From our presentation at the Georgia Assistive Technology in Education Conference, 2015. Discussing use of context based programming to help some AAC users communicate more independently.
Only 3% of the world's water is fresh water, which is found as surface water, in rivers underground, frozen in glaciers and ice caps, or as groundwater. The water cycle ensures the continuous movement of water on, above, and below the surface of the Earth. Globally, an estimated 69% of fresh water is used for agriculture, 22% for industry, 8% for domestic purposes, and a very small percentage for recreation. Water is treated and stored before being distributed to homes and buildings through a network of pipes and storage systems.
Laurie Baker was a British-born Indian architect known for his cost-effective and environmentally-friendly building techniques using local materials. Some of his key principles included using locally available and low-cost materials like mud, brick, stone and terracotta tiles. He pioneered techniques like rat-trap bond, filler slabs, arched structures, frameless doors and windows, and built-in furnishings. All of his designs emphasized minimizing costs, waste and energy usage while respecting the natural environment. Baker's approach transformed architecture in India by focusing on affordable, sustainable construction methods especially for rural communities.
This document discusses how to calculate runoff volumes from different surfaces using runoff coefficients. It provides the following information:
- Runoff volume can be estimated by multiplying the rainfall volume by the surface's runoff coefficient, which indicates the percentage of rainwater that runs off. For example, a roof with a 0.95 coefficient estimates that 95% of rain will run off.
- Runoff coefficients vary based on the surface material and range from 0.80-0.95 for roofs/pavement to 0.05-0.35 for grass. Soil type and vegetation also impact coefficients for earthen surfaces.
- Two examples are provided to demonstrate calculating runoff volumes in metric
This document discusses sources of water, distribution systems, and plumbing. It covers:
- Surface and ground water sources like streams, lakes, rivers, and wells.
- Types of distribution systems including gravity, pumping, and dual systems. Gravity relies on elevation while pumping uses pumps. Dual uses both.
- Components of plumbing systems like pipes, fixtures, valves, and fittings. It also discusses cold water supply systems being either direct or indirect.
SUSTAINABLE, ENERGY EFFICIENT BUILDING MATERIALS AND TECHNOLOGIESSamanth kumar
SUSTAINABLE, ENERGY EFFICIENT BUILDING MATERIALS AND TECHNOLOGIES, M.ARCH (ENVIRONMENTAL ARCHITECTURE) ANNA UNIVERSITY SECOND SEMESTEREnergy Efficient Construction Technology
➔ Filler Slab
➔ Rat trap Bond
➔ Technologies developed by CBRI
➔ Traditional Building Construction Technologies
➔ Concept of Resource rescue,
➔ Concept of Recycled content,
➔ Concept of Regional materials,
➔ Energy Efficiency
➔ Energy Conservation
➔ Recourse Consumption
➔ Distribution of Energy use in India
➔ Factors affecting the Energy use in Buildings
➔ Pre Building Stage, Construction Stage & Post Occupancy stages
➔ Concept of Embodied Energy
➔ Energy needs in Production of Materials
➔ Transportation Energy
➔ Concept of light footprint on Environment
Green Building:Energy Efficient Air-Conditioningjvitek
This powerpoint illustrates the research done on the passive cooling methods of earth tube systems and solar chimneys in Florida\'s sub-tropical climate.
This document discusses how landscaping techniques can be used for microclimate control. It describes how trees, shrubs, and other plantings can provide shade to reduce solar radiation and surface temperatures. Plants also help control air temperature, humidity, air velocity and wind speed through evapotranspiration and by inducing or channeling air flow. Landscaping elements can be arranged to deflect or filter wind and pollution. Trees and other vegetation also help control glare. The document outlines various hard landscaping elements like walls, fences and slopes that can direct airflow, as well as soft landscaping elements such as trees, lawns and pools which aid microclimate control through shade, moisture retention and evaporative cooling.
This chapter provides guidelines for designing buildings in six Indian climates to conserve energy. General recommendations are given based on building design aspects. Specific guidelines are developed for commercial, industrial, and residential buildings using simulation software. Methodology details calibrating the software using temperature measurements. Base case studies are conducted for sample buildings of each type both with and without air conditioning. Parameters are varied in parametric studies to evaluate their effects on thermal performance.
Only 3% of the world's water is fresh water, which is found as surface water, in rivers underground, frozen in glaciers and ice caps, or as groundwater. The water cycle ensures the continuous movement of water on, above, and below the surface of the Earth. Globally, an estimated 69% of fresh water is used for agriculture, 22% for industry, 8% for domestic purposes, and a very small percentage for recreation. Water is treated and stored before being distributed to homes and buildings through a network of pipes and storage systems.
Laurie Baker was a British-born Indian architect known for his cost-effective and environmentally-friendly building techniques using local materials. Some of his key principles included using locally available and low-cost materials like mud, brick, stone and terracotta tiles. He pioneered techniques like rat-trap bond, filler slabs, arched structures, frameless doors and windows, and built-in furnishings. All of his designs emphasized minimizing costs, waste and energy usage while respecting the natural environment. Baker's approach transformed architecture in India by focusing on affordable, sustainable construction methods especially for rural communities.
This document discusses how to calculate runoff volumes from different surfaces using runoff coefficients. It provides the following information:
- Runoff volume can be estimated by multiplying the rainfall volume by the surface's runoff coefficient, which indicates the percentage of rainwater that runs off. For example, a roof with a 0.95 coefficient estimates that 95% of rain will run off.
- Runoff coefficients vary based on the surface material and range from 0.80-0.95 for roofs/pavement to 0.05-0.35 for grass. Soil type and vegetation also impact coefficients for earthen surfaces.
- Two examples are provided to demonstrate calculating runoff volumes in metric
This document discusses sources of water, distribution systems, and plumbing. It covers:
- Surface and ground water sources like streams, lakes, rivers, and wells.
- Types of distribution systems including gravity, pumping, and dual systems. Gravity relies on elevation while pumping uses pumps. Dual uses both.
- Components of plumbing systems like pipes, fixtures, valves, and fittings. It also discusses cold water supply systems being either direct or indirect.
SUSTAINABLE, ENERGY EFFICIENT BUILDING MATERIALS AND TECHNOLOGIESSamanth kumar
SUSTAINABLE, ENERGY EFFICIENT BUILDING MATERIALS AND TECHNOLOGIES, M.ARCH (ENVIRONMENTAL ARCHITECTURE) ANNA UNIVERSITY SECOND SEMESTEREnergy Efficient Construction Technology
➔ Filler Slab
➔ Rat trap Bond
➔ Technologies developed by CBRI
➔ Traditional Building Construction Technologies
➔ Concept of Resource rescue,
➔ Concept of Recycled content,
➔ Concept of Regional materials,
➔ Energy Efficiency
➔ Energy Conservation
➔ Recourse Consumption
➔ Distribution of Energy use in India
➔ Factors affecting the Energy use in Buildings
➔ Pre Building Stage, Construction Stage & Post Occupancy stages
➔ Concept of Embodied Energy
➔ Energy needs in Production of Materials
➔ Transportation Energy
➔ Concept of light footprint on Environment
Green Building:Energy Efficient Air-Conditioningjvitek
This powerpoint illustrates the research done on the passive cooling methods of earth tube systems and solar chimneys in Florida\'s sub-tropical climate.
This document discusses how landscaping techniques can be used for microclimate control. It describes how trees, shrubs, and other plantings can provide shade to reduce solar radiation and surface temperatures. Plants also help control air temperature, humidity, air velocity and wind speed through evapotranspiration and by inducing or channeling air flow. Landscaping elements can be arranged to deflect or filter wind and pollution. Trees and other vegetation also help control glare. The document outlines various hard landscaping elements like walls, fences and slopes that can direct airflow, as well as soft landscaping elements such as trees, lawns and pools which aid microclimate control through shade, moisture retention and evaporative cooling.
This chapter provides guidelines for designing buildings in six Indian climates to conserve energy. General recommendations are given based on building design aspects. Specific guidelines are developed for commercial, industrial, and residential buildings using simulation software. Methodology details calibrating the software using temperature measurements. Base case studies are conducted for sample buildings of each type both with and without air conditioning. Parameters are varied in parametric studies to evaluate their effects on thermal performance.
High-Level Context Inference for Human Behavior IdenticationOresti Banos
This work presents the Mining Minds Context Ontology, an
ontology for the identification of human behavior. This ontology comprehensively models high-level context based on low-level information, including the user activities, locations, and emotions. The Mining Minds Context Ontology is the means to infer high-level context from the low-level information. High-level contexts can be inferred from unclassified contexts by reasoning on the Mining Minds Context Ontology. The Mining Minds Context Ontology is shown to be flexible enough to operate in real life scenarios in which emotion recognition systems may not always be available. Furthermore, it is demonstrated that the activity and the location might not be enough to detect some of the high-level contexts, and that the emotion enables a more accurate high-level context identification. This work paves the path for the future implementation of the high-level context recognition system in the Mining Minds project.
High- and Low-context cultures in electronic communications andNautilus Pompilius
Edward Hall proposed the theory of high- and low-context cultures. High-context cultures rely more on implicit communication and context, while low-context cultures prefer explicit communication. Websites from high-context cultures like Russia and Macedonia tend to use more multimedia, animations, and images of groups, while websites from low-context cultures like the US and Germany contain more direct text-based information and images of individuals. The document analyzes how cultural differences between high- and low-context societies are reflected in their tourism websites.
High and low context cultures relationships in eachKrystal Kelly
In high context cultures, relationships develop slowly over time, communication is implicit, and one's identity is tied to their social groups. Relationships in these cultures are very stable once formed. By contrast, relationships form more quickly in low context cultures but can also end quickly, communication is explicit, and individual identity and independence are valued. Age, status and in-group membership play a larger role in high context cultures' relationships than in low context cultures.
The document discusses high context and low context cultures. High context cultures have close connections where much information is implicit and based on relationships and understanding hidden cues. Low context cultures have more explicit information where rules are clearly defined and tasks take priority over relationships. Cultural adjustment between the contexts requires understanding different communication styles, focus on tasks versus relationships, and treatment of time and commitments.
The document discusses research on how consumers' need for uniqueness (CNFU) influences context-dependent choice behaviors. It presents hypotheses that people high in CNFU will prefer high-quality options, show smaller compromise effects, and be less susceptible to attraction effects compared to those low in CNFU. An experiment tested these hypotheses by measuring CNFU and presenting participants with choice sets that could produce compromise or attraction effects. The results provided partial support for the hypotheses, as those high in CNFU demonstrated reduced context effects but did not consistently prefer high-quality options.
This document compares and contrasts individualist/collectivist and high-/low-context cultures across 14 sections. It discusses that culture is a shared system of meanings and interpretations that influence group behavior. It then contrasts individualistic cultures, which value independence and goals, with collectivist cultures, which value relationships and group duties. Individualistic cultures use direct, precise communication while collectivist cultures use more contextual communication to build relationships. It provides advice for navigating these cultural differences in communication styles and interpretations.
The document summarizes the key differences between high context and low context cultures. High context cultures are more relation-centered, focus on group process over goals, have centralized social structures, use non-verbal cues, and have implicit and indirect communication. Low context cultures are more task-centered, focus on goals, have decentralized social structures, rely more on verbal communication, and have more explicit and direct communication. The document provides examples of countries that demonstrate high and low context cultural characteristics.
This document summarizes Edward T. Hall's cultural factors theory, which identifies key dimensions along which cultures vary, including context, time orientation, territoriality, and use of space. It contrasts low and high context cultures, monochronic and polychronic time, high and low territoriality. For example, low context cultures rely more on verbal communication while high context cultures imply more meaning non-verbally. Monochronic cultures do one thing at a time while polychronic cultures value human interaction over schedules. The document advises paying attention to these cultural differences to better understand others and gain influence across cultures.
What It Takes to Talk: AAC Assessment, Goals and ImplementationVicki Clarke
This session discusses how we assess, set goals and implement AAC. We are discussing 3 tools to assess your student's skills, The Communication Matrix, the DAGG-2 and the Classroom Communication Goals Grid.
Introduction toAAC for AAC Bootcamp ESMA 2014Kate Ahern
This slideshow introduces Augmentative Communication to teachers, therapists and school employees who were part of Easter Seals Massachusetts AAC Bootcamp for Professionals in August 2014
AAC Assessment Part 1: Functional Communication Assessment & Access ScreeningTanna Neufeld
The first step in the AAC assessment process, assessing current functional communication skills and needs and screening access needs to identify key features for AAC tools.
Here are my recommendations for Profiles 1 and 2:
Profile 1:
- This student would need an alternative communication system as he does not reliably use speech.
- I would recommend a voice output device as his primary system due to his limited fine motor skills. It provides a clear model and does not require pointing or manipulation.
- PECS could be used as a back up system since he can identify pictures. It would help develop his matching and fine motor skills.
Profile 2:
- This student would benefit from an augmentative system to support her verbal speech which is not easily understood.
- A voice output device would be a good primary system to increase her intelligibility and provide a clear model for
This document provides an overview of organizational communication. It defines communication and describes effective communication and the communication process. It discusses three common theories of communication - electronic, social, and rhetorical. It also outlines different types of communication like downward, upward, horizontal, interpersonal, and computer-aided. The document then focuses on organizational communication and describes formal small group networks, the grapevine, and barriers to communication like filtering, selective perception, and cultural differences. It provides guidelines for overcoming barriers and discusses gender, cultural and politically correct communication.
Implementation of Proloquo2Go for Students with AAC NeedsEric Sailers
This presentation shows how to implement evidence-based practices with Proloquo2Go, an iOS app for augmentative and alternative communication. Strategies highlighted include core words, aided language stimulation, and descriptive teaching.
Using new technologies, with a particular focus on teaching languages. A description of the usage of these technologies, their advantages and disadvantages. Methodology to foster good communication and improve your teaching practice.
The document discusses flexible pedagogies for disruptive technologies in education. It defines disruptive technologies as new, lower-cost technologies that eventually displace established ones. The author examines how technologies like mobile phones and chat rooms can disrupt traditional classroom norms. She outlines principles for flexible pedagogies based on constructivism, sociocultural approaches, and collaborative learning to maximize opportunities from evolving communications technologies. A case study of her graduate course demonstrates blending physical and online learning, learner-shaped structures, and using technologies like blogs and wikis to support communication and assessment.
The document discusses three generations of distance education pedagogy: 1) Behaviourist/Cognitive pedagogies focus on individual self-paced learning and direct instruction. 2) Constructivist pedagogies emphasize socially constructed knowledge through group learning and discussion. 3) Connectivist pedagogies focus on building networks of information through connecting nodes on the web to apply knowledge to real problems. The three generations are seen as building upon each other to develop 21st century skills through networked, lifelong learning.
1) The document summarizes a presentation about applying common identity and common bond theory to design online communities.
2) The theories suggest that communities develop attachment through shared identity with the group overall or bonds with individual members.
3) Design choices like socialization, discussion moderation, and community goals can influence whether attachment is more identity-based or bond-based.
This document discusses communication in modern organizations. It covers different generations in the workplace (Traditionalists, Baby Boomers, Gen X, Gen Y/Millennials, Gen Z) and characteristics of Gen Y. It also discusses types of communication (downward, upward, horizontal), improving communication, how email has altered communication, and choosing the best communication channel. Barriers to communication like perceptions, filtering, language, and information overload are also summarized.
The document discusses social networks and how they can be used to examine e-learning. It defines key concepts like actors, relations, ties and networks. Relations between people lead to the formation of networks. The document examines different types of relations and ties that can exist for e-learning students, like receiving information or collaboration. Networks can be analyzed to study how structure impacts resource sharing. Arguments are made both for and against the ability to form strong, meaningful relationships online.
This document discusses using Facebook in educational contexts. It notes that students are increasingly using online tools and have high levels of technology access. While students are often characterized as "digital natives," research finds their skills are more varied. The document explores using Facebook for a specialist conference module and hospitality placements to facilitate inter-year support and engagement through groups, images, and connections. It analyzes the educational affordances and challenges of using Facebook, such as managing privacy and constraints.
High-Level Context Inference for Human Behavior IdenticationOresti Banos
This work presents the Mining Minds Context Ontology, an
ontology for the identification of human behavior. This ontology comprehensively models high-level context based on low-level information, including the user activities, locations, and emotions. The Mining Minds Context Ontology is the means to infer high-level context from the low-level information. High-level contexts can be inferred from unclassified contexts by reasoning on the Mining Minds Context Ontology. The Mining Minds Context Ontology is shown to be flexible enough to operate in real life scenarios in which emotion recognition systems may not always be available. Furthermore, it is demonstrated that the activity and the location might not be enough to detect some of the high-level contexts, and that the emotion enables a more accurate high-level context identification. This work paves the path for the future implementation of the high-level context recognition system in the Mining Minds project.
High- and Low-context cultures in electronic communications andNautilus Pompilius
Edward Hall proposed the theory of high- and low-context cultures. High-context cultures rely more on implicit communication and context, while low-context cultures prefer explicit communication. Websites from high-context cultures like Russia and Macedonia tend to use more multimedia, animations, and images of groups, while websites from low-context cultures like the US and Germany contain more direct text-based information and images of individuals. The document analyzes how cultural differences between high- and low-context societies are reflected in their tourism websites.
High and low context cultures relationships in eachKrystal Kelly
In high context cultures, relationships develop slowly over time, communication is implicit, and one's identity is tied to their social groups. Relationships in these cultures are very stable once formed. By contrast, relationships form more quickly in low context cultures but can also end quickly, communication is explicit, and individual identity and independence are valued. Age, status and in-group membership play a larger role in high context cultures' relationships than in low context cultures.
The document discusses high context and low context cultures. High context cultures have close connections where much information is implicit and based on relationships and understanding hidden cues. Low context cultures have more explicit information where rules are clearly defined and tasks take priority over relationships. Cultural adjustment between the contexts requires understanding different communication styles, focus on tasks versus relationships, and treatment of time and commitments.
The document discusses research on how consumers' need for uniqueness (CNFU) influences context-dependent choice behaviors. It presents hypotheses that people high in CNFU will prefer high-quality options, show smaller compromise effects, and be less susceptible to attraction effects compared to those low in CNFU. An experiment tested these hypotheses by measuring CNFU and presenting participants with choice sets that could produce compromise or attraction effects. The results provided partial support for the hypotheses, as those high in CNFU demonstrated reduced context effects but did not consistently prefer high-quality options.
This document compares and contrasts individualist/collectivist and high-/low-context cultures across 14 sections. It discusses that culture is a shared system of meanings and interpretations that influence group behavior. It then contrasts individualistic cultures, which value independence and goals, with collectivist cultures, which value relationships and group duties. Individualistic cultures use direct, precise communication while collectivist cultures use more contextual communication to build relationships. It provides advice for navigating these cultural differences in communication styles and interpretations.
The document summarizes the key differences between high context and low context cultures. High context cultures are more relation-centered, focus on group process over goals, have centralized social structures, use non-verbal cues, and have implicit and indirect communication. Low context cultures are more task-centered, focus on goals, have decentralized social structures, rely more on verbal communication, and have more explicit and direct communication. The document provides examples of countries that demonstrate high and low context cultural characteristics.
This document summarizes Edward T. Hall's cultural factors theory, which identifies key dimensions along which cultures vary, including context, time orientation, territoriality, and use of space. It contrasts low and high context cultures, monochronic and polychronic time, high and low territoriality. For example, low context cultures rely more on verbal communication while high context cultures imply more meaning non-verbally. Monochronic cultures do one thing at a time while polychronic cultures value human interaction over schedules. The document advises paying attention to these cultural differences to better understand others and gain influence across cultures.
What It Takes to Talk: AAC Assessment, Goals and ImplementationVicki Clarke
This session discusses how we assess, set goals and implement AAC. We are discussing 3 tools to assess your student's skills, The Communication Matrix, the DAGG-2 and the Classroom Communication Goals Grid.
Introduction toAAC for AAC Bootcamp ESMA 2014Kate Ahern
This slideshow introduces Augmentative Communication to teachers, therapists and school employees who were part of Easter Seals Massachusetts AAC Bootcamp for Professionals in August 2014
AAC Assessment Part 1: Functional Communication Assessment & Access ScreeningTanna Neufeld
The first step in the AAC assessment process, assessing current functional communication skills and needs and screening access needs to identify key features for AAC tools.
Here are my recommendations for Profiles 1 and 2:
Profile 1:
- This student would need an alternative communication system as he does not reliably use speech.
- I would recommend a voice output device as his primary system due to his limited fine motor skills. It provides a clear model and does not require pointing or manipulation.
- PECS could be used as a back up system since he can identify pictures. It would help develop his matching and fine motor skills.
Profile 2:
- This student would benefit from an augmentative system to support her verbal speech which is not easily understood.
- A voice output device would be a good primary system to increase her intelligibility and provide a clear model for
This document provides an overview of organizational communication. It defines communication and describes effective communication and the communication process. It discusses three common theories of communication - electronic, social, and rhetorical. It also outlines different types of communication like downward, upward, horizontal, interpersonal, and computer-aided. The document then focuses on organizational communication and describes formal small group networks, the grapevine, and barriers to communication like filtering, selective perception, and cultural differences. It provides guidelines for overcoming barriers and discusses gender, cultural and politically correct communication.
Implementation of Proloquo2Go for Students with AAC NeedsEric Sailers
This presentation shows how to implement evidence-based practices with Proloquo2Go, an iOS app for augmentative and alternative communication. Strategies highlighted include core words, aided language stimulation, and descriptive teaching.
Using new technologies, with a particular focus on teaching languages. A description of the usage of these technologies, their advantages and disadvantages. Methodology to foster good communication and improve your teaching practice.
The document discusses flexible pedagogies for disruptive technologies in education. It defines disruptive technologies as new, lower-cost technologies that eventually displace established ones. The author examines how technologies like mobile phones and chat rooms can disrupt traditional classroom norms. She outlines principles for flexible pedagogies based on constructivism, sociocultural approaches, and collaborative learning to maximize opportunities from evolving communications technologies. A case study of her graduate course demonstrates blending physical and online learning, learner-shaped structures, and using technologies like blogs and wikis to support communication and assessment.
The document discusses three generations of distance education pedagogy: 1) Behaviourist/Cognitive pedagogies focus on individual self-paced learning and direct instruction. 2) Constructivist pedagogies emphasize socially constructed knowledge through group learning and discussion. 3) Connectivist pedagogies focus on building networks of information through connecting nodes on the web to apply knowledge to real problems. The three generations are seen as building upon each other to develop 21st century skills through networked, lifelong learning.
1) The document summarizes a presentation about applying common identity and common bond theory to design online communities.
2) The theories suggest that communities develop attachment through shared identity with the group overall or bonds with individual members.
3) Design choices like socialization, discussion moderation, and community goals can influence whether attachment is more identity-based or bond-based.
This document discusses communication in modern organizations. It covers different generations in the workplace (Traditionalists, Baby Boomers, Gen X, Gen Y/Millennials, Gen Z) and characteristics of Gen Y. It also discusses types of communication (downward, upward, horizontal), improving communication, how email has altered communication, and choosing the best communication channel. Barriers to communication like perceptions, filtering, language, and information overload are also summarized.
The document discusses social networks and how they can be used to examine e-learning. It defines key concepts like actors, relations, ties and networks. Relations between people lead to the formation of networks. The document examines different types of relations and ties that can exist for e-learning students, like receiving information or collaboration. Networks can be analyzed to study how structure impacts resource sharing. Arguments are made both for and against the ability to form strong, meaningful relationships online.
This document discusses using Facebook in educational contexts. It notes that students are increasingly using online tools and have high levels of technology access. While students are often characterized as "digital natives," research finds their skills are more varied. The document explores using Facebook for a specialist conference module and hospitality placements to facilitate inter-year support and engagement through groups, images, and connections. It analyzes the educational affordances and challenges of using Facebook, such as managing privacy and constraints.
This document discusses using Facebook in educational contexts. It notes that students are increasingly using online tools and have high levels of technology access. While students are often characterized as "digital natives," research finds their skills are more varied. The document explores using Facebook for a specialist conference module and hospitality placements to facilitate inter-year support and engagement through groups, images, and connections. It analyzes the educational affordances and challenges of using Facebook, such as managing privacy and constraints.
The document discusses various techniques for selecting vocabulary and arranging communication displays for individuals using augmentative and alternative communication (AAC). It describes categorical inventories, core vocabulary lists, communication diaries, and activity-based scripts as methods for selecting relevant words. It also outlines considerations for organizing displays in activity-based, category-based, semantic-syntactic, and alphabetic formats. Key goals in arranging displays include allowing for growth, promoting flexible language use, and addressing individual visual, motor, cognitive and cultural needs.
Generations and Change - Ont University Council 2012Terry Anderson
This document summarizes Terry Anderson's presentation on MOOCs, walled gardens, analytics and networks in multi-generation pedagogical innovations. It discusses the three generations of educational technology and pedagogy: 1) behaviorist/cognitive self-paced individual study, 2) constructivist emphasis on groups, and 3) connectivist focus on networks and sets. Recent developments discussed include open educational resources, learning analytics, MOOCs, walled social networks, and the unbundling of higher education services.
Schools and teachers want to develop partnership with parents. Strong communication is fundamental to this partnership. So, teachers must continue to develop and expand skills required to build a strong partnership.
Systematic literature reviews - Moving offline communities onlineJenine Beekhuyzen
This Systematic Literature Review presentation at the University of Lapland on 22.5.15 is based on this paper http://www98.griffith.edu.au/dspace/bitstream/handle/10072/54874/88574_1.pdf?sequence=1
This document summarizes a study on best practices for social interaction and connectivity in online higher education courses. The study utilized a qualitative Delphi method with experts in online education to identify themes and practices. Six key themes emerged: showing relevance to students, establishing e-connectivity, instructor presence, positive communication, being open to social networking, and using technologies to connect. Best practices were organized according to Bloom's taxonomy and included recommendations for cognitive, affective, and psychomotor domains. Suggestions for further research were also provided.
Similar to Context Based Communication for AAC Users (20)
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
1. Context Based
Communication
Using High Tech Solutions to Cue Communication
Vicki Clarke & Elisabeth Dolloff
Dynamic Therapy Associates, Inc.
GATE 2015, Atlanta, GA
Handout Link:
http://bit.ly/1TxfjL8
3. What Is Context Based Communication?
Messages that pertain specifically to a particular
context (environment)
Presented in a grid format or in a visual scene display
With less emphasis on pairing words creatively and
more emphasis on single button/area message selection
Which are highly individualized to the AAC user’s
world
5. Purpose of Context Based
Communication
Improve independent navigation
Support sustained social interactions
Simplify social messaging by highlighting
contextually relevant messages
Allow communication to meet individual’s
identified needs
Increase participation in the AAC user’s
natural environment
Increase rate of learning for new messages.
6. Common Concerns Regarding Use
Context Based Communication
• Lack of consistent location of messages
• Need for extensive modifications
• Doesn’t enhance language development
• Limits spontaneous novel utterance generation
7. How to Manage Primary Concerns
• LACK OF CORE VOCABULARY AND GENERATIVE LANGUAGE
INSTRUCTION:
• Access to core vocabulary and instruction, taught in conjunction with context based
messaging options
• LACK OF CONSISTENT PLACEMENT OF WORDS
• Use the placement of the word in the patient’s core vocabulary pages to drive the
location of semantically similar messages in subsequent context-based pages
• EXTENSIVE MODIFICATION NEEDS:
• Use of systematic collection of messaging needs in environments
• Train family or primary care providers to make basic modifications in real time as
needed.
8. Increase Rate of Learning
• Narrow field of potential messages
to those that are most likely to be
needed in an environment
• Messages are contextually relevant,
familiar and significant
• Symbols can be more concrete and
immediately recognizable
9. Case Studies: Anne
• Difficulty with comprehension of
abstract symbols
• Appears to be not motivated by
social interaction
• Social interaction is challenging
• Uses language primarily to request
objects
11. Simplify Navigation
• Conceptually easy to
locate photograph to
match environment for
navigation.
• 1-2 step link to
environmentally relevant
messages
• Decrease demand for
comprehension of
symbol association or
categorization
12. Case Studies: Nicholas and Harrison
• Difficulty with comprehension of
abstract symbols
• Difficulty with categorization
• Socially motivated
14. Increase Rate of Interaction
Increase rate of
communication of routine
phrases
less navigation
less activation of buttons
less segmented messages
Decrease attention demand
in distractible environments
15. Case Studies: Kasey & Robert
Kasey:
• Decreased rate of
communication secondary to
motor difficulties
• Social motivation is limited by
the effort necessary to interact
• Working to increase
independence in the community
17. Increase Rate of Interaction: Robert
• Social anxiety
• Difficulty with delayed
gratification
• Anxiety with functional
demands
• Strong motivation to
communicate and
participate
18. Introduction to Novel Environments
• Prepare AAC user through
images and sequences of
upcoming events
• Allow for discussion of
events prior to occurrence
• Allow for review of event
after the activity.
• Give AAC user an element
of control in stressful
environment with minimal
access demands
19. Novel Environments: Chad
• Difficulty interacting in unfamiliar
environments
• Multiple, on-going medical
concerns
• History of self-abusive and
aggressive behaviors
• History of property destruction
21. AAC Vocabulary Organization Decision Tree:
Considerations for Initial Setup and Components
Social Messages
Core Vocabulary
Categories
Context/Visual Scenes
Functional Messaging
22. Case Study: Mason
• 6 years old
• Severe Apraxia of speech
• Receptive language within normal limits
• Expressively at a single word level
• Emerging ability to creatively combine 2
words
• Just learning to navigate and functionally
use his new device
• Uses Unity 45 Sequenced
• Has social messages preprogrammed into
the Activity Row
23. Planning for Context Based Messaging
Selection of display type (visual scene or
grid display)
Visual processing skills
Physical access method (yes you can use scanning!)
Symbol comprehension
Capabilities of current or proposed system
28. AAC Devices that Support Context Based
Communication
NovaChat
Accent Series
Tobii Dynavox Compass
Tobii Dynavox
Communicator: SonoPrimo
29. Apps that Support Context Based
Communication
SonoFlex
GoTalk Now
TouchChat
Autismate 365
Tobii Dynavox Compass
Editor's Notes
VICKI
How we came to embrace context based:
Avoided initially in lieu of core words, left to right sentence building, subject-verb-object, semantic categories, grammar etc.
Linguistic skills we were taught to target in graduate school- These are really metalinguistic skills we expect for patients operating at a language age of 6-8 years. Most of our patients were functioning with language skills similar to 18 mos-3 years. Our patients had attention, memory and learning difficulties and were simply not making progress in independent navigation and use of their devices.
Context based is more pragmatically and functionally organized.
We found after years of instruction that we had patients who were stuck at a one word level, not progressing in their ability to navigate using categories or motor planning or simply did not succeed in recognizing and using abstract symbols.
ELISABETH
1.) For example, the environment you might be in would be the bathroom/bedroom/Chick-fil-a. Each environment would have a communication page with messages specific to the current place. These communication pages are different than an activity board in that they are developed to meet needs of the environment, rather than a specific activity (ie. bubbles, play-doh).
2.) People typically think context-based means ‘scenes’. The reality is that it does not necessarily include just scenes but can also refer to grid displays of contextually relevant messages.
3.) The focus is not on Subject+Verb+Object sentence creation but rather fluid conversations via single-button messages.
4.) The only way this works is if the messages are VERY specific to what the child wants to say.
ELISABETH
We will be going through a way to systematically plan what messages are needed, specific to the person you are working with. There are forms and tools in your handout to help you plan and implement a successful context-based communication system.
ELISABETH
For the next hour, we will be discussing the reasoning behind context-based communication and what it actually looks like out in the world with real patients. (Read points)
Increase rate of learning social, interactive and control messaging
Narrowing the field of potential messages to those appropriate to the environment
Messages are contextually relevant, familiar and significant
Symbols are more concrete and require less learning
Increase access to messages through independent navigation
Increase rate of interaction for frequently used messages
Provide a means to introduce novel environments to decrease anxiety and increase successful interactions
ELISABETH
These are concerns people have about context-based communication.
1.) The word ‘go’ might be in different locations on different pages, which MIGHT limit a person’s ability to use motor-planning to access a message.
2.) As we mentioned earlier….
3.) For example, the tools to develop syntax and morphology are not available. Correct sentence structure, verb tenses, and word endings aren’t supported.
4.) It refers to the ability to create new sentences (ie. She helps me, he helped me), allowing the ability to be specific.
ELISABETH
1.) We rarely use context-based communication in isolation. There almost always is a combination of context-based AND core pages in a user’s device. Even if we are at a very basic teaching stage of core vocabulary development, we always include it in devices.
2.) LACK OF CONSISTENT PLACEMENT OF WORDS
Use the placement of the word in the patient’s core vocabulary pages to drive the location of semantically similar messages in subsequent context-based pages
3.) Extensive modification needs. Yes, it does in fact take a great deal of modification in the beginning. It takes an hour or two of planning combined with 4-5 hours of modification in order to set up a comprehensive communication system that can be used in ALL environments. Keep in mind though that you don’t have to do this all at once (ie. work on one environment at a time). To make this manageable:
Use of systematic collection of messaging needs in environments
Train family or primary care providers to make basic modifications in real time as needed.
You don’t introduce an entire language system to a child all at once, so why would you have to have his or her system perfectly set up in order to intro context-based concepts
ELISABETH
Narrowing the field of potential messages to those appropriate to the environment
Messages are contextually relevant, familiar and significant
Symbols are more concrete and require less learning
Now we’ll be taking a look at our patient Anne’s communication pages
ELISABETH
Anne is one of our kids who has…
Difficulty with comprehension of abstract symbols
Appears to be not motivated by social interaction
Social interaction is challenging. She typically communicates ONLY for requesting objects. We need to expand her functions of communication.
GO TO BEDROOM PAGE->CLOSET-> BOOKS->
She is learning how to ask questions, make comments, and make actions requests without the navigation demand. I made an effort on this page to consider placement of messages- buttons on this page match where they would be located in other areas of the pageset (ie. ‘I can read it” is in the same location as “I” on Gateway, “read it” is in the same position as “read” in Gateway, “Let me see it” is located in the same position as ‘see’ under Gateway actions, “What’s that?” and “Wait” are in the same positions as their respective buttons in the ‘My Phrases- wants & needs/ questions”
ELISABETH
Anne is one of our kids who has…
Difficulty with comprehension of abstract symbols
Appears to be not motivated by social interaction
Social interaction is challenging. She typically communicates ONLY for requesting objects. We need to expand her functions of communication.
GO TO BEDROOM PAGE->CLOSET-> BOOKS->
She is learning how to ask questions, make comments, and make actions requests without the navigation demand. I made an effort on this page to consider placement of messages- buttons on this page match where they would be located in other areas of the pageset (ie. ‘I can read it” is in the same location as “I” on Gateway, “read it” is in the same position as “read” in Gateway, “Let me see it” is located in the same position as ‘see’ under Gateway actions, “What’s that?” and “Wait” are in the same positions as their respective buttons in the ‘My Phrases- wants & needs/ questions”
VICKI
Faster access to environmentally significant messages
Conceptually easier- match photo to environment- no need to understand categories
Don’t need to understand categories or associations to navigate to messages
VICKI
ELISABETH
(READ this)
ELISABETH
Kasey is a highly determined girl who wants to be as independent as possible. She demonstrates:
Decreased rate of communication secondary to motor difficulties
Social motivation is limited by the effort necessary to interact
Working to increase independence in the community
One of Kasey’s favorite activities is going to Chick-fil-a. In this video, you will see Kasey using the iPad with Compass software to order lunch.
ELISABETH
Here you see the pageset that she used in the video. Note how Kasey was able to independently navigate through these pages to order food.
Note that Chik Fila is regularly occurring, thus what is happening is that we are
increasing rate of communication of routine phrases
less navigation
less activation of buttons
less segmented messages
VICKI
Robert:
Social anxiety
Difficulty with delayed gratification
Anxiety with functional demands
Strong motivation to communicate and participate
Faster communication to decrease anxiety during functional living activities
Uses core for requesting, describing, basic responding in familiar environments with familiar partners for motivating activities
VICKI
VICKI
VICKI-show but not detailed discussion
Basically we rarely if ever use context based pages in isolation- pair with core vocabulary, social messaging and keyboards
VICKI
Even if we are using a core words multimeaning icon organizations, we may still use a discussion of context during the learning stages of navigation.
Doesn’t have customized context based pages but is learning through the use of associating symbols with environmental demands for some multimeaning icons- for example: bathroom leads to verbs, adjectives and nouns used in the bathroom; bedroom leads to nouns/verbs/adjectives used in his bedroom
VICKI
Visual Processing Considerations: CVI
color preferences
-variable level of vision loss with fluctuation over time
-poor attention to visual stimuli- complex visual and environmental stimuli
-delay in response to visual stimuli
-difficulty visualizing new surroundings or objects (better with familiar images)
-light gazing
-better vision for animated displays (moving objects)
difficulty with central vision (use peripheral vision)
Symbol Comprehension: level of abstraction the patient understands: photos, drawings, symbols- Do they need actual photos of their environments or can they use drawings of a generic living room?
Does the device we are considering have the tools we need to create and use visual scenes? Do we need to use grids?
Physical Access: do we need a keyguard? Can we make the scene fit the keyguard to have the hotspot line up with the grid?
ELISABETH
Dynamic Therapy Intervention Planning Form is in your handout & the DAGG (Dynavox Schedule of Daily Routines) is available for a free download from the Tobii Dynavox website.
Easy to follow and provide the steps for creating a complete context-communication system. In our clinic, we sit down with each patient and their family to fill them out, in order to make sure the communication system we’re providing the patient with will fully meet their needs.
ELISABETH
Here’s a sample of the Dynamic Therapy Intervention Planning filled out.
ELISABETH
show but not detailed discussion
And here’s a sample of the Dynavox Schedule of Daily Routines form filled out