ability of technologies to address the needs of deaf children and (6) the effects that use of a sign language will have on family cohesion. We expose these misperceptions as based in prejudice and urge institutions involved in educating professionals concerned with the healthcare, raising and educating of deaf children to include appropriate information about first language acquisition and the importance of a sign language for deaf children. We further urge such professionals to advise the parents of deaf children properly, which means to strongly advise the introduction of a sign language as soon as hearing loss is detected

Dilepton production near partonic threshold in transversely polarized proton-antiproton collisions

It has recently been suggested that collisions of transversely polarized protons and antiprotons at the GSI could be used to determine the nucleon's transversity densities from measurements of the double-spin asymmetry for the Drell-Yan process. We analyze the role of higher-order perturbative QCD corrections in this kinematic regime, in terms of the available fixed-order contributions as well as of all-order soft-gluon resummations. We find that the combined perturbative corrections to the individual unpolarized and transversely polarized cross sections are large. We trace these large enhancements to soft gluon emission near partonic threshold, and we suggest that with a physically-motivated cut-off enhancements beyond lowest order are moderated relative to resummed perturbation theory, but still significant. The unpolarized dilepton cross section for the GSI kinematics may therefore provide information on the relation of perturbative and nonperturbative dynamics in hadronic scattering. The spin asymmetry turns out to be rather robust, relatively insensitive to higher orders, resummation, and the cut-offs.Comment: 23 pages, 19 figures as eps. Some discussion and references added. Final version to appear in Phys. Rev.

How to measure the parity of the Θ+\Theta^+ in p⃗p⃗\vec p\vec p collisions

Triggered by a recent paper by Thomas, Hicks and Hosaka, we investigate which observables can be used to determine the parity of the $\Theta^+$ from the reaction $\vec p\vec p \to \Sigma^+\Theta^+$ near its production threshold. In particular, we show that the sign of the spin correlation coefficient $A_{xx}$ for small excess energies yields the negative of the parity of the $\Theta^+$. The argument relies solely on the Pauli principle and parity conservation and is therefore model--independent.Comment: References completed, discussion on possible influence of background added; conclusions unchange

Ensuring Language Acquisition For Deaf Children: What Linguists Can Do

Parents of small deaf children need guidance on constructing home and school environments that affect normal language acquisition. They often turn to physicians and spiritual leaders and, increasingly, the internet. These sources can be underinformed about crucial issues, such as matters of brain plasticity connected to the risk of linguistic deprivation, and delay or disruption in the development of cognitive skills interwoven with linguistic ability. We have formed a team of specialists in education, linguistics, pediatric medicine, and psychology, and at times specialists in theology and in law have joined our group. We argue that deaf children should be taught a sign language in the early years. This does not preclude oral-aural training and assistive technology. With a strong first language (a sign language), the child can become bilingual (with the written form of the ambient spoken language and, perhaps, the spoken form), accruing the benefits of bilingualism. We have published in medical journals, addressing primary care physicians, in a journal with a spiritual-leader readership, and in a health-law journal. Articles in progress address medical educators and practitioners. Team members present findings at conferences, work on lobbying and legislative efforts with the National Association of the Deaf, and spread the word at conferences of target audiences. We share our work in Word format, so that anyone can easily appropriate it for our common interests. One of our articles has been downloaded over 27,000 times (as of April 2014), and we are asked to consult with committees in other countries as they draft national policies

Avoiding Linguistic Neglect Of Deaf Children

Deaf children who are not provided with a sign language early in their development are at risk of linguistic deprivation; they may never be fluent in any language, and they may have deficits in cognitive activities that rely on a firm foundation in a first language. These children are socially and emotionally isolated. Deafness makes a child vulnerable to abuse, and linguistic deprivation compounds the abuse because the child is less able to report it. Parents rely on professionals as guides in making responsible choices in raising and educating their deaf children. But lack of expertise on language acquisition and overreliance on access to speech often result in professionals not recommending that the child be taught a sign language or, worse, that the child be denied sign language. We recommend action that those in the social welfare services can implement immediately to help protect the health of deaf children

Support For Parents Of Deaf Children: Common Questions And Informed, Evidence-Based Answers

To assist medical and hearing-science professionals in supporting parents of deaf children, we have identified common questions that parents may have and provide evidence-based answers. In doing so, a compassionate and positive narrative about deafness and deaf children is offered, one that relies on recent research evidence regarding the critical nature of early exposure to a fully accessible visual language, which in the United States is American Sign Language (ASL). This evidence includes the role of sign language in language acquisition, cognitive development, and literacy. In order for parents to provide a nurturing and anxiety-free environment for early childhood development, signing at home is important even if their child also has the additional nurturing and care of a signing community. It is not just the early years of a child\u27s life that matter for language acquisition; it\u27s the early months, the early weeks, even the early days. Deaf children cannot wait for accessible language input. The whole family must learn simultaneously as the deaf child learns. Even moderate fluency on the part of the family benefits the child enormously. And learning the sign language together can be one of the strongest bonding experiences that the family and deaf child have

Measurement of Partial-Wave Contributions in pp --> pp pi^0

We report a measurement of the spin-dependent total cross section ratios delta_sigma_T/sigma_tot and delta_sigma_L/sigma_tot of the pp --> pp pi^0 reaction between 325 MeV and 400 MeV. The experiment was carried out with a polarized internal target in a storage ring. Non-vertical beam polarization was obtained by the use of solenoidal spin rotators. Near threshold, the knowledge of both spin-dependent total cross sections is sufficient to deduce the strength of certain participating partial waves, free of any model.Comment: 6 pages, 4 figure