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278 Cards in this Set
- Front
- Back
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Howie Seago
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-wasn't taught asl as child .. learned it in school
--advocates early exposure to asl ACTED IN: -1st episode of star trek -Happy Hand Tale -Rainbow's End -Nat'l Deaf Theatre |
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Thomas Coughlin
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-1st deaf priest (N.America)
-went to Rochester School for Deaf -Started "MARK 7" camp -grew up in deaf family (community) -believe deaf people need to be OPEN |
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Paul Johnston
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DEAF TEACHER
-taught fine arts to hearing -wanted to teach art history alongside deaf culture (got pHD @ Penn State) |
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Dennis Schenemauer
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-went to residential school
-went to Seattle Community College (instead of Gallaudet) -assoc. degree in Accounting -BA in Liberal Arts -Used interpreters -Taught Chimp Washo (asl) -death due to Aids |
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MJ bienvenue
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-born deaf in deaf fam
-went to deaf residential school ---that switched to Rochester Method -relay interpreter -TAUGHT ASL TO HEARING -started the "BI-CULTURAL CENTER" |
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started bi-cultural center
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MJ Bienvenue
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taught Chimp Washo
passed away due to aids |
Dennis Schenemauer
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Taught hearing fine arts students
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Paul Johnston
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1st deaf preist
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Thomas Coughlin
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went to rochester school for deaf
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Thomas Coughlin
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started "MARK 7"
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Thomas Coughlin
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deaf people need to be OPEN
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Thomas Coughlin
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actor (star wars, happy hand tale, rainbow's end, NAT'L DEAF THEATRE)
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Howie Seago
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wasn't taught asl as child - learned in school
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howie seago
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advocates early exposure to ASL
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howie seago
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determined to teach art history alongside deaf culture
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Paul Johnston
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went to Penn State
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Paul Johnston
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lived in residential school
then went to Seattle Community COllege instead of Gallaudet |
Dennis Schemenauer
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assoc degree in accounting/
BA in liberal arts |
Dennis Schemenauer
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used interpreters
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Dennis Schemenauer
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taught ASL to hearing kids
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MJ Bienvenue
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Non Manual Signs (NMS)
4 types: |
1. eyebrow movement
2. eyes (gaze & blinking) 3. employment of cheeks 4. Mouthing |
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Mouthing's importance
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impacts the meaning of signs just as pitch of voice impacts meaning of words
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4 Functions of NMS
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1. reflects emotional state
2. constructed action (ie classifiers) 3. conversation regulator 4. grammatical markers |
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Two Specific Functions of Mouthing
(NMS) |
1. LEXICAL :
linked to particular asl sign ... other signs can't be substituted 2. MODIFER: change / add meaning to ANY sign |
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PAH
nms |
*FINALLY*
lexical [finally signed = pters flip away from head 1x... similar to 'success'" |
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AFF
nms |
*NEED* / *Have to*
lexical I **have to go** to my friend's apartment |
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SAM
nms |
*SAME*
lexical |
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FISH
nms |
*FINISH*
lexical "i am done studying for the test" |
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GAGA
nms |
DRINKING LIQUID
lexical 'the girl can drink *SO MUCH*" |
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WHOP
nms |
I wooped the test
lexical |
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nms for skinny
(modifier) |
oo
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small medium large
nms |
modifiers
oo mm cha |
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cs
nms |
close in proximity
modifier |
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*****
pt to head then down to husband |
beleif
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hit pter with palm side of fist
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fool you
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hit pter w back of fist
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impact
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"i" circle under palm
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inferior
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hand to pointer (no fist)
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surround
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P's on top of eachother -- move like 'make'
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producer
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c circle to chest
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character
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tap thumbs of 5's alt on chest
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hollywood
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pters flip out 2x from head
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acheivment
success accomplish |
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fist move up on bottom of arm
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foundation
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palms together switch locations (one now up other now down)
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become
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fist --> hand hit pointer
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expose
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c's back and forth in front of you
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communication
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2hands "m" xanthrow
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museum
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r circle at head
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realize
(also = reason) |
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c circle pointer
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culture
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L-A
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louisiana
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pull hand off side of palm
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skills
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g circle to palm
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graduate
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rt palm hit down past lft palm
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humility
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l's out to s's
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linguistics
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4 at side of stomach
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gutsy
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5's at face alt
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embarassed
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claw to fist in front of chin
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fond
caring |
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v behind shoulder
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memories
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thumb on palm move forward
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impress
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hand next to head - out twice / tongue out
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pretend
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10's both up chest
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live / life
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not + same as
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uncommon
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10 circle to back of hand
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establish
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5 fingertips brush past eachother
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ANYWAY
gray whatever no matter |
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p circle to back of hand
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principal
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wipe forhead --> 10
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because
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people + same as
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peers
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hit hand then throw hand up next to face
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calling on by god
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pter to head then move toward lft pter
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goal
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hand brought toward you
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welcome
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k brush past left palm + residential
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kendall school
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f's at bottom -- circle up and meet
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important
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1-2 + l's to s's
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bi-lingual
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small 4 finger move at eachtoehr
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battle
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rt tips flip off left palm
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rejected
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t-->l twisting hands
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translate
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d's back and forth in front of you + er
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director
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rt hand go under left (both palms down)
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fax
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work work work
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grueling
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pters face eachother and circle
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struggle
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h up and down
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history
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palms face down move up and down
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subservient
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fists out to c's then back to clasp
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dissilusionment
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s's move down 2x
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potential
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p move up down both sides of palm
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program
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h-c
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handicapped
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1-2 + c around pter
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bi-cultural
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r xanthrow + m's in "way"
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rochester method
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hit tips of rt on left palm repeatedly
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encore
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bird beak over eye 1x
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gallaudet
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mid fingers both snap / or flip out
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fluent
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bent palms together - move apart
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seperate
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10 up arm then palm back down arm
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everything
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side palm up arm in disjointed motion
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improve
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palms face out push out 2x
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wonderful
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x xanthrow
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texas
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r's brush past eachother
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relatives
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make "street" with two hands
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way
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10 thumbs alt hit chest + er
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actor
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hand circles to --> "IN"
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involve
include |
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2hands f's both move down
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decide
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f's start apart and come to link together
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connect
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mid fingers alt on chest
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excited
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c's palms up flip down
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chance
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pt to head + c palms up and flip down
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compromise
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fists -> palms facing down
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drop out
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palm pushes down fist
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opressed
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palms down move both toward you and close
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accept
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o-> p's flip out
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opportunities
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h make cross on head
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catholic
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mid finger on chin flip out
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lucky
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fist to open going up chest
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inspire
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mid finger grab side of palm and out
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talent
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a circle to chest
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attitude
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2hands -- 5's next to head move out 2x
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creative
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hand make arc
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rainbow
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s down palm (toward you)
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script
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v @ eyes -- and down hitting and past up leeft palm
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outlook
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rub palms together
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motivate
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l's hit eachother 2x
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(ie 'right' 2x)
-- PROPERLY |
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mid finger up mid chest (small) once + same as
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(ie feel+same)
EMULATE |
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find
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discover
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2hands--- e forward to d
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educational
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p up and down in front of forehead
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philosophy
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fist at chest out to open palm
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express
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circle palm landing tips on lft palm
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center
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VAL
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valedictorian
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rt grab left tips move foreward 2x
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leadership
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tears + baby
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cry baby
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pinkies of rt palm slide along thumb of lft palm
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major
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flat 'o' to open o on chest
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self esteem
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pt to head + strong
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= confidence
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schoool + area
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campus
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center + west
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mid west
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rt open to bent 5 over past left fist
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influence
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tap fingers of v on back of left fist
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save
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h circle to back of fist
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national
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bent v move up and zigzag
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touring
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10s follow eachother
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pursue
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pt to chin(no face)
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disappoint
(w/face = bitter) |
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d circle + l circle
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deans list
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pt to head + slow
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mentally slow
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pters make "path"
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while
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h flips onto other h
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gain
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s's palms face you near eachother - both flip out
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safe
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bent v circles mouth + p up and down both sides of palm
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oral program
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twirl pters + grab left fist shake
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signed english
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book in circle
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bookworm
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c go out over fist
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forced
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side of rt palm down lft palm + day
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someday
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hand grab cheek 2x
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experience
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game 1x
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challenge
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s-f
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sanfrancisco
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s down arm
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stage
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5's at sides like making belly
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encourage
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pt to head then 2 f's both move down
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determination
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fists away from eachtoher to 5's
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illuminates
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grab both tips of left hand's v
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whether
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5 past 5 both palms face you
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absence
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i hand's thumb side hits lft palm
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identity
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b's palms down swing back and forth
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behavior
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2 hands move in toward eachother
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introduce
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r circle to palm then m slide past palm
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role model
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"make"
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create
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b-r
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baton rouge
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city wiht twist
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community
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5's palm down move toward you to claw
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auditorium
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thumb side of rt palm up left palm
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development
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L flip out from nose
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latin
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r hit palm 2x (one at top one at bottom)
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rules
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same as
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similarities
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claws at shoulders to fists
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brave
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cl_b
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clubs
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old + thumb up
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oldest
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p swing over lft arm
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poems
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claws palms face down move back and forth together
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perform
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k's hit eachother slightly
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figures
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story + book
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story book
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f's grab eachother sliding past eachother
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message
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f's move out - reiterate
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perfect
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university with an "S"
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seminary
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f's together move away from eachother
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degree
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p circle to cest
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personal
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f's circle around eachother
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insetad
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v back and forth in front of lips
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read lips
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g brush neck 2x + f tap down 2x
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deacon
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f's alt move back and forth in front of you
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describe (=explain)
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name 1x
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mentioned
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10 go down other 10 then up into "1"
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everyone
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baby + hit k's
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nursery
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not + palm brush top of fist toward you
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(not enough)
inadequate |
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bent palm tap 2x
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remind
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rt move away from 'close' positiion with left
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from that point on
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hug but arms not crossed
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army
military |
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plane 2x + er
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pilot
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w circle from shoulder
s hit palm like lawyer university |
washington state university
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shake s out to 5
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shakespear
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go 2x
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attend
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wrong 2x (no eyebrows)
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mistakes
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v's back and forth in front of eyes
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visible
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h move rt h
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hard of hearing
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tap c on neck 2x
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marines
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wiggle rock under nose
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kids
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twist pters 2x
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injury
(hurt = 1x) |
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4 from head up
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invent
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5 wave 2x next to head
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speech
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h down palm
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label
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pring pter to other pter
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until
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'no' on hips
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navy
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claws move together to fists
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abbreviated
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alarm but palm face up
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discuss
/ argue (with expression) |
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palms face eachtoehr both move rt at same time 1x
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plan
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palms face eachtoehr both move rt at same time twice // circular
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prepare
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l spin to chest
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loyal
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p spin and land on side forehead
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political
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s palm face you -- flip out so palm face out
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revolution
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tap thumb of a 2x on mouth
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secret
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rub thumb of a down mouth 2x
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bear with me
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wiggle fingers
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fingerspell
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a - f + plane
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airforce
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c face out -- tap mid of c with side of rt palm
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psychology
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c face in =- tap mid of c wiht side of rt palm
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annoy
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pters both flip down toward eachother
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happen
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true + work
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true business
(it really happened) |
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happen + impact
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happen hit
(an event occuring) |
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do what in circle
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what are you doing
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whats up
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whats up
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h hit nose 2x + zero
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funny zero
its not a laughing matter |
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pter touch forehead, me, 0
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think me nothing
--(how dare you belittle me) |
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think + easy+ you
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used as a challenge
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claw --> fist under chin(at neck)
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yewed
eating humble pie |
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v on side palm wiggle
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im' no the fence
(i'm undecided) |
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mind + frozen me
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i can't think
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mind + stunned me
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i'm dumbfounded
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argue + worthless
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you're wasting your time arguing
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imagination too much you
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your letting your imagination run away with you
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imagination wow you
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you're imagining too much
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like zero me
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i dont like that at all
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interest zero me
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i'm not interested at all
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second you me
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i agree wwith you 100%
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look at me finish
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stop staring at me
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pity zero
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i have no pity
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money comfy you
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you're well-off financially
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me bawl out
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i blasted them
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eager zero me
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i'm not enthusiastic at all
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wide awake all night me
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couldn't sleep a wink last night
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bawl him out - worth nothing
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no use to bawl him out, he wont learn
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mid finger across forehead
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draw blank
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basic role shift sequence
*hit or miss object* |
1. tell where you and other person are located
(ie position&distance) 2. name the object 3. tell how object is passed between the two people 4. tell the outcome (catches object drops is hit by see object just in time is nearly hit by object) |
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basic role shift sequence
*oops* |
1. tell where you and other person are located
(ie position&distance) 2. tell what the person is doing 3. tell how the liquid is passed between the two people 4. describe the result and the person's reactionm |
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basic role shift sequence
*how did it happen* |
1. describe the kind of barrier/ surface (LCL)
2. describe the fall (SCL:V + reaction) 3. describe the result of the fall / & or comment on accident |
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role shift
INITIATOR's View |
1. tell where the other person is (receiver)
2. tell how you touched the other person 3. role shift ot the receiver to complete the action |
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role shift
RECEIVER's View |
1. tell wehere other person is (initiator) and how they approached u
2. tell how they touched you (while still maintaining receiver's pt of view) 3. indicate YOUR reaction |
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3 variations of INIATOR"S view role shift
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1. use corresponding gesture
2. show receiver's response 3. show receiver's change in position |
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role shift: initiator view--
Using Corresponding Gesture |
1. tell where receiver is
2. tell how you touched them 3. use corresponding gesture (IE role shift to receiver and use gesture in reaction to touch) |
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role shift: initiator view--
Show Receiver's Response |
1. tell where reciever is
2. tell how you touched them 3. show receivers response (don't role shift ... just indicate the receiver turned and looked at your and indicate their reaction in your face) |
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role shift: initiator view--
Show REceiver's change in position |
1. tell where receiver is
2. tell how you touched them 3. show receiver's change in position (don't role shift -- just use SCL:V to show change in position) [[SCL:V= semantic classifier.. showing motion]] |
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telling narrative
(sequence) |
1. introduction (CONTEXT)
-describe enviro or people -relationship of people -time / place 2. BODY -describe situation leading to incident --elaborate on thoughts / reactions / feelings -tell what happened --for incident: use role shift sequence --- time reactions to coincide with action --use transition --tell results 3. CONCLUSION --frame the story -- include ONE of these: *what person thought / learned / resolved never to do again *what happened afterward *a general comment about the story itself ("interesting") |
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ICL
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instrument classifiers
show how a person handles an object (normally used with role shift) ie *pass flowers *receive flowers (how somehting held / given / received) *toss *catch (the size and shape of ball.. .and with role shift, how ball is tossed and caught ***ESP want to use if your story involves a mishap with an object |
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ECL
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element classifiers
represent movements of elements (air smoke water rain fire light) IE *liquid splashed *liquid squirted ***ESP want to use if your story involves a mishap involving liquids (use ECL to show where liquid ccame from and (role shift to show:)where it landed |
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LCL
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locative classifiers
tells location of object and/or its relative movement **the description of movement usually accompanied by facial expressions to show distance / or speed of movement (fast = oo + squinted eyes) **can be used to represent barriers (ie refer to shape and location of object that causes someone to trip / fall "C" hand palm down represents a BULKY object B hand palm down represents a flat object 1 hand with palm down represents a long / thin object |
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SCL
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semantic classifier
describe wehre person is located.. where they moved.. and/or how they moved *with facial expressions* a "vertical 1" handshape illustrates how person approaches / leaves a scene "V" handshape used to show the person's position (sitting /standing / lying) **used to describe falls---- tells if fall is forward or backward **FACIAL EXPRESSIONS ACCOMPANING SCLS**: -"ahh" indicates person is airborne or falling -"pow" used for both obejcts and people when there is an IMPACT |
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BCLs
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body classifiers
show's a person's actions ((show how a person moves his arms / shoulders /head)) *ALWAYS used with role shift --- theupper part of your body only -- enacts the verb of the sentance ... ie putting hands on hips / hitting head in frustration |
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BPCLs
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body PART classifiers
represent specific parts of the body in action (ie actions of the legs and feet using your hands) BPCL handshape "X": -show action of legs (run/jump/crossing legs) (use facial expressions to show how they did action.. ie easily/in panic..) BPCL handshape "B": -represents feet and toes (actions like tapping floow / wiggling toes |
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describing an injury
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modify the sign to show where the injury is located
-"cut" -"puncture" -"limb cut off" -bruise on .. -lump on... -scratch on... -broken bone -burn on.. -bleeding from... |
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When BPCL's used to describe body part outside of sign space..
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-name body part
-use next BPCL to represent this bodypart -show where injury is *ie fs-"Leg" use BPCL 'forearm' to show injuries between knee and foot |
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TRANSITIONS::
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use OOPS to transition from an uneventful situation to an unexpected one
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Whole-Part
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1. set up the whole **RAISE EYEBROWS**
2. tell about hte part (use % or fraction / ratio) 3. contrast the part with the rest of the whole and add a comment(interesting) "all deaf children, 1:12 have deaf parents" |
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Listing
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1. RANKING
-establish topic (raise eyebrows) -ask rhetorical question about topic -list items by rank on weak hand 2. TOP FIVE -est. topic (raise eyebrows) -ask rhetorical question to focus on topic -list items on weak hand 3. TOP, MOST, OLDEST -est topic (raise eyebrows) -list items on weak hand -ask rhetorical question -tell which is the top / most / oldest |
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Comparisons
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1. name topics being compared (using contrastive structure)
2. pose rhetorical question 3. give answer 4. give interpretation by addressing either *why its true *what should be done OR 1. pose a question 2. name topics being compared (use contrastive structure) 3. supply answer 4. give interpretation (adressing either why its true or whta should be done) |
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illustrate a fact
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1. broach the subject
2. name the topic (raise eyebrows) 3. pose rhetorical question 4. explain |
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whole/part
using FRACTION |
1/4 = 1 move down to 4
(<1/10 palm face out >1/10 palm face you) |
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whole/part
RATIO |
whole with rt hand the show part with left hand moving away from whole
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whoe/part
PERCENT |
sign number followed by percent sign
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ranking
1st place |
point to thumb on weak hand
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"contrastive structure"
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used when fact is about comparing two topics
-establish one topic in space to left -est other topic in space to rt -when signing info about obj to left all info must be signed in left space... **to do this name topics and then pose a rhetorical question or vise versa** |
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rainking TOP MOST OLDEST
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point to list of itens on weak hand
nod when point out finger that represents answer |
