[fusion_builder_container hundred_percent="no" equal_height_columns="no" menu_anchor="" hide_on_mobile="small-visibility,medium-visibility,large-visibility" class="" id="" background_color="" background_image="" background_position="center center" background_repeat="no-repeat" fade="no" background_parallax="none" enable_mobile="no" parallax_speed="0.3" video_mp4="" video_webm="" video_ogv="" video_url="" video_aspect_ratio="16:9" video_loop="yes" video_mute="yes" video_preview_image="" border_size="" border_color="" border_style="solid" margin_top="" margin_bottom="" padding_top="" padding_right="" padding_bottom="" padding_left=""][fusion_builder_row][fusion_builder_column type="1_1" layout="1_1" spacing="" center_content="no" hover_type="none" link="" min_height="" hide_on_mobile="small-visibility,medium-visibility,large-visibility" class="" id="" background_color="" background_image="" background_position="left top" background_repeat="no-repeat" border_size="0" border_color="" border_style="solid" border_position="all" padding_top="" padding_right="" padding_bottom="" padding_left="" margin_top="" margin_bottom="" animation_type="" animation_direction="left" animation_speed="0.3" animation_offset="" last="no"][fusion_text columns="" column_min_width="" column_spacing="" rule_style="default" rule_size="" rule_color="" hide_on_mobile="small-visibility,medium-visibility,large-visibility" class="" id=""] In this video, Angela explains how the pupil works. This video is an opportunity to practice two skills: Practice 3 specific features of ASL ( ASL grammar , non-manual markers , and classifiers ) Practice how to identify features using Marty Taylor's book, Interpretation Skills; English to American Sign Language (find the link to where to buy the book here ) To begin identifying and incorporating these skills into your work, click on Step 1 toggle below. [/fusion_text][fusion_accordion type="" boxed_mode="" border_size="1" border_color="" background_color="" hover_color="" divider_line="" title_font_size="" icon_size="" icon_color="" icon_boxed_mode="" icon_box_color="" icon_alignment="" toggle_hover_accent_color="" hide_on_mobile="small-visibility,medium-visibility,large-visibility" class="" id=""][fusion_toggle title="Step 1: Preparation " open="no"] In preparation, watch these two videos on how the pupils dilate and how camera lenses work: [fusion_modal_text_link name="1" class="" id=""]How the Pupil Works[/fusion_modal_text_link] [fusion_modal_text_link name="2" class="" id=""]How Camera Lenses Work[/fusion_modal_text_link] Now, practice how you would sign the following: pupils dilating camera lenses zooming in/zooming out holding and handling a camera (adjusting lens, etc) [/fusion_toggle][fusion_toggle title="Step 2: Watch the Video " open="no"] Watch the video in its entirety for a basic understanding of the video. When finished, try explaining how the pupil works in ASL. https://youtu.be/WrIZkzRKwIw When you are finished, click on the features ( NMM , Classifiers , and Grammar ) below to identify examples of each feature throughout the video. [/fusion_toggle][fusion_toggle title="Feature #1: NonManual Markers " open="no"] NonManual Markers (NMM) Notice how Angela does the following: How does Angela show that she is in a dark room? How does Angela show that her eye pupils dilate? How does Angela show that pupils get smaller? How does Angela show that is it dark? How does Angela show that is is VERY dark? How does Angela show the drawing into the infrared? https://youtu.be/WrIZkzRKwIw Below, find the clips of Angela demonstrating these NMMs in her video (copy signing what you see is highly recommended): [fusion_modal_text_link name="3" class="" id=""] How does Angela show that she is in a dark room? [/fusion_modal_text_link] [fusion_modal_text_link name="4" class="" id=""] How does Angela show that her eye pupils dilate? [/fusion_modal_text_link] [fusion_modal_text_link name="5" class="" id=""] How does Angela show that pupils get smaller? [/fusion_modal_text_link] [fusion_modal_text_link name="6" class="" id=""] How does Angela show that is it dark? [/fusion_modal_text_link] [fusion_modal_text_link name="7" class="" id=""] How does Angela show that is is VERY dark? [/fusion_modal_text_link] [fusion_modal_text_link name="8" class="" id=""] How does Angela show the drawing into the infrared? [/fusion_modal_text_link] [/fusion_toggle][fusion_toggle title="Feature #2: Classifiers " open="no"] Classifiers Notice how Angela does the following: How does she show the eyes wanting more light? How does she show that the eye pupils get smaller? How does she show the camera lens adjusting? How does she show that the camera needs more light? How does she show the flash? How does she show the infrared camera? How does she explain that people can be seen moving or walking by in the dark through infrared? How does she indicate drawing into the infrared? https://youtu.be/WrIZkzRKwIw Below, find the clips of Angela demonstrating these classifiers in her video (copy signing what you see is highly recommended): [fusion_modal_text_link name="9" class="" id=""] What does she mean by waving both hands back and forth using both hands with CL- extended B? [/fusion_modal_text_link] [fusion_modal_text_link name="10" class="" id=""] How does she show that the eye pupils get smaller? [/fusion_modal_text_link] [fusion_modal_text_link name="11" class="" id=""] How does she show the camera lens adjusting? [/fusion_modal_text_link] [fusion_modal_text_link name="12" class="" id=""] How does she show that the camera needs more light? [/fusion_modal_text_link] [fusion_modal_text_link name="13" class="" id=""] How does she show the flash? [/fusion_modal_text_link] [fusion_modal_text_link name="14" class="" id=""] How does she show the infrared camera? [/fusion_modal_text_link] [fusion_modal_text_link name="15" class="" id=""] How does she explain that people can be seen moving or walking by in the dark through infrared? [/fusion_modal_text_link] [fusion_modal_text_link name="16" class="" id=""] How does she indicate drawing into the infrared? [/fusion_modal_text_link] [/fusion_toggle][fusion_toggle title="Feature #3: Grammar " open="no"] Grammar Notice how Angela does the following: How does she explain the reason why the eye needs light? What feature does she use when she squints her eyes and raises her eyebrows when she’s talking about the strong sun? What feature is ‘DO-DO’? What is she doing when she says ‘NOT NEED LIGHT’? What feature is ‘STILL LIGHT’? https://youtu.be/WrIZkzRKwIw Below, find the clips of Angela demonstrating these grammatical features in her video (copy signing what you see is highly recommended): [fusion_modal_text_link name="17" class="" id=""] How does she explain the reason why the eye needs light? [/fusion_modal_text_link] [fusion_modal_text_link name="18" class="" id=""] What feature does she use when she squints her eyes and raises her eyebrows when she’s talking about the strong sun? [/fusion_modal_text_link] [fusion_modal_text_link name="19" class="" id=""] What feature is ‘DO-DO’? [/fusion_modal_text_link] [fusion_modal_text_link name="20" class="" id=""] What is she doing when she says ‘NOT NEED LIGHT’? [/fusion_modal_text_link] [fusion_modal_text_link name="21" class="" id=""] What feature is ‘STILL LIGHT’? [/fusion_modal_text_link] [/fusion_toggle][fusion_toggle title="Retell/Record " open="no"] Now that you have identified and copy signed examples of the NMMs, classifiers, and grammatical features Angela used throughout her video, it's your turn! Find a recording device and record a retelling of "How the Pupil Works" in ASL, incorporating the features you just learned about. Compare your re-telling to the original video. [/fusion_toggle][/fusion_accordion][fusion_modal name="full" title="Complete Text" size="large" background="" border_color="" show_footer="yes" class="" id=""] Complete Text Video runs from 1:58 - 14:59[/fusion_modal][fusion_modal name="1" title="How the Pupil Works " size="large" background="" border_color="" show_footer="yes" class="" id=""] https://youtu.be/xaJW-LzVos8 Transcript: The pupil is a hole located in the centre of the iris of the eye allowing light to strike the retina. It appears black because light rays entering a pupil are absorbed by the tissues inside the eye. The iris controls the amount of light that enters the pupil by using special muscles constricting to decrease light and dilating to allow more in. This behavior explains why the pupil increases in size when it is subjected to dark environments and decreases in brighter ones. The normal pupil size ranges between 2.5 to 4.0 millimeters. However, it can approach a maximum size of 3 to 8 millimeters. The pupil plays a vital role in our ability to see behaving similarly to a camera's aperture - allowing images to be seen and captured. [/fusion_modal][fusion_modal name="2" title="How a Camera Lens Works " size="large" background="" border_color="" show_footer="yes" class="" id=""] https://youtu.be/EL9J3Km6wxI Transcript: If you look at a scene through a single lens, it appears upside down. Why is that? Lenses that are thicker at the middle are called convex lenses. These lenses cause parallel light rays to converge to a single point, called the focal point. When light rays pass through the lens they do not travel in straight lines, but rather bend slightly inward. This phenomenon is called refraction. When light rays pass through the lens they refract and converge to a single point to produce an image. Because the image passes through the lens to the opposite side, it is projected upside-down. This process alone however is not enough to produce a sharp image. This is because strictly speaking a spherical convex lens alone cannot cause light to converge to a single point. The focal point where light rays passing through the center of the lens converge differs slightly from the focal point where light rays passing through the edge of the lens converge. This is called spherical aberration. In addition color fringing may occur. This is called chromatic aberration. When light passes through a convex lens the focal point for red light, which has a long wavelength, is farther away from the lens than the focal point for blue light, which has a short wavelength. This causes colors to shift. As a result colors appear to bleed making light converge neatly to a single point. This requires technology since the direction in which spherical aberration occurs in a convex lens is opposite to a concave lens. Through a combination of two or more lenses, light rays can be made to converge to a single point. This is called aberration correction. Chromatic aberration can also be corrected by combining two lenses to achieve the most beautiful images possible. Actual camera lenses incorporate multiple individual lenses that correct focus and color bleeding. Lenses for single lens reflex cameras are made up of a large number of lenses. Each lens is responsible for such roles as adjusting color distortion and focus as well as changing the focal distance. Kennan takes pride in its diverse lens lineup- each model features technology designed to capture beautiful images. [/fusion_modal][fusion_modal name="3" title="NMM #1" size="large" background="" border_color="" show_footer="yes" class="" id=""] How does Angela show that she is in a dark room? Squinted Eyes (MT 4.13e NMMs, p. 129) (0:19-0:21) [/fusion_modal][fusion_modal name="4" title="NMM #2" size="large" background="" border_color="" show_footer="yes" class="" id=""] How does Angela show that her eye pupils dilate? Wide Eyes (MT 4.13e NMMs, p. 129) (0:23-0:26) [/fusion_modal][fusion_modal name="5" title="NMM #3" size="large" background="" border_color="" show_footer="yes" class="" id=""] How does Angela show that pupils get smaller? Squinted Eyes (MT 4.13e NMMs, p. 129) (0:36-0:40) [/fusion_modal][fusion_modal name="6" title="NMM #4" size="large" background="" border_color="" show_footer="yes" class="" id=""] How does Angela show that is it dark? Squinted Eyes (MT 4.13e NMMs, p. 129) (0:54-0:58) [/fusion_modal][fusion_modal name="7" title="NMM #5" size="large" background="" border_color="" show_footer="yes" class="" id=""] How does Angela show that is is VERY dark? Squinted eyes and clenched teeth (MT 4.13e NMMs, p. 129) (1:08-1:12) [/fusion_modal][fusion_modal name="8" title="NMM #6" size="large" background="" border_color="" show_footer="yes" class="" id=""] How does Angela show the drawing into the infrared? Partly squinted eyes and pursed lips (MT 4.13e NMMs, p. 129) (1:16-1:21) [/fusion_modal][fusion_modal name="9" title="Classifiers #1" size="large" background="" border_color="" show_footer="yes" class="" id=""] How does Angela show her pupils want more light? Waving both hands back and forth using both hands with CL- extended B (MT 4.5 BCL Classifiers/Constructed Action, p. 115; MT 6.4 Constructed Action, p.179) (0:25-0:31) [/fusion_modal][fusion_modal name="10" title="Classifiers #2" size="large" background="" border_color="" show_footer="yes" class="" id=""] How does she show that the eye pupils get smaller? Closing the CL-F (MT 4.5- Body/Body Part Classifiers, p.114) (0:35-0:38) [/fusion_modal][fusion_modal name="11" title="Classifiers #3" size="large" background="" border_color="" show_footer="yes" class="" id=""] How does she show the camera lens adjusting? Right hand, CL-S to C (MT 4.6- Instrument/Tool Classifiers, p.116) (0:50-0:54) [/fusion_modal][fusion_modal name="12" title="Classifiers #4" size="large" background="" border_color="" show_footer="yes" class="" id=""] How does she show that the camera needs more light? Waving right hand (MT 4.5 BCL Classifiers/Constructed Action, p. 115; MT 6.4 Constructed Action, p.179) (0:54-0:57) [/fusion_modal][fusion_modal name="13" title="Classifiers #5" size="large" background="" border_color="" show_footer="yes" class="" id=""] How does she show the flash? Right hand, CL-flat O, then open 5, then back to flat O (MT 4.8 Element Classifiers, p. 118) (1:00-1:04) [/fusion_modal][fusion_modal name="14" title="Classifiers #6" size="large" background="" border_color="" show_footer="yes" class="" id=""] How does she show the infrared camera? Both hands, CL-C (MT 4.2- Semantic Classifiers, p. 110) (1:05-1:10) [/fusion_modal][fusion_modal name="15" title="Classifiers #7" size="large" background="" border_color="" show_footer="yes" class="" id=""] How does she explain that people can be seen moving or walking by in the dark through infrared? Using both hands, CL-1, crossing back and forth (MT 4.2- Semantic Classifiers, p. 110) (1:10-1:15) [/fusion_modal][fusion_modal name="16" title="Classifiers #8" size="large" background="" border_color="" show_footer="yes" class="" id=""] How does she indicate drawing into the infrared? Both hands, CL- contracted 5/claw (MT 4.6- Instrument/Tool Classifiers, p.116) (1:16-1:20) [/fusion_modal][fusion_modal name="17" title="Grammar #1" size="large" background="" border_color="" show_footer="yes" class="" id=""] How does she explain the reason why the eye needs light? Uses rhetorical question- WHY (MT 6.3 ASL Structures/Rhetorical Questions, p. 168) (0:24-0:27) [/fusion_modal][fusion_modal name="18" title="Grammar #2" size="large" background="" border_color="" show_footer="yes" class="" id=""] What feature does she use when she squints her eyes and raises her eyebrows when she’s talking about the strong sun? Conditional statement (MT 6.2 ASL Structures/Conditional Statements, p. 164) (0:30-0:36) [/fusion_modal][fusion_modal name="19" title="Grammar #3" size="large" background="" border_color="" show_footer="yes" class="" id=""] What feature is ‘DO-DO’? Rhetorical question (MT 6.3 ASL Structures/Rhetorical Questions, p. 168) (0:35-0:39) [/fusion_modal][fusion_modal name="20" title="Grammar #4" size="large" background="" border_color="" show_footer="yes" class="" id=""] What is she doing when she says ‘NOT NEED LIGHT’? Role shifting MT 6.4 Constructed Action, p.179) (0:38-0:40) [/fusion_modal][fusion_modal name="21" title="Grammar #5" size="large" background="" border_color="" show_footer="yes" class="" id=""] What feature is ‘STILL LIGHT’? Conditional statement (MT 6.2 ASL Structures/Conditional Statements, p. 164) (0:40-0:45) [/fusion_modal][fusion_modal name="22" title="Go to Preparation " size="large" background="" border_color="" show_footer="yes" class="" id=""] Click on Step 1: Preparation to get started! [/fusion_modal][/fusion_builder_column][/fusion_builder_row][/fusion_builder_container]

Resource Library Archives | Graduation to Certification

How the Pupil Works

In this video, Angela explains how the pupil works. This video is an opportunity to practice two skills:

Practice 3 specific features of ASL (ASL grammar, non-manual markers, and classifiers)
Practice how to identify features using Marty Taylor’s book, Interpretation Skills; English to American Sign Language (find the link to where to buy the book here)

Jamie Schumacher2019-12-03T08:36:44-06:00November 30th, 2019|

Facebook Group for CDIs

One of the aspects of the Graduation to Certification program is fostering a community of practice. For Deaf Interpreters, one opportunity for such a community of practice is a Facebook group related to CDIs and Deaf interpreting.

If you are looking for more resources on Deaf interpreting than you find here […]

CATIE Center2019-11-19T09:42:03-06:00November 19th, 2019|

Moving On: Shareable GTC Resources

Photo of drop in water with ripple with the words Moving On In June of 2019, the CATIE Center hosted an online course for interpreter educators to introduce a number of our free and shareable resources from the Graduation to Certification program. We are making that course available as an archive for free access.

You can see resources on:

The science […]

CATIE Center2019-10-29T09:31:05-06:00October 29th, 2019|

Free Body Language Course on the Digestive System

Screen shot of home page for module - with images of healthcare lattice, stomach, colon, and digestive system Body language is a critical skill when it comes to communicating in almost any language. For novice interpreters, the CATIE Center is excited to offer a GTC Journey Track version of a course designed for you to take your skills to the […]

CATIE Center2019-10-25T13:23:17-06:00October 25th, 2019|

A Talk About Fly Fishing

In this video, Bob Johnson explains about how art, technology, and natural history are combined in his favorite avocation, fly fishing.

To begin, click on Step 1 toggle below.

This video […]

CATIE Center2019-10-03T13:04:06-06:00September 30th, 2019|

Fingerspelled Word Recognition for Interpreters – 1995

This video was originally created through the Department of Linguistics and Interpreting at Gallaudet University. “Interpreter Training for Deaf Individuals” CFDA. 84.160A, U.S. Department of Education, Rehabilitation Services Administration. The CATIE Center is grateful to Dr. Carol Patrie for making it available for inclusion in the GTC Resource Library.