translations

Hi people

Thanks to all the amazing people who translated my phrases for me, the response was really awesome.

Below you will find the the phrases and all the translations for them and which language they have been translated into.

Phrases translated into different languages

1. Communication is at the core of all social interaction
2. For some children and young people, acquiring the ability to communicate is a difficult and ongoing challenge
3. Communication is a key life skill
4. Communication is a fundamental human right
5. One of the most common symptoms of autism is difficulty communicating.



1. La communication est au cœur de toute interaction sociale.
2. Chez les enfants et les jeunes gens, acquérir la faculté de communication est un défi difficile et continu.
3. La communication est une compétence principale de la vie.
4. La communication est un droit de vie fondamental.
5.La difficulté en communication est l'un des symptômes les plus commun de l'autisme. French



1. Communication ydy am 'r berfedd chan pawb 'n gymdeithasol interaction
2. Achos rhyw blant a 'n ieuanc boblogi , yn cael 'r abledd at chyfranna ydy a 'n afrwydd a ongoing heria
3. Communication ydy agoriad buchedd celfyddyd
4. Communication ydy a 'n sylfaenol 'n ddynol dde
5. Hun chan 'r odiaeth chomin symptoms chan autism ydy afrwyddineb yn cyfrannu Welsh



1. La comunicación está en la base de toda la interacción social
2. Para algunos niños y gente joven, la adquisición de la capacidad de comunicar es un desafío difícil y en curso
3. La comunicación es una habilidad dominante de la vida
4. La comunicación es un derecho humano fundamental
5. Uno de los síntomas mas comunes del autismo es dificultad que comunica. Spanish

1. Kommunikation steht im Mittelpunkt aller sozialen Interaktion.

2. Das Erlernern der Kommunikationsfaehigkeit ist eine schwierige und andauernde Herausforderung fuer einige Kinder und junge Leute.

3. Kommunikation ist eine lebenswichtige Fertigkeit.

4. Kommunikation ist ein grundlegendes Menschenrecht.

5. Kommunikationsschwierigkeiten sind eines der haeufigsten Zeichen des Autismus. German




1. Comunicazione e al centro di tutte le interazioni sociali.
2. Per alcuni bambini e giovani, acquistare l'abilita di comunicare e una sfida difficile e tenuta.
3. Comunicazione e un'abilita centrale della vita.
4. Comunicazione e un diritto umano fondamentale.
5. Uno dei sintomi piu frequenti dell'autismo e l'inabilita di comunicare. (italian)





1. Коммуникация - это ядрo всего социального взаимодействия.

2. Для некоторых детей и молодёжи, приобретeние способности общаться есть сложная и продолжительная задача.

3. Общение- это ключевой навык жизни.

4. Общение - это фундаментальное человеческое право.

5. Трудности в общении являются одним из самых общих признаков аутизма. Russian




1. Kommunikation är utgångspunkten för all social samvaro.
2. För vissa barn och ungdomar är det ständigt en svårighet att ha förmåga att kunna kommunicera.
3. Att kunna kommuicera är en av de viktigaste färdigheter man kan förvärva i livet.
4. Det är en grundläggande mänsklig rättighet att kunna kommunicera.
5. En av de vanligaste symptomen på autism är svårigheter att kunna kommunicera Swedish

1. Communicatie staat centraal bij alle sociale interactie.

2. Voor sommige kinderen en jonge mensen is het verkrijgen van het vermogen tot communicatie een zware en doorlopende uitdaging.

3. Communicatie heeft een sleutelfunctie in het leven.

4. Communicatie is een fundamenteel mensenrecht.

5. Een van de meest voorkomende symptomen van autisme is moeilijkheden met communicatie. Dutch



1. A comunicação está no centro de todos os tipos de interacção social.

2. Para algumas crianças e jovens, adquirir a habilidade de comunicar é um desafio dificil e constante.

3. A capacidade de comunicar é essencial para a vida.

4. A comunicação é um direito humano fundamental.

5. Um dos sintomas mais comuns do autismo é a dificuldade de comunicar. Portugese

1.　社会的交流の場において、コミュニケーションはその核となるものである。
2. 一部の子供たちや若者にとって、コミュニケーションスキルを身につけることは、ときに困難で継続的な挑戦を要する。
3. コミュニケーションは、特に重要なライフスキルの一つである。
4. コミュニケーションは基本的人権の一つである。
5. 自閉症の症状の一つとして、コミュニケーション障害があげられる。 Japanese

urdo

Hindi


Many thanks to all contributers.

Communication through videoart

This post will look at video art and its use in communication.

Art is in itself a medium communicating a message, as discussed in previous posts the interpretation of the communication is contextual to the medium and its perceived message.

Some examples of Video art that I feel have conveyed a message, whether my interpretation is the video makers intentional message who knows.

This video shows a communication but no context so its interpretation is random, this may be the intention.




This video is very digital in concept and style but has for me a sense of spaciousness and hypnoticness.




This video has used a similar idea to how I would like my film to be seen, it uses two curved screens with what seems to be two projectors. I would like to use one projector with a widescreen lens fitted. Alas that is not going to be possible just yet. It is a nice video, though the theme does not seem to be communication other than to communicate an artistic narrative.



This last video shows a range of expressions and allows the viewer to derive meaning and intent. It is by a deaf person and highlights communication needs and modes very well.

Making contact

This entry is mostly a link to an article by Dr. Jeff Sigafoos and Dr. Mark O’Reilly of the University of Texas. The article is about the relationship of autism to communication and the use of technology to unlock communication pathways.

http://www.utexas.edu/features/archive/2004/autism.html

I do not profess this is a solution for all autistics but it does open ideas and questions on the methodologies of conventional communicating methods and also on teaching methods.

one quote that raises such questions is;



Further to this is the following excerpt from the article

• “When an autistic child is moving through his environment,” said Wood, “he’s not picking up information incidentally the way that a ‘normal’ child would. The therapist or teacher has to break all of the information out there down for him and teach each thing specifically. At some point, many children will begin to pick up some of these things on their own and be able to operate a little more independently.

This relates to the opening up of communication channels, I have felt through this piece of work and looking at the alternative ways others communicate that communication is not simply about the broadcaster and receiver but about the complete interactive surroundings. The "spatial" occupancy of broadcaster and receiver is present within each person as well as the interactive space and technology.

Does not understanding of communications begin with internal and personal interpretation of the message.







The communication theorist Marshall McLuhan stated that "the medium is the message" but he does not say which medium he is refering to, thus an alternative communicative form may be an acceptable message broadcaster, we simply have not found the right code to decifer it yet.

Bercow Interim Report

Bercow Report

A Review of Services for Children and Young People (0–19) with Speech,
Language and Communication Needs (2008)


Between April 2006 and July 2007, in speeches and Parliamentary Questions, John Bercow MP raised the issue of children and young people with speech, language and communication needs over 20 times with ministers responsible for the subject.
Towards the end of August 2007, the Secretary of State for Health, Alan Johnson, and the newly
appointed Secretary of State for Children, Schools and Families, Ed Balls, asked John Bercow MP if he would be willing to lead a review of provision and to suggest a way forward.

They agreed to concentrate on three key issues:

1. 
   The range and composition of services required to meet the diverse speech, language and
   communication needs of children and young people aged 0 to 19 in an affordable way.
2. 
   How planning and performance management arrangements, together with better cooperation
   nationally and locally between health and education services, can spur beneficial
   early intervention.
3. 
   What examples of best practice can be identified as templates for the wider roll-out of
   services across the country.
   

An interim report was to be submitted to Ed Balls and to the Secretary of State for Health, Alan
Johnson, in March 2008. This would be followed by a final report to both Secretaries of State in
July 2008.
By the middle of September, the Review’s Advisory Group was in place and a work programme
was agreed. Officials from the Department for Children, Schools and Families and the
Department of Health were put at the Review Group’s disposal. (Bercow Interim Report 2008)

The full report can be seen at:

http://www.dcsf.gov.uk/bercowreview/docs/7771-DCSF-BERCOW.PDF

It is from this document that I have gained a great deal of understanding of the nature of communication and the need for greater use of communication provision to aid those least able to communicate. It is also the initial source for the following phrases:

• Communication is at the core of all social interaction
• For some children and young people, acquiring the ability to communicate is a difficult and ongoing challenge
• Communication is a key life skill
• Communication is a fundamental human right
• One of the most common symptoms of autism is difficulty communicating.

Also a source for communicating difficulties is the The National Autistic Society http://www.nas.org.uk/ this site outlines the need for the Bercow Report and the need for better provision and greater unity of provision deliverers.

Spatialised

Communication

This entry will be talking about the unit spatialised practices and outlining the theme of the project.

The theme is communication and the impact it has on the understanding of the message.
The methodology of communication can alter the the meaning of the message in so far as the individuals interpretation of the communication and its intended meaning/s.

I will deliberatly create a non speaking piece, this is to ensure that thre viewer has to concentrate on other forms of communication and thus place them unwittingly into a state of creating meaning of the film through individual interpretation rather than verbal explanation.

Within this unit I intend to create a film that has a meaning of mis-communication, a film that conveys a message of communication through different forms of communication. A message of interpretation but also of communication challenge where the viewer is asked by the film 'how hard is this to understand?' and in doing so may ask themselves 'do some people always find it this hard to communicate?'

I will judge the success of the film by a response comment sheet given to those who view the finished piece.

The film will comprise of a number of communicating elements, film footage, audio, text. Within these elements a range of communicating devices will be used.

Film

• Facial expressions


• Gestures


• Sign Language


• Moving background

This is to show the viewer different forms of non-verbal communication that is used within society.

Text

• Translated phrases concerned with communication in various languages


• Positioned through the film and using different text parameters - font, colour, size, position


• Animating the text - opacity, movement, speed

This is to show the viewer that language and reading can be seen as communicators or barriers dependant on the viewers 'normal' mode of reading. The animation forces them to visually track the text and places a time constraint for interpretation of what the text is and what it means.

Audio

• Verbal noise - crowd babble


• Whispered phrases


• Daily living noises

This will give the viewer a further sensory point of communication to interpret and link to the visual material.

The point is not to baffle, confuse or produce an incoherent film but to encourage the viewer to feel a sensory overloading of stimuli. When we watch TV all three elements can be on screen at the same time - french subtitled film for example - but the order that the filmmakers place them makes them coherent and easy to simultaneously interpret. My point is that this happens in real life all the time for most people. However, some people find life to be more like the film I have produced, all the time.

They live with and try and communicate through a wash of sensory input that is not just limited to audio and visual but extends to smell, taste and touch also.

Please watch this video and you will get a new understanding of communicating. It feels a bit random at the start but stick with it for an alternative view on communication.

I saw this video and it struck me just how much communication and the normal perception of effective communication is taken for granted. Also it shamed me into the knowledge that I have judged individuals talents and characters by their ability to communicate in a preconceived normal way. Communication is stereotyped to class,creed, abilities, intelligence and social status, but it does not define who we are, it is simply a methodology of conveying thoughts and ideas.



The thoughts and ideas are what define who we are. (end of sermon [make of that what you will])