Back From the Dead

By BitcoDavid

Well, I’m back. For the past 2 weeks or so, I’ve been in Dante’s 9th circle of network upgrades. We now have a full terabyte – 4 processor hive for editing videos, and a domain controller running our 10 pcs in Active directory. I finally have my own registered domain name – BitcoDavid.com.

So we’ll be able to produce higher quality videos at a much faster rate, provide scripted hosting for files and applets that can’t be hosted on WordPress, run chats and online events and provide direct Internet access to large private files.

Anyway, I’m very sorry for the long hiatus in posting. A lot has been going on in the worlds of both the Deaf and the incarcerated, and now that all the hardware is back up to snuff, we’ll be renewing our commitment to regular posting and to providing our readers with up to the minute and original content.

In the meantime, Here’s Jimmy Kimmel‘s translation of what Thamsanqa Jantjie was really saying at Mandela’s funeral, and SNL’s take on the story as well.

***

More posts to come. It’s good to be back.

BitcoDavid is a blogger and a blog site consultant. In former lives, he was an audio engineer, a videographer, a teacher – even a cab driver. He is an avid health and fitness enthusiast and a Pro/Am boxer. He has spent years working with diet and exercise to combat obesity and obesity related illness.

A Basic First-aid Class for Deaf Adults

By Joanne Greenberg

[Editor's note: This piece was originally written by Ms. Greenberg several years ago, so many of the time and date references may no longer be accurate. -- BitcoDavid]

Resusci_Annie photo courtesy of Wikipedia

Resusci_Annie photo courtesy of Wikipedia

The idea for the class came serendipitously. I was taking advanced first-aid and I mentioned to the Chief Instructor, that because there were a fair number of Deaf people in the Denver area, perhaps the class should learn some simple signs and the manual alphabet. I find Sign useful as an alternative means of communication when ordinary speech is impractical. The Instructor, being enterprising and adaptable, allowed me to do this. After the course was over, four of the instructors and one other student asked me if I would teach them basic Sign.

During those sessions we began to talk about the isolation that deafness imposes. The pre-lingual Deaf are often unable to get the simple life information that the Hearing learn informally from people around them. They are often further handicapped by reading problems and poor education. As these ideas were better understood, the instructors agreed that Deaf adults would be prime candidates for the Basic first-aid course.

I happened to know of an Adult Education class for the Deaf, and the co-leaders of this class, were delighted when I mentioned the possibility of a first-aid class to them. The class was taught in the basement of a church in downtown Denver. Its funding was partly private and partly state, and because it was both experimental and independent, we were encouraged to proceed at our own pace.

We began by having a simple social meeting with the class. The instructors’ Sign was still rudimentary, but it was important for the Deaf students to know that although there would be one or more interpreters for all classes, the instructors had taken the time and showed and interest in communicating with them directly. We have come to believe that this is a key point in the success of a first-aid program, that the instructors be well trained in all levels of first-aid instruction and also have at least fundamental command of Sign language. Sign helps break the reserve of the Deaf student and helps the instructor over any feeling of strangeness in working with all levels of Deaf people.

Formal sessions started with about 12 students, which soon dropped to 10. Their reading level ranged from about third grade to the post-graduate level and verbal skills had about the same spread. In addition we had an elderly woman who was so physically reserved the she was unwilling to sit on the floor during the first sessions and a middle-aged Black man who told us privately that he could never bring himself to have any physical contact with White people, especially women, due to the fear ingrained in him in his childhood. We also had two Hearing High School students, a boy and a girl.

The first classes were the hardest. We found we were going too slowly, teaching too much from the book. We were, in short, underestimating the intelligence of our students – confusing low language ability with low interest and competence. We soon began to feature practical demonstrations and to replace complicated explanations with role-playing. Our chief interpreter was intuitively alert to this and often gave up formal Sign for mime when the need arose. We divided the students into groups whenever we could and their competence with each other opened the way for them to demonstrate lifesaving methods on us. We faced the problems of shyness and race directly and frankly. In lifesaving situations, reticence and race have no place.

It soon became evident that more content was needed in the course and one of the instructors brought a Resusci Annie to class and gave everyone training in artificial respiration. The instructors and interpreters discussed this decision, like all others. We met at a local place for supper before each class and besides being pleasant; it was a good way of getting everyone’s views and feelings on decisions to be made and the progress of the class.

Most Deaf people depend on getting by with minimal understanding. Often they will respond to what they think we want, saying yes, yes, I understand, when they don’t understand at all. Some have grown up under the stigma, wrongly applied, of retardation, and will go to any lengths not to appear slow or stupid. Our greatest enemy in this class was phony acquiescence, and our pre-class talks allowed each of us to tell whether we had noticed any signs of misunderstanding of the body language that indicates pulling away, resentment, confusion or disapproval.

A paradox developed. We knew that we had been moving too slowly for these interested people and we began to speed up. (The class had stared on April 24 and we were halfway through May with only a fourth of the course finished.) On the other hand it was apparent that years of personal experience and a wealth of misinformation and old wives’ tales would have to be ventilated and put to rest before new learning could take place successfully. Because of the communication problem, the Deaf are keepers, storers of experience. The unexplained phenomenon, the misunderstood illness may be kept waiting for 25 years before someone comes who has the time and knowledge to listen and perhaps interpret correctly. We were slowed therefore, by the weight of the Deaf students’ pasts. (And, of course, butter on all burns – that’s what Mom did. The Deaf are nothing if not observant. In passing, it should be noted that one of the truest proofs of real learning I saw during the course was that one of the problems on the final was a 2nd and 3rd degree burn. We had butter, grease and margarine all over the place, and no one used any.)

Deviant Art - Alice of Spades (Don't worry, it's make up)

Deviant Art – Alice of Spades (Don’t worry, it’s make up)

Our strengths and weaknesses were becoming clearer to us with the passing of time. We had started speeding up the rate of instruction; we were relying almost entirely on Sign and demonstration. We were communicating without preaching, that first-aid can be done by Deaf people on other Deaf, or by Deaf people on Hearing, and that empathy and competence were the keys to success. One Deaf person described our sign as “groping, slow, clumsy and understood.” Our students understood and liked us.

The two Hearing students did not work well with the class. They seemed to feel themselves above the Deaf students and were self-conscious about role-playing. Whether this was Hearing or Adolescence we did not know, but they often made the class self-conscious and we all agreed that we would never again mix Deaf and Hearing students. Ultimately, they were the only ones to flunk the course.

Another misjudgment was our lack of a firm stand on attendance. Since the class was experimental, we started out by following the Teacher’s manual. The Basic course is supposed to be self-teaching; instead we had to resort to the lecture-discussion format. Usually, the reasons for missing class were good, but the effect on the teachers was demoralizing, since some of the students had shown very little retention of printed material that was not reinforced by discussion and practice.

Would you believe you can buy phony wound appliques on the Web?

Would you believe you can buy phony wound appliques on the Web? (Riseagainthenovel.com)

On June 30th we gave our final. We had tried written tests and found that 2 of our best students were failing, not because they did not know the material, but because their reading and writing skills were being tested and not their knowledge of first-aid. We met in the middle of June to plan a rigorous series of 6 accidents. Each accident had a victim, 2 first-aid practitioners an interpreter and an evaluator – unless the evaluator’s Sign skills were good enough to allow her to combine the functions. The victims were purposely both Deaf and Hearing, and some were complete strangers who had never worked with Deaf people before. We made sure more than one of the victims was a White woman.

The problems were: heart attack, open fracture of the jaw, second and third degree burns of the arm, Annie in asphyxiation, a suicide attempt using drugs, a fall from a ladder, shock and a fractured leg. Props and moulages were used and the blood flowed like wine, but no special allowances were made for physical reticence or the problems of inability to communicate with the Hearing. The students were forced to make Hearing strangers understand their intentions by whatever means were at their command. In this, they were remarkably successful.

We had often spoken of two pars of our goal for the class. First, that we might begin to train Deaf adults in first-aid skills and safety-consciousness, second, that we might be able to find and train a small cops of Deaf instructors who would be able to train other Deaf people, with more punch, wit and relevance the new could ever bring to such a course. We have proven that the first is not only possible, but practical and pleasurable for both students and instructors. We are now looking forward to accomplishing the second goal, using the top students of our first class as potential instructors. Training will begin this fall.

Throughout this account, I have tried to give a feeling of what we learned, good and bad, in our class. There are a few other recommendations we could give to Hearing first-aid people who want to teach the Deaf of varied reading levels. The point about instructors learning Sign has been made before, but is important enough to be repeated. Instructors should be prepared for surprises, good and bad, and they need to understand some of the dynamics of Deafness. Group teaching and continuous feedback assure that automatic answers won’t be taken for real learning.

Instructors will have to train themselves not to hear the extraneous harsh sounds made by some Deaf people. Some will have very poor speech, which may be incomprehensible as well as unpleasant. Sign is a further help there. Finally, fancy-pants interpreters or instructors are not good for work with low verbal Deaf people. Esophagus sounds scientific, but throat is the word that will be understood, and while myocardial infarction may be mentioned, heart attack is the phrase that has meaning. Signing instructors will know when the interpreter is speaking simply. If and instructor needs to know where to get an interpreter, she might go to the state school for the Deaf, and ask for the name of a solid no-frills Signer.

I have talked about work and problems. I have not talked about the pleasure of communicating with people starving to death for communication, o the joy of helping to heal decades-old wounds made by isolation. In the first-aid manual, it speaks of “promotion of confidence by demonstration of competence,” For the Deaf, that confidence is a prize above rubies.

Joanne Greenberg was born in 1932, in Brooklyn, NY. She was educated at American University and received and honorary Doctorate from Gallaudet University – the world’s only college for the Deaf. She has written 2 books on the subject and has spent decades working with state mental hospitals for appropriate care for the mentally ill Deaf.

What does placing your signature on the Miranda Waiver Really Mean?

By Jean F. Andrews

Jean F. Andrews is a Reading Specialist and Professor of Deaf Studies/Deaf Education at Lamar University.

Deaf suspects are asked routinely to sign the Miranda Warning Waiver affirming they waive their rights. What does this mean? For the police and detectives this means that the deaf person understands the six statements of the Miranda and read it with comprehension. When they sign their name on the waiver, this means they waive their rights to remain silent, seek an attorney before questioning and so on.

However, the deaf person may sign their name and have a different view. A deaf defendant who may read at the third grade or below may not be able to read the Miranda. They may put their signature on the document simply to appear cooperative.

How can the detective determine if the deaf person understands the Miranda Warning? One way is to have a sign language interpreter present.

This rarely happens. Typically, police and detectives rely on written communication and lipreading which are rarely effective for deaf defendants whose primary language is American Sign Language (ASL).

Two viewpoints–one from the detective or police and one from the deaf defendants.

The police and detectives run the risk of having their interrogation and confessions of the defendant thrown out of court or suppressed if they fail to provide for a sign language interpreter. This is not only Federal law but is found in many state statutes as well.
What is the answer?
More education for detectives and police about the difficulties deaf adults have in comprehending the Miranda and the ensuring of providing deaf defendants with sign language interpreters.

[Editor's note: Recent changes by the Supreme Court involving the Miranda warning are worth noting. On June 1, the U.S. Supreme Court ruled in a 5-4 decision to alter the familiar Miranda warning, adding a stipulation that requires suspects to outright state to investigators their desire to remain silent, in the same way they must specifically ask for an attorney. For more on this critical change to your legal rights, go here: http://www.mlive.com/news/bay-city/index.ssf/2010/08/local_attorneys_police_weigh_i.html or here: http://www.supremecourt.gov/opinions/09pdf/08-1470.pdf]

This is Actually Pretty Funny

I got it from Deaf News Today. It’s captioned, so everybody should be able to appreciate it.

Enjoy!

 

Not Providing Interpreters for Deaf Persons Can Result in Tragedy as Loss of Life as Well as Be Costly for Jail Systems

Shawn Francisco Vigil, died in prison. He was not provided an interpreter during the medical/psychological intake process, was placed in isolation and committed suicide.

Below, the link to the Denver Post‘s coverage:
http://www.denverpost.com/breakingnews/ci_21565502/denver-settles-city-deaf-man-who-died-jail

Jail officials had housed Vigil in a special unit away from the general population and failed to do any “meaningful analysis of whether he posed a substantial danger to himself,” according to the lawsuit that was filed by Debbie Ulibarri, Vigil’s mother.

In recognition of their negligence, Denver has agreed to pay a settlement to Ulibarri’s family in the amount of $695,000.

The suit alleged the city did not adequately train staff, didn’t have proper accommodations for hearing impaired inmates, failed to provide a sign language interpreter and did not screen the inmate for mental health concerns.

You Learn Lessons in Some Strange Places

I was at my endocrinologist‘s clinic this morning – wowing him with my stellar

Speak Out: Sign language interpretation

Speak Out: Sign language interpretation (Photo credit: Grant Neufeld)

physicality – when an interesting exchange took place. It appears, that his patient immediately after me, required an interpreter. “Sign language?” I asked, obsessive individual that I’m known to be. “Nope, Spanish,” he said. “Problem is, they won’t wait – they’re such prima donnas,” he lamented.

He went on to tell me that that the interpreters and translators, employed by the hospital will stay as long as necessary when they’re actually doing their job, but they will only spend 15 minutes in the waiting room. “Then, they just up and split. They don’t care that we may have a problem case that’s holding up everybody else. They don’t get how hard it is, being a doctor, I guess.”

“No,” says I. “That’s not it at all. It’s the hospital itself. The bean counters upstairs feel that if an interpreter is sitting on her fundament in the waiting room, she’s not earning her pay. I’ll bet you anything they’re told they won’t be paid for time not actually interpreting.”

I went to the U.S. Department of Labor site, and found this link:

http://www.bls.gov/ooh/Media-and-Communication/Interpreters-and-translators.htm

English: pictures of 2 sign language interpret...

Two sign language interpreters working together as a team for a student association meeting. (Photo credit: Wikipedia)

 

 

 

Inmate Letter from Montana – 2nd in HEARD series

Here’s the link to the PDF of this second inmate letter, courtesy of HEARD.

HEARD Montana Inmate Letter

Related Stories

Montana State Prison: Female Guards Fired for Sexual Misconduct

 

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