CHAPTER 4: THE POWER OF TOUCHSome months ago, in a newspaper which announced the publication of the "Matilda Ziegler Magazine for the Blind," appeared the following paragraph:"Many poems and stories must be omitted because they deal with sight. Allusion to moonbeams, rainbows, starlight, clouds, and beautiful scenery may not be printed, because they serve to emphasize the blind man's sense of his affliction."That is to say, I may not talk about beautiful mansions and gardens because I am poor. I may not read about Paris and the West Indies because I cannot visit them in their territorial reality. I may not dream of heaven because it is possible that I may never go there. Yet a venturesome spirit impels me to use words of sight and sound whose meaning I can guess only from analogy and fancy. This hazardous game is half the delight, the frolic, of daily life. I glow as I read of splendors which the eye alone can survey. Allusions to moonbeams and clouds do not emphasize the sense of my affliction: they carry my soul beyond affliction's narrow actuality.Critics delight to tell us what we cannot do. They assume that blindness and deafness sever us completely from the things which the seeing and the hearing enjoy, and hence they assert we have no moral right to talk about beauty, the skies, mountains, the song of birds, and colors. They declare that the very sensations we have from the sense of touch are "vicarious," as though our friends felt the sun for us! They deny a priori what they have not seen and I have felt. Some brave doubters have gone so far even as to deny my existence. In order, therefore, that I may know that I exist, I resort to Descartes's method: "I think, therefore I am." Thus I am metaphysically established, and I throw upon the doubters the burden of proving my non-existence. When we consider how little has been found out about the mind, is it not amazing that any one should presume to define what one can know or cannot know? I admit that there are innumerable marvels in the visible universe unguessed by me. Likewise, O confident critic, there are a myriad sensations perceived by me of which you do not dream.Necessity gives to the eye a precious power of seeing, and in the same way it gives a precious power of feeling to the whole body. Sometimes it seems as if the very substance of my flesh were so many eyes looking out at will upon a world new created every day. The silence and darkness which are said to shut me in, open my door most hospitably to countless sensations that distract, inform, admonish, and amuse. With my three trusty guides, touch, smell, and taste, I make many excursions into the borderland of experience which is in sight of the city of Light. Nature accommodates itself to every man's necessity. If the eye is maimed, so that it does not see the beauteous face of day, the touch becomes more poignant and discriminating. Nature proceeds through practice to strengthen and augment the remaining senses. For this reason the blind often hear with greater ease and distinctness than other...

The cases reported in this paper are all those of children of normal mentality who have failed to learn to read after three or more years in the public schools. In all cases but one the vision was normal. The method described here was used only after the child had been given several weeks of individual instruction by recognized methods and had failed to make any improvement.Many children who have been brought to us as non-readers with individual instruction and proper motivation, learned to read quite easily by ordinary methods when they were given individual instruction and proper motivation; others proved to be mentally deficient. In five years we have found only seven cases of actual non-readers, even though children have been brought to us from all parts of the state. In all seven cases the presumption of mental deficiency had been made as the explanation of the reading failure. In all but one case, however, the intelligence quotient was found to be at least 100 by the Stanford Revision. METHOD 1. Learning first words.-The child was asked to tell some word he would like to learn. The word was written in large script on the blackboard or with crayola on cardboard. The child looked at the word, saying it over to himself and tracing it if he wished to do so. The tracing was done with the first two fingers of the right hand (or of the left hand if the child was left-handed) resting on the copy. It was never done in the air or with pencil. When the child was sure he knew the word, the copy was erased and he attempted to write the word, saying the syllables to himself as he wrote them. If he was unable to write the word correctly, the entire process was repeated until the word could be written without the copy. At no stage of the performance was he allowed to copy the word. After a few words had been learned in this way, 1 This paper is to be followed shortly by two others, giving the results of experiments with first grade children and of experiments in spelling. The bibliography will be published with the final paper. 355 Downloaded by [New York University] at 04:01 27 June 2016 356 JOURNAL EDUCATIONAL RESEARCH Vol. 4, No.5 he was shown the word in print as well as in script. The next day he was shown the word in print only. If he failed to recognize it, it was written for him. If he still failed to recognize it, it was retaught as on the first presentation.2. Spontaneous sentences.-After the first few days the child began to ask for sentences instead of words. A sentence was then written and he learned the words comprising it, finally writing the entire sentence as many times as he wished-always from memory, never from copy.The sentences the child had requested were then printed on cardboard or were typewritten. These sentences and others, made of the same words, were read by the child. The same words were repeated in different sentences from day to day.3. Words in context or story selected by the child.-As soon as the child was able to make out simple sentences, he was taken to the library and allowed to sel...

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This chapter discusses the impact of the ECHR in 18 national legal orders. Topics covered include the reception of the ECHR into domestic law and practice, inputs into the ECHR legal system (applications) and the most important outputs (judgements of the Court and other decisions), the Court's impact on national legal systems, how the evolution of certain structural features of the Convention has complicated the reception process at the domestic level, and the future of the Court.

This research investigates applicants' preferences in employer choice to identify relevant components of employer image that are best to be communicated in employer branding. Based on the instrumental-symbolic attribute framework assumptions about the relative importance of the organizational characteristics salary, location, flexibility of working hours, task attractiveness, prestige, innovativeness, and corporate social responsibility (CSR), and their interrelations were tested in an empirical setting. Additionally, interindividual differences in career ambition were investigated as a moderating variable. To measure the actual decision behavior of N = 136 ongoing university graduates, Adaptive Choice-Based Conjoint (ACBC) Analysis was used. Based on the respondents' preferences, the importance of each attribute was calculated and set in relation to one another. The results show that moderate attractive instrumental organization attributes form a precondition for symbolic attributes to become relevant at all. There is no evidence for a compensating relationship between instrumental and symbolic attribute classes. Career ambition shows some effects, especially on two-way interactions between instrumental and symbolic attributes. The innovative use of conjoint analysis in the instrumental-symbolic framework allowed to further investigate trade-off effects of attribute classes in the employer decision. The findings provide additional information on relevant elements of employer image and give suggestions for employer branding researchers and practitioners.