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The document summarizes disability statistics in the United States, reporting that over 10 million people need assistance with daily living activities, over 2 million use wheelchairs, and millions more have difficulties with vision, hearing, speech, or cognitive functioning. It also defines assistive technology as devices that enable people with disabilities to perform functions that may otherwise be difficult or impossible.
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Assistive technology (at)
The document summarizes statistics on disabilities in the United States, including the number of people who are unable to see or hear, have difficulty being understood, or have cognitive or mental illnesses. It also provides the number of people who need assistance with daily activities or use mobility devices. Assistive technology is then defined as technology that helps people with disabilities perform functions that may otherwise be difficult or impossible, such as mobility devices, computer hardware/software, and other technologies.
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Americas Shame Author Singer, Peter Abstract Th.docx
America's Shame
Author: Singer, Peter
Abstract:
The US has, for many years, been at or near the bottom of the list of industrialized countries in terms of
the proportion of national income given as foreign aid. The ignorance of Americans about their nation's
role in aiding the world's poorest people is widespread, and it has been shown in many surveys. Singer
discusses the ethical obligations of citizens of developed countries to those living in extreme poverty.
Full text:
Reducing the number of people living in extreme poverty throughout the world is clearly one of the great
moral challenges of our time. Although the issue is by no means absent from what we study and teach,
as educators in the United States we appear to be falling short in the task of ensuring that our students
are adequately informed about world poverty, its consequences, and the ways in which it can be reduced.
Is it possible that some of the reluctance to deal with the topic stems from the fact that it may have
uncomfortable conclusions for our own lives?
If we take seriously the idea that the value of a human life does not diminish when we cross national
boundaries, then we ought to be giving a much higher priority to reducing world poverty. I have in mind a
broad re-envisioning of what we teach.
We should not limit so important a topic to specialized courses on international development (valuable as
they are). The issue should be prominent in anthropology, cultural studies, economics, ethics and
sociology. In political-science courses, we should ask why we pay so little attention to people living in
poverty outside our borders. Psychology courses could take up the factors that limit our willingness to
give to distant strangers. Engineers might increase the amount of class time they devote to how their
skills can be applied to assist the world's poorest people. Medical schools could focus more on the global
burden of disease and how it might be reduced, and law students should be prompted to think about an
international legal regime that allows American oil companies to buy oil from dictators who pocket most of
the proceeds. Programs could also be produced to help to educate the broader public.
Nor should we shy away from reconsidering our emphasis on teaching in fields that have timeless artistic
and cultural value. It is legitimate to ask: In a situation in which more people die each year from poverty-
related causes than died in any one year during World War II, how much should we be spending on the
refinement of our artistic sensitivities and those of our students?
I began to think about our obligations to the poor in 1971, when I was a graduate student in philosophy at
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philosophers to discuss. The prevailing view then was that the business of philosophy was to analyze the
meanings of words. The linguistic analysis that preocc.
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Author: Singer, Peter
Abstract:
The US has, for many years, been at or near the bottom of the list of industrialized countries in terms of
the proportion of national income given as foreign aid. The ignorance of Americans about their nation's
role in aiding the world's poorest people is widespread, and it has been shown in many surveys. Singer
discusses the ethical obligations of citizens of developed countries to those living in extreme poverty.
Full text:
Reducing the number of people living in extreme poverty throughout the world is clearly one of the great
moral challenges of our time. Although the issue is by no means absent from what we study and teach,
as educators in the United States we appear to be falling short in the task of ensuring that our students
are adequately informed about world poverty, its consequences, and the ways in which it can be reduced.
Is it possible that some of the reluctance to deal with the topic stems from the fact that it may have
uncomfortable conclusions for our own lives?
If we take seriously the idea that the value of a human life does not diminish when we cross national
boundaries, then we ought to be giving a much higher priority to reducing world poverty. I have in mind a
broad re-envisioning of what we teach.
We should not limit so important a topic to specialized courses on international development (valuable as
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sociology. In political-science courses, we should ask why we pay so little attention to people living in
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give to distant strangers. Engineers might increase the amount of class time they devote to how their
skills can be applied to assist the world's poorest people. Medical schools could focus more on the global
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related causes than died in any one year during World War II, how much should we be spending on the
refinement of our artistic sensitivities and those of our students?
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Americas ShameSinger, PeterThe Chronicle of Higher Education5.docx
America's Shame
Singer, Peter
The Chronicle of Higher Education55.27 (Mar 13, 2009): B6-B10.
Abstract (summary)
The US has, for many years, been at or near the bottom of the list of industrialized countries in terms of the proportion of national income given as foreign aid. The ignorance of Americans about their nation's role in aiding the world's poorest people is widespread, and it has been shown in many surveys. Singer discusses the ethical obligations of citizens of developed countries to those living in extreme poverty.
Full Text
Reducing the number of people living in extreme poverty throughout the world is clearly one of the great moral challenges of our time. Although the issue is by no means absent from what we study and teach, as educators in the United States we appear to be falling short in the task of ensuring that our students are adequately informed about world poverty, its consequences, and the ways in which it can be reduced. Is it possible that some of the reluctance to deal with the topic stems from the fact that it may have uncomfortable conclusions for our own lives?
If we take seriously the idea that the value of a human life does not diminish when we cross national boundaries, then we ought to be giving a much higher priority to reducing world poverty. I have in mind a broad re-envisioning of what we teach.
We should not limit so important a topic to specialized courses on international development (valuable as they are). The issue should be prominent in anthropology, cultural studies, economics, ethics and sociology. In political-science courses, we should ask why we pay so little attention to people living in poverty outside our borders. Psychology courses could take up the factors that limit our willingness to give to distant strangers. Engineers might increase the amount of class time they devote to how their skills can be applied to assist the world's poorest people. Medical schools could focus more on the global burden of disease and how it might be reduced, and law students should be prompted to think about an international legal regime that allows American oil companies to buy oil from dictators who pocket most of the proceeds. Programs could also be produced to help to educate the broader public.
Nor should we shy away from reconsidering our emphasis on teaching in fields that have timeless artistic and cultural value. It is legitimate to ask: In a situation in which more people die each year from poverty-related causes than died in any one year during World War II, how much should we be spending on the refinement of our artistic sensitivities and those of our students?
I began to think about our obligations to the poor in 1971, when I was a graduate student in philosophy at the University of Oxford. A few years earlier, such a question would not have been considered one for philosophers to discuss. The prevailing view then was that the business of philosophy was to analyze the meanings of words. The ling.
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Reducing the number of people living in extreme poverty throughout.docx
Reducing the number of people living in extreme poverty throughout the world is clearly one of the great moral challenges of our time. Although the issue is by no means absent from what we study and teach, as educators in the United States we appear to be falling short in the task of ensuring that our students are adequately informed about world poverty, its consequences, and the ways in which it can be reduced. Is it possible that some of the reluctance to deal with the topic stems from the fact that it may have uncomfortable conclusions for our own lives?
If we take seriously the idea that the value of a human life does not diminish when we cross national boundaries, then we ought to be giving a much higher priority to reducing world poverty. I have in mind a broad re-envisioning of what we teach.
We should not limit so important a topic to specialized courses on international development (valuable as they are). The issue should be prominent in anthropology, cultural studies, economics, ethics and sociology. In political-science courses, we should ask why we pay so little attention to people living in poverty outside our borders. Psychology courses could take up the factors that limit our willingness to give to distant strangers. Engineers might increase the amount of class time they devote to how their skills can be applied to assist the world's poorest people. Medical schools could focus more on the global burden of disease and how it might be reduced, and law students should be prompted to think about an international legal regime that allows American oil companies to buy oil from dictators who pocket most of the proceeds. Programs could also be produced to help to educate the broader public.
Nor should we shy away from reconsidering our emphasis on teaching in fields that have timeless artistic and cultural value. It is legitimate to ask: In a situation in which more people die each year from poverty-related causes than died in any one year during World War II, how much should we be spending on the refinement of our artistic sensitivities and those of our students?
I began to think about our obligations to the poor in 1971, when I was a graduate student in philosophy at the University of Oxford. A few years earlier, such a question would not have been considered one for philosophers to discuss. The prevailing view then was that the business of philosophy was to analyze the meanings of words. The linguistic analysis that preoccupied philosophers was supposed to be ethically neutral. We would discuss whether the statement "You ought to return the book you borrowed" expressed an attitude or stated a fact, but not whether it was always obligatory to return a borrowed book -- let alone to give to the poor.
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1 Center for American Progress Fact Sheet Health Disparitie.docx
1 Center for American Progress | Fact Sheet: Health Disparities by Race and Ethnicity
Fact Sheet: Health Disparities by
Race and Ethnicity
Many Groups Suffer from Lack of Health Coverage and
Preventable Chronic Illnesses
Lesley Russell December 16, 2010
Below are the facts that outline racial and ethnic health
care disparities in the United States. The reports “Easing
the Burden: Using Health Care Reform to Address Racial
and Ethnic Disparities in Health Care for the Chronically
Ill” and “Measuring the Gaps: Collecting Data to Drive
Improvements in Health Care Disparities” outline how
robust implementation of provisions in the Affordable Care
Act can help address these disparities and ensure that all
Americans, regardless of race and ethnicity, get the quality
health care services they need when they need them.
African Americans or blacks
Black or African American refers to people having origins in any of the black racial
groups of Africa, including those of Caribbean identity.
Health coverage
• Seventy-nine percent of African Americans had health coverage in 2009 com-
pared to 88 percent of white Americans.
• A total of 16.6 percent of African Americans aged 18 years and over do not have
a regular source of health care.
• Nearly half (46 percent) of nonelderly black adults who do not have insurance
report having one or more chronic health conditions.
Who has health coverage?
Percent of Americans with health coverage, by race
79%
88%
68%
68%
80%
82%
Whites
Asian Americans
Native Hawaiian or
other Pacific Islander
African Americans or blacks
Hispanics
American Indians and
Alaskan Natives
Note: Percentages for Native Hawaiian or other
Pacific Islander and American Indian and Alaskan
Natives is based on 2005–2007 data, all other
percentages based on 2009 data.
http://www.americanprogress.org/issues/2010/12/easing_the_burden.html
http://www.americanprogress.org/issues/2010/12/easing_the_burden.html
http://www.americanprogress.org/issues/2010/12/easing_the_burden.html
http://www.americanprogress.org/issues/2010/12/easing_the_burden.html
http://www.americanprogress.org/issues/2010/12/measuring_the_gaps.html
http://www.americanprogress.org/issues/2010/12/measuring_the_gaps.html
http://www.census.gov/prod/2004pubs/p60-226.pdf
http://www.cdc.gov/nchs/data/series/sr_10/sr10_249.pdf
http://www.urban.org/uploadedpdf/411161_uninsured_americans.pdf
2 Center for American Progress | Fact Sheet: Health Disparities by Race and Ethnicity
Chronic health conditions
• Thirteen percent of African Americans of all ages report they are in fair or
poor health.
• Adult obesity rates for African Americans are higher than those for whites in
nearly every state of the nation—37 percent of men and nearly 50 percent of
women are obese.
• African Americans have higher rates of diabetes, hypertension, and heart disease
than other groups. Nearly 15 percent of African Americans have diabetes com-
pared with 8 per ...
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Chris Jones, Director of Product Management at BrainChip , presents the “Temporal Event Neural Networks: A More Efficient Alternative to the Transformer” tutorial at the May 2024 Embedded Vision Summit.
The expansion of AI services necessitates enhanced computational capabilities on edge devices. Temporal Event Neural Networks (TENNs), developed by BrainChip, represent a novel and highly efficient state-space network. TENNs demonstrate exceptional proficiency in handling multi-dimensional streaming data, facilitating advancements in object detection, action recognition, speech enhancement and language model/sequence generation. Through the utilization of polynomial-based continuous convolutions, TENNs streamline models, expedite training processes and significantly diminish memory requirements, achieving notable reductions of up to 50x in parameters and 5,000x in energy consumption compared to prevailing methodologies like transformers.
Integration with BrainChip’s Akida neuromorphic hardware IP further enhances TENNs’ capabilities, enabling the realization of highly capable, portable and passively cooled edge devices. This presentation delves into the technical innovations underlying TENNs, presents real-world benchmarks, and elucidates how this cutting-edge approach is positioned to revolutionize edge AI across diverse applications.More Related Content
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A longitudinal study of the health of vulnerably housed and homeless adults in Vancouver, Toronto, and Ottawa
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FOCUS:This study is tracking the health and housing status of 1,200 vulnerably housed and homeless single adults in Vancouver, Toronto, and Ottawa over a two-year period. We recruited 200 vulnerably housed adults and 200 homeless adults in each city (1,200 total), from shelters, meal programs, single room occupancy hotels, and rooming houses.
WHAT’S NEXT:In 2009, we completed our first round of interviews with participants.
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Research partners from the Centre for Research on Inner City Health (St. Michael’s Hospital); Carleton University; Centre for Research on Educational and Community Services (University of Ottawa); Ottawa Inner City Health, Inc; PHS Community Services Society (Vancouver); Royal Ottawa Health Care Group; Street Health (Toronto); and University of British Columbia. HHiT is funded by the Canadian Institutes of Health Research.
Americas ShameSinger, PeterThe Chronicle of Higher Education5.docx
America's Shame
Singer, Peter
The Chronicle of Higher Education55.27 (Mar 13, 2009): B6-B10.
Abstract (summary)
The US has, for many years, been at or near the bottom of the list of industrialized countries in terms of the proportion of national income given as foreign aid. The ignorance of Americans about their nation's role in aiding the world's poorest people is widespread, and it has been shown in many surveys. Singer discusses the ethical obligations of citizens of developed countries to those living in extreme poverty.
Full Text
Reducing the number of people living in extreme poverty throughout the world is clearly one of the great moral challenges of our time. Although the issue is by no means absent from what we study and teach, as educators in the United States we appear to be falling short in the task of ensuring that our students are adequately informed about world poverty, its consequences, and the ways in which it can be reduced. Is it possible that some of the reluctance to deal with the topic stems from the fact that it may have uncomfortable conclusions for our own lives?
If we take seriously the idea that the value of a human life does not diminish when we cross national boundaries, then we ought to be giving a much higher priority to reducing world poverty. I have in mind a broad re-envisioning of what we teach.
We should not limit so important a topic to specialized courses on international development (valuable as they are). The issue should be prominent in anthropology, cultural studies, economics, ethics and sociology. In political-science courses, we should ask why we pay so little attention to people living in poverty outside our borders. Psychology courses could take up the factors that limit our willingness to give to distant strangers. Engineers might increase the amount of class time they devote to how their skills can be applied to assist the world's poorest people. Medical schools could focus more on the global burden of disease and how it might be reduced, and law students should be prompted to think about an international legal regime that allows American oil companies to buy oil from dictators who pocket most of the proceeds. Programs could also be produced to help to educate the broader public.
Nor should we shy away from reconsidering our emphasis on teaching in fields that have timeless artistic and cultural value. It is legitimate to ask: In a situation in which more people die each year from poverty-related causes than died in any one year during World War II, how much should we be spending on the refinement of our artistic sensitivities and those of our students?
I began to think about our obligations to the poor in 1971, when I was a graduate student in philosophy at the University of Oxford. A few years earlier, such a question would not have been considered one for philosophers to discuss. The prevailing view then was that the business of philosophy was to analyze the meanings of words. The ling.
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Corporate Social Responsibility and People with Disabilities
Constituting the biggest minority on the planet, people with disabilities (PWD), endure many trials and tribulations including prejudice in the workplace, discomfort in using public transportation, fallacious preconceptions, lack of representativeness, etc.
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The role of companies
The role of government (Social Responsibility of the State)
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Reducing the number of people living in extreme poverty throughout.docx
Reducing the number of people living in extreme poverty throughout the world is clearly one of the great moral challenges of our time. Although the issue is by no means absent from what we study and teach, as educators in the United States we appear to be falling short in the task of ensuring that our students are adequately informed about world poverty, its consequences, and the ways in which it can be reduced. Is it possible that some of the reluctance to deal with the topic stems from the fact that it may have uncomfortable conclusions for our own lives?
If we take seriously the idea that the value of a human life does not diminish when we cross national boundaries, then we ought to be giving a much higher priority to reducing world poverty. I have in mind a broad re-envisioning of what we teach.
We should not limit so important a topic to specialized courses on international development (valuable as they are). The issue should be prominent in anthropology, cultural studies, economics, ethics and sociology. In political-science courses, we should ask why we pay so little attention to people living in poverty outside our borders. Psychology courses could take up the factors that limit our willingness to give to distant strangers. Engineers might increase the amount of class time they devote to how their skills can be applied to assist the world's poorest people. Medical schools could focus more on the global burden of disease and how it might be reduced, and law students should be prompted to think about an international legal regime that allows American oil companies to buy oil from dictators who pocket most of the proceeds. Programs could also be produced to help to educate the broader public.
Nor should we shy away from reconsidering our emphasis on teaching in fields that have timeless artistic and cultural value. It is legitimate to ask: In a situation in which more people die each year from poverty-related causes than died in any one year during World War II, how much should we be spending on the refinement of our artistic sensitivities and those of our students?
I began to think about our obligations to the poor in 1971, when I was a graduate student in philosophy at the University of Oxford. A few years earlier, such a question would not have been considered one for philosophers to discuss. The prevailing view then was that the business of philosophy was to analyze the meanings of words. The linguistic analysis that preoccupied philosophers was supposed to be ethically neutral. We would discuss whether the statement "You ought to return the book you borrowed" expressed an attitude or stated a fact, but not whether it was always obligatory to return a borrowed book -- let alone to give to the poor.
The student movement of the 1960s demanded that the university become "relevant." In response, with war raging in Vietnam and civil disobedience against it at draft offices across the United States, a few philosophers began to revive ...
A proposed vocational center
The document proposes a training center for hearing, speech, and visually impaired persons. It provides background information, noting that persons with disabilities in Asia often face limitations, barriers, and social exclusion. In the Philippines specifically, over 8.7 million people have disabilities, comprising about 10% of the population. The proposal aims to establish an education and training facility to help deaf, mute, and blind persons meet their needs independently.
1 Center for American Progress Fact Sheet Health Disparitie.docx
1 Center for American Progress | Fact Sheet: Health Disparities by Race and Ethnicity
Fact Sheet: Health Disparities by
Race and Ethnicity
Many Groups Suffer from Lack of Health Coverage and
Preventable Chronic Illnesses
Lesley Russell December 16, 2010
Below are the facts that outline racial and ethnic health
care disparities in the United States. The reports “Easing
the Burden: Using Health Care Reform to Address Racial
and Ethnic Disparities in Health Care for the Chronically
Ill” and “Measuring the Gaps: Collecting Data to Drive
Improvements in Health Care Disparities” outline how
robust implementation of provisions in the Affordable Care
Act can help address these disparities and ensure that all
Americans, regardless of race and ethnicity, get the quality
health care services they need when they need them.
African Americans or blacks
Black or African American refers to people having origins in any of the black racial
groups of Africa, including those of Caribbean identity.
Health coverage
• Seventy-nine percent of African Americans had health coverage in 2009 com-
pared to 88 percent of white Americans.
• A total of 16.6 percent of African Americans aged 18 years and over do not have
a regular source of health care.
• Nearly half (46 percent) of nonelderly black adults who do not have insurance
report having one or more chronic health conditions.
Who has health coverage?
Percent of Americans with health coverage, by race
79%
88%
68%
68%
80%
82%
Whites
Asian Americans
Native Hawaiian or
other Pacific Islander
African Americans or blacks
Hispanics
American Indians and
Alaskan Natives
Note: Percentages for Native Hawaiian or other
Pacific Islander and American Indian and Alaskan
Natives is based on 2005–2007 data, all other
percentages based on 2009 data.
http://www.americanprogress.org/issues/2010/12/easing_the_burden.html
http://www.americanprogress.org/issues/2010/12/easing_the_burden.html
http://www.americanprogress.org/issues/2010/12/easing_the_burden.html
http://www.americanprogress.org/issues/2010/12/easing_the_burden.html
http://www.americanprogress.org/issues/2010/12/measuring_the_gaps.html
http://www.americanprogress.org/issues/2010/12/measuring_the_gaps.html
http://www.census.gov/prod/2004pubs/p60-226.pdf
http://www.cdc.gov/nchs/data/series/sr_10/sr10_249.pdf
http://www.urban.org/uploadedpdf/411161_uninsured_americans.pdf
2 Center for American Progress | Fact Sheet: Health Disparities by Race and Ethnicity
Chronic health conditions
• Thirteen percent of African Americans of all ages report they are in fair or
poor health.
• Adult obesity rates for African Americans are higher than those for whites in
nearly every state of the nation—37 percent of men and nearly 50 percent of
women are obese.
• African Americans have higher rates of diabetes, hypertension, and heart disease
than other groups. Nearly 15 percent of African Americans have diabetes com-
pared with 8 per ...
Human Rights
Human rights are inherent to all humans regardless of attributes and include the rights to life, liberty, and security. They must be afforded universally and indivisibly without discrimination. Governments must ensure accountability and participation, and be transparent in protecting human rights. Around the world, hundreds of millions of people still face hunger, poverty, disease and lack of access to water and sanitation, violating their basic human rights.
Peace corps inclusive recruitment
The document provides information about inclusive outreach and recruitment for Peace Corps volunteers. It discusses defining disability and disability etiquette. Key aspects of inclusion discussed are universal design of presentations and the importance of a culture of inclusion. Disclosure of disabilities by volunteers is addressed, noting it is an individual choice and private medical information.
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