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LEARNING in the 21ST CENTURY Author Photograph : © Monsitj/Istockphoto
FRANÇOIS TADDEI LEARNING IN THE 21ST CENTURY Author photograph : © Monsitj/iStockphoto © Version française, Calmann-Lévy, 2018 SUMMARY FRANÇOIS TADDEI with Emmanuel Davidenkoff LEARNING IN THE 21ST CENTURY Translated from French by Timothy Stone SUMMARY SUMMARY To all those who have taught me so much. SUMMARY SUMMARY If you want to build a ship, don’t drum up people to collect wood and don’t assign them tasks and work, but rather teach them to long for the endless immensity of the sea...” Antoine de SAINT-EXUPÉRY, Citadelle SUMMARY Summary Prologue ......................................................................................................................................................... 11 Introduction .................................................................................................................................................13 1. Why will we learn differently st in the 21 century? ................................................................................................21 2. What i’ve learned ...........................................................................................55 3. New ways of teaching .........................................................................79 4. Before you can learn, you have to unlearn ...................................................................................113 5. Learn to ask (yourself) good questions ........................................................................................................201 6. A how-to guide for a learning planet -
Iran Animation Takes Part in Chinese Festival
Art & Culture January 4, 2020 3 This Day in History (January 4) Iran Animation Takes Part Today is Saturday; 14th of the Iranian month of Dey 1398 solar hijri; corresponding to 8th of the Islamic month of Jamadi al-Awwal 1441 lunar hijri; and January 4, 2020, of the Christian Gregorian Calendar. 503 solar years ago, on this day in 1517 AD, the Battle of Ridhaniya near Cairo, led to the total victory of the Ottoman Turks of Sultan Salim I over the in Chinese Festival Turkic Mamluk dynasty of Egypt and the killing of Sultan Bay. In this battle, Kong Arts Centre will be receiving regardless of the fact that, their the Ottoman commander, Grand Vizier Sinan Pasha, who had engineered a resounding victory over the Mamluks in the decisive Battle of Khan Yunus in Iranian animation on the aftermath countries are burning in the fire of Gaza on October 28, lost his life. This last phase of the Ottoman-Mamluk wars of war directed by Lida Fazli. a war that the adults have brought started in August 1516, when Sultan Salim, two years after his narrow victory In an earlier exclusive talk with upon it. at Chaldiran in Azarbaijan over the Shah of Persia, Ismail I, suddenly invaded ifilm, Fazli had said that she has According to the official website Syria, since he greatly feared the Iranians might reorganize and counterattack in made the short to convey the of the event, this year edition of the view of the widespread influence of the Safavids in Syria and Anatolia (modern day Turkey). -
History of the Education of the Blind
HISTORY OF THE EDUCATION OF THE BLIND HISTORY OF THE EDUCATION OF THE BLIND BY W. H. ILLINGWORTH, F.G.T.B. SUPERINTENDENT OP HENSHAW's BLIND ASYLUM, OLD TRAFFORD, MANCHESTER HONORARY SECRETARY TO THE BOARD OF EXAMINERS OF THE COLLEGE OF TEACHERS OF THE BLIND LONDON SAMPSON LOW, MARSTON & COMPANY, LTD. 1910 PRISTKD BY HAZELL, WATSON AND VINEY, LI)., LONDON AND AYLKSBURY. MY BELOVED FRIEND AND COUNSELLOR HENRY J. WILSON (SECRETARY OP THE GARDNER'S TRUST FOR THE BLIND) THIS LITTLE BOOK IS RESPECTFULLY DEDICATED IN THE EARNEST HOPE THAT IT MAY BE THE HUMBLE INSTRUMENT IN GOD'S HANDS OF ACCOMPLISHING SOME LITTLE ADVANCEMENT IN THE GREAT WORK OF THE EDUCATION OF THE BLIND W. II. ILLINGWORTH AUTHOR 214648 PREFACE No up-to-date treatise on the important and interesting " " subject of The History of the Education of the Blind being in existence in this country, and the lack of such a text-book specially designed for the teachers in our blind schools being grievously felt, I have, in response to repeated requests, taken in hand the compilation of such a book from all sources at my command, adding at the same time sundry notes and comments of my own, which the experience of a quarter of a century in blind work has led me to think may be of service to those who desire to approach and carry on their work as teachers of the blind as well equipped with information specially suited to their requirements as circumstances will permit. It is but due to the juvenile blind in our schools that the men and women to whom their education is entrusted should not only be acquainted with the mechanical means of teaching through the tactile sense, but that they should also be so steeped in blind lore that it becomes second nature to them to think of and see things from the blind person's point of view. -
Syria , Recensions 2
Syria Archéologie, art et histoire Recensions | 2019 Book reviews Édition électronique URL : http://journals.openedition.org/syria/8045 DOI : 10.4000/syria.8045 ISSN : 2076-8435 Éditeur IFPO - Institut français du Proche-Orient Référence électronique Recensions, 2019, Syria [En ligne], consulté le 25 septembre 2020. URL : http:// journals.openedition.org/syria/8045 ; DOI : https://doi.org/10.4000/syria.8045 Ce document a été généré automatiquement le 25 septembre 2020. © Presses IFPO 1 SOMMAIRE Olivier CALLOT, Déhès II : Les pressoirs Dimitri Van Limbergen Jean-Marc HOFMAN & Emmanuel PÉNICAUT (dir.), Le Crac des Chevaliers. Chroniques d’un rêve de pierre Jean-Louis Huot René LEBRUN, Julien DE VOS & Étienne VAN QUICKELBERGHE (éd.), Deus Unicus. Actes du colloque « Aux origines du monothéisme et du scepticisme religieux » Stéphanie Anthonioz Annie CAUBET (éd.), Idols. The power of Images Hélène Le Meaux Johann TISCHLER, Hethitische Texte in Transkription KUB 56 und KUB 57 Alice Mouton Peter RICHARDSON & Amy Marie FISHER, Herod. King of the Jews and Friend of the Romans Maurice Sartre Pierre-Louis GATIER, Julien ALIQUOT & Lévon NORDIGUIAN (éd.), Sources de l’histoire de Tyr. II. Textes et images de l’Antiquité et du Moyen Âge Annie Sartre-Fauriat Győző VÖRÖS (éd.), Machaerus III. The Golden Jubilee of the Archaeological Excavations. Final Report on the Herodian Citadel, 1968-2018 Maurice Sartre Leah DI SEGNI et Yoram TSAFRIR, avec Judith GREEN (éd.), The Onomasticon of Iudaea- Palaestina and Arabia in the Greek and Latin sources : Vol. I. Introduction, sources, major texts ; vol. II.1. Aalac Mons-Arabia, chapter 4 ; vol. II.2. Arabia, chapter 5- Azzeira. -
Touch Exhibition 21St, 22Nd, and 23Rd, August, 2008
Louis Braille Touch Exhibition 21st, 22nd, and 23rd, August, 2008 International Conference Centre 17 rue de Varembé CH – 1211 Geneva 20 Noëlle ROY Curator of the Valentin Haüy Museum Exhibition Organiser © ASSOCIATION VALENTIN HAÜY 5 rue Duroc Fr-75007 PARIS T. 33 (0)1 44 49 27 27 www.avh.asso.fr Louis Braille Touch Exhibition Genève, 21st, 22nd, and 23rd, August, 2008 2 Louis Braille 1809 - 1852 Touch Exhibition Presented by the Valentin Haüy Association 7th General Meeting of the Word Blind Union International Conference Centre 17 rue de Varembé CH – 1211 Geneva 20 21st, 22nd, and 23rd, August, 2008 3 Louis Braille Touch Exhibition Genève, 21st, 22nd, and 23rd, August, 2008 Louis Braille Touch Exhibition Genève, 21st, 22nd, and 23rd, August, 2008 4 Louis Braille’s life Louis Braille was born on 4th January 1809 in Coupvray, a small village in Seine-et- Marne about 30 kilometres from Paris. His family had been saddlemakers for generations. At the age of three, he wounded an eye while playing with some tools in his father’s workshop. He turned out to be a lively, inquisitive child, characteristics which his family nurtured even after his blindness became permanent and total. After attending his village school, he entered the ROYAL INSTITUTION FOR THE YOUNG BLIND in Paris at the age of ten. This was housed in the former St. Firmin seminary at N° 68 rue St. Victor. These buildings, no longer standing, were located where N°° 2, 4 & 4 b rue des Écoles are now to be found. It was a cold, damp, uncomfortable, unhealthy place, ridden with tuberculosis, which Louis Braille was to die of. -
Changing Perspectives on the Value of Literacy to Blind Persons Reflected
Changing perspectives on the value of literacy to blind persons reflected in the production, dissemination and reception of publications in raised type in Britain c.1820-1905 John Philip Oliphant of Rossie Institute of Education Doctor of Philosophy 2011 ProQuest Number: 10629685 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 10629685 Published by ProQuest LLC(2017). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 I hereby declare that, except where explicit attribution is made, the work presented in this thesis is entirely my own. Word count (exclusive of appendix and bibliography): 83,423 words Abstract This study examines historically the provision of literature to Britain’s blind community. It addresses issues relevant to present debates on the blind person’s right to equality of access to information, and the state’s responsibility to ensure this. Changing perceptions of blindness and blind people’s needs are traced through hitherto neglected primary sources, including institutional records, government reports, conference proceedings and journals. The legacies of individuals who invented reading systems and of institutions and associations that shaped attitudes and practice are evaluated. -
On the Compatibility of the Braille Code and Universal Grammar
On the Compatibility of the Braille Code and Universal Grammar Von der Philosophisch-Historischen Fakultät der Universität Stuttgart zur Erlangung der Würde eines Doktors der Philosophie (Dr. phil.) genehmigte Abhandlung Vorgelegt von Christine Lauenstein Hauptberichterin: Prof. Dr. Artemis Alexiadou Mitberichterin: Prof. Dr. Diane Wormsley Tag der mündlichen Prüfung: 6.12.2006 Institute of English Linguistics Universität Stuttgart 2007 Data Perhaps. Perhaps not. Captain Picard This is hardly a scientific observation, Commander. Data Captain, the most elementary and valuable statement in science, the beginning of wisdom is I do not know. Star Trek: The Next Generation Where Silence has Lease Acknowledgements First I would like to thank the members of my thesis committee Artemis Alexiadou, that she has agreed on supervising this rather exotic topic, and Diane Wormsley for her support and undertaking the long journey to Germany. I would like to express my gratitude to all the people who have substantially contributed to my interest in braille and working with children who have a visual impairment, these are Dietmar Böhringer from Nikolauspflege Stuttgart, Maggie Granger, Diana King and above all Rosemary Parry, my braille teacher from The West of England School and College for young people with little or no sight, Exeter, UK. My special thanks goes to students and staff at The West of England School, the RNIB New College Worcester and the Royal National College for the Blind, Hereford for participating in the study. Further to those who helped to make this study possible: Paul Holland for enabling my numerous visits to The West of England School, Ruth Hardisty for co-ordinating the study, Chris Stonehouse and Mary Foulstone for their support in Worcester and Hereford and to Maggie Granger and Diana and Martin King for their friendship and for making things work even if braille was the most important thing in the world. -
Grade One Braille
Braille Basics History of Braille Developed by Louis Braille 1809—Born near Paris, France 1813—Lost his vision 1819—Attended Parisian blind school 1821—Charles Barbier introduced 12-dot “Night Writing” 1827—First Braille book published Braille Overview Uncontracted (formerly Grade One) Braille consists of the 26-letter alphabet, numbers, and punctuation. Contracted (formerly Grade Two) Braille adds 189 contractions and short-form words. Braille Cell All Braille characters are based on six dots called a Braille cell. A through J The first 10 letters of the alphabet are made using the top four dots in the Braille cell (dots 1-2-4-5). K through T The next 10 letters of the alphabet are made by adding dot three to the first 10 letters. U through Z The last six letters of the alphabet are created by adding dot 6. What happened to “W”? It was added later and does not quite fit the pattern. Braille Alphabet That’s nice, but… How do we remember the alphabet? Braille and Print You already know the print alphabet, and the Braille letters look like the print letters. Let’s connect the dots! Standard Braille Alphabet Connect the Dots Numbers Braille uses a special sign (dots 3-4-5-6) to show that what follows is a number. Logically, this sign is called…the number sign! Letters to Numbers Braille uses the first 10 letters of the alphabet, preceded by the number sign, to stand for the single-digit numbers. “a” is 1, “b” is 2, “c” is 3, etc. through “j,” which is 0 Numbers in Literary Braille 1 = ⠼⠁ 6 = ⠼⠋ 2 = ⠼⠃ 7 = ⠼⠛ 3 = ⠼⠉ 8 = ⠼⠓ 4 = ⠼⠙ 9 = ⠼⠊ 5 = ⠼⠑ 0 = ⠼⠚ Multidigit Numbers 12 = ⠼⠁⠃ 63 = ⠼⠋⠉ 25 = ⠼⠃⠑ 74 = ⠼⠛⠙ 30 = ⠼⠉⠚ 87 = ⠼⠓⠛ 46 = ⠼⠙⠋ 99 = ⠼⠊⠊ 51 = ⠼⠑⠁ 101 = ⠼⠁⠚⠁ More Information Braille references BANA www.brailleauthority.org. -
Guerrero-Dissertation-2017
An Investigation into the Commonalities of Students Who Are Braille Readers in a Southwestern State Who Possess Comprehensive Literacy Skills by Bertha Avila Guerrero, MEd A Dissertation In Special Education Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF EDUCATION Approved Nora Griffin-Shirley, PhD Co-chair of Committee Rona Pogrund, PhD Co-chair of Committee Lee Deumer, PhD Committee Member Mark Sheridan, PhD Dean of the Graduate School August, 2017 Copyright © August, 2017, Bertha Avila Guerrero Texas Tech University, Bertha Avila Guerrero, August 2017 ACKNOWLEDGEMENTS First and foremost, I extend my eternal gratitude to my Prince of Peace, my blue- eyed Jesus, who instilled in me a love of learning and a desire to achieve more than what was expected of me. Two phenomenal women were my first introduction to what an extraordinary teacher of students with visual impairments (TVI) should be. Adalaide Ratner, who planted the seed of literacy in me at an early age, thank you for showing me that my future would be limited without the dots. Thanks to Ora Potter who watered the seed and propelled me further into independence with her encouragement and no-nonsense attitude about blindness. I am grateful for my beautiful Little Lady Godiva who patiently waited through endless hours at the library and lying on her favorite chair in my study while I worked; never complaining when the embosser woke her up and never grumbling about the late nights and early mornings. I thank Amador, my husband, my friend, research assistant, and driver, with all my heart and soul. -
Chapter 1 Introduction, Statement of the Problem
CHAPTER 1 INTRODUCTION, STATEMENT OF THE PROBLEM, AND AIM OF THE STUDY 1.1 INTRODUCTION The processes of reading and writing, two of the four language arts along with listening and speaking, are integral features of the lives of many people. While reading and writing are often used as leisure activities, they also play an important role in determining the level of success. "Today, more than ever, those with the ability to communicate through reading and writing have the key that opens doors of employment, recreation, and enlightenment” (Holbrook, Koenig, & Smith 1996:1). Before the invention of the printing press by Gutenberg in the fifteenth century, books were in short supply, as they had to be written manually by monks. Moreover, the cost of books was prohibitive, with the result that only the wealthy could afford to buy and read them. This privileged group included the clergy and certain members of the nobility (Humphrey & Humphrey 1990:31). With the proliferation of printing houses and the production of books, magazines, journals and newspapers on a large scale, anyone who can read has the opportunity to do so. Even if books and other reading materials are unaffordable, libraries throughout the world stock large quantities of reading materials that are easily accessible to the average reader. But reading is certainly not confined to books, newspapers, magazines or journals. Today, many people read hundreds or even thousands of words daily without even looking at a book, newspaper or magazine to do this. They read their mail, street signs, advertisements on billboards, package labels, the wording in television commercials, etc. -
Tactile Pattern Perception
Perception, 1981, volume 10, pages 5-27 Tactile pattern perception Jack M Loornis Department of Psychology, University of California, Santa Barbara, California 93106, USA Received 26 September 1979, in revised form 16 November 1980 Abstract. Because efforts to use the cutaneous sense for conveying speech and visual information have met with only partial auccess, it would be useful to understand better the pattern-sensing capabilities of touch. This paper is an account of the sensory and perceptual factors known or hypothesized to limit the tactile perception of simple two-dimensional patterns, with special attention to the limited spatial bandwidth of touch. 1 Introduction Interest in tactile pattern perception has grown in the past decade and a half as the result of the development of a number of prosthetic devices for the deaf and blind that convert speech or optical patterns into tactile patterns. Even though a few of these devices, most notably the Optacon (Bliss 1969; Linvill and Bliss 1966), have been moderately successful in providing the sensorily handicapped with useful information, research with them has reinforced the conclusions of earlier investigators (DeGowin and Dimmick 1928; Major 1898; Zier and Barrett 1927; Zigler and Northrup 1926) that the cutaneous sense, especially when compared with vision, has rather limited form-sensing capability when the patterns are impressed upon the skin (Apkarian-Stielau and Loomis 1975; Hill 1974; Kirman 1973, 1979; Loomis 1974; Scadden 1971). Even tactile reading, where the subject has control over exploration and character sampling rate, falls far short of visual reading, as evidenced by the relatively low reading speeds of Optacon and braille readers (Bliss 1978; Biirklen 1932; Lappin and Foulke 1973; Merry 1937; Nolan and Kederis 1969). -
Pdf Joan Margarit En Beletra Ji / Dr /Red Almanako
KATALUNA ESPERANTISTO* *Llengua internacional i drets lingüístics ------------------------------- A Giridhar Rao* NUMERO 351-352 (117-118) DRETS HUMANS KVINA EPOKO LINGÜÍSTICS A L’ÍNDIA: JULIO-DECEMBRO 2009 ---------------------- LA BRETXA ENTRE LA POLÍTICA I LA PRÀCTICA > KEA-agado A l’Índia, malgrat haver-hi bones polítiques per a tractar el plurilingüisme por lingva diverseco del país, l’estat de moltes llengües, tant de grans com de petites, no és bo. A més, les llengües de les minories i dels indígenes pateixen per culpa d’un > En someraj sistema educatiu que no sols és de baixa qualitat, sinó que, a més, sovint es fa en una llengua que no és la materna dels alumnes: vet aquí la “bretxa” universitatoj del títol. Aquest assaig mostra un esbós del paisatge lingüístic complex que hi ha a l’Índia i, més endavant, enumera algunes polítiques lingüístiques > En la nacia del govern. Una secció posterior informa d’alguns dels perills que corre la diversitat lingüística del país. En el quart capítol “retratem” el sistema histori-muzeo educatiu indi. L’assaig presenta tres iniciatives prometedores que mostren camins per a continuar endavant. Les solucions inclouen: informacions més fidels sobre les llengües al país; un suport més efectiu perquè el > Trioble en la plurilingüisme germini i, més important, una millora del sistema educatiu telenovaĵoj estatal. Aquests passos contribuiran tant a una societat que respecti els drets humans lingüístics com a una evolució sostenible del país. Pàgines 21 a 27 > Nova KD Resumo sur paĝo 27 de Kaj Tiel Plu * El Dr. A Giridhar Rao és secretari general de la Federació Esperantista Índia i professor con- vidat a la universitat de Hyderābād.