ACM Report on Blind Programmers
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Průvodce Formátováním Braillského Textu V Editoru Duxbury
Průvodce formátováním braillského textu v editoru Duxbury Břetislav Verner, CSc. © Spektra, 2019 Průvodce editorem DBT v českém prostředí OBSAH Předmluva ........................................................................................................ 8 Úvod .................................................................................................................. 8 Co a kdy z Průvodce číst ........................................................................................ 8 Zpřístupnění ............................................................................................................ 9 Instalace DBT ................................................................................................. 10 Jednoduchá instalace ........................................................................................... 10 Krok 1: Spuštění instalátoru ..........................................................................................10 Krok 2: Licenční podmínky............................................................................................11 Krok 3: Údaje o uživateli ...............................................................................................12 Krok 4: Typ nastavení ...................................................................................................13 Krok 5: Potvrzení ..........................................................................................................13 Krok 6: Dokončení ........................................................................................................14 -
Runes Free Download
RUNES FREE DOWNLOAD Martin Findell | 112 pages | 24 Mar 2014 | BRITISH MUSEUM PRESS | 9780714180298 | English | London, United Kingdom Runic alphabet Main article: Younger Futhark. He Runes rune magic to Freya and learned Seidr from her. The runes were in use among the Germanic peoples from the 1st or 2nd century AD. BCE Proto-Sinaitic 19 c. They Runes found in Scandinavia and Viking Age settlements abroad, probably in use from the 9th century onward. From the "golden age of philology " in the 19th century, runology formed a specialized branch of Runes linguistics. There are no horizontal strokes: when carving a message on a flat staff or stick, it would be along the grain, thus both less legible and more likely to split the Runes. BCE Phoenician 12 c. Little is known about the origins of Runes Runic alphabet, which is traditionally known as futhark after the Runes six letters. That is now proved, what you asked of the runes, of the potent famous ones, which the great gods made, and the mighty sage stained, that it is best for him if he stays silent. It was the main alphabet in Norway, Sweden Runes Denmark throughout the Viking Age, but was largely though not completely replaced by the Latin alphabet by about as a result of the Runes of Runes of Scandinavia to Christianity. It was probably used Runes the 5th century Runes. Incessantly plagued by maleficence, doomed to insidious death is he who breaks this monument. These inscriptions are generally Runes Elder Futharkbut the set of Runes shapes and bindrunes employed is far from standardized. -
Education Specialist Teaching Performance Expectations (Tpes) As These Apply to the Subjects and Specialties Authorized by the Credential
Preliminary Education Specialist Teaching Credential Preconditions, Program Standards, and Teaching Performance Expectations Commission on Teacher Credentialing Standards and Performance Expectations Adopted August 2018 Published February 2020 Handbook Updated April 2021 This publication by the Commission on Teacher Credentialing is not copyright. It may be reproduced in the public interest, but proper attribution is requested. Commission on Teacher Credentialing 1900 Capitol Avenue Sacramento, California 95811 Commission on Teacher Credentialing Program Standards Preliminary Education Specialist Teaching Credential: Preconditions adopted December 2008, updated February 2017 Program Standards adopted August 2018 Teaching Performance Expectations (TPEs) adopted August 2018 Table of Contents Preliminary Education Specialist Teaching Credential Preconditions, Program Standards, and Teaching Performance Expectations i Table of Contents i Preliminary Education Specialist Credential Preconditions 1 Preliminary Education Specialist Credential Program Standards (2018) 3 Standard 1: Program Design and Curriculum 3 Standard 2: Preparing Candidates to Master the Teaching Performance Expectations (TPEs) 4 Standard 3: Clinical Practice 4 A. Organization of Clinical Practice Experiences 4 B. Preparation of Faculty and/or Site Supervisors and/or Program Directors 6 C. Criteria for School Placements 6 D. Criteria for the Selection of District Employed Supervisors 6 (also may be known as the 6 Standard 4: Monitoring, Supporting, and Assessing Candidate -
Reading Practice Quiz List Report Page 1 Accelerated Reader®: Thursday, 05/20/10, 09:41 AM
Reading Practice Quiz List Report Page 1 Accelerated Reader®: Thursday, 05/20/10, 09:41 AM Holden Elementary School Reading Practice Quizzes Int. Book Point Fiction/ Quiz No. Title Author Level Level Value Language Nonfiction 661 The 18th Emergency Betsy Byars MG 4.1 3.0 English Fiction 7351 20,000 Baseball Cards Under the Sea Jon Buller LG 2.6 0.5 English Fiction 11592 2095 Jon Scieszka MG 4.8 2.0 English Fiction 6201 213 Valentines Barbara Cohen LG 3.1 2.0 English Fiction 30629 26 Fairmount Avenue Tomie De Paola LG 4.4 1.0 English Nonfiction 166 4B Goes Wild Jamie Gilson MG 5.2 5.0 English Fiction 9001 The 500 Hats of Bartholomew CubbinsDr. Seuss LG 3.9 1.0 English Fiction 413 The 89th Kitten Eleanor Nilsson MG 4.3 2.0 English Fiction 11151 Abe Lincoln's Hat Martha Brenner LG 2.6 0.5 English Nonfiction 61248 Abe Lincoln: The Boy Who Loved BooksKay Winters LG 3.6 0.5 English Nonfiction 101 Abel's Island William Steig MG 6.2 3.0 English Fiction 13701 Abigail Adams: Girl of Colonial Days Jean Brown Wagoner MG 4.2 3.0 English Nonfiction 9751 Abiyoyo Pete Seeger LG 2.8 0.5 English Fiction 907 Abraham Lincoln Ingri & Edgar d'Aulaire 4.0 1.0 English 31812 Abraham Lincoln (Pebble Books) Lola M. Schaefer LG 1.5 0.5 English Nonfiction 102785 Abraham Lincoln: Sixteenth President Mike Venezia LG 5.9 0.5 English Nonfiction 6001 Ace: The Very Important Pig Dick King-Smith LG 5.0 3.0 English Fiction 102 Across Five Aprils Irene Hunt MG 8.9 11.0 English Fiction 7201 Across the Stream Mirra Ginsburg LG 1.2 0.5 English Fiction 17602 Across the Wide and Lonesome Prairie:Kristiana The Oregon Gregory Trail Diary.. -
What Is Braille
Search Braille was first developed about 1820 by a young Frenchman named Louis Braille. He created Braille by modifying a system of night writing which was intended for use on board ships. He did this work as a very young man and had it complete by the time he was about 18. He and his friends at the school for the blind he attended found that reading and writing dots was much faster than reading raised print letters which could not be written by hand at all. The development of this system by young Louis Braille is now recognized as the most important single development in making it possible for the blind to get a good education. It took more than a century, however, before people would accept Braille as an excellent way for the blind to read and write. Even today many people underestimate the effectiveness of Braille. While tapes and records are enjoyable, Braille is essential for note taking and helpful for studying such things as math, spelling, and foreign languages. Experienced Braille readers, however, read Braille at speeds comparable to print readers--200 to 400 words a minute. Such Braille readers say that the only limitation of Braille is that there isn't enough material available. Braille consists of arrangements of dots which make up letters of the alphabet, numbers and punctuation marks. The basic Braille symbol is called the Braille cell and consists of six dots arranged in the formation of a rectangle, three dots high and two across. Other symbols consist of only some of these six dots. -
The World Under My Fingers (PDF)
THE WORLD UNDER MY FINGERS PERSONAL REFLECTIONS ON BRAILLE Second Edition Edited by Barbara Pierce and Barbara Cheadle ii Copyright © 2005 by the National Federation of the Blind First edition 1995, second edition 2005 ISBN 1-885218-31-1 All Rights Reserved Printed in the United States of America iii TABLE OF CONTENTS Braille Won’t Bite........................................1 Keeping Within the Lines ..........................2 The Chance to Read ................................11 Success Through Reading: Heather’s Story ........................................16 Reflections of a Lifelong Reader ..............20 That the Sighted May See ........................34 Braille: What Is It?....................................41 Your Child’s Right to Read ......................46 Study Confirms That Early Braille Education Is Vital ....................................53 Literacy Begins At Home..........................60 My Shameful Secret..................................65 iv Print or Braille? I Use Both!......................74 Can Braille Change the Future?................82 The Blessing of Braille..............................85 How to Increase Your Braille-Reading Speed ..............................90 Practice Makes Perfect ............................101 A Montana Yankee in Louis Braille’s Court ..............................107 What I Prefer: Courtesy Tips from a Blind Youth..........114 v INTRODUCTION All parents yearn for their children to be happy and healthy and to grow up to live sat- isfying and productive lives. If it were possi- ble to do so, we would arrange for them to be attractive, intelligent, ambitious, sensible, and funny—all the traits, in short, we wish we could boast and never have enough of, no matter how talented we are. Obviously our children do not grow up to exhibit all these traits, but most of them do well enough with the skills and attributes we do manage to impart to them. -
Expanding Information Access Through Data-Driven Design
©Copyright 2018 Danielle Bragg Expanding Information Access through Data-Driven Design Danielle Bragg A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2018 Reading Committee: Richard Ladner, Chair Alan Borning Katharina Reinecke Program Authorized to Offer Degree: Computer Science & Engineering University of Washington Abstract Expanding Information Access through Data-Driven Design Danielle Bragg Chair of the Supervisory Committee: Professor Richard Ladner Computer Science & Engineering Computer scientists have made progress on many problems in information access: curating large datasets, developing machine learning and computer vision, building extensive networks, and designing powerful interfaces and graphics. However, we sometimes fail to fully leverage these modern techniques, especially when building systems inclusive of people with disabilities (who total a billion worldwide [168], and nearly one in five in the U.S. [26]). For example, visual graphics and small text may exclude people with visual impairments, and text-based resources like search engines and text editors may not fully support people using unwritten sign languages. In this dissertation, I argue that if we are willing to break with traditional modes of information access, we can leverage modern computing and design techniques from computer graphics, crowdsourcing, topic modeling, and participatory design to greatly improve and enrich access. This dissertation demonstrates this potential -
Guidelines and Standards for Tactile Graphics, 2010
Guidelines and Standards for Tactile Graphics, 2010 Developed as a Joint Project of the Braille Authority of North America and the Canadian Braille Authority L'Autorité Canadienne du Braille Published by The Braille Authority of North America ©2011 by The Braille Authority of North America All rights reserved. This material may be downloaded and printed, but not altered or sold. The mission and purpose of the Braille Authority of North America are to assure literacy for tactile readers through the standardization of braille and/or tactile graphics. BANA promotes and facilitates the use, teaching, and production of braille. It publishes rules, interprets, and renders opinions pertaining to braille in all existing codes. It deals with codes now in existence or to be developed in the future, in collaboration with other countries using English braille. In exercising its function and authority, BANA considers the effects of its decisions on other existing braille codes and formats; the ease of production by various methods; and acceptability to readers. For more information and resources, visit www.brailleauthority.org. ii Canadian Braille Authority (CBA) Members CNIB (Canadian National Institute for the Blind) Canadian Council of the Blind Braille Authority of North America (BANA) Members American Council of the Blind, Inc. (ACB) American Foundation for the Blind (AFB) American Printing House for the Blind (APH) Associated Services for the Blind (ASB) Association for Education & Rehabilitation of the Blind & Visually Impaired (AER) Braille Institute of America (BIA) California Transcribers & Educators for the Blind and Visually Impaired (CTEBVI) CNIB (Canadian National Institute for the Blind) The Clovernook Center for the Blind (CCBVI) National Braille Association, Inc. -
Braille in Mathematics Education
Masters Thesis Information Sciences Radboud University Nijmegen Braille in Mathematics Education Marc Bitter April 4, 2013 Supervisors IK183 Prof.Dr.Ir. Theo van der Weide Dr. Henny van der Meijden Abstract This research project aimed to make improvements to the way blind learners in the Netherlands use mathematics in an educational context. As part of this research, con- textual research in the field of cognition, braille, education, and mathematics was con- ducted. In order to compare representations of mathematics in braille, various braille codes were compared according to set criteria. Finally, four Dutch mathematics curricula were compared in terms of cognitive complexity of the mathematical formulas required for the respective curriculum. For this research, two main research methods were used. A literature study was conducted for contextual information regarding cognitive aspects, historic information on braille, and the education system in the Netherlands. Interviews with experts in the field of mathematics education and braille were held to relate the contextual findings to practical issues, and to understand why certain decisions were made in the past. The main finding in terms of cognitive aspects, involves the limitation of tactile and auditory senses and the impact these limitations have on textual aspects of mathematics. Besides graphical content, the representation of mathematical formulas was found to be extremely difficult for blind learners. There are two main ways to express mathematics in braille: using a dedicated braille code containing braille-specific symbols, or using a linear translation of a pseudo-code into braille. Pseudo-codes allow for reading and producing by sighted users as well as blind users, and are the main approach for providing braille material to blind learners in the Netherlands. -
Experiences with Lower-Cost Access to Tactile Graphics in India M
1 Experiences with Lower-Cost Access to Tactile Graphics in India M. Kaleem Rahman1, Saurabh Sanghvi2, Kentaro Toyama3, M. Bernardine Dias2 graphics in developed regions. Abstract—Tactile graphics allow the visually impaired to perceive Despite the importance of tactile graphics for the visually two-dimensional imagery, which is an essential part of learning impaired community, especially in accessing scientific and science, geography, and other subjects. In the developed world, mathematical information, due to the time consuming labor- such graphics are available to blind students from an early age, intensive process of producing these graphics, a large number and students grow up familiar with image representations. Tactile graphics, however, require special printers whose costs of images are omitted from science and engineering textbooks. are often beyond resource-constrained institutions; thus, blind Therefore several research endeavors are dedicated to students in developing regions often grow up without any automating the production of tactile graphics. Way and exposure to these learning aids. Barner [16] published a widely cited article that provides In this paper, we investigate the potential of a software useful information about the human sensory system, tactual solution for converting regular images into a form that can be perception, access technology for tactile graphics production, printed as tactile imagery on relatively low-cost embossing device and relevant image processing techniques. Examples of such meant only for braille text. Using techniques of ethnographic design, we explore how students at a school for the blind in India automated tools include the TACTile Image Creation System interpret tactile graphics on their first contact with such (TACTICS) [17], the TeDUB (Technical Drawings material, and for a variety of subject matter. -
Nemeth Code Uses Some Parts of Textbook Format but Has Some Idiosyncrasies of Its Own
This book is a compilation of research, in “Understanding and Tracing the Problem faced by the Visually Impaired while doing Mathematics” as a Diploma project by Aarti Vashisht at the Srishti School of Art, Design and Technology, Bangalore. 6 DOTS 64 COMBINATIONS A Braille character is formed out of a combination of six dots. Including the blank space, sixty four combinations are possible using one or more of these six dots. CONTENTS Introduction 2 About Braille 32 Mathematics for the Visually Impaired 120 Learning Mathematics 168 C o n c l u s i o n 172 P e o p l e a n d P l a c e s 190 Acknowledgements INTRODUCTION This project tries to understand the nature of the problems that are faced by the visually impaired within the realm of mathematics. It is a summary of my understanding of the problems in this field that may be taken forward to guide those individuals who are concerned about this subject. My education in design has encouraged interest in this field. As a designer I have learnt to be aware of my community and its needs, to detect areas where design can reach out and assist, if not resolve, a problem. Thus began, my search, where I sought to grasp a fuller understanding of the situation by looking at the various mediums that would help better communication. During the project I realized that more often than not work happened in individual pockets which in turn would lead to regionalization of many ideas and opportunities. Data collection got repetitive, which would delay or sometimes even hinder the process. -
Mountbatten Pro User Guide
User Guide Mountbatten Pro Revision 2 © Harpo Sp. z o. o. ul. 27 Grudnia 7, 61-737 Poznań, Poland www.mountbattenbrailler.com Thank you for purchasing a Mountbatten Pro. Since 1990, the Mountbatten range of Braille Writers has been offering expanded Braille writing opportunities to people all around the world. Mountbatten Braille Writers are in use in countries all over the world, bringing and supporting Braille literacy in many languages. To get the most from your new MB Pro, please read the first section, Welcome, and follow it with the second section, Exploring the MB Pro. After that, you can skip to the sections you want to read first, because you will have the most important basic information. News, resources, regular updates to this User Guide and a range of support material can be obtained from the Mountbatten website: www.mountbattenbrailler.com This device complies with Part 15 of the FCC Rules. Operation is subject to the following two conditions: (1) this device may not cause harmful interference, and (2) this device must accept any interference received, including interference that may cause undesired operation. Contents Welcome................................................................................................................................................................ 1 Reading your User Guide.................................................................................................................................. 1 Very Important!.................................................................................................................................................