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This study deals with communications between deaf persons over telephone lines via teletypewriters (TTY). Although numerous studies have centered on speech and writing, few linguistic works have dealt with TTY conversations. These past studies indicate that TTY conversations should be classified along with writing as opposed to spoken discourse. The study is based on a collection of TTY conversations by deaf persons who have found no difficulties in using TTYs. In particular, the study focuses on the use of \"OH.\" These conversations contain linguistic features that are more similar to those of spoken conversations (i.e., face-to-face and ordinary (voice) telephone conversations) than to those of writing. These features focus more on interpersonal involvement than on information. One of the two TTY features that are distinct from those of spoken discourse is the delayed backchannel response. By their very nature, TTYs permit only one person to talk at a time and do not permit any overlapping talk, interruption, or use of backchannel markers. This study shows that TTY users use OH markers to backchannel in a delayed fashion. The other distinct feature of TTY usage is the use of multitopic turns, which proves to be an effective device for dealing with the \"one person at a time\" requirement the TTY imposes. This device allows a user to include a number of topics per turn—for example, six in my data—in order to reduce the number of turns and save time. In some sequences the typists use OH markers to respond to each part or some of the parts of the interlocutor's multitopic turn to create the effect of face-to-face interaction.

Although current video communication schemes use a bandwidth on the order of 1 megahertz, the bandwidth required for video communication of American Sign Language by a simple raster scan is only approximately 20 kilohertz.

Plots are generated which may be produced very quickly on a teletypewriter or similar remote terminal. The methods are useful for all displays which can be regarded as some form of the inspection of residuals. Versions for use in probability plotting, as an example not always thought of as examination of residuals, are also given. Examination of the variance and mean square error of rounding indicates that very little information can be lost when the data are smoothly distributed.

The development of mathematical intuition is a fundamental goal of a well-designed course in mathematics. The superior instructor teaches more than operations or rules of transformation; he seeks to convey a deeper understanding of the subject matter, which enables a student to have insight and to derive new results. Often, the complexity of a problem prevents the instructor from making such a presentation, and the student fails to grasp the complex interaction of the components of the problem.