Untitled

# Challenging Vocab
## Pronouns/Possessives
- They
- Our/ours
## Appearance
- Bald
- Crewcut
- Dreadlocks
- Frizzy
## Clothing
- Text emblazoned on top (???)
- Silver
- Gold
- Leather
- Rubber
- Glass
- Fake
- Real/Authentic
- Natural
- Bow
- Flower
- Size
- tux
- Padded
- Fabric
## Numbers
- Above
- Below
- Between
## Making Comments
- Beautiful/pretty
- Unusual
- old-fashioned
- Fasion
- Ugly

## Reactions
- Expected
- Less than expected
	- Few
	- F from nose
- More than expected
	- many
- Unbelievable/ridiculous
- Next
## Greetings
- What’s up?
- You feel better?
- Where you been?
- I’m fine
- - Lately
## Conversation
- Eager
- Give instructions
- Try
- Let’s Try
- Volunteer
- Story
- Use up (all gone)
- You wouldn’t mind

## Refuse
- Cant
- Won’t (Refuse)
## Other
- Wrong
- Right
- Lie
- Truth
- Same
- Been
# Readings
## Classifiers
1. ASL uses hands and body as articulators to mark noun classifiers in verbs of motion and location. The chapter describes the phonology (physical articulators and shapes) and morphology of these classifiers.
2. Despite the potential in the visual-manual modality for depicting an infinite number of objects, ASL has developed the same types of noun classification found in spoken languages. This suggests the role of basic human linguistic and categorization principles.
3. There are five main types of classifiers in ASL:
	a) Size-and-shape specifiers (SASSes) - the handshape represents the size and shape of objects through morphemic hand-parts. Static and tracing SASSes are described.
	
	b) Semantic classifiers - the handshape represents the semantic category of the referent, not its actual shape. Includes classifiers for legged objects, vehicles, vertical objects, etc.
	
	c) Body classifiers - the signer's body is used to refer to an animate referent as a whole.
	
	d) Bodypart classifiers - the handshape represents a bodypart while a location on the signer's body represents its orientation. Includes limb classifiers.
	
	e) Instrument classifiers - either the handshape depicts the instrument or the signer's hand itself represents the manipulating hand. Tool classifiers are a hybrid form.

## Sports and the Deaf Child
This article discusses the importance of sports participation for deaf children and the role that schools should play in preparing deaf students for involvement in Deaf sport activities. The key points are:

- Despite advancements in areas like audiology, technology, and legislation that have improved opportunities for deaf people, many deaf individuals still face social isolation and barriers to full integration into hearing society. As a result, the Deaf community and Deaf sport activities play a vital role in providing social connections and a sense of belonging.

- Schools for deaf children need to acknowledge the social forces that lead deaf people to seek out Deaf sport opportunities. Exposing deaf students to the value of sports in the Deaf community can help prepare them for future involvement. 

- Deaf sport allows deaf people to organize and control their own cultural activities. It provides opportunities for leadership, empowerment and self-determination that are often lacking in other areas of deaf people's lives. 

- Studies have shown that many deaf children have lower levels of physical fitness compared to hearing peers. Schools should promote engagement in physical activity to improve fitness and motor skills so deaf students are prepared to participate in Deaf sports as adults.

- Social competency is enhanced through interaction with others who share common experiences and language. Contact with the Deaf community through sports can boost deaf children's self-esteem and social skills.

- Society has an obligation to involve deaf children in sports because it leads to healthier lifestyles. Schools should educate deaf students about the physical, social and psychological benefits of lifelong participation in Deaf sport activities.

In summary, the authors argue that schools play an essential role in connecting deaf children to Deaf sport opportunities, which provide crucial social connections, self-determination, and physical health benefits that can enhance their overall quality of life. Preparing deaf students for future involvement in the Deaf sport community should be prioritized.
## What is Deafhood
The PDF is an essay by Paddy Ladd titled "What Is Deafhood and Why Is It Important?" It provides an in-depth discussion of the concept of Deafhood, its historical roots, and its contemporary significance for Deaf communities. Here are the key points:

1. Ladd developed the term "Deafhood" to counter negative English terms used to describe Deaf people and assert a positive Deaf identity. The term aims to disrupt colonial discourses that have oppressed Deaf people.

2. Historical evidence from preoralist France in the early 19th century reveals seven principles of Deafhood embraced by Deaf leaders of the time, celebrating sign languages as a special gift, the global potential of Deaf people, their intentional creation by God/Nature, and their fundamental equality. 

3. Deaf cultures today still bear the imprint of over a century of damaging oralist "colonization". Certain negative cultural patterns, like excessive criticism, can be traced to this. Deafhood provides a lens to examine Deaf cultures and envision the full potential of the "Deaf self" beyond these limitations.

4. International sign provides a glimpse of a "larger Deafhood" by requiring visually clear communication transcending individual sign languages. This inspires a sense of global Deaf citizenship. 

5. Comparing American and British Deaf cultures reveals differing emphases in their "Deafhoods" - e.g. individual achievement vs community equality, beautiful signing vs political action. Understanding these variations can enrich Deaf identities.

6. Deafhood is not fixed but dynamic. Achieving the full potential of Deafhood has implications for Deaf-centered services, organizations, media and crucially - Deaf education. It also requires working through tensions with the hearing world in a constructive way.

7. In the face of genetic engineering threats, Deafhood provides an empowering philosophical and political framework to assert the value of Deaf lives and Deaf contributions to humanity. Realizing expansive visions of Deafhood is presented as vital for the very survival of Deaf people.

In summary, the essay argues that the concept of Deafhood, rooted in Deaf history yet evolving through critical reflection, provides an essential foundation for contemporary Deaf empowerment, identity, community development and resistance to oppression. It calls for embracing the highest aspirations of Deafhood to create positive change.
## Lidell
The PDF excerpt discusses indicating verbs in American Sign Language (ASL) and how the direction and movement of these verbs convey information about the entities involved in the action expressed by the verb.

Key points:
1. Transitive verbs with x->y forms are directed in space toward entities corresponding to both their trajectors (roughly equivalent to subjects) and landmarks (roughly equivalent to objects). The starting location and direction of the verb indicates the trajector, while the ending location and direction indicates the landmark.
2. Some verbs like SAY-NO-TO->y only indicate the landmark, not the trajector. The author argues this shows directionality is not grammatical agreement, counter to some previous analyses. 
3. Many verbs also have lexical forms with first person landmarks, like SAY-NO-TO-1, where the landmark has the property 'current signer'. These usually contact the body at a central location.
4. The author argues x->y, ->y, and -1 forms are distinct lexical entries, not variants of a single verb, based on the non-uniform existence of all three forms across different verbs.
5. Backward verbs like INVITE start movement identifying the landmark and end identifying the trajector, the reverse of regular indicating verbs. They seem to only have x<-y and <-y forms, lacking -1 forms.
6. Some verbs like HONOR require the face and eye gaze to point toward the landmark in addition to hand direction. 
7. Reciprocal verbs like INFORM[RECIP]x<->y express reciprocal action between two entities using symmetrical two-handed forms. The author argues these are lexical units, not simultaneous production of two opposite-directed signs.

In summary, the directionality of indicating verbs in ASL provides crucial information about the participants in the expressed action, but the forms available for specific verbs are lexically determined, not purely the result of grammatical processes. The complexity of the system is illustrated with numerous examples.