9. Application and Use of the Simplified Sign System with Persons with Disabilities

2020 ◽  
pp. 311-346
Author(s):  
John D. Bonvillian ◽  
Nicole Kissane Lee ◽  
Tracy T. Dooley ◽  
Filip T. Loncke
Keyword(s):  
Contextual Information ◽  
Primary User ◽  
Learning Goals ◽  
Visual Contact ◽  
Persons With Disabilities ◽  
Group Activities ◽  
Target Populations ◽  
Sign System ◽  
Key Word ◽  
Communication Practices

In Chapter 9, various approaches to teaching signs to non-speaking or minimally verbal persons are examined, including general exposure, an incidental or milieu approach, games and group activities, and specific training sessions. Learning goals are identified not only for the main or primary user of the system, but also for that person’s communication partners (family members, caregivers, friends) and persons in the wider environment. Guidelines for using the Simplified Sign System with the target populations are provided in order to establish good and consistent communication practices that will help to maximize users’ success with the system. Such guidelines or strategies include ensuring a positive signing environment, establishing visual contact, using key word signing, accepting errors in sign formation from the main user, rewarding progress, using facial expressions and environmental cues or contextual information to enhance vocabulary acquisition, and adapting the rate and frequency of signing. Finally, the authors anticipate and address many of the questions or concerns that teachers or caregivers may have as they embark on a program of using Simplified Signs.

Textual Analysis of Corporate Annual Disclosures: A Comparison between Bankrupt and Non-Bankrupt Companies

2018 ◽  
Vol 15 (1) ◽  
pp. 45-55 ◽  
Author(s):  
Fang Yang ◽  
Burak Dolar ◽  
Lun Mo
Keyword(s):  
High Frequency ◽  
Semantic Analysis ◽  
Annual Report ◽  
Contextual Information ◽  
Qualitative Information ◽  
Related Concept ◽  
Topic Extraction ◽  
Financial Position ◽  
Key Word ◽  
High Frequency Words

ABSTRACT In this study we focus on extracting qualitative information from the management discussion and analysis (MD&A) section of an annual report and compare whether there are textually evident differences in textual expressions used between bankrupt and non-bankrupt companies. We extract high-frequency words, related concept links, and topics from MD&As and find that some high-frequency words appear to suggest differences between bankrupt and non-bankrupt companies regarding their financial position and ongoing status. However, the usefulness of concept links is mixed. Some concept links for high-frequency words do not seem to center around a theme or a key word, yet others provide some contextual information supporting our conjectures about the ongoing business status of non-bankrupt companies. Finally, we perform topic extraction based on a latent semantic analysis algorithm in order to investigate whether issues and themes discussed differ between non-bankrupt and bankrupt companies. We find that most of the top topics extracted merely recapture the characteristics of industries in which companies operate and do not provide information in differentiating between bankrupt and non-bankrupt companies. The reasons are discussed in the paper.

scholarly journals Poster Display as an Alternative Evaluation Method to Biochemistry Teaching

2004 ◽  
Vol 2 (2) ◽  
pp. 6
Author(s):  
Silas P. Rodrigues ◽  
Patricia M.B. Fenandes
Keyword(s):  
Student Behavior ◽  
Evaluation Method ◽  
Multiple Choice ◽  
General Knowledge ◽  
Basic Information ◽  
Alternative Evaluation ◽  
Group Activities ◽  
Key Word ◽  
Group A ◽  
Multiple Choice Questionnaire

Biochemistry is present in dierent professional under gradation courses in which it seeks to attendseveral objectives. The discipline oered to the students of Biology Science Course at UFES is tra-ditionally organized in a series of lectures to the basic information, a laboratory class related to eachtopic and a three written tests. Our students, as many from other courses, study biochemistry justbecause they have to. The teacher can alter the student behavior by changing the way in which theyexamine them. This work describes and analyses the experience of using poster display as an assess-ment and includes feedback from the students and teachers. At the beginning of the term the activityis explained to the class and groups are formed. They are oriented to search a full research paper, with\metabolism as a key word. During the students presentation, teachers and graduation studentsevaluate the production of a self-explanatory poster, assurance in the chosen work and involvementof all components of the group. A multiple-choice questionnaire was applied to 15-30 students fromthe ve classes that had already done the activity. The teachers and the graduation students also hadtheir opinions heard. 62.3 % of the students agreed that the activity accomplishes its objective tostimulate the integration of general knowledge and comprehension of a specic scientic work, while itpromotes the practice of presentation at seminars. 62.2 % believed that it allows the learner to showits knowledge in a better way and 51 % of the students were very much motivated within the activity.For 91.2 % of the students, they should choose the article, as it allows a better correlation betweenbiochemistry and personal anities (42.7 %). Also, 98 % believed that the activity should be carriedout in groups, because it allows a deeper discussion (53.6 %), stimulate group activities (20 %) orpermits the materials costs division (22 %). Only 1.8 % of the learners thought that the traditionaltests should be maintained, while the poster activity was suggested by 25 % of them to be used inother subjects. At all, students and teachers agreed that the poster activity represents an interestingteaching tool to evaluate biochemistry students.

Teaching Casual Writing for Professional Success with Twitter

2016 ◽  
pp. 200-220
Author(s):  
Amy Rubens
Keyword(s):  
Social Media ◽  
Job Search ◽  
Learning Goals ◽  
Writing Style ◽  
Mediated Communication ◽  
Workplace Writing ◽  
Media Platform ◽  
Communication Practices ◽  
Writing Instructors ◽  
Professional Contexts

Using social media to construct a digital, professional presence for the job search is a necessity in today's labor market. Millennials are skilled in using social media for personal purposes but cannot immediately intuit how to use familiar social media outlets in professional contexts. Writing instructors can guide students in enacting an online, professional presence through digitally mediated communication practices that increasingly are seen as valuable in the workplace. Instead of training students away from using “textese,” instructors should help students develop an abbreviated writing style that is strategic, consistent, and responsive to the needs of their audience. Twitter is the best social media platform in which to help students achieve these learning goals. This chapter provides readers with a description of a capstone, problem-based learning assignment in which students use Twitter to market their professional selves, network, and improve their digital workplace writing skills.

scholarly journals Contexts in a paper recommendation system with collaborative filtering

2012 ◽  
Vol 13 (5) ◽  
pp. 56 ◽  
Author(s):  
Pinata Winoto ◽  
Tiffany Y. Tang ◽  
Gordon I. McCalla
Keyword(s):  
Graduate Students ◽  
Collaborative Filtering ◽  
Undergraduate Students ◽  
Information Seeking ◽  
Recommendation System ◽  
Contextual Information ◽  
Learning Goals ◽  
Context Aware ◽  
Learning Groups ◽  
Filtering Techniques

Making personalized paper recommendations to users in an educational domain is not a trivial task of simply matching users’ interests with a paper topic. Therefore, we proposed a context-aware multidimensional paper recommendation system that considers additional user and paper features. Earlier experiments on experienced graduate students demonstrated the significance of this approach using modified collaborative filtering techniques. However, two key issues remain: (1) How would the modified filtering perform when target users are inexperienced undergraduate students who have a different pedagogical background and contextual information-seeking goals, such as task- and course-related goals, from those of graduate students?; (2) Should we combine graduates and undergraduates in the same pool, or should we separate them? We conducted two studies aimed at addressing these issues and they showed that (1) the system can be effectively used for inexperienced learners; (2) recommendations are less effective for different learning groups (with different pedagogical features and learning goals) than they are for the same learning groups. Based on the results obtained from these studies, we suggest several context-aware filtering techniques for different learning scenarios.<br /><br />

scholarly journals Learning Assessment With Portofolio

2020 ◽  
Vol 1 (3) ◽  
pp. 110-117
Author(s):  
Nurhasan Nurhasan
Keyword(s):  
Multiple Choice ◽  
Learning Goals ◽  
Learning Assessment ◽  
Measurement Tool ◽  
Performance Task ◽  
Measuring Device ◽  
Measuring Devices ◽  
Measurement Tools ◽  
Key Word ◽  
And Performance

To find out the competencies a person has, we need a tool called evaluation. There are two things that need to be distinguished in evaluation, the meaning is measurement and assessment or interpretation. To be able to measure correctly, you need the correct measurement tool too. The correct measuring device must meet several requirements, including: valid,reliable, and practical. There are several types of measuring devices. In addition there are subjective measurement tools (essays), objectives (multiple choice, matchmaking, short content, and right-wrong), and performance, now it is beginning to be known as portfolio measurement tools. The portfolio is a collection of the work of a student as a result of carrying out a performance task, which is determined by the teacher or by students with the teacher, as part of an effort to achieve learning goals, or achieve competencies specified in the curriculum. Key Word : Learning, Assessment, Portofolio

scholarly journals Artikel Tentang Administrasi Kurikulum

2019 ◽  
Author(s):  
Fajar Alfaridho Herman
Keyword(s):  
Teaching And Learning ◽  
Development Process ◽  
Teacher Performance ◽  
Learning Goals ◽  
Educational Goals ◽  
Curriculum Management ◽  
Learning Skills ◽  
Student Activities ◽  
Group Activities ◽  
Entire Process

Curriculum administration is the entire process of planned and deliberate and earnest activities as well as continuous coaching of the teaching and learning situation effectively and efficiently in order to help the achievement of educational goals that have been set. Curriculum administration is the entire process of activities planned and intentionally and deliberately and serious and continuous coaching of teaching and learning situations effectively and efficiently in order to help the achievement of educational goals that have been set. The function of curriculum administration is to improve the effectiveness of teacher performance and student activities in achieving learning goals, curriculum management that is professional, effective, and integrated can provide motivation to teacher performance and student activities in learning. Teachers are the central point of a curriculum thanks to the efforts of teachers, hence arises excitement student learning. So that spurring learning harder to achieve teaching and learning goals that are sourced from curriculum goals, for that teachers need to have teaching and learning skills. In the implementation of the curriculum, the teacher's job is to review the curriculum through individual or group activities, thus teachers and principals understand the curriculum before it is implemented in the curriculum development process.

Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice

2011 ◽  
Vol 14 (1) ◽  
pp. 21-28
Author(s):  
Mary J. Emm ◽  
Christine P. Cecconi
Keyword(s):  
Student Perceptions ◽  
Clinical Supervision ◽  
Private Practice ◽  
Universal Design ◽  
Professional Preparation ◽  
Learning Activities ◽  
Functional Information ◽  
Course Content ◽  
Group Activities ◽  
Assessment Procedures

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.

Shared Responsibilities for Full Participation in Society: Planning Further Integration of the ICF Into AAC

2016 ◽  
Vol 1 (12) ◽  
pp. 83-93 ◽  
Author(s):  
Mary Blake Huer ◽  
Travis T. Threats
Keyword(s):  
Environmental Factors ◽  
Augmentative And Alternative Communication ◽  
Functional Limitations ◽  
Community Support ◽  
World Health ◽  
International Classification Of Functioning ◽  
Personal Factors ◽  
Social Service Agencies ◽  
Persons With Disabilities ◽  
Full Participation

The World Health Organization's (WHO's) 2001 International Classification of Functioning Disability and Health (ICF) has as one of its central tenets the full inclusion of persons with disabilities in society. It acknowledges the need for medical and rehabilitation intervention in its biopscychosocial framework. However, the WHO realizes that society must do its part to facilitate this full participation and empowerment. Persons with complex communication needs (PWCCN) often need augmentative and alternative communication (AAC) in order to express themselves. However, in order to access and successfully use AAC, PWCCN need access to the necessary AAC devices and services, as well as a willing society to interact with them as full contributing members of society. The factors outside of a person's specific physical and/or cognitive functional limitations are addressed in the ICF via the Personal and Environmental Factors. Personal Factors include the individual's personality traits, lifestyle, experiences, social/educational/professional background, race, gender, and age. Environmental Factors include community support systems, social service agencies, governments, social networks, and those persons that interact with the PWCCN. This article addresses the sociopolitical influences on PWCCN and their functioning from a human rights perspective. The necessary introspective role of speech-language pathologists in this process is explored.

Author and Key Word Index

1992 ◽  
Vol 114 (27) ◽  
pp. 11013-11209
Keyword(s):  
Word Index ◽  
Key Word
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