Write 300-400 words review of the paper \"using your own words and not copying anything
form the article\".
Karin Slegers
CUO | Social Spaces
KU Leuven - iMinds
Parkstraat 45, bus 3605
3000 Leuven, Belgium karin.slegers@soc.kuleuven.be
Pieter Duysburgh
SMIT, VUB - iMinds Pleinlaan 9
1050 Brussels, Belgium pieter.duysburgh@vub.ac.be
Abstract
Niels Hendriks
Social Spaces | CUO
LUCA - KU Leuven
C-Mine 5
3600 Genk, Belgium niels.hendriks@luca-arts.be
Author Keywords
Participatory design; Ethics; Cognitive impairments; Sensory impairments;
ACM Classification Keywords
H.5.m. Information interfaces and presentation (e.g., HCI): Miscellaneous.
Introduction
It has been acknowledged that doing participatory design with people living with cognitive or
sensory impairments can be quite difficult. As the experiences of persons living with
impairments, such as autism spectrum disorder, Alzheimer’s disease or hearing impairments,
might be fundamentally different from their own, it is more difficult for researchers and
designers to identify with or relate to their users [8,11].
An additional complicating issue is the fact that many participatory design methods fail in their
inclusiveness with regard to people living with impairments [13]. In participatory design,
researchers should provide their participants with appropriate tools for expressing themselves
[14]. However, common participatory design tools may not be appropriate when working with
people living with impairments. Such tools frequently draw upon exactly those skills that people
living with cognitive or sensory impairments have problems with.
Ethical Issues in Participatory Design with People living with Cognitive or Sensory Impairments
Participatory design with people living with cognitive or sensory impairments poses several
challenges on researchers and designers, due to differences in their mutual experiences and due
to the fact that many methods and techniques may not be appropriate and need adjustment. Many
of those challenges are related to ethical issues. This paper describes several of such challenges
that emerged during a series of three academic workshops focusing on adjusting participatory
design approaches when working with people living with cognitive or sensory impairments. We
plead for a new tradition of sharing experiences in order for researchers and designers to learn
from one another in the form of codesign stories.
Many methods are, for instance, based on verbal or visual expressions, and use visual and/or
hands-on techniques. Also, higher order cognitive skills are often required [2,14], such as
abstraction, conceptualization or creative thinking. As a result, common participatory design
techniques, and research approaches in general, may not be usable, or at least need adjustment.
This idea that the involvement of people living with impairments in the design process requires a
different, more appropriate approach, matches recent views on disability. Traditionally, the
medical.
Transforming the process and outcomes of assistive technology research: Refle...Jane65
Presentation given on 4th March 2010 at ESRC funded seminar series hosted jointed by Chris Abbott (Kings College London) and Jannet Wright (DeMontfort University) called "Researching the use of assistive technologies by children and young people: interdisciplinary perspectives"
Social Innovation & Open Innovation - Coaching Material for Social Entrepreneursikosom GmbH
Definition of Social Innovation, Open Innovation and Co-Design in Social Business contexts. This slide is part of the project "CE-RESPONSIBLE " by Interreg Central Europe. Hear the presentation at www.net4socialimpact.eu
Transforming the process and outcomes of assistive technology research: Refle...Jane65
Presentation given on 4th March 2010 at ESRC funded seminar series hosted jointed by Chris Abbott (Kings College London) and Jannet Wright (DeMontfort University) called "Researching the use of assistive technologies by children and young people: interdisciplinary perspectives"
Social Innovation & Open Innovation - Coaching Material for Social Entrepreneursikosom GmbH
Definition of Social Innovation, Open Innovation and Co-Design in Social Business contexts. This slide is part of the project "CE-RESPONSIBLE " by Interreg Central Europe. Hear the presentation at www.net4socialimpact.eu
Participatory Research Approaches With Disabled Students V3Jane65
Seminar for Higher Education Research Group at the University of Southampton that describes and evaluates the participatory methods used in a research project called LEXDIS which aims to explore the e-learning experiences of disabled students
【平成25年度 環境人材育成コンソーシアム(EcoLeaD)事業】
日付:平成25年12月14日
イベント:第3回アジア環境人材育成研究交流大会-国際シンポジウム2部
タイトル:サステナビリティリーダーの育成 / Shaping‘ Sustainability’ Leaders
発表者:アウレア・クリスティン・タナカ 氏(国際連合大学高等研究所ESDプログラムリサーチアソシエイト) / Dr. Aurea Christine Tanaka(Research Associate, Education for Sustainable Development Programme, United Nations University Institute of Advanced Studies)
詳細:http://www.eco-lead.jp/active/seminar/2013-2/
Global Practice, Research & Funding for WASH Workshop 1f4washGeorge Wainaina
This brief synthesizes the findings of a recently conducted workshop that identified the challenges of uniting practitioners, researchers and funders for better Water, Sanitation & Hygiene programs outcomes.
Toolkit for Inclusivity in Higher Education3Play Media
In this webinar, Sheryl Burgstahler, Ph.D., author of Creating Inclusive Learning Opportunities in Higher Education, will provide practical steps for incorporating universal design into your higher education environment to create an inclusive and diverse space for all students.
Taking the next step: Building Organisational Co-design CapabilityPenny Hagen
A presentation on building organisational co-design capability, shared as part of Master Class for Design 4 Social Innovation Conference in Sydney, 2014. http://design4socialinnovation.com.au/
For a little more context on the slides and the handout used as the basis for discussion in the MasterClass see: http://www.smallfire.co.nz/2014/10/22/building-organisational-co-design-capability/
Online Learning Design for Diversity and Inclusion Shalin Hai-Jew
Social inclusion and respect for diversity are some of the most important democratic values that inform learning design. The educational research literature offers methods for how to design teaching and learning for people in all (many of?) their complex dimensions:
demographics;
cultures [including worldviews, beliefs, values, practices, and others];
languages;
learning preferences;
differing perceptions and information processing, and others,
… so that all are included and supported and welcomed. Widely known approaches include accessibility mitigations, universal design practices, multi-cultural adaptations, and others. This presentation provides a light overview of suggested practices and how these are applied to practical instructional designs of online learning with modern technological enablements.
The door, the wind, the bird and the valisejason hobbs
Presented at the 4th Italian IA Summit, the IA Konferenz in Cologne, Germany 2010 and the Cape Twon and Johannesburg SA UX Forum meet-ups in 2010. This presentation will unpack the benefits, and provide a possible approach, to the formation of an institutional discipline from casual practice for user experience design. Practice-Led Research (PLR) will be positioned as an effective agent in the transformation of the seemingly inherent and natural acts found in casual practice into the formal arrangement of accepted truths and regulated practices of the discipline. The aim is to introduce practitioners to the concepts so as to begin establishing discussion and awareness
Creative Methods for Designing Confident Life DecisionsMarce Milla
This was my final project for my Design Management masters program at SCAD Savannah. I was interested in discovering if Design Thinking tools and methods could be applied to a more everyday life realm and have a positive impact in the decision making process of graduate students.
Functionally important traits in animals tend to vary little from on.pdftrishacolsyn25353
Functionally important traits in animals tend to vary little from one individual to the next within
populations, possible because individuals that deviate too much from the mean die sooner or
leave fewer offspring in the long run. If so, does variance in a trait rise after it becomes less
functionally important? Billet et al. (2012) investigated this question with the semicircular canals
(SC) of the inner ear of the three-toed sloth (Bradypus variegatus). Sloths move very slowly and
infrequently, and the authors suggested that this behavior reduces the functional demands on the
SC, which usually provide information on angular head movement to the brain. Indeed, the
motion signal from the SC to the brain may be very weak in sloths as compared to faster-moving
animals. The following numbers are measurements of the length to the width of the anterior
semicircular canals in seven sloths. Assume that this represents a random sample.
1.52, 1.06, 0.93, 1.38, 1.47, 1.20, 1.16
a. In related, faster-moving animals, the standard deviation of the ratio of the length to the width
of the anterior semicircular canals is known to be 0.09. What is the estimate of the standard
deviation of this measurement in three toed sloths?
b. Based on these data, what is the most plausible range of values for the population standard
deviation in the three-toed sloth? Does this range include the known value of the standard
deviation in related, faster-moving species?
c. What additional assumption is required for your answer in (b)? What do you know about how
sensitive the confidence interval calculation is when the assumption is not met?
Solution.
Find the values of the trigonometric functions of t from the given in.pdftrishacolsyn25353
Find the values of the trigonometric functions of t from the given information. tan(t) = - 8/15,
cos(t) > 0 sin(t) = cos(t) = CSC (t) = sec(t) = cot(t) =
Solution
Here w ehave tan(t) = 8/15
and we know tan() = Perpendicular/Base
so we have Perpendicular = 8 and Base = 15 , now we can calculate Hypotenuse from these
values
hynpotenuse2 = perpendicular2 + base2
hypotenuse2 = 8*8+15*15
hypotenuse2 = 289 (64+225)
hypotenuse = 17 (sqaure root of 289)
Now we will get the value of other functions
sin(t) = Perpendicular/Hynpotenuse
sint(t) = 8/17
cost(t)= Base/Hynpotenuse
cost(t) = 15/17
csc(t) = Hynpotenuse/Perpendicular
csc(t) = 17/8
sec(t) = Hynpotenuse/Base
sec(t) = 17/15
cot(t) = Base/Perpendicular
cot(t0 = 15/8.
More Related Content
Similar to Write 300-400 words review of the paper using your own words and n.pdf
Participatory Research Approaches With Disabled Students V3Jane65
Seminar for Higher Education Research Group at the University of Southampton that describes and evaluates the participatory methods used in a research project called LEXDIS which aims to explore the e-learning experiences of disabled students
【平成25年度 環境人材育成コンソーシアム(EcoLeaD)事業】
日付:平成25年12月14日
イベント:第3回アジア環境人材育成研究交流大会-国際シンポジウム2部
タイトル:サステナビリティリーダーの育成 / Shaping‘ Sustainability’ Leaders
発表者:アウレア・クリスティン・タナカ 氏(国際連合大学高等研究所ESDプログラムリサーチアソシエイト) / Dr. Aurea Christine Tanaka(Research Associate, Education for Sustainable Development Programme, United Nations University Institute of Advanced Studies)
詳細:http://www.eco-lead.jp/active/seminar/2013-2/
Global Practice, Research & Funding for WASH Workshop 1f4washGeorge Wainaina
This brief synthesizes the findings of a recently conducted workshop that identified the challenges of uniting practitioners, researchers and funders for better Water, Sanitation & Hygiene programs outcomes.
Toolkit for Inclusivity in Higher Education3Play Media
In this webinar, Sheryl Burgstahler, Ph.D., author of Creating Inclusive Learning Opportunities in Higher Education, will provide practical steps for incorporating universal design into your higher education environment to create an inclusive and diverse space for all students.
Taking the next step: Building Organisational Co-design CapabilityPenny Hagen
A presentation on building organisational co-design capability, shared as part of Master Class for Design 4 Social Innovation Conference in Sydney, 2014. http://design4socialinnovation.com.au/
For a little more context on the slides and the handout used as the basis for discussion in the MasterClass see: http://www.smallfire.co.nz/2014/10/22/building-organisational-co-design-capability/
Online Learning Design for Diversity and Inclusion Shalin Hai-Jew
Social inclusion and respect for diversity are some of the most important democratic values that inform learning design. The educational research literature offers methods for how to design teaching and learning for people in all (many of?) their complex dimensions:
demographics;
cultures [including worldviews, beliefs, values, practices, and others];
languages;
learning preferences;
differing perceptions and information processing, and others,
… so that all are included and supported and welcomed. Widely known approaches include accessibility mitigations, universal design practices, multi-cultural adaptations, and others. This presentation provides a light overview of suggested practices and how these are applied to practical instructional designs of online learning with modern technological enablements.
The door, the wind, the bird and the valisejason hobbs
Presented at the 4th Italian IA Summit, the IA Konferenz in Cologne, Germany 2010 and the Cape Twon and Johannesburg SA UX Forum meet-ups in 2010. This presentation will unpack the benefits, and provide a possible approach, to the formation of an institutional discipline from casual practice for user experience design. Practice-Led Research (PLR) will be positioned as an effective agent in the transformation of the seemingly inherent and natural acts found in casual practice into the formal arrangement of accepted truths and regulated practices of the discipline. The aim is to introduce practitioners to the concepts so as to begin establishing discussion and awareness
Creative Methods for Designing Confident Life DecisionsMarce Milla
This was my final project for my Design Management masters program at SCAD Savannah. I was interested in discovering if Design Thinking tools and methods could be applied to a more everyday life realm and have a positive impact in the decision making process of graduate students.
Functionally important traits in animals tend to vary little from on.pdftrishacolsyn25353
Functionally important traits in animals tend to vary little from one individual to the next within
populations, possible because individuals that deviate too much from the mean die sooner or
leave fewer offspring in the long run. If so, does variance in a trait rise after it becomes less
functionally important? Billet et al. (2012) investigated this question with the semicircular canals
(SC) of the inner ear of the three-toed sloth (Bradypus variegatus). Sloths move very slowly and
infrequently, and the authors suggested that this behavior reduces the functional demands on the
SC, which usually provide information on angular head movement to the brain. Indeed, the
motion signal from the SC to the brain may be very weak in sloths as compared to faster-moving
animals. The following numbers are measurements of the length to the width of the anterior
semicircular canals in seven sloths. Assume that this represents a random sample.
1.52, 1.06, 0.93, 1.38, 1.47, 1.20, 1.16
a. In related, faster-moving animals, the standard deviation of the ratio of the length to the width
of the anterior semicircular canals is known to be 0.09. What is the estimate of the standard
deviation of this measurement in three toed sloths?
b. Based on these data, what is the most plausible range of values for the population standard
deviation in the three-toed sloth? Does this range include the known value of the standard
deviation in related, faster-moving species?
c. What additional assumption is required for your answer in (b)? What do you know about how
sensitive the confidence interval calculation is when the assumption is not met?
Solution.
Find the values of the trigonometric functions of t from the given in.pdftrishacolsyn25353
Find the values of the trigonometric functions of t from the given information. tan(t) = - 8/15,
cos(t) > 0 sin(t) = cos(t) = CSC (t) = sec(t) = cot(t) =
Solution
Here w ehave tan(t) = 8/15
and we know tan() = Perpendicular/Base
so we have Perpendicular = 8 and Base = 15 , now we can calculate Hypotenuse from these
values
hynpotenuse2 = perpendicular2 + base2
hypotenuse2 = 8*8+15*15
hypotenuse2 = 289 (64+225)
hypotenuse = 17 (sqaure root of 289)
Now we will get the value of other functions
sin(t) = Perpendicular/Hynpotenuse
sint(t) = 8/17
cost(t)= Base/Hynpotenuse
cost(t) = 15/17
csc(t) = Hynpotenuse/Perpendicular
csc(t) = 17/8
sec(t) = Hynpotenuse/Base
sec(t) = 17/15
cot(t) = Base/Perpendicular
cot(t0 = 15/8.
Explain how the skeletal system is more than just bonesbone tissue..pdftrishacolsyn25353
Explain how the skeletal system is more than just bones/bone tissue. (2 marks)
Solution
Skeletal system = The body is supported within or around by ahard framework called skeleton
skeleton system does not consists bones or bone tissues
IT is made from number of bones , joints ,tendons . ligaments ,diaphysis, Epiphysis ,
Human skeleton is of 2 types
1] Axial skeleton = Consists of 80 bones
consists of skull, vertebral column , thoracic cage
Skull- formed by 28 bones
verte. column- consists of 33 small ring like vertebrae called vertebae
thoracic cage= consists of 12 pairs of ribs & sternum
2] Appendicular skeleton = consists of 126 bones
consists of bones of girdle & limbs
Joints = A place where 2 or more bones articulated to one another called as joints
Diaphysis= Shaft of long bone containing a canal filled with yellow bone marrow
Ligaments = fibrous connective tissue that connects bone to bone
Osteoblast= Are principle bone building cells
Peristomeum= Dense fibrous membrane covering the surface of bones except joints
Tendons = Are tough inelastic tissue that attaches muscles to bones.
Digitization introduces quantization errors that cannot be removed b.pdftrishacolsyn25353
Digitization introduces quantization errors that cannot be removed by repeaters.
Solution
.
Yes, Digitization introduces quantization errors that cannot be removed by repeaters
Quantization error introduces by quantization in the analog to digital conversion in
telecommunication systems and signal processing. It is a rounding error among the analog input
voltage to the analog to digital and the output digitized value.
Design, implement, test(In Java ) a doubly linked list ADT, using DL.pdftrishacolsyn25353
Design, implement, test(In Java ) a doubly linked list ADT, using DLLNode objects as the
nodes. In addition to our standard list operations, your class should provide for backward
iteration through the list. To support this operation, it should export a resetBack method and get a
getPrevious method.To facilitate this, you may want to include an instance variable last that
always references the last element on the list.
DLLNODE.java
public class DLLNode extends LLNode
{
private DLLNode back;
public DLLNode(T info)
{
super(info);
back = null;
}
public void setBack(DLLNode back)
// Sets back link of this DLLNode.
{
this.back = back;
}
public DLLNode getBack()
// Returns back link of this DLLNode.
{
return back;
}
}
LLNODE.java
public class LLNode
{
private LLNode link;
private T info;
public LLNode(T info)
{
this.info = info;
link = null;
}
public void setInfo(T info)
// Sets info of this LLNode.
{
this.info = info;
}
public T getInfo()
// Returns info of this LLONode.
{
return info;
}
public void setLink(LLNode link)
// Sets link of this LLNode.
{
this.link = link;
}
public LLNode getLink()
// Returns link of this LLNode.
{
return link;
}
}
This list can be an unsorted list. My professor suggested to reference off the RefUnsortedList
ADT and modifying it to be a doubly linked list.you need to create resetBack and getPrevious
methods which means you will need another variable to keep track of where you are in the
backward iteration. It is not correct to use currentPos to keep track of the backward iteration, so
make another variable (reference) for this, maybe call it currentBackPos.
RefUnsortedList.java
public class RefUnsortedList implements ListInterface
{
protected int numElements; // number of elements in this list
protected LLNode currentPos; // current position for iteration
// set by find method
protected boolean found; // true if element found, else false
protected LLNode location; // node containing element, if found
protected LLNode previous; // node preceeding location
protected LLNode list; // first node on the list
public RefUnsortedList()
{
numElements = 0;
list = null;
currentPos = null;
}
public void add(T element)
// Adds element to this list.
{
LLNode newNode = new LLNode(element);
newNode.setLink(list);
list = newNode;
numElements++;
}
protected void find(T target)
// Searches list for an occurence of an element e such that
// e.equals(target). If successful, sets instance variables
// found to true, location to node containing e, and previous
// to the node that links to location. If not successful, sets
// found to false.
{
location = list;
found = false;
while (location != null)
{
if (location.getInfo().equals(target)) // if they match
{
found = true;
return;
}
else
{
previous = location;
location = location.getLink();
}
}
}
public int size()
// Returns the number of elements on this list.
{
return numElements;
}
public boolean contains (T element)
// Returns true if this list contains an element e such that
// e.equals(el.
Describe how caregivers can promote maximum independence among peopl.pdftrishacolsyn25353
Describe how caregivers can promote maximum independence among people with functional
impairments. Give two examples and explain your reasoning.
Solution
Caregivers should assist the areas in which the patient is unable to do things for himself or
herself. Medical care delivery should focus on patient’s mental, social, and spiritual needs and
preferences.The main Human factors like caring, compassion,patient dignity, latitude to govern
one’s affairs, and privacy are some important daily practices that should be taken care of by
caregivers..
An Hfr strain that is met+pro+bio+his+ was mated with an F- strain t.pdftrishacolsyn25353
An Hfr strain that is met+pro+bio+his+ was mated with an F- strain that was met-pro-bio-his-.
Mating was interrupted and the percentage of cells with each phenotype was determined by
replica plating the cells on minimal media plates that lacked met, pro, bio or his. The data shown
in Figure 1 were obtained.
During conjugation, cells gain genes in the order they occur in the donor cell chromosome.
Genes that are near the origin of transfer will be transferred first. Use the graph to help you
construct a map of the four genes. (Figure 2)
Drag the genes onto the map in the proper order. Minutes 10 12 15 20 Percentage Percentage
Percentage Percentage of cells with of cells with of cells with of cells with bio his met pro
phenotype phenotype phenotype phenotype 7 0 0 2 25 15 3 20 40 28 42 17 35 25
Solution
Answer:
Origin - met+ - his+ - pro+ - bio+
Explanation: As we know that during conjugation, cells gain genes in the order they occur in the
donor cell chromosome. Genes that are near the origin of transfer will be transferred first.
From the graph it is clear that met+ gene transfer first and goes on increasing its percentage as
time passes. so it is present closest to the origin. Then his+ gene shows more percentage transfer
than pro+ gene and atlast bio+ gene transfers..
A student wanted to look at germination of five different seeds in ve.pdftrishacolsyn25353
A student wanted to look at germination of five different seeds in vermiculite (a soil additive).
He planted the seeds in identical containers and left them together in full sunlight. He gave each
seed the same amount of water and charted the germination of each seed type. What is the
dependent variable in this experiment? vermiculite germination rate seed type light amounts
of water
Solution
Germination Rate is Dependent variable. Because its value depends on all other factors like seed
type, vermiculite, water , and light..
A laboratory technician mixes 1 mL of a stock culture with 99 mL of .pdftrishacolsyn25353
A laboratory technician mixes 1 mL of a stock culture with 99 mL of water. She then performs
five 1/10 serial dilutions with 1 mL of the diluted stock culture. Before she goes home for the
evening, she plates 0.1 mL of the final serial dilution and spreads the sample on a TSA plate
containing 50 mL of solid agar. If she arrives to work the next day to find 295 colonies on the
plate, what is the concentration of bacteria in the stock culture?
Solution
The technician had made dilution of 107 . she have taken the last dilution of 0.1ml from where
she gets 295 colonies, so in that dilution 1ml would have 295*10=2950 bacterial cell.
Therefore the concentration of bacteria in the stock culture is 2950 *107=2.95 * 1010 babterial
cell/ml..
5) look up the following health-based peer-reviewed journal article .pdftrishacolsyn25353
5) look up the following health-based peer-reviewed journal article that displays a frequency
distribution or histogram in the results section
González-Villalpando, C., Dávila-Cervantes, C. A., Zamora-Macorra, M., Trejo-Valdivia, B., &
González-Villalpando, M. E. (2014). Risk factors associated to diabetes in Mexican population
and phenotype of the individuals who will convert to diabetes. salud pública de méxico, 56(4),
317-322.
a) Describe the characteristics of the grouped data in this journal article.
b) What additional ways can the group data may be displayed for publication? What is the
rationale for selecting these alternative methods?
Method of Display
Rationale
Method of Display
Rationale
Solution
The given quation deals with the study of the research paper results.
a.
The grouped data shown in the result of the paper is,
the number of people, male and female in the converter and non-converter heads on various
variables, such as mother,father,brother,their weight and many other variables.The studied
variables are all quantitative variables.
b.
The grouped data can be displayed using,
i. pie chart representation, since in this type of represenatation one can at a glance get an overall
idea about the reatio or percentage of the people under each head.
ii.
frequency polygon, since it would also give a crude idea about the relationship between the
variable under study and the frequency of the variable under each head.
iii.
ogive representation, since it would additionally give a trend of the variables under study, and
help to estimate or predict the variable value at any point under study.
iv.
boxplot representation, since it would give an idea about the median of the variables under study
and also give an idea about the presence of any possible outliers and also the quartiles.
and many more such echniques can be applied depending on the requirement of the research
needs..
Click the icon to view ne able of de More Info Fluid Density Height o.pdftrishacolsyn25353
Click the icon to view ne able of de More Info Fluid Density Height of fluid Surface Pressure
Total Pressure [3] [atm] 3 5.3 kg /m [ft] [atm] 50 1,265 Print Done Enter you
Solution
1)total Pressure = surface pressure+ denisty*acceleration due to gravity* height
3-2= density*9.81*50*0.3048
density = 0.006688766*101325= 677kg/m3
2) 1.3*101325 = 1265*9.81*height
height = 10.61 m
= 34.8 ft.
class Array { public static int getTotal(int[][]numbers ) { .pdftrishacolsyn25353
class Array
{
public static int getTotal(int[][]numbers )
{
int tot=0;
// Lo0op repeats until list ends
for (int row = 0;row < numbers .legth; row++)
for (int col=0 ;col< numbers [row].length; col++)
tot+=numbers [row][col];
return tot;
}
// return avarage
public static double getAvarage(int [][]numbers,int index)
{
double avg;
avg=(double) (getTotal(numbers/(12));
return avg;
}
public static int getRowTotal (int [][] numbers, int index)
{
int tot=0;
// loop repeats until list ends
for (int col=0;col<4;col++)
// Accumulates sum of numbers
tot+= number[index][col];
return tot;
}
public static int getHighest(int [][] numbers, int row)
{
int high= numbers [row][0];
// Loop repeats until list ends
for (int i = 1; i<4; i++)
if (numbers[rows][i]>high )
high = numbers [row] [i];
return high;
}
public static int getLowest (int [][]number,int row)
{
int low = number [row][0];
// Loop repeats until list ends
for(inti = 1 ;i < 4 ;i++)
if (numbers [row][i]
Solution
class ArrayDemo {
// main function
public static void main(String[] arg) {
int[][] list = { { 1, 2, 3, 4 }, { 5, 6, 7, 8 }, { 9, 10, 11, 12 } };
// Function call and display data returned
System.out.println(\"total:\" + getTotal(list));
System.out.println(\"Average:\" + getAverage(list));
System.out.println(\"Row 2 value:\" + getRowTotal(list, 2));
System.out.println(\"column3 value:\" + getColumnTotal(list, 3));
System.out.println(\"highest value in row 1 is:\" + getHighest(list, 1));
System.out.println(\"lowest value in row 2 is:\" + getLowest(list, 2));
// exit program
System.exit(0);
}
public static int getTotal(int[][] numbers) {
int tot = 0;
// Lo0op repeats until list ends
for (int row = 0; row < numbers.length; row++)
for (int col = 0; col < numbers[row].length; col++)
tot += numbers[row][col];
return tot;
}
// return average
public static double getAverage(int [][]numbers)
{
double avg;
avg=(double) getTotal(numbers)/12;
return avg;
}
public static int getRowTotal(int[][] numbers, int index) {
int tot = 0;
// loop repeats until list ends
for (int col = 0; col < 4; col++)
// Accumulates sum of numbers
tot += numbers[index][col];
return tot;
}
public static int getHighest(int[][] numbers, int row) {
int high = numbers[row][0];
// Loop repeats until list ends
for (int i = 1; i < 4; i++)
if (numbers[row][i] > high)
high = numbers[row][i];
return high;
}
public static int getLowest(int[][] numbers, int row) {
int low = numbers[row][0];
// Loop repeats until list ends
for (int i = 1; i < 4; i++)
if (numbers[row][i] < low)
low = numbers[row][i];
return low;
}
public static int getColumnTotal(int[][] numbers, int column) {
int sum = 0;
for(int i = 0; i < numbers.length; i++)
sum += numbers[i][column];
return sum;
}
}.
Write sinusoidal mathematical equations in MATLAB to play your favor.pdftrishacolsyn25353
Write sinusoidal mathematical equations in MATLAB to play your favorite song
Solution
Fs = 1000; %# Samples per second
toneFreq = 50; %# Tone frequency, in Hertz
nSeconds = 2; %# Duration of the sound
y = sin(linspace(0, nSeconds*toneFreq*2*pi, round(nSeconds*Fs)));
or
sound(y,FS); %# play sound at sampling rate
or
soundsc(y,Fs);
or
wavread()
sound()
soundsc()
flipud()
wavwrite().
will left-wing terror increase, remain the same, or decrease in the .pdftrishacolsyn25353
will left-wing terror increase, remain the same, or decrease in the next 5 years? Explain the basis
for your opinion.
Solution
Terrorism is the premeditated use or threat to use violence by individuals or sub national groups
to obtain a political or social objective through the intimidation of a large audience beyond that
of the immediate victims. Left wing extremism often has developed from working -class
movements seeking in
theory to eliminate, not preserve, class distinctions. Communism evolved from left wing
extremism. The threat from left wing extremists did not die with the collapse of the Soviet
Union, however. Domestic groups and state -sponsored cells and individuals have continued
their espionage activities and the planning of terrorist actions against the U.S. government. Many
believe that leftist extremism in the United States was at its peak during the 1960s and 1970s and
that right wing extremism then became the major threat. Leftist extremists were responsible for
three -fourths of the officially designated acts of terrorism in America in the 1980s. Leftist
extremists also pose an espionage threat to U.S. interest. The threat to the United States
government from leftist extremists has decreased considerably in the past decade, but it has not
disappeared. There are individuals and organizations within the United States who maintain the
same ideology that resulted in the growth of left wing terrorism in this country in the 1970s and
1980s.
On the basis on my opinion, Left wing extremism continues, indeed, to be a potential threat to
U.S. government agencies. The challenge in responding to this threat is to ensure that the rights
of individuals to form and express their own beliefs are balanced with the need to provide
security and protection against terrorism and espionage that may be committed by the most
extreme members of these movements. Leftist extremism presents two threats. We thing that first
threat is terrorism. Left wing terrorists have been responsible for bombings, assassinations,
robberies, and planned attacks on infrastructure targets. The second threat is their potential
support of espionage conducted against the United States by supporting countries such as Cuba.
Although the United States has not experienced any major leftist terrorist movements or actions
in recent years, these groups continue to be active in other parts of world. Of the 40 terrorist
groups listed in the U.S. Department of State\'s 1998 report, 16 were Islamic or Palestinian
extremist groups and 16 were Marxist Leninist organizations. But today there is no equivalent
threat from left-wing extremists. Small bands of masked protestors periodically indulge in a bout
of window smashing or throw rocks at the police, but bombings, bank robberies and gunfights
with law enforcement are the province of fringe right-wing extremist groups..
Which Boolean algebra theorem describes the situation where any varia.pdftrishacolsyn25353
Which Boolean algebra theorem describes the situation where any variable AND\'d with a 1 will
yield itself. Identity Null Element Idempotency Complements Involution Commutative
Associative Distributive Absorption (or Covering) Uniting (or Combining) DeMorgan\'s
Solution
Ans) Identity Theorem =A.1=A.
What is the time difference in myelinated vs. unmyelinated axons.pdftrishacolsyn25353
What is the time difference in myelinated vs. unmyelinated axons?
Solution
The gap junctions found at regular intervals in the myelin sheath are called as Nodes of
Ranveir. Myelin sheath does not allow the exchange of ions through it and exchange of ions
occurs at Nodes of Ranveir only. Myelin sheath helps in the faster conduction of impulses
through the axons by saltatory conduction (impulses jump from one node to another).
Thus, the impulses are conducted faster in myelinated neurons (glial cells insulate the neurons
with myelin sheath) than non-myelinated neurons. In non myelinated neurons, the ions move
through the axon length, so the conduction is slower..
whats is the hostory of mathematicsSolutionIt deals with the .pdftrishacolsyn25353
whats is the hostory of mathematics?
Solution
It deals with the investigation into the origin of discoveries in mathematics and an investigation
into the mathematical methods and notation of the past.
Primarily, there were two main civilizations associated with the development of mathematics,
they were
(i) Babylonians
(ii) Indus valley
Ancient mathematics has reached the modern world largely through the work of Greeks in the
classical period, building on the Babylonian tradition. A leading figure among the early Greek
mathematicians is Pythagoras who deveoped the famous pythagorus theorem.
Indian mathematics emerged in the indian subcontinent until the end of eightienth century.A later
landmark in Indian mathematics was the development of the series expansions for trigonometric
functions (sine, cosine, andarc tangent) by mathematicians of the Kerala school in the 15th
century CE. Their remarkable work, completed two centuries before the invention of calculus in
Europe, provided what is now considered the first example of a power series (apart from
geometric series).
From ancient times through the Middle Ages, bursts of mathematical creativity were often
followed by centuries of stagnation. Beginning in Renaissance Italy in the 16th century, new
mathematical developments, interacting with new scientific discoveries, were made at an
increasing pace that continues through the present day..
what is spiled identity as in disabilityAre all aspects of spoile.pdftrishacolsyn25353
what is spiled identity as in disability?
Are all aspects of spoiled identity are inevitable?
Solution
Within a society, certain people are normal and few of them are so different from others. The
abnormal identity of an individual from others might be due to the social situations, the race, the
gender and physical deformities. This leads to a social stigma on the person who is abnormal.
The person who is experiencing stigma has been said to be having a spoiled identity..
Wendy and Peter want to buy property together. Wendy will be contri.pdftrishacolsyn25353
Wendy and Peter want to buy property together. Wendy will be contributing $70,000.00 of the
$100,000.00 purchase price, while Peter will be contributing $30,000.00. Wendy has two
brothers, John and Michael, whom she loves very much and she really wants them to inherit her
share of the property after her death.
Tenants in Common can own unequal percentages of the property, allowing the co-owners to
take into account varying levels of contribution. Upon the death of a tenant in common, the
share owned by the decedent passes through his or her estate to the beneficiaries determined by
will, if applicable, or by intestate succession (without a will).
Joint Tenants must own equal percentages, regardless of contribution. Upon the death of a joint
tenant, the share owned by the decedent goes to the surviving joint tenant.
Assume that Wendy and Peter assume ownership in the property as tenants in common. What
would happen to Wendy’s share in the property if Wendy died before Peter?
Peter would acquire her ownership interest, taking sole title to the entire property.
Wendy’s share would go to her estate, to be distributed via her will or via intestate succession.
Wendy’s share would go directly to John and Michael, because your siblings always get your
property upon death.
Wendy’s share would go to her parents.
Assume that Wendy and Peter assume ownership in the property as joint tenants. What would
happen to Wendy’s share in the property if Wendy died before Peter?
Peter would acquire her ownership interest, taking sole title to the entire property.
Wendy’s share would go to her estate, to be distributed via her will or via intestate succession.
Wendy\'s share would go directly to John and Michael, because your siblings also get your
property upon death.
d. Wendy\'s share would go to her parents.
Assume that Wendy and Peter assume ownership in the property as tenants in common. What is
the percentage of ownership interest that each is most likely to have in the property?
Wendy would own 70% and Peter would own 30%.
Wendy would own 30% and Peter would own 70%.
Wendy would own 100%.
Wendy would own 50% and Peter would own 50%.a.
Peter would acquire her ownership interest, taking sole title to the entire property.b.
Wendy’s share would go to her estate, to be distributed via her will or via intestate succession.c.
Wendy’s share would go directly to John and Michael, because your siblings always get your
property upon death.d.
Wendy’s share would go to her parents.
Solution
Assume that Wendy and Peter assume ownership in the property as tenants in common. What
would happen to Wendy’s share in the property if Wendy died before Peter?
Wendy’s share would go to her estate, to be distributed via her will or via intestate succession.
Assume that Wendy and Peter assume ownership in the property as tenants in common. What is
the percentage of ownership interest that each is most likely to have in the property?
Wendy would own 70% and Peter would own 30%.b.
Wend.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Write 300-400 words review of the paper using your own words and n.pdf
1. Write 300-400 words review of the paper "using your own words and not copying anything
form the article".
Karin Slegers
CUO | Social Spaces
KU Leuven - iMinds
Parkstraat 45, bus 3605
3000 Leuven, Belgium karin.slegers@soc.kuleuven.be
Pieter Duysburgh
SMIT, VUB - iMinds Pleinlaan 9
1050 Brussels, Belgium pieter.duysburgh@vub.ac.be
Abstract
Niels Hendriks
Social Spaces | CUO
LUCA - KU Leuven
C-Mine 5
3600 Genk, Belgium niels.hendriks@luca-arts.be
Author Keywords
Participatory design; Ethics; Cognitive impairments; Sensory impairments;
ACM Classification Keywords
H.5.m. Information interfaces and presentation (e.g., HCI): Miscellaneous.
Introduction
It has been acknowledged that doing participatory design with people living with cognitive or
sensory impairments can be quite difficult. As the experiences of persons living with
impairments, such as autism spectrum disorder, Alzheimer’s disease or hearing impairments,
might be fundamentally different from their own, it is more difficult for researchers and
designers to identify with or relate to their users [8,11].
An additional complicating issue is the fact that many participatory design methods fail in their
inclusiveness with regard to people living with impairments [13]. In participatory design,
researchers should provide their participants with appropriate tools for expressing themselves
[14]. However, common participatory design tools may not be appropriate when working with
people living with impairments. Such tools frequently draw upon exactly those skills that people
living with cognitive or sensory impairments have problems with.
Ethical Issues in Participatory Design with People living with Cognitive or Sensory Impairments
Participatory design with people living with cognitive or sensory impairments poses several
challenges on researchers and designers, due to differences in their mutual experiences and due
2. to the fact that many methods and techniques may not be appropriate and need adjustment. Many
of those challenges are related to ethical issues. This paper describes several of such challenges
that emerged during a series of three academic workshops focusing on adjusting participatory
design approaches when working with people living with cognitive or sensory impairments. We
plead for a new tradition of sharing experiences in order for researchers and designers to learn
from one another in the form of codesign stories.
Many methods are, for instance, based on verbal or visual expressions, and use visual and/or
hands-on techniques. Also, higher order cognitive skills are often required [2,14], such as
abstraction, conceptualization or creative thinking. As a result, common participatory design
techniques, and research approaches in general, may not be usable, or at least need adjustment.
This idea that the involvement of people living with impairments in the design process requires a
different, more appropriate approach, matches recent views on disability. Traditionally, the
medical model of disability views an impairment as a functional limitation that is situated within
an individual and that should be treated to overcome. The social model of disability, however,
assumes that a disability is the result of society's response to a person's functional limitations
[1]. According to this model, it is important to remove any barriers that might prevent a person
with a functional limitation to participate fully in society. In terms of participatory design, this
implies that researchers should make their projects accessible and use appropriate techniques that
take away any barriers that might prevent participation of people with impairments. The cultural
model of disability goes even further. Rather than treating a disability, or creating a society that
does not limit participation, this model defines persons living with an impairment as a unique
cultural group, sharing similar experiences, tacit rules, language and discourse [4]. This model
would plead for tailoring participatory design tools to the specific (cultural) needs, norms,
values, and expressions of a particular group of participants with impairments.
Workshop series
In order to further understand how researchers and designers should adjust their participatory
design approach, we organized a series of academic workshops at the Participatory Design
Conference 2012 [18], at INTERACT 2013 [15] and at CHI2014 [16]. These workshops brought
together 42 researchers and designers who were involved in participatory design with people
living with cognitive or sensory impairments. The workshops facilitated researchers and
designers to share experiences (best practices, failures, lessons learnt, ...) regarding the
adjustments they made in their participatory design approaches in order to derive general
principles or guidelines.
During the workshops, we mapped the challenges that researchers and designers commonly
struggle with when involving people living with impairments in participatory design. The
challenges that emerged can roughly be divided into six categories: 1) positioning the
3. impairment in a participatory design project; 2) equivalence in participation; 3) balancing
viewpoints of the stakeholders; 4) ethical challenges & impact of participation; 5) adapting
existing participatory design techniques; and 6) data collection & analysis.
Although the challenges that emerged seemed very general of nature and were not related
specifically to working with persons with cognitive or sensory impairments, they do seem to
become more apparent when involving such users. This may be explained by the idea that
understanding others becomes more complex when the “differences between the cultural
assumptions of designers and users are potentially greater” [11, p.21]. That is, although the
challenges we identified are relevant for any design project, they
become more prevalent when the world of designers and researchers differs (too much) from the
world of persons living with impairments. Similar challenges will also become more relevant
when working with other vulnerable users or in sensitive settings.
Ethical encounters in participatory design
Several challenges that emerged from our own workshops are especially relevant for ethical
issues. We discuss the most relevant challenges below.
Practical ethical challenges
Some of the ethical challenges that were reported are highly practical in nature. Informed
consent, for instance, is a difficult matter when working with people with cognitive impairments.
Researchers and designers worry about how to properly explain the official and legal aspects of a
design project to participants and their proxies. When working with people with dementia
ourselves [6,19], for instance, the official ethical procedure we had to follow required the
participants’ next-of-kin to sign the informed consent form. Doing only this did not feel right, as
we wished to involve the people with dementia as full participants. In practice, however, it was
difficult to inform participants with dementia about our goals and approach.
Also related to procedural ethics is the fact that researchers and designers had experienced that
they should be very flexible, both when preparing participatory design projects and when using
design techniques with their participants. Often, changes regarding the approach or specific
techniques need to be made on the spot, based on the individual participants and context, which
is impossible to fully account for in official ethical applications.
Impact of participation
Besides the practical ethical issues mentioned above, deciding how to deal with the possible
impact of participation in a project can even be more of a challenge. For instance, it can be quite
difficult for participants to be confronted with their own limitations, or with other participants
living with similar impairments (especially when the impairment has a degenerative nature and
other participants are limited more severely). In addition, many researchers expressed concerns
about possible ethical challenges for their participants of which they are not even aware. A
4. related challenge that came up frequently during the workshops, and which has rarely been
recognized before, is the impact of working with people living with impairments on researchers
and designers themselves. Many researchers indicated that some of their projects had been
emotionally impactful for them, and that they had felt insufficiently prepared for dealing with the
participants at the start of their projects. In our own projects with people with dementia, we were
confronted with participants who passed away during the projects quite a few times. In addition,
when visiting people with dementia several times during a longer period, the degenerative
character of their disease becomes quite apparent, as does the emotional impact this has on both
the patient and their family. It was suggested several times in our workshops to not only focus on
the possible impact of a project on the participants in ethical approval, but to include the impact
on researchers as well.
Achieving equivalence
Besides the challenges concerning concrete ethical issues described above, the challenge of
achieving equivalence in participation emerged during our
workshops, which is strongly related to maintaining boundaries. Equivalence is an important
aspect in participatory design and most researchers aim for equal contributions from all
stakeholders involved in the design process (end-users, caregivers, parents, researchers,
designers, developers, etc.). In this regard, our workshop participants agreed on the importance
of, for instance, supporting collaboration between participants, finding a shared language and
creating common goals, and aiming for meaningful, valuable experiences for all participants in a
safe environment. Although several approaches and activities were presented and discussed to
realize equivalence, it became clear that many researchers worry about achieving true
equivalence.
Balancing stakeholders’ viewpoints
An issue that further complicates equivalence in design is finding a balance between the
(sometimes conflicting) viewpoints of the stakeholders in the different design decisions taken.
When working with people living with impairments, each stakeholder participates from the
viewpoint of their particular role (e.g. a caring role, a teaching role, a partner role, a parenting
role). Several researchers in our workshops reported situations of conflicting interests and
indicated to find it difficult to interpret and marry the stories
from the different stakeholders without picking the side of one stakeholder. In our own research
with children with hearing impairments [3,17] for instance, we found that medical experts may
have different opinions on the importance of teaching sign language and spoken language than
either school teachers and psychologists or parents (whose views may further differ due to their
own hearing situation).
Limited knowledge of participants’ impairments
5. This balancing act is further complicated by the fact that researchers and designers often have
limited knowledge of the impairment their participants are dealing with. Researchers feel they
have to rely on the (sometimes conflicting) experiences of the users and their proxies in the
participatory design process. To overcome this challenge, some researchers and designers
suggest to provide for an openly unbalanced participation of persons living with an impairment:
they are overtly assigned the role as expert or get hired as a paid team member of the project [5].
Positioning impairments
The final challenge we would like to discuss in light of this workshop is the challenge of
positioning the participants' impairments in a participatory design project. Researchers seem to
struggle with their view on the impairment within the framework of their project. In our work
with children with hearing impairments for instance, we soon learned that the community of
people living with hearing impairments do not consider themselves as being impaired. Instead,
they see themselves as a cultural group, referring to ‘Deaf culture’. In their view, a hearing
impairment is a different human experience rather than a disability [9], which is completely in
line with the cultural view on disability discussed above.
Many of the researchers and designers in our workshops indicated that they prefer a positive
view on the impairment of their participants and try to choose and adapt participatory design
techniques based on their participants' abilities (i.e. their strengths and skills) rather than their
disabilities. This is not always a straightforward process, especially since researchers
often aim to provide a wide variety of tools to facilitate participants to express themselves,
accounting for the diversity within groups of people living with a specific impairment. This may
leave researchers with the feeling of compensating for disability rather than starting from the
abilities of their participants.
A final challenge that was brought up in this respect, is that researchers experience insecurity
about how to address the impairment in their interactions with participants. They are very aware
that sensitivities may exist in this regard and explicitly try to find an appropriate vocabulary. It
was suggested in one of our workshops to adopt a preparatory participatory design approach,
involving the participants with impairments in setting up the actual design project.
Sharing ethical stories
Based on our workshop findings, we came to the view that doing participatory design with
people living with cognitive or sensory impairments requires researchers and designers to adjust
their design approach and the techniques they use to the individual characteristics of each
participant and each design context. In order for researchers and designers to learn from the work
of others, we suggest to adopt a lively tradition of sharing so-called ‘codesign stories’ in the field
of participatory design with people living with impairments [7]. This suggestion is based on
Lee’s method stories [11], with which she pleads for a renewed attention for the making process
6. of methods: a focus on “what designers actually do and feel when making their methods work”
(p.1) and not on the data, the interviews or observation notes as end result of the followed
method. Method stories, in this sense, are background stories which share the context, the
application and adjustment of a
method used in a specific context and which try to make explicit the designers’ or researchers’
backgrounds and assumptions.
Regarding ethical encounters, our suggestion includes several issues that researchers and
designers should discuss in their codesign stories. We would like to encourage researchers to, for
instance, carefully reflect on their considerations and experiences regarding ethical issues, as
well as their project’s view on impairment, how they dealt with equivalence and how they tried
to balance the different stakeholders’ viewpoints [7]. We believe that this enables researchers to
learn from each others' work and to apply similar considerations in their own work, even if this
involves very different participants or techniques.
Acknowledgements
This paper is based on the outcomes of a series of workshops the authors have organized, parts of
which are described in a paper currently under review for a special issue of the journal CoDesign
[7]. We thank all the researchers and designers in our workshops who have openly shared their
work, their successes, and their failures.
References
[1] Crow, L. Including All of our Lives: Renewing the Social Model of Disability. In C. Barnes
and G. Mercer, eds., Colin Barnes and Geof Mercer. The Disability Press, Leeds, UK, 1996.
[2] Dawe, M. Reflective design -in -use: Co-designing an assistive remote communication
system with individuals with cognitive disabilities and their families. 2007.
http://gradworks.umi.com/32/56/3256428.html.
[3] Duysburgh, P., Slegers, K., and Jacobs, A. Interactive Applications for Children with Hearing
Impairments: A Process of Inspiration, Ideation, and Conceptualization. Proceedings of the 11th
International Conference on Interaction Design and Children, ACM (2012), 240–243.
[4] French Gilson, S. and Depoy, E. Multiculturalism and Disability: A critical perspective.
Disability & Society 15, 2 (2000), 207–218.
[5] Galliers, J., Wilson, S., Roper, A., et al. Words Are Not Enough: Empowering People with
Aphasia in the Design Process. Proceedings of the 12th Participatory Design Conference:
Research Papers - Volume 1, ACM (2012), 51–60.
[6] Hendriks, N., Huybrechts, L., Wilkinson, A., and Slegers, K. Challenges in doing
participatory design with people with dementia. ACM (2014), 33–36.
[7] Hendriks, N., Slegers, K., and Duysburgh, P. Codesign with people living with cognitive or
sensory impairments: a plea for method stories and uniqueness as a starting point. CoDesign:
7. International Journal of CoCreation in Design and the Arts Under review, .
[8] Henry, S.L., Law, K., and Barnicle, K. Adapting the Design Process to Address More
Customers in More Situations. Usability Professionals’ Association Tenth Annual Conference,
(2001).
[9] Lane, H., Pillard, R.C., and Hedberg, U. The People of the Eye: Deaf Ethnicity and Ancestry.
Oxford University Press, 2010.
[10] Lazar, D.J., Feng, D.J.H., and Hochheiser, D.H. Research Methods in Human-Computer
Interaction. John Wiley & Sons, 2010.
[11] Lee, J.-J. Against Method: The Portability of Method in Human-Centered Design. Aalto
University, Helsinki, 2012.
[12] Lindsay, S., Brittain, K., Jackson, D., Ladha, C., Ladha, K., and Olivier, P. Empathy,
Participatory Design
and People with Dementia. Proceedings of the SIGCHI Conference on Human Factors in
Computing Systems, ACM (2012), 521–530.
[13] Muller, M.J. Participatory design: the third space in HCI. Human-computer interaction:
Development process, (2003), 165–185.
[14] Sanders, E.B.-N. and Stappers, P.J. Co-creation and the new landscapes of design.
CoDesign 4, 1 (2008), 5–18.
[15] Slegers, K., Duysburgh, P., and Hendriks, N. Participatory Design for Persons with
Cognitive or Sensory Impairments. Proceedings of the 14th IFIP TC 13 International
Conference, Springer (2013).
[16] Slegers, K., Duysburgh, P., and Hendriks, N. Participatory Design with People Living with
Cognitive or Sensory Impairments. CHI ’14 Extended Abstracts on Human Factors in
Computing Systems, ACM (2014), 49–52.
[17] Slegers, K., Duysburgh, P., and Jacobs, A. Research Methods for Involving Hearing
Impaired Children in IT Innovation. Proceedings of the 6th Nordic Conference on Human-
Computer Interaction: Extending Boundaries, ACM (2010), 781–784.
[18] Slegers, K., Duysburgh, P., van Rijn, H., and Hendriks, N. Participatory Design for Users
with Impairments Affecting Cognitive Functions and Communication Skills. Proceedings of the
12th Participatory Design Conference: Exploratory Papers, Workshop Descriptions, Industry
Cases - Volume 2, ACM (2012), 141–142.
[19] Slegers, K., Wilkinson, A., and Hendriks, N. Active Collaboration in Healthcare Design:
Participatory Design to Develop a Dementia Care App. CHI ’13 Extended Abstracts on Human
Factors in Computing Systems, ACM (2013), 475–480.
Karin Slegers
CUO | Social Spaces
8. KU Leuven - iMinds
Parkstraat 45, bus 3605
3000 Leuven, Belgium karin.slegers@soc.kuleuven.be
Pieter Duysburgh
SMIT, VUB - iMinds Pleinlaan 9
1050 Brussels, Belgium pieter.duysburgh@vub.ac.be
Abstract
Niels Hendriks
Social Spaces | CUO
LUCA - KU Leuven
C-Mine 5
3600 Genk, Belgium niels.hendriks@luca-arts.be
Author Keywords
Participatory design; Ethics; Cognitive impairments; Sensory impairments;
ACM Classification Keywords
H.5.m. Information interfaces and presentation (e.g., HCI): Miscellaneous.
Introduction
It has been acknowledged that doing participatory design with people living with cognitive or
sensory impairments can be quite difficult. As the experiences of persons living with
impairments, such as autism spectrum disorder, Alzheimer’s disease or hearing impairments,
might be fundamentally different from their own, it is more difficult for researchers and
designers to identify with or relate to their users [8,11].
An additional complicating issue is the fact that many participatory design methods fail in their
inclusiveness with regard to people living with impairments [13]. In participatory design,
researchers should provide their participants with appropriate tools for expressing themselves
[14]. However, common participatory design tools may not be appropriate when working with
people living with impairments. Such tools frequently draw upon exactly those skills that people
living with cognitive or sensory impairments have problems with.
Ethical Issues in Participatory Design with People living with Cognitive or Sensory Impairments
Participatory design with people living with cognitive or sensory impairments poses several
challenges on researchers and designers, due to differences in their mutual experiences and due
to the fact that many methods and techniques may not be appropriate and need adjustment. Many
of those challenges are related to ethical issues. This paper describes several of such challenges
that emerged during a series of three academic workshops focusing on adjusting participatory
design approaches when working with people living with cognitive or sensory impairments. We
plead for a new tradition of sharing experiences in order for researchers and designers to learn
9. from one another in the form of codesign stories.
Many methods are, for instance, based on verbal or visual expressions, and use visual and/or
hands-on techniques. Also, higher order cognitive skills are often required [2,14], such as
abstraction, conceptualization or creative thinking. As a result, common participatory design
techniques, and research approaches in general, may not be usable, or at least need adjustment.
This idea that the involvement of people living with impairments in the design process requires a
different, more appropriate approach, matches recent views on disability. Traditionally, the
medical model of disability views an impairment as a functional limitation that is situated within
an individual and that should be treated to overcome. The social model of disability, however,
assumes that a disability is the result of society's response to a person's functional limitations
[1]. According to this model, it is important to remove any barriers that might prevent a person
with a functional limitation to participate fully in society. In terms of participatory design, this
implies that researchers should make their projects accessible and use appropriate techniques that
take away any barriers that might prevent participation of people with impairments. The cultural
model of disability goes even further. Rather than treating a disability, or creating a society that
does not limit participation, this model defines persons living with an impairment as a unique
cultural group, sharing similar experiences, tacit rules, language and discourse [4]. This model
would plead for tailoring participatory design tools to the specific (cultural) needs, norms,
values, and expressions of a particular group of participants with impairments.
Workshop series
In order to further understand how researchers and designers should adjust their participatory
design approach, we organized a series of academic workshops at the Participatory Design
Conference 2012 [18], at INTERACT 2013 [15] and at CHI2014 [16]. These workshops brought
together 42 researchers and designers who were involved in participatory design with people
living with cognitive or sensory impairments. The workshops facilitated researchers and
designers to share experiences (best practices, failures, lessons learnt, ...) regarding the
adjustments they made in their participatory design approaches in order to derive general
principles or guidelines.
During the workshops, we mapped the challenges that researchers and designers commonly
struggle with when involving people living with impairments in participatory design. The
challenges that emerged can roughly be divided into six categories: 1) positioning the
impairment in a participatory design project; 2) equivalence in participation; 3) balancing
viewpoints of the stakeholders; 4) ethical challenges & impact of participation; 5) adapting
existing participatory design techniques; and 6) data collection & analysis.
Although the challenges that emerged seemed very general of nature and were not related
specifically to working with persons with cognitive or sensory impairments, they do seem to
10. become more apparent when involving such users. This may be explained by the idea that
understanding others becomes more complex when the “differences between the cultural
assumptions of designers and users are potentially greater” [11, p.21]. That is, although the
challenges we identified are relevant for any design project, they
become more prevalent when the world of designers and researchers differs (too much) from the
world of persons living with impairments. Similar challenges will also become more relevant
when working with other vulnerable users or in sensitive settings.
Ethical encounters in participatory design
Several challenges that emerged from our own workshops are especially relevant for ethical
issues. We discuss the most relevant challenges below.
Practical ethical challenges
Some of the ethical challenges that were reported are highly practical in nature. Informed
consent, for instance, is a difficult matter when working with people with cognitive impairments.
Researchers and designers worry about how to properly explain the official and legal aspects of a
design project to participants and their proxies. When working with people with dementia
ourselves [6,19], for instance, the official ethical procedure we had to follow required the
participants’ next-of-kin to sign the informed consent form. Doing only this did not feel right, as
we wished to involve the people with dementia as full participants. In practice, however, it was
difficult to inform participants with dementia about our goals and approach.
Also related to procedural ethics is the fact that researchers and designers had experienced that
they should be very flexible, both when preparing participatory design projects and when using
design techniques with their participants. Often, changes regarding the approach or specific
techniques need to be made on the spot, based on the individual participants and context, which
is impossible to fully account for in official ethical applications.
Impact of participation
Besides the practical ethical issues mentioned above, deciding how to deal with the possible
impact of participation in a project can even be more of a challenge. For instance, it can be quite
difficult for participants to be confronted with their own limitations, or with other participants
living with similar impairments (especially when the impairment has a degenerative nature and
other participants are limited more severely). In addition, many researchers expressed concerns
about possible ethical challenges for their participants of which they are not even aware. A
related challenge that came up frequently during the workshops, and which has rarely been
recognized before, is the impact of working with people living with impairments on researchers
and designers themselves. Many researchers indicated that some of their projects had been
emotionally impactful for them, and that they had felt insufficiently prepared for dealing with the
participants at the start of their projects. In our own projects with people with dementia, we were
11. confronted with participants who passed away during the projects quite a few times. In addition,
when visiting people with dementia several times during a longer period, the degenerative
character of their disease becomes quite apparent, as does the emotional impact this has on both
the patient and their family. It was suggested several times in our workshops to not only focus on
the possible impact of a project on the participants in ethical approval, but to include the impact
on researchers as well.
Achieving equivalence
Besides the challenges concerning concrete ethical issues described above, the challenge of
achieving equivalence in participation emerged during our
workshops, which is strongly related to maintaining boundaries. Equivalence is an important
aspect in participatory design and most researchers aim for equal contributions from all
stakeholders involved in the design process (end-users, caregivers, parents, researchers,
designers, developers, etc.). In this regard, our workshop participants agreed on the importance
of, for instance, supporting collaboration between participants, finding a shared language and
creating common goals, and aiming for meaningful, valuable experiences for all participants in a
safe environment. Although several approaches and activities were presented and discussed to
realize equivalence, it became clear that many researchers worry about achieving true
equivalence.
Balancing stakeholders’ viewpoints
An issue that further complicates equivalence in design is finding a balance between the
(sometimes conflicting) viewpoints of the stakeholders in the different design decisions taken.
When working with people living with impairments, each stakeholder participates from the
viewpoint of their particular role (e.g. a caring role, a teaching role, a partner role, a parenting
role). Several researchers in our workshops reported situations of conflicting interests and
indicated to find it difficult to interpret and marry the stories
from the different stakeholders without picking the side of one stakeholder. In our own research
with children with hearing impairments [3,17] for instance, we found that medical experts may
have different opinions on the importance of teaching sign language and spoken language than
either school teachers and psychologists or parents (whose views may further differ due to their
own hearing situation).
Limited knowledge of participants’ impairments
This balancing act is further complicated by the fact that researchers and designers often have
limited knowledge of the impairment their participants are dealing with. Researchers feel they
have to rely on the (sometimes conflicting) experiences of the users and their proxies in the
participatory design process. To overcome this challenge, some researchers and designers
suggest to provide for an openly unbalanced participation of persons living with an impairment:
12. they are overtly assigned the role as expert or get hired as a paid team member of the project [5].
Positioning impairments
The final challenge we would like to discuss in light of this workshop is the challenge of
positioning the participants' impairments in a participatory design project. Researchers seem to
struggle with their view on the impairment within the framework of their project. In our work
with children with hearing impairments for instance, we soon learned that the community of
people living with hearing impairments do not consider themselves as being impaired. Instead,
they see themselves as a cultural group, referring to ‘Deaf culture’. In their view, a hearing
impairment is a different human experience rather than a disability [9], which is completely in
line with the cultural view on disability discussed above.
Many of the researchers and designers in our workshops indicated that they prefer a positive
view on the impairment of their participants and try to choose and adapt participatory design
techniques based on their participants' abilities (i.e. their strengths and skills) rather than their
disabilities. This is not always a straightforward process, especially since researchers
often aim to provide a wide variety of tools to facilitate participants to express themselves,
accounting for the diversity within groups of people living with a specific impairment. This may
leave researchers with the feeling of compensating for disability rather than starting from the
abilities of their participants.
A final challenge that was brought up in this respect, is that researchers experience insecurity
about how to address the impairment in their interactions with participants. They are very aware
that sensitivities may exist in this regard and explicitly try to find an appropriate vocabulary. It
was suggested in one of our workshops to adopt a preparatory participatory design approach,
involving the participants with impairments in setting up the actual design project.
Sharing ethical stories
Based on our workshop findings, we came to the view that doing participatory design with
people living with cognitive or sensory impairments requires researchers and designers to adjust
their design approach and the techniques they use to the individual characteristics of each
participant and each design context. In order for researchers and designers to learn from the work
of others, we suggest to adopt a lively tradition of sharing so-called ‘codesign stories’ in the field
of participatory design with people living with impairments [7]. This suggestion is based on
Lee’s method stories [11], with which she pleads for a renewed attention for the making process
of methods: a focus on “what designers actually do and feel when making their methods work”
(p.1) and not on the data, the interviews or observation notes as end result of the followed
method. Method stories, in this sense, are background stories which share the context, the
application and adjustment of a
method used in a specific context and which try to make explicit the designers’ or researchers’
13. backgrounds and assumptions.
Regarding ethical encounters, our suggestion includes several issues that researchers and
designers should discuss in their codesign stories. We would like to encourage researchers to, for
instance, carefully reflect on their considerations and experiences regarding ethical issues, as
well as their project’s view on impairment, how they dealt with equivalence and how they tried
to balance the different stakeholders’ viewpoints [7]. We believe that this enables researchers to
learn from each others' work and to apply similar considerations in their own work, even if this
involves very different participants or techniques.
Acknowledgements
This paper is based on the outcomes of a series of workshops the authors have organized, parts of
which are described in a paper currently under review for a special issue of the journal CoDesign
[7]. We thank all the researchers and designers in our workshops who have openly shared their
work, their successes, and their failures.
References
[1] Crow, L. Including All of our Lives: Renewing the Social Model of Disability. In C. Barnes
and G. Mercer, eds., Colin Barnes and Geof Mercer. The Disability Press, Leeds, UK, 1996.
[2] Dawe, M. Reflective design -in -use: Co-designing an assistive remote communication
system with individuals with cognitive disabilities and their families. 2007.
http://gradworks.umi.com/32/56/3256428.html.
[3] Duysburgh, P., Slegers, K., and Jacobs, A. Interactive Applications for Children with Hearing
Impairments: A Process of Inspiration, Ideation, and Conceptualization. Proceedings of the 11th
International Conference on Interaction Design and Children, ACM (2012), 240–243.
[4] French Gilson, S. and Depoy, E. Multiculturalism and Disability: A critical perspective.
Disability & Society 15, 2 (2000), 207–218.
[5] Galliers, J., Wilson, S., Roper, A., et al. Words Are Not Enough: Empowering People with
Aphasia in the Design Process. Proceedings of the 12th Participatory Design Conference:
Research Papers - Volume 1, ACM (2012), 51–60.
[6] Hendriks, N., Huybrechts, L., Wilkinson, A., and Slegers, K. Challenges in doing
participatory design with people with dementia. ACM (2014), 33–36.
[7] Hendriks, N., Slegers, K., and Duysburgh, P. Codesign with people living with cognitive or
sensory impairments: a plea for method stories and uniqueness as a starting point. CoDesign:
International Journal of CoCreation in Design and the Arts Under review, .
[8] Henry, S.L., Law, K., and Barnicle, K. Adapting the Design Process to Address More
Customers in More Situations. Usability Professionals’ Association Tenth Annual Conference,
(2001).
[9] Lane, H., Pillard, R.C., and Hedberg, U. The People of the Eye: Deaf Ethnicity and Ancestry.
14. Oxford University Press, 2010.
[10] Lazar, D.J., Feng, D.J.H., and Hochheiser, D.H. Research Methods in Human-Computer
Interaction. John Wiley & Sons, 2010.
[11] Lee, J.-J. Against Method: The Portability of Method in Human-Centered Design. Aalto
University, Helsinki, 2012.
[12] Lindsay, S., Brittain, K., Jackson, D., Ladha, C., Ladha, K., and Olivier, P. Empathy,
Participatory Design
and People with Dementia. Proceedings of the SIGCHI Conference on Human Factors in
Computing Systems, ACM (2012), 521–530.
[13] Muller, M.J. Participatory design: the third space in HCI. Human-computer interaction:
Development process, (2003), 165–185.
[14] Sanders, E.B.-N. and Stappers, P.J. Co-creation and the new landscapes of design.
CoDesign 4, 1 (2008), 5–18.
[15] Slegers, K., Duysburgh, P., and Hendriks, N. Participatory Design for Persons with
Cognitive or Sensory Impairments. Proceedings of the 14th IFIP TC 13 International
Conference, Springer (2013).
[16] Slegers, K., Duysburgh, P., and Hendriks, N. Participatory Design with People Living with
Cognitive or Sensory Impairments. CHI ’14 Extended Abstracts on Human Factors in
Computing Systems, ACM (2014), 49–52.
[17] Slegers, K., Duysburgh, P., and Jacobs, A. Research Methods for Involving Hearing
Impaired Children in IT Innovation. Proceedings of the 6th Nordic Conference on Human-
Computer Interaction: Extending Boundaries, ACM (2010), 781–784.
[18] Slegers, K., Duysburgh, P., van Rijn, H., and Hendriks, N. Participatory Design for Users
with Impairments Affecting Cognitive Functions and Communication Skills. Proceedings of the
12th Participatory Design Conference: Exploratory Papers, Workshop Descriptions, Industry
Cases - Volume 2, ACM (2012), 141–142.
[19] Slegers, K., Wilkinson, A., and Hendriks, N. Active Collaboration in Healthcare Design:
Participatory Design to Develop a Dementia Care App. CHI ’13 Extended Abstracts on Human
Factors in Computing Systems, ACM (2013), 475–480.
Solution
This workshop aims to exchange experiences with participatory design techniques that were
designed for, or adapted to, people with impairments. More specifically, the first aim is to
identify commonalities and differences in current practices. Second, based on the results of two
previous workshops and on the experiences of the participants of this workshop, general
15. guidelines and recommendations will be formulated for involving users with impairments
affecting cognitive and sensory abilities in the design process.
a finalplenary discussion was planned in which the group s'take home messages would be used
for formulating guidelines for researchers and designers codesigning with people living with
cognitive or sensory impairments. During this first workshop, however, it soon became clear that
formulating such guidelines was too ambitious a goal. Instead, it was decided to discuss the take
home messages in terms of challenges that researchers struggle with, or find important, when
working with people living with impairments. In the second workshop, the same procedures
forpreparation and initial discussion were used, howeverthe metaphor of a handbook was used
for the final plenary discussion.The participants were asked to create a list of topics that
theywould like to see discussed if there were tobe a handbook for codesigning with peopleiving
with impairments. The data that resulted from the first two workshops were analysed in an
iterative coding procedure. First we did an open coding, tagging the take home messages and
trying to find commonalities in the themes and ideas put forward by the participants. In the next
step, we did an axial coding, connecting the different codes and creating a new coding structure.
Based on this new coding structure, they then looked back at the original take home messages
and as such defined six types of categories of challenges.
They are
1) positioning the impairment in a codesign project;
2) equivalence in participation;
3)balancing viewpoints of the stakeholders
;4) ethical challenges and impact;
5)adapting existing codesign techniques
6) data collection and analysis.
Each of these challenges are discussed in more detail below.
In the third workshop, the handbook metaphor was taken a step further. After thekeep
changedelete discussion, the six challenges mentioned above formed the starting point for a
'handbook brainstorm', aiming to create a detailed outline for the (fictive) future Handbook on
Codesign with People Living with Cognitive or Sensory Impairments. In small groups (again, 4
persons per group), the workshop participants choose one of the six challenges
and created a detailed outline of what they thought a book section on this challenge should look
like namely,
the chapters and subchapters the section would include, the type of guidelines that would need to
be formulated for
their challenge and so on
.From guidelines to method stories Initially, we believed that deriving general principles from
16. existing work, and
formulating guidelines based on those principles, would form a good starting point for
developing a dedicated methodological approach for codesign with people living with cognitive
or sensory impairments. However, along the way they gained the insight that their initial aim
may have been overly ambitious, or even naive. In what follows, we will first discuss the
challenges that surfaced in the workshops into more detail the reflection on which led us to
change our view. Common challenges in codesign with persons living with cognitive or sensory
impairments During the workshops, it became clear that researchers and designers who are doing
codesign with people living with cognitive or sensory impairments tend to struggle with quite
similar challenges. We briefly discuss these below, organized according to the six main
categories of challenges resulting from the first two workshops, which were further developed
through the third workshop. The first challenge relates to how researchers and designers should
position their participants' impairments in a codesign project. Researchers seem to struggle
with their view on the impairment within the framework of their project. Many of the researchers
and designers
in the workshops indicated that they prefer to choose and adapt codesign techniques based on
their participants' abilities (i.e. their strengths and skills) rather than their disabilities. This is not
always a straightforward process,
especially since most researchers aim to provide a wide variety of tools and materials to facilitate
participants to express themselves, accounting for the diversity within groups of people living
with a specific impairment. This may leave researchers with the feeling of compensating for
disability rather than starting from the abilities of their participants.
Another challenge that was brought up is that researchers experience insecurity about how to
address the impairment in their interactions with participants. They are very aware that
sensitivities may exist in this regard and explicitly try to find an appropriate vocabulary. One of
the take home messages that was formulated in the workshops in this regard was the suggestion
to adopt a preparatory codesign approach, involving the
participants with impairments in setting up the codesign approach itself The second challenge
concerns equivalence amongst all participants in a codesign process
. Equivalence is an important aspect in codesign and most researchers aim for equal
contributions from all persons involved in the design process (end users, caregivers, researchers,
designers, developers, etc.). In this regard, the workshop participants agreed on the importance of
for instance,supporting collaboration between codesign participants, finding a shared language
and creating common goals, and aiming for meaningful, valuable experiences for all participants
in a safe environment.
Although several approaches and activities were presented and discussed to realize such
17. equivalence, it became clear that many researchers worry about power imbalance in their project
setup and aim to actually achieve equivalence in their codesign projects. A certain degree of
power imbalance seems to be unavoidabl
e, and it is recommended for researchers to be aware of this imbalance, and take it into account
in the data analysis.
In codesign projects it is common that all stakeholders participate from the viewpoint of their
own specific role. When working with participants living with impairments, it is challenging to
balance the (sometimes conflicting) viewpoints of the stakeholders in the different design
decisions taken. This is true for every codesign process, but becomes even more an issue when
dealing with persons with impairments.
Several participants of the workshops reported situations of conflicting interests between proxies,
such as
parents, partners or caregivers, and the person with an impairment.
There is a risk for researchers to rely heavily and uncritically on input of
proxies who speak on behalf of persons with impairments. While proxies do in fact
often have a good understanding of the person with an impairment, they also project
their own norms and values in the codesign process. Researchers should
always take into account that the account of the proxy is in fact always their subjective
experience
and interpretation of the situation, since it is nearly impossible to distinguish the actual
experience of the person with an impairment from the experience of the proxy.
The participants of the workshop indicated to find it difficult to interpret and marry the stories
from the different stakeholders without picking the side of one stakeholder. This balancing act is
further complicated by the fact that researchers and designers often have limited knowledge of
the impairment their participants are dealing with.